Evaluating Doctoral Programmes in Africa: Context and Practices

Backhouse, Judy

doi:10.1057/hep.2014.1

Cited by 29 publications

(30 citation statements)

References 9 publications

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“…For example, there is no agreed definition of effective supervision, and different institutions have come up with ways of defining it based on their vision, mission, values and research outputs (Grant et al, 2014). Conceptualisation of effective supervision in the African context is also not clear, given that the models of doctoral education/supervision in many African universities continue to parallel those in the United Kingdom (UK) or European universitiesprogrammes that are ill suited for the African realities (Cross & Backhouse, 2014). It is paramount to consider what effective doctoral supervision entails, particularly in African context, as well as the challenges that hinder quality supervision of doctoral students (Baptista & Huet, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

Igumbor

Bosire

Karimi

et al. 2020

Global Public Health

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Section: Introductionmentioning

confidence: 99%

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

Igumbor

Bosire

Karimi

et al. 2020

Global Public Health

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“…Universities that use the ODL mode of learning use a blend of traditional ways of delivering modules and learning materials to the learner physically or electronic affordances notably ICTs. Cross and Backhouse (2014) note that the traditional supervision methods can no longer meet the needs of a diversified student population and this has led to innovation by complementing ODL with ICT so that students from all walks of life can have the opportunity to enrol for a PhD programme.…”

Section: Introductionmentioning

confidence: 99%

The use of information and communication technology in supervising open and distance learning PhD students

Zvavahera

Masimba

2019

UESIT

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Even though open and distance learning (ODL) using Information and Communication Technologies can be applied across disciplines and at various levels, this paper focuses on the supervision of PhD students studying through the Open and Distance Learning mode of education using Information and Communication Technologies (ICTs). Taking into account the fact that higher education institutions are always striving to increase the quality of supervision and throughput of doctoral programmes, the study highlights how Information and Communication Technologies (ICTs) can mitigate these challenges. The study was carried out in 10 Zimbabwean universities to evaluate the levels of preparedness of universities, supervisors and PhD students in using information and communication technology during their studies. Purposive sampling was used focusing on PhD students studying through ODL, local universities offering PhD programmes experienced, PhD supervisors, the Zimbabwe Council for Higher Education officials and officials from the Ministry of Higher and Tertiary Education, Science and Technology Development. Students, universities and supervisors were not fully prepared to do their work using ICTs due to various reasons. Some of the reasons given were that some universities did not have the required infrastructure and facilities in place. Some of the supervisors and students lacked basic computer skills and this affected the quality of supervision and slowness in giving feedback. The lack of internet availability and poor connectivity were also cited as challenges especially with the prevailing load shedding. The study recommends universities to invest in ICTs infrastructure since higher education transcends geographical boundaries.

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“…For instance, since 2002, the African Economic Research Consortium's Collaborative PhD Programme has sponsored approximately 20 doctoral candidates per year in eight degree-awarding universities across SSA (Cross and Backhouse, 2014). The programme has been supported by African governments as well as development aid providers such as the UK's Department for International Development (DfID).…”

Section: International Collaborationmentioning

confidence: 99%

“…The programme has been supported by African governments as well as development aid providers such as the UK's Department for International Development (DfID). 5 In a period of ten years, the programme has produced 160 doctoral graduates (Cross and Backhouse, 2014). Likewise, the International Association of Universities' portal on Innovative Approaches for Doctoral Education in Africa (IDEA-PhD) provides an online networking and information sharing platform on doctoral education in Africa.…”

Section: International Collaborationmentioning

confidence: 99%

“…As part of their research capacity expansion objectives, many African countries, including Ethiopia, Ghana and South Africa, have been engaged in regional and international collaborations and partnerships for research training. For instance, since 2002, the African Economic Research Consortium's Collaborative PhD Programme has sponsored approximately 20 doctoral candidates per year in eight degree-awarding universities across SSA (Cross and Backhouse, 2014). The programme has been supported by African governments as well as development aid providers such as the UK's Department for International Development (DfID).…”

Section: Convergences In Strategiesmentioning

confidence: 99%

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In pursuit of the African PhD: A critical survey of emergent policy issues in select sub-Saharan African nations, Ethiopia, Ghana and South Africa

Molla

Cuthbert

2016

Policy Futures in Education

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After decades of decline, African higher education is now arguably in a new era of revival. With the prevalence of knowledge economy discourse, national governments in Africa and their development partners have increasingly aligned higher education with poverty reduction plans and strategies. Research capacity has become a critical development issue; and widening participation to doctoral education is seen as an instrument for enhancing this capacity. Against this backdrop, this paper presents a review of emerging initiatives and policies that have some bearing on the PhD in select sub-Saharan African nations, namely Ethiopia, Ghana and South Africa. The findings show a shared optimism about the economic value of higher education, and explicate divergences and convergences in the framing of problems and policy responses related to doctoral education across the three nations. In the conclusion we reflect on challenges and policy omissions in the pursuit of the African PhD.

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Evaluating Doctoral Programmes in Africa: Context and Practices

Cited by 29 publications

References 9 publications

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

The use of information and communication technology in supervising open and distance learning PhD students

In pursuit of the African PhD: A critical survey of emergent policy issues in select sub-Saharan African nations, Ethiopia, Ghana and South Africa

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