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Abstract
Academic mobility has increased the tendency of students to study in foreign countries, which poses various personal, interpersonal and contextual challenges to the cross-cultural supervision relationship. This study explored the themes that emerged in a cross-cultural supervision relationship through the application of expressive art, referred to as the Mmogo-Method™, in cross-cultural group supervision. Fourteen individuals participated in the research, thirteen Tswana-speaking women from Botswana and a Tshivenda-speaking man from Venda (age range: 25 to 45 years). Participants were asked to create visual representations illustrating any aspect of their growth since the beginning of the year. Thereafter, the participants engaged in focus group discussions. Data were analysed by means of semiotic data analysis. Central themes suggest that the transfer of culturally embedded values and norms takes place between environments. The data further elicited valuable information regarding aspects that could play an integral role in personal and professional development. It appears that expressive art such as the Mmogo-Method™ could serve as a valuable tool in enhancing the quality of supervision.