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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.

Identifying research gaps is a key aspect of scholarly excellence, yet it remains a challenge for many novice researchers. Despite the emphasis on innovation in academia, early-career scholars often struggle to differentiate genuine gaps from mere absences in the literature. This study examines these difficulties within social science research, exploring structural and institutional factors that shape the research journey. Using a qualitative, non-empirical approach, the study employs a systematic literature review and critical discourse analysis to synthesize scholarly arguments. Data were sourced from reputable databases, ensuring credibility through strict inclusion criteria. Thematic analysis identified key challenges, including difficulties in recognizing gaps, theoretical conceptualization, methodological rigor, and institutional constraints such as rigid paradigms, limited mentorship, and lack of interdisciplinary collaboration. Triangulation enhanced validity by evaluating sources across disciplines. Findings reveal that inadequate exposure to academic discourse, weak theoretical grounding, and insufficient methodological training hinder gap identification. The study underscores the need for structured mentorship, enhanced training, and critical engagement with theory to support emerging scholars. Addressing these barriers contributes to research capacity building in social sciences, highlighting the importance of fostering innovative and impactful academic contributions.

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.