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Doctoral experiences of supervision at one South African university
Thesis (MPhil)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867614117626380288 |
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| access_status_str | Open Access |
| author | Nel, Eva Susan |
| author2 | Frick, Liezel |
| author_browse | Frick, Liezel Nel, Eva Susan |
| author_facet | Frick, Liezel Nel, Eva Susan |
| author_sort | Nel, Eva Susan |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/110249 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:46:56.603Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/110249 Doctoral experiences of supervision at one South African university Nel, Eva Susan Frick, Liezel Pyhalto, Kirsi Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Universities and colleges -- South Africa -- Graduate work Doctor of philosophy degree -- Evaluation Graduate students -- Study and teaching – Supervision Education, Higher -- South Africa Graduate students -- Supervision of Thesis (MPhil)--Stellenbosch University, 2021. ENGLISH ABSTRACT: Supervisory support is a major contributing factor to doctoral studies in terms of timely and successful completion, quality of research and student satisfaction with the overall doctoral process. A better understanding of the student experience of supervision is important to enable institutions and doctoral educators to improve supervisory practices, increase satisfaction with supervision and promote faster completion times among doctoral students. The aim of this study was to explore the supervisory experiences among doctoral students at one university in South Africa. This was accomplished by firstly conducting a scoping review of the existing literature on doctoral student experiences of supervision and, secondly, analysing data collected from 263 doctoral students by means of an online survey. The results of the scoping review highlighted important gaps in the research such as the scarcity of largerscale and quantitative studies about doctoral student experiences of supervision. The benefit of alternative arrangements and multiple sources of supervision was also highlighted. The survey data showed that there were no statistically significant associations between the demographic variables of gender or age and students’ reported experiences of supervision, while there were statistically significant associations between both variables of enrolment status (full-time or part-time student) and discipline of study and the student experience of supervision. The effect size of these associations were small. There was no statistically significant association between the number of supervisors and students’ reported satisfaction with supervision. Frequency of supervision, however, showed a statistically significant association with student satisfaction with supervision. This association had a medium effect size. The findings of this study contribute to understanding how supervision is experienced by doctoral students within one research-intensive university in the South African context. The results provide new insight into the similarities and differences in terms of supervision experiences between demographic groups of doctoral students. It also contributes to a better understanding of how certain supervisory arrangements, such as the number of supervisors involved and the frequency of supervision meetings, relate to students’ satisfaction with their supervision. AFRIKAANS OPSOMMING: Studieleiding ondersteuning is ‘n vernaamste bydraende faktor tot doktorale studies in terme van tydige en suksesvolle voltooiing, gehalte van navorsing en studente-tevredenheid met die doktorale proses as geheel. ‘n Beter begrip van die studente-ervaring van studieleiding is belangrik om instellings en doktorale opvoeders in staat te stel om studieleiding-praktyke te verbeter, studente-tevredenheid met studieleiding te verhoog en vinniger voltooiingstye onder doktorale studente te bevorder. Die doel van die studie was om die studieleiding-ervaringe onder doktorale studente by een universiteit in Suid-Afrika te ondersoek. Dit was volbring deur eerstens, ‘n omvangbepalings-studie van die bestaande literatuur oor doktorale studente se ervaringe van studieleiding uit te voer en tweedens, data van 263 doktorale studente wat ingesamel is deur ‘n aanlyn opname te analiseer. Die resultate van die omvangbepalingsstudie het belangrike gapings in die navorsing uitgelig, soos die skaarsheid van groter-skaal en kwantitatiewe studies oor doktorale studente se ervaringe van studieleiding. Die voordeel van alternatiewe reëlings en meervoudige bronne van studieleiding was ook uitgelig. Die data van die opname het gewys dat daar geen statistiese beduidende assosiasies tussen die demografiese veranderlikes van geslag en ouderdom, en studente se gerapporteerde ervaring van studieleiding was nie, terwyl inskrywingsstatus (voltydse of deeltydse student) en studie dissipline statistiese beduidende assosiasies met studente se ervaring van studieleiding gehad het. Die effek-grootte van hierdie assosiasies was klein. Die aantal studieleiers het geen statistiese beduidende assosiasie met studente se tevredenheid met studieleiding getoon nie. Die frekwensie van studieleiding het egter ‘n statistiese beduidende assosiasie met studente se gerapporteerde tevredenheid getoon. Hierdie assosiasie het ‘n medium effekgrootte gehad. Die bevindinge van die studie dra daartoe by om die studieleiding ervaring van doktorale studente by een navorsings-intensiewe universiteit in die Suid-Afrikaanse konteks beter te verstaan. Die resultate gee nuwe insig oor die ooreenkomste en verskille in terme van studieleiding-ervaringe tussen demografiese groepe van doktorale studente. Die studie dra ook by tot ‘n beter begrip van hoe sekere reëlings rondom studieleiding en die frekwensie van studieleiding verwant is aan studente se tevredenhied met studieleiding. Masters 2021-01-25T09:57:35Z 2021-04-22T10:10:58Z 2022-12-22T03:00:17Z 2021-03 Thesis http://hdl.handle.net/10019.1/110249 en_ZA Stellenbosch University xi, 89 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Universities and colleges -- South Africa -- Graduate work Doctor of philosophy degree -- Evaluation Graduate students -- Study and teaching – Supervision Education, Higher -- South Africa Graduate students -- Supervision of Nel, Eva Susan Doctoral experiences of supervision at one South African university |
| title | Doctoral experiences of supervision at one South African university |
| title_full | Doctoral experiences of supervision at one South African university |
| title_fullStr | Doctoral experiences of supervision at one South African university |
| title_full_unstemmed | Doctoral experiences of supervision at one South African university |
| title_short | Doctoral experiences of supervision at one South African university |
| title_sort | doctoral experiences of supervision at one south african university |
| topic | Universities and colleges -- South Africa -- Graduate work Doctor of philosophy degree -- Evaluation Graduate students -- Study and teaching – Supervision Education, Higher -- South Africa Graduate students -- Supervision of |
| url | http://hdl.handle.net/10019.1/110249 |
| work_keys_str_mv | AT nelevasusan doctoralexperiencesofsupervisionatonesouthafricanuniversity |