A model perception on the independence of PhD students in promoting the research capability at University of Rwanda

Abstract

It is familiar that PhD students from University of Rwanda (UR) are used to rely on their supervisors and Faculty members. In this paper we perceive the importance of training the PhD student to be independent researcher from the beginning of doctoral studies until the successful completion by suggesting a supervision model. Based on UR framework and regulations for higher degrees and on our own experience as former PhD students and current supervisors at UR, we deeply discuss a model containing different activities/ period in which/ where PhD students may be or not be fully independent. We also link with other researchers’ findings and discussions with UR stakeholders such as students, supervisors, faculty and so forth to draw conclusions on UR in particular. As results, we suggest that a well-trained independent PhD student from UR should be able to think critically, to initiate, to innovate and to enhance the research capabilities. Therefore, after completion of studies, this PhD graduate will be able to serve the community, and hence will be a pillar to achieve in particular the University’s mission; national, regional and worldwide goals in general.

Keywords: PhD supervision, independent researcher, PhD student, research capability, critical thinking