Supervisors’ lived experiences in advancing postgraduate research: From access to success at a South African university

Supervisors’ lived experiences in advancing postgraduate research: From access to success at a South African university

Owen Madalambana

Issue: Vol. 7 No. 7 2026 Article 12 pp. 851- 860
DOI : https://doi.org/10.38159/jelt.20267712 Published online 25th September 2026.

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ABSTRACT

This article investigates how supervisors contribute to epistemic justice by promoting postgraduate research from the point of access to eventual academic success. Fricker’s theory of epistemic justice underpins the research, guided by an interpretive paradigm. A qualitative methodology with a phenomenological design was employed, and data was collected through interviews with two purposively selected supervisors. Key findings highlight that supervisor motivation and candidates’ strong academic backgrounds significantly influence timely completion. Constructive supervisor-supervisee relationships foster effective progress, while institutional support through a conducive learning environment enhances research productivity. The personal traits of postgraduate students also play a pivotal role in determining the duration of study. Recommendations include promoting balance between academic and personal commitments, increasing supervisory capacity, improving infrastructure, and enhancing academic writing and research mentorship to improve completion rates. This study contributes to scholarship by deepening the understanding of supervisors’ roles in promoting epistemic justice within postgraduate education, particularly in the South African context. The study adds to the limited body of research that explores the lived experiences of supervisors from an epistemic justice perspective, moving beyond purely administrative or pedagogical concerns to ethical and relational dimensions of supervision. Furthermore, it offers practical insights into how supervisor motivation, institutional support, and student attributes intersect to influence postgraduate research success. These findings inform policy, training, and institutional reforms aimed at improving postgraduate throughput and enhancing the quality of research supervision in higher education.

Keywords: Postgraduate success, knowledge advancement, supervisor support, epistemic justice, supervisor-supervisee dynamic.

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AUTHOR(S)

Owen Madalambana is an accomplished academic and Senior lecturer with the following research niche areas: History Education, Educational Leadership, Management and Policy. His ongoing scholarly work and professional engagements reflect a strong commitment to advancing educational practice and fostering inclusive, evidence-based approaches to leadership and teaching.

TO CITE ARTICLE

Madalambana, Owen. “Supervisors’ Lived Experiences in Advancing Postgraduate Research: From Access to Success at a South African University.” Journal of Education and Learning Technology 7, no.7 (2026): 851 – 860. https://doi.org/10.38159/jelt.20267712