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Discuss the issues identified in the Zoom Session in which we looked at the six case studies of supervisors and their students.
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Group 9 discussion on Case E
The student may have lost interest in the study
The design may not have been appropriate for the type of question.
The student may be lacking interaction with peers and may not be getting enough feedback or being challenged enough.
The student feels like a failure.
The supervisor’s role is essential in spending time with the student in trying to gently encourage the student to maybe adopt an additional method to strengthen the study. The supervisor can also encourage the student to write a paper on the methodology. The supervisor can have the student present in front of a panel of professors and fellow grad students so that the student gets feedback and see how the study could be contributing to the academic literature. The student, while preparing for the presentation and thanks to the feedback can get to see how the data could be redirected in different ways. These might give more motivation to the student.
Furthermore, the supervisor can encourage the student to go to conferences and present a paper. There can also be graduate retreats where students and faculty members get together and listen to the research of grad students to provide them feedback.It was such an eye opener topic. The uniqueness of each student needs to be critically analysed before making judgements. Just as human beings are diverse in character so are PG students
Group 12 Case F
The key issues in play: Scenario 1. Gender, culture and socialization maybe key here. Gatimu may have been raised to think that men are hunters and aggressors and all women are therefore ‘prey’. In this case he may not even be aware that he is crossing the line.
Scenario 2. Personality. Gatimu may just be the kind of person who does not respect boundaries. And the fact that he was brought into the project because he was a top student in his class may make him think that he is indispensable and can get away with anything.The group felt that a holistic understanding of the issues in play would enable the supervisor chart the most appropriate way forward in dealing with the issue for instance, if there was need for counselling, training on sexual harassment, further investigations or even disciplinary measures.
E. “Same old, same old – how can this be a contribution to knowledge?”
What are the key issues at play in the case study? – lethargy, mode of supervision, critique, inability to change mind / non flexible, giving up etc
How is the student’s sense of self challenged? – he feels he is not adding any value to the research since he gets same old results. he feels frustrated. he feels trapped as he seems struggling to open up and share the shortcoming of his methodology with the supervisor
How is the supervisor positioned? – he doesn’t know how to convince the student to open up and share his frustrations on methodology. he ought to change his supervision model.
What would you need to consider in understanding the issues involved? – empathy and social issues on supervision. encouragement
How would you engage with the student as a supervisor? – I will seek to guide and counsel the student. I will also seek help from other peers or appeal to his close friends for help
Have you encountered similar issues as a student or a supervisor? – NoOne issue that stood out is that a situation of a bright hard-working student who started well in research and started to lose hope in the middle of the study. The student seems not to appreciate her or his effort due to high expectations. This lack of perseverance might be due to a lack of motivation and guidance from the supervisor. Hence, the lack of working together.
From my observation, the student does not feel challenged with the work. This is evidenced by getting the same information, making the student feel as if time is being wasted. This is very common when a supervisor does not engage with the student and show the student different views on what is being researched. Therefore, supervisors need to take both a role as both supervisor and mentor rather than letting the student walk in the mist alone. This will help in identify possible challenges before they get out of hand. Supervisors should also understand students in totality; understanding the social dynamics that might affect student progress rather than focusing on supervision in isolation of other potential variables.
Once one is faced with such a situation as a supervisor, it is important to understand the possible causes of the situation and have open communication with the student. This might also require support from other supervisors in the same field to share their experiences with the student. In addition, it will be important to be positive when discussing with the student by highlighting the good aspects of the research being done and clearly show how it will contribute to the body of knowledge. This might bring back the confidence of the student to pursue the study.
From my personal experience as a student, there was one point in time where I felt I should jump out of the ship because of a feeling of a loner. There was a time when my supervisor was so quiet and had to navigate my way on my own. To me, I felt like the supervisor had changed his role from being a supervisor to be a spectator in research, which brought a lot of frustration to be a student due to uncertainties.GROUP 2 ISSUES IDENTIFIED
The student is in self-denial as she is not being realistic on her duties and what is expected of her from the PhD.
The student is lacking a very strong support structure.
The gender issue is working to the student’s disadvantage.
There is a communication barrier between the student and the supervisor.Case study D group session 8
According to my opinion students was not flexible and loses focus on his study. Student feel uncomfortable and gives an excuse and a lot of complaints related to politics at his work and health. He give up and end up just writing un logical research work. Supervisor become frustrated because he has a problem that the student is at real risk of not being allowed to continue with his registration. Supervisor also worried about the year (9 years) that the student spent in his research study. Supervisor would engage with the student by develop professional research supervision relationship, encourage the student and engage him in ongoing research support session. As a supervisor I will seek help from my colleagues and keep on counsel and guide the students. I never encountered this issue as a student or supervisor.Comments from Group 3 (Case B). I wanted to summarise the response to “How would you engage with the student as a supervisor?” as that might be useful.
The supervisor is faced with finding ways to negotiate with the student’s mental health issues so that she gets professional help. This raises the question of what role(s) does the supervisor have and where to draw the line? In this case, the student had shared her mental health issues and so it would be appropriate for the supervisor to broach the subject and to try to see if seeking professional help is useful. One of the participants in the group gave an example of a student who was struggling and the supervisor recommended the student take a break, go home, get professional help and in that specific case the student did return and complete her thesis.
Secondly, there is the possibility of suggesting a different case study to the student as she has already done 2 of 3 case studies and is well on the way. The supervisor could talk to the student that she is trying to do something through the research (“to reveal the injustices she alleged this person had committed”) which is not appropriate. So by changing the case study, it would allow the student to complete the work in a more objective manner, but whether the student agrees to it or not remains an issue.
Group 5 (Dealt with Case “C” = “I want this thing done as quickly as possible”)
1. What are the key issues at play in the case study?
Supervisor and student have different perspectives of what constitutes postgraduate studies
Supervisor should use postgraduate guideline, rules and regulation ate the very beginning to guide the student’s progress through the study.2.How is the student’s sense of self challenged?
The student isn’t challenged! The student does not have an in-depth understanding of what is required at postgraduate. The student has assumed that the work is equal to one of the projects that they have undertaken in the course of their work! The need to contribute to the body on knowledge is not appreciated in this case.3.How is the supervisor positioned?
Supervisor is in a position of authority, with a better and in-depth understanding of what should constitute postgraduate work both in terms of mastery of subject (on the part of the student) and contribution to body of knowledge. The supervisor should utilize this privilege to counsel the student.4.What would you need to consider in understanding the issues involved?
The background and the environment that the student of operating in
The motive driving the student to pursue the postgraduate studies
The rules and regulation governing the postgraduate studies
5.How would you engage with the student as a supervisor?
Take time to discuss with the student and clarify on the requirements for postgraduate studies.
Helping the student understand and appreciate rigor and depth at postgraduate level
Understand the dynamics at plays and factors that are driving the student and how that maps to the requirements of postgraduate studies.6.Have you encountered similar issues as a student or a supervisor?
Yes. But rules and regulation and a little counsel changed the students attitude and approach – it wasn’t easy though.C. “I want this thing done as quickly as possible”
This is about a seemingly academically smart (capable) student, referred to the supervisor by a former student. However, her interest is just to get the degree for career purposes and with little or no interest on academic research. Although the supervisor seems to be ‘good in supervision’ given the referral, he/she has to handle this student tactfully and firmly in order to guide the student to come up with more than superficial thesis. This may include explaining rules and expectation from the beginning and having frequent meetings/feedback sessions with the student among others.Group 8
There was a problem of life and work balance where the student had multiple demands including domestic issues that affected the progress of his work. Although the student felt that he was on track he had spent 9 years doing his studies. This is a common problem among working students or part time students. As discussed in the group the supervisor should play an advisory role to assist the students in coping with the workload. It is also crucial to make him aware of his expectations hence the need for a supervision schedule that guides the supervisor and the student. An intervention measure was raised by the group, that is, through the Board of Post graduate Studies to allow the student complete his studiesVery interesting cases.
The cases bring out issues a supervisor has to grapple with in the process of supervision. For instance, getting students to remain focused, motivated and on-course, managing group dynamics, handling conflicting pressures- such as, the pressure to complete versus the quality of work, personal interest versus research/project agenda etcIssued identified in the cases included; setting boundaries in supervision, the multiple roles that PG students play, supervisors multiple demands (from the institution and personal development), interplay of PG students support system on studies completion; sexual harassment; adding to existing knowledge base as important as coming up with new knowledge (Not necessarily winning a Nobel price), students engagement with ideas.
“It’s on its way”
The case reflects quite well how one’s individuals conditions of (dis)advantages play out with institutional policies. Adimu, a women PhD student, over-committed with family obligations, need to complete a doctorate degree to maintain her position as a lecturer in a private university. Her promises to keep up with deadlines of her research are not met, while her adviser is under institutional pressure to graduate doctorate students within a period of time.
The pressure to obtain a doctorate degree without providing support conditions, in my opinion, exacerbates the constraints of the
doc fellows who are already in a disadvantaged position with their current academic position. -
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