[Washika Okonda Michael]

in reply to: Module 3, Session 3: Disciplinary differences #5864

Although research across various disciplines is based on similar basic principles/guidelines it is true that knowledge differs and the approach across disciplines greatly vary.

[Washika Okonda Michael]

in reply to: Module 2, Session 2: Scholarly community of practice #5862

How can supervisors shape supervisees into scholarly community. Autonomy is a construct of capacity. A student must be capable to make informed decisions about his/her learning. By involving reflective techniques such as journals or logs, students can become more knowledgeable about their processes. Autonomy involves a willingness on the part of the learner to take responsibility for their own learning. e learner must have a positive attitude towards taking on more responsibility for her/his learning.

[Washika Okonda Michael]

in reply to: Module 2, Session 4: EPE resources’ assessment #5861

Thank You for sharing these resources. I find them very useful especially on why we make references. I found the points given more than what I would have mentioned. Keeping a record of searches is another important area that is less emphasized. The insight on the individual differences of students coming from different universities with a complete shift in approach as well as international students is paramount. It helps supervisors to make assumptions about students that would be detrimental to their progress.

[Washika Okonda Michael]

in reply to: Module 4, Session 4: Food for thought #5860

It appears that there are models/many ways of accomplishing the same goal but in all of them there is drawn similarity. The examination process aims to check the suitability of the candidate for doctoral studies. In some universities the candidate is required to write an essay of given limited words justifying his/her intention to enroll.

The PhD Supervision and format does not vary sharply from the Kenyan context although there is a maximum of two supervision. The four supervisors allocated at Antwerp University is permissible where there is enough manpower. Overall, it ensures quality checks.

The entire process from admission to composition of the doctoral jury to submission of the thesis guarantees quality and ensures there is no unfair treatment of the candidates.

Assessing the research and doctoral education separately has the merit of eliminating subjectivity.

To ensure neutrality supervisors should only be observers. Any jury member with interest in the candidate should renounce him/herself from the jury.

I consider pre-defence as a current issue in our country. It critically helps the candidate to see himself in the mirror before he/she steps out to defend their work. It helps to minimize the corrections at the final defence apart from building the confidence of the candidate.

AT my local university, a notice of defense is given and supervisors are asked to clear students whose work is ready.
Pre-defense is held at the school level. The composition of the jury is drawn from members of the school. However, at Graduate level the panel consists of the SGS Chairman, two external examiners, two internal examiners, Deans, and heads of departments. WE have members drawn from the academia who constitute the “Public” whose role is passive.

The world is dynamic and so is the academia. What works for you today may not be relevant to us and may not work for you tomorrow. The best approach is to adopt what is appropriate as per the prevailing circumstances. IT has worked!

Publications should be part of the evaluation. They help to introduce young scholars to the academia.

Knowledge divergence between the supervisor and student should be taken positively. Ultimately, there should be convergence. It should help the supervisor to assess what the student brings to the learning process. It can only impact negatively on the doctoral evaluation process if one party fails to see the angle of the other.

[Washika Okonda Michael]

in reply to: Module 4, Session 3: Coaching and Mentoring #5859

To coach versus to mentor? I believe there is a thin line between the two. Ultimately, there is the element of inspiration, and direction to given purpose even though one, coaching, is conscious and active while mentoring is rather silent and unconscious. What is agreeable is that the two are great tools in sharpening young scholars into the academia.

[Washika Okonda Michael]

in reply to: Module 4, Session 1: Ethics in Research #5858

I am a specialist in strategy. The key issues considered here is handling, with confidentiality, all data regarding participants and competitors. Plagiarism is deemed an academic crime. Recognizing the work of others increases credibility of ones research findings. Researchers are required to seek the consent of participants. To ensure the validity of the data students are required to attach data set as an appendix to their final thesis.

How can ethical responsibility be nurtured among students? Before a student is allowed to carry out research she/he must seek clearance from Ethics and Review Committee established at the university. In teaching Research Methods as a unit, the issue of ethical considerations should be given prominence.

Ethical clearance starts with the supervisors. A section for ethical considerations is checked in the draft proposals. The same is checked during defense of the final proposal. Then the students seek clearance from the University Ethics and Review Committee before proceeding for data collection.

[Washika Okonda Michael]

in reply to: Module 4, Session 1: Ethics in Research #5857

I am a specialist in strategy. The key issues considered here is handling, with confidentiality, all data regarding participants and competitors. Plagiarism is deemed an academic crime. Recognizing the work of others increases credibility of ones research findings. Researchers are required to seek the consent of participants. To ensure the validity of the data students are required to attach data set as an appendix to their final thesis.

How can ethical responsibility be nurtured among students? Before a student is allowed to carry out research she/he must seek clearance from Ethics and Review Committee established at the university. In teaching Research Methods as a unit, the issue of ethical considerations should be given prominence.

Ethical clearance starts with the supervisors. A section for ethical considerations is checked in the draft proposals. The same is checked during defense of the final proposal. Then the students seek clearance from the University Ethics and Review Committee before proceeding for data collection.

[Washika Okonda Michael]

in reply to: Module 5, Session 1: Project Management and Time Planning #5856

Indeed postgraduate studies and specifically the supervision aspect is a project that like any other project should have clear stakeholders and their roles, timelines from start to finish to avoid any delays that result in losses (in terms of penalty for failing to finish in good time and budget constraints for prolonged finish time). It should be clear when the student will clear course work, be assigned supervisors, present the proposal, collect data, defend and graduate. For example, the time to meet a supervisor should not be at his/her discretion. Record of work covered should be made as evidence of progress. Such records should be availed on monthly basis to an established committee to review the progress and where possible reviews and evaluation made. An agreement is needed between the student, supervisor and the university on the roles, duties and responsibilities of every party with penalties borne by a party that contravenes the agreement. The idea is to create an environment conducive for everyone.

[Washika Okonda Michael]

in reply to: Module 1, Session 4: National Policies #5335

Kenya established the Commission for University Education (CUE) which serves as the quality assurance agency. It has set standards that apply to all private and public universities, campuses, constituent colleges and foreign universities operating in the country.

Some of the key standards which have a bearing on postgraduate education include but not limited to: the chartering process, a university shall have adequate and competent human resources to carry out its mandate
in accordance to its human resource policy. It spells out the minimum criteria for appointment and promotion of academic staff. It goes further to state that a university shall have adequate financial resources to meet its obligations. this ensures a quality and motivated staff to handle P/G students. It also touches on quality of teaching and thus states:
1) A university shall promote highest standards of teaching and learning.
2) A university shall institutionalize internal quality assurance mechanisms.

The other standard hinges on Research and Innovation and it stipulates:

A university shall show evidence of promoting quality research and innovation.
Guidelines under this include:
1) A university shall have thematic research areas in line with its institutional research policy and
aligned to the national research policy;
2) A university shall endeavor to have adequate funds for research by allocating a minimum of
2% of its operational budget to research.

On issues of Academic Integrity Standards it states:
A university shall carry out its operations in line with and be guided by the national values
and principles of governance as set out in Article 10 of the Constitution and as spelt out in the Universities Act No. 42, 2012.

Clearly, the universities offering postgraduate programs must meet certain criteria going by the above standards. The individual university postgraduate guidelines including admission criteria, allocation of supervisors, writing and presentation of proposal/thesis/project for every faculty are guided by the provisions of the commission.

[Washika Okonda Michael]

in reply to: Module 1, Session 2: Supervision with a humanizing pedagogy #5321

Thank you so much for the slides. They are too insightful. A lot of assumptions are made about postgraduates on what they are expected to know. It reminded me of my first year at both masters and doctoral level. I was fretful and needed help just as much as our postgraduates do. Those settling in their jobs and marriage have difficulty balancing with academics. This can be made worse when their funding is individual based.

[Washika Okonda Michael]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #5320

Knowledge, topic/field of study and personality all narrow to content mastery and expertise. A supervisor with an excellent personality and with a relevant area of specialisation has the knowledge and confidence on the process and content of supervision. This will in turn build confidence in the supervisee. Where the students have an opportunity to choose their supervisor many will opt for him/her. On the other hand a student with a strong personality will find it easy to approach the supervisor quite often

[Washika Okonda Michael]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #5319

There is no doubt all the variables have a bearing on supervision of postgraduate students in Kenya. Much of it has to do with attitude and past experiences. For instance, for a long time most PhD students are of age forty and above. They also take long to complete their studies. Therefore, having a supervisor with this mentality may view a doctoral student in their thirties as not being ‘ripe’ for PhD and may take long to complete their studies.

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