STRENGTHENING RESEARCH SUPERVISION IN UNIVERSITIES IN KENYA

Authors

  • Rugut Cornelius Kipleting School of Education, Moi University, Kenya
  • Syomwene Ann Kisilu School of Education, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v10i11.5071

Keywords:

supervision, strengthening, postgraduate, capacity building

Abstract

The vision for university education in Kenya is to provide globally competitive quality research and training. The aim is to produce highly trained researchers who can contribute significantly to the country’s national and economic development. However, several studies show that there are a number of supervision shortfalls in universities in Kenya; and this presents a great concern in the training of research students. The aim of this study therefore was to explore the perspectives of postgraduate students and supervisors on how postgraduate supervision can be strengthened in universities in Kenya. This was a qualitative study located within a social constructivist paradigm. Convenient and purposive sampling was utilised to select 18 participants from three public universities in Kenya. The participants were academic supervisors and postgraduate students doing Masters and Doctoral studies. Data collection was done using unstructured individual interviews with supervisors and focus group discussions with students. The data generated was analysed thematically and Vygotsky’s social-cultural theory was used to make meaning of the findings. The results revealed that supervisors need to be supported through capacity-building programs that shape their knowledge and skills and building physical and online structures that support the supervision process. It also revealed that there is a need to engage students in a comprehensive mentorship program and a constructive student-supervisor relationship. The study recommends that for the achievement of effective postgraduate supervision, there is a need for universities in Kenya to invest in developing the skills and knowledge of supervisors and improve the supervision environment by setting up the necessary support structures. Student–centered programs should also be put in place to enable students’ active participation and positive social interaction between the student and the supervisor.

 

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Author Biographies

  • Rugut Cornelius Kipleting, School of Education, Moi University, Kenya

    Cornelius Kipleting Rugut holds master of education from Nelson Mandela University, South Africa, and he is currently a PhD student under the DAAD scholarship in the school of education, Moi University, Kenya. He has participated in several international conferences, workshops and research schools held in different Countries as well as making several publications. His academic interests are in curriculum issues in basic education and higher education.

  • Syomwene Ann Kisilu, School of Education, Moi University, Kenya

    Professor Anne Syomwene Kisilu is an Associate Professor of Curriculum Studies, Moi University. She is currently the Dean School of Education, Moi University, Kenya. She has extensive experience in curriculum development and design. Her academic interests are on curriculum development and instruction, particularly on higher education, language education, basic education and gender issues in education.

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Published

2023-10-19

Issue

Vol. 10 No. 11 (2023)

Section

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