Parque Tercer Milenio 1998-

The relationship between a supervisor and postgraduate student is important. According to Holderness (2000), the context within which postgraduate supervision is administered is different, and more advanced than it was more than a decade ago. Due to the increase in enrolment of postgraduate students and the need for universities to increase their output of graduates, lecturers and supervisors are under pressure to lecture, produce research and supervise their Master’s and Doctoral students for completion within specific periods. What this means then is that the ratio of student to supervisor has increased, leaving lecturers overworked. At the same time, this impacts on the students, particularly international postgraduate students who are usually given bursaries to complete their thesis work in a specific timeframe. Having access to their supervisors to guide them through the proposal and thesis work is important, and the participants in the study all highlighted this as a significant factor that impacted on their ability to complete their work timeously.

According to Mpho, her relationship with her supervisor was compromised when she was working on her proposal. She encountered a problem where her supervisor got ill, but did not communicate his inability to continue working with his postgraduate students timeously, which slowed down her progress. She continued to work on her proposal on her own but when it came to defending her research proposal, her supervisor was on sick leave and would not respond to her emails. Feeling frustrated, she arranged a meeting with the head of department to explain how this was affecting her, although she listened to her concerns nothing was done about

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assisting her while her supervisor was on extended sick leave. She was only allocated an interim supervisor two months later, who first had to familiarise herself with Mpho’s work before they could start working together. Mpho explains that,

After the new supervisor read my work, she told me my topic and study were not clear, and we had to start all over. What made me sad was the fact that I had worked with my previous supervisor for over seven months, and he had approved my work. I had to change my whole study. But with that also, when he came back from sick leave I was going to work with him again, on a study he didn’t know. It really set me back, and affected my timeframe. (Mpho, individual interview, 2017)

Lineo also states that communication with her supervisor is weak. She states that her supervisor does not communicate unless she initiates communication through emails. As she puts it,

If I do not send him an email, he also does not say anything. The thing is, I don’t know how much I can speak to him, when it is appropriate to do so, I can’t strike the balance between over communicating or being too silent. (Lineo, individual

interview, 2017)

Paballo has a rather different relationship with her two supervisors. She states that they are both supportive, and are always willing to help where they can. Her problem though, is that her two supervisors are not on good terms, and for a long time their personal vendetta got in the middle of her studies. Paballo commented that,

Sometimes I meet the one supervisor and they approve my work, and when I speak to the other one, they ridicule what I have done. It is difficult to work with two people who can’t seem to agree on a way forward, and that affects my work. However, I have really decided to go with what my main supervisor says, because she has the final word. (Paballo, individual interview, 2017)

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The experiences described by the participants can be understood through Bourdieu’s metaphor of ‘playing the game’. None of the students understood the protocol, or in Bourdieu’s terms, the rules of the game, for interacting with their supervisors. While this might be a factor in any student-supervisor relationship, for the participants in the study these factors were enhanced by the cultural differences that they had already encountered at SU.

Yosso, building on Bourdieu’s notion of cultural capital uses the concept of navigational capital in reference to a skill that individuals use to manoeuvre through social institutions. As Yosso (2005:80) states, navigational capital refers to a students’ ability to manoeuvre his or her way through an institution that is dissimilar to one’s family and community cultural background. As discussed in chapter six, SU as a HWI, for the six participants in the study, presented itself as a social field that was significantly at odds with the social field of NUL where they completed their undergraduate studies. Yosso describes the need for students to develop navigational strategies in order to become successful within what she terms “racially-hostile university campuses” (2005:80). She further notes that students need to develop “academic invulnerability” in order to “sustain high levels of achievement, despite the presence of stressful events and conditions that place them at risk of doing poorly at school and, ultimately dropping out of school” (p. 80).

Yosso (2005) cites the need for resilience, which according to her, is proven in students’ ability to apply resistant capital. Resistant capital refers to the knowledge that students derive from home communities, which they apply to difficulties encountered at a field that they feel oppresses them. With this capital, students engage in behaviours and practices that allow them to resist the feelings and experiences of subordination.

7.6. Conclusion

This chapter has provided an analysis and interpretation of the experiences of postgraduate Lesotho students in the pedagogic filed of Stellenbosch University. In this chapter, I give a

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description of students as they attempt to navigate the teaching and learning domain of a university that is culturally different to what they have known in their undergraduate study. Findings in chapters five and six have shown that the experiences of students in all domains are interdependent in making up their arduous journeys at SU.

Participants in this study have all been to a university prior to their enrolment at SU, and their knowledge of a university field planted in them expectations of how a university should be like. The core finding of their experiences in the pedagogic domain is that the selected students initially experienced severe marginalisation related to them accessing their learning on their study programmes. This was the result of an institutional culture that failed to provide them a platform for adequate immersion into their studies. The preponderant use of Afrikaans was a key challenge, and so were the lecturers and departments’ relative lack of availability to deal with their peculiar concerns and problems. The students, however, drew on especially their resistant and navigational capitals to figure out ways of surviving and adapting to the core expectations for successful study. This proved arduous and sometimes tortuous, but they nonetheless persevered, although they felt that their study experiences would have been much enhanced if the activities in pedagogical domain were more supportive of their needs as

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Chapter 8: Conclusion