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The increasing use of artificial intelligence (AI) tools in higher education has reshaped how students engage with academic research, particularly at Honours level, where students transition from structured undergraduate learning to independent postgraduate research. Guided by Self‑Regulated Learning (SRL) theory, this study examines how reliance on AI by Honours research students influences the supervisor-supervisee relationship, the quality of research produced, and the extent of knowledge gained through the research process. SRL theory emphasises learners’ ability to plan, monitor, and reflect on their own learning, which is central to successful postgraduate research development. This study adopts a conceptual and literature‑based review methodology, drawing on peer‑reviewed studies on AI use in higher education, literature on postgraduate supervision, and academic integrity and research skills development frameworks, with specific attention to Honours‑level contexts. The documents were analysed using thematic content analysis, focusing on self‑regulatory behaviours, supervisory interaction, research skill development, and learning depth. The findings suggest that limited and transparent use of AI can support honours students by reducing surface‑level cognitive load and assisting with language clarity. However, excessive reliance on AI may undermine key self‑regulation processes, weaken critical thinking, and reduce meaningful engagement with supervisors. Supervisors may struggle to accurately assess students’ understanding, potentially straining trust and feedback processes. The review further indicates that over‑reliance on AI risks producing research that is technically adequate but conceptually shallow, with reduced long‑term knowledge acquisition. The study concludes that clear supervision practices and explicit guidance on responsible AI use are necessary to ensure that AI supports, rather than replaces, the self‑regulated learning essential for high‑quality Honours‑level research.

Black postgraduate (PG) students in South African universities and universities of technology experience significant supervisory conflicts, including contradictory guidance, neglect, and favoritism, which delay graduation and intensify inequities rooted in post-apartheid higher education (HE) dynamics. Prevailing research overlooks these students’ lived experiences, creating a gap in understanding systemic barriers to equitable supervision. This qualitative study employed narrative inquiry with six purposively sampled black PG students (four females, two males) from PhD, MTech, and MSc programs across South African universities. Semi-structured interviews explored supervisory conflicts, institutional responses, and academic impacts. Thematic analysis framework, yielding six themes validated through member checking. Key findings revealed conflicting supervisory directions causing years-long stagnation; prolonged neglect and feedback delays demotivating students; irrelevant objectives imposed by additional supervisors leading to academic penalties; inexperienced supervisors contributing to dropouts; power imbalances and ethical breaches such as gift-giving favoring certain students; and inadequate institutional resolutions forcing adversarial advocacy. Supervisory conflicts undermine black students' progress and well-being, demanding decolonial reforms for inclusive practices. Recommendations include mandatory supervisory contracts, accreditation, ombud services, and bias training to enhance throughput and equity. Future research should pursue longitudinal, comparative designs and intervention trials.

The article seeks to explore the factors which restrict doctoral graduate throughput rates at a selected University of Technology faculty located in the Western Cape, South Africa. In a developing economy like South Africa higher education qualifications are important as it is universally accepted that doctoral studies, in particular advance knowledge and innovation is important in any society. Furthermore, doctoral graduates play a significant role in the knowledge economy, promote innovation organisations, boost credibility of organisations and connect ideas between academia and industry. A positive nexus exists between a country’s Gross Domestic Product (GDP) and the number of doctoral candidates produced. To achieve the aim of this article a qualitative interpretive design was adopted to identify the factors which restrict throughput rates and the extent or significance thereof. The locus for this study was a selected faculty in a University of Technology (UoT) located in the Western Cape, South Africa with the target research population delineated as employees who hold a master’s degree within the same faculty. Using qualitative interpretive design and thematic analysis of survey responses from 40 master’s-qualified employees, the study identifies key barriers and proposes targeted interventions. The forty participants were purposively selected to participate in the questionnaire survey. The paper will propose interventions to facilitate the improvement of the doctoral throughput rate premised on the analysis of the results arising from the questionnaire survey. The paper proposes targeted and contextualized interventions to address the systemic challenges restricting doctoral enrolment and completion by the faculty employees.

The doctoral programme is an educational programme put in place to earn the degree of Doctor of Philosophy (Ph.D). A criterion for assessing the successful administration of doctoral degrees in universities is the timely completion of the programme.  Research indicates that several Ph.D. candidates at Nigerian universities fail to finish their programmes within the anticipated five-year timeframe. This research examined the determinants of efficient administration of PhD programmes in universities in southern Nigeria. A sample of 528 respondents (PhD students, supervisors and coordinators) was drawn from the University of Ibadan 305, Olabisi Onabanjo University 38, Ekiti State University 50 and the University of Lagos 135. Two questionnaires titled “Effective Management of Doctoral Programme Questionnaire” (EMDPQ r=0.83) and “Predictors of Effective Management of Ph.D Questionnaire” (PEMPQ r=0.82) were used to collect data. Multiple regression analysis was used to test two null hypotheses at the significance level of 0.05. The research found that the successful administration of PhD programs in institutions in southwest Nigeria was significantly influenced by student, supervisory, and institutional variables (F(3;461) =25.973, Adj. R2=0.13), accounting for 13% of its variance. It was also shown that institutional (? = 0.277, t = 2.892, p < 0.05) and student-related (? = 0.275, t = 2.425, p < 0.05) factors are more powerful predictors of effective management of doctoral programmes than supervisory variables. The findings indicated that to improve the effective management of doctoral programmes in universities in southwest Nigeria, stakeholders should prioritise collaboration on student, supervisory, and institutional factors.

This article explores the nature of supervisor-supervisee relations at a rurally located institution of Higher Learning. Although the university is an organization of writing retreats, literature provides little insight into the crucial role these academic activities play in enhancing supervisor-supervisee skills and language competence among authors. The process of supervisor-supervisee takes place with the assumption that it yields the intended output of increasing postgraduate research output. Despite the call by the Department of Higher Education and Training (DHET) for increased postgraduate throughput, some Historically Disadvantaged Institutions (HDI) have not shown the required throughput rate. The main aim of this study was to explore the nature of the supervisor-supervisee relationship in a rurally located university. Twelve participants, six (6) research supervisors, and six (6) postgraduate students were purposively sampled as relevant for this study. For data gathering purposes, the authors interviewed the participants through the administration of the semi-structured interviews.  Contained in the interview schedule were open-ended questions, which allowed for robust discussions between the interviewers and the interviewees. Atlas Ti software was used to analyse data according to themes and categories. The main findings of the study demonstrate that postgraduate students are confronted with a range of difficulties, including (i) communication impediments and (ii) resource limitations, which are exacerbated by the heavy workload of supervisors. The study recommends the need to strengthen postgraduate research supervision capacity to enhance research quality. The study advocates for enhanced postgraduate research mentoring and personalized research support that might assist in nurturing a well-informed generation of scholars who can positively contribute to the academic fraternity.

The growth in the use of article-based theses, when compared to the traditional monograph-style thesis raises the question why students, supervisors and academic institutions are pursuing this particular route. This study explores the views of experienced supervisors involved in doctoral studies. The study aims to explore the advantages, disadvantages, caveats and various routes that doctoral students can take in completing their thesis. The study was exploratory in nature, employing a qualitative research design and made use of semi-structured interviews with nine doctoral supervisors from Canada. Data was collected from experienced doctoral supervisors from Canada, selected by means of a snowball sampling approach. Data was analysed by means of thematic content analysis. Findings show that supervisors preferred the sandwich-based thesis approach, as it allowed for more rapid time to completion. In addition, the main benefits for both institution and student included having a larger volume of published research output at the end of the doctoral supervision process, as well as more rapid career advancement owing to development of both research and soft skills. The finds hold value for universities who are considering an article-based thesis as an alternative to the traditional monograph style, as well as universities who have not used this option extensively. Findings also provide an impetus for supervisors and faculties in management education to adopt the article-based thesis approach more widely and rapidly owing to the multitude of benefits it holds.