Publication date
2024

Book size
244 mm x 170 mm

Language
English

ISBNs
Paper: 978-1-0672535-3-0
eBook edition: 978-1-0672535-4-7
ePub edition: 978-1-0672535-5-4

Doctoral Education in Context: Perspectives from Africa

Edited by Jan Botha, Liezel Frick & Nompilo Tshuma

Doctoral Education in Context: Perspectives from Africa shares lived experiences and insights of doctoral supervisors from 16 different countries in Africa. The book’s originality lies also in the contributors’ profiles as practicing, novice doctoral supervisors. All of them graduated from the Training Course for Supervisors offered by the Centre for Research on Evaluation, Science and Technology (CREST) at Stellenbosch University in South Africa, with the support of the German Academic Exchange Service (DAAD)/German Rectors’ Conference (HRK) through the DIES Programme.

The authors’ commitment to doctoral supervision in their particular context is shown in each chapter. Many edited volumes bring together the voices of often-established researchers; in this book, we hear first-hand the voices of novice supervisors, who are willing to learn and share their insights and experiences in doctoral supervision. This perspective makes the unique strength and originality of the book.

This book is for anyone involved in the research and practice of doctoral supervision, in Africa, and the global context. Readers and doctoral supervisors outside Africa will learn much about the challenging world of doctoral supervision in Africa.

Table of Contents

Introduction, Jan Botha, Liezel Frick, Nompilo Tshuma

Section A DOCTORAL RESEARCH AND THE DOCTORAL QUALIFICATION IN AFRICA
01 Bibliometric analysis of doctoral supervision literature using topic modelling, Rudolph Oosthuizen
02 Academic freedom in doctoral studies in Africa, Mohamed A. M. Khalil
03 Overseas education and degree completion: Evidence from African PhD students, Samuel Mutarindwa
04 The feasibility of contextualizing Salzburg I and II Principles for improving Nigeria’s doctoral education, Bernard Ugochukwu Nwosu
05 The role of the doctoral qualification in socio-economic development: A case study of a university in Benin, Estelle Bancole-Minaflinou
06 The MPhil/PhD degree at the University of Mauritius: Time to diversify and adopt other models of doctoral degrees? Meera Manraj
07 Agostinho Neto University: An appraisal of the contexts and processes of doctoral production, Paulo Conceição João Faria
08 The role of doctoral supervisors in addressing the problem of predatory publishing in francophone sub-Saharan Africa, Kokouvi Edem N’Tsoukpoe

Section B PEDAGOGY
09 Project management as an enabler of doctoral completion, Isabel Meyer
10 Doctoral supervision in the context of the physician scientist, Susan Williams
11 A reflection on doctoral supervision in the School of Natural Sciences at the University of Zambia, Wilma Sithabiso Sichombo Nchito
12 Science doctoral students’ perceptions of supervision at a Sudanese university, Ahmed Elsayed
13 Supervisory practices in the School of Therapeutic Sciences of the University of the Witwatersrand, Ané Orchard
14 Reflections on cohort and thesis-by-publications approaches to doctoral supervision at Makerere University, Stephen Ojiambo Wandera
15 Improving the quality of the PhD programme at the Center of Research and Valorization of Medicinal Plants in Guinea, Elhadj Saidou Baldé
16 How are supervision skills developed? Perceptions of doctoral supervisors in selected universities in Kenya, Selline Atieno Oketch
17 Remote supervision of doctoral research using WhatsApp in universities in Benin, Tognon Clotilde Guidi

Section C SUPERVISOR–DOCTORAL CANDIDATE RELATIONSHIP
18 Supervisee to supervisor: ‘Trial and Error’? Caroline Kinuu Kimathi
19 Enhancing feedback for effective supervision in the doctoral journey, Fraj Chemak
20 The role of feedback in supervision and thesis writing, Selma Tuemumunu Karuaihe
21 Supervisor–student relationship as a determinant of PhD thesis,quality at the University of Buea, Cameroon, Sophie Ekume Etomes
22 Overcoming perpetual liminality among doctoral candidates in a Kenyan university, Tom Kwanya
23 Career and professional development of the doctoral candidate, Tracy Kellermann

CONCLUDING REMARKS
24 Doctoral education in context: Perspectives from scholars in Africa, Kirsi Pyhältö