2 - Enhancing Doctoral Supervision Practices in Africa: Reflection on the CARTA Approach
Corresponding Author(s) : Sharon Fonn
Revue de l’enseignement supérieur en Afrique,
Vol. 15 No 2 (2017): Revue de l’enseignement supérieur en Afrique
Résumé
La supervision de recherches de haute qualité est cruciale pour la formation en doctorat, mais elle demeure un problème au niveau mondial, avec des facteurs contextuels importants qui impactent la qualité de la supervision. Cet article rend compte de réponses à ces défis par une initiative multi-institutionnelle pour l’Afrique subsaharienne (CARTA) aux niveaux institutionnel, professoral et des doctorants. Il décrit les approches pédagogiques et les mécanismes structurels que nous avons utilisés pour améliorer la supervision de boursiers à travers le programme CARTA. Ceux-ci incluent la formation résidentielle des superviseurs et les contrats de supervision entre superviseurs principaux et doctorants. Les auteurs réfléchissent au processus et aux expériences d’amélioration de la supervision de doctorants et suggérons des questions de recherche que CARTA et d’autres programmes de formation pourraient approfondir dans la supervision de doctorants en Afrique et dans d’autres pays à revenu faible ou intermédiaire.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- 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.
Les références
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.