Key Findings

Findings on the supervisory relationship between African doctoral students and supervisors

• Culture, previous postgraduate education, English language usages, field and topic of study and personality all impacted on teaching and learning for students and supervisors.
• There was a clear sense that universities and most supervisors had limited knowledge of African countries and cultures.
• There would be value in expanding knowledge and awareness of African cultures within university and supervisors.
• Some students saw value in helping students learn about New Zealand culture.
• A number of students expressed a preference for having written feedback from supervisors on drafts prior to meetings to provide the chance to read and understand comments
• The reaction of students to comments such as “I don’t understand”, “Please explain” “This does not make sense”, suggested there was an unintended effect of students feeling “slighted” or disrespected.
• A similar response was evident for African students referred to student learning support services. These responses suggested a need to look closely at how such feedback was constructed and how writing and other skills development was provided to doctoral students.

Findings on improving supervision for all research students

• Acknowledging that culture and personal histories influence the supervision experience and relationships was something students and supervisors should do early on and throughout the supervision relationship.
• Students and supervisors emphasised the importance of relationships and understanding the context from which students came from and were returning to.
• Some students highlighted the importance of being recognised as a person with roles in society and both explicitly or implicitly linked this to feeling respected.
• The relationships with supervisors and having a sense of belonging within their departments were important to students.
• Both students and supervisors typically reported positive and productive relationships.
• A small number of supervisors actively worked to develop their students as academics and their relationship to their disciplines and this was a promising aspect of intercultural supervision.
• Thesis groups appeared to provide valued connections akin to communities of learning and learning from others.
• Students identified difficulties in moving from entrenched notions of students respecting and not questioning their supervisor’s views to learning how to argue, challenge or ask questions.
• Supervisors could assist students adjust to the new environment by spending time on clarifying short-term and long-term expectations.
• In the absence of staff members with African expertise, there was value in New Zealand academics having close links with an African department.
• The relationships and connections forged during students’ doctoral journeys had the potential to carry into the future and to provide collegial opportunities for consultation and collaboration.

Key Recommendations

Clarify expectations | Students and supervisors should talk about past research and academic experiences and about expectations they have of each other in the supervision relationship.

Work on the relationship | Work to create the space and a supervision relationship where the student is comfortable enough to share what they are thinking and where there can be dialogue.

Talk about goals | As well as successfully completing a PhD, students may also have other goals that it is good to talk about, eg, career aspirations, making a difference with their research and publishing goals.

Create connectedness and belonging | Find ways lecturers and students can learn more about one another's cultures to help students feel connected and a sense of belonging, eg, encourage student-led thesis groups and social activities such as barbeques.

Have an open mind | Be curious and open to other cultural ways of knowing and being.

Focus on scholarly writing | Provide guidance and support by encouraging student writing groups or inviting students to be part of writing projects.

Clarify the approach | Be conscious of and discuss the pedagogical approach being taken.

Understand the importance of feedback | Students and supervisors should discuss timing and mode of feedback .

Be open to feedback | Adapt supervision according to student feedback and suggestions.