Trends in doctorate Degree Programmes Enrolment and Completion Rates from Selected Public Universities in Kenya

Doctorate holders are central in spurring socioeconomic development of any country, globally. However, studies indicate that most students in Kenyan public universities take long to complete their doctorate programmes. Moreover, enrolment data from selected Kenyan public universities show that fewer students enroll for doctorate programmes in comparison with those who register for Master and Bachelors’ programmes. The purpose of this paper was, therefore, to establish the reasons for low enrolment rates and long completion time by the doctorate students in selected Kenyan public universities. The study sought to analyse the trends in doctorate degree programmes enrolment and completion rates from selected public universities in Kenya for the last fifteen years. The Social Support Theory and theory of involvement were utilised to comprehensively reveal the reasons for low enrolment and completion rates of doctorates in selected Kenyan public universities. The study employed the mixed methods research design. Data was collected from four purposively sampled universities using questionnaires, documentary analysis and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The study revealed that between 2003 and 2017, there was low doctorate programmes enrolment and completion rates at the selected public Universities in Kenya. This was demonstrated from trends in the numbers of those who enrolled and those who graduated from public universities. The trends revealed that more males than females enrolled and completed their studies with the highest being between 2008 and 2013. The study concludes that low enrolment rate and long duration in doctorate degree study are caused by incongruous systemic practices. The research recommends that: institutional doctorate programme procedures’ policies to be standardized across universities; the Ministry of Education through the State Department of University Education to have a robust funding programme for the doctorate programmes. The findings of this research are resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework which could be used to enhance doctorate degree enrolment and completion in Kenyan public universities.