There is a great demand internationally and locally for a workforce with high-quality knowledge, skills, and attitudes in all economic sectors. Studies reveal low completion rates and delays in completion of doctoral studies experienced globally and in Kenya. This study aimed to evaluate the extent to which doctoral students in selected public universities in Kenya are prepared for the completion of their doctoral dissertations. The objective of the study was to assess the preparedness of doctoral education students for the completion of the doctoral dissertation. The study used Tinto’s Doctoral Persistence Theory and Graduate Socialization Framework. The study employed a convergent parallel research design framed within a pragmatic philosophical view. Purposive, quota, and simple random sampling strategies were utilized in selecting 87 participants (55 doctoral students and 32 supervisors). Data was gathered using semi-structured questionnaires with a five-point Likert scale. Descriptive statistics: frequencies, mean and standard deviation were used to analyze quantitative data, while qualitative data were coded and analyzed thematically. The study established that public universities in Kenya face significant challenges while attempting to achieve timely completion of doctoral studies. Doctoral students were often unprepared for dissertation completion; they struggle with limited digital skills necessary for data collection and analysis, have a poor research background, and experience various personal and professional obstacles such as work-related pressures, psychosocial difficulties, insufficient academic and institutional support, and financial constraints, all of which hinder dissertation progress. To address these challenges, the study recommends: strengthening student-supervisor collaboration, enhancing institutional support mechanisms, strengthening student mentorship, and securing additional research funding. By implementing these measures, public universities in Kenya can foster a more supportive research culture, improve doctoral completion rates, and the overall quality of post-graduate education.
Ronoh et al. (Wed,) studied this question.