Experiences of Novice Supervisors in South Africa: A Decolonial Practical Theological and Sociological Scoping Review Protocol
Résumé
The landscape of South African higher education has been principally affected by the forces of transformation, equity, decolonisation and the pressure for research productivity since the establishment of democracy in 1994. This has intensified the need for postgraduate supervision and highlighted the importance of supervisory capacity, particularly among novice academics who are often appointed without structured preparation for this role. While there has been substantial attention to approaches to postgraduate supervision within South African higher education institutions, relatively little is known about the experiences of novice postgraduate supervisors working within conditions of transformation, decolonisation, and increased research productivity. The purpose of this protocol is to provide a description of a scoping review to systematically locate and synthesise existing literature on novice postgraduate supervisors in South Africa. The review is guided by a decolonial practical theological framework that integrates concepts of formation, accompaniment, and reflexive praxis, complemented by sociological analyses of institutional power in postgraduate supervision. The review will utilise the Joanna Briggs Institute methodology along with decolonial and sociological lenses to identify the supervisors’ challenges in providing supervision and the gaps in the literature on novice postgraduate supervisors. It will address the dynamics of supervision, supervisors’ professional identity development, the support institutions provide to supervisors, and the possibility of developing decolonial supervision practices. The findings of this scoping review are anticipated to provide evidence for the development of appropriate frameworks for supervisor support in this context, along with recommendations for policy and capacity-building for higher education institutions in South Africa.
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