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Building Collaborations in Human Resource Development at the Doctoral Level: Lessons from Multi-University Support Network Within the Open Distance Education in Africa
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Abstract
This study explores the collaborative dimensions of doctoral education within the African Open and Distance e-Learning (ODeL) context through an in-depth case study of the Multi-University Postgraduate Support Network. Anchored in Moore’s Theory of Transactional Distance and Wenger’s Communities of Practice framework, the research investigates how structured academic seminars, virtual peer-peer engagements, and regional mentorship contribute to doctoral student success. Data was generated from doctoral candidates, mentors, and coordinators engaged in transnational learning spaces between 2023 and 2025. Findings indicate that structured programming, dialogic interaction, and community-based academic practices reduce cognitive isolation, enhance scholarly identity, and improve throughput. The study contributes to the limited empirical literature on collaborative doctoral models in Africa by foregrounding student experiences and recommending scalable strategies for institutions seeking to democratize and enrich doctoral education through cross-border academic partnerships.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5152
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Region
Africa
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Date
2025-09
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Commonwealth of Learning (COL)