Doctoral student attrition in Namibian higher education institutions

Abstract

The attrition of postgraduate students is a major concern researched on a global scale. This study aimed to investigate and analyse the factors contributing to high attrition rates among doctoral students at two selected higher education institutions in Namibia. Student integration theory provided a framework for this study. The study employed purposive and snowball sampling techniques to select participants. Semi-structured interviews were conducted to gather qualitative data from a sample of twenty-three doctoral students enrolled between 2013 and 2019. Data collection also included documents on the policies of the two institutions. Thematic data analysis of the interview data set revealed four primary themes. These themes include factors that lead to doctoral attrition, implications of delayed doctoral degree completion, experiences with institutional policies, structures and strategies and retention strategies for reducing doctoral attrition. The study found that timeous completion of doctoral studies is hindered by various research supervision issues, including lack of support and feedback, limited knowledge of students’ research topics, strained supervisor-student relationships and the heavy workloads of supervisors. Based on these, this study proposes potential strategies for retention that could limit attrition and encourage persistence toward attaining doctoral degrees. The study argues for the introduction and implementation of a Memorandum of Understanding to be agreed upon between students and supervisors. Additional factors that significantly hinder academic achievement include the added pressure of personal, work and family responsibilities and lack of financial resources. Therefore, the study recommends that a university postgraduate office be formalised with free and accessible student counselling services. Doctoral students attributed the lack of interest and commitment shown by policy-makers, researchers and prospective participants in their studies as a contributing factor to attrition. The analysis of institutional policies revealed that, notwithstanding these documents' well-crafted and comprehensive nature, the implementation process by university authorities responsible for higher degrees is deficient. The study cautions that the poor state of doctoral education in Namibia as demonstrated by the high attrition of students will persist unless the government and universities work together to support its 2030 vision. The study recommends that legislators should involve university managers and postgraduate students in policy formulation to enhance understanding, effective implementation and improved throughput rates.