Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3759
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dc.contributor.authorOkeke-Uzodike, Obianuju Ebeleen_US
dc.date.accessioned2022-01-13T07:37:44Z-
dc.date.available2022-01-13T07:37:44Z-
dc.date.issued2021-12-16-
dc.identifier.citationOkeke-Uzodike, O.E. 2021. Postgraduate supervision in a South African transforming academic environment: a reflexivity approach. Issues in Educational Research. 31(4): 1175-1194 (20).en_US
dc.identifier.issn0313-7155-
dc.identifier.urihttps://hdl.handle.net/10321/3759-
dc.description.abstractThe pace of global transformation places a great emphasis on the need for development, with higher education identified as a key agent in the development of a knowledge economy. Higher education systems have been challenged with providing the necessary skilled person-power to complement the changing labour market. Postgraduate supervision is a vital tool in building institutional research capacities, reputation, financial support and developing skill amongst peers, and between supervisors and candidates. Thus, the effectiveness and efficiency of postgraduate supervision processes determine to a large extent the quality of output and the extent of skills transfer. This article is based on a training course focusing on strengthening postgraduate supervision, attended by the researcher. The primary objective of this article is to examine the concept of postgraduate supervision within a transforming academic environment. Specifically, the article examined how aspects of the supervision process enhance skills development and knowledge transfer. Data for the study were collected through a personal narrative inquiry approach and thematically analysed, with meaning construed alongside related literature. The findings show that postgraduate supervision is characterised by various factors which determine the degree of skills transfer and development. The study provides insights into aspects of supervision that if not well managed, may compromise the objective of skill development. It contributes to the on-going discourse in supervision pedagogy and recommends careful consideration of the dynamic changes that may impact the level of educational transformation and skills development in the knowledge economyen_US
dc.format.extent20 p.en_US
dc.language.isoenen_US
dc.publisherAustralian Institutes for Educational Researchen_US
dc.relation.ispartofIssues in Educational Research; Vol. 31, Issue 4en_US
dc.subject13 Educationen_US
dc.subjectEducationen_US
dc.titlePostgraduate supervision in a South African transforming academic environment : a reflexivity approachen_US
dc.typeArticleen_US
dc.date.updated2021-12-19T08:51:12Z-
dcterms.dateAccepted2021-10-26-
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item.openairetypeArticle-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
Appears in Collections:Research Publications (Management Sciences)
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