Abstract:
The purpose of this study was to investigate formative postgraduate assessment
from an international perspective while acknowledging the two countries’ differing
cultures and environments. Using a case study approach, data were collected
from research supervisors of postgraduate work at a university in the United
States (USA) and a university in South Africa (SA). While many similarities were
noted, differences also emerged. The most striking contrasts were: the apparent
focus of USA supervisors in the institution studied on developing critical thinkers
and the apparent focus of SA supervisors in the institution studied on production
of the final product and paying attention to students’ culturally based values and
beliefs. While not minimising the diverse policies and practices between these
institutions, and their effects on doctoral supervision, we suggest that these differences
may have their origins in the contrasting academic history and culture of
the two countries.
