The achilles- heel of doctoral education in African higher education institutions: an Ethiopian university in perspective

Tamrat, Wondwosen; Fetene, Getnet Tizazu

doi:10.1080/07294360.2021.1901664

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Research has highlighted that mentoring and providing networking support for postgraduate students often does not meet student expectations and needs, both during the postgraduate journey and in transitioning to careers. Several studies (Mhlahlo, 2020;Rugut & Chang'ach, 2023;Tamrat & Fetene, 2022) indicate a gap between the career development assistance students hope to receive from supervisors and the actual mentorship and networking provided. Many postgraduate students expect research supervisors to guide them in building professional skills, making industry connections, and preparing for academic job searches (Denicolo et al, 2019;Nerad & Bai, 2021;Waghorne, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students

Adedokun,

Oyetunde-Joshua

2024

JCVE

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Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.

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Section: Literature Reviewmentioning

confidence: 99%

Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students

Adedokun,

Oyetunde-Joshua

2024

JCVE

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“…The increasing demand from the newly established public universities for trained staff with higher degrees (master's and PhDs) and the growing need for a highly trained labour force are the major factors driving the growth of PhD training in Ethiopian universities. The growth of PhD enrolment over the last ten years could especially be attributed to this new development and policy direction (Tamrat & Fetene, 2021).…”

Section: Study Contextmentioning

confidence: 99%

“…Limited studies have been made to examine the nature of PhD programs offered in Ethiopia and the reasons that impede its growth. While a few focus on tracing the development of graduate studies in Ethiopia and its nature (Gebremariam, 2010;Yigezu, 2013), others identify challenges of PhD provision (Nega & Kassaye, 2018;Tamrat & Fetene, 2021;Tefera & Dessie, 2014). The major findings from these studies suggest that the issue of funding, research infrastructure and facilities, poor facilities and resources, shortage of laboratory and learning materials, shortage of ICT materials and support services, insufficient space in the libraries, lack of office or working space for PhD students, poor supervision, and lack of special provisions for learners with disabilities are major challenges of postgraduate programs across all universities in Ethiopia.…”

Section: Study Contextmentioning

confidence: 99%

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The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms

Fetene

Tamrat²

2021

IJDS

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Aim/Purpose: This study was conducted to examine the rate of delay, explanatory causes, and coping strategies of PhD candidates at Addis Ababa University, Ethiopia’s premier university, over the last ten years. Background: Delayed graduation is a common theme in doctoral education around the world. It continues to draw the concern of governments, universities, and the candidates themselves, calling for different forms of intervention. Addressing these challenges is key to resolving the many obstacles into doctoral education. Methodology: Ten-year archival data consisting of 1,711 PhD students and in-depth interviews with ten PhD candidates were used as data-generation tools. The data collection focused on progression patterns, reasons for study delays, and the coping mechanisms used by doctoral students when they face challenges. While the candidates were interviewed to narrate their lived experience pertinent to the objectives of the study, the archival data regarding the PhD students were collected from the Registrar Office of the University under study. Contribution: Amid an ongoing global debate about best practices in doctoral education, the research on study delays contributes not only to filling the existing empirical gap in the area but also in identifying factors, for example, related to financial matters, family commitment, and student-supervisor rapport, that help address the challenges faced and improving the provision of doctoral education. Findings: The findings of this study revealed that the cumulative average completion time for a PhD study was 6.19 years— over two years more than the four years given as the optimum duration for completing a PhD program. The institutional pattern of delays over the last ten years indicates that doctoral students are requiring more and more years to complete their PhDs. The study further revealed that completing a PhD in time is a process that can be influenced by many interacting factors, which include student commitment and preparation, favourable academic and research environment, and positive student-supervisor rapport. Recommendations for Practitioners: It is important for practitioners and higher education institutions to find ways to improve the on-time completion of doctoral programmes in order to minimise the continued financial, emotional, and opportunity costs the higher education sector is currently incurring. Recommendation for Researchers: The fact that this study was limited to a single institution by itself warrants more studies about time-to-degree in PhD programs and causes for study delays as well as studies about successful interventions in doctoral education. Future research should particularly explore the nature of the advisor/advisee relationship and other critical factors that appear to have a significant role in addressing the challenges of study delay. Impact on Society: The expansion of PhD programmes is an encouraging development in Ethiopia. The findings of this study may help improve completion rates of doctoral students and reduce program duration, which would have significant implication to minimise the ensuing financial, emotional, and opportunity costs involved at individual, national, and institutional levels. Future Research: Given the growing number of universities in Ethiopia and their possible diversity, PhD students’ profiles, backgrounds, and expectations, more research is needed to examine how this diversity may impact doctoral students’ progression and persistence.

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Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms

Herut,

Gorfu

2024

Social Sciences & Humanities Open

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The achilles- heel of doctoral education in African higher education institutions: an Ethiopian university in perspective

Cited by 4 publications

References 17 publications

Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students

Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students

The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms

Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms

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