Examining the Doctoral Supervisor-Supervisee Relationship in Public and Private Universities in Kenya: Challenges and Best Practices

Abstract

The relationship between doctoral supervisors and supervisees significantly influences academic success and research quality. Effective supervision fosters intellectual growth, timely dissertation completion, and overall doctoral experience satisfaction. However, in Kenya, concerns have emerged regarding inadequate supervision, delayed feedback, lack of mentorship, and power imbalances, affecting doctoral students' progress in both public and private universities. This study examines the supervisor-supervisee relationship, exploring challenges, supervision practices, and institutional differences. Using a mixed-methods approach, data was collected from 307 doctoral students and 52 faculty supervisors across selected public and private universities. The findings indicate that private universities tend to have structured supervision processes, characterized by frequent feedback and closer faculty engagement, while public universities face bureaucratic delays, supervisor unavailability, and larger student-to-supervisor ratios. Additionally, issues such as communication breakdowns, misaligned expectations, and inadequate institutional support systems hinder effective supervision in both sectors. This study identifies best practices that can enhance the doctoral supervision experience, including supervisor training, clear supervision policies, structured mentorship programs, and institutional support mechanisms. Addressing these challenges will improve doctoral completion rates and strengthen research productivity in Kenya’s higher education sector.