Benard U . Akala

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Benard Akala Ungadi is a Kenyan with a doctorate in education (PhD) earned in 2020. He is an ambitious, motivated, and excellent manager, education, and social researcher, with skills in coordination, teaching, management, training (evaluation/monitoring), and interdisciplinary issues in education. Currently, I am a freelance researcher, researching issues of education, disability, and gender. I hope to inspire and motivate others to attain their educational coordination, management, teaching, training, and human resource management potentials that reflect sensitivity to diversity, inclusion, and equality.
When I am not engaged, I spend most of my free time taking a light walk or gardening when I travel upcountry. I also enjoy watching football and playing video games with my son.
Phone: +41791798476
Address: Route du Boiron 9, Nyon
Nyon, Switzerland.

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Andreas Umland

National University of "Kyiv-Mohyla Academy"

David Seamon

Kansas State University

Remo Caponi

University of Cologne

Armando Marques-Guedes

UNL - New University of Lisbon

Carlos Closa

CSIC (Consejo Superior de Investigaciones Científicas-Spanish National Research Council)

Nicholas D Hartlep

Berea College

Yi Shen

Johns Hopkins University

Roslinda Alias

Universiti Teknologi Mara

Nicola Lupo

LUISS Guido Carli

Jean-Paul Gagnon

University of Canberra

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How can doctoral supervision be improved? Views from doctoral students in two faculties of education at South African universities

South African journal of higher education, Dec 31, 2022

This study aims to address the void left by earlier researchers by establishing how full-time doc... more This study aims to address the void left by earlier researchers by establishing how full-time doctoral students' views can be employed to improve doctoral studies. By employing habitus, field, social and cultural capital, and agency as a theoretical framework for this article, open-ended questions in a qualitative study were designed and executed purposively among sampled doctoral candidates at two faculties of education in South African universities. This approach was hinged on the thought that what PhD candidates were going through was vital when thinking of improving PhD supervision. Out of this study, PhD students point to some of their experiences as the starting point for possible supervision improvement. The study findings reveal that if academic leadership at the faculty level is actively involved in this process at the strategy formulation level, the experiences of students can change for the better. This can be done through the introduction and establishment of seminars, small and large group engagements, and the widening of social capital. Widening of social capital will ensure that both PhD supervisors and PhD students share productive supervision experiences while buttressing multidirectional relationships between supervisors, students and their peers aimed at improving completion rates and the doctoral journey.

Benard U . Akala

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