5. The Benefits of Agile Mentoring
Quality Improvement
Through regular personal contact, the supervisor gains a clear insight into the student’s writing process. Continuous guidance and timely feedback ensure an effective learning process and contribute to the production of a research output that meets academic standards. Moreover, when a student encounters difficulties in writing or performs below expectations, this can be identified at an early stage of the supervision process. Appropriate measures can then be taken immediately to address these issues. This prevents weak theses from reaching the second assessor and avoids last-minute corrective interventions at the end of the thesis process.
Through agile mentoring, students also learn to work under realistic time pressure. The scope of the thesis is aligned with the available time, which reflects an important professional skill for legal practice. In addition, students learn to receive constructive feedback in a safe learning environment and to take responsibility for both the content and the progress of their work. Delays attributable to the student do not burden the supervisor. The final grade naturally depends on the individual student’s abilities and skills. In my experience, final grades are often noticeably higher than students’ initial level of performance would have suggested.
Full Academic Freedom
Within the agile mentoring model, students retain full academic freedom with regard to the content of their research. The supervisor may offer suggestions, but responsibility for the substance of the research remains entirely with the student. It is important to explicitly include this principle in the supervision document that is discussed with the student during the intake interview (see section 4.2).
Reduction of Workload
After nearly ten years of experience with agile mentoring, it has become clear that this method increases efficiency in supervision and significantly reduces work-related stress. In my experience, all theses are completed within five months, and only exceptionally later than six months, with limited exceptions related to serious illness or part-time enrolment, which account for approximately five per cent of the annual intake. Furthermore, this approach leads to higher quality results in a shorter period of time, as students can be guided at an early stage of the process. As they progress, they generally produce stronger drafts, which reduces the time required for reviewing and feedback. Their learning curve shows a steady upward trend and feedback is more effectively integrated.
A Clear Desk
In line with the above, thesis supervision activities no longer continue during the summer recess. This applies both to the supervisor and to the second assessor. This arrangement promotes collegiality and is also beneficial for students, who can enjoy the timely completion of their studies. In addition, the supervisor’s schedule becomes more predictable during the academic year, leaving more time for other academic responsibilities such as research, as well as for a well-deserved summer break.
Increased Satisfaction
Working according to the agile mentoring method has resulted in consistently high levels of student satisfaction and has significantly increased my own job satisfaction. Student evaluations frequently indicate, for example:
- “I always knew where I stood.”
- “I learned a lot about time management.”
- “I appreciated the tailored feedback.”
- “I felt free to make mistakes and improve gradually.”
- “I learned a lot about academic writing and research.”
- “I gained more confidence in my writing.”
- “I completed my thesis on time.”
My experience shows that communication with students is particularly effective because short and regular meetings allow me to get to know each student personally. Students receive individual attention, with specific focus on their strengths, points for improvement, ambitions and personal circumstances. Combined with substantive feedback on submitted drafts, this results in higher-quality theses and a more enjoyable supervision process for both student and supervisor.
