Engagement in research: doctoral students’ reasons for not engaging in research activities in universities in Cameroon

Due to the fact that doctoral education is a research-based learning and socialization experience, all doctoral students are expected to engage in research activities. This study focused on determining factors doctoral students perceived to be hindering their engagement in research activities to propose appropriate recommendations for improvement. An exploratory case study research design was used based on a qualitative methodology. A semi-structured interview guide was used to collect data. The data collected was analyzed thematically. The study offers several contributions to theory and practice. The study extends the understanding and applicability of Maslow’s hierarchy of needs theory by using it to identify the factors hindering doctoral students from engaging in research activities in Cameroonian universities. This study found that factors doctoral students perceive to be hindering their engagement in research activities include inadequate financial assistance, lack of extrinsic motivation to engage in research, inadequate research facilities, lack of support from research supervisors and inadequate research method expertise. Implications are given to enhance doctoral students’ engagement in research.