[Alta]

in reply to: Module 4, Session 1: Ethics in Research #3070

In my field, students are often involved in transdisciplinary projects, which means that they may need to speak to research “partners” before they obtain “official” procedural ethics clearance. Another issue in some of my other work (particularly around mapping) is that procedural ethics may not be required (e.g. when students are using remotely sensed public data), but that analyses may still have ethical consequences that the student need to consider.

In both cases, “procedural” ethics may offer a guidance, but isn’t enough. To me it is critical that supervisors help students recognize that they are ultimately responsible for ethical conduct within their studies, and to cultivate “everyday ethics”, assuming moral responsibility and consideration of ethical choices made in daily research. In practice, this means that researchers need to develop personal ethics policies and principles for engaging in their project right from the scoping phases, reflecting on these principles and approaches throughout their project. The principles that they might draw upon will vary by context, but will include points such as respect and dignity of research participants, transparency and honesty, accountability and responsibility of the researcher, integrity and academic professionalism, and sensitivity around power imbalances and potential impacts of transformative change.

[Alta]

in reply to: Module 3: Writing Development and the Provision of Feedback #2989

Regarding the (very practical) PPT presentation and the questions of how to provide feedback:

I give a lot of feedback on logical structuring of the text, logical connections between texts and missing golden threads. If the argument is not flowing, the student is usually missing key discussion points, or their objectives may not be clear in their head, or not strongly aligned with their results and findings. Focusing on connections in the texts helps a lot with identifying “gaps”. Thus, it is a kind of feedback focus that kills many birds with a single stone. Posing questions, as opposed to comments (as suggested) is undoubtedly helpful (and sometimes difficult to do right), but I do also make a lot of suggestions and give suggested readings, to point students in the right direction. Lastly, pointing out gaps and missing information in a methods and result section is a very good way of quickly finding out whether a student has analytical difficulties. The student might get their feedback, and then make an appointment to talk through the analytical tasks or tools they do not understand. To me the kind of feedback that can prompt the student to start a discussion is incredibly useful for progress and learning. In other words: I feel there should be a conversation between written feedback and verbal problem solving.

[Alta]

in reply to: Module 3: Writing Development and the Provision of Feedback #2885

Although I am fairly familiar with some of the techniques mentioned in this session, I did gain many useful insights from the videos & this discussion forum. Since students reflect and engage in meaning-making in different ways, I encourage, but don’t demand that they do writing journals. It now seems rather obvious, but it hadn’t occurred to me that they might not know exactly how to reflect in their journals, i.e. what questions to ask. I think it is incredibly useful to, as the video recommends (I also found @ Kirstin’s reflection questions useful), give students a “how to” for their reading journals. But I also think that this is just a start; a bit of scaffolding – it is important that they also figure out their own style of reflection and meaning making.

I like @Sukh’s suggestion of rather offering comments rather than edits. I see the use of track changes, but it can be so tempting to re-write a student’s work in sections, instead of pointing out underlying issues!

[Alta]

in reply to: Module 2, Session 4: EPE resources’ assessment #2605

Super useful website, thank you! I especially liked the “guide to completing your research degree” overview, which I think can be a very handy resource for students deciding whether and how to embark on a degree or not, or students just starting out. I like that most of the material (particularly that directed at students) doesn’t replace the supervisor’s advice and inputs, but rather provides a broader overview that can serve as an anchor for student/supervisor discussion.

[Alta]

in reply to: Module 2, Session 2: Scholarly community of practice #2601

I absolutely agree with @Rose and others that it introducing students to their (the supervisor’s) scholarly community an practice is an important part of supervision. Involving students as co-authors to multi-author publication about topics that are a bit “bigger” than their individual theses, and exposing them conferences, workshops and societies are all useful ways that can help students develop. I also think that it is useful to encourage students to develop their own identity within those communities and seek out “sub” communities or other related communities where they can become involved (e.g. young scholars forums).

[Alta]

in reply to: Module 2, Session 1: Library resources and support #2027

Some of useful library resources at our institution:
Access to online search databases (e.g. Scopus, Web of Science, JSOR), with training on how to use these
Training in the use of reference managers (most of my students choose to use Zotero or Mendeley)
Inter Library Loans
Offsite access to journals (SUPER important for off-site students, and of course currently for all students)
LibGuides, a super useful “resource pack” for each discipline, which includes direct access to librarians
Various training workshops throughout the year
Meeting rooms that can be booked out
Online books
Access to, and help, with searching government gazettes (online and offline)
Currently: Virtual librarian access and guidance to online resources available via the library

[Alta]

in reply to: Module 1, Session 4: Key national and institutional documents #2022

Important National Frameworks, policies and Documents (South Africa)
•NRF Postgraduate funding framework
•DHET draft plan for higher education in South Africa
•DHET policy for programmes and qualifications in higher education
•Policy for the Post-School Education and Training Central Application Service
•The White Paper for Post-School Education and Training
Important national & International ethics documents
•DOH (2015) Ethics in health research Principles, processes and structures
•HPCSA guidelines for good practice in the healthcare professions researchers booklet
•Nagoya Protocol on Access to Genetic Resources the Fair Equitable Sharing of Benefits
University & Departmental:
•Rhodes University supervision policy
•Rhodes University Higher Degrees Guide:
•Rhodes University Calendar
•Rhodes University Ethics policies (animal & human ethics)
Departmental Policies (Environmental Science, Rhodes University)
•Dept Safety Policy
•Dept Publication Policy
•Dept Supervision Policy

Three key quotes:

1. “The aim of this White Paper is to outline a framework that defines the Department’s focus and priorities, and that enables it to shape its strategies and plans for the future. Following the adoption of the White Paper by Cabinet, and based on the framework that it provides, the DHET will elaborate a concrete development plan for the period up to 2030….
However, the education and training system should not only provide knowledge and skills required by the economy. It should also contribute to developing thinking citizens, who can function effectively, creatively and ethically as part of a democratic society. They should have an understanding of their society, and be able to participate fully in its political, social and cultural life. This White Paper is a vehicle with which to drive and deepen transformation of the entire post-schooling sector. It will provide a framework to build on the many achievements of our democratic government since 1994. It is on the foundations of these achievements that we intend to tackle the many challenges that still lie ahead. The White Paper will empower us as we strive to build a post-school education and training system that is able to contribute to eradicating the legacy of apartheid. It will assist us to build a non-racial, non-sexist and prosperous South Africa characterised by progressive narrowing of the gap between the rich and the poor. Access to quality post-school education is a major driver in fighting poverty and inequality in any society.”(National White Paper for Post-School Education and Training)

2. “The purpose of this Higher Degrees Guide is to provide a ready reference for Master’s and Doctoral candidates and their supervisors and also provide useful information for Honours students. It contains material which is essential reading for postgraduate candidates, as well as, it is hoped, much other useful information. Importantly, the guide sets out the procedures which must be followed by postgraduate candidates in that it brings together the Policy on Supervision, University Rules, the requirements of the Committee of Assessors and various Senate requirements (such as the guidelines for the supervision of higher degrees). Although it is anticipated that this guide will prove to be a sufficiently comprehensive guide to the procedures and rules for higher degrees to meet the needs of candidates and supervisors alike, it must be emphasised that the Senate itself remains the authority on all questions relating to the rules as set out in the University Calendar” (Higher Degrees Guide, Rhodes University)

3. “Aim: To assist postgraduate students and staff in acknowledging contributions and allocating authorship on publications resulting from postgraduate thesis research.” (Departmental publication policy)

[Alta]

in reply to: Module 1, Session 2: Supervision with a humanizing pedagogy #1663

Very thought-provoking. Perhaps two things that stood out for me:
1) There are parts of facilitating students’access to powerful knowledge that is hard. Understanding all the possible ways in which students may be excluded, and helping them navigate those barriers – that’s pretty hard, and there are no clear-cut answers. But clarifying to them what the PURPOSE of their postgrad studies are, giving them a “map” to the new world they have to navigate? Probably not so hard.

2) Humanizing pedagogy, decoloniality and navigating a new world all starts with recognizing that a student needs to develop their academic identity, which is an academic manifestation of their true and authentic selves (natural scientist here, please forgive the clumsy articulation). If students know, up front, that their (different) way of knowing and being not only has a place in their academic endevour, but is ESSENTIAL to becoming thought leaders for a fit-for-purpose future, I think we can already get a step closer to true transformation.

[Alta]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #1657

Thank you for sharing your experiences – interesting and eye-opening! I find it a constant struggle to know how to best support students who have additional challenges (turns out: most students!). I have supervised students with mental health challenges and students with severe socio-economic difficulties. My default is to prioritize the student’s health and familial commitments over academics, and whilst I feel that is probably the right call, I’m not sure I am always doing it in a way that will benefit them in the long run. For example, if I have a student who needs a bit more help because English is not their first language, or they have not had the opportunity to learn essential writing skills during their undergraduate degree, am I doing them a favor by offering extra help and hand-holding? Or am I (unintentionally) signalling to them by giving them more leniency and extra time, that they are not quite as strong as other students? How to keep a balance between maintaining safe boundaries and being human and empathetic? In the case of students from disadvantaged backgrounds, I also worry whether I have the capacity to support students who are navigating cultural- and racial biases in their academic journey that I never had to – I can’t pretend to truly understand their lived experience.

[Author]

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