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The project management and time planning phase is a very critical aspect of the supervisory journey. The planning of the project can also reveal potential vulnerabilities which could determine the course of the project. This phase can bring to the fore, associated interventions needed to navigate project hurdles. Supervisors and research students need to pay careful attention to aligning the expectations of the project in ways which the personal and career development of students is not undermined by project deliverables and timelines.
The PP was very helpful Colette, thank you.
in reply to: Module 4, Session 1: Ethics in Research #2986Edited post
@ Wil, you have touched on very fundamental structures which I think influence prevailing perspectives and approaches to ethics in research.
In response to point 3, my opinion is that some postgraduate students will continue to approach Ethics Committee Boards as another ‘bureaucratic hurdle’ standing in the way of research if the application of certain national and institutional policies are not reconsidered. For example in South Africa, there is a goal to increase doctoral output to 5000 per year by 2030 (National Planning Commission 2011)
https://www.gov.za/documents/national-development-plan-2030-our-future-make-it-workWhile it is of utmost importance to accord ethical considerations in research the priority it deserves, negative cognitive structures (e.g. the rat race culture) constructed by the application of such policies need to be redressed through dialogue, role-modelling and sense-making, to allow for robust sense-giving of ethical considerations (including plagiarism policies, over-estimation of research outcomes/under-estimation of ethical issues in research proposals etc.) in research.
in reply to: Module 4, Session 1: Ethics in Research #2964@ Wil, you have touched on very fundamental structures which I think influence prevailing perspectives and approaches to ethics in research.
In response to point 3, my opinion is that some postgraduate students will continue to approach Ethics Committee Boards as another ‘bureaucratic hurdle’ standing in the way of research if the application of certain national and institutional policies are not reconsidered. For example in South Africa, there is a “goal to increase doctoral output by 5000 in 2030” (National Planning Commission 2011)
https://www.gov.za/documents/national-development-plan-2030-our-future-make-it-workWhile it is of utmost importance to accord ethical considerations in research the priority it deserves, negative cognitive structures constructed by the application of such policies need to be redressed through dialogue, role-modelling and sense-making, to allow for robust sense-giving of ethical considerations (including plagiarism policies, over-estimation of research outcomes/under-estimation of ethical issues in research proposals etc.) in research.
in reply to: Module 2, Session 4: EPE resources’ assessment #2898The website is a very resourceful tool for both postgraduates, as well as supervisors who often need to refer students to such resources throughout the supervisory process. There is a growing awareness of mental health education in academia especially now when people are having to adjust to the ‘new normal’. I believe postgraduate students and perhaps supervisors, will find such content particularly useful and complementary to the existing resources on the website, as they navigate the supervisory journey.
Have you had experience of academic jealousies?
Oh yes!What were the effects and was it resolved?
This happened during my PhD study both in the scholar-to-scholar and supervisor-to-supervisor contexts. I remember not being allowed to share my research study with selected faculty members and scholars because of rivalry. I was also caught in the web of being too conscious of whom to talk to, when and how to relate in my local community of practice. This situation limited intellectual exchange and collaboration and it caused a bit of distraction. I have since learnt that academic jealousy is almost inevitable in the academic journey and that there is a linear relationship between the ability to ‘find closure’ amid such jealousy and emotional intelligence.
Have you had experience of academic jealousies?
Oh yes!What were the effects and was it resolved?
This happened during my PhD study both in the scholar-to-scholar and supervisor-to-supervisor contexts. I remember not being allowed to share my research study with selected faculty members and scholars because of rivalry. I was also caught in the web of being too conscious of whom to talk to, when and how to relate in my local community of practice. This situation limited intellectual exchange and collaboration and it caused a bit of distraction. I have since learnt that academic jealousy is almost inevitable in the academic journey and that there is a linear relationship between the ability to ‘find closure’ amid such jealousy and emotional intelligence.
in reply to: Module 2 – Session 3: Case Studies #2618Thanks 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.
What is a scholar in your view?
A scholar is a lifelong-learner who is actively and passionately involved in knowledge production, disseminate, articulation and meaningful contribution of such knowledge to theory and practice.What does scholarship mean to you?
Scholarship in this context is the art of being a scholar – the rigour and substance of intellectual exchange.What does it mean to be active in an academic community?
A scholar who active in an academic community would be abreast of the trends in the field, involved in joining and contributing to the conversation in the field, presenting their work at conferences, be willing to and passionate about mentoring upcoming scholars.How can you introduce your students into this community? Is this part of the role of the supervisor? Yes
The supervisor should encourage students to present their work at leading conferences in the field, advise on how to make research projects relevant in the field, for example by providing guidance on the choice of appropriate theories and methodologies and where applicable and possible, by referring and sponsoring students for short research visits to collaborators/experts nationally and/or internationally.What might a PG supervisor’s support network provide?
Support networks can improve capacity for context-specific insights and insider perspective into research projects, knowledge exchange, research collaborations, grant proposal development and research visits.How can such a network be built?
Academic conferences and symposiums are great networking platforms.Have you had experience of academic jealousies?
Oh yes!What were the effects and was it resolved?
This happened during my PhD study and it caused a bit of distraction. I have since learnt that academic jealousy is almost inevitable in the academic journey and that there is a linear relationship between the ability to ‘find closure’ amid such jealousy and emotional intelligence.
How can you contribute to a more respectful and generous support network?
Through openness, willing to learn and share, listening with the heart, empathy, compassion and integrity and nurturing the same culture in the supervisory process.in reply to: Module 2, Session 1: Library resources and support #2565The questions on information literacy are very helpful for reflecting on one’s practices, the experience of being supervised and the support provided by the library. The library and the Centre for Postgraduate Support offer seminars/workshops regularly on information literacy and the support needed to access resources during the postgraduate journey. For example, postgraduate students are trained on how to use the EndNote library (I am more familiar with my previous institution on this), access major databases, avoid plagiarism and predatory journals, write papers for publication etc. Other student-specific needs are also addressed. As per staying in touch with latest research in my field, ‘google alert’ and the periodicals/bulletins of the professional associations I belong to have been very helpful.
The PP was helpful in reflecting on the assumption that ‘postgraduate students (especially PhD scholars) are expected to be abreast of the ‘nitty gritty’ of academic research.’ It will be interesting to gain in-depth understanding into the factors which influence this assumption.
@ Candice, I have found that a bad supervision experience could trigger the quest to go the extra mile and actually fuel the passion for excellence in the supervisory process.
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).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.
The tasks of the supervisor particularly caught my attention in this presentation. The presentation made me reflect on the role of passion and dedication in the supervisory process and how these play out in postgraduate education and scholarship, holding national and institutional factors constant. The passion and dedication to indeed act as a ‘guide, teacher, advisor, facilitator, critic, freedom giver, friend, manager, director and examiner’ will undoubtedly go a long way in supervising with a ‘humanising pedagogy’.
@ Christopher – Interesting insights there. A new supervisor who has not had a very good supervision experience will have to be intentionally reflexive in the supervision process.
That is so true Sioux. I agree that many other factors come into play (other than personality and strong sense of agency) when it comes to navigating such complexities. It is indeed interesting especially considering how a supervisor needs to sensitively position her/himself in these scenarios.
The onus is therefore on the supervisor to be conscious of how students’ varied levels of vulnerability might impact on the supervision process and apply relevant mentoring interventions. Thanks for your insights Prof. Marjolein Zweekhorst, I will look out for your lecture in session 3.
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