Knowledge-transfer Practices in Postgraduate Supervision: An Analysis of Selected South African Universities

Abstract

Postgraduate supervision is a critical aspect in Higher Education Institutions (HEIs) especially considering the targets set by government regarding the production of PhD students across all disciplines. The efficacy of tacit knowledge transmission during postgraduate supervision significantly influences student achievement, rendering it a crucial element in higher education outcomes. The success or failure of a PhD thesis is heavily dependent on knowledge-transfer techniques in postgraduate supervision. The study explores the nature of knowledge transfer practices in postgraduate supervision in selected South African universities. The study employed a mixed methods research approach philosophically grounded in pragmatism, gathering survey data through questionnaires and qualitative insights via interviews with PhD holders who are postgraduate supervisors at four selected HEIs in South Africa. The survey instrument demonstrated strong reliability, indicated by a Cronbach alpha of 0.8. Additionally, thematic analysis was conducted utilising NVivo software, version 14. The research findings indicate that South African universities employ coaching and mentoring strategies to facilitate the transfer of supervisory tacit knowledge among experienced, aging, and early-career supervisors albeit some serious challenges. Supervisory knowledge is often implicit and largely held by experienced supervisors and researchers, making it challenging to transfer through formal organisational structures and systems. The study reveals that postgraduate supervisors in South African universities play a crucial role in knowledge transfer practices that enhance current and future supervision capabilities. While these practices—such as informal knowledge sharing, feedback, co-supervision, collaboration, writing retreats, and formal meetings—are largely effective, there remain areas for improvement. The study's empirical exposure of knowledge-transfer processes in postgraduate supervision at a few South African universities makes it unique as it brings into the limelight unique cases relating to knowledge-transfer practices in postgraduate supervision in selected South African higher education institutions.