The College of Humanities and Social Sciences (CHUSS) at Makerere University opened a two-day seminar on September 26, 2024, aimed at improving graduate completion rates among PhD students. The event, held at the Garden Hilton Hotel, gathered new and old supervisors, deans, heads of departments, and administrative staff under the Gerda Henkel PhD-funded program.
Since 2017, CHUSS, in partnership with the Gerda Henkel Foundation, has been implementing a PhD training program. This year, the program admitted ten fellows. The seminar was aimed at sensitizing supervisors and all staff involved in the PhD process do a self-assessment, get new insights into supervision, and strategies to enhance the supervisory role within the college.
The seminar included presentations on various aspects of PhD training, including ethical considerations in PhD research and the policies governing graduate training at Makerere University. Supervisors and supervisees also shared experiences to foster a collaborative environment. Staff were updated on revised policies to Graduate training. The the seminar was closed by the Dr. Justus Twesigye on behalf of the Deputy Principal CHUSS
Mak Implements New Graduate Training Policies: Format for PhD by Researched changed.
In a bid to align with its strategic goal of becoming a research-led institution, Makerere University has introduced significant changes to its graduate training guidelines. These revisions include a new format for PhD programs by research, mandatory training for academic staff, and refined supervision protocols aimed at improving completion rates. The updates were presented by Associate Professor Julius Kikooma, Deputy Director of the Directorate of Graduate Research and Training (DRGT), during the CHUSS Supervisors Retooling Workshop on September 27, 2024, at Hilton Garden Hotel, Kampala.
Prof. Kikooma highlighted the revision of the PhD by research curriculum, where students will now follow a structured program with defined milestones. The new format requires a minimum of three years of study and 40 credit units, integrating cross-cutting courses, thesis development, and research communication.
"The current PhD framework lacked formal guidelines and clear milestones, which this revision addresses," Prof. Kikooma noted, emphasizing the need for clear timelines and targets for research students.
Additionally, the new admission process will follow a cohort system starting in the 2024/2025 academic year, with two intakes per year to streamline the management and tracking of student progress.
Another major development is the introduction of formal, centralized training for Graduate supervisors, mentors and academic staff. "We are focusing on improving pedagogical skills, supervision, and mentorship to enhance the overall quality of graduate training," said Prof. Kikooma.
He said a curriculum has been designed with the help of the school of education for Senate approval. This policy mandates all academic staff to receive periodic refresher trainings. Kikooma said, the Directorate initiated a needs assessment survey whose results will inform the design of the specific retooling programmes.
The Director outlined the specific roles of each university unit towards achieving the strategic goal and implored staff to acquaint themselves with the revised Graduate Handbook (2024 edition), as a crucial tool for academic staff and administrators. The handbook contains detailed guidelines on various aspects of graduate training, from admission procedures to supervision, research policy, and intellectual property management to entire
Deputy Principal Urges Localized Discussions in Academic Departments to Enhance Progress
Closing the two-day retooling seminar, Dr. Justus Twesigye implored colleagues at Makerere University to intensify discussions at the departmental and school levels to ensure a coherent strategy in addressing university challenges.
He expressed gratitude to all participants for their engagement throughout the seminar. "We need more focused conversations at the departmental level. Without consensus, even within departments, progress is hindered," he remarked, citing examples where disagreements on research design and methods had stalled progress in some academic units.
Dr. Justus highlighted the need for continuous learning and adaptation, even among senior faculty members. "Continuous learning is essential, even for full professors. We must engage with our students and stay updated with changes in our fields, like the shift from APA version 6 to version 7," he noted.
He praised the seminar’s speakers for challenging participants to reflect on overlooked issues and acknowledged the commitment of the seminar attendees. "You are a special breed, staying till the end amidst competing priorities. This distinguishes you and shows your commitment to advancing knowledge," he said.
Dr. Justus further encouraged the convenors to continue organizing such workshops, emphasizing the need for regular, localized discussions in academic departments. "We don’t need to wait for one year or for sponsors to hold workshops. We should initiate more frequent dialogues within our departments," he advised.
Ethics Expert Calls for Ethical Supervision in Graduate Research
Grace Milly Kibanja, an expert in ethics and psychology, called for enhanced ethical standards in graduate supervision. She emphasized the critical role supervisors play in developing the ethical competencies of their students, who are future supervisors themselves.
Kibanja reminded attendees of the need to conduct research ethically, noting, "We as supervisors are responsible for ensuring that our supervisees not only complete their research but do so in a manner that adheres to ethical guidelines." She urged supervisors to be flexible, respecting students' autonomy while guiding them toward professional growth.
Addressing fairness, Kibanja highlighted the importance of establishing clear expectations with students at the outset. "Fairness depends on whether both parties feel they are getting what they want from the relationship," she said, stressing that supervisors should not assume all students have identical needs. She urged supervisors to consider the unique requirements of each student, thereby fostering a productive relationship.
Kibanja also stressed the need for supervisors to avoid harm, noting that negative interactions, such as harsh words or dismissive communication, can have a lasting psychological impact on students. "Sometimes the way we respond to students causes harm without us even realizing it," she warned.
In her conclusion, Kibanja underscored the ethical responsibilities of supervisors, including honesty, fairness, and mutual benefit. She reminded supervisors to avoid exploiting their students for personal academic gain, urging them to create an environment where both parties can learn from each other.
Insights from Supervisees: A PhD Candidate’s Experience
In an address during the seminar, Deo Kannamwangi, a former PhD student at Makerere University and now staff and supervisor shared his journey of supervision under the Gerda Henkel PhD Funded program from 2017 to 2021. Kannamwangi reflected on both the rewarding and challenging aspects of being part of the first cohort in the program, which focused on caretaking supervision in the Department of History, Archeology and andCultural Studies.
Kannamwangi expressed excitement at being offered the opportunity to pursue a PhD, yet quickly found that the research proposal he had submitted needed significant revision. “The process of harmonizing ideas was overwhelming. What I had initially wanted to research was not possible, and this was not unique to me,” he explained. Despite the confusion, students were encouraged to keep moving forward.
The program's first cohort encountered additional challenges, including strict deadlines and adapting to a new cohort-based supervision model. “We were the pioneers, so there were no previous cohorts to consult with,” Kannamwangi noted, while praising the efforts of coordinators such as Dr. Edgar Nabutani and Dr. Levis Mugumya for their support.
One area that required improvement, according to Kannamwangi, was the doctoral seminars. “They were too general, which added to our confusion. The seminars have since improved to better meet the needs of specific disciplines,” he stated. He also highlighted the value of attending conferences, which helped him and his peers gain networking opportunities and presentation skills.
Reflecting on supervisory relationships, Kannamwangi emphasized the importance of maintaining a positive rapport between students and supervisors. “Once the relationship is damaged, the journey becomes harder,” he warned, suggesting that setting clear expectations from the outset can prevent misunderstandings.
Dr. Isaac Tibasiima, now a staff and supervisor observed a complex interplay of challenges and dynamics within the academic environment. He described his experiences with a supervisory team that, despite its ups and downs, genuinely cared about his success. Notably, he found support from supervisors, who were instrumental during tough times, though he also encountered moments of frustration and fatigue. This highlights the emotional toll of supervisor-supervisee relationships and the necessity for supportive environments in academia.
Tibasiima candidly shared his struggles particularly depression, underscoring how the pressures of academic life can affect students. He emphasized the growing number of graduate students in departments like Gender and Women's Studies, which strains the already limited faculty resources, resulting in a backlog of students awaiting guidance. This situation raises concerns about the quality of supervision and the overall academic experience for students.
Dr. Tibasiima discussed the shift towards a research-led university model, which he said complicates the existing challenges of limited staffing and increasing student enrollment. Tibasiima pointed out the crisis in the Department of Literature, where an imbalance between the number of students and available supervisors has led to a significant backlog, affecting both faculty and students emotionally.
He emphasized the need for conversations about these issues within the university, questioning how students perceive their experiences and what improvements can be made.
Furthermore, Tibasiima highlighted the disconnect between the scientific frameworks prescribed by the university and the unique needs of humanities and social sciences. He expressed a desire to better articulate the value and practices of humanities scholars within the university system, particularly regarding thesis presentations and examinations.
Overall, Supervisees experiences underscored the complexities of navigating doctoral studies at Makerere University, the critical role of supportive supervisory relationships, and the urgent need for systemic changes to address the challenges faced by both students and faculty.
Recommendations from the seminar
The conversation on improving PhD training yielded several important recommendations aimed at enhancing the overall quality and efficiency of doctoral programs. One key suggestion is the need for institutions to clearly define the expected outcomes of their PhD programs. This means outlining the specific skills, knowledge, and competencies that PhD graduates should acquire by the end of their training. This clarity will help structure activities and support mechanisms to ensure that students are well-equipped to meet these expectations.
Another major recommendation is to improve the functionality of doctoral committees. It was noted that these committees should be more than just formal structures; they need to actively guide and support students through their research journey.
Furthermore, supervisor-student relationships must be strengthened, with supervisors offering constructive guidance without burdening students with personal or institutional frustrations. This will help create a more conducive environment for academic and emotional support.
A critical point of discussion was the need to focus on student publications. Many students either do not publish or publish in predatory journals, which diminishes the quality of their work. Supervisors are encouraged to actively engage in the publication process and ensure students are submitting to reputable journals. There was also a call to reassess the publication requirement of two articles within three years, which many find unrealistic. A reduction to one article, coupled with better support, was suggested as a more feasible approach.
Additionally, the staffing and supervision challenges within the university were addressed. With the current shortage of active professors, especially due to age-related restrictions, there is a pressing need to explore solutions to maintain academic leadership and quality supervision for PhD candidates.
One practical suggestion was the incorporation of these recommendations into the college committee chaired by Prof. Abasi. By integrating these strategies into the broader college framework, it will ensure that the changes are implemented and regularly evaluated, ultimately improving the PhD training experience across the board.