Postgraduate Thesis and Dissertation Supervision in Higher Education (T/DSiHE) in the Sub-Saharan Africa Region: A Systematic Review of a Decade (2014-2024) Literature
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| Title: | Postgraduate Thesis and Dissertation Supervision in Higher Education (T/DSiHE) in the Sub-Saharan Africa Region: A Systematic Review of a Decade (2014-2024) Literature |
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| Language: | English |
| Authors: | Dickson Okoree Mireku (ORCID |
| Source: | Discover Education. 2026 5. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Masters Theses, Doctoral Dissertations, Supervision, Educational Trends, Mentors, Geographic Regions, Regional Characteristics, Differences, Graduate Students, Doctoral Students, Supervisor Supervisee Relationship, Social Isolation, Faculty Workload, Supervisory Training, Collaborative Writing, Cooperative Learning |
| Geographic Terms: | Nigeria, Ghana |
| DOI: | 10.1007/s44217-026-01383-3 |
| ISSN: | 2731-5525 |
| Abstract: | This study examines postgraduate thesis and dissertation supervision practices within Sub-Saharan African (SSA) higher education institutions between 2014 and 2024 through a systematic review guided by PRISMA methodology. The findings revealed a fluctuating trend in research output over the decade, with 2015 emerging as the second most productive year, while a notable decline was recorded in 2023 and 2024. Western SSA emerged as the dominant sub-region, contributing 41.55% of the studies, with Nigeria leading with 14 studies (21.54%), followed by Ghana with 5 (7.69%). No research was recorded from Central SSA, revealing a major geographical gap. Qualitative methods were most frequently employed, accounting for nearly half of all studies, often using interview guides and document analysis. Students were the most studied group, with small sample sizes (≤ 150) dominating, though several studies targeting students employed larger samples. The most cited supervision challenge was limited supervisor accessibility, which students linked to prolonged completion times and academic isolation. Excessive supervision workloads and difficulties in mentoring underprepared students were commonly reported by academic staff. Strengthening supervision systems through formal supervisor training, improved access to research infrastructure, and peer support mechanisms--such as group writing sessions and collaborative learning--emerged as the most recommended practices. Regionally responsive and well-supported supervision models are needed to promote equitable and effective postgraduate research mentorship across SSA higher educational institutions. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1514055 |
| Database: | ERIC |
| Abstract: | This study examines postgraduate thesis and dissertation supervision practices within Sub-Saharan African (SSA) higher education institutions between 2014 and 2024 through a systematic review guided by PRISMA methodology. The findings revealed a fluctuating trend in research output over the decade, with 2015 emerging as the second most productive year, while a notable decline was recorded in 2023 and 2024. Western SSA emerged as the dominant sub-region, contributing 41.55% of the studies, with Nigeria leading with 14 studies (21.54%), followed by Ghana with 5 (7.69%). No research was recorded from Central SSA, revealing a major geographical gap. Qualitative methods were most frequently employed, accounting for nearly half of all studies, often using interview guides and document analysis. Students were the most studied group, with small sample sizes (≤ 150) dominating, though several studies targeting students employed larger samples. The most cited supervision challenge was limited supervisor accessibility, which students linked to prolonged completion times and academic isolation. Excessive supervision workloads and difficulties in mentoring underprepared students were commonly reported by academic staff. Strengthening supervision systems through formal supervisor training, improved access to research infrastructure, and peer support mechanisms--such as group writing sessions and collaborative learning--emerged as the most recommended practices. Regionally responsive and well-supported supervision models are needed to promote equitable and effective postgraduate research mentorship across SSA higher educational institutions. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-026-01383-3 |
