Benefits and challenges of group supervision in higher education: a scoping review

Background Supervising student research projects is a cornerstone of higher education (HE) globally, traditionally framed as a one-to-one relationship between supervisor and student. However, increasing student numbers, constrained resources and pedagogical developments have led to growing interest in collective (group) supervision formats.Purpose This article examines group supervision as an educational practice by integrating a scoping review with an analytically informed reflexive analysis in the context of Swedish higher education (HE). It poses three research questions, related to the benefits, challenges and enabling factors associated with group supervision; knowledge gaps within the literature; and how literature insights can inform the reflexive development of group supervision as a pedagogical and supervisory practice.Design and methods A systematic search identified eight empirical studies (2015–2025) across diverse HE contexts. The studies were synthesised thematically. In addition, a reflexive analysis, grounded in supervisory practice in Swedish professional education programmes, was used as an interpretive extension to explore how the findings might inform supervisory practice.Findings The synthesis revealed five recurring themes: emotional and social support; learning and development; the supervisor’s role; structure; and student engagement and commitment. Group supervision was associated with reduced isolation, enhanced peer learning and changes in supervisory roles. However, its outcomes depended on careful organisation and facilitation. The review also identified notable knowledge gaps, including a limited number of studies, a lack of longitudinal research and a predominance of Western contexts.Conclusion By combining a scoping review with a reflexive analysis, the article contributes to understanding group supervision as a pedagogical and supervisory practice in HE. It offers practice-oriented insights into how group supervision can be designed and enacted to support both individual and collective learning in professional education contexts.