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

Abstract

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.

Supervision experiences of postgraduate students at an ODL institution in South Africa

“…It also important to note that for the ODL institutions that are in contexts where ICT implementation and connectivity is not an issue, it would be easier to translate some of the co-situated practices to the virtual world(relatively easily, for example, finding a common purpose or at least a shared interest (Paul et al, 2000). This position, therefore, cohere with the argument propounded by Wood and Louw (2018) in their proposition for the preparation of postgraduates for participation in the research fraternity (community of practice) rather than as apprentices being readied for artisanship.…”

“…From the reviewed literature practitioners and scholars such as Wang and Li (2011), and Wood and Louw (2018), feedback to students contributes immensely to their academic development. The responses of the interviewees in the current study are in agreement with the literature.…”

Research supervision in distance learning: issues and challenges

“…Supervision is a social interaction between two people who might have diverging views but same objectives. Supervision is defined as "intensive, interpersonally focused one-to-one relationship between the supervisor and the student" (Wood and Louw, 2018). Supervision plays vital role during thesis or research work and the relationship between the supervisor and the student determines the successful completion of the research thesis (Da Costa, 2016).…”

Challenges Confronting Postgraduate Supervision at the National University of Lesotho:

“…Reflective practice, which is used in postgraduate supervision (Botha, 2010) enables practitioners to think about their craft and assess how they fare against best practices in the field. It calls for dialogue, a form of residual learning by means of which a practitioner continues to reflect in a conversation with the self and with others in the field (Wood and Louw, 2018).…”