Expert Companions? Constructing a Pedagogy for Supervising Honours Students

Abstract

There is a substantial body of knowledge that describes and analyses supervision of higher degree research students. However, the literature is relatively silent on the question of appropriate pedagogy for the supervision of honours students. Using a sample of social work students who completed their studies during the period 2005–2010, the authors set out to gain some preliminary knowledge of the appropriate pedagogy for the supervision of honours students. The findings reveal that most honours students constructed their supervisors as being expert companions, and provide some support for a social work model of academic supervision.