Social Integration as a Predictor of Program Completion of PhD Students in Makerere University
Main Article Content
Keywords
Kenya, County Governments, Records management, Pertinent Issues
Abstract
Long time to obtain a PhD degree has been a source of contention and graduate schools throughout the world are working to reduce the long time to degree This study examined social integration as a predictor of program completion of PhD students in Makerere University. Anchoring in Tinto’s Model of persistence, social integration included: knowledge sharing, peer interaction, socialization, institutional culture and faculty interaction. Using a mixed methods approach, both cross-sectional and phenomenological designs were used to collect data from 104 and o7 PhD graduates through self-administered questionnaires and interviews respectively. Data was analysed using descriptive and inferential statistics, while qualitative data used thematic analysis. Descriptive statistics involved calculation of means while inferential ones involved regression analysis. Thereafter, data was interpreted using a Joint Display Table. The results revealed that the faculty interaction aspect of social integration positively and significantly predicted program completion. However, knowledge sharing, peer interaction, socialisation and institutional culture did not. Social integration is a critical factor in completing a PhD program. This is mainly when: supervisors provide timely sufficient advice on writing scientific texts; they genuinely get concerned with their supervisees’ academic work; they are readily accessible to discuss students’ research work; and when they are available when their supervisees need them hence, recommending that the management of universities should support social integration of PhD students by enhancing faculty interaction to foster timely completion of their programs.
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Chidi, N., & Sylvia, O. A. (2020). Determination of Factors that Contribute to Postgraduate Students’ Delay in their Thesis/Dissertation Completion. The Universal Academic Research Journal, 2(2), 78-86.
Clemente, F. & Sturgis, R. B., (1974). Quality of Department of Doctoral Training and Research Productivity. Sociology of Education, 47(2) 287-299, American Sociological Association
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. Sage Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches
(5th ed). SAGE London.
Dill, D. D. (1982). The Management of Academic Culture: Notes on the Management of Meaning and Social Integration. Higher Education, 11(3),303-320. ttps://www.jstor.org/stable/3446547
Fergy, S., Marks‐Maran, D., Ooms, A., Shapcott, J., & Burke, L. (2011). Promoting Social and Academic Integration into Higher Education by First‐Year Student Nurses: The APPL Project. Journal of Further and Higher Education, 35(1), 107-130. org/10.1080/0309877X.2010.540318
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Gentles, J., Charles, C., Ploeg, J., &McKibbon, A. K. (2015). Sampling in Qualitative Research: Insights from an Overview of the Methods in Literature. The Qualitative Report. 11(4), 1772-1789
Geven, K., Skopek, J., &Triventi, M. (2018). How to Increase PhD Completion Rates? An Impact Evaluation of Two Reforms in a Selective Graduate School, 1976–2012. Research in Higher Education, 59(5), 529-552. https://doi.org/10.1007/s11162-017-9481-z
Hadi, N. U., & Muhammad, B. (2019). Factors Influencing Postgraduate Students’ Performance: Sciences: Theory and Practice. 19(2). 58-73
Holbrook, A., Shaw, K., Scevak, J., Bourke, S., Cantwell, R., & Budd, J. (2014). PhD Candidate Expectations: Exploring Mismatch with Experience. International Journal of Doctoral Studies, 9, 329-346. http://ijds.org/Volume9/IJDSv9p329-346Holbrook0575.
Japheth, N., Namubiru Ssentamu, P., Kyalo Wambua, B., & Jepkoech Kurgat, S. (2023). Strategies Used for Effective Research Supervision in the Completion of Postgraduate Studies in Selected Universities of Uganda.
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Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607-610.
Langrehr, K., J., Green,C., E., & Lantz, M. (2018). The Implications of Doctoral Students’ Professional Socialization Experiences in Graduate Training. The Counseling Psychologist, 45(8) 1162 –118310.1177/0011000017748588
Lew, M. M., Nelson, R. F., Shen, Y., & Ong, Y. K. (2020). Graduate Students Academic Persistence: Academic and Social Integration Intertwined with Self-Directed Learning. International Education Studies, 13(7), 1-11. 10.5539/ies.v13n7p1
Löfström, E., &Pyhältö, K. (2014). Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences. Ethics & Behavior, 24(3), 195-214.10.1080/10508422.2013.830574
Longden, B. (2004). Interpreting Student Early Departure from Higher Education Through the Lens of Cultural Capital. Tertiary Education & Management, 10(2), 121-138.
Majid, S., & Chitra, P. K. (2013). Role of Knowledge Sharing in the Learning Process. Literacy Information and Computer Education Journal (LICEJ), 2(1), 1201-1207.
Makerere University [Mak]. (2020). Unlocking the knowledge Hub in the Heart of Africa. Strategic Plan 2020/2030. Planning and Development Department (PDD).
Makerere University Directorate of Research and Graduate Training. (2016). Graduate student handbook. Retrieved from https://rgt.mak.ac.ug/sites/default/files/ GRADUATE HANDBOOK SEPTEMBER 2016.
Malunda, P. N., Atwebembeire, J., &Ssentamu, P. N. (2021). Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda. International Journal of Learning,
Teaching and Educational Research, 20(5). 73-95, org/10.26803/ijlter.20.5.5
McCabe, J. (2023). Friendships and Student Success in College. Journal of Postsecondary Student Success, 2(3), 5-22. 10.33009/fsop_jpss132950
Motseke, M. (2016). Reasons for the Slow Completion of Masters and Doctoral Degrees by Adult learners in a South African Township. Australian Journal of Adult Learning, 56(3), 424-441.
Muriisa, R. K. (2015). The State of Doctoral Education in Social Sciences in Uganda: Experiences and Challenges of Doctoral Training at Mbarara University of Science and Technology 2003-2010. Journal of Education and Practice, 6(10), 204-213
Nakanjako, D., Katamba, A., Kaye, D., K., Okello, E., Kamya, M., R., Sewankambo, N., & Mayanja-Kizza, H. (2014). Doctoral Training in Uganda: Evaluation of Mentoring Best Practices at Makerere University College of Health Sciences. BMC Medical Education. 14(9), 1-8(IJSRM)
Nareeba, P., Ichloi, A. & Were, E. (2019). Contribution of Modern Social Networks in Building Social Integration in Public Universities in Uganda. International Journal of Scientific Research and Management. 7(7), 501-507,10.18535/ijsrm/v7i7.sh01Peter
National Council for Higher Education (NCHE) (2018). The State of Higher Education and Training in Uganda. A report on Higher Education Delivery. Kyambogo.
Noel-Levitz, (2008). Retention Codifications Student Success, Retention, and Graduation: Definitions, Theories, Practices, Patterns, and Trends. 1-2
Nulty, D. D. (2008). The Adequacy of Response Rates to Online and Paper Surveys: What Can be Done?. Assessment & Evaluation in Higher Education, 33(3), 301-314. 10.1080/02602930701293231
OECD (2012). Assessment of Higher Education Learning Outcomes AHELO Feasibility Study Report.
Osamika, B. E., Lawal, T., Osamika, A. E., Hounhanou, A. J. V., & Laleye, M. (2021). Personality Characteristics,
Psychological Wellbeing and Academic Success among University Students. International Journal of Research in Education and Science, 7(3), 805-821. doi.org/10.46328/ijres.1898
Rakes, G. C., Dunn, K. E., & Rakes, T. A. (2013). Attribution as a predictor of procrastination in online graduate students. Journal of Interactive Online Learning, 12(3). www.ncolr.org/jiol
Raju, D., &Schumacker, R. (2015). Exploring Student Characteristics of Retention that Lead to Graduation in Higher Education Using Data Mining Models. Journal of College Student Retention: Research, Theory & Practice, 16(4), 563-591.
Resch, K., Alnahdi, G., & Schwab, S. (2023). Exploring the Effects of the COVID-19 Emergency Remote Education on Students’ Social and Academic Integration in Higher Education in Austria, Higher Education Research & Development, 42:1, 215-229, 10.1080/07294360.2022.2040446
Roberts, J., &McNeese, M. N. (2010). Student Involvement/Engagement in Higher Education Based on Student Origin. Research in Higher Education Journal, 7, 1.
Rockinson-Szapkiw, A. J., Holmes, J., & Stephen, J. S. (2019). Identifying Significant Personal and Program Factors that Predict Online EdD Students' Program Integration. Online Learning, 23(4), 313-335.
Römhild, A., & Hollederer, A. (2023). Effects of Disability-related Services, Accommodations, and Integration on Academic Success of Students with Disabilities in Higher Education. A scoping review. European Journal of Special Needs Education, 1-24. 10.1080/08856257.2023.2195074
Schulze, S. (2016). Socialising Postgraduate Students to Success in an Open and Distance Learning Environment: Part 2-General Articles. South African Journal of Higher Education, 30(4), 277-291.
Severiens, S., & Wolff, R. (2008). A comparison of ethnic minority and majority students: Social and academic integration, and quality of learning. Studies in higher education, 33(3), 253-266. 10.1080/03075070802049194
Singh, J. K. N., (2018) What are the Factors that Contribute to Postgraduate International Students’ Academic Success? A Malaysian Qualitative Study. Higher Education Research & Development, 37:5, 1035-1049, 10.1080/07294360.2018.1467383
Skopek, J., Triventi, M., &Blossfeld, H. P. (2022). How do Institutional Factors Shape PhD Completion Rates? An Analysis of Long-Term Changes in a European Doctoral Program. Studies in Higher Education, 47(2), 318-337.https://doi.org/10.1080/03075079.2020.1744125
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Dec 1, 2023
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Namutebi, A., Balojja , T. D., & Mugimu, C. B. (2023). Social Integration as a Predictor of Program Completion of PhD Students in Makerere University. Journal of Frontiers in Humanities and Social Sciences, 1(2), Pg 11–34. https://doi.org/10.69897/jofhscs.v1i2.15
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