Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course

Veronica Zanele Masuku

doi:doi:10.11648/j.tecs.20210604.16

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Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course

Veronica Zanele Masuku

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 4)

Received: 19 November 2021 Accepted: 20 December 2021 Published: 31 December 2021

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Abstract

This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 4)
DOI	10.11648/j.tecs.20210604.16
Page(s)	143-150
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Postgraduate Supervision, Scholarly Work, Power Relations, Project Management

References

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[2]	Blosser, P. E 1975. How to ask the right question. National Science Teachers Association. https://scholar.google.com/scholar?cluster=15587686105925907019&hl=en&as_sdt=2005&sciodt=0,5.
[3]	Callaghan, C. W. Do benevolent and altruistic supervisors have higher postgraduate supervision throughput? The contributions of individual motivational values to South African postgraduate supervision throughput. S. Afr. J. High. Educ. 2020, 34, 6.
[4]	Case, J. M., Marshall, D., Mckenna, S. & Mogashana, D. (2018). Going to university: influence of higher education on the lives of young south Africans. African Minds.
[5]	Daramola, O. Lessons from Postgraduate Supervision in Two African Universities: An Autoethnographic Account. Educ. Sci. 2021, 11, 345. https://doi.org/10.3390/educsci11070345.
[6]	Fragouli, E. Postgraduate supervision: A practical reflection on how to support students’ engagement. Int. J. High. Educ. Manag. 2021, 7, 2.
[7]	Lee, A. M. (2007). Developing effective supervisors: Concepts of research supervision. South African Journal of Higher Education 21 (4): 680-693.
[8]	Manathunga, C. (2005). ‘Early warning signs in postgraduate research education: a different approach to ensuring timely completions’, Teaching in Higher education, 10 (20): 219-233.
[9]	Maxwell, T. W. & Smyth, R. (2011). Higher degrees research supervision: from practice towards theory. Higher education Research and development, 30 (2): 219-231.
[10]	Meng, Y.; Tan, J.; Li, J. (2017) Abusive supervision by academic supervisors and postgraduate research students’ creativity: The mediating role of leader–member exchange and intrinsic motivation. Int. J. Lead. Educ. 2017, 20, 605–617.
[11]	Morrow, W. (2009). Democracy: Epistemological access in higher education. Cape town: HSRC Press.
[12]	Rawjee, V. P. I am What I am Not”-Reflections of the Re-Construction of My Identity as a Novice Postgraduate Supervisor at A. University of Technology in South Africa. J. Soc. Sci. 2014, 5, 1360–1364.
[13]	Roach, A.; Christensen, B. K.; Rieger, E. The essential ingredients of research supervision: A discrete-choice experiment. J. Educ. Psychol. 2019, 111, 1243–1260.
[14]	Rooij, E.; Fokkens-Bruinsma, M.; Jansen, E. Factors that Influence PhD Candidates’ Success: The Importance of PhD Project Characteristics. Stud. Cont. Educ. 2021, 43, 48–67.
[15]	Sheu, L.; Kogan, J. R.; Hauer, K. E. How supervisor experience influences trust, supervision, and trainee learning: A qualitative study. Acad. Med. 2017, 92, 1320–1327.
[16]	South African Council on Higher Education (CHE) 2009a. ‘Postgraduate studies in South Africa – a statistical profile’ Higher Education Monitor 7. Online at: http://www.che.ac.za/document/d000196/ accessed 11 December 2014.
[17]	South African Council on Higher education (CHE) 2009b. ‘The state of higher education report’. Higher education Monitor 8. Online on: http://www.che.ac.za/documents/d000201/02 January 2015.
[18]	Usher, R. (2002). A diversity of doctorates: Fitness for the knowledge economy? Higher education research and Development, 21 (20): 143-153.
[19]	Winberg, C., Ntloko, N., & Ncubukezi, T. (2015). Don’t leave before you understand: supporting master’s candidates in Business Studies, Critical Studies in Teaching, 3 (1): 1-20.

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Veronica Zanele Masuku. (2021). Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teacher Education and Curriculum Studies, 6(4), 143-150. https://doi.org/10.11648/j.tecs.20210604.16

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Veronica Zanele Masuku. Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teach. Educ. Curric. Stud. 2021, 6(4), 143-150. doi: 10.11648/j.tecs.20210604.16

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AMA Style

Veronica Zanele Masuku. Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teach Educ Curric Stud. 2021;6(4):143-150. doi: 10.11648/j.tecs.20210604.16

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@article{10.11648/j.tecs.20210604.16,
  author = {Veronica Zanele Masuku},
  title = {Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {4},
  pages = {143-150},
  doi = {10.11648/j.tecs.20210604.16},
  url = {https://doi.org/10.11648/j.tecs.20210604.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.16},
  abstract = {This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.},
 year = {2021}
}

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TY  - JOUR
T1  - Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course
AU  - Veronica Zanele Masuku
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PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210604.16
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EP  - 150
PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.tecs.20210604.16
AB  - This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.
VL  - 6
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ER  -

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Author Information

Veronica Zanele Masuku

Teaching & Learning Division, University of KwaZulu Natal, Durban, South Africa

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Veronica Zanele Masuku. (2021). Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teacher Education and Curriculum Studies, 6(4), 143-150. https://doi.org/10.11648/j.tecs.20210604.16

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ACS Style

Veronica Zanele Masuku. Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teach. Educ. Curric. Stud. 2021, 6(4), 143-150. doi: 10.11648/j.tecs.20210604.16

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AMA Style

Veronica Zanele Masuku. Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teach Educ Curric Stud. 2021;6(4):143-150. doi: 10.11648/j.tecs.20210604.16

Copy | Download

@article{10.11648/j.tecs.20210604.16,
  author = {Veronica Zanele Masuku},
  title = {Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {4},
  pages = {143-150},
  doi = {10.11648/j.tecs.20210604.16},
  url = {https://doi.org/10.11648/j.tecs.20210604.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.16},
  abstract = {This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course
AU  - Veronica Zanele Masuku
Y1  - 2021/12/31
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210604.16
DO  - 10.11648/j.tecs.20210604.16
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 143
EP  - 150
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210604.16
AB  - This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.
VL  - 6
IS  - 4
ER  -

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