Multilingual master’s students’ experiences of research skills development in a collective supervision context at Australian higher education

This qualitative case study explores multilingual master’s students’ experiences of research skills development within a collective supervision context at an Australian university. While collective supervision, which integrates group-based and individualised support, has potential to address diverse needs, little research has examined how multilingual students experience learning in such settings – particularly in Australia. Data were generated through interviews with six multilingual master’s students and analysed thematically. Findings indicate that students encountered challenges including time constraints, language barriers, and differing levels of research expertise. Yet the dialogic and collaborative learning environment – supported by tools such as Padlet, annotated samples, peer collaboration and research buddy pairings, and equitable access to supervisory feedback – helped students navigate these challenges, fostering both their research skills development and relational growth.