Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming

Cultivating African academic capital – Intersectional narratives of an African graduate and his PhD study supervisor

“…However, his supervisory habitus was impacted upon by learning that indigenous African communication is different than expected, especially in the presence of obstacles caused by extrinsic factors such as financial challenges and shying away from openly sharing problems. The latter position changed the supervisor's views of how to address possible similar future situations within foreign African human capital development contexts (Mezirow 2006;Mkhabela & Frick, 2016).…”

“…Without necessarily elevating the study to the status of a life-changing experience, both experienced that status, language, ethnic background, religion and other concerns were effectively bridged and accommodated by clarifying expectations, being open to new learning experiences and by good institutional and other forms of support (also see Mkhabela & Frick, 2016). Assumptions on both sides were continuously revisited, changes in mindsets were shared and changes in behaviour were for the most part understood.…”

“…I also sought clarification as how to address him -a question that may sound strange to many, but not something to be taken for granted. In Tanzania it is improper to address senior people by their first names and most professors would prefer being addressed by titles (also see McKinley et al,2011;Winchester-Seeto et al, 2014;Mkhabela & Frick, 2016). Surprisingly, EMB invited me to address him in a way that made me comfortable, provided that there was consistency.…”

“…As the study and its execution took prime position, all other issues were considered secondary, but still important in terms of FJM's transition towards doctorateness. These issues included how power in the supervisory relationship plays out when a collegial relationship develops between student and supervisor (also see Mkhabela and Frick, 2016;Winchester-Seeto et al, 2014). Moreover, as I acknowledged FJM as a quality assurance professional in his own right, he respected my academic background and supervisory experience.…”

“…To promote doctoral studies across cultural and language differences are complex as study supervisors and candidates have to consider and act upon the differences in academic, cultural and personal backgrounds, their ways of communicating, relational issues and other challenges (Manathunga 2009;McKinley at al., 2011;Mkhabela & Frick, 2016;Winchester-Seeto et al, 2014).…”