This study is a newly started project about student autonomy with focus on the learning environment that promotes and develops students’ autonomy in degree projects. Research shows that academic writing in higher education needs to be developed in terms of student autonomy (Fung & Mei, 2015; Mickwitz & Suojala, 2020; van Blankenstein, Saab, van der Rijst, Danel, Bakker-van den Berg et al., 2019 ). Other aspects of learning such as critical thinking and motivation are closely related to students' autonomy, the studies show. Both autonomy and critical thinking are presented as desirable ideals generally in higher education, but based on research, and experiences as teacher educators, it turns out to be problematic to develop students' autonomy, not least in academic writing and in degree projects. Issues related to supervision strategies are rarely discussed and there is a presumption about how supervision is done (Eriksson & Gustavsson, 2016). As a common international issue, many students request templates and very clear guidance on how they “should” write to be approved.

Thus, the purpose of this study is to create a learning environment in supervision that develops students' autonomy in degree projects. Through the creation of the learning environment in supervision, students' autonomy is expected to develop.

The research questions are:

1.How do the teaching colleagues describe…

a) autonomy?

b) that autonomy is promoted?

c) their observation of autonomy?

2. How do the workshop and Self Determination theory contribute to the collegial consensus?3. How do the autonomy matrix contribute to the collegial consensus?