The Power of Humanization Pedagogy in Doctoral Student Guidance for Enhancing research development

Introduction

In view of the student’s and supervisors’ relationship during the doctoral studies, the process has to adhere to a structured pedagogical approach. In this form, the supervisor must know how to teach a PhD student to become a competent researcher. This is related to supervisory procedures and practices. Also, the pedagogy approach is correlated to the advancement and the progress of the young beginner, including his inspiration to complete the degree. Therefore, to become a supervisor, one must meet this role.  The term pedagogy is understood as the vigorous power associations between the student, supervisor, and knowledge.  The features of the relationship established between student and supervisor are crucial to define the pedagogy that will be developed. However, if an equally respectful affiliation occurs, the doctoral pedagogy must be supported by a flexible learning structure that permits the modeling of academic practices and opportunities for framework sharing and echo.

The term pedagogy can also be viewed as the positive and productive dynamics between students, teachers (or tutors), and knowledge (Bernstein, 1997). 

To humanize pedagogy, it is necessary to differentiate between a doctoral student and a supervisor. A “doctoral student” is one who has completed a university degree at the highest level degree (doctorate) whereas the latter stands for an academic advisor/guide, and serves as an academic advisor/guide.  Unlike face-to-face courses, a doctoral degree focuses solely or primarily on a single research study on a particular topic. Such degree courses smooth the development of students into highly specialist autonomous researchers capable of independent thought (Polkinghorne et al., 2023).

In connection to research supervision, a humanizing approach is more nuanced and related to ‘what the student is doing’. This means the supervisors direct students to undertake learning activities and assignments that support the learning process on the path to becoming a prolific researcher. However, it is noted that all students face difficulties at the beginning of their research studies, often due to fear of the unknown as well as developing and acting in a new learning environment. Thus, leadership should therefore remain an integral part of the PhD studies (Khene, 2014).

On the other hand, it has been noted that to be able to practice and develop a humanized pedagogy, supervisors must understand that students are human beings and not objects. Thus, to achieve the goals of tutoring them on research mentorship and direction they have to be treated friendly. Academic advisors play a complex role in introducing students to the field of study, involving organizational/administrative, social, cognitive, and emotional aspects (Bitzer & Albertyn, 2011).

Therefore, much attention should be paid to the practice of a humanizing approach as a foundation for doctoral students to have competent academic research skills. The reason is that some students enrolling in doctoral programs are limited by various factors and are disadvantaged by previous social and cultural barriers. Embracing this approach necessitates supervisors to exhibit sensitivity, mentorship, proficiency in research terminology, and the ability to facilitate students’ practical comprehension of research skills within their respective disciplines. This is common in South Africa and developing countries in general (Khene, 2014)