Golding, Jenefer; Kapenda, Hileni; (2023) Doctoral supervision in southern Africa: Challenges, achievements, and the way forward. In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.) Doctoral Supervision in Southern Africa From Theory to Practice. (pp. 193-200). Springer: Cham, Switzerland.

Text 13 Doctoral supervision in southern Africa Challenges, achievements and the way forward Golding and Kapenda.pdf - Accepted Version Access restricted to UCL open access staff Download (268kB)

Abstract

The last ten chapters have provided an overview of how supervisors in the participating universities think about, and address, a range of stages of the doctoral supervision journey. They locate such accounts within the wider literature, which, while largely emanating from the global north, does offer material for reflection on, and challenge to, supervision practice world-wide. In this final chapter we summarise what we have learned about what is the same and what is different, for participant supervisors compared with peers in the global north, and identify limitations to generalizability of the accounts in preceding chapters. The work represented, while wide-ranging, is not comprehensive in the field of doctoral supervision, and in this final chapter, we offer not only a retrospective view of the book, but also identification of some important areas of doctoral supervision which are under-represented in the book so far, and others which have evolved dramatically since we embarked on this collaborative project with the UCL IOE ‘critical friend’ relationship in October 2021. These include ‘new normal’ patterns of working, and developments in AI. Both these have the potential to disrupt, and either to undermine or to enrich our previous approaches to doctoral work. But we also evidence, among the challenges and issues apparent in colleagues’ reflections, something of the joy that we derive from working with beginner researchers in our fields, as we support serious and sustained academic work that leads to not only personal and academic growth, but a range of novel contributions that enrich academic and professional fields of human functioning. Finally, we reflect on the potential of the structures we have worked with. We argue that such approaches can underpin sustainable, affordable, and transferable approaches to supporting development of high-quality doctoral supervision that benefits supervisors, students, academic and wider communities, and in itself affirms and values our supervisory colleagues.

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