Supervision experiences of postgraduate research students at one South African higher education institution

Abstract

This article is based on a study that was conducted at a university based in the Eastern Cape, South Africa. The research aimed to explore and describe challenges that are likely to limit the success of postgraduate research students, mostly focusing on the relationship between students and supervisors. The study adopted a case study design with qualitative data. A self-constructedinterview guide with open-ended questions was utilised as the main data collection tool from a sample of 34 postgraduate students from one faculty of the university in question. The study findings revealed that communication breakdown, poor feedback, non-availability of some supervisors and lack of ethical consideration were some of the major factors that contributed to negative supervisory experiences of the students who participated in the study. Based on the findings, the study recommended a number of intervention strategies that could be put in place for both students and supervisors to improve the supervision experience. Among these are the adoption of collaborative cohort model, supervisor training and communication guidelines.

Invest in Research Supervision, Enhance Timely Completion of Postgraduate studies

“…It is clear that sexual violations are unethical and undermine the role modeling aspect in research supervision (Kreider, 2013). Supervisors possess a higher potential of controlling such violations because according to Cekiso et al (2019), they possess higher power control of the whole journey of research supervision compared to students.…”

“…Postgraduate research supervision requires transparency, rigor, competence, motivation, and flexibility to both the supervisee and the supervisor ( Kaur & Kaur, 2013;Abiddin & Ismail, 2011;Cekiso et al, 2019). Research supervision significantly influences students' completion of postgraduate studies as described by lecturers, students, and stakeholders of postgraduate education in many universities (Ali et al, 2019;Eyangu et al, 2014;Akparep et al, 2017;Abiddin & Ismail, 2011).…”

Supervisory feedback to postgraduate research students: a literature review

“…Providing effective feedback to postgraduate research students is often a challenge for supervisors. Poor feedback leads to a negative supervisory experience for postgraduate research students (Cekiso et al 2019). Unfortunately, inadequate, untimely and unconstructive non-critical feedback to postgraduate research students emerged as a common problem in many studies (Engebretson et al 2008;Lindsay 2015;Soumana and Uddin 2017).…”

Introducing the C.O.S.T.A Postgraduate Research Coaching Model - A Complementary Approach to Supervision

“…A plethora of literature has indicated a continuously increasing pressure both in South Africa and abroad for universities to consider their methods of teaching and conducting research, particularly at the postgraduate level (Cekiso et al, 2019;Universities South Africa, 2015;Baptista, 2011;Cranfield & Taylor, 2008). In South Africa, this is further exacerbated by the need for universities to focus on new knowledge as contended in the National Development Plan of 2013, which suggests a targeted production of 5,000 doctorates per year by 2030.…”

“…In 2012, the Higher Education Department introduced a requirement for universities to start introducing research components in all postgraduate studies, starting at honors level (Universities South Africa, 2015). A further substantial number of researchers have discovered the shortage of skilled leadership particularly in the area of research capacity in South African universities (Cekiso et al, 2019;Van der Westhuizen & De Wet, 2003).…”