4. The Self-Reflective Student: The role of the student in the supervision process While the supervisor is important in assisting students to get to completion, the student equally has a critical role in this relationship. Below, I, Thulani, set some best practices I have found useful in getting me to completion. 5. Time Management and Goal Setting: It is well known that time management – that is, meeting deadlines for tasks or chapters – is the crux of an effective student-supervisor relationship. Most neglected, however, is goal-setting. In other words, a student should keep the supervisor abreast about both the long and short-term goals of what they want to accomplish with their study. Given the need for checks and balances, self-reflection was a significant factor that compelled me to examine my work, thoughts, and feelings concerning the study. This has helped me avoid being biased but open to other lived experiences related to the abovementioned project. This was further incentivised by my active participation during the supervision process, where I actively listened, contributed to discussions, and shared experiences and ideas for research. 6. Openness to Feedback: I have noted the importance of students viewing this process as an opportunity for growth by being open to the supervisor’s feedback. As much as this can often come across as a criticism of the student’s work and capabilities, I found it useful to ask often for clarification and ways to implement my supervisor’s suggestions. This means that I had to become comfortable admitting when I do not understand, for instance, complex concepts, methodologies or expectations. Yet, I found that through a commitment to professional development, the studentsupervisor process remained vibrant and lively. Showing initiative in my learning by attending workshops and conferences relevant to my studies aided me in staying current with the literature in my field. So, it is a student’s role to communicate with their supervisor, to take responsibility for the learning journey, and to hold the supervision process accountable to ensure it effectively meets their needs. This is particularly essential because students can feel misplaced and alienated from their initial research idea(s), defeating the purpose of knowledge as a collective endeavour. Image 4: Reading and Writing Accountability Group debrief. 2022 Given the need for checks and balances, selfreflection was a significant factor that compelled me to examine my work, thoughts, and feelings concerning the study. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 98
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