Characteristics of Post Graduate Education Research Mentoring in Universities in Nigeria: Curricular Enhancement Strategies

Autor/inn/en	Olibie, Eyiuche Ifeoma; Agu, Ngozi Nwabugo; Uzoechina, Gladys O.
Titel	Characteristics of Post Graduate Education Research Mentoring in Universities in Nigeria: Curricular Enhancement Strategies
Quelle	In: Journal of Curriculum and Teaching, 4 (2015) 1, S.156-166 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Foreign Countries; Mentors; Graduate Students; Student Research; Research Skills; Questionnaires; Supervisory Methods; Student Satisfaction; Student Surveys; Values; Curriculum Enrichment; Educational Strategies; Inservice Teacher Education; Supervisory Training; Curriculum Guides; Methods Courses; Teacher Background; Extracurricular Activities; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Forschungsleistung; Fragebogen; Schülerbefragung; Wertbegriff; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Lehrstrategie; Lehrerfortbildung; Curriculare Materialien; Methodisch-didaktische Anleitung; Außerunterrichtliche Aktivität
Abstract	Globally, the post graduate education landscape simultaneously undergoes rapid and tremendous changes with emphasis on research through equipping students with the necessary skills and knowledge to foster the growth of independent, creative and lifelong researchers. Among the resources to facilitate this aim, mentoring plays a vital role. This paper investigated the characteristics of research mentoring provided to post-graduate students in universities in Southern Nigeria. Two research questions were used. Proportionate stratified sampling technique was used to select 180 post graduate students for the study. A 27-item questionnaire was used to collect data which was analysed using frequencies and percentages. Findings indicate that research mentoring across institutions was characterized by supervisor's criticisms without providing insights, setting of unrealistic deadlines and expectations, and erosion of students' self-esteem. Focus on improving technical research skills, communicating high expectations, self-monitoring processes, encouraging active knowledge construction process, widening networks for research improvements, and supervisor-supervisee brainstorming were almost lacking. The observed characteristics would not in any way serve as catalysts for research as they are most unlikely to promote quality post graduate research. Recommendations were made to propose curricular enhancement strategies to reinvigorate research mentoring for quality postgraduate research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01