[Abosede]

in reply to: Module 5, Session 1: Project Management and Time Planning #3670

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.

[Abosede]

in reply to: Module 4, Session 1: Ethics in Research #2986

Edited 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-work

While 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.

[Abosede]

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-work

While 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.

[Abosede]

in reply to: Module 2, Session 4: EPE resources’ assessment #2898

The 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.

[Abosede]

in reply to: Module 2, Session 2: Scholarly community of practice #2670

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.

[Abosede]

in reply to: Module 2, Session 2: Scholarly community of practice #2671

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.

[Abosede]

in reply to: Module 2 – Session 3: Case Studies #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.

[Abosede]

in reply to: Module 2, Session 2: Scholarly community of practice #2616

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.

[Abosede]

in reply to: Module 2, Session 1: Library resources and support #2565

The 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.

[Abosede]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #2079

@ 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.

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