Determinants of dissertation completion of Education Doctoral studies in selected Kenyan Public Universities

Abstract

There is a great demand internationally and locally for a workforce with high-quality knowledge, skills and attitudes in all economic sectors. Studies reveal low completion rates and delays in completing doctoral studies experienced globally and in Kenya. This study aimed to evaluate the determinants of dissertation completion in doctoral studies in selected Kenyan public universities. The objectives that guided the study were: to assess the preparedness of doctoral education students for the completion of the doctoral dissertation, to explore accessibility and use of learning resources by doctoral education students for the completion of the doctoral dissertation, to examine perceptions of education administrators on completion of doctoral dissertation and to explore supervision experiences of doctoral education students and supervisors on completion of doctoral dissertation. The study used Tinto’s doctoral persistence theory and Weidman, et al. graduate socialization framework. The study employed a mixed- method study as a convergent parallel research design framed within a pragmatic philosophical view. Purposive, quota and simple random sampling strategies were utilized in selecting 107 participants (55 doctoral students, 32 supervisors and 20 administrators). Data was gathered using semi-structured questionnaires, focus group discussions, and individual interviews. Descriptive statistics was used to analyze quantitative data, and qualitative data were coded and analyzed thematically. The study established that public universities in Kenya face significant challenges in ensuring the timely completion of doctoral studies. Doctoral students were often unprepared for dissertation completion and struggled with limited access to research resources, coupled with insufficient digital skills necessary for data collection and analysis. Inconsistencies in the implementation of a formal supervision structure create insufficiencies in the research process. Supervisors also face considerable challenges including: the shortage of qualified faculty, a heavy workload, and inadequate institutional support, making it challenging to provide effective and practical guidance. Doctoral students experience various personal and professional obstacles such as: work-related pressures, psychosocial difficulties, insufficient academic and institutional support, all of which hinder dissertation progress. To address these challenges, the study recommends: strengthening student-supervisor collaboration and reviewing and fully implementing policies governing doctoral studies. Enhancing institutional support mechanisms, securing additional research funding, and prioritizing capacity-building initiatives can improve dissertation completion rates. Universities should facilitate research by providing necessary resources and investing in infrastructure to create a conducive academic environment. By implementing these measures, public universities in Kenya can foster a more supportive research culture, improve doctoral completion rates and the overall quality of post-graduate education.