The conventional hierarchical models of research supervision that have been prevalent
in higher education are limited in their ability to promote independence, originality, and
critical thinking among postgraduate students. Consequently, a shift in paradigm has
been necessitated. This study aimed to fill the existing void in scholarly literature by
introducing and examining an innovative approach known as the blended collaborative
and cooperative research supervision model. In this context, the term “blended” denotes
an integrated strategy that merges collaborative aspects, such as shared decisionmaking,
with cooperative elements to establish a supportive and interactive environment
for joint research endeavors. The study draws on theoretical frameworks such as
situated learning, constructivism, communities of practice, transformative learning, and
social constructivism to delve into the potential outcomes of the blended model. These
potential outcomes encompass improved learning and skill enhancement, heightened
research productivity and quality, and enhanced satisfaction and well-being. The study
also scrutinizes the factors that influence the adoption of the blended model,
encompassing institutional support, technological readiness, and perceived benefits.
The implications of the study extend across various stakeholders, providing valuable
insights into knowledge advancement, career progression, and the broader research
culture within academic institutions. Ultimately, this research contributes to a more
profound comprehension of research supervision models for higher education
institutions, supervisors, and postgraduate students, thereby enhancing research
supervision practices and outcomes, and informing educational practices.

Keywords: research supervision, blended model, collaborative learning, cooperative
learning, higher education, graduate students