[Lilian Diana Awuor Wanzare]

in reply to: Module 5, Session 1: Project Management and Time Planning #5949

I think considering postgraduate work as a project is a great way to plan ahead and keep track of what needs to be done.
Keeping diaries, and tracking progress of the students I supervise helps keep m eon track.
Though I spend quite some time balancing between teaching, administrative work, my own personal projects and postgraduate work, and sometimes one of the 4 may lag behind.
From experience, postgraduate works tends to lag behind.

Typically the supervisor and student plan the phd in work packages or modules with time frames and milestones. This is close to project planning and time management.

[Lilian Diana Awuor Wanzare]

in reply to: Module 4, Session 4: Food for thought #5946

The presentation on how phd assessment is done at Antwerp is similar in many ways as how I was examined in Germany. Having yearly progress reports is good for keeping track of the phd process. Having the student take part in seminars and workshops also provide valuable feedback to the student.

A jury for examination is good and reduces individual bias. In my case in had 5 members in the jury and 2 examiners.
The issue of publication is different for various universities. I think having a publication is an important part of doing a phd and learning how to write and argue. In computing, research evolves very fast and one need to keep publishing and looking a recent publications

• This reply was modified 2 years, 11 months ago by Lilian Diana Awuor Wanzare.

[Lilian Diana Awuor Wanzare]

in reply to: Module 4, Session 3: Coaching and Mentoring #5944

As a supervisor, one needs to wear both hats, as a mentor and as a coach. Being a coach involves helping the student sharpen their skills through listening and providing feedback and direction.
Whereas as a mentor, a supervisor provides encouragement to the student and guides the student in what it means to do research and be a voice in their field.

[Lilian Diana Awuor Wanzare]

in reply to: Module 4, Session 1: Ethics in Research #5943

In the field of computing and artificial intelligence, ethical issues are pertinent and have to be considered. Issues of data storage and privacy and anonymity, written consent when obtaining data for building intelligent systems, issues of inclusivity and reducing bias is models.
There are also emerging issues in AI and law, in terms of when a system has an error that could possibly lead to loss of life, who is to blame?
Other social and economic ethical issues include job loss die to adoption of systems.

[Lilian Diana Awuor Wanzare]

in reply to: Module 3, Session 3: Research approach and design #5942

Being a computer scientist, we employ mixed methods research design, particularly exploratory sequential research design, using both exploratory and quantitative design.

[Lilian Diana Awuor Wanzare]

in reply to: Module 3, Session 3: Disciplinary differences #5941

In the field of computing, hierarchical knowledge structure is mostly adopted as in most physical sciences. Equally with the nature of computing most research is application oriented and interdisciplinary research is employed depending on the usecase.

[Lilian Diana Awuor Wanzare]

in reply to: Module 2, Session 3: Zoom discussion of key readings #5923

I find the idea of keeping a reading journal interesting. Before I would read a paper and write the key things/takeaways that relate to the work that I was doing and mark as complete or for further reading. This helped in keeping track of important information regarding what I had read. The exercise on keeping a journal is quite useful for postgraduate students.

[Lilian Diana Awuor Wanzare]

in reply to: Module 2, Session 2: Scholarly community of practice #5922

Have you had experience of academic jealousies?
Yes, this happens when fellow academicians are particularly envious of others achievement. It can be in the form of withholding information that one knows would be of interest or benefit to fellow academicians.

What were the effects and was it resolved? It was resolved by the supervisor who made the parties understand that working together allows research teams to achieve more in terms of getting projects

[Lilian Diana Awuor Wanzare]

in reply to: Module 2, Session 2: Scholarly community of practice #5921

Being active in an academic community entails taking part and being involved regionally and internationally in forums around ones area of interest and research.
This could include taking part in organizing conferences, meetups, opinion papers, workshops, among others. It really means being a voice within the research community.

How can you introduce your students into this community? By encouraging students to take part in events revolving around the research area e.g. volunteering in organization, peer reviewing, especially in the era of online events, one can get involved and participate without having to spend much.
Is this part of the role of the supervisor? Yes I think part of being a supervisor is introducing ones students to the research community and what it means to be active in search a community.

[Lilian Diana Awuor Wanzare]

in reply to: Module 1, Session 3: Models of supervision #5506

I was supervised using the team/project approach, which I find to work well with students especially from different backgrounds and nationalities as peer learning is encouraged.
In my university, we mostly practice co-supervision.
Cohort supervision is tricky as students normally have different commitment levels (parttime students) and some take longer to do research due to other external factors, If the program is full-time, then maybe.

If supervisors can some together and write proposals, then team/project model can be achieved.

[Lilian Diana Awuor Wanzare]

in reply to: Module 1, Session 2: Supervision with a humanizing pedagogy #5444

I like the idea of supervision being viewed as a way of inducting students to this “new world” of knowledge community. In my experience, for many students, the main motivation of doing p/g is not joining this knowledge community but rather they see p/g as a means to an end (mostly monetary). Thus encouraging them to participate and learn about the “new world” becomes too much.
Students that actually wish to develop their voice in this new world, tend to be more engaging and willing to learn and explore.
With all the social exclusion issues that have been raised, I am asking myself as a supervisor, what role can I play, 1: to reduce these social exclusions and 2: to help students get their voice in the new world.
This lead me to the new ways of being/thinking/knowing, I hope more clarity will be given on this topic.

[Lilian Diana Awuor Wanzare]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #5416

In my experience during my Phd in Germany, race, communication style, culture, Language and Age were major dynamics that came into play during the supervision process. There were differences in what is seen as typical in terms of how supervisor-supervisee relate in Kenya and in Germany.

Here in Kenya, as a supervisor I see communication style, Gender, Socioeconomic class
Knowledge and age coming into play.

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