Doctoral Supervision in Southern Africa: From Theory to Practice (Springer Texts in Education)

Foreword
	Structuring Doctoral Supervision Practice
Introduction
	References
Contents
Editors and Contributors
	About the Editors
	Contributors
Abbreviations
1 The Global Practice of Doctoral Supervision in Southern Africa
	1.1 Introduction: Why is This Book Needed?
	1.2 Doctoral Supervision: The State of the Art
		1.2.1 Global Norms or Contextualised Practice in Southern Africa?
		1.2.2 Our Response: Collaborative Doctoral Supervision Workshops
	1.3 Our Research
	1.4 The Broader SAUSC Collaboration
	1.5 Origins and Genesis of This Book
	1.6 Institutions Represented in the Book
		1.6.1 The University of Namibia (UNAM)
		1.6.2 The University of Johannesburg (UJ)
		1.6.3 The University of Zambia (UNZA)
		1.6.4 University College London (UCL)
	1.7 Conclusion
	References
2 Policies and Ethical Issues in Doctoral Supervision: The Southern African Context
	2.1 Doctoral Education as a Global and Evolving Enterprise
		2.1.1 Purposes of Doctoral Studies
		2.1.2 Numerical Growth and Southern African Drivers
		2.1.3 Collectivisation and Greater Institutional Structuring of Doctoral Work
		2.1.4 Diversification
		2.1.5 Obligation
		2.1.6 Dislocation in Doctoral Study
	2.2 Challenges in the Global Practice of Doctoral Supervision in Southern Africa
		2.2.1 Structures, Pedagogy and Assessment in Doctoral Work
		2.2.2 Supply, Status and Development of Doctoral Supervisors
		2.2.3 Preparation, Funding and Opportunities for Doctoral Students
	2.3 Conclusion
	References
3 Recruitment and Selection of Doctoral Candidates
	3.1 Introduction
	3.2 Strategies Used by Universities to Recruit Doctoral Students
	3.3 Selecting Doctoral Students
	3.4 Procedure Used in the Selection and Assignment of Doctoral Students to Supervisors
	3.5 Research Methodology
	3.6 Data and Analysis of Individual Reflections
		3.6.1 Self-reflection
	3.7 Themes Developed from the Supervisors’ Data on Recruitment and Selection
		3.7.1 Theme 1: Using One’s ‘Grown Timber’ as the Source of Recruitment and Selection
		3.7.2 Theme 2: Level of Preparedness as Criteria for Selecting Doctoral Candidates
		3.7.3 Theme 3: Use of Postgraduate Publications as Yardstick for Selection
		3.7.4 Theme 4: Selections Aligned to Supervisor Area of Expertise—Subject Knowledge and also Personality Match
	3.8 Factors that Affect Recruitment of Capable Doctoral Candidates
	3.9 Challenges in Selection of Doctoral Students
	3.10 Areas that Need Redress in Doctoral Candidate Selection
	3.11 Limitations of the Study
	3.12 Conclusion
	References
4 Supervisory Relationships with Doctoral Candidates
	4.1 Introduction
	4.2 Supervisory Relationships
	4.3 Methodology
	4.4 Supervisors’ Experiences
		4.4.1 Supervision Styles
		4.4.2 Communication
		4.4.3 Nurturing the Relationships
		4.4.4 Support to Students
		4.4.5 Conflict Resolution
		4.4.6 Supervision Agreement
		4.4.7 Power Struggles
		4.4.8 Enhancing Supervisory Relationships
	4.5 Conclusion
	References
5 Supervisory Relationships with Co-supervisors
	5.1 Introduction: What is Co-supervision?
	5.2 My Own Experience as a Co-supervisor
	5.3 Relationships with Co-supervisors: Benefits
	5.4 Relationships with Co-supervisors: Challenges
	5.5 Relationships with Co-supervisors: Resolving Conflicts
	5.6 Summary
	5.7 Conclusion
	References
6 Supporting Candidates’ Research Projects
	6.1 Introduction
	6.2 Comprehending Dynamics of Postgraduate Studies in Modern Times
	6.3 Doctoral Supervision Experiences from African Universities
		6.3.1 Induction into the Demands of the University
		6.3.2 Reading and Writing Throughout the Ph.D. Journey
		6.3.3 Attending Workshops and Seminars
		6.3.4 Maintaining Effective Communication
		6.3.5 Enhancing Ethical Requirements
	6.4 Conclusion
	References
7 Encouraging Doctoral Candidates to Write and Giving Feedback
	7.1 Introduction
	7.2 Overview
	7.3 Development of Doctoral Writing
		7.3.1 Scholar Before Researcher
		7.3.2 English as an Additional Language
		7.3.3 Purposes of Writing
		7.3.4 Specific Tools
		7.3.5 Approaches to Writing
		7.3.6 Different Stages
		7.3.7 Writing the Thesis
	7.4 Receiving and Giving Feedback
		7.4.1 Approaches to Feedback
	7.5 Conclusion
	References
8 Keeping the Doctoral Research on Track and Monitoring Progress
	8.1 Introduction
	8.2 Reasons that Impede Doctoral Progress (Students and Supervisors)
	8.3 Monitoring Progress and Keeping the Research on Track
	8.4 Effective Supervision Pedagogy
	8.5 Role of Student
	8.6 Progress Reporting
	8.7 Study Findings: Supervisor Reflections
	8.8 Conclusion
	References
9 Postgraduate Student Growth Trajectory: Supporting Personal, Professional and Career Development in the 21st Century
	9.1 Introduction
	9.2 Supporting Personal, Professional and Career Development
	9.3 Supporting Professional and Career Growth
	9.4 Context of Supporting Personal, Professional and Career Development
	9.5 Supervision is Central in Graduate Education
	9.6 Empirical and Theoretical Evidence on Post Graduate Student Trajectory
	9.7 Implications, Conclusion and Way Forward
	References
10 Supporting Doctoral Candidates Through Completion and Final Examination
	10.1 Introduction
	10.2 Challenges and Demands of a Doctoral Journey
	10.3 Doctoral Supervision: Not an Individual but a Collective Institutional Responsibility
	10.4 Difficulties Candidates Have with Theory
	10.5 Transitioning to Independent Research: Who Makes It, Who Doesn’t?
	10.6 Examiner Expectations of a PhD Thesis
	10.7 Preparing Students for Viva Voce Examinations
	10.8 Conclusion
	References
11 Supporting Doctoral Candidates to Disseminate Their Research
	11.1 Introduction
	11.2 Theory of Publishing During PhD Study
	11.3 Source of Evidence
	11.4 Participating Institutional Policies on Doctoral Publication
	11.5 Supervisors Support on Doctoral Publication
	11.6 Reward and Incentive System
	11.7 Conclusions and Recommendations
	References
12 Enhancing Supervisory Practice: Reflecting on the Enablers and Constraints for Meaningful Postgraduate Student Development
	12.1 Introduction
	12.2 Theoretical Framework
	12.3 Optimising Supervisory Support to Enhance Practice
	12.4 Striking a Healthy Balance Between Work and Life Demands
		12.4.1 Supervisory Work Demands
		12.4.2 Personal Life Demands
	12.5 Striking a Healthy Balance Between Work and Life Demands to Enhance Supervisory Practice
		12.5.1 Challenges Associated with the Enhancement of Supervisory Practices
		12.5.2 Managing Challenges Associated with the Enhancement of Supervisory Practices
	12.6 Implications for Sustainable Enhancement of Supervisory Practice
	12.7 Conclusion
	References
13 Doctoral Supervision in Southern Africa: Challenges, Achievements and the Way Forward
	13.1 A Retrospective on This Book
	13.2 Other Important Aspects of Doctoral Supervision
	13.3 Emerging Issues
	13.4 Conclusion
	References
Author Index
Subject Index