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This article reports on research aimed at assessing why Public Administration research is eligible for research ethics review or not through a quantitative content analysis of two international peer-reviewed journals. Through a comprehensive literature review on research integrity, research ethics and human subject protection regulations, the reasons, convictions and conditions for ethics review were identified and combined into a conceptual framework for the purpose of the content analysis. The study revealed that 60% of the articles reported on research involving human participants directly or indirectly. An interesting observation was the lack of reporting on ethical considerations in general and specifically in the research design of those articles with the potential to harm human subjects. It is recommended that higher education institutions hosting researchers in Public Administration, as well as peer-reviewed journals, should instil the awareness and sensitivity for research ethics among researchers. Points for practitioners The study on which this article is based reports on the qualifying reasons, convictions and conditions for ethics review in Public Administration research. Consequently, the article proposes a conceptual framework that could be used by Public Administration researchers and ethics review committees to assess whether research is eligible for ethics review or not.

1. Research Ethics and Integrity in Social Sciences in Africa -- 2. A Critical Discussion on the Relevance of Biosocial Science Research Ethics Codes and Principles for Social Science Researchers in Africa -- 3. Research Ethics Governance – An African Perspective -- 4. African Social Science Research Ethics and Integrity -- 5. Ethics Review Framework and Guidelines for Social Science Research -- 6. A risk framework for research in social sciences -- 7. Human Dignity Protection in Social Science Research in Africa: The State and Role of National Research Guidelines -- 8. Vulnerability -- 9. Informed Consent In Africa – Integrating Individual And Collective Autonomy -- 10. Engaged Research: An African Macro-Ethics Perspective -- 11. Equity, Equality and Justice in Biosocial Science Research in Africa -- 12. Social Responsibility and Health Related Research -- 13. An African Perspective of Benefits in Social Science Research -- 14. Protecting Future Generations Through Social Responsible Research Ethics Practices -- 15. Data Sharing: Protecting Privacy and Confidentiality Amidst the Big Data Debate - Implications for Social Science Research -- 16. Promoting Research Integrity and Avoiding Misconduct - Perspectives On and From Africa -- 17. Unethical Authorship Deals: Concepts, Challenges and Guidelines -- 18. Building Research Ethics Capacity in Africa

This study aims to explore the role of a doctoral supervisor in doctoral candidates' state of methodological preparedness within a specific disciplinary and institutional context. The number of doctoral graduates per million is commonly used as an indicator of progress to high-level competence and growth, and has become a global policy priority. The throughput rate of doctoral candidates is closely associated with their methodological preparedness, for which doctoral supervision is one of the key antecedents. While several studies have explored supervisory qualities as perceived and experienced by doctoral candidates, the supervisor's role, as perceived and experienced by supervisors themselves, appears to be under-researched. This study aims to provide a deeper understanding of this role from both the supervisors' and doctoral candidates' perspectives. This study departed from the view that researchers and participants share the world of doctoral supervision. Hence, we used phenomenology as an approach to the world of doctoral supervision, employing the Interpretive Phenomenological Analysis (IPA) method to understand how doctoral supervisors and candidates make sense of their lived experiences of doctoral supervision. We deliberately decided against survey studies as used in related studies. Although previous research utilised the 'voyage by ocean' metaphor concerning doctoral education, this study extends the discourse by applying an interpretive phenomenological design to provide a rich description of the supervisor's role as a coastguard within the context of an open distance learning institution. Doctoral supervisors perform a coastguard role in ensuring that candidates meet the regulatory requirements for their doctoral voyage, are timeously rescued and supported during their voyage, receive the necessary navigation assistance to reach their destinations, and are cared for in a humanitarian way. We recommend that a similar study be conducted on a large scale and in different contexts to further inform the enhancement of doctoral candidates' methodological preparedness.