Supervision of doctoral students and its implications on quality of research in Africa

Abstract

Quality research is pivotal to social-economic development of the African region to achieve human capital required for exploitation of untapped resources. While research is the ultimate output of doctoral studies, the process of supervision and assessment is shrouded in ethical issues that compromise its quality. The purpose of this study was to explore ethical issues ranging from the structure of doctoral studies’ programs, supervisory relationships and their implications on quality and quantity of research outputs. Through literature review in journal articles, theses, textbooks and authors’ personal experiences, it was clear that the integrity of the supervision process determines rate of completion of a doctor of philosophy degree and the quality of research outputs. Various challenges were found to have implications on assessment and enhancement of research outputs including social-economic and political climate in the African continent varying from one country to another. Evidently, many institutions have policies intended to guide the supervision and assessment process. However, in many cases, the practice is devoid of existing guidelines. This study recommends policy reform to guide capacity building of faculty to enhance accountability, quality control, induction into ethical guidelines and orientation of students about their roles and expectations in the supervisory and assessment process to improve quality of research outputs.