Postgraduate students’ and supervisors’ perspectives on thesis supervision practices in higher education curriculum in universities in Kenya

Abstract

According to the policy framework for education and training (2012), university education in Kenya should provide globally competitive quality research and training. The aim is to produce highly trained researchers who can contribute significantly to the country’s national and economic development. However, there are a number of supervision shortfalls in universities in Kenya; and this presents a great concern in training of research students. Effective supervision of postgraduate students is yet to be achieved. While a number of studies have been undertaken on thesis supervision elsewhere, there are a few documented studies that have established the nature of thesis supervision in the context of Kenyan universities. The purpose of this study therefore, was to explore the perspectives of postgraduate students and supervisors on thesis supervision practices in universities in Kenya. The guiding objectives were; to explore the experiences of supervisors on thesis supervision practices in universities, to examine the experiences of postgraduate students on thesis supervision practices in universities, to investigate the supervisors perspectives on the capacity building opportunities available for thesis supervision in universities in Kenya, and to explore the perspectives of students and supervisors on how postgraduate supervision can be strengthened for achievement of higher education objectives in universities in Kenya. The study was guided by Vygotsky’s social cultural theory and employed a qualitative approach located within a social constructivist paradigm and positioned as a phenomenological study. Convenient and purposive sampling was utilised to select three public universities in Kenya and 30 participants (18 postgraduate students and 12 academic supervisors). Data collection was done using unstructured individual interview, focus group discussion and drawing (as a method of data collection). The generated data was analysed thematically following the steps outlined by Creswell (2014) and Braun and Clark 2006) that involves immersion in the data, coding, Categorising and generating themes. The findings revealed that supervisors play a critical role in the thesis supervision process. However, it was clear that universities are yet to support their work in an optimal way. While it was revealed that students can derail the supervision process through non-commitment, lack of integrity, poor research skills and disappearing in the process, the findings also revealed supervisors’ shortcomings, which include; unavailability for consultation, disagreements with colleagues or students and power-play. The participants’ views disclose that there is need for universities to develop supervisors through motivation, formal and regular in-service training and building structures, both physical and online, that support the supervision process. The views also exhibited that there is need to engage students to fully participate in a comprehensive research program and a constructive student- supervisor relationship. In conclusion, therefore, effective thesis supervision could be achieved when universities invest in motivating supervisors and consistently developing their skills and knowledge as well as improving the supervision environment by setting up the necessary support structures. It is also recommended that University management should develop student –centered programs that enable students’ active participation, as well as creating mechanisms that promote student and supervisor commitment to the research process, and a positive student-supervisor relationship.