.In Search of Efficient and Effective Postgraduate Student-Supervisor Relations: A Student Perspective
A significant number of students are now undertaking postgraduate studies. As novices in their academic trajectories, they need efficient and effective academic supervision for successful completion. An academically active supervisor is hence important for the academic development, success and growth as well as the quality of postgraduate students enrolled in South African Higher Education Institutions (HEIs). Supervision is a taxing task as it involves the supervisor guiding and mentoring the student through all the stages of a research project, from conceptualising the study, to its design, implementation and writing the dissertation/thesis. Supervisors are also called on to address personal problems and institutional issues that the student might confront that could hamper completion of his/her work (Hoffman & Julie, 2012).
Supervision does not occur in a vacuum, and postgraduate students experience problems that hinder them from completion of their studies. Although postgraduate student-supervisor relations are widely covered in the literature, it is important to approach this topic from a student perspective. This opinion piece offers a perspective on how these relations should unfold and what efficient and effective student-supervisor relations should look like. It also offers recommendations on how universities can address the challenges experienced by supervisors and students in postgraduate student-supervisor relations.
Student-supervisor relations and power dynamics
An effective relationship between a student and supervisor based on professionalism, respect, trust and collegiality (Hodza, 2007) is key to successful completion of a research programme. The student and supervisor need to develop interpersonal skills to work with each other. Unfortunately, many supervisors adopt a dictator-knower attitude where they see themselves as experts and specialists in their respective fields who can impose their views on the student without allowing him/her to launch counter arguments.
This is not conducive to the student’s empowerment and academic development. When supervisors exercise too much power, tension and conflicts arise as the student resists being controlled. Supervisors need to bear in mind that their main role is that of a facilitator and guide who stimulates and encourages the student towards a successful research undertaking (Wilkins et al, 2018). Beyond that, ‘the supervisor should always attempt to stretch the mind of the student through encouraging the student to think deeply and outside the box’ (Hodza, 2007, p. 11567), thus developing his/her critical thinking skills.
Delays in completion
Supervisors in South African HEIs are often overloaded and find it difficult to strike a balance between supervision and their other responsibilities. Delays in assisting postgraduate students could mean that ‘students might extend the timeframe for completion of their studies, causing completion delays. In turn, such delays could lead to postgraduate students dropping out’ (Yende, 2021, p.136).
Extended timeframes impose a financial burden as the student has to re-register. They could also prevent him/her from completing the degree within minimum time. It should also be noted that some students lack commitment to their postgraduate studies (Vereijken et al, 2018; Comley-White & Potterton, 2018).
Critical ethics of care
The funding issues confronting postgraduate students are of serious concern and many begin their postgraduate journey with limited or no funding. The Student Representative Council (SRC) and University management tend to focus on the problems confronting undergraduate students. Many supervisors have come to the rescue of postgraduate students by providing funding through their cost-centres and soliciting scholarships and funding from different sources. These critical ethics of care have enabled many students to pursue their academic endeavours and dreams of being future academics.
Recommendations
The following recommendations are based on our perspectives and reflections on student-supervisor relations:
• Universities should develop and offer staff supervision management training for academic staff and academic skills programmes for postgraduate students
• In order to address the academic workload, universities should hire more academic/research staff who are capable of being supervisors
• Universities and Higher Education stakeholders should launch more funding initiatives to support postgraduate studies
References
Comley-White, N., & Potterton, J. (2018). The perceived barriers and facilitators in completing a Master’s degree in Physiotherapy. South African Journal of Physiotherapy, 74(1), 1-5.
Hodza, F. (2007). Managing the student-supervisor relationship for successful postgraduate supervision: A sociological perspective. South African Journal of Higher Education, 21(8), 1155-1165.
Hoffman, J. C., & Julie, H. (2012). The academic transitional experiences of Master’s students at the University of the Western Cape. Curationis, 35(1), 1-8.
Vereijken, M. W., van der Rijst, R. M., van Driel, J. H., & Dekker, F. W. (2018). Novice supervisors’ practices and dilemmatic space in supervision of student research projects. Teaching in Higher Education, 23(4), 522-542.
Wilkins, D., Lynch, A., & Antonopoulou, V. (2018). A golden thread? The relationship between supervision, practice, and family engagement in child and family social work. Child & Family Social Work, 23(3), 494-503.
Yende, S. J. (2021). Factors of effective postgraduate student-supervisor relationships at selected universities in South Africa. Journal of African Education, 2(2), 135-156.
Mr Luthando Molefe is a lecturer in the Discipline of Science Education within the Cluster of Science and Technology Education in UKZN’s School of Education.
Mr Zamokuhle Magubane is a Writing Place tutor and a PhD candidate in the Discipline of Curriculum Studies within the Education Studies Cluster in UKZN’s School of Education.
Photographs: Supplied
*The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the University of KwaZulu-Natal.