Interwoven Guidance: A Triadic Approach to Adaptive Supervision in Higher Education
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Published:
Jun 1, 2025
Keywords:
Adaptive Supervision, Collaboration, Communication, Supervisory Process, Tailored Support, Triadic Approach
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Abstract
The present qualitative study delves into the trilateral relationship between supervisees, supervisors, and program coordinators in the context of EFL master dissertation writing in Algerian universities. Data comes from three sources: students, supervisors, and program coordinators through focus group discussions, questionnaires, and interviews respectively. The data was analysed using a grounded theory technique, following a bottom-up analysis to enable themes to emerge directly from the data. The findings are presented as an innovative triadic adaptive supervision framework that can be applied in Algerian settings and beyond. This framework provides valuable perspectives on enhancing supervision practices and fostering academic excellence in master dissertation writing across diverse educational settings.
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How to Cite
BENNACER, F., & KHENIOUI, N. (2025). Interwoven Guidance: A Triadic Approach to Adaptive Supervision in Higher Education. ALTRALANG Journal, 7(1), 401-416. https://doi.org/10.52919/altralang.v7i1.549
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This work is licensed under a Creative Commons Attribution 4.0 International License.
LICENSE: This work is licensed under a Creative Commons CC BY 4.0 license
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References
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• Miller, L. (2020). Remote supervision in primary care during the COVID-19 pandemic: The “new normal”? Education for Primary Care, 31(6), 332–336. https://doi.org/10.1080/14739879.2020.1802353
• Nasri, M., & Ghaith, S. (2017). The role of the supervisor in the development of EFL graduate students' academic writing skills in Algeria. Higher Education Research & Development, 36(5), 1039-1053.
• Ortiz-Catalan, M., Middleton, A., & Gustafsson, M. (2019). Supervision of M.Sc. theses using the writing of a scientific article as a framework to increase efficiency and quality of research outcomes. In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBS) (pp. 1436-1439). doi:10.1109/EMBC.2019.8856364.
• Phillips, E. M., & Pugh, D. S. (2010). How to get a PhD: A handbook for students and their supervisors. McGraw-Hill Education.
• Tarlow, K. R., McCord, C. E., Nelon, J. L., & Bernhard, P. A. (2020). Comparing in-person supervision and telesupervision: A multiple baseline single-case study. Journal of Psychotherapy Integration, 30(2), 383–393. https://doi.org/10.1037/int0000210
• Wisker, G. (2012). The postgraduate research handbook: Succeed with your MA, MPhil, EdD and PhD. Palgrave Macmillan.
• Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). From supervisory dialogues to successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at the postgraduate level. Journal of Teaching in Higher Education, 8(3), 383–397 https://doi.org/10.1080/13562510309400
• Zhang, L. J., & Kenny, B. (2010). The impact of face-to-face communication on EFL learners' motivation and anxiety: A preliminary study in China. System, 38(2), 185-195.
• Ali, A.; Kohun, F. (2007). Dealing With social isolation to minimize doctoral attrition—A four stage framework. Int. J. Dr. Stud., 2, 33–49.
• Almeatani, M., Alotaibi, H., Alasmari, E., Meccawy, M., & Alghamdi, B. (2019). Thesis supervision mobile system for enhancing student-supervisor communication. International Journal of Interactive Mobile Technologies, 13(6), 4-14. doi:10.3991/ijim.v13i06.9533.
• Bakhou, B. , & Bouhania, B. (2020). A qualitative Inquiry into the difficulties experienced by Algerian EFL Master students in thesis writing: ‘Language is not the only problem’. Arab World English Journal, 11 (2) 243-257. https://dx.doi.org/10.24093/awej/vol11no2.17
• Barnes, B. J., & Austin, A. E. (2009). The Role of Doctoral Advisors: A Look at advising from the advisor’s perspective. Innovative High Education, 33, 297-315.https://doi.org/10.1007/s10755-008-9084-x
• Bastola, M.N. & Guangwei Hu, G. (2023). From the other side of the desk: Supervisors’ perceptions of supervisory feedback. Journal of Second Language Writing, Volume 59, 2023.ISSN 1060-3743.
• https://doi.org/10.1016/j.jslw.2023.100965.
• Bengtsen, S. S., & Jensen, G. S. (2015). Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online. Tidsskriftet Læring Og Medier (LOM), 8(13). https://doi.org/10.7146/lom.v8i13.19381
• Biggam, J . (2008). Succeeding with your Master’s dissertation: A step-by step handbook. OUP
• Boud, D., & Molley, E. (2013). Feedback in Higher and Professional Education: Understanding it and doing it well.Taylor & Francis.
• Bouzid, M., & Belkhir, F. (2019). Master's students' experiences with thesis supervision in Algeria. Journal of English for Academic Purposes, 41, 1-10.
• Bracken, D. W., Timmreck, C. W., & Church, A. H. (2001).The Handbook of Multisource Feedback. Jossey-Bass.
• Eley, A. & R, Jennings (2005). Effective postgraduate supervision: Improving the student/supervisor relationship. Open University Press
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
• Eley, A. & Murray, R. (2009). How to be an effective supervisor: Best practice in research student supervision. Open University Press.
• Finn, J. (2005). Getting a Ph.D. Routledge.
• Ghani, F. (2020). Remote teaching and supervision of graduate scholars in the unprecedented and testing times. Journal of the Pakistan Dental Association, 29(S), 36–42. https://doi.org/10.25301/JPDA.29S.S36
• Ghouar, N. (2019). Challenges in writing Master dissertations. Social and Human Sciences Review,20 (02), pp. 527-544.
• Grant, R.M. (2005). Contemporary strategy analysis: Concepts, techniques, applications: A Guide for instructors (5th ed.). Blackwell Publishing Ltd
• Hamada, H (2011). Distance and e-supervising: Experiences and results. Human Sciences N 35, pp 105-111.
• Hedayati, M., &MacIntyre, P. D. (2013). The effectiveness of face-to-face and online supervision of research in EFL contexts. System, 41(2), 370-380.
• Hutson, J., Nasser, R., Marzano, M., Curtis, R., MacDonald, E., Edele, S., & Hosto-Marti, B. (2022). Bridge building in Higher Education: Multi-modal mentoring programs to support retention &career preparedness. Creative Education,13, 2811-2833.
• https://doi.org/10.4236/ce.2022.139178
• Kamhi-Stein, L. D., & Lee, J. J. (2015). Online supervision: A review of the literature. TESOL Journal, 6(1), 116-138.
• Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33:3, 267-281, DOI: 10.1080/03075070802049202
• Lee, J. J., & Kamhi-Stein, L. D. (2016). Modes of supervision in EFL contexts: A review of the literature. TESOL Quarterly, 50(3), 676-697.
• Luo, Y., Sun, S., Wang, Y., Wu, D., Ouyang, Y., Li, Y., & Pan, Y. (2023). Designing a virtual reality-support for the thesis supervision meetings: A case of a Sino-British international university in China. Computers & Education: X Reality, 3, 100047. https://doi.org/10.1016/j.cexr.2023.100047
• Mabrouk, S. (2017). Online supervision in EFL contexts: A case study of master's thesis supervision. Journal of English for Academic Purposes, 30, 13-23.
• Mauch, J.A. & Park, N. (2003).Guide to successful thesis and dissertation: A handbook for students and faculty (5th ed.). Marcel Dekker, Inc
• Murray, R. (2009). How to write a thesis. McGraw-Hill International.
• Miller, L. (2020). Remote supervision in primary care during the COVID-19 pandemic: The “new normal”? Education for Primary Care, 31(6), 332–336. https://doi.org/10.1080/14739879.2020.1802353
• Nasri, M., & Ghaith, S. (2017). The role of the supervisor in the development of EFL graduate students' academic writing skills in Algeria. Higher Education Research & Development, 36(5), 1039-1053.
• Ortiz-Catalan, M., Middleton, A., & Gustafsson, M. (2019). Supervision of M.Sc. theses using the writing of a scientific article as a framework to increase efficiency and quality of research outcomes. In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBS) (pp. 1436-1439). doi:10.1109/EMBC.2019.8856364.
• Phillips, E. M., & Pugh, D. S. (2010). How to get a PhD: A handbook for students and their supervisors. McGraw-Hill Education.
• Tarlow, K. R., McCord, C. E., Nelon, J. L., & Bernhard, P. A. (2020). Comparing in-person supervision and telesupervision: A multiple baseline single-case study. Journal of Psychotherapy Integration, 30(2), 383–393. https://doi.org/10.1037/int0000210
• Wisker, G. (2012). The postgraduate research handbook: Succeed with your MA, MPhil, EdD and PhD. Palgrave Macmillan.
• Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). From supervisory dialogues to successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at the postgraduate level. Journal of Teaching in Higher Education, 8(3), 383–397 https://doi.org/10.1080/13562510309400
• Zhang, L. J., & Kenny, B. (2010). The impact of face-to-face communication on EFL learners' motivation and anxiety: A preliminary study in China. System, 38(2), 185-195.