Delays in Academic Supervision in Higher Education in Mozambique: Institutional Dynamics and Management Challenges

 Atrasos na Supervisão Académica no Ensino Superior em Moçambique: Dinâmicas institucionais e Desafios de Gestão  

Autor/s:

Pulano Lenade Biosse [1]

José Alfredo [2]

Maria Das Dores Paulo Anaque [3]

Gervásio Andissone Rabissone [4]

 

Resumo
A supervisão académica constitui um elemento estruturante do ensino superior, desempenhando um papel central no desenvolvimento de competências investigativas e na conclusão atempada dos percursos formativos. Contudo, em diversos contextos do ensino superior moçambicano, persistem atrasos recorrentes na elaboração e conclusão de trabalhos científicos com impactos significativos na progressão académica dos estudantes e na eficiência institucional. Este estudo analisa os desafios associados à gestão da supervisão académica, com enfoque na identificação dos factores estruturais, institucionais e pedagógicos que condicionam a morosidade na orientação científica. Adopta-se uma abordagem qualitativa de natureza interpretativa, com desenho de estudo de caso, recorrendo a entrevistas semiestruturadas realizadas com 15 estudantes finalistas, 5 supervisores académicos e 3 gestores académicos, complementadas por análise documental. Os dados foram analisados através de análise temática de conteúdo. Os resultados evidenciam que os atrasos resultam de um processo interdependente que articula sobrecarga docente, ausência de mecanismos institucionais de monitoria, fragilidades na comunicação pedagógica e reduzida autonomia investigativa dos estudantes. Estes elementos operam de forma cumulativa, configurando um padrão sistémico de ineficiência na supervisão académica. Com base nestes resultados, propõe-se o Modelo de Ineficiência Estrutural da Supervisão Académica (MIESA), que conceptualiza os atrasos como um fenómeno estrutural produzido pela interacção entre fragilidades de governação institucional e limitações nas práticas pedagógicas de supervisão. Conclui-se que a superação deste problema, requer reformas institucionais orientadas para o reforço da accountability, a implementação de sistemas digitais de monitoria e a promoção efetiva da autonomia investigativa dos estudantes.

Palavras-chave: supervisão académica; gestão universitária; atraso académico; accountability; ensino superior moçambicano.

 

Delays in Academic Supervision in Higher Education in Mozambique: Institutional Dynamics and Management Challenges

Abstract
Academic supervision is a key structural component of higher education, playing a central role in the development of research competencies and the timely completion of academic programmes. However, in several Mozambican higher education contexts, recurrent delays persist in the production and completion of scientific works, with significant implications for students’ academic progression and institutional efficiency. This study examines the challenges associated with the management of academic supervision, focusing on the identification of structural, institutional, and pedagogical factors that contribute to delays in research supervision. A qualitative interpretative approach was adopted, based on a case study design. Data were collected through semi-structured interviews with 15 final-year students, 5 academic supervisors, and 3 academic managers, complemented by documentary analysis. Data were analysed using thematic content analysis. The findings reveal that delays result from an interdependent process involving teaching workload overload, absence of institutional monitoring mechanisms, weaknesses in pedagogical communication, and limited students’ research autonomy. These factors operate cumulatively, generating a systemic pattern of inefficiency in academic supervision. Based on these findings, the study proposes the Structural Inefficiency Model of Academic Supervision (SIMAS), which conceptualises delays as a structural phenomenon produced by the interaction between institutional governance weaknesses and limitations in supervisory pedagogical practices. The study concludes that addressing this problem requires institutional reforms focused on strengthening accountability mechanisms, implementing digital monitoring systems, and enhancing students’ research autonomy.

Keywords: academic supervision; higher education management; academic delay; accountability; Mozambique.

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[1] Pulano Lenade Biosse  é mestrando em Gestão e Administração Educacional pela UCM ( Lichinga-Niassa), licenciado em Ensino da língua Francesa pela Universidade Licungo (Extensão da Beira), Orcid: https://orcid.org/0009-0004-5862-8826 ; Email: lenadeazosta1996@gmail.com / 711250286@ucm.ac.mz .

[2] José Alfredo é mestrando em Gestão e Administração Educacional pela UCM (Lichinga-Niassa), licenciado em Ensino básico pela Universidade Pedagógica (Niassa); Email: josalfredo04@gmail.com .

[3] Maria Das Dores Paulo Anaque é mestrando em Gestão e Administração Educacional pela UCM (Lichinga-Niassa), licenciado em Ensino da língua portuguesa Universidade Católica de Moçambique (Cuamba); Email: 711250035@ucm.ac.mz .

[4] Gervásio Andissone Rabissone é mestrando em Gestão e Administração Educacional pela UCM (Lichinga-Niassa), licenciado em Ensino de Matemática pela Universidade Pedagógica (Niassa); Email: gervasioandissonerabissone@gmail.com .