Looking ahead to possibilities for the future The future of supervision holds exciting possibilities, but to succeed, we need to acknowledge that we need formal supervision training programmes. Masuku (2021) mentions that effective postgraduate supervision requires formal preparation, reflective practice, and collaborative approaches, especially in the South African higher education system, where diverse student challenges and systemic inequalities complicate the supervision process. Supervisor training is essential to equip academics with the necessary skills to manage supervision effectively, improve doctoral completion rates, and enhance the overall supervision culture. Generative AI can assist supervisors as it has the potential to act as an epistemic partner, enhancing rather than substituting for human supervision. This collaborative approach ensures that research continues to embody its essential critical, creative, and human dimensions (Dai et al., 2023). References Dai, Y., Lai, S., Lim, C. P., & Liu, A. (2023). ChatGPT and its impact on research supervision: Insights from Australian postgraduate research students. Australasian Journal of Educational Technology, 39(4), 74-88. https://doi.org/10.14742/ ajet.8843. Grohnert, T., Gromotka, L., Inken, G., Delnoij, L., & Beausaert, S. (2024). Effective master’s thesis supervision: A summative framework for research and practice. Educational Research Review, 42, 100589, ISSN 1747-938X. https://doi.org/10.1016/j. edurev.2023.100589. Halse, C. (2011). Becoming a supervisor: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36, 557-570. 10.1080/03075079.2011.594593. Karampelias, C., Stigmar, M., & Auer, N. (2024). Behind the scenes of doctoral success: a mixed methods approach to exploring PhD supervision courses in Swedish higher education institutions. Studies in Higher Education, 50(6), 1138–1150. https://doi.org/ 10.1080/03075079.2024.2364066. Karampelias, C. (2025). ‘The supervisor’s story: The PhD supervisor-supervisee relationship from the supervisors’ perspectives’ (Dissertation). Retrieved from https://urn.kb.se/ resolve?urn=urn:nbn:se:mau:diva-73360. Conclusion Supervision is not simply a requirement of postgraduate education but a deeply human practice that evolves with time. From the traditional apprenticeship model to today’s collaborative, technologically mediated relationships, supervision has always been about more than guiding research projects. It is about shaping scholars, nurturing growth, and balancing efficiency and humanity. The art of supervision lies in this balance. Supervisors should be open to continually learning, adjusting their approaches, reflecting on their practices, and finding ways to preserve integrity in an ever-changing landscape. We must acknowledge that supervision is both demanding and rewarding; it is not a formula to be followed, but an art to live. Manathunga, C. (2005). The development of research supervision: Turning the light on a private space. International Journal for Academic Development, 10(1), 17-30. Masuku, V. Z. (2021). Becoming a research supervisor: Reflections on a postgraduate supervision course. Teacher Education and Curriculum Studies, 6(4), 143-doi: 150.10.11648/j. tecs.20210604.16. Ngulube, P. (2021). Postgraduate supervision practices in education research and the creation of opportunities for knowledge sharing. Problems of education in the 21st century. 79.255-272.10.33225/ pec/21.79.255. Omodan, B. I. (2025). Redefining the role of supervisors in the era of artificial intelligence: Implications for hybrid postgraduate research governance. Cogent Education, 12(1), 2536534. https://doi.org/10.1080/2331186X.2025.2536534 Rathilall, R. (2025). Transitioning from postgraduate student to postgraduate supervision. In Cultivating Creativity and Navigating Talent Management in Academia (pp. 493-518. IGI Global Scientific Publishing. Wisker, G. (2023). Facilitating researcher independence through supervision as dialogue. In developing researcher independence through the hidden curriculum (pp. 79-91). Springer International Publishing. https://doi.org/10.1007/978-3-031-428753_7 76 A Journey of Innovation
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