More Masters’ Students Enrolled, FewGraduated: Inclusive Supervision And Pedagogical Gender Discourses Could Be A Solution? A Case Study Laying Campus, University Of Swaziland
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 5
Abstract
This study examines Supervisors experiences on inclusive supervision of Masters research students at Luyengo Campus, University of Swaziland. It reflects on the related processes of inclusive supervision and its implications on students’ success. The objectives: What are the Supervisors’experiences on the supervision of Masters’ theses at Luyengo Campus?;What professional practices that could be emulated by “young” Supervisors ?. The “Block model” code of ethics was used to unpack the related concepts. 12 participants were purposively sampled from the 48 Supervisors.Semi structured interviews and documentary evidence were used to collect data. Discourse analysis was used to analyse the data. The study revealed that Masters Students’ success in a thesis partly depends on Supervisors’ and students’ willingness to manage the research process, power relationship and co-supervision dynamics, supervision is influenced by the process of choosing the Supervisor and Co-supervisor, students and Supervisors’ cultures and of their institutions and by bringing in their cultural baggage and gender matter to the research which maybreed inequalities in the research process. Such experiences could be emulated by “young” researchers. It is concluded that supervision is a delicate professional activity. It is recommended that supervision should be guided by the culture of professionalism.
Authors and Affiliations
Boyie S. Dlamini
Keywords
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- EP ID EP419155
- DOI 10.9790/0837-2305093548.
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