The mechanisms conditioning doctoral supervision development in public universities across South Africa

Özet

This study offers a social realist account of how South African public institutions develop emerging supervisors. The study addresses the need for supervision development across South African public higher education universities. The purpose of the study was to answer the question “What mechanisms condition the development and support of emerging doctoral supervisors across South African public universities?” To examine this question, analytical dualism was used to separate the roles of the ‘people’ (agents) from the ‘parts’ (structure and culture) to examine their interplay. The study was qualitative, and the data was generated through documents, an online survey, and semi-structured interviews. One hundred and eighty-six participants responded to the survey and fifty-four people were interviewed. The participants came from twenty of the twenty-six public higher education universities and represent a large range of disciplines. The study findings revealed that emerging supervisors were often simply ‘thrown into the deep-end’ as they had to work out how to supervise by learning from their students and using the experience gained while they were being supervised. This was experienced as highly problematic by the participants who shared this understanding. Secondly, the findings suggest that where there were developmental events in place, some were not well received. For example where those providing the training were not regarded as credible because they lacked the supervision experience or because the interventions were seen to be too ad hoc and generic. There were calls for more discipline-specific interventions and collaborative spaces where emerging supervisors could engage with experienced supervisors rather than being instructed in a generic best-practice of ‘how to supervise’. The findings indicated that the lines between co-supervision and mentoring were often blurred, and both were used as another form of supervision development. Such relationships provided