Module 1, Session 4: Key national and institutional documents

[Jethro]

#1653

For our University there is the Postgraduate supervision manual, the IRD strategy document, the green book on postgraduate supervision and Supervisor and Student Supervision contract documents

[Jethro]

#1654

POSTGRADUATE SUPERVISION POLICY
University Higher Degree Committee ethics and postgraduate project registration and supervision documents

[Yakub]

#1662

Kenya’s Commission for University Education (CUE) has implemented a series of new regulations and proposals aimed at graduate studies and these changes are intended to improve higher education in Kenya. CUE regulations require PhD students to publish at two Journal articles before they earn their degree.

Standards and Guidelines for University Academic Programmes are documented for universities. There are also postgraduate studies guidelines and regulations documents at the School level as well as the Graduate school,

[Damiannah Kieti]

#1665

In Kenya, some of the national and institutional documents guiding the standards of postgraduate education include:
1. Universities Act
2. Universities Standards and Guidelines (2014) by Commission for University Education. Matters of postgraduate education are addressed particularly in the following section of the standards and guidelines: PROG/STD/02 on academic programmes, PROG/STD/03 on Thesis and Dissertation and PROG/STD/09 on admission qualifications, which states that “A postgraduate programme shall be offered to individuals who have completed a bachelor level degree” “A master’s programme shall be designed to provide additional education or training in the student’s specialized branch of knowledge. It shall demonstrate mastery in a specific field of study or area of professional practice” “A doctoral programme shall be designed to train research scholars and, in many cases, future university faculty members”
3. Universities charter
4. Universities statutes
5. Rules and regulations governing postgraduate studies
6. Research and anti plagiarism policy

[Damiannah Kieti]

#1666

In Kenya, some of the national and institutional documents guiding the standards of postgraduate education include:

1. Universities Act
2. Universities Standards and Guidelines (2014) by Commission for University Education. Matters of postgraduate education are addressed particularly in the following section of the standards and guidelines: PROG/STD/02 on academic programmes, PROG/STD/03 on Thesis and Dissertation and PROG/STD/09 on admission qualifications, which states that “A postgraduate programme shall be offered to individuals who have completed a bachelor level degree” “A master’s programme shall be designed to provide additional education or training in the student’s specialized branch of knowledge. It shall demonstrate mastery in a specific field of study or area of professional practice” “A doctoral programme shall be designed to train research scholars and, in many cases, future university faculty members”
3. Universities Charter
4. Universities Statutes
5. Rules and Regulations governing postgraduate studies
6. Research and Anti Plagiarism Policy

[Damiannah Kieti]

#1667

In Kenya, some of the national and institutional documents guiding the standards of postgraduate education include:

1. Universities Act
2. Universities Standards and Guidelines (2014) by Commission for University Education. Matters of postgraduate education are addressed particularly in the following section of the standards and guidelines: PROG/STD/02 on academic programmes, PROG/STD/03 on Thesis and Dissertation and PROG/STD/09 on admission qualifications, which states that “A postgraduate programme shall be offered to individuals who have completed a bachelor level degree” “A master’s programme shall be designed to provide additional education or training in the student’s specialized branch of knowledge. It shall demonstrate mastery in a specific field of study or area of professional practice” “A doctoral programme shall be designed to train research scholars and, in many cases, future university faculty members”
3. Universities Charter
4. Universities Statutes
5. Rules and Regulations governing postgraduate studies
6. Research and Anti Plagiarism Policy

[Rox]

#1684

***Policies regulating the space of supervision at Rhodes University, South Africa***
————————————————————————————
**National Level**
*HIGHER EDUCATION ACT, 1997 (ACT NO. 101 OF 1997) AND NATIONAL QUALIFICATIONS FRAMEWORK ACT, 2008 (ACT NO. 67 OF 2008) – POLICY ON MINIMUM REQUIREMENTS FOR PROGRAMMES LEADING TO QUALIFICATIONS FOR EDUCATORS AND LECTURERS IN ADULT AND
COMMUNITY EDUCATION AND TRAINING
– Determine the minimum number of hours in a program *
– “180-credit Level 9 Master of Education in Adult and Community Education and
Training/Professional Masters in Adult and Community Education and Training.
360-credit Level 10 Doctoral degree/professional doctoral degree in Adult and
Community Education and Training” (p. 17).

**Institutional Level**
*Policy on Supervision in Higher Degree by Research*
– It shows different types of supervision *
– “Principles governing this policy *
“5. All supervisors, especially novice supervisors, are encouraged to participate in such supervision development opportunities as may be made available, such as the national Strengthening Postgraduate Supervision course” (p. 4).

*A GUIDE FOR MASTER’S & DOCTORAL STUDENTS AT RHODES UNIVERSITY*
– “3.4.1 The responsibilities of the supervisor
Before the project begins it is the responsibility of the supervisor:
a) to discuss with the candidate the responsibilities of supervisor and candidate as set out in this document
b) to become familiar with the administrative regulations pertaining to Higher Degrees and with the Higher Degrees Guide and to direct the candidate accordingly;
c) to become acquainted with support services available at the University such as the library and to ensure that the candidate is aware of such services and makes use of them where appropriate…” (p1.2)
…

[Lucas]

#1690

I don’t want to repeat what has been presented by my colleagues. I think they have done a wonderful job. However, I would like to emphasize that the Commission for University Education in Kenya has a document called “Guidelines for Preparing Regulations for Doctoral Degree Programme”. The Guidelines apply to all chartered universities who wish to lodge new Doctoral Degree programmes based on: a) Either coursework, examination and project; b) Or, coursework, examination and thesis, and where the half to two-thirds of the programme duration is devoted to the thesis; c) Or, thesis only under specified circumstances to be stated by the university and for such a period as stipulated in the university regulations. For a University to qualify to offer doctorate degree programmes they should have been offering a relevant Masters programme and successfully graduated at least three cohorts.

[Joseph]

#1694

In my context two levels are relevant: National and Institutional as follows
1. Commission for University Education (CUE) guidelines- CUE has oversight over universities especially in terms of accreditation of academic programs. While investigating the unusually big number of PhD graduates in one of the universities the Commission whether standard procedures were adhered to in relation to to training, research, supervision and examination processes as stipulated in the Universities Act; Universities Regulations and Universities Standards and Guidelines. Every university is guided by the policies and guidelines approved by Senate

2. Institutional level – several documents approved by Senate as mentioned above apply. Specific to postgraduate studies is a document which has undergone various revisions; ‘Rules and Regulations for Postgraduate Studies’.
The document gives guidelines on postgraduate studies for (according to its introduction) “ensuring that graduate programmes are initiated and maintained; that qualified students are attracted into these programmes; that high level research at the postgraduate and post-doctoral level is maintained; that studies are completed in the stipulated time; and that research findings are disseminated to the users so that they are of benefit to Kenya and International community”
-All the requirements for postgraduate programmes touching relevant areas including admissions, administration, supervision, coursework, units, thesis, examinations, ethical issues are specified.
– In my view the issue of originality of research work needs to be clearly spelled outing the document. What constitutes original contribution to knowledge is not clear.

[Charles O]

#1695

1) National – National Policy on University Post Graduate Research & Training in Kenya – Abstract
The Commission for University Education considers research as a critical component of higher education and training in Kenya as the country aims to seamlessly transit to an industrialized knowledge-based economy. Indeed the government views research and development as a means of creating wealth and enhancing human development. To help us actualize this, the Commission needs to takes lead in providing policy guidelines in training and research activities in the education sub-sector. The policy has identified key thematic areas on which universities are expected to address. These include: institutional policies and regulations; admission of postgraduate students; the learning environment; institutional support systems; and funding. In coming up with this policy, the Commission is propelled by the ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values. These ideals are only realizable within a framework of a researching and learning institution that is continuously improving its services and outputs. The University sub-sector has a strong component of research that contributes immensely to the development of Kenya. Through this document the Commission is setting standards for the quality of training, supervision of postgraduate students and research that shall take place in all universities in Kenya. Through high impact research the country will be able to achieve its goals and objectives and transform the economy into the much desired knowledge-based economy.

2) Institutional (South Eastern Kenya University – https://www.seku.ac.ke/index.php/seku-bps-downloads.html)
(a) Instructions to new students and the Joining Instructions – Qualifications
(b) Guidelines on format of proposal and thesis / project reports – Include Examinations and supervision
(c) Progress reports for post graduate students – Provided quarterly. Ensures timely completion of PG programs

[Charles O]

#1699

National Policy on Post Graduate Education and Training in Kenya
file:///C:/Users/Charles/Downloads/NationalPolicyonPostGraduateResearchandTraining.pdf
The Commission for University Education considers research as a critical component of higher education and training in Kenya as the country aims to seamlessly transit to an industrialized knowledge-based economy. Indeed the government views research and development as a means of creating wealth and enhancing human development. To help us actualize this, the Commission needs to take lead in providing policy guidelines in training and research activities in the education sub-sector. The policy has identified key thematic areas on which universities are expected to address. These include: institutional policies and regulations; admission of postgraduate students; the learning environment; institutional support systems; and funding. In coming up with this policy, the Commission is propelled by the ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values. These ideals are only realizable within a framework of a researching and learning institution that is continuously improving its services and outputs. The University sub-sector has a strong component of research that contributes immensely to the development of Kenya. Through this document the Commission is setting standards for the quality of training, supervision of postgraduate students and research that shall take place in all universities in Kenya. Through high impact research the country will be able to achieve its goals and objectives and transform the economy into the much desired knowledge-based economy.

Institutional SEKU – https://www.seku.ac.ke/index.php/seku-bps-downloads.html domiciled at Board of postgraduate studies (BPS)
a) Guidelines on format of proposal and thesis / project report – Including supervision and examination
b) Information to New Students Joining Instructions – Including Qualifications
c) Guidelines on postgraduate progress report – for timely completion of PG studies
d) BPS application form – Qualifications
e) SUBMISSION OF FINAL COPIES OF THESIS AND PROJECT REPORTS
f) certificate of correction
h) notice of submission

[Charles O]

#1702

National Policy on Post Graduate Education and Training in Kenya
file:///C:/Users/Charles/Downloads/NationalPolicyonPostGraduateResearchandTraining.pdf
The Commission for University Education considers research as a critical component of higher education and training in Kenya as the country aims to seamlessly transit to an industrialized knowledge-based economy. Indeed the government views research and development as a means of creating wealth and enhancing human development. To help us actualize this, the Commission needs to take lead in providing policy guidelines in training and research activities in the education sub-sector. The policy has identified key thematic areas on which universities are expected to address. These include: institutional policies and regulations; admission of postgraduate students; the learning environment; institutional support systems; and funding. In coming up with this policy, the Commission is propelled by the ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values. These ideals are only realizable within a framework of a researching and learning institution that is continuously improving its services and outputs. The University sub-sector has a strong component of research that contributes immensely to the development of Kenya. Through this document the Commission is setting standards for the quality of training, supervision of postgraduate students and research that shall take place in all universities in Kenya. Through high impact research the country will be able to achieve its goals and objectives and transform the economy into the much desired knowledge-based economy.

Institutional SEKU – https://www.seku.ac.ke/index.php/seku-bps-downloads.html domiciled at Board of postgraduate studies (BPS)
a) Guidelines on format of proposal and thesis / project report – Including supervision and examination
b) Information to New Students Joining Instructions – Including Qualifications
c) Guidelines on postgraduate progress report – for timely completion of PG studies
d) BPS application form – Qualifications
e) SUBMISSION OF FINAL COPIES OF THESIS AND PROJECT REPORTS
f) certificate of correction
h) notice of submission

[Joseph]

#1703

I liked your comprehensive response. Two questions still need to be explored:
1. do duration and length adequately distinguish Masters work from Doctoral?
2. What constitutes originality and contribution of work to knowledge? How can this be clearly defined in the documents?
Sorry for questions without suggesting solutions

[Charles O]

#1704

1. What distinguishes a Master’s level study from a Doctorate? – research / project levels. Period taken
2.
3. How is a Masters by coursework different from a full-thesis Master’s study? How does a Doctorate by coursework (if your legislation allows this) differ from a full-thesis Doctoral study? – teaching and examination
4.
5. What would constitute a ‘significant and original academic contribution’ in your field? – Publications in high impact journals and concomitant citations as well as products i.e. seed varieties. Who determines what constitutes the ‘doctoralness’ of a study? – the supervisors and examiners (external and internal) during defense
6.
7. Why is peer-review a measure of quality and how is this implemented in the doctoral process? – Publications in high impact journals. Your peers with different views enrich the outcomes of your research…they critique to improve it.
8.
9. The Doctorate can comprise discipline-based, multidisciplinary or applied research. Where does your expertise lie and how might you approach supervision in another kind of research? – In both disciplined and applied research. Would like to try multidisciplinary
10.
11. One outcome of the Doctorate is meant to be the ability to supervise. To what extent did your own doctoral study prepare you for this role? Do you see it as part of your role as supervisor to prepare your students to be future supervisors – I was assigned two master students to supervise in my PhD project – somehow I was a bit trained how to supervise. It is my duty to train my students for future supervision roles – probably better than me

[Charles O]

#1705

National Policy on Post Graduate Education and Training in Kenya
file:///C:/Users/Charles/Downloads/NationalPolicyonPostGraduateResearchandTraining.pdf
The Commission for University Education considers research as a critical component of higher education and training in Kenya as the country aims to seamlessly transit to an industrialized knowledge-based economy. Indeed the government views research and development as a means of creating wealth and enhancing human development. To help us actualize this, the Commission needs to take lead in providing policy guidelines in training and research activities in the education sub-sector. The policy has identified key thematic areas on which universities are expected to address. These include: institutional policies and regulations; admission of postgraduate students; the learning environment; institutional support systems; and funding. In coming up with this policy, the Commission is propelled by the ideals enshrined in its Vision, Mission, Strategic Objectives and Core Values. These ideals are only realizable within a framework of a researching and learning institution that is continuously improving its services and outputs. The University sub-sector has a strong component of research that contributes immensely to the development of Kenya. Through this document the Commission is setting standards for the quality of training, supervision of postgraduate students and research that shall take place in all universities in Kenya. Through high impact research the country will be able to achieve its goals and objectives and transform the economy into the much desired knowledge-based economy.
Institutional SEKU – https://www.seku.ac.ke/index.php/seku-bps-downloads.html domiciled at Board of postgraduate studies (BPS)
a) Guidelines on format of proposal and thesis / project report – Including supervision and examination
b) Information to New Students Joining Instructions – Including Qualifications
c) Guidelines on postgraduate progress report – for timely completion of PG studies
d) BPS application form – Qualifications
e) SUBMISSION OF FINAL COPIES OF THESIS AND PROJECT REPORTS
f) certificate of correction
h) notice of submission

1. What distinguishes a Master’s level study from a Doctorate? – research / project levels. Period taken
2.
3. How is a Masters by coursework different from a full-thesis Master’s study? How does a Doctorate by coursework (if your legislation allows this) differ from a full-thesis Doctoral study? – teaching and examination
4.
5. What would constitute a ‘significant and original academic contribution’ in your field? – Publications in high impact journals and concomitant citations as well as products i.e. seed varieties. Who determines what constitutes the ‘doctoralness’ of a study? – the supervisors and examiners (external and internal) during defense
6.
7. Why is peer-review a measure of quality and how is this implemented in the doctoral process? – Publications in high impact journals. Your peers with different views enrich the outcomes of your research…they critique to improve it.
8.v
9. The Doctorate can comprise discipline-based, multidisciplinary or applied research. Where does your expertise lie and how might you approach supervision in another kind of research? – In both disciplined and applied research. Would like to try multidisciplinary
10.
11. One outcome of the Doctorate is meant to be the ability to supervise. To what extent did your own doctoral study prepare you for this role? Do you see it as part of your role as supervisor to prepare your students to be future supervisors – I was assigned two master students to supervise in my PhD project – somehow I was a bit trained how to supervise. It is my duty to train my students for future supervision roles – probably better than me

[Author]

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