Browsing by Author "Leshem, S."

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    The invisible support networks of doctoral candidates : what acknowledgement sections of doctoral theses reveal
    (HESA, 2021) Leshem, S.; Bitzer, E.
    Although some argue that acknowledgement sections should not form part of doctoral theses, others welcome such sections and are of the opinion that they reflect original and personal contributions, constituting a neglected genre. Previous research on acknowledgement texts have focused more on their linguistic characteristics as related to the academic writing of theses. The present study, however, inquired into acknowledgement sections from a social support perspective. The aim of the study was to bring to light the dimension of the social milieu and its importance in supporting doctoral students in successfully achieving their doctorate. More specifically, the study sought to investigate the role of “significant others” in the academic success of doctoral students as reflected in the genres of acknowledgement in doctoral theses by analysing such texts from 30 completed doctoral theses in South Africa and Israel. Follow-up interviews with graduates assisted to probe deeper into the meaning of the texts. Although limited in nature, the study found that, based on who doctoral graduates acknowledge, several role-players and supporters seem to contribute to doctoral success. This includes family members, friends, colleagues, study supervisors, funders and university administrators. What also became clear was that doctoral candidates rely mainly on psycho-social forms of support and that particular kinds of such support are crucial at different stages of the doctoral journey. Acknowledgement studies confirm the doctoral research process as an activity stream that integrates the personal, the interpersonal and the institutional to reveal the mostly hidden, but very important, influences on the doctorate.
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    'Love it when you speak foreign' : a trans-national perspective on the professional development of doctoral supervisors in South Africa
    (2013) Bitzer, E. M.; Trafford, V. N.; Leshem, S.
    Being a successful doctoral supervisor and adhering to international requirements and contexts involve important qualities. Being knowledgeable in disciplines and understanding different methodologies, being sensitive to cultural diversity and cultivating interpersonal relationships are examples. As doctoral candidates and their supervisors carry major responsibilities, doctoral quality and success are associated with several challenges. This paper explores some of these challenges and suggests that candidates and supervisors might contribute more substantially to new knowledge if international quality measures for theses and ‘doctorateness’ (or ‘doctoralness’) are considered. This explorative study reports descriptive and analytical findings from a project in South Africa whereby three senior academics from three countries collaborated and acted as facilitators of research and developmental efforts concerning doctoral education and the professional development of supervisors. Such efforts involved both supervisors and doctoral candidates – the latter whose views are seen as important to shape supervisors’ views of their own supervisory practices and standards for the doctorate. The paper outlines the processes and feedback from a series of developmental opportunities that were created and provides guidelines as to how trans-national efforts – particularly, but not exclusively, in the context of a developing country – can be used to promote doctoral education and supervisor professional development.
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    Perspectives of early career supervisors on navigating the Socio-emotional needs of their doctoral candidates
    (Central University of Technology, 2024-06) Leshem, S.; Bitzer, E.M.
    All supervisors of doctoral research aim at guiding their students towards success on their doctoral journeys. Desired characteristics of successfully guiding doctoral studies have been widely reported in relevant literature and gave rise to various models of exemplary supervisory practice. One area within the supervisory relationship that has received limited attention is the emotional aspect of supervisors' role, their dispositional qualities of mind and character which are key factors in establishing an intellectual and emotional working rapport with candidates. This exploratory qualitative study sought to gain a deepened understanding of how supervisors address the socio-emotional needs of their students. A combination of online and in-person semistructured interviews with ten doctoral study supervisors, and thematic analysis of data, revealed that supervisors fully acknowledge the notion that interpersonal and emotional issues are key factors in the supervisory process. However, the way they see, and experience emotional factors differ. While some regard the supervisory process as an intellectual academic relationship, others regard supervision more as mentoring, allowing more space for selfexpression and emotions. The study's findings carry implications for enhancing the training and support offered to doctoral supervisors and students enrolled in doctoral programmes, as well as identifying potential areas for improvement.