ABSTRACT
The process of becoming a graduate supervisor may include formal training sessions devoted to discussing procedures and strategies but may simply be an ad hoc experiential process in need of constant refinement. This chapter uses structured reflection as a tool for examining a first-time supervisor’s negotiation of her supervisory role to cater for the needs of two graduate students – focussing on the necessitated shifts specific to the conceptualisation of roles; the provision of feedback; the nature of interaction; and the provision of non-academic support. The findings suggest a requirement for graduate research supervisors to demonstrate flexibility in order to meet student needs. The study also reinforces the usefulness of reflection on practice and points to the need for further research on supervisor/supervisee relations as a basis for informed institutional policy and best practice development.
