Purpose

In this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS).

Design/methodology/approach

We followed a duoethnographic research design by dialogically presenting and exploring our lived experiences of CPS and critiquing and questioning the meanings we give to those experiences. The experiences shared arose from two different contexts: a contact university and an open distance learning university.

Findings

The reflection suggests that social values of trust, compassion and care in CPS can outrun the spatial constraints for the benefit of the supervisees in the relationship. However, the colleagues in the CPS can also experience some subtle power dynamics and tensions that produce a constraining space, if the CPS process is not well communicated.

Originality/value

While CPS is a common practice in some universities, there is limited research that pays attention to its socio-spatiality, that is, the interaction between the social and the spatial aspects of this practice.

中文翻译：

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“同事研究生监督”与高等教育空间的产生：双重人种学分析

目的

在本文中，我们通过反思我们在同事监督下的社会空间经验来为研究生监督话语贡献知识，这一过程被我们称为同事研究生监督（CPS）。

设计/方法/方法

我们遵循双重人种学研究设计，通过对话来介绍和探索我们在CPS中的生活经验，并对我们给予这些经验的意义提出质疑和质疑。共享的经验来自两个不同的背景：一所接触型大学和一所开放式远程学习大学。

发现

反思表明，CPS中信任，同情和关怀的社会价值观可以超越空间限制，从而有利于关系中的被监督者。但是，如果没有很好地传达CPS的过程，那么CPS的同事也会经历一些微妙的动力动态和张力，从而产生约束空间。

创意/价值

尽管CPS在某些大学中是一种常见的做法，但很少有研究关注其社会空间性，即这种做法的社会和空间方面之间的相互作用。