PhD Supervision Training | Makerere University | 9–10 September 2026
The two-day PhD Supervision Training at Makerere University brought together supervisors to reflect on their supervisory practices, exchange experiences, and explore ways to strengthen doctoral supervision.
At the end of the training, participants were invited to share their reflections in response to three questions: What do you think about the training? What stood out to you? What could be improved?
Their feedback highlighted the value of practical learning, collaborative discussions, and opportunities to reflect on the responsibilities and challenges of PhD supervision.
What did participants think about the training?
Participants described the training as timely, relevant, engaging, and beneficial. Several emphasised the importance of having opportunities to reflect on their existing supervisory practices and identify ways to improve them. Others highlighted the practical approach, the facilitators’ pedagogical skills, and the quality of the learning experience.
Some participants described the training as a necessary opportunity for supervisors to develop their knowledge and skills, with several recommending that it be made available to all prospective supervisors.
“The training is necessary, as they help one reflect on his/her supervision practices.”
“It will change my practice of supervision.”
“Very informative and should be compulsory for all Faculty before they supervise.”
Participants also appreciated the engaging facilitators, the organisation of the training, the content, and the venue.
What stood out to participants?
Three areas featured prominently in participants’ reflections.
1. Feedback and communication
Participants highlighted the importance of providing effective feedback to doctoral students, following up on feedback to close the loop, and maintaining communication that supports students’ progress.
2. Supervisory relationships and collaboration
Building positive relationships with students, clarifying supervisory roles and expectations, and strengthening communication between co-supervisors were among the key issues participants identified. They also valued learning from colleagues and recognising that many supervisory challenges are shared across contexts.
3. Practical learning and experience sharing
Participants appreciated the discussions, teamwork, group exercises, and opportunities to share experiences of supervision. The practical elements of the training helped connect ideas to the realities of supervising PhD and master's students.
As one participant reflected:
“Realised that challenges amongst PhD/Masters supervisors are similar and common.”
Another highlighted:
“The need to have clear supervision plans and roles, especially on co-supervision.”
Participants also drew attention to the significance of the supervisor’s role in student success and the value of scheduling supervision activities, evaluating supervisory practices, and working collaboratively.
What could be improved?
Participants offered several suggestions for developing the training further. Their feedback pointed to opportunities to expand its reach, extend its duration, and strengthen its connection to the institutional context at Makerere University.
More time and wider participation
Several participants recommended extending the training beyond two days, with suggestions ranging from three days to a longer series of sessions. They also encouraged offering the training to more faculty members, including colleagues across other colleges and those who are new to PhD supervision.
More resources and practical examples
Participants suggested providing preparatory readings and relevant literature before the training, sharing presentation slides, and allowing more time for discussions about feedback. They also requested additional real-life examples of successful and challenging supervision, including examples of feedback provided to students.
Stronger links to Makerere University’s context
Participants highlighted the value of incorporating Makerere University’s doctoral processes and relevant institutional policies into the training. This would help supervisors connect the ideas discussed during the sessions with the procedures and expectations that guide their work.
Further professional development opportunities
Some participants recommended developing a series of training sessions that builds on the initial course. Suggested areas included mentorship, further aspects of supervision, and introductory training for academics who are beginning their supervisory roles.
Looking ahead
The feedback reflects participants’ appreciation of the opportunity to discuss supervisory practice, learn from colleagues, and consider practical ways to strengthen their work with doctoral students. Their suggestions also provide useful directions for the continued development of PhD supervision training at Makerere University.
The training team welcomes these reflections as a contribution to ongoing efforts to support supervisors and strengthen the quality of doctoral education.