A comparative analysis of a pathway model and manuals to assess efficiency of pedagogical training in doctoral supervision in Uganda

ABSTRACT

Doctoral supervision is increasingly becoming a complex enterprise, calling for highly skilled and competent supervisors. This paper considers a comparative analysis of a three – pathway model and graduate manuals of selected Ugandan universities to forecast the role of pedagogical training in doctoral supervision. The handbooks were in some instances in consistence with the model tracks. However, they, to a larger extent, envisioned informal training of PhD supervisors. The paper discerns, from the model and documents that a doctoral supervisor with pedagogical training may enlist conceptualised and differentiated supervisory skills. A supervisor on- the- job training has the opportunity to develop crystallized skills. A neophyte supervisor is a candidate of ‘supervisory accidents’. In contemporary times, the process of doctoral supervision takes the supervisor’s aptitude, which to a bigger extent is an upshot of formal pedagogical learning. An empirical analysis of the concepts considered in this paper is suggested.

KEYWORDS:

• PhD supervision
• pedagogical training
• competence
• three pathway model

Acknowledgments

The author wishes to thank Mr Raphael Wangalwa, a colleague and PhD student who helped in animation of the graphical representation of the pathway model developed in this paper. The animations by him simply describe the overall idea, even without reference to text. More gratitude goes to Dr Esther Katuura, who gave a critical review of the paper. Your critical eye forms the undercurrent upon which the quality of this paper is inscribed.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Aloysius Rukundo

Aloysius Rukundo The author presently works at Mbarara University of Science and Technology. He is based in the Department of Educational Foundations and Psychology, as a Senior Lecturer. He has a PhD in Educational Psychology. He pursued short courses in Doctoral Supervision. He currently has interest in interdisciplinary research, especially in Doctoral Education and Pedagogy. He previously published on alcohol and other drug use in educational institutions, assessment in education, and other areas.