Strengthening Research Supervision in Universities in Kenya

Abstract

The vision for university education in Kenya is to provide globally competitive quality research and training. The aim is to produce highly trained researchers who can contribute significantly to the country’s national and economic development. However, several studies show that there are a number of supervision shortfalls in universities in Kenya; and this presents a great concern in the training of research students. The aim of this study therefore was to explore the perspectives of postgraduate students and supervisors on how postgraduate supervision can be strengthened in universities in Kenya. This was a qualitative study located within a social constructivist paradigm. Convenient and purposive sampling was utilised to select 18 participants from three public universities in Kenya. The participants were academic supervisors and postgraduate students doing Masters and Doctoral studies. Data collection was done using unstructured individual interviews with supervisors and focus group discussions with students. The data generated was analysed thematically and Vygotsky’s social-cultural theory was used to make meaning of the findings. The results revealed that supervisors need to be supported through capacity-building programs that shape their knowledge and skills and building physical and online structures that support the supervision process. It also revealed that there is a need to engage students in a comprehensive mentorship program and a constructive student-supervisor relationship. The study recommends that for the achievement of effective postgraduate supervision, there is a need for universities in Kenya to invest in developing the skills and knowledge of supervisors and improve the supervision environment by setting up the necessary support structures. Student–centered programs should also be put in place to enable students’ active participation and positive social interaction between the student and the supervisor.