Significantly, the process of conducting research and writing a thesis is a fundamental part of academic development, and it is typically guided by experienced academic supervisors. In many educational institutions, especially in Africa, students often embark on the journey of academic research with the expectation of receiving critical guidance from their supervisors. However, a growing concern has emerged in recent years regarding the quality and nature of academic supervision, especially in the context of thesis and manuscript preparation (For instance, a colleague recently shared his experience with me).
Substantially, in the space of academic, supervisors play a pivotal role in the success of their students' research endeavors (see e.g.,Jibao et al., 2017; Bayona-Oré, 2021 with DOI no: 10.36681/tused.2021.90) . They are expected to provide technical guidance, mentorship, and critical feedback to ensure that the research aligns with academic standards and objectives (see Bacwayo et al., 2o17 with DOI: 10.18488/journal.61/2017.5.3/61.3.29.39). The supervisor-student relationship is built on trust, with the understanding that the supervisor will offer support and guidance throughout the research process (Again, see Bayona-Oré, 2021 with DOI no: 10.36681/tused.2021.90).
Despite the ideal expectations, many students, especially in Africa, face challenges in their interactions with academic supervisors. One common issue is the lack of sufficient guidance, leaving students to navigate the complexities of research largely on their own. This can result in delays, frustration, and a decreased quality of research output. Additionally, the mismatch between expectations and actual supervision can lead to students feeling unsupported and undervalued.
Incontrovertibly, in Africa, it is not uncommon for supervisors to request or demand that they be listed as the corresponding author when students prepare manuscripts based on their theses. While this practice may raise ethical concerns, it is important to analyze the motivations and implications of this phenomenon. Furthermore, when reviewers' comments are received, the burden of responding to these comments often falls on the student, creating a paradox in which authorship and responsibility are misaligned.
At the back of this, the issue of academic supervision and authorship raises ethical questions that merit further exploration. What are the ethical responsibilities of supervisors in guiding their students? Should students who conduct the majority of the research and manuscript preparation retain corresponding authorship? How can institutions and academic communities address these ethical dilemmas to ensure fairness and transparency?
This discussion calls for a critical examination of the dynamics of academic supervision and authorship, focusing on how to enhance the support provided to students. It invites scholars, students, and academic institutions to reflect on the prevailing practices, ethical implications, and potential reforms that could ensure a more equitable and nurturing research environment.
I, eagerly await your invaluable contribution (s) regarding this important academic discussion. Thank you all....
I agree that the relationship between authorship and academic supervision does, in fact, create a strong ethical case that needs serious thought. In addition to being pertinent, the crucial topic of the ethical duties supervisors have when guiding their students through the research process is essential for maintaining academic integrity. It makes one consider if students who make substantial contributions to the research and manuscript preparation are entitled to corresponding authorship.
An interdisciplinary strategy combining institutions, supervisors, and students is necessary to address these ethical issues. A cornerstone can be the establishment of precise standards that specify the contributions made by each partner and the promotion of open communication throughout the study process. Furthermore, encouraging ethical behavior in research collaborations requires cultivating a culture that honors and encourages equitable authorship practices.
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