Faculty of Management Sciences
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Item Recentering postgraduate supervision as a knowledge co-sharing pursuit in the 21st century(2022-07-30) Oparinde, Kunle MusbaudeenWhile it is generally accepted that postgraduate supervision is fundamental to the production of new knowledge, numerous aspects of postgraduate supervision have remained understudied and under-theorised. This lack of theory has presented postgraduate supervisors with limited understanding of the model(s) of supervision they should adopt. In light of this, postgraduate supervisors tend to adopt the ‘learning-by-doing’ approach. Thus, while postgraduate supervision is key to knowledge co-creation, knowledge production, and knowledge sharing, there are limited theoretical frameworks that address the nuances of postgraduate supervision at different levels. Recognising this paucity of theoretical approaches on postgraduate supervision, this paper explores ways in which postgraduate supervisors can address postgraduate supervision. This paper examines how postgraduate supervision can be re-imagined as a knowledge sharing activity rather than an academic attempt to guide a student to a postgraduate degree completion.Item The impact of poor supervision on postgraduate students(Web of Science, 2015-11) Ngcwane, C.N.In recent years transformation has encouraged an increase in the number of postgraduate students. There is a growing concern worldwide and in South Africa about the quality of postgraduate supervision in higher education institutions and the length of time it takes postgraduate students to complete their studies. The purpose of this paper is to investigate the impact if poor supervision on postgraduate students in order to recommend necessary interventions and encourage quality supervision which benefit all stakeholders. The paper will answer the following question: What are causes and effects of poor supervision on postgraduate students in universities? Students experience different difficulties when they do their postgraduate studies. They experience traditional model of a single supervisor supervising a full-blown thesis. Some supervisors are inexperienced and others lack research method and technical skills. Students suffer silently as they fear victimisation from their so-called supervisor. Some supervisors only care about research outputs. They don’t supervise but demand that students should write articles and publish them. That benefits a supervisor than a student. All students want is to get a degree. These experiences cripple the progress of students and demotivate them. Hence, while there has been a growth in student numbers enrolling for postgraduate studies and research programmes but there has not been a substantial increase in the output of successful postgraduate students. In order to collect the required data for the study, the survey will be used. It is hoped that the data collected will enable the researcher to address the question raised. In this study, the relevant theory will be used to explain the phenomenon.