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Thesis writing carries a pivotal place in accomplishment of the postgraduate degree.
Research supervision for post-graduation has been a subject of social sciences
across societies, demanding critical analysis of the student-centered paradigm shift
in the higher education. The aim of this paper is to unpack issues of how a
postgraduate student could define a postgraduate research supervision based on
his/her lived experience. Furthermore, this also aims to unearth and explore ‘good’
and ‘bad’ supervision practices experienced in the context of the Pakistani Higher
Education Institutions (HEI) from postgraduate students’ perspective. To
understand the situation in Pakistan, this study employed qualitative methodology
and used a sample of 40 postgraduate students (including 20 MS/M. Phil and 20
Ph.D) via a purposive sampling technique. The study was restricted to social
sciences’ students in two public sector universities in Islamabad. Using an interview
guide, students’ responses were recorded in a series of face to face in-depth
interviews. Michel Foucault's theories were used as a theoretical framework to
explore the question: How do postgraduate supervisees experience their
relationship with their supervisors and how interpersonal and institutional power
dynamics implicated in these relationships. The overall conclusion that surfaced
from the study’s findings is that the existing practices of postgraduate supervision
lack mentoring ethics and practices to cater to the needs and expectations of
postgraduate students.
Johar Ali, Hazir Ullah, Noor Sanauddin. (2019) Postgraduate Research Supervision: Exploring the Lived Experience of Pakistani Postgraduate Students, , Volume-13, Issue-1.
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