Adaptive Systems and Transformational Processes for Novice Mentee Postgraduate Supervisors within an Open Distance eLearning Institution

Abstract

There is a widespread assumption that newly appointed academics in universities possess the qualifications and experience to fulfil the requirements of postgraduate supervision. This study explored the adaptive systems and transformational processes that are critical to helping supervisors and students navigate the complex and evolving landscape of academic research and development in an Open Distance eLearning (OdeL) institution. Six novice mentee postgraduate supervisors were carefully selected from a pool of freshly hired academics from diverse departments of the College of Education at the ODeL institution in South Africa. Constructivism learning theory served as a theoretical underpinning for the transformational paradigm. The data were gathered using an open-ended questionnaire and a follow-up face-to-face semi-structured interview with five of the six participants. Thematic analysis was done to determine themes. The findings emphasise the rewarding benefits of postgraduate supervision while raising concerns regarding experienced mentors’ communication abilities as a possible risk. To improve adaptive systems and transformative processes, the study proposes establishing a supportive institutional culture that values mentorship, diversity, equity, and inclusion. The study contributes to policy formulation, training, and successful delivery of modified systems and transformational processes to support novice mentee postgraduate supervisors in their academic and professional development.