Supervisors do not Supervise: Cases of Some Frustrated Postgraduate Students in Higher Education Institutions

Oratilwe Penwell Mokoena, Solly Matshonisa Seeletse

Abstract


The level of postgraduate (PG) student incompletion and dropout, especially at the master's and doctoral levels, is a concern. These students are admitted with high scores and have guiding supervisors to assist them. The overarching aim of this study is to investigate the problems faced by PG students due to supervisor misconduct and power imbalances and to develop recommendations for improving the supervision environment and supporting student progress. A qualitative-focused survey was followed to address issues that PG students face in research supervision. Participants were PG students in various departments at institutions of higher learning in Gauteng, recruited purposively and snowballed. Study findings revealed PG's frustrations due to supervisor misconduct, abuse of power, and delayed student feedback. This led to a student dropping out of the program and others staying in the system post their maximum time, needed to complete the qualification. Furthermore, other students experienced prolonged mental distress, while some retaliated against their supervisors due to compounded frustrations and ill-treatment. There is a concerning pattern of supervisor misconduct, power imbalances, and a longer time to give feedback that has significantly impacted the progress and well-being of PG students. Furthermore, this study recommends that institutions of higher learning need to establish clear policies and procedures, provide training and support for supervisors, and implement regular monitoring and evaluation, among others. The results pave the way for effecting progress in student-supervisor relationships and university throughput.

Keywords


Arrogant supervisors; Dropout; Ineffective supervision; Inexperienced supervisors

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References


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DOI: https://doi.org/10.17509/ijert.v4i3.71331

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