Post-graduate studies in South Africa: Myths, misconceptions and challenges

Abstract

The article interrogates some of the current views and myths around the so-called 'inefficiency' of the management of postgraduate studies in South Africa. In this regard data are presented on recent trends in postgraduate completion rates at the doctoral level; as well as on comparative data on throughput rates. I argue that the current discourse in South African higher education is obsessed with concerns of efficiency rather than effectiveness and quality. In this process, we focus too much on managerial and administrative solutions rather than on the challenges posed by academically underprepared postgraduate students.

Exploration of supervisor and student experiences during masters studies in a health science faculty

“…Cooperation between supervisor and student and clear delineation of roles is necessary to provide greater opportunities for master's students to succeed. The authors concur therefore with Mouton (2007Mouton ( , 1090 who calls attention to 'systemic issues' that require greater attention in order to alleviate the supervisory conditions and improve relationships and knowledge to allow for master's students to successfully complete their programmes.…”

“…Van Biljon and de Kock, (2011) reflect on the dynamics in supervision relationships where they established that the way in which supervision is conducted can be a key contributory factor to the accomplishment of satisfactory postgraduate throughput rates. Alternatively, in Mouton's (2007) examination of myths and misconceptions within the context of postgraduate studies in South Africa, he is critical of the fallacy that the delayed postgraduate completion, dropout and throughput rates are as a result of the inferior quality of supervision relationships and management. It is his assertion that there has been a vast improvement in postgraduate student enrolment and graduation in the last ten years.…”

“…It is his assertion that there has been a vast improvement in postgraduate student enrolment and graduation in the last ten years. Therefore, academics qualifications have been advanced, postgraduates have facilitated greater research output and funding opportunities for institutions of higher learning (Mouton 2007(Mouton , 1089. While he acknowledges evident shortcomings he emphasizes that the achievements in South African higher education are noteworthy in the face of the many institutional and curricular reformations post-1994post- .…”

Research into Doctoral Education: A Survey of Institutional Research Projects in Southern Africa

“…Overproduction or underproduction at the systemic or institutional level also ties in with the reality that doctoral quality varies across institutions, countries and disciplines (Schömburg and Teichler 2006;Wildly, Peden and Chan 2015). In South Africa, for instance, doctorates from particular institutions or fields of study are in high demand, while the quality of others is often met with suspicion (Mouton 2007;. This is also true when doctorates in some disciplines are compared internationally (Cross and Backhouse 2014;Mouton 2015).…”

Report to the academy: power and ethics in humanities research

“…There has been mounting pressure on South African universities and particularly humanities faculties to increase their research output as well as throughput of postgraduate students (Boughey 2003;Jansen 2003;Jansen 2004;Mouton 2007). In a discipline such as music, where practice plays a major role, research output and postgraduate numbers (especially at the doctoral level) have historically been lower than at other humanities disciplines such as for example psychology or philosophy.…”