2 - Enhancing Doctoral Supervision Practices in Africa: Reflection on the CARTA Approach
Corresponding Author(s) : Sharon Fonn
Journal of Higher Education in Africa,
Vol. 15 No. 2 (2017): Journal of Higher Education in Africa
Abstract
High quality research supervision is crucial for PhD training, yet it continues to pose challenges globally with important contextual factors impacting the quality of supervision. This article reports on responses to these challenges by a multi-institutional sub-Saharan Africa initiative (CARTA) at institutional, faculty and PhD fellow levels. The article describes the pedagogical approaches and structural mechanisms used to enhance supervision among supervisors of CARTA fellows. These include residential training for supervisors, and supervision contracts between primary supervisors and PhD fellows. The authors reflect on the processes and experiences of improving PhD supervision, and suggest research questions that CARTA and other training programmes could pursue in relation to PhD supervision in Africa and other lower- and middle-income countries.
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- Adedokun, B., Nyasulu, P., Maseko, F., Adedini, S., Akinyemi, J., Afolabi, S., De Wet, N. A., Sulaimon, A., Sambai, C., Utembe, W., Opiyo, R., Awotidebe, T., Chirwa, E., Nabakwe, E., Niragire, F., Uwizeye, D., Niwemahoro, C., Kamndaya, M., Mwakalinga, V. & Otwombe, K., 2014, “Sharing perspectives and experiences of doctoral fellows in the first cohort of Consortium for Advanced Research Training in Africa: 2011–2014”, Global Health Action, 7, 10.3402/gha.v7.25127.
- Calma, A., 2007, “Postgraduate supervision in the Philippines: Setting the research agenda”, Asia-Pacific Education Researcher, 16, 91-100.
- Christoplos, I., Zwi, A. & Lindegaard, L. S., 2015, Evaluation of the Consortium for Advanced Research Training in Africa (CARTA), Stockholm: Indevelop Sweden AB. Cross, M. & Backhouse, J., 2014, “Evaluating doctoral programmes in Africa: Context and practices”, Higher Education Policy, 27, 155-174.
- De Lange, N., Pillay, G. & Chikoko, V., 2011, “Doctoral learning: a case for a cohort model of supervision and support”, South African Journal of Education, 31, 15-30. Dietz, A. J., Jansen, J.
- D. & Wadee, A. A., 2006, “Effective PhD Supervision and Mentorship”, A workshop based on experiences from South Africa and the Netherlands, Amsterdam, the Netherlands and Pretoria, South Africa: Rozenberg Publishers and UNISA Press.
- DUZE, C. O., 2010, “An analysis of problems encountered by post-graduate students in Nigerian universities”, Journal of Social Science, 22, 129-137.
- EUA (European Universities Association), 2005, Bologna Seminar on “Doctoral Programmes for the European Knowledge Society” (Salzburg, 3-5 February 2005). Conclusions and recommendations.: http://www.eua.be/Libraries/CDE_website/
- Salzburg_Conclusions.sflb.ashx.EUA (European Universities Association), 2010, Salzburg II Recommendations, Brussels, European University Association.
- Ezeh, A. C., Izugbara, C. O., Kabiru, C. W., Fonn, S., Kahn, K., Manderson, L., Undieh, A. S., Omigbodun, A. & Thorogood, M., 2010, Building capacity for public and population health research in Africa: the consortium for advanced research training in Africa (CARTA) model. Global Health Action, 3.
- Fonn, S., Egesah, O., Cole, D. C., Griffiths, F. E., Manderson, L., Kabiru, C. W., Ezeh, A., Thorogood, M., & Izugbara, C. O., 2016, “Building the capacity to solve complex health challenges in Sub-Saharan Africa: CARTA’s multidisciplinary PhD training”, Canadian Journal of Public Health, 107, 381-386.
- Gill, P. & Burnard, P., 2008, “The student-supervisor relationship in the PhD/ Doctoral process”, British Journal of Nursing, 17, 668-71.
- Gunnarsson, R., Jonasson, G. & Billhult, A., 2013, “The experience of disagreement between students and supervisors in PhD education: a qualitative study”, Bmc Medical Education, 13.
- Guwatudde, D., Bwanga, F., Dudley, L., Chola, L., Leyna, G. H., Mmbaga, E. J., Kumwenda, N., Protsiv, M., Atkins, S., Zwarenstein, M., Obua, C. & Tumwine,J. K., 2013, “Training for health services and systems research in Sub-Saharan Africa – a case study at four East and Southern African Universities”, Human Resources for Health, 11, 68.
- Hakala, J., 2009, “Socialization of junior researchers in new academic research environments: two case studies from Finland”, Studies in Higher Education, 34, 501-516.
- Halse, C., 2011, “‘Becoming a supervisor’: the impact of doctoral supervision on supervisors’ learning”, Studies in Higher Education, 36, 557-570.
- Hockey, J., 1996, “Motives and meaning amongst PhD supervisors in the social sciences”, British Journal of Sociology of Education, 17, 489-506.
- Ives, G., & Rowley, G., 2005, “Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes”, Studies in Higher Education, 30, 535-555.
- Juniper, B., Walsh, E., Richardson, A. & Morley, B., 2012, “A new approach to evaluating the well-being of PhD research students”, Assessment & Evaluation in Higher Education, 37, 563-576.
- Kandiko, C. B., & Kinchin, I. M., 2012, “What is a doctorate? A concept-mapped analysis of process versus product in the supervision of lab-based PhDs”, Educational Research, 54, 3-16.
- Kiley, M., 2011, “Developments in research supervisor training: causes and responses”, Studies in Higher Education, 36, 585-599.
- Kjellstrom, S., Ross, S. N. & Fridlund, B., 2010, “Research ethics in dissertations: ethical issues and complexity of reasoning”, Journal of Medical Ethics, 36, 425-430.
- Lee, A., 2008, “How are doctoral students supervised? Concepts of doctoral research supervision”, Studies in Higher Education, 33, 267-281.
- Lee, A., 2012, Successful Research Supervision. Advising Students Doing Research,London and New York, Routledge.
- Lessing, A. C., 2011, “The role of the supervisor in the supervisory process”, South African Journal of Higher Education, 25, 921-936.
- Li, S., & Seale, C., 2007, “Managing criticism in Ph.D. supervision: a qualitative case study”, Studies in Higher Education, 32, 511-526.
- Lofstrom, E. & Pyhalto, K., 2014, “Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences”, Ethics & Behavior, 24, 195-214.
- Louw, J. & Muller, J., 2014, A Literature Review on Models of the Phd, Hartford, Ct: Connecticut Higher Education Trust (Chet).
- Marsh, H. W., Rowe, K. J., & Martin, A., 2002, “Phd Students’ Evaluations of Research Supervision – Issues, Complexities, and Challenges in a Nationwide Australian Experiment in Benchmarking Universities”, Journal of Higher Education, 73, 313-+. Mccallin, A., & Nayar, S., 2012, “Postgraduate research supervision: a critical review of current practice”, Teaching in Higher Education, 17, 63-74.
- Mora, J., Ortega, B., & Rodriguez, M. C., 2011, “Towards a Standarization Process of a High Quality Doctoral Education Stage”, Inted 2011: 5th International Technology, Education and Development Conference, 1747-1754.
- Nakanjako, D., Katamba, A., Kaye, D. K., Okello, E., Kamya, M. R., Sewankambo.n. & Mayanja-Kizza, H., 2014, “Doctoral training in Uganda: Evaluation of mentoring best practices at Makerere university college of health sciences”, BMC Medical Education, 14, 9.
- Nerad, M., 2011, “It takes a global village to develop the next generation of PhDs and postdoctoral fellows”, Acta Academica Supplementum, 2, 198-216.
- Pearson, M., 1996, “Professionalising PhD education to enhance the quality of the student experience”, Higher Education, 32, 303-320.
- Platow, M. J., 2012, “PhD experience and subsequent outcomes: a look at self- perceptions of acquired graduate attributes and supervisor support”, Studies in Higher Education, 37, 103-118.
- Powell, S. & Green, H., (eds.) 2007, The Doctorate Worldwide, Maidenhead, UK: Society for Research into Higher Education and Open University Press.
- Titus, S. L. & Ballou, J. M., 2014, “Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who’s Responsible?” Science and Engineering Ethics, 20, 221-235.
References
Adedokun, B., Nyasulu, P., Maseko, F., Adedini, S., Akinyemi, J., Afolabi, S., De Wet, N. A., Sulaimon, A., Sambai, C., Utembe, W., Opiyo, R., Awotidebe, T., Chirwa, E., Nabakwe, E., Niragire, F., Uwizeye, D., Niwemahoro, C., Kamndaya, M., Mwakalinga, V. & Otwombe, K., 2014, “Sharing perspectives and experiences of doctoral fellows in the first cohort of Consortium for Advanced Research Training in Africa: 2011–2014”, Global Health Action, 7, 10.3402/gha.v7.25127.
Calma, A., 2007, “Postgraduate supervision in the Philippines: Setting the research agenda”, Asia-Pacific Education Researcher, 16, 91-100.
Christoplos, I., Zwi, A. & Lindegaard, L. S., 2015, Evaluation of the Consortium for Advanced Research Training in Africa (CARTA), Stockholm: Indevelop Sweden AB. Cross, M. & Backhouse, J., 2014, “Evaluating doctoral programmes in Africa: Context and practices”, Higher Education Policy, 27, 155-174.
De Lange, N., Pillay, G. & Chikoko, V., 2011, “Doctoral learning: a case for a cohort model of supervision and support”, South African Journal of Education, 31, 15-30. Dietz, A. J., Jansen, J.
D. & Wadee, A. A., 2006, “Effective PhD Supervision and Mentorship”, A workshop based on experiences from South Africa and the Netherlands, Amsterdam, the Netherlands and Pretoria, South Africa: Rozenberg Publishers and UNISA Press.
DUZE, C. O., 2010, “An analysis of problems encountered by post-graduate students in Nigerian universities”, Journal of Social Science, 22, 129-137.
EUA (European Universities Association), 2005, Bologna Seminar on “Doctoral Programmes for the European Knowledge Society” (Salzburg, 3-5 February 2005). Conclusions and recommendations.: http://www.eua.be/Libraries/CDE_website/
Salzburg_Conclusions.sflb.ashx.EUA (European Universities Association), 2010, Salzburg II Recommendations, Brussels, European University Association.
Ezeh, A. C., Izugbara, C. O., Kabiru, C. W., Fonn, S., Kahn, K., Manderson, L., Undieh, A. S., Omigbodun, A. & Thorogood, M., 2010, Building capacity for public and population health research in Africa: the consortium for advanced research training in Africa (CARTA) model. Global Health Action, 3.
Fonn, S., Egesah, O., Cole, D. C., Griffiths, F. E., Manderson, L., Kabiru, C. W., Ezeh, A., Thorogood, M., & Izugbara, C. O., 2016, “Building the capacity to solve complex health challenges in Sub-Saharan Africa: CARTA’s multidisciplinary PhD training”, Canadian Journal of Public Health, 107, 381-386.
Gill, P. & Burnard, P., 2008, “The student-supervisor relationship in the PhD/ Doctoral process”, British Journal of Nursing, 17, 668-71.
Gunnarsson, R., Jonasson, G. & Billhult, A., 2013, “The experience of disagreement between students and supervisors in PhD education: a qualitative study”, Bmc Medical Education, 13.
Guwatudde, D., Bwanga, F., Dudley, L., Chola, L., Leyna, G. H., Mmbaga, E. J., Kumwenda, N., Protsiv, M., Atkins, S., Zwarenstein, M., Obua, C. & Tumwine,J. K., 2013, “Training for health services and systems research in Sub-Saharan Africa – a case study at four East and Southern African Universities”, Human Resources for Health, 11, 68.
Hakala, J., 2009, “Socialization of junior researchers in new academic research environments: two case studies from Finland”, Studies in Higher Education, 34, 501-516.
Halse, C., 2011, “‘Becoming a supervisor’: the impact of doctoral supervision on supervisors’ learning”, Studies in Higher Education, 36, 557-570.
Hockey, J., 1996, “Motives and meaning amongst PhD supervisors in the social sciences”, British Journal of Sociology of Education, 17, 489-506.
Ives, G., & Rowley, G., 2005, “Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes”, Studies in Higher Education, 30, 535-555.
Juniper, B., Walsh, E., Richardson, A. & Morley, B., 2012, “A new approach to evaluating the well-being of PhD research students”, Assessment & Evaluation in Higher Education, 37, 563-576.
Kandiko, C. B., & Kinchin, I. M., 2012, “What is a doctorate? A concept-mapped analysis of process versus product in the supervision of lab-based PhDs”, Educational Research, 54, 3-16.
Kiley, M., 2011, “Developments in research supervisor training: causes and responses”, Studies in Higher Education, 36, 585-599.
Kjellstrom, S., Ross, S. N. & Fridlund, B., 2010, “Research ethics in dissertations: ethical issues and complexity of reasoning”, Journal of Medical Ethics, 36, 425-430.
Lee, A., 2008, “How are doctoral students supervised? Concepts of doctoral research supervision”, Studies in Higher Education, 33, 267-281.
Lee, A., 2012, Successful Research Supervision. Advising Students Doing Research,London and New York, Routledge.
Lessing, A. C., 2011, “The role of the supervisor in the supervisory process”, South African Journal of Higher Education, 25, 921-936.
Li, S., & Seale, C., 2007, “Managing criticism in Ph.D. supervision: a qualitative case study”, Studies in Higher Education, 32, 511-526.
Lofstrom, E. & Pyhalto, K., 2014, “Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences”, Ethics & Behavior, 24, 195-214.
Louw, J. & Muller, J., 2014, A Literature Review on Models of the Phd, Hartford, Ct: Connecticut Higher Education Trust (Chet).
Marsh, H. W., Rowe, K. J., & Martin, A., 2002, “Phd Students’ Evaluations of Research Supervision – Issues, Complexities, and Challenges in a Nationwide Australian Experiment in Benchmarking Universities”, Journal of Higher Education, 73, 313-+. Mccallin, A., & Nayar, S., 2012, “Postgraduate research supervision: a critical review of current practice”, Teaching in Higher Education, 17, 63-74.
Mora, J., Ortega, B., & Rodriguez, M. C., 2011, “Towards a Standarization Process of a High Quality Doctoral Education Stage”, Inted 2011: 5th International Technology, Education and Development Conference, 1747-1754.
Nakanjako, D., Katamba, A., Kaye, D. K., Okello, E., Kamya, M. R., Sewankambo.n. & Mayanja-Kizza, H., 2014, “Doctoral training in Uganda: Evaluation of mentoring best practices at Makerere university college of health sciences”, BMC Medical Education, 14, 9.
Nerad, M., 2011, “It takes a global village to develop the next generation of PhDs and postdoctoral fellows”, Acta Academica Supplementum, 2, 198-216.
Pearson, M., 1996, “Professionalising PhD education to enhance the quality of the student experience”, Higher Education, 32, 303-320.
Platow, M. J., 2012, “PhD experience and subsequent outcomes: a look at self- perceptions of acquired graduate attributes and supervisor support”, Studies in Higher Education, 37, 103-118.
Powell, S. & Green, H., (eds.) 2007, The Doctorate Worldwide, Maidenhead, UK: Society for Research into Higher Education and Open University Press.
Titus, S. L. & Ballou, J. M., 2014, “Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who’s Responsible?” Science and Engineering Ethics, 20, 221-235.