Factors contributing to doctoral student attrition in higher education institutions in Namibia

Abstract

Postgraduate student attrition remains a pressing global issue extensively investigated in academic research. Guided by Tinto's student integration theory, this study explores factors driving high dropout rates among doctoral candidates at two Namibian universities. The investigation utilised purposive and snowball sampling methods to recruit participants. Qualitative data were collected through semi-structured interviews involving 23 doctoral candidates enrolled between 2013 and 2019. Thematic analysis identified research supervision challenges such as inadequate support, delayed feedback, strained supervisory dynamics, and supervisors' excessive workloads as critical barriers to degree completion. Compounding factors like competing personal, professional and familial obligations and financial constraints were found to impede academic progress substantially. Participants further identified perceived disengagement from policymakers, researchers and potential collaborators as exacerbating attrition risks. The study recommends targeted retention initiatives to mitigate dropout rates and foster degree persistence in response to these findings. The study warns that Namibia's doctoral education system, evidenced by unsustainable attrition patterns, risks undermining national development goals outlined in its 2030 agenda unless coordinated institutional and governmental interventions are prioritised.