ABSTRACT
This chapter discusses the effects of the approach that are shown to be deeply disturbing, for co-supervisors as well as students. Collaborative modes of supervision differ from those described in that the supervisors meet together with the student as their usual practice, and there is a much stronger sense that the student is included as part of the team. The roles in collaborative teams are clearly defined, retaining the institutionally prescribed relationships; however, the social positions accorded to these roles are backgrounded to variable degrees. Collaborative modes fall into two broad categories: hierarchical and horizontal. Remedial collaborative teams are formed in response to situations that are in need of repair. The student had hoped for a collaborative form of supervision but found herself, along with the co-supervisor, effectively silenced. Depending on the relationship between the team members, there may be considerable variation in the team mode, ranging from segmented mode to hierarchical and horizontal collaborative modes.
