EXPLORING STUDENT-SPECIFIC FACTORS AFFECTING PhD THESES COMPLETION

PRESENTATION BY: C. MAPHOSA University of KwaZulu Natal

THE PROBLEM OF PhD GRADUATES FOR DESIGNATED GROUPS IN SOUTH AFRICA

         Dramatic rise in postgraduate enrolment since 1995 From 70 000 to 120 000 by 2007 However, 9 158 (7.2%) graduated with Masters and PhDs in 2007 Postgraduate outputs are low and inadequate in relation to SA’s economic and social development needs. Doctoral Graduates in SA in 2007 – 1274, in 2008 – 1181 (Mouton, 2010) 2005 – Whites were 59% of doctoral graduates.

2005 – Blacks constituted 45% of Doctoral graduates Dell (2010) doctoral graduates needed to build the ‘knowledge economy’ to replace the existing cohort of academics in the higher education system upon retirement.

THE PROBLEM OF NON-COMPLETION OF PhD THESES

YEAR

2003 2004 2005

CANDIDATES

8380 9104 9434

NON-COMPLETION

7348 7988 8245 Average graduation rate is 12% Average non-completion rate is 88%

GRADUATES

1032 1116 1187 Source: Department of Education, Education Statistics at a Glance, 2003-2005.

(Universities and Universities of Technology, historically black and white.)

DOCTORAL GRADUATES BY GENDER AND RACE

YEAR 1994 % 2000 % 2007 %

MEN

518 70.3

572 58.8

742 58.4

DOCTORAL GRADUATES WOMEN WHITE BLACK

219 29.7

666 90.4

71 9.6

400 41.2

529 41.6

674 69.3

691 54.4

298 30.7

580 45.6

TOTAL

737 100 972 100 1271 100

KEY OBSERVATIONS ON DOCTORAL GRADUATES

     Doctoral graduates are too low for the country's socio-economic requirements.

Black Africans who are the majority in the population are under represented in doctoral graduates.

Badat (2010) in doctoral graduates per million of population in 2003 SA lagged behind other countries. It had 23 Doctoral graduates per million of population compared to Brazil – 43 per million, South Korea – 157 per million and Australia – 200, Portugal -569 per million.

CHE (2008) reports that in 2005, 25% of the Doctoral graduates were international students.

The national average doctoral graduation rate of 11% is way below the national benchmark doctoral graduation rate of 20% (Badat 2010)

THE PROBLEM

    Universities have put in place mechanisms to attract students to undertake doctoral studies in various disciplines Availability of institutional and NRF funding for fees and research-related activities to enable students to undertake and complete doctoral programmes. Questions on sufficiency of funding.

Methods of supervision being improved in university moving from the apprenticeship models to more cooperative cohort model of supervision (Samuel & Vithal in press) Despite all these institutional efforts the challenge remains of students enrolling and dropping out doctoral programmes or students taking too long to complete programmes. This advocacy presentation seeks to specifically answer the question; “What are the student-specific factors that promote or hinder theses completion at doctoral level?”

THEORETICAL UNDERPINNING OF THE ARGUMENT

      The argument hinges on the critical social theory. This theory contends that society is unequal in many ways and the ‘transformative social agenda requires a commitment to review social injustice and change the status quo’ (McAllister et al 2006:1).

The playing field in the education system is not level – the issue of deprived backgrounds and those with cultural capital.

The students’ cultural background might also influence their self-direction or structure in completing academic tasks (Tweed & Lehman, 2002). Some students prefer self-direction while others prefer to be directed.

No longer a time to mourn and look at one’s disadvantaged position as a handicap. It is a motivator.

Aspiring doctoral students should seek to change the status quo – looking at a doctorate as intimidating and unachievable should change Need for self-belief

WHAT IS A DOCTORAL DEGREE?

 A doctorate degree is the highest level of academic/professional degree  The highest academic degree awarded by a university to students who have completed studies beyond the bachelor's and/or master's degrees, and who have demonstrated their academic ability in oral and written examinations and through original research presented in the form of a dissertation (thesis). (NTNC 2002).  Doctorate degrees are awarded to the scholars for the creation and interpretation of knowledge, which extends the forefront of a discipline, usually through original research.

  Process starts with identification of a research interest area – developing a proposal and defending that proposal before undertaking a study that contributes to new knowledge.

Doctoral work is about an autonomous and independently managed research process.

 Modes of PhD study – full-time, part-time and ODL

MOTIVATION

• The Self-Determination Theory indicates that intrinsic motivation (doing something because it is inherently interesting or enjoyable), flourishes in contexts that satisfy human needs for competence, autonomy, and relatedness. (Ryan & • • • • • • Deci, 2000).

Students should have strong reasons for pursuing a PhD or Master's degree; they are ambitious and highly motivated to learn new things and get a graduate degree.

Students need to pursue a PhD for the right reasons – to ensure completion in due time. Some may pursue it for no reason at all.

Self-motivation is key to persistence and eventual completion despite the rough terrain.

Some rate motivation as the most important factor necessary for completion of a doctoral programme even after high-intelligence.

A candidate for a PhD must WANT to do it, and be a self-starter. Motivating factors; enhancing earnings, prestige, upgrading professional status, widening career options, prestige, competition, pressure, self-actualisation , need to research and share knowledge

RESEARCH INTEREST

     Dale (2005) states that if one lacks interest in research activities it would be very difficult to put in the work required.

Interest is necessary in sustaining the long and arduous journey in PhD research work.

Myers (1999) found that participants ranked “frustration and/or loss of interest” (p. 61) as the biggest barrier to the doctoral degree completion. Develop an interest in research and publication -publish from Masters dissertation - engage in collaborative research -research and present findings at public fora.

Gather and read successfully completed PhD theses related and not related to your study – learn the techniques that can be of use to your study.

RESEARCH TRAINING

      Dietz, Jansen & Wadee (2006) identify common problems encountered by PhD candidates as inadequate research background; lack of training in methodological and writing skills due to inadequate Bachelors and Masters training.

Morton and Worthley (1995) training provided in research methods courses not sufficient to undertake rigors of doctoral research. Hindrances to thesis completion include lack of understanding of the thesis writing process and difficulties in data collection (Wong & Wong 2010).

Hollingsworth et al (2002) carried out a study and found that research training, through mentoring, prior to doctoral studies engagement enhanced research understanding and research practice. Network with established (have own mentors) researchers after Masters Work to understand the practical research process – by being involved.

NEGOTIATING SUCCESSFUL WORKING RELATIONSHIPS WITH SUPERVISORS

    PhD research work completion is dependent on the student’s ability to negotiate successful working relationship with supervisors Most supervisory practices still follow the apprenticeship model Webber (2001) observes the ideal supervisor as one who does not; have a judgmental attitudes, cut lines of inquiry inconsistent with his/her own, talk down to a supervisee, turn consultation sessions into one-way lectures, have mood swings.(In case of dealing with a supervisor who exhibits all or some of these – how does one negotiate his/her way) The research journey involves both the supervisor and supervisee but it is ultimately the supervisee’s journey and should make critical decisions on about where they want to go and how they want to get there.

WORKING WITH GREAT AUTONOMY

• • • • The ability to work and think independently is one of the basic prerequisites for studying a research degree.

Qualities associated with independence are confidence, initiative and the ability to take responsibility.

One should be able to work with minimal supervision but the supervisor is always available for discussions on any aspects of the research being undertaken.

The PhD student should ideally be able to work independently and develop their own questions and pursue their own lines of thought.

COMMITMENT

    PhD students require commitment (to gain knowledge, to complete work or to do well) as the key to successful research degree completion.

Commitment is also exhibited through perseverance, persistence, determination, dedication, tenacity, resilience and endurance.

The most important qualities a PhD candidate will need are perseverance and commitment, probably more so than raw intelligence.

All of the qualities are important for the student to get the most out of their research degree; but if they have a high level of commitment (I REALLY want to do this, and well) then the rest will usually follow.

MULTI-TASKING

     Mackenzie & Ling (2009) observe that research as a journey occurs within the context of other journeys work, family and friends – one can add more journeys to these.

80% of South African doctoral students are part-time (Dell 2010) Multi-tasking is crucial.

The ability of a person to perform more than one task at the same time – not just simple tasks but core life functions which cannot be delegated to anyone.

All functions are important, have to be done, time and resources have to be allocated to the achieve of each of the functions.

CONCLUSION

      The problem of low doctoral graduation rates is a real one in South Africa.

Problem serious when considering the under-representation of formerly disadvantaged racial groups.

Need to look at the problem from various angles Whatever supportive systems are in place in the country and in universities, the undertaking and eventual completion of a doctoral study rests with the candidate It is no longer time to mourn over one’s disadvantaged position – the status quo has to change and the country realise a rise in doctoral graduates from black South Africans – in line with the economic demands of the country in various sectors There is need to students undertaking doctoral programmes to be; well motivated, committed, able to negotiate successful working relationships with supervisors, able to work with great autonomy, among other things.

THANK YOU