Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda

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dc.contributor.authorNetalisile Malunda, Paul
dc.contributor.authorAtwebembeire, Juliet
dc.contributor.authorNamubiru Ssentamu, Proscovia
dc.date.accessioned2023-05-17T17:04:26Z
dc.date.available2023-05-17T17:04:26Z
dc.date.issued2021
dc.description.abstractThis study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.en_US
dc.identifier.citationMalunda, P. N., Atwebembeire, J., & Ssentamu, P. N. (2021). Research supervision as an antecedent to graduate student progression in the public higher institutions of learning in Uganda. International Journal of Learning, Teaching and Educational Research, 20(5), 73-95. https://doi.org/10.26803/ijlter.20.5.5en_US
dc.identifier.urihttps://doi.org/10.26803/ijlter.20.5.5
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8725
dc.language.isoenen_US
dc.publisherInternational Journal of Learning, Teaching and Educational Researchen_US
dc.subjectResearch supervisionen_US
dc.subjectStudents’ progressionen_US
dc.subjectHigher institutions of learningen_US
dc.titleResearch Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Ugandaen_US
dc.typeArticleen_US
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