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A key agent of societal change? : Supervisors as role models for postgraduate students in Uganda

Brodin, Eva LU orcid ; Katusiimeh, Mesharch ; Sekiwu, Denis ; Babugura, Agnes ; Agaba, Moses ; Tibesasa, Ruth ; Ayebare Kebirungi, Martha ; Nabimanya, Boaz ; Arineitwe, Shine and Steen, Karin LU (2025) Postgraduate Supervision Conference
Abstract
Postgraduate education has been recognised as a key to bring about societal change. While further capacity building is imperative in this regard in East Africa (Wao et al., 2022), we will in this study focus on how supervisors function as important role models to their students (Brodin et al., 2020). We assume that supervisors’ own approaches to societal change affect their supervisor relationships and practice, and hence also the potential scope of postgraduate students’ critical agency. Thus, in order to promote critical thinking and critical action in students’ development research, we firstly need to consider the conditions for their supervision.

The aim of this study is to explore how research supervisors in Uganda view... (More)
Postgraduate education has been recognised as a key to bring about societal change. While further capacity building is imperative in this regard in East Africa (Wao et al., 2022), we will in this study focus on how supervisors function as important role models to their students (Brodin et al., 2020). We assume that supervisors’ own approaches to societal change affect their supervisor relationships and practice, and hence also the potential scope of postgraduate students’ critical agency. Thus, in order to promote critical thinking and critical action in students’ development research, we firstly need to consider the conditions for their supervision.

The aim of this study is to explore how research supervisors in Uganda view themselves as agents of societal change within postgraduate education, and to depict how their supervisory relationships and practice are shaped by these views, according to their own experience.

Drawing on critical pedagogy (Brookfield, 1987, 2005; Freire 1970/2005), we are thus theoretically interested in research supervisors’ sense of societal agency in a developing country, such as Uganda, with its colonial history and deep respect for cultural traditions. For instance, it is well known that the supervisor-student relationship is traditionally characterised by a strong hierarchy in East Africa – which may prevent both supervisors and students from realising their full potential as critical agents of societal change.

Based on interviews with postgraduate supervisors from different faculties at a public university in Uganda, our results show how their sense of societal agency feeds into their supervisory practice (as reported by the respondents themselves). We will also share educational facilitators and barriers experienced by the supervisors in this regard. The results of this study are useful for capacity building in postgraduate education in developing countries – especially when it comes to supervisor training. (Less)
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author
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organization
publishing date
type
Contribution to conference
publication status
unpublished
subject
conference name
Postgraduate Supervision Conference
conference location
Stellenbosch, South Africa
conference dates
2025-03-25 - 2025-03-28
project
Interdisciplinary capacity building in East Africa: RESPECT (Responsible Critical Thinking) for human rights of marginalised groups
language
English
LU publication?
yes
id
71b2a781-8a67-4769-aa88-c62997888c15
date added to LUP
2025-04-08 05:30:54
date last changed
2025-05-05 11:03:13
@misc{71b2a781-8a67-4769-aa88-c62997888c15,
  abstract     = {{Postgraduate education has been recognised as a key to bring about societal change. While further capacity building is imperative in this regard in East Africa (Wao et al., 2022), we will in this study focus on how supervisors function as important role models to their students (Brodin et al., 2020). We assume that supervisors’ own approaches to societal change affect their supervisor relationships and practice, and hence also the potential scope of postgraduate students’ critical agency. Thus, in order to promote critical thinking and critical action in students’ development research, we firstly need to consider the conditions for their supervision. <br/><br/>The aim of this study is to explore how research supervisors in Uganda view themselves as agents of societal change within postgraduate education, and to depict how their supervisory relationships and practice are shaped by these views, according to their own experience.  <br/><br/>Drawing on critical pedagogy (Brookfield, 1987, 2005; Freire 1970/2005), we are thus theoretically interested in research supervisors’ sense of societal agency in a developing country, such as Uganda, with its colonial history and deep respect for cultural traditions. For instance, it is well known that the supervisor-student relationship is traditionally characterised by a strong hierarchy in East Africa – which may prevent both supervisors and students from realising their full potential as critical agents of societal change.<br/><br/>Based on interviews with postgraduate supervisors from different faculties at a public university in Uganda, our results show how their sense of societal agency feeds into their supervisory practice (as reported by the respondents themselves). We will also share educational facilitators and barriers experienced by the supervisors in this regard. The results of this study are useful for capacity building in postgraduate education in developing countries – especially when it comes to supervisor training.}},
  author       = {{Brodin, Eva and Katusiimeh, Mesharch and Sekiwu, Denis and Babugura, Agnes and Agaba, Moses and Tibesasa, Ruth and Ayebare Kebirungi, Martha and Nabimanya, Boaz and Arineitwe, Shine and Steen, Karin}},
  language     = {{eng}},
  title        = {{A key agent of societal change? : Supervisors as role models for postgraduate students in Uganda}},
  year         = {{2025}},
}