Dr Macharia from Kenya reflects on their experience as a doctoral candidate in Germany and how this experience shaped their approach to supervision. Dr Macharia advocates for a human approach to supervision, that fosters growth and inclusivity. These are vital considerations when thinking about the future of academia.
Introduction
The experience of being a PhD student shaped the way I approach supervision today. I come from a humble background in Kenya and pursued my doctorate in Germany. In the process of this encounter, I learned the importance of supervisors acknowledging our humanity. During the study, I encountered and overcame numerous challenges such as cultural adjustment, language barrier and the likes, thanks to the invaluable support from both my supervisor and fellow students.
Balancing Professionalism and Personal Connections
My role as a doctoral supervisor involves striking a delicate balance between maintaining professional boundaries and fostering personal connections with students. In addition to building genuine connections and providing support, it is essential to establish boundaries in the supervisory relationship to ensure objectivity and fairness. As a result of striking this balance, I create an environment that encourages students to reach out for help and facilitates connections between those who excel in certain areas and those who may be struggling. This approach fosters a collaborative atmosphere where students can learn from and support each other, contributing to their overall academic and personal development.
As a doctoral supervisor, I feel that empathy, patience, and good communication are some of the important attributes that define a human being. These attributes enable me to create a supportive and inclusive environment, where students feel comfortable discussing critical concerns and overcoming obstacles they face during their PhD studies Virtual Community and Inclusivity
To enhance communication and interaction, I have created a WhatsApp group for all my post graduate students under my supervision regardless of the stage they are encouraged to open discourse and interaction. This platform functions as a virtual community for students to share their experiences, seek guidance, and offer support to one another. It has proven to be a successful method of developing a sense of belonging and collaboration among students by boosting inclusivity and new insights within ourselves. I also use it to connect weak students in certain skills with strong ones.
Gender Considerations and Time Management
Recognizing the unique challenges faced by male and female students when juggling work, domestic responsibilities, and academics, women often bearing a disproportionate burden due to cultural norms and gender expectations in particular cultures. I always encourage the students to adopt effective strategies to manage their time and workload. One of these strategies is taking the time to sit down and make a workable road map, setting clear time limits, and allocating dedicated intervals for rest and personal activities. Again, to avoid conflicts of interest, I stress the necessity of striking a balance between work and personal life. Students can avoid burnout and preserve their motivation and excitement for their studies by setting time limits and devoting certain intervals for rest, relaxation, and personal activities. I also strive to create an environment where students feel at ease discussing their challenges and seeking guidance on achieving a healthy work-life balance. This involves encouraging open dialogue about gender issues, challenging established norms, and advocating equitable opportunity for all students.
Diversity and Inclusion
Experiences I gained while working in international organizations such as and during CREST training have shaped my supervisory approach significantly. I believe in the power of diversity and the value it adds to research and mentoring. Accepting students’ varied points of view, cultural backgrounds, and distinctive skills strengthens the academic atmosphere and adds to more inventive research results. I encourage students to embrace and promote different views backgrounds perspectives to foster an inclusive and supportive environment that respects and honors the uniqueness of each other. Luckily I have had different students from all over the world, some from West Africa, Benin, and Rwanda among others.
Comprehensive Well-being of the student
Humane supervision, in my opinion, extends beyond the scope of the research endeavour itself. It includes promoting students’ general well-being, promoting personal growth, and providing advice in different aspects of their lives. I am convinced that a comprehensive approach to supervision benefits students’ success and well-being. This includes fostering healthy work-life balance, promoting self-care and mental health awareness, and addressing any personal problems that may develop during the PhD path. My aspiration is to inspire students to excel academically and personally by prioritizing their well-being and establishing a supportive framework.
In general, as we navigate the doctoral journey together, let us recommit to fostering an environment of empathy, diversity, and holistic well-being. In doing so, we not only shape successful researchers but also resilient individuals prepared for the challenges beyond academia.
5.0 Mentoring novice doctoral supervisors
In order to improve their supervision abilities, skills and enhance supervision, novice supervisors should actively participate in doctoral supervision. The supervisors’ training, experiences, and knowledge, among other things, impact and inform the effectiveness and quality of supervision as well as the relationships between the supervisor and the students. A less experienced supervisor who had a challenging PhD program may share that experience with the students. This could entail, among other things, delayed feedback, poor or non-existent supervisor/student interactions. The student(s) can become stressed and frustrated. A novice supervisor can receive training through co-supervision and has to be mentored by more seasoned supervisors.
6.0 Study / work /personal life balance
Sometimes, the PhD students are expected to study all the time (including every weekend). For the working group, it is also expected that they report to work promptly, and sometime work late. Such a schedule is not sustainable. Doctoral candidates also need time for family, friends, and hobbies in order to function optimally by attaining a study/work/personal life balance. Many doctoral candidates suffer burn outs from the effects of having an incredibly overcrowded schedule. Supervisors should be understanding enough and agree on timelines that are realistic and implementable. Doctoral candidates should understand that making time for activities beyond the studies is vital for success. Among other things, cultural events, regular exercise, and a healthy social life all contribute to students’ overall wellness.
7.0 Social activities
Human beings are both social and emotional; being a supervisor or a doctoral candidate does not remove the humanity. Faculties should incorporate activities that foster social and emotional wellbeing. These could include sports, having tea with students and supervisors, going on field trips, celebrating birthdays and other milestones, and performing community service, among other things.
Conclusion
The practices discussed here are by no means exhaustive; rather, they are a partial depiction of what takes place in doctoral supervision. There is potential for and room to support a humanizing pedagogy in the supervision relationship and throughout the doctoral process through the sensitization of doctoral supervisors. It is the duty of supervisors to strike the correct balance between the doctoral candidate’s work’s requirement for academic rigor and the need for humanity in the student-supervisor relationship. The end result is a motivated doctoral candidate who is fully supported with the necessary epistemological groundings and enabled to thrive in a world of lifelong learning.
