Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity

Gilman Jackson Nyamubi

doi:doi:10.11648/j.her.20210603.13

| Peer-Reviewed

Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity

Gilman Jackson Nyamubi

Published in Higher Education Research (Volume 6, Issue 3)

Received: 23 April 2021 Accepted: 10 May 2021 Published: 26 May 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This study explored the author’s experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors’ involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author’s recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors’ expertise in the students’ learning content area as well as methodology. It also led to supervisors’ power relation conflicts based on seniority and methodological mismatch, to the learner’s drawback and liminality. The learner’s negotiation of the supervisors’ relation led to a successful crossing of the threshold, contributing to the learner’s academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.

Published in	Higher Education Research (Volume 6, Issue 3)
DOI	10.11648/j.her.20210603.13
Page(s)	72-77
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Doctoral Study, Academic Maturity, Professional Maturity, Learning Experience, Doctoral Supervision

References

[1]	Niyibizi, E. (2018). Every Supervisor tells me his or her own things: A personal lived experience with working with two PhD Supervisors. Rwandan Journal of Education, 4 (2), 24-32.
[2]	Pyhältö, K., Vekkaila, J, & Keskinen J. (2012). Exploring the fit between doctoral students’ and supervisors’ perceptions of resources and challenges vis-à-vis the doctoral journey. International Journal of Doctoral Studies, 7, 395-414.
[3]	Gatfield, T. (2005). An Investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27, (3), November 2005, 311–325.
[4]	Åkerlind, G &McAlpine, L. (2017). Supervising doctoral students: Variation in purpose and pedagogy. Studies in Higher Education, 42 (9) 1686–1698.
[5]	Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33 (3) 267–81.
[6]	Frick, L. (2019). Supervisory models and styles. Course material of Module 4 of the DIES/CREST training course for supervisors of doctoral candidates at African Universities. Stellenbosch University.
[7]	Nsanganwimana, F. (2018). Students’ motivations and socio-professional integration as drivers of doctoral program completion: A reflection on personal experience. Rwandan Journal of Education, 4 (2), 33-43.
[8]	Botha, J. (2019). The nature, purpose, standard and format of the doctoral degree. Course material of Module 2 of the DIES/CREST training course for supervisors of doctoral candidates at African Universities. Stellenbosch University.
[9]	EUA. (2010). Salzburg II recommendations: European Universities’ achievements since 2005 in implementing the Salzburg principles. Brussels: EUA.
[10]	Wellington, J. (2013). Searching for ‘doctorateness’. Studies in Higher Education, 38 (10), 1490–1503.
[11]	Agu, N & Odimegwu, C. O. (2014). Doctoral dissertation supervision: Identification and evaluation models. Education research International, 2014, 1-9.
[12]	Ndanguza, D & Mutarutinya, V. (2017). A model perception on the independence of PhD students in promoting the research capability at University of Rwanda. Rwandan Journal of Education, 4 (1), 4-12.
[13]	Chilisa, B. & Preece, J. (2005). Research methods for adult educators in Africa. Cape Town: Pearson.
[14]	Cornér, S, Löfström, E, & Pyhältö, K. (2017). The relationships between doctoral students’ perceptions of supervision and burnout. International Journal of Doctoral Studies, 12, 91-106.
[15]	Jairam, D, &Kahl, D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311-329.
[16]	Hunter, K. H, & Devine, K. (2016). Doctoral students’ emotional exhaustion and intentions to leave academia. International Journal of Doctoral Studies, 11, 35-61.
[17]	Turner, G. (2015). Learning to supervise: Four journeys. Innovations in Education and Teaching International, 52 (1), 86-98.
[18]	Keefer, J. M. (2015) Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International, 52 (1), 17-28.
[19]	Lee, A. (2018). How can we develop supervisors for the modern doctorate? Studies in Higher Education, 43 (5), 878–890.
[20]	Kiley, M. (2015) ‘I didn’t have a clue what they were talking about’: PhD candidates and theory. Innovations in Education and Teaching International, 52 (1), 52-63.
[21]	Paglis, L. L, Green, S. G, & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47 (4), 451-476.
[22]	Löfström, E & Pyhältö, K. (2012). The supervisory relationship as an arena for ethical problem solving. Education research International, 2012, 1-11.
[23]	Manyike, T. V. (2017). Postgraduate supervision at an open distance e-learning institution in South Africa. South African Journal of Education, 37 (2), 1-11.
[24]	Vilkinas, T. (2002). The PhD process: The supervisor as the manager. Education and Training, 44 (3), 129-137.
[25]	Pyhältö, K, Vekkaila, K, & Keskinen, J. (2015). Fit matters in the supervisory relationship: Doctoral students and supervisors’ perceptions about the supervisory activities. Innovations in Education and Teaching International, 52 (1), 4-16.
[26]	Possi, M. (2019). Analysing single-subject research designs in special needs education: Some examples and applications. Papers in Education Development, 37 (1), 1-30.
[27]	Hallinger, P. (2017). Surfacing a hidden literature: A systematic review of research on educational leadership and management in Africa. Educational Management Administration & Leadership, 20 (10), 1-23.
[28]	Genza, G. M. (2021). But what is leadership? A systematic review of the leadership concept in view of heightened educational leadership in Africa. Journal of Education and Practice, 12 (9), 127-137.
[29]	Ndarukwa, P., Chimbari, M. J. & Sibanda, E. N. (2019). Protocol on a systematic review of qualitative studies on asthma treatment challenges experienced in Sub-Saharan Africa. Systematic Review 8, 149.
[30]	Botha, J. & Mouton, J. (2019). The preparation phase: Selection, supervisor allocation, and supervising the doctoral proposal. Course material of Module 5 of the DIES/CREST training course for supervisors of doctoral candidates at African Universities. Stellenbosch University.
[31]	Burton, E. (2020). Factors leading to educators to pursue a doctorate degree to meet professional development needs. International Journal of Doctoral Studies, 15, 75-87.
[32]	UDSM. (2018). General regulations and guidelines for postgraduate programmes. DVC-Academic: Dar-es-Salaam.
[33]	Bennaars, G. A. (1995). Philosophy and educational research. In K. Mwingira and S. P. Wamahiu (eds). Issues in educational research in Africa. Nairobi: East African Educational Publishers.
[34]	Bagaka, J. G, Badillo, N, Bransteter, I & Rispinto, S. (2015). Exploring student success in a doctoral program: The power of mentorship and research engagement. International Journal of Doctoral Studies, 10, 323-342.

Cite This Article

Plain Text BibTeX RIS

APA Style

Gilman Jackson Nyamubi. (2021). Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity. Higher Education Research, 6(3), 72-77. https://doi.org/10.11648/j.her.20210603.13

Copy | Download

ACS Style

Gilman Jackson Nyamubi. Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity. High. Educ. Res. 2021, 6(3), 72-77. doi: 10.11648/j.her.20210603.13

Copy | Download

AMA Style

Gilman Jackson Nyamubi. Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity. High Educ Res. 2021;6(3):72-77. doi: 10.11648/j.her.20210603.13

Copy | Download

@article{10.11648/j.her.20210603.13,
  author = {Gilman Jackson Nyamubi},
  title = {Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity},
  journal = {Higher Education Research},
  volume = {6},
  number = {3},
  pages = {72-77},
  doi = {10.11648/j.her.20210603.13},
  url = {https://doi.org/10.11648/j.her.20210603.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210603.13},
  abstract = {Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This study explored the author’s experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors’ involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author’s recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors’ expertise in the students’ learning content area as well as methodology. It also led to supervisors’ power relation conflicts based on seniority and methodological mismatch, to the learner’s drawback and liminality. The learner’s negotiation of the supervisors’ relation led to a successful crossing of the threshold, contributing to the learner’s academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity
AU  - Gilman Jackson Nyamubi
Y1  - 2021/05/26
PY  - 2021
N1  - https://doi.org/10.11648/j.her.20210603.13
DO  - 10.11648/j.her.20210603.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 72
EP  - 77
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20210603.13
AB  - Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This study explored the author’s experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors’ involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author’s recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors’ expertise in the students’ learning content area as well as methodology. It also led to supervisors’ power relation conflicts based on seniority and methodological mismatch, to the learner’s drawback and liminality. The learner’s negotiation of the supervisors’ relation led to a successful crossing of the threshold, contributing to the learner’s academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.
VL  - 6
IS  - 3
ER  -

Copy | Download

Author Information

Gilman Jackson Nyamubi

Department of Education, University of Iringa, Iringa, Tanzania

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Gilman Jackson Nyamubi. (2021). Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity. Higher Education Research, 6(3), 72-77. https://doi.org/10.11648/j.her.20210603.13

Copy | Download

ACS Style

Gilman Jackson Nyamubi. Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity. High. Educ. Res. 2021, 6(3), 72-77. doi: 10.11648/j.her.20210603.13

Copy | Download

AMA Style

Gilman Jackson Nyamubi. Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity. High Educ Res. 2021;6(3):72-77. doi: 10.11648/j.her.20210603.13

Copy | Download

@article{10.11648/j.her.20210603.13,
  author = {Gilman Jackson Nyamubi},
  title = {Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity},
  journal = {Higher Education Research},
  volume = {6},
  number = {3},
  pages = {72-77},
  doi = {10.11648/j.her.20210603.13},
  url = {https://doi.org/10.11648/j.her.20210603.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210603.13},
  abstract = {Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This study explored the author’s experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors’ involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author’s recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors’ expertise in the students’ learning content area as well as methodology. It also led to supervisors’ power relation conflicts based on seniority and methodological mismatch, to the learner’s drawback and liminality. The learner’s negotiation of the supervisors’ relation led to a successful crossing of the threshold, contributing to the learner’s academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity
AU  - Gilman Jackson Nyamubi
Y1  - 2021/05/26
PY  - 2021
N1  - https://doi.org/10.11648/j.her.20210603.13
DO  - 10.11648/j.her.20210603.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 72
EP  - 77
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20210603.13
AB  - Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This study explored the author’s experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors’ involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author’s recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors’ expertise in the students’ learning content area as well as methodology. It also led to supervisors’ power relation conflicts based on seniority and methodological mismatch, to the learner’s drawback and liminality. The learner’s negotiation of the supervisors’ relation led to a successful crossing of the threshold, contributing to the learner’s academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.
VL  - 6
IS  - 3
ER  -

Copy | Download