Faculty of Arts and Design
Permanent URI for this communityhttp://ir-dev.dut.ac.za/handle/10321/7
Browse
Search Results
Item Issues of representation and inclusion in scholarly publishing : the roles of authors, reviewers, editors, and published research(CJEAS Ltd, 2024-06-18) Adedokun, TheophilusRepresentation and inclusion have become pressing issues in recent years, as systemic biases resulting in the underrepresentation of certain groups continue to be revealed in scholarly publishing. This paper presents strategies that have been implemented by the African Journal of Inter/Multidisciplinary Studies (AJIMS) to promote equity and diversify its authorship, reviewers, editors, and the research published in the journal. Specifically, the paper discusses how targeted recruitment of reviewers and intentional diversification of the AJIMS editorial board have brought traditionally excluded voices into the journal's editorial decision-making processes. Additionally, the paper highlights how special issues, targeted calls for papers, and an articulated values/practices statement have shaped the focus and values of the research published in AJIMS. While these strategies have the potential to make scholarly publishing more representative of diversity while upholding quality standards, the paper argues that systemic change necessitates commitment at all levels. In conclusion, the paper emphasizes that lasting inclusive practices require the dedication of all stakeholders such as authors, editors, reviewers, publishers, professional societies, and the wider research community engaged with scholarly publishing.Item Navigating the academic odyssey: exploring the role of supervisors in supporting postgraduate students(2024-02-23) Adedokun, Theophilus; Oyetunde-Joshua, FunshoPostgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.