Mapping the Intellectual Landscape of Collaborative Educational Supervision: A Bibliometric Review

Rika Yosepa, Aan Komariah, Djam’an Satori, Nugraha Suharto

Abstract


Abstract: This study aims to map the intellectual landscape, thematic development, and research gaps in collaborative educational supervision through a bibliometric review of Scopus-indexed literature. Collaborative supervision has increasingly been discussed as an alternative to traditional hierarchical supervision because it emphasizes dialogue, shared responsibility, reflective inquiry, and professional learning. However, the development of this topic remains conceptually fragmented and has not been sufficiently mapped as a coherent field of educational research. This study employed a bibliometric analysis integrated with a narrative literature review. Data were collected from the Scopus database using the keywords “collaborative supervision” and “education” in the title, abstract, and keyword fields. After applying inclusion and exclusion criteria, 27 relevant documents published between 2000 and 2024 were analyzed. Bibliometric mapping was conducted using VOSviewer and Bibliometrix to examine publication trends, institutional and geographical contributions, keyword co-occurrence, and thematic structures, while the narrative review was used to interpret the conceptual and practical meanings of the most relevant studies. The findings show that scholarly attention to collaborative supervision has grown gradually since the early 2000s, with stronger development after the 2010s and publication peaks in 2003, 2015, and 2024. The United States appears as the most productive country, while institutional contributions remain dispersed, indicating that no single academic center dominates this field. Keyword analysis reveals several thematic clusters, including health professions education, clinical and fieldwork supervision, collaborative learning, teacher development, and professional identity formation. These findings indicate that collaborative supervision is an interdisciplinary concept applied across teacher education, higher education, social work, medical education, and allied health training. Nevertheless, the field still faces challenges related to inconsistent definitions, limited empirical validation, and underrepresentation of Global South contexts. The study concludes that collaborative supervision has strong potential to support professional development and sustainable educational improvement, but future research should develop clearer theoretical frameworks, expand comparative and longitudinal studies, and explore digital or hybrid supervision models.
Keywords: collaborative supervision, educational supervision, teacher development, bibliometric analysis, professional learning

Full Text:

PDF

References


Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007

Billsberry, J., & Cortese, C. (2023). PhD by prospective publication in Australian business schools: Provocations from a collaborative autoethnography. International Journal of Doctoral Studies, 18, 119–136. https://doi.org/10.28945/5102

Castaño, C., Bernal, B., Noguera, J. C., Chen Austin, M., Ortega, M. D. L. A., & Caballero, R. (2024). Enhancing engineering competencies through sustainable design: A project- and problem-based learning approach for industrial engineering students. Proceedings of the LACCEI International Multi-Conference for Engineering, Education, and Technology. https://doi.org/10.18687/LACCEI2024.1.1.743

Davidsen, J. G., Larsen, D. V., Rasmussen, S., & Paulsen, L. (2024). Collaborative 360° virtual reality training of medical students in clinical examinations. Medical Education Online, 29(1), 2412398. https://doi.org/10.1080/10872981.2024.2412398

Deaves, A., Matson, R., Rushe, E., Rees, A., Edwards, D., Trainor, K., & Seddon, J. (2024). Exploring alternative practice placement models in occupational therapy and physiotherapy: Perspectives and experiences of learners and practice educators: A qualitative systematic review. BMC Medical Education, 24, 1325. https://doi.org/10.1186/s12909-024-06323-z

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Golding, J. (2025). Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development. International Journal for Academic Development, 30(2), 216–231. https://doi.org/10.1080/1360144X.2024.2400147

Hornyák, Á. (2025). On the edge of the profession: Examining factors influencing teachers’ motivation and retention in the profession in disadvantaged school environments. International Journal of Sociology of Education, 14(3), 215–232. https://doi.org/10.17583/rise.18179

Hu, D., Zhu, W., Fu, Y., Zhang, M., Zhao, Y., Hanson, K., Martinez-Alvarez, M., & Liu, X. (2017). Development of village doctors in China: Financial compensation and health system support. International Journal for Equity in Health, 16(1), 9. https://doi.org/10.1186/s12939-016-0505-7

Huang, C., Xiao, Y., Xu, D., Wong, I. N., Patil, N. G., Chen, J., Zhang, K., Hu, W., Zhang, J., Ding, S., Kuang, M., Xiao, H., & Feng, X. (2025). Developing a student-centred curriculum: Insights from anaesthetic placement experiences for co-designing in China’s Greater Bay Area. Advances in Medical Education and Practice, 16, 1695–1704. https://doi.org/10.2147/AMEP.S530349

Kálmán, O., Horváth, L., Kardos, D., Kozma, B., & Fehérvári, A. (2022). Review of benefits and challenges of co-supervision in doctoral education. European Journal of Education, 57(4), 526–542. https://doi.org/10.1111/ejed.12518

Maor, D., Ensor, J. D., & Fraser, B. J. (2016). Doctoral supervision in virtual spaces: A review of online practices and future directions. Higher Education Research & Development, 35(1), 172–188. https://doi.org/10.1080/07294360.2015.1121206

Marzi, G., Caputo, A., & Garzella, S. (2021). Do we need a new theory of collaboration? A bibliometric perspective. Management Decision, 59(8), 1864–1883. https://doi.org/10.1108/MD-08-2020-1051

McCormick, A., & de Rivera, L. (2025). Love and pedagogy in doctoral supervision: A duoethnography navigating complex positionings within decolonising contexts. Pedagogy, Culture & Society, 33(5), 1705–1725. https://doi.org/10.1080/14681366.2024.2386046

Rasdiana, Wiyono, B. B., Imron, A., Rahma, L., Arifah, N., Azhari, R., Elfira, Sibula, I., & Maharmawan, M. A. (2024). Elevating teachers’ professional digital competence: Synergies of principals’ instructional e-supervision, technology leadership and digital culture for educational excellence in digital-savvy era. Education Sciences, 14(3), 266. https://doi.org/10.3390/educsci14030266

Restrepo, J. A., Domínguez, L. C., & García-Diéguez, M. (2022). Learning climate and work engagement in clinical residents: The relationship with human self-determination. Biomédica, 42, 102–111. https://doi.org/10.7705/biomedica.6158

Siagian, N., Amin, H., Munawati, S., Syafruddin, & Suprihatin. (2025). School principal supervision and teacher professionalism: A study on leadership in Islamic schools. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(2), 223–237. https://doi.org/10.31538/munaddhomah.v6i2.1765

Stoffels, M., Broeksma, L. A., Barry, M., van der Burgt, S. M. E., Daelmans, H. E. M., Peerdeman, S. M., & Kusurkar, R. A. (2024). Bridging school and practice? Barriers to the integration of ‘boundary objects’ for learning and assessment in clinical nursing education. Perspectives on Medical Education, 13(1), 392–405. https://doi.org/10.5334/pme.1103

Turner, T., Hanson, D. J., Rogers, O., Graves, C., & Tilson, E. R. (2024). Collaborative fieldwork supervision: Its value in social work education. Occupational Therapy in Health Care, 38(1), 62–74. https://doi.org/10.1080/07380577.2023.2211670

Ubaidillah, K., Brata, A. K., Fitriyatun, H., & Triana, Y. (2024). A hermeneutical phenomenological research on developing independent living skill in children with special needs through collaborative educational efforts. International Journal of Learning, Teaching and Educational Research, 23(11), 565–588. https://doi.org/10.26803/ijlter.23.11.29

Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning. SAGE Open, 11(2), 1–9. https://doi.org/10.1177/21582440211013779

Wong, P. Y. J., Wong, K. L., Ghoh, C., & Chiu, M. Y. L. (2023). Supervision of supervisory practice: From idea to practice. International Social Work, 66(6), 1918–1931. https://doi.org/10.1177/00208728211073648

Wood, C., & Mckoy-Lewens, J. (2023). An art therapy education response: Linking inequality and intersectional identity. International Journal of Art Therapy, 28(1–2), 28–37. https://doi.org/10.1080/17454832.2023.2175000

Yongfeng, M., & Daoli, J. (2014). Design of family-school collaborative education mechanism for children with intellectual disabilities based on multi-agent technology. WIT Transactions on Information and Communication Technologies, 46, 433–440. https://doi.org/10.2495/GCN130401

Zeligman, M. (2017). Supervising counselors-in-training through a developmental and collaborative model. Journal of Creativity in Mental Health, 12(1), 55–66. https://doi.org/10.1080/15401383.2016.1189370

Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 JMSP (Jurnal Manajemen dan Supervisi Pendidikan)

Hasil gambar untuk logo zotero ukuran kecil

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats