Reclaiming freedom and friendship through postgraduate student supervision

Waghid, Yusef

doi:10.1080/13562510600874185

Cited by 28 publications

(31 citation statements)

References 2 publications

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“…We therefore oppose the idea of "supervision", based on traditional hierarchic power relations, preferring instead to talk about the professional learning and development of postgraduate students, that goes deeper than the "frivolous conceptions of learning" (Waghid 2006, 247) that they may have on enrolment for the degree. This is not a new idea -others have written extensively about the supervisory relationship as a site for identity formation (see Green 2005;Petersen 2007), where learning is not only about learning to do, but also learning to be a professional, whether employed in higher education or outside.…”

Section: Introductionmentioning

confidence: 99%

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Wood

Louw²

2018

SAJHE

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Postgraduate supervision is most often perceived as a one-to-one relationship between an expert and a novice researcher. Even when working in groups, an instructional approach tends to dominate, where the supervisor(s) prescribe(s) the content and process, with a narrow focus on the outcome of degree completion, rather than a more holistic approach to the development of postgraduate scholars. At a time when curriculum transformation is high on the agenda of Higher Education, we problematise this traditional conceptualisation of postgraduate supervision and argue for a more participatory action learning and action research (PALAR) approach to postgraduate learning and development. PALAR creates a relational and reflective space for dialogical conversations, equalizing traditional power relations and democratising knowledge creation. This opens up the possibility for postgraduate candidates to perceive themselves as self-directed lifelong learners and collaborative action leaders, rather than just "students". Using a case example of a postgraduate PALAR retreat, we thematically analyse the data generated from participant reflections, presented over three days in visual, oral and other creative forms. Findings reveal that this approach to postgraduate learning and development enhances critical thinking and promotes collaboration rather than competition. Participants are thus able to see themselves as developing scholars and action leaders within their specific fields of influence. Such outcomes are likely to provide a solid foundation for developing future academics or other professionals, able to model a holistic, participatory approach to knowledge creation in their own practice.

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Section: Introductionmentioning

confidence: 99%

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Wood

Louw²

2018

SAJHE

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“…He linked me up with his friend, a businessman from my area, who provided me with funding for two academic years. Given the contextual complexity that marks our dual narrative, as described in the previous section, our student-supervisor relationship was evolving into the kind of scholarly friendship Waghid (2006) describes. In the same year, I experienced a major setback.…”

Section: Her Response Wasmentioning

confidence: 99%

Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

Mkhabela¹,

Frick²

2016

Postgraduate Study in South Africa- Surviving and Succeeding

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“…We can see a response to the pressure from the side of government and the universities for greater outcomes from research in the interest in using scholarly writing groups (Parker, 2009), greater use of students work for articles and conference papers (Waghid, 2006) and PhDs by published work (Alison Lee & Kamler, 2008). This pressure arises at least in part from the desire of universities to demonstrate the productivity of research supervision and from the desire of students to establish a record of publication so as to meet the criteria for employment increasingly demanded by the universities.…”

Section: Knowledge Creation Through Supervisionmentioning

confidence: 99%

Institutional Logics in Research Supervision

Nordberg

2011

SSRN Journal

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According to Halse and Malfroy (2010) research supervision should be viewed as a profession. Professions have their own institutional norms, of course; explicit norms are what makes something a profession, rather than a craft. But in the world of contemporary higher education, where the word "institution" is often used to denote the organization of the university and the bureaucracy of HE policy-making, the institutionalized aspects of professional life can get lost. This paper examines the growing literature on research supervision through the lenses of a) knowledge theory, with its tacit, explicit and latent dimensions; and b) new institutional theory, with its focus on the diffusion of norms of social practices through isomophorism. It identifies three competing institutional logics: the traditional "craft" approach, an emerging "factory" mentality of measurable outcomes and target, and a middle way -a "professional" logic. The paper concludes with a discussion of the role of accountability and how it influences the legitimacy of these competing institutional logics.

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Reclaiming freedom and friendship through postgraduate student supervision

Cited by 28 publications

References 2 publications

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

Institutional Logics in Research Supervision

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