Abstract
This chapter reports from a study in which action learning groups (ALGs) were established for discussing challenges related to PhD supervision. The empirical context was a Norwegian research school directed towards developing research-based competencies in the local healthcare sector. Supervisors from across Scandinavia met each semester and took part in ALGs in which specific challenges from their everyday practices were discussed according to a peer-mentoring model. Our analysis identified high potentialities for learning in the ALGs. The joint comprehension of the problem at stake changed during the discussion — sometimes radically. We argue that ALGs can form a valuable means for supervisor development in the future of doctoral education. However, ALGs should be supplemented with additional components, such as approaches that are suitable for discussing and dealing with questions of a more principal character, as well as access to the relevant research on PhD supervision.
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