Strategies for Enhancing Research Communication Skills Between Doctoral Supervisors and Students in Enugu State University of Science and Technology

STRATEGIES FOR ENHANCING RESEARCH COMMUNICATION

SKILLS BETWEEN DOCTORAL SUPERVISORS AND

STUDENTS IN ENUGU STATE UNIVERSITY OF

SCIENCE AND TECHNOLOGY

By

Etikuo, Nancy Chidimma

e-mail: [email protected]

Phone Number: 08131337081 

&

Ugwuoke, Pamela K.

e-mail: [email protected]

Phone Number: 08074210101

Abstract

The study examined strategies for enhancing research communication skills between doctoral supervisors and students in Enugu State University of Science and Technology (ESUT). This study was guided by two research questions and two hypotheses. The study adopted a descriptive survey research design. The population for the study was 246 respondents which comprised 33 academic staff and 213 doctoral students. There was no sampling approach because the population was manageable. The instrument for data collection was a 12-item structured questionnaire titled “Strategies for Enhancing Research Communication Skills between Doctoral Supervisors and Students Questionnaire (SERCSDSSQ)”. The instrument was validated by three research experts, two in Department of Educational Management and one in Measurement and Evaluation unit of Department of Mathematics and Computer Education, all from Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu. To ascertain the internal consistency of the instrument, Cronbach Alpha method was used to compute the internal consistency of the instrument. The computation yielded 0.83 and 0.81 for clusters 1 and 2 respectively. The instrument had an overall reliability index of 0.82 which indicates that the instrument is reliable. The research questions were answered using mean and standard deviation while the hypotheses were tested with t-test statistic at 0.05 level of significance. The findings of the study revealed that fostering an open communication culture and the utilization of technology tools are some strategies for enhancing research communication skills between doctoral supervisors and students in ESUT. In view of the finding, the study recommended that the ESUT management should foster an environment where students feel safe to express their thoughts and ideas without fear of judgment or negative consequences.

Keywords:  Research Communication Skills, Doctoral Supervisors, Open Communication Culture, Utilization of Technology

Introduction

The development of every nation is primarily dependent on the education system available in the country.  The importance of education in the overall development of human beings cannot be overemphasized (Aja-Okorie and Usulor, 2016). In line with the provisions of the Federal Republic of Nigeria (2013) in her National Policy on Education, education consists of diverse forms or types, which include among others, Basic Education, Post-Basic Education, Mass and Nomadic Education and Tertiary Education. A university which is the focal point of this study is a place where skilled labour is produced for societal and global consumption. Uche (2020), described university as any institution of higher learning that offer both undergraduate and postgraduate education with a deliberate attempt to meet the needs of the people and to comply with national specific goals and objectives set for universities education. Universities are centers of academic knowledge and research, and communication is an essential aspect of the academic world.

Effective communication plays a crucial role in the educational system, as it involves the exchange of information, ideas, and facts between individuals. Mbipom (2017) defines communication as the transmission of various elements such as information, ideas, feelings, attitudes, or instructions from one person or organization member to another. Chandler, as cited in Nzekwe (2013), views communication as a process that aims to create shared understanding by assigning and conveying meaning. Additionally, Canary (2011) emphasizes that communication is the lifeblood of any organization, serving to establish commonness of ideas, feelings, and desires among individuals. Setrail (2015) suggests that communication involves the articulation of information, decisions, feelings, observations, and issues within an organization to influence the actions, behaviours, beliefs, and goals of others.

In essence, communication is the exchange and flow of information and ideas between individuals. It involves a sender transmitting thoughts, information, or emotions to a receiver. Oo and Wai (2020) assert that communication is a powerful tool that leaders can utilize or eliminate based on their understanding and application. Within the school context, communication is necessary for coordinating functions and activities (Udoh, 2019). Effective communication occurs when both the sender and receiver of a message share the same understanding of its content (Oboegbulem and Onwurah, 2011). Good communication is also crucial for teachers’ job performance within the school system (Okotoni and Akinwale, 2019). According to Teoh, Nasaruddin, and Parmjit (2017), the ability to communicate is not only essential for instructors to succeed in delivering knowledge but also a critical attribute for effective teaching performance. Mawarni and Khalilahanum (2021) suggest that communication can take various forms, whether planned or ad hoc, digital or non-digital, virtual or face-to-face, and can be verbal, video-based, or written.

Meanwhile, research communication skills are essential for effectively sharing research findings, ideas, and concepts with a wide range of audiences. These skills enable researchers to convey complex information clearly, engage with others in their field, and make their work accessible to different stakeholders, including colleagues, peers, policymakers, and the general public.

Open communication culture refers to a work environment or organizational culture that promotes transparency, honesty, and open dialogue among its members. It is a culture that encourages employees at all levels to express their opinions, ideas, and concerns freely without fear of reprisal. In an open communication culture, information flows freely across different hierarchies and departments. There is an emphasis on sharing information, feedback, and updates in a timely manner (Mawarni and Khalilahanum, 2021). This open exchange of information enables better collaboration, decision-making, and problem-solving within the organization. Building an open communication culture takes time, effort, and commitment from all members of the organization. Leaders play a crucial role in setting the tone and modeling open communication behaviours, while employees should feel empowered to express themselves and actively participate in the culture. Open communication and utilizing technology tools go hand in hand, as technology facilitates and enhances the exchange of information, collaboration, transparency, and innovation. By leveraging these tools, individuals and organizations can establish a culture of open communication, resulting in improved productivity, collaboration, and problem-solving capabilities.

Technology has become an integral part of our daily lives, transforming the way we work, communicate, learn, and entertain ourselves. Its utilization is widespread across various fields and industries, bringing about numerous benefits and advancements. Technology has revolutionized communication, making it faster, more efficient, and accessible to people worldwide. Platforms like email, instant messaging, video conferencing, and social media enable real-time communication and collaboration regardless of geographic locations (Udoh, 2019).

Effective research communication between doctoral supervisors and students is crucial for the successful completion of a doctoral program. However, the complex nature of research and the diverse backgrounds of individuals involved can present challenges to effective communication. This study explored the strategies for enhancing research communication skills between doctoral supervisors and students. By understanding the importance of effective communication and implementing appropriate strategies, both supervisors and students can establish a strong collaborative relationship, improve research outcomes, and foster academic and professional growth.

Statement of the Problem

Effective research communication is crucial for the successful completion of doctoral studies and the advancement of scientific knowledge. However, there is a growing concern regarding the inadequacy of research communication skills between doctoral supervisors and students in Enugu State University of Science and Technology (ESUT). This problem hampers the progress of research projects, diminishes the quality of research outputs, and hinders the overall growth of the academic community. Several issues contribute to the ineffective research communication between supervisors and students at ESUT. Firstly, there may be a lack of awareness and understanding of effective communication strategies among both supervisors and students. This can result in miscommunication, misinterpretation of research objectives, and an inability to provide and receive constructive feedback. Secondly, there may be a limited availability of structured training programs or workshops focused on research communication skills for supervisors and students. Without proper guidance and training, both parties may struggle to effectively convey their ideas, clarify research expectations, and resolve any conflicts that arise during the research process. Thirdly, there might be a lack of incentives or recognition for supervisors to prioritize and invest time in enhancing research communication skills. Supervisors may have heavy workloads, administrative duties, and research commitments, which can lead to neglecting the development of effective communication strategies with their students. Addressing the problem of inadequate research communication skills between supervisors and students in ESUT is crucial for fostering a conducive research environment and ensuring the successful completion of doctoral programs. Implementing effective strategies like open communication culture and utilization of technology can enhance research collaboration, improve the quality of research outputs, and contribute to the overall academic and research excellence at the institution. By addressing these issues, ESUT can enhance the research capabilities of both supervisors and students, leading to improved research outcomes and advancements in scientific knowledge within the institution.

Top of Form

Purpose of the Study

The purpose of the study was to ascertain the strategies for enhancing research communication skills between doctoral supervisors and students in Enugu State University of Science and Technology (ESUT). Specifically, the study sought to:

1. examine the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture;
2. ascertain the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools.

Research Questions

The following research questions guided the study:

1. What are the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture?
2. What are the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools?

Hypotheses

The following null hypotheses guided this study and were tested at .05 level of significance:

H_O1: There is no significant difference between the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture.

H_O2: There is no significant difference between the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools.

Research Method

The study adopted a descriptive survey research design. According to Nworgu (2018), descriptive survey research design is one which a group of people or items are studied by collecting and analyzing data from a few people or items regarded as being representative of the entire group. The population for the study was 246 respondents which comprised 33 academic staff and 213 doctoral students. There was no sampling approach because the population was manageable. The instrument for data collection was a 12-item structured questionnaire titled “Strategies for Enhancing Research Communication Skills between Doctoral Supervisors and Students Questionnaire (SERCSDSSQ)”. The instrument was validated by three research experts, two in Department of Educational Management and one in Measurement and Evaluation unit of Department of Mathematics and Computer Education, all from Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu.

To ascertain the internal consistency of the instrument, Cronbach Alpha method was used to compute the internal consistency of the instrument. The computation yielded 0.83 and 0.81 for clusters 1 and 2 respectively. The instrument had an overall reliability index of 0.82 which indicates that the instrument is reliable. The research questions were answered using mean and standard deviation while the hypotheses were tested with t-test statistic at 0.05 level of significance. In rating the mean, each response option had a numerical value based on real limit of numbers: SA = 3.50-4.00; A = 2.50-3.49; D = 1.50-2.49; SD = 0.00-1.49. The interpretation of the test of hypotheses was based on the significance (sig.) values from the SPSS output. The null hypotheses would not be rejected when the probability values are greater than 0.05, but would be rejected when the probability values are less than 0.05.

Data Analysis and Results

Research Question 1: What are the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture?

Table 1: Mean ratings of academic staff and doctoral students on the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture

The data presented on Table 1 showed that the respondents agreed to the items stated. The academic staff means ranged from 2.55 to 2.63 while the doctoral students’ means ranged from 2.55 to 2.62 with cluster means of 2.59 and 2.59 and standard deviations of .92 and 0.90 respectively. The respondents were generally of the view that open communication culture is an important strategy for enhancing research communication skills between doctoral supervisors and students in ESUT.

H_O1: There is no significant difference between the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture.

Table 2: Summary of t-test analysis of the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture

Data on Table 2 show that at 244 degree of freedom, the p-value was .086 which is greater than 0.05 set for this study. The null hypothesis was, therefore, not rejected which shows that there was no significant difference between the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in terms of open communication culture.

Research Question 2: What are the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools?

Table 3: Mean ratings of academic staff and doctoral students on the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools

The data presented on Table 3 showed that the respondents agreed to the items stated. The academic staff means ranged from 2.99 to 3.05 while the doctoral students’ means ranged from 2.93 to 3.01 with cluster means of 3.01 and 2.97 and standard deviations of .82 and .81 respectively. The respondents were generally of the view that utilizing technology tools is an important strategy for enhancing research communication skills between doctoral supervisors and students in ESUT.

H_O2: There is no significant difference between the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools.

Table 4: Summary of t-test analysis of the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the area of utilizing technology tools

Data on Table 4 show that at 244 degree of freedom, the p-value was .063 which is greater than 0.05 set for this study. The null hypothesis was, therefore, not rejected which shows that there was no significant difference between the mean ratings of academic staff and doctoral students in the strategies for enhancing research communication skills between doctoral supervisors and students in ESUT in the utilization of technology tools.

Conclusion

In conclusion, effective research communication skills between doctoral supervisors and students in Enugu State University of Science and Technology can be enhanced through the implementation of several strategies like an open communication culture and the utilization of technology tools. These strategies aim to foster better understanding, collaboration, and knowledge exchange between supervisors and students, ultimately leading to improved research outcomes.

Recommendations

Based on the findings, the following recommendations were proffered:

1. ESUT management should foster an environment where students feel safe to express their thoughts and ideas without fear of judgment or negative consequences.
2. Doctoral supervisors should be encouraged to use online collaboration platforms such as Google Drive, Dropbox, or Microsoft OneDrive. These tools enable supervisors and students to share and collaborate on research documents, presentations, and data in real-time. They provide a centralized space for discussions and feedback, fostering efficient communication and seamless collaboration.

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