Navigating Without a Compass: A Qualitative Case Study on the Experiences of Postgraduate Students with Unstructured or Absent Supervision

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i6.1741

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology

DOI:

https://doi.org/10.51168/sjhrafrica.v6i6.1741

Abstract

Background
Postgraduate supervision is critical to academic success and student well-being in higher education. However, many students encounter challenges due to unstructured, inconsistent, or absent supervision, resulting in research delays, emotional distress, and reduced academic confidence. This study explores the lived experiences of postgraduate students navigating their academic journeys without adequate supervisory support.

Methods
A qualitative case study design was employed to gain an in-depth understanding of postgraduate supervision experiences. The study was conducted at a public South African university, with a purposive sample of 20 participants comprising 15 master’s students and 5 doctoral students across disciplines including science, education, and humanities. Data were collected through 12 semi-structured interviews and two focus group discussions involving 8 participants. Thematic analysis, guided by Braun and Clarke’s six-step framework, was used to identify key themes related to supervisory relationships, emotional well-being, institutional support, and coping strategies.

Results
The findings reveal that 85% of participants experienced irregular communication, lack of timely feedback, and minimal academic guidance. These deficiencies often led to confusion, demotivation, academic isolation, and project delays. Students with access to informal mentorship or peer networks exhibited greater resilience. Institutional supervision policies were often poorly communicated or inconsistently enforced, compounding the challenges faced by students.

Conclusion
Unstructured or absent postgraduate supervision detrimentally affects both academic progress and mental health. Inconsistent supervisory practices foster environments of uncertainty and frustration, frequently pushing students toward informal support systems.

Recommendations
Higher education institutions should establish and enforce clear supervision policies across faculties. Supervisor training and performance monitoring must be institutionalized. Furthermore, accessible grievance channels, formal mentorship programmes, and peer support networks should be integrated to bridge supervisory gaps and promote student success.

References

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Grant, B. M. (2005). The pedagogy of graduate supervision: Figuring the relations between supervisor and student. Auckland: The University of Auckland.

Wisker, G., & Robinson, G. (2014). Doctoral ‘orphans’: Nurturing and supporting the success of postgraduates who have lost their supervisors. Higher Education Research & Development, 33(2), 300–313.