Why some postgraduate students end up in tears

A message recently posted on one of the social media platforms that I belong to stirred my curiosity over postgraduate programmes. The post was about a postgraduate student in an Asian country who had committed suicide because of frustrations with her doctorate degree programme.

 She had taken 15 years in the programme and was not able to complete due to what she perceived as impediments from supervisors. Doctorate courses take a minimum of three years.

There was a heated debate in the group on who should take responsibility for the unfortunate situation. Some blamed the student while others pointed at the supervisors.

This made me reflect on postgraduate supervision in our local universities. They are not any better. They are awash with cases of student frustrations.

Yet the issue cannot be viewed simply in a supervisor/supervisee dichotomy. It is complex. A good perspective should include the government, university and industry. All these players should play their part in supporting postgraduate education.

Many studies have been done on this subject globally. Many books have been published on the same. Unfortunately, most of them give simplistic explanations by viewing the problem from supervisor/supervisee prism. Why do I hold this view?

Graduate studies

First is because the student is key to the success of his or her work. Those who pursue postgraduate studies should do so with a focused mind. Graduate studies is not for the faint-hearted. Yet, many students lack purpose for pursuing the studies. If they did, we couldn’t be experiencing cases of cheating or plagiarism that is common in graduate programmes.

The Internet has become the sole source of information. There are even instances where candidates lift entire dissertations and change a few sentences and purport to be their original work. Some have been reported to pay others to write for them proposals and dissertations.

Academic dishonesty is rampant in our institutions. You only need to listen to students’ defences to confirm your fears. Many candidates cannot articulate issues in what they purport to be their original work. Little wonder, universities have adopted anti-plagiarisation apps to detect cheating.

It is vital for students to forge a cordial professional relationship with the supervisor. This should be reflected in the latter’s taking criticisms on his or her work positively and making corrections as advised. The problem is that many students only want to be praised. In addition to this is poor reading habits by students. Many are just after short-cuts.

Good supervision

Equally, good supervision is critical. Ultimately, what emerges from postgraduate study is the supervisors’ and the supervisees’ work. The former, being a mentor, should guide the student with utmost ability.

Supervisors should exercise their roles and responsibilities with credibility. They should motivate and instil confidence in the supervisee, be available and be good research models. They should demonstrate domain knowledge and understanding of research methodology. Added to these are good communication skills, constructive criticism, and timely and effective feedback.  Students have complained of arrogant and patronising supervisors. Some students have reported that some supervisors do not have time for them. The truth is that supervision is wanting.

Effective postgraduate supervision is also a product of the institution. The university should create an enabling environment for postgraduate studies. This should entail effective preparation of candidates for the programmes.

Proper teaching

Students should be well-grounded in research through proper teaching. Instructional resources and facilities should be made available to students and staff. Supervisors need regular training in supervision and mentorship. They should also be properly compensated.

Universities should organise regular seminars and workshops on research for students and the faculty. The quality of students and supervisors also need to be scrutinised. Graduate schools require adequate funding and resources to support postgraduate programmes.

The government and industry should also support graduate studies in universities by providing scholarships and grants.

Although the best model of supervision is that which is directive and puts emphasis on close monitoring of the supervisee, it is important for all players to support postgraduate training.

 [email protected]