Addis Ababa University

Institute of Educational Research

Center for Higher Education Research and Training

Training on Doctoral Supervision

Introduction

Supervising graduate students is an important activity of an academic institution. A key factor in graduate supervision is that experienced researchers support graduate candidates to become professional researchers. Though the supervisee has the freedom to conduct independent and autonomous research activities, supervisors are expected to guide them through identifying and critically interpreting relevant literature; developing the research protocol and gaining skills in appropriate methods; conducting original research; managing and analyzing the data; and writing up their research for external examination. To provide effective support, supervisors are responsible for helping students in choosing an appropriate subject for their dissertation, encourage them to continue their efforts in writing dissertation, establishing a good relationship with their students and finally having enough scientific capabilities in conducting research projects, writing them in readable language and disseminating their research outcomes in the form of oral presentations and publications. Moreover, they are expected to provide a timely feedback and to indicate clearly and specifically what is required for successful program completion. Still, not all supervisors recognize these responsibilities.

Traditionally, the skill set of a university member entitled to supervise doctorial students is dominated by his or her research achievements. This is true in case of Ethiopian universities as well. It is accustomed to assign supervisors according to their area of research interest and their terminal degree’s specialty. However, it is observed that the assignment of supervisors, the advisee-advisor relationship and the overall process of the doctorial supervision have become problematic in most higher education instructions in the country.  As a result, it is found to facilitate capacity building training to enhance the quality of doctorial supervision. It is believed that the training will be delivered both face-to-face and virtually (using the Center’s training management system-electronic platform).

2    The Objective of the Training

The major objective of the training is to develop AAU’s academic staff members’ skills of supervising their doctorial students in undertaking their research projects, writing their reports, timely completion and disseminating them in the form of oral presentations and publications. Ultimately, it aims to bring participants up to standard with the basic knowledge and skill set that is the international state of the art in doctoral supervision.

3      Expected Outcomes

It is expected that after completing the training, trainees will be able to:

• refresh their knowledge of academic supervision;
• improve their skills of keeping supervisory biography;
• develop a productive supervisor-supervisee relationship;
• enable supervisees complete their studies on time and successfully; and
• initiate mentor assignment for doctoral students.

4    Scope of the Training

In terms of trainees’ type, the training will be given to academic staff who have supervised PhD candidates and graduate program coordinators. And the training will focus its scope on following issues:

·       practice of PhD supervision at Addis Ababa University;

·       international developments in doctoral supervision;

·       assignment of supervisors and mentors to doctoral candidates

·       the supervisory biography - a monitoring and overview tool that helps doctoral supervisors and candidates keep an overview of the doctoral process in all its phases.

·       the supervisor‘s changing roles and the importance of clarifying mutual expectations and building a productive supervisor-supervisee relationship;

·       the principles, strategies and techniques of selecting doctoral candidates; and

·       identification of early warning signs and analysis and solution of problems during the supervision of the doctoral project.

5    Training scheme

The training will be blended in approach and be intensively given for three weeks.  A two-day introductory workshop will be given face-to-face. This is followed by technology-based trainings (e-trainings) of two weeks. The e-trainings will be self-paced in nature which will be accompanied by facilitator-led virtual trainings (the facilitators will meet the trainees on virtual basis two days a week for about two hours). There also be a two-day concluding face-to-face workshop. The trainings involve both theory and practice. That is, the training materials are integrated theoretical knowledge of doctoral supervision with the participant‘s experience as a supervisor meaning that their content and the supervisory skills they cover are mutually interconnected in order to benefit from the synergy effects that a highly productive and successful supervision process and relationship entail. The following will be the methodology of the training:

·       Brainstorming and discussion

·       Explain points by providing context specific practical examples

·       Hold interactive lecture/presentation

·       Capture points raised from the trainees and facilitate group discussion

·       Workshops- practical activities

·       Case consulting

·       Gallery walks

·       Role plays

·       Individual project/action research supervised by mentors/training facilitator

Visual aids (PowerPoint, flipcharts and others), printed materials (handouts) and exercise materials (instructions, props, etc.) will be utilized during the trainings.

6      Training Program Requirement

The trainees are expected to attend all training sessions. A minimum of a ten-hour attendance is required to proceed with the next training session. A total of 64 hours attendance is required to qualify for the training.