Axiological Traces in Supervision in Higher Education

Authors

  • Kari Søndenå University of Stavanger
  • Bente Vatne Volda University College
  • June Junge University of Stavanger

DOI:

https://doi.org/10.15845/ntvp.v10i1.4199

Keywords:

supervision, Bakhtin, dialoism, bureaucratic, charismatic

Abstract

The study deals with the complexity of supervision in academia. Higher education is described as “bundled institutions” (Kalleberg, 2011) with unclear aesthetics and a complex mandate in the field of supervision. The institutions are required to ensure supervision related to research, development work and teaching, and is aimed towards written text as well as practical work. The article presents general characteristics of the complexity involved in working with supervision. Focus is on identifiable axiologies at all three levels of higher education. Empirical basis is individual interviews with supervisors at bachelor's, master's and PhD level. Method of analysis is dialogical and implies the double question of what the research material can tell us, and what we can tell the research material (Sullivan, 2012). The results are presented along two main tracks, categorized as “common bureaucratic” and “charismatic” traits at bachelor's, master's and PhD level. In conclusion, we discuss an axiological track rooted in a dialogical relational ontology.

Author Biographies

Kari Søndenå, University of Stavanger

Kari Soendenaa is Professor Emerita of Social pedagogy at the Department of Social Studies, University of Stavanger, Norway. She has extensive experience with teaching, supervision and research both from Early Childhood Education and Social Work Education. Soendenaa has worked as professor at several institutions in Norway and the Nordic countries. Her interest in research is directed towards supervision in higher education and in particular towards dialogical traditions. She has published a number of articles focusing on reflection and supervision over the past 30 years.

Bente Vatne, Volda University College

Bente Vatne is Professor Emerita in Pedagogy, at the Department of Pedagogy, Volda University College, Norway. She has extensive experience with teaching, supervision and research from primary and lower secondary teacher education, kindergarten teacher education and higher education. She has published articles on the topic of professional research, supervision, children's language learning and the role of play in children's learning.

June Junge, University of Stavanger

June Junge is Associate Professor at the University of Stavanger, Department of Early Childhood Education. Graduated cand. polit at University of Oslo, Norway. Ph.D. degree in educational sciences at UiS. She has been teaching at the Department of Early Childhood Education at University of Stavanger since 1999. She has published articles based on discourse analysis of conversations between teacher colleagues, and between teacher and student.

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Published

2025-03-06

How to Cite

Søndenå, K., Vatne, B., & Junge, J. (2025). Axiological Traces in Supervision in Higher Education. The Nordic Journal of Pedagogical Supervision, 10(1), 1–12. https://doi.org/10.15845/ntvp.v10i1.4199

Issue

Vol. 10 No. 1 (2025)

Section

Articles

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Copyright (c) 2025 Kari Søndenå, Bente Vatne, June Junge

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This work is licensed under a Creative Commons Attribution 4.0 International License.