A model for postgraduate supervision of large student numbers in Engineering Management at the University of Johannesburg

Abstract

The paper presents a three-stage supervision model that was implemented by two senior academics in the Postgraduate School of Engineering Management at the University of Johannesburg as a pedagogical approach for the supervision of large numbers of postgraduate students. The model was considered as an alternative to the traditional dyadic supervision model and incorporates communities of practice, group learning and team supervision as supervisory methodologies, whilst integrating select supervisory principles. The model was designed and implemented in 2016 and observations from both supervisors and students are presented to reflect the value derived towards efficient and quality academic supervision.