Fostering innovation in higher education: the symbiotic relationship between postgraduate research and supervision

Abstract

This paper explores the interconnectedness of postgraduate research and supervision in South African higher education, highlighting its impact on innovation, teaching, and learning. Effective supervision is crucial for fostering critical thinking, problem-solving, and intellectual curiosity. If done properly, effective supervision can potentially lead to groundbreaking discoveries and enriched academic landscapes. However, challenges like poor communication and moral dilemmas can hinder the research supervision process, emphasising the need for clear roles and a strong working relationship between students and supervisors. Drawing from Social Constructivism and a university-funded study, this paper argues that acknowledging and cultivating this symbiotic relationship is crucial for driving progress in research, teaching, and social justice agendas. The findings, based on insights from novice and seasoned research supervisors and their students, contribute to the literature on research supervision and its role in unleashing student potential. This paper is purely theoretical and it aims to enhance the quality of postgraduate research and its impact on higher education, ultimately strengthening institutions as centres of learning and innovation.