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Codevelopment action learning as a supervisory tool to support graduate students’ academic persistence

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  • Nesrine Fazez
  • Nathalie Lafranchise
  • Léane Larose
  • Laurianne Rioux
  • Maxime Paquet

Abstract

A dyadic supervision model is traditionally used to support graduate students throughout their studies. While this model has many advantages, it can sometimes be insufficient. Graduate students report a need for spaces where they can discuss their projects, share experiences, and gain practical information on writing or other milestones in their academic journey. To address this need, a professor at the Université du Québec à Montréal (UQAM) implemented Codevelopment Action Learning (CAL) with her graduate students. This Account of Practice describes her experience preparing, organizing, and facilitating CAL sessions, while navigating the dual role of supervisor and facilitator. It also highlights how this initiative inspired a larger-scale project currently underway, involving more than a dozen CAL groups facilitated by graduate students and supported by two universities. The article concludes with reflections on CAL as a complement to dyadic supervision and as a promising tool for supporting graduate students’ academic persistence.

Suggested Citation

  • Nesrine Fazez & Nathalie Lafranchise & Léane Larose & Laurianne Rioux & Maxime Paquet, 2025. "Codevelopment action learning as a supervisory tool to support graduate students’ academic persistence," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 22(3), pages 348-356, September.
    • Handle: RePEc:taf:alresp:v:22:y:2025:i:3:p:348-356
    DOI: 10.1080/14767333.2025.2564594
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