Module 1, Session 2: Variables and dynamics in the supervision process

[CPC Admin]

#4837

Spend a few minutes brainstorming your own experiences (of supervising and being supervised) and consider ways in which the variables or dynamics might play into the supervision process.

Post a message about how any of these issues come into play in your own country or university.

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[Ernest Saina]

#5255

personality and socioeconomic factors play major roles

[John Mambambo]

#5266

It’s true that all of these variables exist within our university environment in South Africa and particularly at our institution. Needless to say, this is exacerbated by the variations which hinge on the apartheid past. The historical disparities of the past still hold sway in the current generation and they are now even deep-sited on a cognitive level.

[Tracey Feltham-King]

#5273

All of these variables undoubtedly play a role. In addition I think that the way in which the process of knowledge generation is commonly conceptualized is also an obstruction. Despite being someone who had many privileges it still took me a long time to fully understand that I was developing my academic identity and voice in the process of being supervised. I was often immobilized by uncertainty and a lack of confidence and didn’t believe that I had anything valuable to contribute. Luckily I had a very patient supervisor who was encouraging and collaborative and mentored me.

[Ingrid SCHUDEL]

#5274

Many of the variables speak to power relations. So gender, race, age and status have all manifested as power relations for me. What is critical is to develop a supervision relationship that is more of a partnership or co-investigation and to constantly remind your postdocs of that in subtle and sometimes more explicit ways. They are not ‘doing corrections’ but ‘responding to critical feedback’ – you do not dictate their path – but make suggestions – some of which MAY NOT work. Socio-economic class is critical as it dictates the conditions under which postdocs are working – availability of technology, data, time and space are all elements that affect the academic project. As supervisors we need to be sensitive to these contexts. Nationality, religion and language are fascinating challenges and the biggest challenge they pose for me is enabling sufficient freedom to embrace the possibilities that these differences enable without compromising the quality of the study – and to be able to KNOW what is an issue of quality (such as logic, coherence, depth) and what is simply an opportunity offered by difference.

[Sjamsoeoed Sadjad Mahardhika]

#5276

I am a PhD candidate who has experience supporting MA students with their final research project, both in a formal capacity as a lecturer for the ethnography course and informally as some MA students reach out to me, asking advice for doing research in my field. So here I offer reflections based on my experience being supervised as a PhD candidate and when supporting MA students.

The power point starts by asking us to reflect on things we expect students can do, but might not be able to do. As a PhD candidate, I found navigating what I will call the ‘academic terrain’ very difficult. How to network and whom to approach during conferences, for example, was very difficult for me. I did not know how one goes about publishing a book review or what it meant to be part of a special issue for an academic journal. All of this was very foreign for me. I was very lucky to have supervisors that were not stingy with advice, even for simple things like whom to email and how to frame an email to a journal editor was valuable suggestions for me. Once, a special issue I was organising with a group of academics was strongly criticised by other well known scholars because the journal we were publishing with had fallen out of favour over a controversial article piece. The criticism was harsh and questioned our ethical integrity for choosing to publish with this journal. My supervisors’ support was essential, because as an early career researcher I am still trying to develop thicker skin when encountering criticism towards my work, that can sometimes feel like criticism towards who I am.

As a mentor to MA students, mostly from outside of Europe, I found that many still find academic writing challenging. This relates to two things, first the issue of writing in a second language to a foreign audience is challenging. Second, the structure of academic writing, particularly in the Global North, often demands an argumentative structure that many students I have worked with are not accustomed to. Perhaps this is indicative of one power structure within academia – what is considered academic writing and who is able to produce it?

Finally, being an international student comes with its own difficulties that have affected my PhD experience. My supervisors were very aware of the challenges I faced and supported me beyond just my academic needs. There are many challenges that come from being far from ‘home’, especially in 2020-2021, due to the COVI-19 pandemic. One experience that effected me the most during my PhD experience was difficulty finding accommodations in The Netherlands, where there is limited supply of housing and high demand. Race may have played a part here as well (I was once told that a landlord was not looking for Asian renters because neighbours would complain over the smell of Asian food). Since my research involved two phases of fieldwork, I was often on-the-go and had to start looking for new accommodations every time I returned to the Netherlands (I was not allowed to sublet and could not afford simultaneously renting accommodations in the Netherlands and in the cities where I did fieldwork). I think what I am trying to say from this experience is that the sense of uncertainty that comes with an often precarious PhD status makes it difficult to only focus on work and writing. It was important to me that my supervisors were sensitive of my situations and could offer moral support on top of academic support. Furthermore, as a PhD candidate, I often felt the pressure that if I was not producing writing, my worth as an academic would be questioned. I’m very grateful that my supervisors saw me as a human being that can have personal challenges that sometimes may affect professional output, not just a clog in the machine of knowledge production. I think this relates to slide 17 of the power point about seeing students as ‘social beings’.

[Andati]

#5286

From Africa setup, each of these factors could potentially be the determinant for a doctoral completion. Initially, most doctoral candidates were usually faculty fellow attached to higher institutions in one way or the other. Mainly with interest for career progression in academia. There was also a number of candidates on different scholarship programmes. These categories of researchers have more of reliable or predictable progress levels in their studies. Of recent, there has been however an Increase in a number of self sponsored doctoral candidates who are not necessarily formally employed. These candidates seemly experience more unstable research progress due to limitation in their resources. Most supervisors normally shy away from being engaged with such scholars for the same reasons. Traditionally, doctoral studies are considered self actualization awards. This poses a challenge to self sponsored candidates who could be needing resource mobilization since the perception is that anybody doing doctoral studies has in a way “made it” to some level in society.

[Frank Moffat]

#5290

Socioeconomic class: failing to understand that postgraduate students have huge responsibilities in its sense that one needs a stable income to support both their families and their studies, does affect the supervision process.

Also the manner or style in which the supervisors communicate their feedback, has a deep emotional cut on the postgraduate student. There is need for finding ways to communicate better with students. It does not mean they know nothing about their field of study, what is required in most instances is listening to the student and guide them.

[Mical ONGACHI]

#5295

Socio economic factors play a role in postgraduate studies. When I was doing my PhD in Kenya, the deal looked so attractive because I had to pay just a quarter of the fee initially as you join the PhD program. Then When I had made a lot of progress on my thesis, and I was just left with the last stage of submitting the work so that it could be taken to the external examiner, I was told to complete the balance which was so much and that meant running up and down to get the fee within a short notice or I delay as I look for the money. Therefore the economic factor can play negative to disadvantaged students in our society.

• This reply was modified 3 years ago by Mical ONGACHI.

[Mical ONGACHI]

#5297

Dynamisms I experienced during my PhD learning was that the supervisors were at times contradicting in advice given hence at times I could be torn into which direction do I need to take. This can be challenging and may play into delay in the finishing of the research work.

[Channel Zhou]

#5298

Knowledge, topic, and field play an important role in the supervision process. In my opinion, these three variables determine whether the student and the supervisor will understand each other from the onset, and will also determine the rapport that will exist between supervisor and student throughout the supervision cycle. When both have the knowledge and are well versed in the topic, and understand the field dynamics, the supervision burden is lessened and progress may happen as planned. I think this is universal, in all contexts.

[Mical ONGACHI]

#5299

Challenges that come with age during supervision could be when you are supervising people who are above 50 years. They are not aggressive in working on corrections given on their work. They may take too long and when they re appear it finds when the issues that were raised can not be remembered all. Students who take too long to respond on corrections take too long to complete their studies. There are also challenges in the language written and I attribute this to English being foreign. So as a supervisor if you are not careful you may concentrate on correcting the language as opposed to the Knowledge gap the research should be bringing on board. I come from a diverse country with 47 tribes but gender, race, religion/culture, nationality has never affected my supervision work because as a supervisor the key issue is looking for New knowledge hence treatment of students is on equal part.

[Mical ONGACHI]

#5305

Topic/Field and knowledge they play a key role in my supervision of post graduate students. The supervisor should, if possible be drawn from area of specialization in terms of content. So that guiding this student is based on experience from the same area on the part of the supervisor. Knowledge area brings in competence issues and you are able to talk the same language the student and the supervisor. I remember when I was doing my masters degree none of my supervisors was grounded in my area. So I could find myself explaining so many things to them which I feel they should have sourced for someone in my area even from another university.

[Mical ONGACHI]

#5307

Its true personality dynamism exist with supervisors and even the students we supervise. As a supervisor I need to take this into consideration and advise appropriately according to personality variations. For examples during thesis defense there are students who can break down depending on the direction the defense takes but we also have students who can express themselves so well on any question directed on them. Supervisors should therefore learn and prepare their students due to personality variations

[Lydia Wangungu]

#5309

I agree with your view. It even gets worse if your supervisors do not enjoy a good relationship could be due to egocentric or other issues. As their supervisee you really suffer as their battles escalate into conflicts that relate to your work and otherwise. You end up not sure of how to proceed on as their views are quite different yet they are guiding the same work and the same person. A good relationship among the supervisors goes a long way in easing supervision.

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