Time well spent: a mixed methods evaluation of a pilot cohort supervision model for higher degree candidates and supervisors

Purpose Cohort supervision models are increasingly adopted in postgraduate research education to enhance supervisor and candidate experience. While often implemented for their potential to improve time efficiency, emerging literature suggests that their true value may lie in facilitating richer pedagogical engagement, peer support and academic community. This study aims to implement and evaluate a pilot cohort supervision model for Higher Degree Research (HDR) candidates and supervisors, examining its impact on supervisory time, candidate satisfaction and the quality of engagement. Design/methodology/approach A mixed methods design was used, incorporating HDR education sessions, surveys, interviews and session observation within a single institutional context. Data were collected from both supervisors and HDR candidates. Findings The cohort model did not reduce supervisor or candidate time; rather, it supplemented individual supervision, often increasing overall time commitments. However, it reportedly improved the quality of supervisory interactions, enabling more thoughtful feedback and facilitating collaborative learning. Candidates reported moderate to high satisfaction, particularly when sessions were well-timed and relevant. Over time, many shifted from preferring one-on-one supervision to valuing the cohort model. Challenges included content relevance, scheduling and lack of individualisation. Originality/value Cohort supervision models enhance HDR experience by promoting peer learning, academic identity formation and distributed mentorship. While not a time-saving strategy, it optimises supervisory engagement and supports a more inclusive and dialogic research culture. Successful implementation requires institutional support, supervisor development and integration with individual supervision. Future research should explore long-term impacts across disciplines and delivery models.