Despite the central role supervision plays in shaping students’ academic and professional development, Swedish regulations offer limited guidance on MSc thesis supervision by PhD students. This study conducted a qualitative research design and thematic analysis to explore the experiences and challenges of PhD students supervising MSc theses and master’s students supervised by PhD candidates at the Faculty of Engineering (LTH), Lund University. Data was collected through semi-structured interviews with MSc students, PhD supervisors, and an LTH actor involved in PhD education, supplemented by institutional document analysis. Three key themes were identified: expectations, time management and meeting structure, and subject knowledge. The findings reveal diverse supervision practices shaped by individual, disciplinary, and institutional differences. While PhD supervisors were often seen as approachable and relatable, fostering positive student learning experiences, their limited training and supervision experience occasionally led to structural or communicative challenges. The study highlights the importance of supervision preparation, expectation-setting, and structured yet flexible time management. Key recommendations included providing formal supervision training, implementing clearer supervisor-student contracts, and a shift toward viewing thesis work as a learning journey rather than solely a final product.
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