Interwoven Guidance: A Triadic Approach to Adaptive Supervision in Higher Education

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.