Doctoral student attrition in Namibian higher education institutions: An analysis of implications and coping strategies

Abstract

Doctoral student attrition poses a significant challenge in higher education, particularly in Namibia, where non-completion rates undermine academic progress, institutional goals and national development agendas. Through the lens of Tinto's theory of student integration, this article examines the implications of doctoral attrition for individual students and the broader Namibian society, while exploring coping strategies employed by students to navigate academic challenges. Globally, research highlights a concerning trend, with nearly half of doctoral candidates across higher education systems failing to attain their degrees. This article adopts a qualitative approach grounded in an interpretivist framework to explore this phenomenon. Data collection involved semi-structured interviews with 23 doctoral candidates registered at two Namibian universities between 2013 and 2019. Thematic analysis revealed multiple consequences linked to prolonged doctoral study timelines or premature withdrawal, alongside resilience strategies participants utilised to mitigate academic and institutional barriers. Findings reveal that attrition detrimentally affects students' career prospects, financial stability and psychological wellbeing, hindering national human capital development, innovation, and economic growth. Conversely, adaptive coping strategies such as peer support networks, mentorship, institutional resources and personal resilience emerged as critical enablers of persistence. The article contributes to global discourse on doctoral education while offering actionable recommendations to policymakers and universities aiming to foster student success and national advancement.

Headnote

Abstract

Doctoral student attrition poses a significant challenge in higher education, particularly in Namibia, where non-completion rates undermine academic progress, institutional goals and national development agendas. Through the lens of Tinto's theory of student integration, this article examines the implications of doctoral attrition for individual students and the broader Namibian society, while exploring coping strategies employed by students to navigate academic challenges. Globally, research highlights a concerning trend, with nearly half of doctoral candidates across higher education systems failing to attain their degrees. This article adopts a qualitative approach grounded in an interpretivist framework to explore this phenomenon. Data collection involved semi-structured interviews with 23 doctoral candidates registered at two Namibian universities between 2013 and 2019. Thematic analysis revealed multiple consequences linked to prolonged doctoral study timelines or premature withdrawal, alongside resilience strategies participants utilised to mitigate academic and institutional barriers. Findings reveal that attrition detrimentally affects students' career prospects, financial stability and psychological wellbeing, hindering national human capital development, innovation, and economic growth. Conversely, adaptive coping strategies such as peer support networks, mentorship, institutional resources and personal resilience emerged as critical enablers of persistence. The article contributes to global discourse on doctoral education while offering actionable recommendations to policymakers and universities aiming to foster student success and national advancement.

Keywords: doctoral attrition, completion rate, higher education, coping strategies

1. Introduction and background

The expansion of doctoral education has been notable in the late 20th century, coinciding with the massification of higher education and the emergence of the global knowledge economy (Grant et al., 2022, as cited in Nerad et al., 2022). Even so, a considerable body of existing literature on doctoral studies indicates that a substantial number of doctoral candidates encounter difficulties in completing their studies and ultimately withdraw from the program before obtaining their degrees (Cakmak, 2015; Caruth, 2015; Shariff et al., 2015; Beck, 2016). Several studies have depicted the pursuit of a doctoral degree as characterised by high levels of stress and uncertainty for students, as well as subject to alarming rates of attrition, with an estimated 50% of doctoral students discontinuing their studies (Litalien, 2015; Rigler et al., 2017; Laufer & Gorup, 2019).

This article empirically demonstrates that heightened doctoral attrition rates disrupt scholars' educational pathways and negatively affect societal advancement and institutional efficacy. Such attrition risks creating a significant gap in research output and innovative discoveries vital for societal and economic advancement. Doctoral studies play a pivotal role in socio-economic development by enhancing advanced education, generating new knowledge, and fostering innovative thinking by producing more doctoral graduates. Higher education institutions (HEIs) strive to meet socio-economic goals by achieving these outcomes. Consequently, this study seeks to examine the implications of doctoral student attrition and explore the coping strategies employed by students to overcome challenges and complete their degrees. While government and institutional policies and practices play a role in the attrition of doctoral students, this article focuses mainly on students' experiences. Reference to the complicity of HEIs and government is cited where relevant, but are not the primary focus.

2. Problem statement

Doctoral student attrition in Namibian HEIs represents a critical yet understudied challenge, with significant repercussions for students, institutional reputation and national development. Despite the pivotal role of higher education in fostering human capital development and socioeconomic progress, many doctoral candidates in Namibia fail to complete their programs, undermining personal aspirations, institutional effectiveness and the nation's ability to address its developmental needs. While expansion of doctoral enrolment is essential to producing many doctoral students, realising this ambition hinges on dismantling entrenched structural and organisational challenges perpetuating low completion rates in doctoral programs. Namibia's capacity to produce a robust cohort of scholars with advanced skills and the expertise necessary to drive comprehensive socio-economic progress across all sectors is central to this transformation.

Despite several studies conducted globally and regionally, there remains a paucity of context-specific research examining how these barriers manifest in Namibia's unique higher education landscape. This study looks into the various implications of not completing doctoral studies on personal, institutional and systemic levels and explores how these could be overcome. The study was guided by two research key questions: (a) What are the implications for students who withdraw or fail to complete doctoral studies? (b) What strategies do students use to overcome challenges during their doctoral journey?

3. Literature review

The issue of doctoral attrition has become a notable concern for HEIs, carrying considerable consequences for both the institutions and the students who leave their programs. The attrition of doctoral students has been reported to be a serious problem due to its challenging and costly nature (Bair & Haworth, 2004; Beck, 2016; Skopek et al., 2020). While existing literature often highlights student responsibility in the attrition process, many studies indicate that institutional factors, including program design, supervision practices and institutional policies, significantly influence doctoral completion rates (Bair & Haworth, 2004; Holley & Caldwell, 2012). This problem is widely acknowledged to significantly and negatively affect academic institutions and doctorate candidates, leading to social, psychological, and financial repercussions. From an institutional perspective, attrition diminishes the human and financial resources allocated to the training and development of doctorate candidate. The high rate of doctoral students who do not complete their programs poses significant challenges for universities, both in terms of competition and financial resources, as a considerable portion of a university's research output is reliant upon the contributions of doctoral students (Horta et al., 2018). According to Styger, van Vuuren, and Heymans (2015), significant financial and human resources are expended on educating students who ultimately do not complete their programmes wasting time and financial resources spent on the candidate's training and supervision (Feldon et al., 2010), which also contribute to the loss of competitive advantage (Bourke et al., 2004) over peers.

In an environment where rankings are used to judge institutions' standing, high doctoral student attrition rates substantially impact institutional rankings. As a result, an institution's number of doctoral graduates is a critical measure of its academic reputation and the quality of its educational programs. Shin, Postiglione and Ho (2018) confirm this assertion, highlighting that research productivity is pivotal in ranking assessments and that maintaining competitive research output relies on the presence of exceptionally qualified doctoral candidates and post-doctoral scholars. Similarly, Cloete, Mouton and Sheppard (2015) argue that a doctorate is not only a potential contributor to talent in the knowledge economy but is also regarded as essential for enhancing university system quality.

The departure of doctoral students has been shown to have a big effect on individual lives on many levels. Maddox (2017) states that a low attrition rate can be helpful in some situations. Nevertheless, students who drop out of their programs often have to deal with a lot of issues. Not finishing a doctoral degree on time or at all can cause more stress (Feldon et al., 2010) and even lead to serious mental health problems like depression or suicidal thoughts (Lovitts, 2001). These results suggest that individuals who cease their studies do not merely abandon plans or disregard their incapacity to complete the doctoral process. The effects of withdrawal, on the other hand, often last long after they leave the program. For instance, a 2019 survey of 2,500 doctoral students in Germany revealed that over 80% exhibited moderate to severe symptoms of depression, while nearly 63% reported moderate to high levels of anxiety (Olsthoorn et al., 2020). While these psychological factors are undeniably significant, focusing solely on student accountability offers an incomplete understanding. Institutional practices, support systems or lack thereof, also play a critical role in shaping the doctoral experience and influencing attrition rates.

Another study conducted in 2020 by the US GradSERU consortium at the University of California, Berkeley, with 8 500 doctoral students from nine public US research universities, found that doctoral students experienced major depressive disorder stress at a rate of 38%, in comparison to undergraduates who reported a rate of 35% (Chrikov et al., 2020). Unfortunately, it is common for academic institutions not to pay attention to students who depart, as many tend to do so quietly (Maddox, 2017). The findings suggest that HEIs should prioritise doctoral students' mental health and wellness, recognising that psychological support and academic assistance are crucial in helping them persevere and succeed in their doctoral studies.

Factors related to students, such as motivation and mental health, are essential for understanding attrition rates. The evolving landscape of doctoral education, particularly in light of the COVID-19 pandemic, highlights the need for improved institutional accountability. The pandemic has exacerbated various challenges doctoral students face, including isolation, increased stress, and disruptions to their research activities (Chrikov et al., 2020). The ongoing transformations in higher education resulting from the pandemic necessitate modifications to academic programs by institutions. This adaptation must prioritise enhancing student support, especially doctoral candidates, by offering essential resources and psychological support to promote their wellbeing and success.

Students and institutions adopted adaptive strategies during the pandemic to mitigate these challenges. Digital tools like cloud-based platforms (e.g., NVivo) and virtual peer networks became essential for collaboration, though rural connectivity gaps persisted (Czerniewicz et al., 2020). Institutions also shifted focus to digital equity, offering subsidised internet and e-library access, yet STEM researchers faced software limitations (Marinoni et al., 2020). Hybrid supervision models improved accountability but risked burnout (Aguilera-Hermida, 2020). The pandemic highlighted the need for institutions to address digital divides, redesign supervision frameworks, and enhance mental health outreach. Longitudinal studies are critical to assess the sustainability of these interventions and ensure alignment with developmental goals (Zhao & Watterston, 2021).

As noted by Maddox (2017), withdrawing from doctoral programs before graduation can leave students vulnerable to severe financial strain, with unresolved debt emerging as a critical consequence. Hardre and Hackett (2015) affirm that as the length of a program is extended, costs increase and financial obligations are incurred making it more difficult for those without funding to continue their studies (Holley & Caldwell, 2012), given that insufficient financial support is a significant factor contributing to the high rate of doctoral withdrawal (van der Haert et al., 2014; Cornwall, 2019). Therefore, it is imperative to understand the potential implications associated with attrition among doctoral students. This understanding can help policymakers, HEI leaders, and potential doctoral candidates effectively tackle these challenges, lowering the likelihood of increased dropout rates.

Doctoral attrition in Namibian higher education poses significant challenges to individuals and national development, as it undermines Namibia's Vision 2030 (Republic of Namibia, 2004) goals by depleting advanced skills in critical sectors. UNESCO (2020) supports this idea, stating that attrition at a national level weakens developmental goals by depleting advanced skills in critical sectors like healthcare and technology and hampering postpandemic recovery efforts.

In conclusion, doctoral student attrition is a considerable challenge for HEIs, and it is evident that both students and institutions bear responsibility for mitigating this issue. Institutional elements, including program flexibility, quality of supervision, financial assistance and mental health services, must be considered in any discourse regarding attrition. Through adopting a more encompassing and fair approach, universities can better support their doctoral students, reduce attrition rates and ultimately enhance the quality of doctoral education. The next part presents the theoretical framework of this study.

4. Theoretical framework

This article employed Tinto's (1993) student integration theory as its foundational theoretical framework. According to this framework, a student's choice to persist in or depart from an academic institution is heavily influenced by the extent to which they integrate into that institution's academic and social environments. Tinto posits that students who establish robust intellectual and social connections with their instructors, peers and the institution are more inclined to succeed. Conversely, students who fail to engage with these communities are more likely to discontinue their studies. This approach has often been employed to examine dropout rates in higher education, highlighting the significance of student engagement and institutional support in fostering persistence.

However, Tinto's theory of student integration compares to Durkheim's theory of suicide, as noted by Brunsden et al. (2002). Durkheim's research reveals that behaviours that appear individualistic are shaped by social patterns and rooted in societal causes, rather than being explained purely by psychological factors. To explain the variations in suicide rates, Durkheim examined various socio-demographic factors, such as nationality, marital status, religious background, and educational attainment. McCubbin (2003) explains that Durkheim's theory on suicide suggests that having a strong support system and a good network of individuals can enhance a person's social integration and reduce the likelihood of suicide. Tinto (1993) concurs with the suicide theory, positing that while leaving an institution does not necessarily equate to failure, there are some similarities between the act of dropping out and suicide since both phenomena can be construed as voluntary disengagement from a specific community.

Tinto's theory of student integration integrates elements of interaction and institutional experience initially introduced by Spady (1971). Spady applied concepts from suicide theory as a framework to explore student attrition. However, Bean (1980) critiqued the use of suicide theory in the attrition models developed by Tinto and Spady, arguing that the link between student dropout and suicidal behaviour was not clearly defined and that the parallels between the two were overly ambiguous. Bean (1980) contended that the models proposed by Tinto, Spady, and earlier studies primarily highlighted correlations between students' demographic traits and their institutions without thoroughly explaining attrition.

Tinto underscored the importance of retention programs that facilitate student involvement in both academic and social associations as a strategy to increase persistence. He also found that there is a greater risk of drop out if students do not have significant integration experiences. On the other hand, if an individual is well integrated they are more committed to their goals and are therefore also more likely to persist.

This theory provides a valuable understanding of how social and academic integration influences student retention and persistence. However, emphasising personal accountability often overlooks the significant impact of systemic factors, such as program structure, oversight quality and institutional support on dropout rates. Incorporating Bean's critique, which emphasises the importance of institutional factors, enhances the understanding of doctoral attrition. This viewpoint recognises the substantial roles of both students and educational institutions in fostering an environment conducive to success in doctoral programs, highlighting the essential nature of collaboration to mitigate and decrease attrition.

5. Research methodology and design

The study employed a qualitative methodology, utilising an interpretive paradigm and a case study framework to enable interaction between the researcher and participants. This method enables a more profound inquiry into doctoral students' viewpoints and experiences concerning attrition.

The study focused on doctoral students from two selected HEIs in Namibia. These students enrolled between 2013 and 2019, and they were either continuing their studies or had chosen to discontinue their educational pursuits. The two universities were selected specifically because they were the first institutions to be awarded university status in Namibia. The study was conducted when there were only three universities in the country, and the selection was intentional, focusing on the experiences of doctoral students at the leading institutions within Namibia's higher education system. This emphasis on the first institutions granted university status in Namibia provided a unique perspective on doctoral education in the country.

This study primarily focused on the period from 2013 to 2019, highlighting significant advancements in Namibia's higher education, particularly the elevation of two institutions to university level. Both institutions evolved and modified their policies, which could have an effect on how doctoral students feel and how many of them dropped out. This timeline also mirrors overarching trends in worldwide higher education, such as increasing demands on research output and institutional rankings. This study provides a pertinent analysis of doctoral student attrition in Namibia by focusing on this specific period, hence rendering the findings significant and relevant to contemporary higher education challenges.

The study integrated purposive and snowball sampling. Of 61 doctoral students invited for interviews, 23 agreed to participate in the study. Thematic analysis was employed to analyse the data, where notable aspects of the data were coded and later interpreted as potential themes. Responses from participants were synthesised into relevant categories, which were then combined to form main themes and sub-themes. The analysis ultimately produced themes discussed and finalised in alignment with the research questions, existing literature and the theoretical framework supporting this study.

6. Ethical considerations

This study complied with the ethical protocols of the University of Pretoria. Before data collection, formal ethical clearance was obtained from the University of Pretoria's Faculty of Education Ethics Committee. Subsequent authorisation to conduct the research at the two participating HEIs was secured through the Ministry of Higher Education, Training and Innovation. Institutional approval and additional ethical clearance were also acquired from both HEIs.

Participant engagement was coordinated proactively through phone correspondence and iterative email follow-ups to arrange interview schedules. All participants were comprehensively briefed on the study's purpose and assured of their voluntary involvement, including the right to withdraw without consequence. Strict confidentiality protocols were implemented to safeguard participant identities, with pseudonyms replacing personal identifiers. Students from the first institution were anonymised as IAS1-IAS9 (Institution A Student 1-9), while those from the second institution were coded as IBS1-IBS14 (Institution B Student 1-14). Data storage and handling adhered to institutional guidelines to prevent unauthorised access or disclosure.

7. Trustworthiness of the study

To mitigate data misunderstanding and comprehensively grasp participants' perspectives, a member-checking methodology was utilised to validate transcribed interview data with the participants. The researcher conducted an inquiry audit to verify reliability, enlisting an external reviewer to evaluate the research method and data analysis, so validating that the findings were consistent and replicable (Lincoln & Guba, 1985). Furthermore, a subsequent verification process was executed with participants to affirm the accuracy and consistency of the interpreted meanings.

8. Findings and discussion

This article shares insights from doctoral students at two HEIs in Namibia on the implications of not completing doctoral studies and offers potential strategies to tackle these challenges. While it may appear as a drawback that there is no direct comparison between these institutions, the overall design of the study remains solid. The institutions were selected for their significant role in Namibia's academic development, providing valuable insights into the challenges faced by doctoral students. Although a comparative approach could have added depth, the findings are still relevant and contribute to discussions on advancing doctoral education in Namibia. Thus, the study's validity remains intact despite the lack of a comparative analysis. Literature posits that an extended period to complete an academic program may result in various adverse consequences across domains (Van de Schoot et al., 2013). The findings in this study revealed several factors that are discussed below.

8.1 Impact on students

Findings indicate that students who take too long to get their doctoral degrees may have problems in their daily life. When asked about the disadvantages of not finishing their studies on time, participants consistently mentioned the negative emotional repercussions of taking longer to get their degree. Most students stated they really wanted to finish their degrees, but they also talked about how frustrated they were, which included low self-esteem, self-doubt, the idea that society saw them as a failure, and more stress. Participants who took part said:

... demotivation, psychological and mental sickness and doubts about oneself. It also affects plans to apply for a better job; such plans remain a distant dream (IBS10).

The delay is frustrating, and seeing other colleagues studying and graduating from other institutions makes one doubt oneself. (IAS2).

...self-embarrassment and waste of time and resources. (IBS1).

Consistent with similar findings in the existing literature, several scholars observed that doctoral students encounter considerable psychological distress due to the discouraging nature of doctoral education (Levecque, 2017; Evans et al., 2018; Lau & Pretorius, 2019). Tinto (1983) posits that emotional distress may arise from inadequate integration in both academic and social spheres, essential for a student's continued engagement in their educational pursuits. When students do not receive adequate support from their institutions or lack social connections with peers and faculty, it may result in disengagement and psychological difficulties that impede their progress. Other scholars similarly argued that doctoral students are affected socially, psychologically and financially by their prolonged time to complete their doctoral studies (Mwangi, 2022).

Furthermore, the present study revealed that doctoral students encountered personal difficulties, including financial insecurity. Some participants mentioned that they borrowed money to finance their studies, anticipating that they would secure improved employment opportunities to repay their loans after graduation. The following participants affirmed this finding:

This has a negative impact on my finances as I have to pay back the loan I took out to pay for studies, and it is a setback in my career. (IAS6)

This has affected me financially because I am paying for myself, and I am not getting the services I am paying for, and I wasted time writing without guidance. (IBS4)

Beck (2016) supports the notion that the attrition of doctoral students is a distressing and costly issue. This financial burden may result in students experiencing a diminished connection to their goals and the institution, lowering their integration within the academic environment. Tinto's theory posits that institutional support, encompassing financial aid and sufficient resources, is crucial for sustaining students' dedication to their educational pursuits.

8.2 Impact on broader society

A prolonged period to complete a doctoral degree can negatively affect society, as fewer individuals will be available to drive the nation's economic development through innovative ideas or research. When participants were questioned about the consequences of not finishing their studies for the country, they emphasised that a shortage of qualified professionals would significantly reduce contributions to the knowledge base and hinder the achievement of Vision 2030, which aims to establish a knowledge-driven society. They said:

...very stressful because I will not achieve what I have intended to achieve for myself and the country at large. (IAS8)

The country is losing people that might have filled the knowledge gap in particular industries. Namibia has the potential to have its own people who could contribute in many ways to its development when they complete their doctoral studies, but because of the many challenges they face, they end up quitting their studies, and the country depends on importing experts from outside, which could be costly for the country. (IBS8)

Doctoral students are potential future professors and researchers. If students do not complete their studies, the country will remain trapped in the vicious cycle of a lack of researchers, and institutions will suffer persistent, limited capabilities for research and research supervision at the doctoral level. Research and development are critical contributors towards the economic development of the country. (IAS4)

8.2.1 Implications for national development

This study addressed an important issue regarding Namibia's goal to be a knowledge-based society by 2030. The findings, on the other hand, showed that the country would still need to import skilled workers since it would not have enough well-educated individuals. The Namibian government is working to reach the country's strategic goals, such as turning Namibia into a knowledge economy (MEIYSAC, Republic of Namibia, 2007), in line with Namibia's Vision 2030, which focuses on boosting higher education. Fetene and Tamrat (2022) elucidated that in many regions globally, the primary impetus for launching doctoral programs is to augment the pool of trained researchers capable of fostering a nation's economic advancement and engaging in a worldwide knowledge society.

The Namibian higher education system faces considerable issues due to the elevated attrition rate among doctoral candidates, which may have significant detrimental impacts on the nation's socio-economic advancement. The findings also showed that there are not sufficient qualified professionals in the country since it takes too long to finish a doctoral degree. Namibia has the ability to create its own doctoral graduates, but the low number of graduates at present shows that there is an acute issue that has to be fixed in HEIs. Unfortunately, the country often has to hire professionals from other countries, which can be costly.

In line with Wao and Onwuegbuzie (2013), this study underscores that, on a national scale, prolonged degree completion times result in squandered financial resources and ineffective utilisation of public money designated for doctorate student assistance. HEIs must invest supplementary resources to support doctoral students and rectify inefficiencies that contribute to adverse perceptions of their dedication to achieving success in doctoral studies. According to Tinto's theory, the high dropout rates and extended completion times may be due to a lack of academic and social integration. Students are less likely to persist with their studies if they don't have any relevant academic or social connections. This makes it harder for the country to encourage knowledge innovation and development. The following section explores different approaches students adopt to manage the challenges of prolonged doctoral degree completion.

8.3 Student persistence strategies

This section examines doctoral candidates' approaches to navigating the obstacles they face during their academic journey. The results reveal that all respondents remain dedicated to advancing their studies despite these hurdles. Participants shared that acknowledging stress and anxiety as inherent aspects of their journey enabled them to stay aligned with their longterm career aspirations. The findings are consistent with Tinto's (1983) student integration theory, which suggests that the persistence of doctoral students is influenced by the personal and intellectual interactions that take place within the faculty and among students, as well as the diverse communities that constitute the academic and social systems of the institution. Tinto (1993) suggested that the concepts of integration include both intellectual and social integration. These notions underscore that both human and institutional variables influence a doctoral student's decision to continue their studies, with the interaction of these factors determining their choice to persist. Tinto (1975) underscores that students continue in higher education because of their dedication to obtaining their degrees.

Furthermore, it has been demonstrated that an effective coping method can alleviate stress and enhance confidence (Rodgers & Summers, 2008). Using coping methods is a frequent way to change a situation or address an issue. Students who demonstrate effective coping techniques are more inclined to achieve academic and social integration and are less prone to disengage from their studies (Bean & Eaton, 2000). This study discovered that students used many ways to deal with their studies, like self-motivation, looking into study choices at other schools, and always asking their supervisors for help and advice.

8.3.1 Self-motivation

Self-motivation is essential for individuals who are committed to attaining their goals, irrespective of the obstacles they encounter. Participants emphasised that to stay on track with their studies, they maintain a strong focus on their goals and acknowledge that obtaining a doctoral degree might be a protracted process. Here is how the participants assert how they stay motivated:

I try to overcome the challenges by encouraging myself, and I try to balance my studies so I can finish what I have started. (IBS5)

I am persevering. I cannot give up now after all resources and money I have spent since I registered. IBS6

There is still a little bit of courage left in me, knowing that I have done my best (IBS8)

I have discovered that a PhD is filled with loneliness, challenges, uncertainty, hard work and delayed gratification. Therefore, to succeed, you need to stay motivated. (IBS5)

The findings show that these doctoral students are not concerned about dropping out of their studies. Those who sign up for doctoral studies are strong and determined, even though the many challenges they face can make them feel overwhelmed or lose motivation. Participants said that to stay on track, they keep their goals in mind and know that getting a doctoral degree takes a lot of time, work, determination and putting off rewards. During the interviews, individuals exhibited a profound feeling of dedication, underscoring that abandoning their academic endeavours was not among the options they contemplated. Tinto (1975) also contends that a student's personal characteristics, particularly their commitment to their goals and institution, as evidenced by their perseverance, are essential. This means that students have become socially or academically integrated into their institutions, which is an important part of their academic journey.

Students who enrol in doctoral programs demonstrate a degree of bravery and dedication, despite the likelihood of feeling disheartened or overwhelmed due to the numerous challenges they must navigate. The prospect of greater earnings after achieving a doctorate motivates students to persist during the research phase of their doctoral program (Ampaw & Jaeger, 2012). In support of this assertion, Tinto (1987) affirms that the importance of degree completion for students is uncontestable because they secure employment and gain social, cultural, and psychological fulfilment.

8.3.2 Seeking alternative study opportunities at other institutions

Some participants mentioned that they had discreetly withdrawn from their original institutions, even though official records might still list them as enrolled. However, they left without formal notice and are now registered at institutions outside Namibia. They said:

The frustration lead to a situation where I had to unfortunately transfer to another university, I am currently progressing that within a year my proposal was approved, and I was able to write my first chapters. (IAS1)

With all the challenges, I had to find another institution of higher learning outside Namibia, which offered me an opportunity to proceed with my studies because I did not want to lose my vision, which I initially had upon registering for a doctoral degree. (IBS1)

At the moment, I am not paying attention to my studies but thinking of registering with another institution so I can continue with my studies. (SIB11)

Literature on doctoral attrition indicates that once a student withdraws from a doctoral program, the institution often does little to no follow-up (Lovitts, 2001) and is often ignored. This finding should lead policymakers to consider a follow-up administrative communication with students to understand their decisions. Tinto argues that barriers to academic integration, such as insufficient faculty support or inadequate resources, can lead to feelings of isolation and disconnection from the institution among students. This disconnection may lead individuals to pursue alternative institutions more conducive to achieving their educational goals.

8.3.3 Persistence in pursuing supervisors for support

The participants shared that to advance their studies, they actively seek support from their supervisors by initiating communication, requesting assistance and feedback and maintaining ongoing dialogue with them. Some participants acknowledged that due to insufficient guidance from their supervisors, they largely depend on online resources, such as reviewing doctoral dissertations by other scholars to gain further understanding and direction. Participants affirmed that:

I always try to engage my supervisor so that I can at least carry on with my studies. Initiating contact, requesting assistance, is what keeps me going. (IBS13)

In the absence of my supervisor's support, I rely on online materials to guide me by reading other doctoral theses for further guidance. (IAS2)

The assertions made above imply that certain doctoral students do not receive appropriate guidance or assistance from their supervisors throughout their academic pursuits. It is concerning for any country that strives to produce graduates who can make a big difference in the economy and society. The findings of this study show that doctoral students attempt to build strong ties with their supervisors as a way to deal with or prevent these kinds of challenges. This is consistent with Fetene and Tamrat's (2022) findings that some doctoral students demonstrate self-discipline and utilise coping methods, such as cultivating positive connections with their supervisors, to ensure the prompt completion of their studies.

Tinto's theory emphasises the significance of academic integration, especially the studentsupervisor relationship, in promoting resilience in doctoral studies. Insufficient supervisor support undermines integration, hindering students' ability to pursue their research. Despite inadequate supervisory support, students who continue their studies frequently exhibit robust social integration within their academic communities. Maintaining connections with peers and faculty fosters a sense of belonging and supports navigating challenges.

9. Limitations and suggestions for future research

There was a scarcity of literature addressing doctoral student attrition within the Namibian context, necessitating the reliance on international studies for this research. The applicability of insights drawn from the Namibian setting to a global context depends on specific circumstances and may be constrained.

This study focused solely on the perspectives and experiences of doctoral students at two selected Namibian HEIs. Therefore, future research could explore the views of higher education leaders, managers and supervisors on doctoral student attrition using a larger and more representative sample, enabling broader generalisation of the findings.

10. Recommendations and practical implications

* HEIs should actively involve both academics and students in the development and execution of policies and strategies to promote mutual understanding among all stakeholders. A clear grasp of these policies will enable students and HEIs to devise practical solutions to tackle the challenges that lead to high attrition rates among doctoral candidates.

* HEIs should establish early at-risk alert systems to identify doctoral students at risk of attrition. Universities should offer free counselling services to address students' emotional and social pressures. Providing access to experts and life coaches for postgraduate students can help reduce the high attrition rates.

11. Conclusion

The study revealed several consequences linked to delayed completion or dropout from doctoral programs. Participants shared feelings of dissatisfaction, stress and frustration due to the extended duration of their studies and a sense of underachievement and embarrassment in their communities and society, which adversely impacts doctoral candidates' personal growth, future goals and financial stability, as they cannot fully utilise their expertise without the conferred doctoral degree. This might make them less competitive in the job market, and if they drop out, they may never get back the time and money they spent on their graduate studies.

The findings also highlighted that delays in completion could reduce the number of doctoral graduates, potentially affecting the country's financial stability. For Namibia, this could hinder the strategic objective of advancing higher education and transitioning to a knowledge-based economy as outlined in Namibia's Vision 2030.

Additionally, the study explored how students navigate challenges during prolonged studies, demonstrating resilience and adaptability. Self-discipline and self-motivation emerged as key coping strategies despite the obstacles. Some participants revealed that, rather than abandoning their studies entirely, they left their institutions to pursue opportunities abroad where they felt better supported, contrasting with their experiences at Namibian HEIs. This shift will cost Namibian institutions monetary resources. Lastly, participants stressed how important it is to build good relationships with supervisors by initiating and regularly staying in touch with them and following up on their submitted work to stay on track with their studies.

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PUBLISHED: 30 September 2025

RECEIVED: 24 October 2023

ACCEPTED: 14 July 2025

References

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