Analysis of Doctoral Supervision.
Abstract
Sustainable development goal four is to ensure quality education by 2030. One target of achieving this is by 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small Island developing States and African countries, for enrolment in higher education. There has been an increased enrolment in doctoral studies at African Universities in the recent years. Government industry and business are interested in high quality graduates. The study aimed to contribute to the quality of doctoral graduates by assessing their perception of supervision. Perception of supervision was obtained using the Postgraduate Research Experience Questionnaire (PREQ). The study recommends (i) self-evaluation of supervisors. This will point out weak areas in supervision and when corrected will ensure quality of graduates, and (ii) conduct tracer studies of doctorate graduates.
Downloads
References
Australian Council for Education Research. & Australian Council for Education Research. & Australia. Department of Education, Training and Youth Affairs. Evaluations and Investigations Program. (2000). Evaluation and validation of the trial postgraduate research experience questionnaires. Canberra: The Council
Bastalich, W. (2017). Content and context in knowledge production: a critical review of doctoral supervision literature. Studies in Higher Education, 42(7), 1145-1157. https://eric.ed.gov/?id=EJ1139897
Bitzer, E. (2016). Research into Doctoral Education: A Survey of Institutional Research Projects in Southern Africa. In J. Botha & N.J. Muller (eds.). Institutional Research in South Africa Higher Education: Intersecting Contexts and Practices. Stellenbosch: SUN PRESS. 277 297. https://doi.org/10.18820/9781928357186/14.
Badley, G. (2009). Publish and be doctor‐rated: the PhD by published work. Quality Assurance in Education, 17(4), 331- 342. https://doi.org/10.1108/09684880910992313
Commission for University Education. (2014). Universities standards and guidelines. https://www.cue.or.ke
Lee, Dennis & Campbell (2007). “How good a supervisor are you? self-assessment exercise”.
Education Quality Accreditation Commission. (2019). Education quality. https://www.accreditation.info
Egerton University Act Revised Edition 2012 [1988] Published by the National Council for Law Reporting with the Authority of the Attorney-General. Retrieved from http://www.kenyalaw.org.
Frick, L. 2016. PHD by Publication: An Institutional Analysis. In M. Fourie-Malherbe, R. Albertyn, C. Aitchison & E. Bitzer. (eds.). Postgraduate Supervision: Future Foci for the Knowledge Society. Stellenbosch: SUN PRESS. 299- 312. https://doi.org/10.18820/9781928357223/18.
Gatfield, T. (2005). An Investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27(3), 311- 325, https://doi.org/10.1080/13600800500283585
Halse, C. (2007). Is the doctorate in crisis? Nagoya Journal of Studies in Higher Education, 7, 321- 337. http://hdl.handle.net/10536/DRO/DU:30035159
Hoddell, S., Street, D. & Wildblood, H. (2002). Converging or diverging patterns of provision”, Quality Assurance in Education, 10(2) 61- 70. https://doi.org/10.1108/09684880210423546
Kigotho, W. (2018). Higher education – Caught in a double bind. University World News: African Edition.
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267- 281. https://doi.org/10.1080/03075070802049202.
Mainhard, T., van der Rijst, R., van Tartwijk J. & Wubbels, T. (2009). A model for the supervisor–doctoral student relationship. High Educ, 58, 359– 373. https://doi.org/10.1007/s10734-009-9199-8
Ortega, S.D, Kent, J. D. (2018). What is a PhD? Reverse-Engineering Our Degree Programs in the Age of Evidence-Based Change, Change. The Magazine of Higher Learning, 50(1), 30-36.
QAA characteristics statement (2015). UK quality code for higher education. Retrieved from https://www.qaa.ac.uk
Radloff A., Matthews, D., Bibby, Y. & Edwards, D. (2017). Final report. Review of the Postgraduate Research Experience Questionnaire (PREQ). Australian Council for Educational Research, p.94
Sahay, A. (2015). Doctoral Degree in India: The Need for Transformation. In H., Lal (Ed). Transforming Indian Higher Education. p. 235-255. Bloomsbury.
Student Minds. (2019). What is the role of the supervisor? YouTube. https://www.youtube.com
Tsakonas, F. (2016). Overview of doctoral training in the EU. Workshop and Seminar within REDOS (Reforming doctoral studies at the University of Montenegro) “Doctoral Studies: Knowledge Transfer from EU Partners with Training of the Trainers”, given in Podgorica, 30.11.2016. - 02.12.2016. https:// www.redos.ac.me/Montenegro
Ul Hadi, N. & Muhammad B. (2017). Role of Supervisor in the Performance of Postgraduate Research Students. Journal of Research and Reflections in Education December 2017, 2, pp 178-186 http://www.ue.edu.pk/jrre
United Nations (n.d). Transforming Our World: The 2030 Agenda for Sustainable Development. New York: UN Publishing. Retrieved from https://www.sustainabledevelopment.un.org
van‘t Land, H. (2016). The changing nature of doctoral studies in Sub-Saharan Africa: Challenges and policy development opportunities at six universities in Sub-Saharan Africa. Paris, International Association of Universities.
Copyright (c) 2022 Joyce J. Lelei
This work is licensed under a Creative Commons Attribution 4.0 International License.
