A key aspect of effective supervision is the supervisor-supervisee relationship (Kushwah & Navrouzoglou, 2022). Traditionally, expert-novice relationships, in which the supervisor assumed the superior role, dominated supervisory practice; the primary focus being skill enhancement for the student (Carrington, 2004). However, recent research highlights an expanding role for supervisors, encompassing holistic support for supervisees (Adedokun & Oyetunde-Joshua, 2024). Accordingly, the supervisory process has more recently been conceptualised as a reciprocal exchange of experiences encompassing mutual benefit for the student and supervisor (Vähämäki et al., 2021).  

This academic exchange will present a case study outlining a novice-supervisor’s (Sam Hughes) and MSc-R student’s (Jazmine Parrott) supervisory journey thus far, inclusive of the reciprocal exchanges that we have engaged in. Specifically, we will outline Jaz’s research project before reflecting on the opportunities and learning experiences that have opened-up by working collaboratively, and discussing how we have navigated the many challenges that we have encountered together.  

The intended outcome is to promote best practice and highlight the importance of collaborative learning during the supervisor-student dynamic. We conclude by highlighting the importance of the student learning from the supervisor and also the supervisor learning from the student in a reciprocal exchange of experiences to stimulate continual learning and engender mutual benefit.