Supervision stress: The psychological impact of poor supervision on postgraduate students - A qualitative single-case study design.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i6.1716

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology

DOI:

https://doi.org/10.51168/sjhrafrica.v6i6.1716

Keywords:

Postgraduate supervision, Student Mental Health, Supervision Stress, Higher Education, Qualitative Case Study, Academic Support Structures, Supervisor-Student Relationship, Institutional Policy, South African Universities, Research Supervision Challenges

Abstract

Background
Postgraduate students often encounter significant academic pressures, with poor supervision emerging as a critical yet underexplored contributor to psychological distress. Inadequate supervisory support, inconsistent communication, and delayed feedback can severely hinder research progress while intensifying stress, anxiety, and burnout. Although research indicates a strong correlation between supervisory relationships and student mental health, institutional responses, particularly in resource-constrained South African universities, remain insufficient.

Methods

A qualitative single-case study design was employed at a South African public university. Data were gathered through semi-structured interviews and focus groups involving 20 participants: 12 postgraduate students, 5 academic supervisors, and 3 postgraduate program coordinators. Purposive sampling ensured participants had relevant supervisory experience. The thematic analysis focused on emotional strain, academic delays, coping mechanisms, and institutional responses.

Results

Eighty percent (80%) of students reported moderate to severe emotional stress linked to poor supervision. Common stressors included infrequent feedback, unclear research direction, and supervisor unavailability. Students frequently expressed feelings of isolation, self-doubt, and, in some cases, depression. Supervisors cited high workloads and limited training as barriers to effective supervision. Coordinators acknowledged the absence of institutional tools to track student well-being or assess supervisory effectiveness.

Conclusion

The study demonstrates that poor supervision is a significant driver of psychological distress among postgraduate students. Despite the risks, institutions often lack proactive mechanisms to support student mental health or improve supervisory practices.

Recommendations

Universities should implement compulsory supervision training that incorporates mental health awareness, communication, and conflict resolution. A centralized system for monitoring supervision quality and student well-being is essential. This should include timely feedback, accessible complaint processes, and mental health support. Regular supervisor evaluations based on student feedback are crucial to promoting accountability and enhancing postgraduate experiences.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology

Dr. Sibonelo Thanda Mbanjwa is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

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