SUPERVISION CHALLENGES AND DELAYS IN COMPLETION OF PHD PROGRAMMES IN PUBLIC AND PRIVATE UNIVERSITIES: EXPERIENCES OF SUPERVISORS AND GRADUATE STUDENTS IN SELECTED UNIVERSITIES IN NAIROBI, KENYA

Rosemary Wahu Mbogo, Elly Ndiao, Joash Mutua Wambua, Niceta Wanja Ireri, Francisca Wavinya Ngala

Abstract


In the year 2014, the Commission for University Education (CUE), gave a directive that only those with PhD qualifications will be eligible to teach in the Kenyan universities beyond 2018. This was due to the realisation that, majority of the teaching workforce in Universities in Kenya were holders of Masters’ Degrees in their respective disciplines. Majority of these lecturers, however, were already enrolled in PhD programmes with some having spent up to eight years, more than the expected period of three to four years. The long time it takes to complete PhD studies has psychological, social, and financial implications on the students. It also undermines human resource capacities of the universities in which they teach and should be a concern to all the stakeholders in higher education. One of the main issues often cited for this delay is the challenge of supervision experienced by PhD students as they work with their supervisors on their theses and dissertations. In addition to other issues, this matter is an ethical one demanding critical redress by ethical leadership. This study therefore sought to investigate the supervision challenges encountered by such students in public and private universities in Kenya and strategies that can be put in place to overcome such challenges. Using both primary and secondary data, the study sought to provide answers to three research questions: What are the supervision challenges faced by PhD students in public and private universities in Kenya? What contextual factors have contributed to such challenges? and, What strategies can be employed by students and supervisors to provide quality supervision in a timely manner? The mixed methods design was used to address these research questions drawn from both private and public universities in Kenya after which the collected data was analysed through SPSS presented in both descriptive and regression forms.

 

Article visualizations:

Hit counter

DOI

Keywords


theses supervision, dissertations, supervisors, PhD studies, Kenya Universities

Full Text:

PDF

References


Adeyemo, O. A. (2018). The final year project: A time to mentor. ResearchGate, Retrieved from https://www.researchgate.net/publication/324604017 on 13, January 2020.

Ali, P. A., Watson, R., & Dhingra, K. (2016). Postgraduate research students’ and their supervisors’ attitudes towards supervision. International Journal of Doctoral Studies, 11, 227-241. Retrieved from http://www.informingscience.org/Publications/3541. Accessed on 3rd April 2019.

Azure, J. A. (2016). Students’ perspective of effective supervision of graduate programmes in Ghana. American Journal of Educational Research, 4(2), 163-169. doi: 10.12691/education-4-2-4

Caldwell, P. H., Oldmeadow W., & Jones, C. A. (2012). Supervisory needs of research doctoral students in a university teaching hospital setting. Journal of Pediatrics and Child Health. 48(10), 907-912. doi: 10.1111/j.1440-1754.2012.02522.x. https://www.ncbi.nlm.nih.gov/pubmed/22897150.

Clark, N. & Ausukuya, C. (2013). An overview of education in Nigeria. World Education News and Reviews. Available online at: http://wenr.wes.org/2013/07/an-overview-of-education-in-nigeria.

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.

Ghadirian, L., Sayarifard, A., Majdzadeh, R., Rajabi, F., & Yunesian, M. (2014). Challenges for Better thesis supervision. Medical Journal of the Islamic Republic of Iran. 28(32), https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4154287/.

Gunnarsson, G., Grethe J. & Annika B. (2013). The experience of disagreement between students and supervisors in PhD education: A qualitative study. BMC Medical Education, 134 (13), 1-8.

Hudson, P. (2014). Feedback consistencies and inconsistencies: Eight mentors' observations on one preservice teacher's lesson. European Journal of Teacher Education, 37 (1) 63-73, 10.1080/02619768.2013.801075.

Huson, P. (2013). Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5),771-783, 10.1080/19415257.2012.749415. Google Scholar.

Kalbfleisch, P. J. (2002). Communicating in mentoring relationships: A theory for enactment. Communication Theory, 12, (63-69). https://socialsci.libretexts.org/Bookshelves/Communication/Book%3A_Organizational_Communication_Theory%2C_Research%2C_and_Practice/7%3A_Leader_and_Follower_Behaviors_and_Perspectives/7.3%3A_Mentoring_and_Coaching. Accessed on 7th December 2019.

Mudhovozi, P., Manganye, L., & Mashamba, T. (2013). Mentors’ Views of Supervising Post-graduate Students Undertaking Research at an Institution in Zimbabwe. Kamla-Raj 2013 J Soc Sci, 37(3), 293-300. http://www.krepublishers.com/02-Journals/JSS/JSS-37-0-000-13-Web/JSS-37-3-000-13-Abst-PDF/JSS-37-3-293-13-1456-Mudhovozi-P/JSS-37-3-293-13-1456-Mudhovozi-P-Tx[9].pmd.pdf.

Parijat, P. & Bagga, S. (2014). Victor Vroom’s Expectancy Theory of Motivation – An Evaluation. IRJBM, 9 (7), (www.irjbm.org). http://irjbm.org/irjbm2013/Sep2014/Paper1.pdf. Accessed on 7th December 2019.

Ragins, B. R. & Kram, K. E. (2007). Mentoring enactment theory: Describing, explaining and predicting communicating in mentoring relationships. In The handbook of mentoring at work: Theory, research, and practice. http://dx.doi.org/10.4135/9781412976619.n20. Accessed on 7th December 2019.

Speziale, H. J. & Carpenter, D. R. (2007). Qualitative research in nursing advancing the humanistic imperative. 4th Edition. Philadelphia: Lippincott, Williams and Wilkins.

Steehuis, H. J. & Bruijn, E. J. (2009). PhD students: supervision and success. Conference Paper Orlando, Florida U.S.A. ResearchGate.

Vroom, V. H. (1964). Work and motivation. San Francisco, CA: Jossey-Bass.

Wadesango, N., Machingambi, S., & Raj, Kamla. (2011). Post Graduate Students’ Experiences with Research Supervisors. Journal of Sociology and Social Anthropology, 2(1), 31-37. http://www.krepublishers.com/02-Journals/JSSA/JSSA-02-0-000-11-Web/JSSA-02-1-000-11-Abst-PDF/JSSA-02-1-031-11-022-Wadesango-N/JSSA-02-1-031-11-022-Wadesango-N-Tt.pdf.

Yousefi, A., Bazrafkan, L., & Yaman, N. (2015). A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members. J Adv Med Educ Prof. 3(3), 91–98. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4530006/.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2838

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Rosemary Wahu Mbogo, Elly Ndiao, Joash Mutua Wambua, Niceta Wanja Ireri, Francisca Wavinya Ngala

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).