This paper examines supervisors at a reform university where most supervision concerns undergraduate and Master's project work. Drawing on Grant's (. ‘Assembling Ourselves Differently? Contesting the Dominant Imaginary of Doctoral Supervision’. Parallax 24 (3): 356–370) understanding of being a supervisor as an ongoing process of assembling oneself, 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 supervision. 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.
Bibliographical noteImportant note from the Publisher regarding the attached version of the article: “This is an Accepted Manuscript version of the following article, accepted for publication in Teaching in Higher Education. Tatiana Fogelman (2021) ‘A sort of collaboration’: challenged conceptions and negotiated temporalities in supervision practice at a reform university, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1891042 . It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.”
- project work
- reform university