Module 2 – Session 3: Case Studies

[Yakub]

#2555

 Case 2 (This is important, I am really into something) – Muthoni is a difficult, disputant abrasive but academically impressive person. The other key issue is that she has a history of mental health issues too which could be enhancing stereotyping. She is never contented with what she has even if it is noted to be satisfactory. She is not a believer in conciseness but in large quantity of information and gets lost in loads of ideas. The supervisor directs and advises the student but she seems stuck with her way. Muthoni must be unbiased in academic research and should accept to work with the data devoid of obsession. The supervisor is in a frustrating position and has to bear the difficulties the students face and try to solve the challenges they portend. The supervisor has to ensure the students complete the tasks so as to enhance his/her chances of upward mobility. For the supervisor it is necessary to critique, educate, guide, manage, direct, support the student where applicable. They must be inculcated into the right frame of mind to have successful results.

[Dineo]

#2599

Group 5 case C

Myself and fellow group members discussed the following points. The first point is the one that we communicated and expanded on during the session:

1. Have a talk about the purpose of degree, and set clear standards and criteria. So basically have a students supervisors expectations and roles in black and white/supervision contract (expectations/regulations/graduate attributes)

2.Purpose of the supervisor to set rules and expectations- fulfill a role as a mentor and be able to guide, motivate and instill confidence.

3. Ensure that the work is done according to specific principles, which should be of quality.

[Irene]

#2612

Group F- “It’s only fun, Prof!”

1. What are the key issues at play in the case study?
Student’s personalities, sexual harassment or allegations to that effect, code of conduct; group dynamics; respect; political correctness; gender relations; power relations;
2. How is the student’s sense of self challenged?
Gatimu’s sense of self – popular guy, good looking; fun-loving; irresistible; there is however a complaint that challenges this self ideal
3. How is the supervisor positioned? He is in a tough position: should he go ahead and pursue the case or should it let it pass? He has a responsibility to make everyone comfortable and protected in the group; however he is indecisive; unable to act quickly and conclusively; Not clear how he’s positioning himself

4. What would you need to consider in understanding the issues involved?
Everyone should feel at ease in the group; maintain a balance in the group; What are the institutional guidelines and policy; is everyone aware of it? Checking with witnesses, take the complaints seriously but confirm with all the female students and other witnesses.

5. How would you engage with the student as a supervisor?
Spell out the institutional policy and lay out the boundaries more firmly; seek to understand Gatimu’s side of the story and his personality and background and possibly upbringing before taking action; Raise this with the student openly; Once the issues are clear, then a decision needs to be made about possible action, e.g. issue a warning or further action (but punishment should be the last action after exploring all avenues)
6. Have you encountered similar issues as a student or a supervisor?
None of the group reported to have had the experience

• This reply was modified 4 years, 6 months ago by Irene.

[Abosede]

#2618

Thanks for the summary Lillian.

In line with Case Study F, the role of gender stood out for me especially from the perspective of a female supervisor. There would be need for the supervisor to be reflexive in the entire process of addressing the matter by way of ensuring that personal issues, prejudices or stereotypes do not inform their practices. I guess the same notion applies to the other case studies considered, either as a male or female supervisor.

[Mashudu]

#2655

B. “This is important, I’m really on to something”

Two things stand out in the postgraduate journey, and these would be in my opinion; attitude and intellectual capability. However, one may find that an intellectually gifted student is not necessarily emotionally balanced and may posses underlying attitudinal or psychological challenges. It is vital to discern these shortcomings and seek to assist the student in this regard where possible. This may entail revisiting institutional policies in order to understand how to approach the matter, engaging the available support structures; such as student counselling and also doing research as to how to deal with students with mental health issues. Dealing with students like Muthoni requires utmost sensitivity.

[Lucas]

#2666

Allow me to go global, across all the case studies. My key learning point is that each student has unique strengths and challenges. It is therefore important for supervisors to first and foremost identify these to help sustain the strengths and reduce the challenges. The supervisor should be very sensitive to the needs of the student. S/he should only handle the issues within his/her scope. The others should be handled by relevant bodies within the university. For example, if a supervisor observes that a student is suffering emotional problems, then the case should be referred to a counselor following the right procedures.

I remember suffering pecuniary problems as an international student when I was pursuing my PhD. I was self-sponsored and my finances had run out. My supervisor noticed that all was not well with me. He knew this was affecting my studies. He quickly talked to the university authorities. The only question I was asked is “How much would you need in a month?” And next morning, BINGO!! I had the money. Of course not all universities can do this, particularly in SSA. How I wish they had similar capacities. Lesson? A supervisor must know the needs (and they are several) of his/her student.

[Joseph]

#2673

The session was enlightening at the same time showed the real challenges in supervision. Different scenarios exist in different contexts and different students. In my situation, i have sometimes faced some ugly scenes. The supervisor needs to be professional but at the same time be flexible enough to fit in student’s personal concerns. The supervisor needs to avoid getting involved too personally with the student. Meeting in odd places can be inappropriate if it involves members of the opposite sex. Asking for financial favors or even using financial inducements are ethical issues that need to be avoided.
I suggest that boundaries must be defined from the start to discourage any possibility of such issues arising.

[Susan Kilonzo]

#2677

“I am on track Prof”
This is a typical case of lack of proper communication between a student and the supervisor. The supervisor seems to realise that time is gone when it is already too late. One is tempted to wonder where the supervisor was. On the other hand, the student is engrossed in work-related issues as well as his and his wife’s health issues, and this seems not to be the concern on the supervisor. I think the challenge here is for then to strike a balance on how progress should be made. In place of waiting for the student to send in a full document or long chapters, the team can work hand in hand to ensure that there is a clear timeframe to tasks agreed on. This will allow the student to work bit by bit and attend to his salaried job and health issues. It is also important not to ignore the challenges that the student is going through but possibly give a listening ear and advice.

[Jacqueline]

#2728

Group 10: Case E – “Same old, same old – how can this be a contribution to knowledge?”

@Charles, thanks so much providing a summary.

Kirui has lost the eagerness and motivation in continuing with his research work, which he must be seeing as a huge responsibility. He seems disappointed with his research findings and it is possible that he had fixed his mind onto getting particular results, which he expected would be different from those of other studies. Although he claims that the data is not telling him anything new, I think that there could be personal factors, i.e., difficulty in interacting with or expressing his ideas to his colleagues, which are also contributing to his situation. This situation has killed his initiative at studies and could have made him hostile to people, hence finding it difficult to share the inadequacy of the methodology that he used.

[Irene]

#2818

Identity work in the postgraduate journey
Case study F
1. What are the key issues at play in the case study?
Student’s personalities, sexual harassment or allegations to that effect, code of conduct; group dynamics; respect; political correctness; gender relations; power relations;
2. How is the student’s sense of self challenged?
Gatimu’s sense of self – popular guy, good looking; fun-loving; irresistible; there is however a complaint that challenges this self ideal
3. How is the supervisor positioned? He is in a tough position: should he go ahead and pursue the case or should it let it pass? He has a responsibility to make everyone comfortable and protected in the group; however he is indecisive; unable to act quickly and conclusively; Not clear how he’s positioning himself

4. What would you need to consider in understanding the issues involved?
Everyone should feel at ease in the group; maintain a balance in the group; What are the institutional guidelines and policy; is everyone aware of it? Checking with witnesses, take the complaints seriously but confirm with all the female students and other witnesses.

5. How would you engage with the student as a supervisor?
Spell out the institutional policy and lay out the boundaries more firmly; seek to understand Gatimu’s side of the story and his personality and background and possibly upbringing before taking action; Raise this with the student openly; Once the issues are clear, then a decision needs to be made about possible action, e.g. issue a warning or further action (but punishment should be the last action after exploring all avenues)
6. Have you encountered similar issues as a student or a supervisor?
None of us have had the experience

[Scholastica]

#2887

Case Study D -Group 8
The student person life is interfering with their academic activities. With lack of work-life balance it is straining their thesis. This has eaten into their PhD work. Though the student seems to working well on their thesis, attention to detail is the problem. The first response is that supervisor can contact the Board of Postgraduate Studies to discuss how to help the student not to be de-registered as his work need just guided edition to complete. Some counselling through a professional can also help the student attain work-life balance.

[Mmaphuti]

#3027

in Gatimu’s case (group 12)
How would you engage with the student as a supervisor
I will arrange a discussion with the student about his work, legal and disciplinary implications of his behavior. As the supervisor, I will read with him the sexual harassment policy so he can see its implications. I will also show him the effects of his behaviour to the entire team and how it will jeopardise the working relationship and the project results

Have you encountered similar issues as a student or a supervisor
i have never come across such a situation.

[Nelson]

#3057

Overally, identity in PG journey has a mix of issues relating to gender, character and differences in expectations by supervisors and students.

[Mary Masehela]

#3122

as a supervisor, you are confronted with a challenge. the challenge to get your student to completion of her studies despite all social challenges possible. however, with adult and part time students, it is evident that they often wear multiple social hats. These hats will more often than not become obstacles to complete studies. I propose two ways of dealing with this. first, a supervisor has to acknowledge that a student is a social being and there is more to her than just studies. therefore, the supervisor might need to first have some background of the student’s immediate family background. if possible, have a distant relationship with those who matter to the student (but this is very difficult, as Chrissie rightly puts it in the Zoom session. it is difficult as supervisor to draw the line of when to come into the student’s life). secondly, the student should develop a 5 to 10 month deciplan that she can discuss with the supervisor prior to the commencement of studies.

[Caroline]

#3139

C. “I want this thing done as quickly as possible”
Our discussions pointed on the need for clarity from the onset on the regulations, standard required for a post graduate degree regardless of the intent. In such a case the supervisor and student may need to draw up a supervision contract outlining the expectations, roles, rules and regulations to guide their journey of supervision. The supervisor should mentor and guide the student appropriately as such a process can influence the thought process and future outcome of the student. All said and done, people have different journeys in life and all want to be academicians which should be respected. That not withstanding, the work or research should be done to meet scientific rigour.

[Author]

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