SINU firmly stands by the policies and processes in place that govern Their Postgraduate Degrees by Research (PDR)

Solomon Islands National University (SINU) acknowledges the concerns raised by Dr. Derek Sikua, former Prime Minister and former Permanent Secretary of the Ministry of Education, regarding the establishment and conferral of its first PhD degree. Professor Aqorau said that “while we respect Dr. Sikua’s long-standing contributions to the education sector, SINU firmly stands by the policies and processes in place that govern our Postgraduate Degrees by Research (PDR) and categorically rejects the unfounded criticisms made about the university’s academic rigour”

Professor Aqorau said “as the Vice Chancellor of SINU, “would like to clarify that SINU has had robust policies and systems in place since 2013, when we transitioned from the Solomon Islands College of Higher Education (SICHE) to Solomon Islands National University under the SINU Act of 2012. This transformation empowered SINU to engage fully in both teaching and research, and since that time, the university has adhered to internationally recognised standards for administering its postgraduate research programmes’

 Comprehensive Policies and Procedures for PhD Programmes

Professor Aqorau said “It is misleading to suggest that SINU lacks proper procedures for its PhD programmes. SINU has had a fully established framework for postgraduate research since the inception of the Office of Research and Postgraduate Studies (ORPS) in 2018. This framework governs everything from the application and approval of PhD programmes to the appointment of qualified supervisors, to the examination and assessment of theses. These procedures are meticulously documented and aligned with global best practices to ensure academic rigour and credibility at the highest level.

“We take pride in our rigorous academic standards, which are reflected in every step of the PhD process—from admissions to supervision and examination. The suggestion that SINU operates without proper governance in this regard is both inaccurate and unfair,” said Professor Transform Aqorau, Vice Chancellor of SINU.

Policies Governing PDRs at SINU:

Professor Aqorau said that “Contrary to claims that SINU lacked adequate policies governing its Postgraduate Degrees by Research (PDR), the university has in fact established a robust and comprehensive set of guidelines and policies that ensure all research degrees are conducted with academic rigour and adherence to international standards. These policies have been developed to govern every aspect of the postgraduate research process, from student admissions and supervision to progress reviews and thesis submissions. Below is a detailed overview of the key documents that collectively form this framework:

1. SINU_00_PDR Policy: This document sets out the overarching policy framework for Postgraduate Degrees by Research (PDRs) at SINU. It outlines the general principles that govern the administration of PhD and MPhil programmes, including the criteria for admission, the expected research standards, and the degree requirements. This policy serves as the foundation upon which all other guidelines are built, ensuring that SINU’s research degrees align with best practices in higher education.
2. SINU_01_PDR Regulations: These regulations govern the specific conduct of postgraduate research at SINU. They provide detailed procedures for essential academic processes such as student assessments, research proposal approvals, and thesis submissions. This document also outlines the requirements for students’ progression through their degrees, ensuring consistency and transparency in the evaluation of research performance and thesis quality.
3. SINU_02_Acceptable Environment Guideline: This guideline ensures that research students are provided with the necessary academic environment to support the successful completion of their degrees. It specifies the physical, intellectual, and administrative resources that must be made available to postgraduate students, such as access to laboratories, libraries, and computing facilities. The guideline also outlines the responsibilities of both the university and the faculties to maintain an environment conducive to high-quality research.
4. SINU_03_PDR Appointment of Supervisors: This document provides guidelines on the appointment of qualified supervisors for postgraduate research students. It specifies the criteria for appointing supervisors, ensuring that each student is guided by faculty members with appropriate expertise in the relevant field of study. The policy also addresses co-supervision, ensuring that students benefit from diverse academic perspectives and mentorship.
5. SINU_04_PDR Change of Supervisors: This procedure outlines the process for the reassignment of supervisors, should it become necessary. It establishes the grounds upon which a change of supervisor can be requested by either the student or the supervisor, and it details the steps that must be followed to ensure a smooth transition. This policy ensures that the student’s academic progress is not adversely affected during a supervisory change.
6. SINU_05_PDR Responsibilities of Supervisors: This document clearly defines the roles and responsibilities of supervisors in the postgraduate research process. It outlines their duties in guiding students through their research journey, including providing academic advice, monitoring progress, and offering feedback on research output. The policy also stresses the importance of supervisors maintaining regular communication with students and ensuring they meet key academic milestones.
7. SINU_06_Research Skills Training: This policy ensures that research students receive adequate training in the skills required to conduct high-quality research. It mandates that postgraduate students participate in research methodology workshops, data analysis training, and other relevant skill-building activities. The aim is to equip students with both the technical and analytical skills needed to succeed in their research programmes and in their future academic or professional careers.
8. SINU_07_PDR Student Annual Review: This policy establishes a systematic process for the annual review of student progress. It requires that students submit a progress report each year, which is then assessed by a review panel. The purpose of the annual review is to provide constructive feedback, identify any potential challenges, and ensure that the student is on track to complete their degree within the expected timeframe.
9. SINU_PDR Flowchart: This visual guide provides a clear and concise overview of the process for annual reviews and thesis submissions. It maps out the key stages of the postgraduate research journey, from enrolment to final submission and examination. The flowchart is designed to help both students and staff navigate the procedural requirements of SINU’s PDR programmes, ensuring clarity and consistency throughout the research process.

These documents collectively form a comprehensive framework that ensures all postgraduate degrees by research at SINU are conducted in accordance with international academic standards. They reflect the university’s commitment to maintaining the highest levels of academic integrity, transparency, and rigour, fostering an environment where research can thrive and where postgraduate students can achieve excellence”

 Governance and Leadership Strength

It is important to note that SINU’s Council is now fully complemented after addressing vacancies created by the change in government. This ensures that the university’s governance and leadership are stronger than ever, allowing us to implement vital corporate and academic reforms. SINU is poised for significant growth and improvement in the coming years, despite the challenges we face with limited funding.

 Responding to Dr. Sikua’s Concerns

Dr. Sikua raised several questions regarding the governance of PhD programmes, the qualifications of supervisors, and the establishment of academic processes. We are happy to answer these directly:

1. Processes for Establishing PhD Programmes: SINU has clear processes in place for establishing PhD programmes. These are reviewed by the Research and Postgraduate Committee (RPSC) and approved by the SINU Senate. The PhD in Environmental Science awarded to Dr. Mary Tahu followed these exact procedures.
2. PhD in Environmental Science: Dr. Mary Tahu’s PhD studies were approved in full compliance with the procedures outlined in SINU’s Policy and Postgraduate Degree Regulations. The programme underwent a thorough internal review, assessing both its academic merits and the qualifications of the proposed supervisors. It received formal approval from the SINU Senate and the Research and Postgraduate Committee (RPSC), with all relevant documentation properly recorded and on file.
3. Supervision of PhD Candidates: Dr. Tahu’s PhD supervision team included highly respected academics, such as Professor Catherine Lovelock, a leading expert in coastal ecosystems and an adjunct professor at SINU. Additionally, Professor Prem Rai, Professor David Gegeo, and Dr. Anouk Ride contributed invaluable interdisciplinary expertise, ensuring that Dr. Tahu’s research received well-rounded academic support. All members of the supervisory committee were qualified and well-equipped to guide her research. Professor Aqorau said, Professor Gegeo, “has more than three decades of supervising/co-supervising postgraduate degrees (Diplomas, M.A., Ph.D.) in the social sciences, law, education and humanities in the U.S.A. (California State University), New Zealand (University of Canterbury) and Fiji (University of the South Pacific). Within this time period he has also examined scores of postgraduate theses (Diplomas, M.A., and Ph.Ds.). He is currently examining a Ph.D. thesis from an international university”.
4. Examination of the PhD Thesis: Dr. Tahu’s thesis was examined by three distinguished external examiners, including Professor Neil Saintilan from Macquarie University, Professor Patrick Nunn from the University of the Sunshine Coast, and Dr. Kofi Apreku, Head of Fisheries Studies at SINU. Their unanimous feedback praised the quality of her work and affirmed that it met the highest academic standards.

 The Role of MoUs

Regarding Memorandums of Understanding (MoUs), it is clear that Dr. Sikua does not fully appreciate the importance of partnerships in the modern academic landscape. Universities, especially those in developing countries, thrive through networks that expand research capacity, attract external expertise, and provide access to valuable resources. SINU’s MoUs are not simply symbolic or about “optics”; they are strategic, deliberate, and practical agreements that bolster the strength of our faculties and extend our reach.

“These partnerships are essential in helping us deliver world-class education. Dr. Sikua’s view of MoUs demonstrates a very myopic understanding of what universities must do to stay competitive and relevant. SINU is building its capacity not just within the walls of the university, but also by linking with local and international partners, enriching our research capabilities, and ensuring that our students and staff are connected to a global network of knowledge,” explained Professor Transform Aqorau.

Dr. Sikua’s critique reflects a narrow view of what modern universities must do to thrive. In today’s interconnected world, a university that remains isolated from international and local partnerships risks stagnation. These MoUs are designed to strengthen research capacity, allow us to tap into global expertise, and empower our faculties to deliver higher quality education and research outcomes. More importantly, they enable SINU to work with our local communities, making tertiary education more accessible to people in the villages. By bridging the gap between the university and rural communities, we are creating pathways for inclusive growth, ensuring that education extends to those who would otherwise be left behind.

“It is disappointing that someone with Dr. Sikua’s experience does not see the vital role these partnerships play in strengthening SINU’s capacity to serve the people of the Solomon Islands. The people of this country deserve the best, and I am committed to providing that through every partnership and initiative SINU undertakes,” Professor Aqorau reiterated.

SINU will continue to prioritise these partnerships, both locally and internationally, to ensure that we remain a vibrant and innovative institution, capable of driving the social and economic development of the Solomon Islands.

Professional Appointments

On the subject of proper processes, procedures, and assessment mechanisms for promotions—particularly the awarding of professorial titles—Dr. Derek Sikua expressed that these should, among other things, focus on an academic’s contributions to teaching, research, publications, and community service. He remarked that “one should not be awarded a professor title simply because the Vice Chancellor or other senior management personnel feel the desire to do so.”

In response, Professor Transform Aqorau clarified that SINU already has a well-defined ranking policy in place to guide the promotion of staff from tutor to professorial levels.

“Our policy includes clear and well-established criteria focused on teaching performance, research output, publications, and community service,” Professor Aqorau stated. He further reassured that SINU’s promotion process is both rigorous and transparent, ensuring that advancements are based on measurable achievements rather than personal preferences or decisions made by senior management, including the Vice Chancellor.

Professor Aqorau emphasised that SINU remains committed to maintaining academic integrity and ensuring that all promotions reflect an individual’s genuine contributions to academia and the wider community.

“While there are detailed professorial requirements, these should not be treated as a rigid framework to follow word for word,” Professor Aqorau continued. “Some clauses reflect more traditional, individualistic perspectives that may not be as relevant in today’s academic environment, which emphasises partnerships, interdisciplinary collaboration, and collective research efforts.” He added, “It is essential that the professorial requirements be tailored to our specific context. While we strive to meet standards influenced by Anglo-Saxon academic philosophies, we must also recognise that benchmarking ourselves against purely Western criteria may not always be appropriate. This is largely due to disparities in research funding and resources between our institutions and those in Western academia—something that might contribute to Dr. Sikua’s concerns.”

Professor Aqorau highlighted the importance of looking to similar institutions in the region, such as the University of Papua New Guinea (UPNG), UNITECH, University of Goroka (UOG), Vudal University, Pacific Adventist University (PAU), Divine Word University (DWU), and the National University of Samoa. These institutions have developed their own criteria that are aligned with their local needs and serve as important benchmarks for professorial appointments.

“We should follow a similar path to establish a more relevant and attainable framework for our own academic appointments,” Professor Aqorau concluded, affirming that SINU is committed to empowering local academics to reach professorial levels in a manner that reflects both the local context and global standards.

 A Call for Constructive Dialogue

It is disheartening that Dr. Sikua chose to air his grievances through the media, despite our efforts to engage with him directly. The Chair of the Council responded to his email on the 3rd of September, and I personally reached out to him on two occasions—before and after his public statement—inviting him to meet with us to discuss his concerns constructively. Regrettably, Dr. Sikua opted not to respond. A simple conversation could have easily resolved these misunderstandings,” said Professor Aqorau.

“I have deep respect for Dr. Sikua’s contributions to education and his public service, but it is unfortunate that he preferred to take the route of public commentary rather than simply sitting down for a coffee in my office to talk things through. The media is not the appropriate forum for debating university policies and processes. These matters are fundamental to the core operations of a university and deserve to be discussed in the proper academic settings, “Professor Aqorau continued.

He also added, “As someone who is currently co-supervising three PhD candidates at an Australian university, has examined fourteen PhD theses from overseas institutions, and has over fifty peer-reviewed publications, I feel well-versed in matters of academic rigour. To my knowledge, apart from his PhD thesis, Dr. Sikua doesn’t appear to have any other scholarly publications. While I welcome his views, there is a certain hollowness to them given his limited scholarly credentials. His reluctance to meet, even after two invitations, suggests there may be other motivations at play. Perhaps what we are witnessing is a case of ‘Relevance Deficiency Syndrome’—having once been in the public spotlight, there’s a scramble for attention now. All of this could have been avoided with a simple visit to my office.”

Despite this, Professor Aqorau reaffirmed SINU’s ongoing dedication to excellence: “SINU remains firmly committed to transparency, academic rigour, and the pursuit of excellence in all its programmes. We are open to constructive dialogue with Dr. Sikua or anyone else who has concerns, as we continue to build a university that the people of the Solomon Islands can be proud of.”

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