The Future of Education

Edition 14

Accepted Abstracts

The Practical Use and Evaluation of the Established Andragogy Model in Postgraduate Supervision in Higher Education: QES

Danisizitha ‘Nisi’ Thusi, University of Johannesburg, Department of Commercial Accounting, Soweto Campus (South Africa)


The ever-changing world of postgraduate education, good research supervision is critical to the success of future academics. Recognising the distinct characteristics of adult learners, there is an increasing need to investigate and apply andragogical concepts to postgraduate supervision methods. This study aims to look into the use of contemporary andragogical concepts in postgraduate supervision, with a particular emphasis on self-directed learning and problem-solving (Merriam, 2017), and learning about andragogy's ideas and theories, with a focus on their application in adult learning. Examine how andragogical ideas might be used and tweaked to improve the efficiency of postgraduate supervision. The purpose of this study is to conduct a Qualitative Evidence Systematic Review, which is a review of the research literature that focuses on a specific subject and asserts the significance of systematic reviews in evidence-based practices. To address the issue, "How does the practical application and evaluation of the established andragogy model influence postgraduate supervision in higher education?" A Qualitative Evidence Systematic (QES) will be carried out utilising the PICO framework (Population/Place; Intervention; Comparator; Outcome). The PRISMA flow diagram will be used to evaluate articles for eligibility, while the CASP evaluation tool will be utilised to check for relevance and duplicates. These findings can help educators, institutions, and policymakers enhance postgraduate supervision methods for better student outcomes and research output. The results are likely to contribute to the corpus of knowledge about this phenomena.



Andragogy model, Postgraduate supervision; Higher Education and  Qualitative Evidence Synthesis



[1] Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy.

[2] Merriam, S. B., & Bierema, L. L. (2019). Adult Learning: Linking Theory and Practice.

[3] Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom.

[4] Vella, J. (2019). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults.

[5] Taylor, E. W. (2017). An update of transformative learning theory: A critical review of the empirical research (2012–2017).

[6] Wang, V. C. X., & King, K. P. (2018). Facilitating critical thinking through online discussion.

[7] Mäkelä, K., Maaranen, K., & Väisänen, P. (2021). From Teaching to Facilitation: A Study on the Instructional Role Transition.

[8] Johnson, B., & Christensen, L. (2019). Educational Research: Quantitative, Qualitative, and Mixed Approaches.



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