Redefining postgraduate research supervisor allocation as a way of improving students’ commitment towards the research project

Abstract

Research supervision is a crucial part of postgraduate research and training; however, the processes of supervisor allocation have received less attention in academic research. This paper interrogated the procedures followed in allocation of supervisors with the purpose of assessing students’ participation since students are major actors in the research supervision process. Six institutions were purposively selected from founding countries of East African community. Furthermore, documents including postgraduate handbook, supervision policy guidelines, supervision selection, allocation and appointment regulations were selected and accessed from institutional websites. Documents were reviewed and analyzed thematically. Findings revealed none or less involvement of students, students’ perspectives and students’ preferences in the allocation of supervisors. Documents further portrayed none or less pre-allocation engagements or consultations with prospective supervisors before appointment. In this case, literature confirmed challenges that emerge from less participation of key actors in supervisor allocation. The paper recommends for incorporation of students’ participation, perspectives and preferences before the allocation of supervisors to them.