The purpose of this paper is to explore the supervision of dissertations, from the perspective of the supervisor and two supervisees who did dissertations grounded in transformative learning theory that had an evocative autoethnographic component. We argue that autoethnography in context of scholarly writing encourages both an inner looking, and an outward looking that results in a super-vision, that is the result of the relationship between the supervisor and the supervisee, which evokes further insights, analysis, and reflexive stories that has implications for transformative learning.

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