Characteristics of Post Graduate Education Research Mentoring in Universities in Nigeria: Curricular Enhancement Strategies

Olibie, Eyiuche Ifeoma; Agu, Ngozi N.; Uzoechina, Gladys

doi:10.5430/jct.v4n1p156

Cited by 12 publications

(11 citation statements)

References 17 publications

(17 reference statements)

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“…Thus, the Afrocentric approach may help to resolve the contemporary challenges and demands of African students. In Nigeria, for example, Olibie, Agu, and Uzoechina (2015) affirm that research mentoring is underutilised at postgraduate level-a factor which may also be found true of many other African countries. Thus, based on the above suggestions, there is a need to improve on research mentoring strategies to ensure that they do not simply continue to transmit only Eurocentric knowledge, but also encourage postgraduate students to think laterally in developing approaches which are more Afrocentric-friendly.…”

Section: Envisioning a Renaissance Africa Through Postgraduate Researchmentioning

confidence: 90%

“Postgraduateness”—A Project for Constructing a Renaissance Africa: A Decolonial Approach

Oparinde

Govender

2019

EAC

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This paper discusses the role of postgraduate research in the construction of a renaissance Africa where African ways are represented in African research. The study contends that, through postgraduate research, African institutions can effectively impart significant intellectual development which will allow the continent to actively answer African questions through the development of indigenous knowledge. Through a desk research approach, this study finds that problems on the African continent could be better tackled using Afrocentric approaches. As such, constructing an African renaissance requires thinking African, imagining African, researching African, and in a way, learning African by slightly unlearning the European and American. While the study does not propose totally discarding Eurocentric approaches, we propose the idea of hybridity, where existing Eurocentrically minded research can be used to conceive of and implement indigenous frameworks and methodologies which could be employed in addressing problems in Africa. Importantly, research work in Africa should begin to mirror African societies, with the objective of constructing a reborn African continent.

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Section: Envisioning a Renaissance Africa Through Postgraduate Researchmentioning

confidence: 90%

“Postgraduateness”—A Project for Constructing a Renaissance Africa: A Decolonial Approach

Oparinde

Govender

2019

EAC

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“…Given the value of publications, it is not surprising that in some institutions or disciplines there is the expectation (Mason & Merga, 2018a) or even policy requiring doctoral students to publish during their candidature (Mouton, 2011;Pinheiro et al, 2014). Yet, in contrast, in parts of Africa, university leaders lament that a lack of capacity and inadequate research training (Garwe et al, 2021) not only delays completion times (Mbogo et al, 2020) but also leads to low research outputs (Fisher et al, 2020;Olibie et al, 2015).…”

Section: The Importance Of Publishing During Candidaturementioning

confidence: 99%

Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia

Churchill

Lindsay

Méndez

et al. 2021

IJDS

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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.

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“…This is in line with the views of university education held globally. Universities the world over are recognized as institutions established for the advancement of knowledge, scholarship and innovation (Olibie, Agu & Uzoechina, 2015). Universities offer post graduate programmes which play a leading role in development of scholars in various dicipline.…”

Section: Introductionmentioning

confidence: 99%

“…The courses works include seminar and written examinations, while the research work is called thesis or dissertation. The project (for Post Graduate Diploma), thesis (For Masters Degree) or dissertation (for Doctorate degree) investigates educational changes or developments that are being planned to define the way of improving situations innovation (Olibie, Agu & Uzoechina, 2015). In thesis/dissertation writing, students identify and research on a problem worthy of investigation.…”

Section: Introductionmentioning

confidence: 99%

“…Students' completion of thesis/dissertation could be influenced by personal factors such as research skills, interest and availability of time among others. Olibie, Agu and Uzoechina (2015) observed that many of the students experienced a large array of problems related to writing and information retrieval skills and presenting original work. Ho, Wong & Wong (2010) pointed out poor knowledge of data related processes, lack of understanding of the thesis writing process, and student-supervisor personal qualities could be major determinants to thesis completion.…”

Section: Introductionmentioning

confidence: 99%

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Determination of Factors that Contribute to Postgraduate Students’ Delay in their Thesis/Dissertation Completion

Chidi¹,

Sylvia²

2021

TUARA

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Most postgraduate students in federal and state universities rarely complete their thesis/dissertation at the appropriate time. It therefore becomes necessary to determine the factors that contribute to postgraduate students' delay in their thesis/dissertation completion in federal and state universities in south east, Nigeria. The study was guided by two research questions and two hypotheses were tested at 0.05 level of significance. Descriptive survey research design was utilized to assess 1,254 students sampled from a population of all the postgraduate students in federal and state universities, south east, Nigeria using multistage sampling procedure. Questionnaire titled ''Factors that Contribute to Delay in Postgraduate Students' Thesis/Dissertation Completion (FCDPSTDC)'' was used for data collection. The research questions were answered using mean and standard deviation and the hypotheses were tested using t-test. The findings of the study revealed among others that supervisors and students' related factors contribute to the delay of postgraduate students' completion of their thesis/dissertation in federal and state universities, south east, Nigeria. Based on the findings, it was recommended among others that university management should organize mandatory yearly orientation programme for postgraduate students to equip them with research skills and also guide them on how to properly write and complete thesis/dissertation at the stipulated time.

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Characteristics of Post Graduate Education Research Mentoring in Universities in Nigeria: Curricular Enhancement Strategies

Cited by 12 publications

References 17 publications

“Postgraduateness”—A Project for Constructing a Renaissance Africa: A Decolonial Approach

“Postgraduateness”—A Project for Constructing a Renaissance Africa: A Decolonial Approach

Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia

Determination of Factors that Contribute to Postgraduate Students’ Delay in their Thesis/Dissertation Completion

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