Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model

Purpose This paper aims to respond to the need for a model of doctoral supervision that can capture and represent the focus, range and complexity of instructional intentions, practices and possibilities. Design/methodology/approach The study draws on the substantive literature on supervision and changing doctoral programs in the Fine Arts and relatively new empirical findings about supervision and learning. The authors posit a holistic model of supervision ranging across micro–macro and product–person dimensions. The model is further explained and illustrated using four supervisor cases in Fine Arts. Findings The model offers a heuristic for supervisors to reflect on and identify existing emphases, alignments and integrative possibilities to better understand the complexities of Fine Arts supervisory practices. Originality/value There is a dearth of research that addresses how doctoral supervisors perceive and articulate their roles and breadth of responsibilities in light of new programs and changing sectoral expectations.