PhD Exodus: Ghana’s Supervisors Must Reflect and Reform for Change

In recent years, the growing trend of Ghanaians pursuing PhDs abroad has become an undeniable phenomenon. A closer look at this exodus reveals a worrying narrative: many doctoral candidates are leaving the shores of Ghana not out of mere fascination with foreign education, but because of the avoidable frustrations they endure with their thesis supervisors. These supervisors, often cited as overburdened or stretched thin, have become focal points in debates about delays, academic frustrations, and the exodus of brilliant minds from Ghana’s academic institutions.

It is easy to attribute this phenomenon to the heavy workloads of academic supervisors. Ghanaian universities, like many others globally, face systemic challenges, including underfunding and a high student-to-lecturer ratio. Yet, these challenges, while valid, do not fully account for the unnecessary roadblocks many PhD students face. The issue goes deeper, and it beckons supervisors to engage in thoughtful self-reflection and re-evaluate their role in the academic journeys of their students.

The Student-Supervisor Disconnect
Supervising a PhD thesis is an arduous task. It requires deep engagement, consistent feedback, and a collaborative spirit between the student and the supervisor. However, many students in Ghana find that instead of collaboration, they encounter supervisors who are distant, unresponsive, and, in some cases, dismissive. This not only prolongs their academic timelines but also erodes their enthusiasm for the work they once held dear.

In Ghana, the narrative often revolves around the busy schedules of lecturers. While it is true that many lecturers juggle teaching, research, administrative duties and personal obligations, it cannot serve as a perpetual excuse for inadequate supervision. The power imbalance between students and supervisors often leaves students voiceless, enduring the whims of supervisors without a platform to air their grievances. This imbalance creates a toxic environment, where many students feel disrespected and unsupported.

The Need for Self-Reflection
Supervisors must reflect on the impact they have on their students’ academic journeys. PhD students are not merely ticking a box to attain a degree; they are contributing to the body of knowledge, advancing innovation, and potentially shaping the future of their fields. Supervisors, therefore, have a duty to foster an environment where students can thrive intellectually.

Engaging in thoughtful self-reflection is a crucial step towards rectifying the broken relationship between supervisors and students. Supervisors should ask themselves difficult but necessary questions: Am I giving my students timely feedback? Am I accessible when they need guidance? Am I providing constructive criticism or merely dismissing their work? Honest answers to these questions can help supervisors recalibrate their approach, ensuring that their students are not just academic numbers, but individuals striving for excellence.

Timely feedback is one of the most critical components of supervision. Delays in reviewing chapters, a common complaint among PhD students, can stall their progress for months or even years. A supervisor’s procrastination can derail a student’s momentum and demoralize them. Worse still, it creates a backlog that exacerbates the supervisor’s workload, making it a self-perpetuating cycle.

Moreover, supervisors must recognize that their role is not to gatekeep knowledge but to mentor the next generation of academics and professionals. Their students’ success should not be seen as a threat to their own accomplishments but as a testament to their ability to nurture talent.

The Case for Adequate Compensation
One cannot overlook the structural issues that underpin these challenges. Ghanaian university lecturers are often underpaid and overworked, juggling multiple jobs to make ends meet. In this context, it is understandable that some supervisors may struggle to dedicate sufficient time to their students. The pressures of inadequate remuneration, combined with heavy teaching loads, can leave supervisors frustrated, and unfortunately, these frustrations are sometimes projected onto students.

This is where the government and university administration must step in. Adequately compensating lecturers is not just a matter of fairness, it is a matter of academic integrity. When lecturers are compensated well, they are more likely to have the mental bandwidth and time to engage meaningfully with their students. Academic supervision is a delicate and demanding responsibility; it cannot be effectively executed by individuals who are financially stressed or forced to divide their attention between multiple sources of income.

Addressing the remuneration issue also speaks to the broader challenge of retaining academic talent within the country. When lecturers feel valued and well-compensated, they are less likely to burn out or abandon their academic responsibilities for more lucrative pursuits, whether locally or abroad.

A Collaborative Path Forward
PhD supervision is not a one-sided relationship. While students must also take responsibility for their work and timelines, the supervisor’s role is pivotal. Universities need to foster a culture of accountability, where both students and supervisors are held to high standards. Institutions must invest in professional development for supervisors, providing them with the tools and support they need to manage their workload effectively and mentor their students.

Ultimately, addressing the PhD exodus from Ghana requires a multi-faceted approach. Yes, structural challenges such as compensation and workload must be tackled. But at the heart of it, supervisors must also take ownership of their role in shaping their students’ academic success. By engaging in self-reflection, fostering a supportive environment, and advocating for systemic changes, supervisors can ensure that Ghana retains its brightest minds and that students achieve their academic dreams without unnecessary delays or frustrations.

The future of Ghana’s intellectual and academic growth depends on it.

The writer of this article, Dr. Richmond Acheampong, is a journalist, columnist, public relations expert and a journalism and media studies academic. He holds a PhD in Journalism and teaches at Christian Service University. Email: [email protected]