“Supervision is a pedagogical competence on a par with teaching,” emphasises Dorina Gnaur, a senior consultant at the CED, who has been engaged in university pedagogy and the professional development of university educators as well as academic supervision since 2011.

“Everyone can give good advice, but effective supervision is much more than that. In the process of supervision, you support student independence, enabling them to integrate and apply their knowledge,” she explains.

Dorina Gnaur is the course leader of the CED’s new online course Academic Supervision Online Course. The course introduces key principles and methods for supervising academic assignments. It is primarily aimed at those supervising bachelor’s and master’s theses, but it can also be relevant for postdocs, part-time academic staff, and others who may benefit from a basic introduction to the supervision task.

When the supervision task suddenly comes knocking

The course was developed in response to needs identified in several academic environments at Aarhus University. Many new supervisors sought support in navigating the supervision task, which can involve academic, communicative, and relational challenges.

“We often get requests from international researchers in particular, who are unfamiliar with supervision practices at Danish universities. At Aarhus University, we have developed some well-tested methods and tools that we recommend,” says Dorina Gnaur.

The CED has received requests from part-time lecturers seeking support in relation to supervision. Part-time lecturers often do not have access to the same opportunities for peer support as full-time colleagues. Like many other teachers, they face time constraints due to other commitments.

Therefore, the course has been designed as a flexible online format that you can engage with when your schedule allows or when you are unexpectedly asked to do supervision.

The course is structured around three core competencies within academic supervision:

• Product-oriented competencies
  Providing effective feedback on students’ work and helping them optimise their academic output.
• Process oriented competencies
  Setting clear expectations and guiding students through the research and writing process.
• Communication competencies
  Fostering constructive dialogue through active listening and effective questioning techniques.

“When supervising, there are three aspects of the task you need to keep in mind. First is the product itself – whether the final submission meets the quality standards. Second is the process – the journey towards the final product. And third is the communication with the student about all of this. The course helps you navigate all three aspects and offers concrete tools for doing so,” Dorina Gnaur explains.

In addition to offering a general introduction to supervision as a pedagogical practice and presenting state-of-the-art supervision tools, when finishing the course,æ you will have created two documents that can be used directly in your everyday work: a supervisor letter and a supervision plan.

“In the supervisor letter, the supervisor outlines their approach: Who am I as a supervisor, and what can the student expect from me? The supervisor letter serves as a dialogue tool to align expectations. In any supervision process, it is absolutely essential that both parties know what they are entering into,” she concludes.

The supervision plan is a process-supporting tool that helps map out what should happen before, during, and after a supervision session.

“The supervision plan helps maintain progress throughout the process. It serves as a transparent tool, accessible to both parties, allowing them to track the supervision process together,” Dorina Gnaur explains.

Towards the end of the course, those who wish to engage further with the topic or are facing specific challenges are introduced to alternative supervision formats, including group supervision, online supervision, and facilitation of peer feedback.

Supervision should be a collegial matter

Supervision is often experienced as a solitary task. However, Dorina Gnaur believes that involving colleagues in open discussions about supervision can significantly strengthen the practice.

“Supervision is often a very private matter. Usually, it is up to the individual supervisor to decide how the role is carried out. I hope the course will inspire participants to bring some of their reflections back to their academic environments, helping to elevate supervision practices, develop local norms, and engage in peer support,” Dorina Gnaur concludes.

For those wishing to further develop supervision as a shared practice, the CED offers tailored workshops in continuation of the online course. These allow groups of supervisors to explore, based on their own experiences and needs, how shared supervision practices can be strengthened and further developed.

• Read more and access the online course here.
• Contact Dorina Gnaur (dg@au.dk | +45 20 47 71 27) if you would like to hear more about the tailored workshop options.