A comparative analysis of a pathway model and manuals to assess efficiency of pedagogical training in doctoral supervision in Uganda

Rukundo, Aloysius

doi:10.1080/14703297.2019.1657033

Cited by 2 publications

(6 citation statements)

References 17 publications

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“…Comparing the analysis presented by Rukundo, 11 and Sefotho, 10 a problem does exist with doctoral supervision that requires further training and sharing experience. The three pathways as explained below show that as most universities are struggling to increase the output of doctoral professionals then a need to have more qualified supervisors is timely.…”

Section: Challenges and Problems Faced By Doctoral Students In Uganda...mentioning

confidence: 93%

“…4,14 The sour relationship may be resulting from a lack of competencies since the doctoral supervisor's training may not have been initiated in the country. 11 In the analysis of the three pathway models; onjob training and apprentices, the middle track of blended research and mentorship, and the third being premature neophyte supervisor, all exist in Ugandan universities. However, Sefotho 10 presents four types of supervisors; pastoral higher support with low self-direction, contractual high support with high self-direction, laissez-faire with low self-direction and the fourth is directional low support with high self-direction.…”

Section: Challenges and Problems Faced By Doctoral Students In Uganda...mentioning

confidence: 99%

“…The second pathway can take a short period to make the best supervisor since s/he has a mentor, trainers and postgraduate handbook with the roles and responsibilities of the supervisor and supervisee. The third or lower pathway which Rukundo, 11 identifies as the "premature neophyte supervisor" serves as a supervisor after graduating with a doctorate without knowledge from experienced doctoral supervisors or reading extensively from postgraduate handbooks. The third pathway identified PhD supervisors who are appointed to be doctoral supervisors because they hold a doctoral degree.…”

Section: Challenges and Problems Faced By Doctoral Students In Uganda...mentioning

confidence: 99%

“…Source: Chamberlain, 17 Nulty Kiley & Meyer, 35 Oyugi, 16 Sefotho, 10 and Rukundo. 11 Doctoral supervision relations vary from supervisor-supervisee depending on the experience and training of the supervisor. In the presence of a postgraduate handbook, availability of experienced doctoral supervisors, and supervisors seminars and orientation workshops the middle track blended pathway 11 corresponds with contractual high support self-direction 10 that Ssenyonga & Nakiganda, 4 call to be demanding, oppressive, and stick to deadlines will require a protean relationship.…”

Section: Supervisor-supervisee Relationship During Doctoral Studies A...mentioning

confidence: 99%

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Quality assurance implementation and doctoral study cycle management in low resources economies

Kibalirwandi¹

2023

SIJ

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The Bologna Process Accord 1999 has precisely identified three study cycles; Bachelor’s degree cycle, Master’s cycle and Doctoral cycle that ought to benefit from quality assurance Policy implementation. As mentioned in other chapters within this book, doctoral studies qualify students as potential resource persons that are capable of adding new knowledge to the existing stances. Knowledge economies have identified postgraduate qualifications (in this context PhD) as valuable means through which organizations can sturdily harness competitiveness in terms of innovation and creativity leading to the high-quality productivity of both goods and services. Technology advancement parse may not increase quality without brain workers to manipulate and direct production. There is a quest for increasing opportunities for doctoral enrollments and funding opportunities in low-resource countries.

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Section: Challenges and Problems Faced By Doctoral Students In Uganda...mentioning

confidence: 93%

Section: Challenges and Problems Faced By Doctoral Students In Uganda...mentioning

confidence: 99%

Section: Challenges and Problems Faced By Doctoral Students In Uganda...mentioning

confidence: 99%

Section: Supervisor-supervisee Relationship During Doctoral Studies A...mentioning

confidence: 99%

See 2 more Smart Citations

Quality assurance implementation and doctoral study cycle management in low resources economies

Kibalirwandi¹

2023

SIJ

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“…Having an advisor as a graduate student is completely different than being an advisor. To supplement this lack of training, faculty rely on trial and error, institutional guidelines, and individual research (Fulgence, 2019;Rukundo, 2020). This is not unique to the U.S. For example, Rukundo (2020) found that Ugandan doctoral supervisors have three probably pathways to learning to be a doctoral supervisor: 1) on-the-job training and supervised experience; 2) formal training during their doctoral education; or 3) no training or apprenticeship combined with a reliance on trial and error.…”

Section: Doctoral Advisingmentioning

confidence: 99%

Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

Friedensen

Bartlett

2021

IJDS

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Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

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A comparative analysis of a pathway model and manuals to assess efficiency of pedagogical training in doctoral supervision in Uganda

Cited by 2 publications

References 17 publications

Quality assurance implementation and doctoral study cycle management in low resources economies

Quality assurance implementation and doctoral study cycle management in low resources economies

Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

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