Using ‘currere' to re-conceptualise and understand best practices for effective research supervision

Nsibande, Rejoice

doi:10.4314/sajhe.v21i8.25764

Cited by 5 publications

(8 citation statements)

References 2 publications

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“…Furthermore, many in the current cohort of university researchers are approaching retirement (Mouton, 2007(Mouton, : 1079. These circumstances have made it imperative for UoTs to plan and implement academic staff development programs to empower and enable their academic staff to be effective supervisors and solid researchers (Nsimande, 2007(Nsimande, : 1119.…”

Section: Introductionmentioning

confidence: 99%

Academic leadership development programs: a model for sustained institutional change

Zuber‐Skerritt

Louw

2014

Journal of Organizational Change Management

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Purpose This paper evaluates a leadership development program (LDP) for senior academic staff on "qualitative research" after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approachWe present the background, outline of the LDP and evaluation of results through participant feedback (1) at the end of the program; and (2) after two years, using a "participatory action learning and action research" (PALAR) approach. FindingsAll participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students" learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. We discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implicationsMedium-and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implicationsWe identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Original/valueOur process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.2

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Section: Introductionmentioning

confidence: 99%

Academic leadership development programs: a model for sustained institutional change

Zuber‐Skerritt

Louw

2014

Journal of Organizational Change Management

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“…Furthermore, another study conducted in South Africa suggests that research supervisors need to deal with their previous style of supervision so that is does not impact negatively on the current supervision process. The study suggests that supervisors use their knowledge and understanding of their roles in supervision to continually improve their research supervision skills (Nsibande, 2007).…”

Section: )mentioning

confidence: 99%

Understanding the Practices and Experiences of Supervising Nursing Doctoral Students: A Qualitative Survey of Two South African Universities

Mothiba¹,

Maputle²,

Goon³

2019

GJHS

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Doctoral supervision involves an intensive, interpersonal one-to-one relationship between the supervisor and the student. Supervisors have a responsibility to guide students when choosing their research topics and throughout the research process until completion of their research projects. The purpose of this study is to explore the practices and experiences of faculty members supervising doctoral nursing students in two selected universities in South Africa. This qualitative and explorative study involves all faculty members supervising doctorate nursing students at four South African Universities in Limpopo Province. A purposive sampling was used to select 15 participants who met the inclusion criteria. Data collection was through a telephonic in-depth unstructured interview. Probing was used to elicit more information from participants. Data were analysed through Tesch’s open coding method. Findings reveal three themes as practices and experiences of supervision, namely: research supervisory role, knowledge of models of supervision, and guiding principles towards doctorate supervision. There is a need for orientation of research supervisors and doctoral students before they commence with their supervisory role. Policies and procedures for doctorate supervision need to be communicated to all supervisors. There should be continuous support for both supervisors and students during the process of supervision.

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“…Accordingly, the study suggests that supervisors will recognize that postgraduate students are to be stimulated intellectually about the theory of the research focus area and the accepted research modus operandi. Nsibande's (2007Nsibande's ( , 1120 argument is that the nurturing relationship of supervision will be beneficial to students if they are guided to understand the research per se while being encouraged to work at an intellectually emancipated level of inquiry. Olivier (2007Olivier ( , 1126 communicates the importance of 'knowledge management' in addition to teaching and research within a supervision context.…”

Section: Challenges Within the Supervisory Processmentioning

confidence: 99%

“…The proposal presented by Scott et al (2007) infers that the supervisors too will feel increasingly burdened by the number of students they have to supervise and the need to measure up to ever-changing teaching and learning strategies. A discussion of effective research supervision (Nsibande 2007(Nsibande , 1117 deliberates the 'currere' that may enable supervisors to discover their personal insight into the practice of supervision. It is the writer's (Nsibande 2007(Nsibande , 1124 perception that supervision training can result in 'self-introspection' and a fresh appreciation of the process and consequently a more favourable postgraduate throughput.…”

Section: Challenges Within the Supervisory Processmentioning

confidence: 99%

“…A discussion of effective research supervision (Nsibande 2007(Nsibande , 1117 deliberates the 'currere' that may enable supervisors to discover their personal insight into the practice of supervision. It is the writer's (Nsibande 2007(Nsibande , 1124 perception that supervision training can result in 'self-introspection' and a fresh appreciation of the process and consequently a more favourable postgraduate throughput. Accordingly, the study suggests that supervisors will recognize that postgraduate students are to be stimulated intellectually about the theory of the research focus area and the accepted research modus operandi.…”

Section: Challenges Within the Supervisory Processmentioning

confidence: 99%

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Exploration of supervisor and student experiences during masters studies in a health science faculty

Chikte¹,

Chabilall²

2016

SAJIE

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Significant growth in postgraduate student numbers with seemingly little change in staff composition and supervision capacity have prompted the need for research into the experiences of supervisors in a diverse interdisciplinary health sciences department. This article contends that supervision strategies form an important facet of institutional knowledge sharing in an interdisciplinary context especially in developing the capacity of postgraduate students to apply competencies later within the macro society in a sustainable manner. The article addresses one of the research questions of a larger study: What are the experiences of supervisors during the supervisory process of master's students in a Health Science Faculty? Supervisors were of the view that they were committed to their supervision duties. Their multiple roles meant that they had to be encouraging, understanding, empathetic, set boundaries, be supportive while they act as guides and mentors who are expected to provide timeous and continuing feedback. To provide a comprehensive appreciation of the study, the article also presents significant findings from the qualitative component pertaining to student-views of the supervision process. Recommendations relate to the workload of supervisors, faculty development and greater access to resources including funding that would generally influence postgraduate supervision.

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Using ‘currere' to re-conceptualise and understand best practices for effective research supervision

Cited by 5 publications

References 2 publications

Academic leadership development programs: a model for sustained institutional change

Academic leadership development programs: a model for sustained institutional change

Understanding the Practices and Experiences of Supervising Nursing Doctoral Students: A Qualitative Survey of Two South African Universities

Exploration of supervisor and student experiences during masters studies in a health science faculty

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