1. EXPERIENCES OF PHD SUPERVISION AT SOKOINE UNIVERSITY OF AGRICULTURE F. P.Lekule

2. Conception: Effects of inefficient PhD training systems Poor teaching capacity Inefficient PhD training systems Few publications Low quality of academic staff Prolonged period from admission to completion Low quality of PhD training Low reputation Best candidates go elsewhere Lower no. of PhD applicants 1.Insufficient skills for job markets 2.Lower capacity to solve society problems 3.Retarded development

3. Inconsistent supervision Inefficient PhD Training Poor supervision Poorly prepared students Inadequate supervision Poor research methodology Poor writing skills Lack of clear guidelines Low motivation/ Low benefits Inadequate preparation at MSc level Low access to information Low competence of supervisors Too few supervisors Poor analytical skills No experience in proposal writing

4. Guidelines are not clear Inconsistent PhD programs Inflexible PhD format Unclear PhD format Guidelines are not broadly known Ineffective mechanisms to track student progress

5. Not reward/penalty Inadequate PhD Administration Poor discipline of PhD supervisors/examiners Slow liaison procedures External thesis examination too slow Poor follow up on progress/ No mechanism Low motivation

6. Institutional limitations  Poor Research Support Facilities  Inadequate Infrastructure, Poor maintenance, Lack of funds, Poor culture of maintenance,  Low/expired training, Difficulty to maintain qualified staff, Poor quality support staff  Insecure Finance:  Low public Scholarship, Most PhDs are donor funded, Staff Promotion based on PhD acquisition

7. Baseline studies: Respondents involved in the study (SUA) (%) On going PhD students 20.9 PhD students on sandwich programme 4.5 Recent PhD graduates (< 5 yrs) 11.8 Recent PhD graduates (< 5 yrs) of sandwich prog 2.7 Academic Staff 44.5 Academic/Administrative staff 12.7 Administrative 2.7 TOTAL 100

8. Level of awareness of Postgraduate rules and regulations (SUA)

9. Sources of information of PhD rules and Regulations

10. Accessibility of sources of information of the PhD rules and regulations

11. Level of relevance of PhD rules and Regulations

12. Rating of knowledge of the supervisory procedures for PhD programmes

13. Satisfaction with regularity of student/supervisor contact

14. Current situation of contribution of publication to PhD

15. Publication to contribute to final evaluation of PhD

16. If Compulsory courses should be introduced in PhD programmes

17. Outcome of the project on the University  Revision of Existing rules and regulations.  Options for PhD thesis- papers or manuscript  Introduction of compulsory Ph D courses for some programmes  Several PhD courses developed-voluntary  4 day training course for supervisors

18. Obligations of academic boards Can we work together? What you do is so important for the success of my work

19. Challenges:We can do this if:  Support for the trainers in supervision is sustained  A significant proportion of the supervisors are trained in supervision.  The remaining supervisors get training and information during the coming years.

20. Current Characteristics of supervisors  a very diversified group.  Many have had to take part or all of their education abroad  Lack enough authority to foster the changes that are now needed  Too busy or are inadequately motivated to devote time to supervision excellence  Unaware of or lack clear appreciation of rules and guidelines on supervision modalities, frequency, deadlines, milestones and examination

21. The results  Inconsistency due to lack of effective quality assurance.  Poor or no supervision  delays, prolonged studies and, at times, avoidable failures.  Waste of both human and financial resources.  Additional delays from examiners

22. Observations and Implications  Supervisors are the primary target group  Most supervisors have never received any formal training in supervision, but rely on a mixture of experience, routine and flair.  Many tend to supervise the way their own supervisor or mentor supervised them.  Some supervisors are gifted and brilliant supervisors, others are not.  Outstanding students might perform regardless of the quality of the supervision they get but many do not

23. What do we want our Universities to do?  Raise standards for Ph.D. education that are internationally competitive  Make our Universities an attractive study environment for researchers from the region  Attract donor-funded Ph.D. scholarships to the university rather than at other universities

24. WHAT DO WE EXPECT TO ACHIEVE?  Enhance PhD training supervision to produce more consistent and quality thesis produced on time.  Minimize delays, prolonged studies, avoidable failures and waste of both human and financial resources.

25. Why the universities took to the project  Timeliness of the project: there was general commitment to enhance performance in PhD training  Anchoring the project at TOP university administration  Continuous participation of TOP university management in implementation  STRAPA: cooperation of TOP university managers in annual review and planning meetings

26. SOKOINE UNIVERSITY OF AGRICULTURE FACULTY OF AGRICULTURE DEPARTMENT OF ANIMAL SCIENCE Organisation: Annual Joint STRAPA Steering Committee Meetings

27. SOKOINE UNIVERSITY OF AGRICULTURE FACULTY OF AGRICULTURE DEPARTMENT OF ANIMAL SCIENCE PREPARE PhD-project

28. Acknowledgements  Prof. Raphael Wahome- University of Nairobi for contribution to the presentation