Abstract
Literature indicates that one of the important factors for HDR supervision satisfaction is frequency of meetings (Health, 2002). However, the supervision of multiple HDR students can be a time and energy consuming process. What can supervisors do to better manage the demands and needs of multiple students while still having some time left for their own academic activities? Using a reflective action research model the authors have developed and implemented an HDR group supervision model that allows the shared supervision of multiple students on a regular basis. Four major benefits have been identified. First, by having a regular fortnightly meeting at a given location, both supervisors and HDR students are more efficient and effective in monitoring progress. Second, due to the shared supervision model, the supervision sessions continued regularly even if one or two supervisors had other commitments in a certain week. Third, the students benefited from the expertise of supervisors who were not on their supervisory panels, yet had valuable contributions. Fourth, the HDR students have identified other colleagues who were either more advanced or on the same level of progress and started working together and supporting each other. With theoretical support from social cognitive theory and distributed leadership the initial experience suggests that this approach can be efficient and effective for students in similar disciplines.