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Autobiography Reflecting on Academic Leadership and Management and Doctoral Supervision: From Childhood to Academia

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Title: Autobiography Reflecting on Academic Leadership and Management and Doctoral Supervision: From Childhood to Academia
Language: English
Authors: Mamothibe Thamae (ORCID 0000-0002-4304-2572)
Source: Educational Research and Reviews. 2025 20(1):1-9.
Availability: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Experience, Autobiographies, Foreign Countries, Leadership, Educational Administration, Management Development, Doctoral Students, Supervisors, Supervisory Training, Administration, Higher Education, Reflection, Barriers, Career Pathways
Geographic Terms: South Africa
ISSN: 1990-3839
Abstract: My academic leadership journey was challenged by multiple factors, ranging from underprivileged households, poor school, inadequacy of academic writing skills, heavy university loads, and full-time job responsibilities. My academic journey influenced my supervision. It was marred by delayed completion of academic projects and throughput. The primary objective of this autobiography is to reflect on my lived experiences of academic leadership and management, and doctoral supervision journey using Ubuntu Pedagogy. This autobiography is undergirded by an interpretive paradigm, adopting a qualitative case methodology to unpack my lived experiences in academic and postgraduate studies and supervision. I used a mental map to reflect on my lived experiences and revisited my previous diaries, notes, and reflexive reports to compile this autobiography. The research findings reflect a limitation and impediment to doctoral students' success caused by changes from a well-resourced research environment to a constrained one. I strongly believe in a (modified) one-to-one peer learning approach, as shaped and influenced by my lived experiences from childhood on one-to-one peer learning, as the best method of supervision pedagogy. I recommend that universities should improve the research environment and research provisioning. Furthermore, supervisors should be capacitated and encouraged to adopt Ubuntu Pedagogy in their doctoral supervision journeys.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463612
Database: ERIC
FullText Text:
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  Data: Autobiography Reflecting on Academic Leadership and Management and Doctoral Supervision: From Childhood to Academia
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  Data: <searchLink fieldCode="AR" term="%22Mamothibe+Thamae%22">Mamothibe Thamae</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4304-2572">0000-0002-4304-2572</externalLink>)
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  Data: My academic leadership journey was challenged by multiple factors, ranging from underprivileged households, poor school, inadequacy of academic writing skills, heavy university loads, and full-time job responsibilities. My academic journey influenced my supervision. It was marred by delayed completion of academic projects and throughput. The primary objective of this autobiography is to reflect on my lived experiences of academic leadership and management, and doctoral supervision journey using Ubuntu Pedagogy. This autobiography is undergirded by an interpretive paradigm, adopting a qualitative case methodology to unpack my lived experiences in academic and postgraduate studies and supervision. I used a mental map to reflect on my lived experiences and revisited my previous diaries, notes, and reflexive reports to compile this autobiography. The research findings reflect a limitation and impediment to doctoral students' success caused by changes from a well-resourced research environment to a constrained one. I strongly believe in a (modified) one-to-one peer learning approach, as shaped and influenced by my lived experiences from childhood on one-to-one peer learning, as the best method of supervision pedagogy. I recommend that universities should improve the research environment and research provisioning. Furthermore, supervisors should be capacitated and encouraged to adopt Ubuntu Pedagogy in their doctoral supervision journeys.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 1
    Subjects:
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Autobiographies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Leadership
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      – SubjectFull: Educational Administration
        Type: general
      – SubjectFull: Management Development
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Supervisory Training
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      – SubjectFull: Administration
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Reflection
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Career Pathways
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      – SubjectFull: South Africa
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      – TitleFull: Autobiography Reflecting on Academic Leadership and Management and Doctoral Supervision: From Childhood to Academia
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