Module 1, Session 4: Key national and institutional documents

[Vera]

#1723

Recognition & Equation of Qualifications in Kenya
The Commission for University Education (CUE) undertakes recognition and equation of Postgraduate Diplomas and Degrees conferred or awarded by Foreign Universities and institutions in accordance with;
(i) Section 5(1) (g) of the Universities Act No. 42 of 2012
(ii) Section 5A (2) of the Universities Act No. 42 of 2012, Revised Edition 2016 (2015)
(iii) Part XI of the Universities Regulations, 2014
(iv) The Universities Standards and Guidelines, 2014

[Thando]

#1736

Our national regulating body is the CHE, who regulate and accredit courses.
Institutionally, we have the higher degrees committee (at faculty level) who regulate quality internally. We also have a postgrad handbook which lays out the requirements of M&Ds.

What distinguishes a Master’s level study from a Doctorate?

The M should show familiarity with and competence in discipline.
The PhD should show familiarity with, competence, and an original contribution to scholarship in the field.

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?

We don’t have a coursework Master’s; but where it is applicable, it’s usually taught over 2 years, with a mini thesis (10k) at the end.

What would constitute a ‘significant and original academic contribution’ in your field? Who determines what constitutes the ‘doctoralness’ of a study?

Any small contribution to the thinking in a particular field can be significant and original. This need not be a big, groundbreaking claim. It’s not the NOBEL PRIZE. But like WAs, PhD are externally examiners by 3 peers who collectively determine the doctoralness of the doctorate.

Why is peer-review a measure of quality and how is this implemented in the doctoral process?

Usually, it’s conducted by experts who are themselves in the field and can therefore evaluate the research. It’s a top of quality assurance.

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?

The bulk of work in my field is disciplinary, but there is room for interdisciplanary research e.g. my own phd is interdisciplinary.

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?

Ha! I didn’t know this. I think it’s an assumption that because you were supervised you should be able to supervise. I was teaching during my PhD, but supervision is a different skill which I’m only starting to grapple with, and the only reference point is my own supervisor, who was a good one.

Do you see it as part of your role as supervisor to prepare your students to be future supervisors?

I don’t know. I guess it depends on whether said students want to pursue an academic career.

[Alando]

#1739

1. Publication and dissemination policy – guides how the benefits of research outputs generated by the university are to be disseminated to other researchers, professionals, sponsors and the wider community
2. Academic integrity policy – guides students and staff on the need to embrace and preserve ethical practices that promote academic integrity
3. Internal academic quality assurance policy

[Alando]

#1740

1. Publication and dissemination policy – guides how the benefits of research outputs generated by the university are to be disseminated to other researchers, professionals, sponsors and the wider community
2. Academic integrity policy – guides students and staff on the need to embrace and preserve ethical practices that promote academic integrity
3. Internal academic quality assurance policy

[Irene]

#1745

In Kenya, we have the Commission for University Education which regulates the activities and offerings of the higher education institutions.For example, The Commission has developed a policy document, guidelines and regulations on Post graduate research training (masters and doctoral) in Kenya. Specifically, in the University Standards & Guidelines (2014) document, it states that:
A postgraduate programme shall be offered to individuals who have completed a
bachelor level degree. The levels of postgraduate programmes will comprise of:
i. Postgraduate Certificate programme
ii. Postgraduate Diploma programme
iii. Master’s degree programme
iv. Doctoral degree programme
Among other requirements, for a Masters program, Research shall form an integral part of a master’s degree programme and shall constitute not less than one third (⅓) of the entire programme structure;
For the Doctoral degree programs, among other requirements, research shall form an integral part of a doctoral programme and shall constitute not less than two thirds (⅔) of the entire programme structure;

Other regulatory documents include:
Rules and regulations governing Postgraduate Studies

From the CUE documents specifically, a Master’s level study is different from a Doctorate in the aims and duration of the programs. To quote: 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. The requirements and conduct of the program is also different from the Doctoral program.
On the other hand, A doctoral programme shall be designed to train research scholars and, in many cases, future university faculty members.

My own doctoral study prepared me to a great extent to be a future supervisor. It gave me a model on how to conduct myself as a supervisor and also gave me some expectations of my students i.e. what they should do and what I should do as their supervisor. I see it as my role to prepare my students to be future supervisors

[Olatunde]

#1748

What is expected in research from Masters by coursework and masters by research, considering the fact the former write mini-dissertation and the latter writes a dissertation?

[Abosede]

#1749

In addition to Rox’s comment, the following excerpts from the Higher Education Qualifications Sub-Framework (HEQSF 2013) (in line with the National
Qualifications Act, 2008 (Act No. 67 0f 2008) and Higher Education Act, 1997 (Act No.
101 of 1997), shed light on the expectations of Masters and PhD supervision in the South African context.

Master’s Degree ***Purpose and characteristics***
“Master’s Degree graduates in general must be able to reflect critically on theory and
its application. They must be able to deal with complex issues both systematically
and creatively, design and critically appraise research, make sound judgements
using data and information at their disposal and communicate their conclusions
clearly to specialist and non-specialist audiences, demonstrate self-direction and
originality in tackling and solving problems, act autonomously in planning and
implementing tasks with a theoretical underpinning and continue to advance their
knowledge, understanding and skills.The research component or components of a general Master’s degree should be commensurate with the characteristics of the discipline and field as well as the purpose of the programme, and in addition to a dissertation or treatise may take the form of a technical report, one or more creative performances or works, or a series of peer-reviewed articles or other research-equivalent outputs” (HEQSF 2013:32).

Doctoral Degree ***Purpose and characteristics***
“The doctorate provides training for an academic career. It requires a candidate to
undertake research at the most advanced academic levels culminating in the
submission, assessment and acceptance of a thesis. However, candidates may also
present peer-reviewed academic articles and papers, and, in certain fields, creative
work such as artefacts, compositions, public performances and public exhibitions in
partial fulfilment of the research requirements. Coursework may be required as
preparation or value addition to the research, but does not contribute to the credit
value of the qualification. The defining characteristic of this qualification is that the
candidate is required to demonstrate high level research capability and to make a
significant and original academic contribution at the frontiers of a discipline or field.
The work must be of a quality to satisfy peer review and merit publication. The
degree may be earned through pure discipline-based or multidisciplinary research or
applied research. This degree requires a minimum of two years’ full-time study,
usually after completing a Master’s Degree. A graduate should be able to supervise
and evaluate the research of others in the area of specialisation concerned” (HEQSF 2013:36).

https://www.uj.ac.za/corporateservices/quality-promotion/Documents/quality%20docs/national/Revised%20HEQSF%20Jan2013%20FINAL.pdf

As per the institutional context, (in addition to earlier comments by other participants) the Rhodes University Ethical Standards Committee (RUESC) plays a significant role in the quality assurance and ethical compliance of postgraduate supervision.

How is a Masters by coursework different from a full-thesis Master’s study?

Masters degree in South Africa is done by course work with a research component (usually with a mini-research project) or by full-thesis.

How does a Doctorate by coursework (if your legislation allows this) differ from a full-thesis Doctoral study?

There is no doctorate by coursework in South Africa.

What would constitute a ‘significant and original academic contribution’ in your field?

The development and/or extension of a theoretical/conceptual/methodological framework.

Who determines what constitutes the ‘doctoralness’ of a study?

This would usually be external examiners/scholars who are experts in the specific field of study.

Why is peer-review a measure of quality and how is this implemented in the doctoral process?

The peer-review process helps to determine and verify the credibility and scholarship of a research study. Peer-review of the doctoral degree is implemented through internal (departmental, faculty, ethics and higher degrees committee) and the external examination process.

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?

My expertise lies in discipline-based research and interdisciplinary research which has a bearing on my Masters and PhD so I am able to provide guidance and support in a one-on-one supervision scenario in this regard. My methodological expertise can also be instrumental in multidisciplinary research in the context of co-supervision and project team supervision.

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?

I had the opportunity to assist my supervisor with the supervision of some research projects during my PhD, which invariably initiated me into the supervisory process.

Do you see it as part of your role as supervisor to prepare your students to be future supervisors?

I believe this will depend on the career path of the student. It is however essential to mentor students who show interest in academic work or who are academic staff.

[Vera]

#1763

Recognition & Equation of Qualifications in Kenya
The Commission for University Education (CUE) undertakes recognition and equation of Postgraduate Diplomas and Degrees conferred or awarded by Foreign Universities and institutions in accordance with;
(i) Section 5(1) (g) of the Universities Act No. 42 of 2012
(ii) Section 5A (2) of the Universities Act No. 42 of 2012, Revised Edition 2016 (2015)
(iii) Part XI of the Universities Regulations, 2014
(iv) The Universities Standards and Guidelines, 2014

[Emmanuel]

#1816

I do not wish to repeat what is already presented above. The Kenyan higher education policy landscape has been ably and comprehensively presented by colleagues: see Susan, Yakub, Lucas, Alando and Vera above.

[Paul]

#1819

I will quote just 3 challenges since my colleagues from kenya (among them, Susan, Titus, Vera, Alando, Kefa, Irene, Lucas, Charles,Patrick) have already listed the national (CUE and National Policy on Univ & P/g training) and institutional policy (chiseled from the national ones) documents and made quotes:
I. “Graduate enrolment apprx 12% of the student population a situation deemed unacceptable…”
2.”There is mismatch between students’ research areas and
supervisors’ areas of expertise in programmes with large number
of students compared to supervisors”
3. “long programme
completion times have degraded the quality of the research training and relevance of the research
output”.

On to the questions:
Q1. This question becomes difficult to answer when you supervise a master research work producing 2 or 3 peer reviewed high impact publications.
Q2.This is equivocal in the Kenya context since all masters have coursework, the difference is when it’s by project or thesis.
Q3. I would consider something significant to have societal or life changing impact or provide practical solution. Doctoralness is determined by a qualified academic and sometimes professional board of peer reviewers.
Q4. Peer reviews separates mediocrity from ingenuity.
Q5.Mine is discipline based but I’ve often adapted to multidisciplinary by opting for co-supervision model.
Q6.To be honest, I was not trained to supervisor though had a masters student work under me. I learned the ropes on the job and picked some good virtures of the trade.

[Vera]

#1822

What constitutes a significant and original contribution in your field?
Significant and original contribution to knowledge emerges from small gaps of knowledge within saturated research areas as new interpretations or application of old ideas. Therefore, significant & original contribution doesn’t necessarily have to include revolutionizing the existing discourse.

Who determines what constitutes the ‘doctoralness’ of a study?
There are times when I have been tempted to believe that there is little or no consensus in the academy on what constitutes the ‘doctoralness’ of a study. This is because I have witnessed scenarios where a student’s work is rejected at a very advanced stage (by examiners) with reasons that it doesn’t merit a PhD yet this work had received approval from the subject experts (Supervisors), various postgraduate committees as required by the University etc. An external examiner may have biases towards pet theories or concepts and may dismiss a student’s work if he or she does not agree with the opinions presented.

That said, supervisors should be in a position to adequately guide the student to come up with a study which would be considered original, creative & innovative thereby meriting a Doctorate.

[Alta]

#2022

Important National Frameworks, policies and Documents (South Africa)
•NRF Postgraduate funding framework
•DHET draft plan for higher education in South Africa
•DHET policy for programmes and qualifications in higher education
•Policy for the Post-School Education and Training Central Application Service
•The White Paper for Post-School Education and Training
Important national & International ethics documents
•DOH (2015) Ethics in health research Principles, processes and structures
•HPCSA guidelines for good practice in the healthcare professions researchers booklet
•Nagoya Protocol on Access to Genetic Resources the Fair Equitable Sharing of Benefits
University & Departmental:
•Rhodes University supervision policy
•Rhodes University Higher Degrees Guide:
•Rhodes University Calendar
•Rhodes University Ethics policies (animal & human ethics)
Departmental Policies (Environmental Science, Rhodes University)
•Dept Safety Policy
•Dept Publication Policy
•Dept Supervision Policy

Three key quotes:

1. “The aim of this White Paper is to outline a framework that defines the Department’s focus and priorities, and that enables it to shape its strategies and plans for the future. Following the adoption of the White Paper by Cabinet, and based on the framework that it provides, the DHET will elaborate a concrete development plan for the period up to 2030….
However, the education and training system should not only provide knowledge and skills required by the economy. It should also contribute to developing thinking citizens, who can function effectively, creatively and ethically as part of a democratic society. They should have an understanding of their society, and be able to participate fully in its political, social and cultural life. This White Paper is a vehicle with which to drive and deepen transformation of the entire post-schooling sector. It will provide a framework to build on the many achievements of our democratic government since 1994. It is on the foundations of these achievements that we intend to tackle the many challenges that still lie ahead. The White Paper will empower us as we strive to build a post-school education and training system that is able to contribute to eradicating the legacy of apartheid. It will assist us to build a non-racial, non-sexist and prosperous South Africa characterised by progressive narrowing of the gap between the rich and the poor. Access to quality post-school education is a major driver in fighting poverty and inequality in any society.”(National White Paper for Post-School Education and Training)

2. “The purpose of this Higher Degrees Guide is to provide a ready reference for Master’s and Doctoral candidates and their supervisors and also provide useful information for Honours students. It contains material which is essential reading for postgraduate candidates, as well as, it is hoped, much other useful information. Importantly, the guide sets out the procedures which must be followed by postgraduate candidates in that it brings together the Policy on Supervision, University Rules, the requirements of the Committee of Assessors and various Senate requirements (such as the guidelines for the supervision of higher degrees). Although it is anticipated that this guide will prove to be a sufficiently comprehensive guide to the procedures and rules for higher degrees to meet the needs of candidates and supervisors alike, it must be emphasised that the Senate itself remains the authority on all questions relating to the rules as set out in the University Calendar” (Higher Degrees Guide, Rhodes University)

3. “Aim: To assist postgraduate students and staff in acknowledging contributions and allocating authorship on publications resulting from postgraduate thesis research.” (Departmental publication policy)

[Rose Ramkat]

#2033

my colleagues from tMoi University, have already shared on the national requirements/policies and university strategies.
However in addition to what we use in the institutions is the student progress reports. The MSc students makes two progress reports while the PhD students make 4 progress reports. This reports give the work done and shows and agreed plan of work to be done by a certain date. The progress reports can include presentation by the student on the progress of their work. This allows for peer review by fellow postgraduate students to build on each others work.

[Esther Kiaritha]

#2035

Institutional Policy
1. Moi university: Rules and Regulations Governing Post Graduate Studies (revised June, 2018).
This document is a second edition after a 2016 edition. It comprises of several issues ranging from management of p/g studies, admission to p/g studies, Supervisors and supervision guidelines, guidelines to post graduate diplomas, masters and PhD programmes, examination of p/g studies, what comprises ethical practices, how grievances in supervision should be handled among many other issues.

One of the interesting issue in the document is the qualifications of PG supervisors which has been contentious because some few years ago it was allowed and also some Department do not have qualified manpower as per the requirements. In section 3.0 only graduate faculty can supervise p/g students and should have the following qualifications;
i) Professors.
ii) Associate Professors.
iii) Senior Lecturers.
iv) Lecturers who are Ph.D holders
v) Holders of M.Med, MDS, Clinical Fellowships or equivalent

Another point I wish to point out on the load of supervision. Section 8.1(ii)a maximum load for a supervisor will normally be (3) three Ph.D and (5) five Masters candidates at any one time. This sometime is not possible because most p/g students do not finish on time, and with the limited graduate faculty, one may find himself with more load than required.

National Policy
Commission for University Education: University Standards and Guidelines (June 2104).
This policy document also has a myriad of issues that it addresses ranging from management and governance, institutional standards, guidelines for academic programs, teaching, open and distant e-learning, university libraries, among others. Notably, this policy addresses both u/g and p/g programs and therefore it is an an encompassing.

It addresses in the section under academic programs that in a masters program;
a)Research shall form an integral part of a master’s degree programme and shall constitute not less than one third (1⁄3) of the entire programme structure;

b) The length of the thesis/dissertation of a master’s degree programme shall normally
be at least 20,000 words.

Under the Phd program, it states that;
a) Research shall form an integral part of a doctoral programme and shall constitute not less than two thirds (2⁄3) of the entire programme structure;

b) The length of the thesis/dissertation of a doctoral programme shall normally be at least 50,000 words;
c) Before the award of a doctoral degree, a candidate shall normally show proof of acceptance for publication of at least two (2) papers in refereed journals.

Interesting, these two policy documents seem in synch concerning p/g supervision, such as the percentage of the research component, publication of PhD work, among other areas.

[Esther Kiaritha]

#2037

Institutional Policy
1. Moi university: Rules and Regulations Governing Post Graduate Studies (revised June, 2018).
This document is a second edition after a 2016 edition. It comprises of several issues ranging from management of p/g studies, admission to p/g studies, Supervisors and supervision guidelines, guidelines to post graduate diplomas, masters and PhD programmes, examination of p/g studies, what comprises ethical practices, how grievances in supervision should be handled among many other issues.

One of the interesting issues are the qualifications of PG supervisors which has been contentious because some few years ago it was allowed and also some Department do not have qualified manpower as per the requirements. In section 3.0 only graduate faculty can supervise p/g students and should have the following qualifications;
i) Professors.
ii) Associate Professors.
iii) Senior Lecturers.
iv) Lecturers who are Ph.D holders
v) Holders of M.Med, MDS, Clinical Fellowships or equivalent

Another point I wish to point out on the load of supervision. Section 8.1(ii)a maximum load for a supervisor will normally be (3) three Ph.D and (5) five Masters candidates at any one time. This sometime is not possible because most p/g students do not finish on time, and with the limited graduate faculty, one may find himself with more load than required.

National Policy
Commission for University Education: University Standards and Guidelines (June 2104).
This policy document also has a myriad of issues that it addresses ranging from management and governance, institutional standards, guidelines for academic programs, teaching, open and distant e-learning, university libraries, among others. Notably, this policy addresses both u/g and p/g programs and therefore it is an an encompassing.

It addresses in the section under academic programs that in a masters program;
a)Research shall form an integral part of a master’s degree programme and shall
constitute not less than one third (1⁄3) of the entire programme structure;
b) The length of the thesis/dissertation of a master’s degree programme shall normally
be at least 20,000 words.

Under the Phd program, it states that;
a)Research shall form an integral part of a doctoral programme and shall constitute not less than two thirds (2⁄3) of the entire programme structure;
b)The length of the thesis/dissertation of a doctoral programme shall normally be at least 50,000 words;
c) Before the award of a doctoral degree, a candidate shall normally show proof of acceptance for publication of at least two (2) papers in refereed journals.

Interesting, these two policy documents seem in synch concerning p/g supervision, such as the percentage of the research component, publication of PhD work, among other areas.

[Author]

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