Concluding Note

The approach presented in this manual developed gradually from practical experience. Like many colleagues, I initially struggled with the supervision of large numbers of master’s theses while trying to balance teaching, research and other academic responsibilities. Over time, the principles of agile working provided a helpful framework for organising the thesis process in a clearer and more structured way.

Agile mentoring is, therefore, not intended as a rigid model for thesis supervision. Rather, it offers a practical set of ideas and tools that supervisors may adapt to their own teaching practice and institutional context. Each academic environment is different, and colleagues will naturally adjust elements of this method to their own needs.

If this approach contributes, even in a modest way, to a thesis process that is more manageable, transparent and rewarding for both students and supervisors, then this manual will have achieved its purpose.