This paper examines supervisors from an under-researched setting of a reform university where most supervision concerns undergraduate and Master's students' team-based semester-long project work. Drawing conceptually on Grant's (2018) understanding of being a supervisor as an ongoing process of assembling oneself, and empirically on interviews, it focuses on the role of this institutional framework as an "outside" element in this assembling process. I argue that it shapes the conditions of that assembling through the changing conceptions and temporalities of supervisory practice. While supervisors continue to aspire to the original conception of supervision as a distinct pedagogical mode that is - even for undergraduates - akin to apprenticeship, palpable quickening and demands for instruction-like supervision endanger this conception. This temporal compression, together with the prevalence of short-term cyclicality of projects and co-negotiation of multiple longer-term temporal frames of becoming a supervisor, makes for a temporally multi-layered and particularly intense supervisory practice.
|Journal||Teaching in Higher Education|
|Publication status||Accepted/In press - 2021|