Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency

Michael Cross

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Chapter 10 Supervising Doctoral Students in South African Higher Education

Pedagogy, Context and Agency

In: Transformative Curricula, Pedagogies and Epistemologies

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Michael Cross

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Type:: Chapter

Pages:: 168–193

DOI:: https://doi.org/10.1163/9789004468443_010

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Abstract

This chapter explores the constitution of doctoral supervisors and the ways they adopt to themselves in their discharge of supervisory duties. The chapter uses diverse contexts to understand duties in diverse and complex contexts such as South Africa. The strategies and actions invoked by supervisors to ensure their success in their supervisory endeavours are explored. One of the key arguments of the chapter is that under the current environment, doctoral supervisors in South Africa are marred by a complex, fluid and fast-transforming environment. Such an environment requires strategies and practices that transcend conservative approaches of doctoral supervision that are usually associated with mainstream scholarship. This chapter presents two major themes. First, the problem facing current supervision practice relates to its failure to account for South African diversity and contextual complexity. In particular, the circumstances of the students and the environment in which doctoral education takes place becomes a central issue. Apartheid produced a complex higher education environment that calls for a more context-sensitive pedagogy of doctoral supervision. Second, following consideration of the profiles of current doctoral candidates, exclusive reliance on conventional modes of supervision without embracing broader strategies such as extra coaching, mentoring, pastoral care and other forms of guidance and support is problematic.

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Transformative Curricula, Pedagogies and Epistemologies

Teaching and Learning in Diverse Higher Education Contexts

Series: African Higher Education: Developments and Perspectives, Volume: 11

Cover Transformative Curricula, Pedagogies and Epistemologies

E-Book ISBN:: 9789004468443

Publisher:: Brill

Print Publication Date:: 29 Jul 2021

Subjects
- Education

Front Matter

Dedication

List of Figures and Tables

Notes on Contributors

Chapter 1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula

Chapter 2 Indigenous Culinary Knowledge, Culinary Curriculum and Students’ Perceptions of Indigenous Culinary Knowledge

Chapter 3 Eloquence in African and Inherited French Teaching Traditions

Chapter 4 Rwanda’s Language-in-Education Policy Shift from French-Dominant to English-Only Medium

Chapter 5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa

Chapter 6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers

Chapter 7 Coursework Assignments

Chapter 8 Culturally Responsive Differentiated Instruction

Chapter 9 Corporeity in PhD Thesis Writing

Chapter 10 Supervising Doctoral Students in South African Higher Education

Chapter 11 ‘Assessment for Learning’ over ‘Assessment of Learning’

Chapter 12 Higher Education Opportunities for Students with Disabilities

Chapter 13 Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector

Chapter 14 In Retrospect

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Chapter 10 Supervising Doctoral Students in South African Higher Education

Pedagogy, Context and Agency

Abstract

Citation Info

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Transformative Curricula, Pedagogies and Epistemologies

Teaching and Learning in Diverse Higher Education Contexts

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