Razali, RazlinaHawe, EleanorDixon, Helen2021-01-142021-01-142020Issues in Educational Research 30(4):1484-1501 2020https://hdl.handle.net/2292/54261Supervision is intrinsic to institutional-based research projects as it acts as a catalyst for the successful execution and completion of said projects. If students are to be independent in research and learning, they need to experience a supervision approach that supports their engagement in learning dialogues alongside their supervisors. This article explored undergraduate research supervision in a Malaysian university. Data were collected using individual, semi-structured interviews with students and supervisors. Findings indicated that undergraduate supervision was perceived and practised as a traditional, supervisor-centric process. The paper argues that a psy-supervision approach which focuses on the academic and pastoral aspects of supervision is catalytic to producing independent and active students in research and learning.Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmhttps://creativecommons.org/licenses/by-nd/4.0/Journal Article2020-12-18Copyright: The authorshttp://purl.org/eprint/accessRights/OpenAccess