the university of nairobi case supervisor training: how we started and how we are doing it
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The university of Nairobi case Supervisor training: How we started and how we are doing it. Prof R.G. Wahome. University reorganization. Internal evaluation – self assessment Strategic planning Performance contracting New structures. Initiation (time of proposal writing). - PowerPoint PPT PresentationTRANSCRIPT
THE UNIVERSITY OF NAIROBI CASESUPERVISOR TRAINING: HOW WE STARTED AND HOW WE ARE DOING IT.
Prof R.G. Wahome
University reorganization Internal evaluation – self assessment Strategic planning Performance contracting New structures
Initiation (time of proposal writing)
College ambition to excel in PhD training Increase the number Shorten the completion period Increase the number of publications
Problem statement and data collected to write proposal
Conception: Effects of inefficient PhD training systems
Poor teaching capacity
Inefficient PhD training systems
Few publications
Low quality of academic staff
Prolonged period from admission to completion
Low quality of PhD training
LowreputationBest candidates go elsewhereLower no. of PhD applicants
1.Insufficient skills for job markets
2.Lower capacity to solve society problems
3. Retarded development
Prof. R.G. Wahome, [email protected],rgwahomegmail.com
Inconsistent supervision
Inefficient PhDTraining
Poor supervision
Poorly prepared students
Inadequate supervision
Poor research
methodology
Poor writing skills
Lack of clear guidelines
Low motivation/ Low benefits
Inadequate preparation at MSc level
Low access to
information
Low competence
of supervisors
Too few supervisors
Poor analytical
skills
No experience in proposal
writing
Prof. R.G. Wahome, [email protected],rgwahomegmail.com
Guidelines are not clear
Inconsistent PhD
programs
Inflexible PhD format
Unclear PhD format
Guidelines are not broadly known
Ineffective mechanisms to track student
progress
Prof. R.G. Wahome, [email protected],rgwahomegmail.com
Not reward/penalty
Inadequate PhD
AdministrationPoor discipline of
PhD supervisors/examin
ers
Slow liaison procedures
External thesis examination too
slow
Poor follow up on progress/ No mechanism
Low motivation
Prof. R.G. Wahome, [email protected],rgwahomegmail.com
Problems beyond the scope of this project Poor Research Support Facilities
Inadequate Infrastructure, Poor maintenance, Lack of funds, Poor culture of maintenance,
Low/expired training, Difficulty to maintain qualified staff, Poor quality support staff
Insecure Finance: Low public Scholarship, Most PhDs are donor funded,
Staff Promotion based on PhD is under funded
The university hierarchy – anchoring activity at the top Senior management (VC- Deputies-
Principals) College administration (Principal-Deans-
Chairmen) Faculty administration (Deans-
Chairmen) Department administration (Chairmen) Members of academic staff
Baseline survey results
32.9
67.1
Have you been engaged in any programmes to improve PhD training at this university?
13.6
37.137.1
12.1
1=Strongly disagree2=Disagree3=Agree4=Strongly agree
Appointment of supervisors is a transparent process
College academic board briefing
Can we work together?
What you do is so important for the success of my work
We can do this if: Support for the trainers in supervision is
sustained A significant proportion of the supervisors
are trained in supervision. The remaining supervisors gets training
and information during the coming years.
Current Characteristics of supervisors a very diversified group. Many have had to take part or all of their education abroad Lack enough authority to foster the changes that are now
needed Too busy or are inadequately motivated to devote time to
supervision excellence Unaware of or lack clear appreciation of rules and
guidelines on supervision modalities, frequency, deadlines, milestones and examination
The results Inconsistency due to lack of effective quality
assurance. Poor or no supervision delays, prolonged studies and, at times,
avoidable failures. Waste of both human and financial resources. Additional delays from examiners
Observations and Implications Supervisors are the primary target group Most supervisors have never received any formal training in
supervision, but rely on a mixture of experience, routine and flair.
Many tend to supervise the way their own supervisor or mentor supervised them.
Some supervisors are gifted and brilliant supervisors, others are not.
Outstanding students might perform regardless of the quality of the supervision they get but many do not
The Goal of the training is to Raise standards for Ph.D. education at UoN
and that are internationally competitive Make the University an attractive study
environment for researchers from the Region Attract donor-funded Ph.D. scholarships to
the university rather than at other universities
The Objectives of this training are to Enhance PhD training supervision to
produce more consistent and quality thesis produced on time.
Minimize delays, prolonged studies, avoidable failures and waste of both human and financial resources.
The order of this training We present some information on learning techniques at
PhD level We upgrade our comprehension on rules and regulations
governing PhD training We deliberate on tools and techniques for supervision We find ways to boost flagging morale for supervision We consider some ethical issues regarding supervision We do this through plenty of brainstorming and
discussing and learning together
Re-awakening of the rules Existing rules found to be generally good. Only minor touches/adjustments required Majority of supervisors discovered that they had
a most superficial knowledge of the rules and their importance
AWAKENED INTEREST TO LEARN THE RULES AND TO APPLY THEM
Initial trainings Opening
/closing/ceremonies: VC/DVC/Principals/director BPS
Speech content Follow-up on
promises made on speech
Where to get funding and how much? Venue costs Conference package Facilitator costs
Driving on to other colleges
Ownership of the project
The Universities’ commitment manifested in continuous injections of cash to supplement project funds and for staff to attend joint meetings in East Africa.
Project outputs taken up by administration: key is review of statutes, tracking of student performance and training in supervision
The European partner LIFE-UC
anchored at the Vice-Chancellors
office In EA U
best practice’ model for KU
co-financing commitment to continue the programme
Why the university took to the project
Timeliness of the project: there was general committment to enhance performance in PhD training
Anchoring the project at TOP university administration
Continuous participation of TOP university management in implementation
STRAPA: cooperation of TOP university managers in annual review and planning meetings
SHUKRANI