Epistemological frameworks of thesis proposal defence: Students’ positionality

Sakina Afrakoma; Justice Abakah-Korsah; Emmanuel Boateng; Nana Abena Kyem Ampomah; Francis Tabiri

doi:10.51867/scimundi.6.2.4

Auteurs

Sakina Afrakoma University of Cape Coast, Ghana https://orcid.org/0009-0000-1263-5589
Justice Abakah-Korsah University of Cape Coast, Ghana https://orcid.org/0009-0003-3505-1959
Emmanuel Boateng University of Cape Coast, Ghana https://orcid.org/0009-0001-2663-5077
Nana Abena Kyem Ampomah University of Cape Coast, Ghana https://orcid.org/0009-0008-3815-9232
Francis Tabiri University of Cape Coast, Ghana https://orcid.org/0000-0002-1089-7638

DOI :

https://doi.org/10.51867/scimundi.6.2.4

Mots-clés :

Academic Identity, Epistemology, Proposal Defence, Positionality, Postgraduate Education, Sociocultural Theory

Résumé

This study examined the epistemological underpinnings of thesis proposal defence, with particular attention to how postgraduate students construct and negotiate their positionality within evaluative academic contexts. Rooted in an interpretivist paradigm and employing a qualitative phenomenological design, the study was informed by sociocultural theory (Vygotsky, 1978) to explore how social interaction, institutional support, and evaluative practices shape students’ experiences during proposal defence. Data were generated through semi-structured interviews with four second-year Mphil and three first-year PhD students who had undergone proposal defence at a public University in Ghana. The findings suggest that proposal defence is a socially mediated process shaped by institutional expectations, interpersonal interactions, and power relations rather than a straightforward assessment of research competence. Participants’ experiences of progression, preparedness, and academic legitimacy were influenced by the quality of supervisory support, their ability to engage effectively with evaluative interactions, and their familiarity with academic expectations. The study further suggests that students’ positionality is dynamic and develops through participation in academic practices and interactions with supervisors and evaluators. Based on these findings, the study proposes a sociocultural understanding of postgraduate proposal defence, emphasizing the role of social mediation, academic participation, and institutional support in shaping students’ experiences and identity development. The study recommends more transparent, equitable, and development-oriented evaluative practices that support postgraduate students’ academic growth within higher education contexts.

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Bibliographies de l'auteur

Sakina Afrakoma, University of Cape Coast, Ghana

Sakina Afrakoma is MPhil student at the Department of Arts Education, University of Cape Coast, Ghana, West Africa, offering English Language education.

Justice Abakah-Korsah, University of Cape Coast, Ghana

Justice Abakah-Korsah is a Ph.D. student at the Department of Business and Social Sciences, University of Cape Coast, Ghana, West Africa, offering Curriculum and Teaching

Nana Abena Kyem Ampomah, University of Cape Coast, Ghana

Nana Abena Kyem Ampomah is anMPhil student at the Department of Arts Education, University of Cape Coast, Ghana, West Africa, offering English Language education.

Francis Tabiri, University of Cape Coast, Ghana

Dr. Francis Tabiri is a lecturer of English Language at the Department of Arts Education, University of Cape Coast, Ghana, West Africa. His areas of specialization includes second language curriculum, assessment, and literacy.

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