Over the last twelve months in the UK mandatory training of postgraduate supervisors has grown significantly. Driven partly by quality assurance concerns and the threat of litigation, universities have increasingly required their supervisors to undergo a variety of training schemes ranging from award courses over a year to weekend residential courses. In Australia too, a number of Universities have developed courses and interactive web sites specifically focussed on improving supervisory practices. While such developments are admirable for their efforts to improve postgraduate supervision, they are at the mercy of being transformed into top-down, bureaucratic schemes to satisfy spurious quality assurance and accountability checklists. This paper will seek to outline a means of improving postgraduate supervision which has a focus on empowering supervisors to generate their own definitions of good postgraduate supervision.