Across many developing countries, thousands of postgraduate students begin master’s and doctoral programs every year with dreams of academic success, career growth, and research impact. Yet a significant number never complete their studies on time—or at all.
A recent study by Sumaya M. Kagoya, Omari Khalifa Mbura, Sauti Petro Magai, and Gerald Zachary Paga Tinali sheds new light on this growing challenge. Published in Papers in Education and Development, the research examined the key stakeholders influencing postgraduate studies (PGS) completion rates at the University of Dar es Salaam Business School (UDBS) in Tanzania.
What the Study Investigated
The researchers used the Unified Theory of Acceptance and Use of Technology (UTAUT) alongside Stakeholder Theory to examine how different actors influence postgraduate completion rates. The study involved 117 postgraduate students, structured questionnaires, quantitative analysis using SmartPLS 3, and assessment of students, supervisors, Heads of Department (HoDs), and ICT usage. The goal was to identify which stakeholders truly shape postgraduate success.
The Most Surprising Finding: Students Were Not the Main Factor
One of the study’s most unexpected findings was that students themselves had no statistically significant influence on postgraduate completion rates.
Instead, the strongest influences came from:
- Supervisors
- Heads of Department (HoDs)
- ICT usage and digital support systems
This challenges the common assumption that postgraduate delays happen mainly because students are unmotivated or academically weak.
The research suggests that institutional structures may be more responsible for delays than individual student effort alone.
Why Supervisors Matter So Much
The study found that supervisors play a central role in helping students complete their studies successfully.
Effective supervisors:
- Provide timely feedback
- Maintain regular communication
- Guide research direction
- Help students navigate academic challenges
When supervision is delayed, inconsistent, or unclear, students can become stuck for months or even years.
In many developing countries where supervisors are often overloaded with administrative duties and large student numbers, this becomes a major obstacle to completion.
The Critical Role of Heads of Department
Among all stakeholders, Heads of Department emerged as particularly influential.
According to the study, HoDs significantly improve completion rates through:
- Coordinating supervision processes
- Monitoring progress timelines
- Organizing schedules
- Facilitating communication
- Supporting ICT integration
This means postgraduate success is not only an academic issue — it is also an organizational and leadership issue.
Strong departmental coordination can reduce delays, confusion, and academic isolation among postgraduate students.
Technology Is Becoming Essential
The study also highlighted the growing importance of ICT tools in postgraduate education.
Digital systems help students:
- Access academic materials
- Communicate with supervisors
- Submit work efficiently
- Participate in virtual academic engagement
In institutions with weak technological infrastructure, research progress often slows significantly.
The findings reinforce the importance of investing in reliable digital learning systems, especially in developing countries where infrastructure gaps remain common.
ThinkSpace Insights
- Postgraduate education is essential for building researchers, policymakers, innovators, and future university lecturers. When students fail to complete their degrees, countries lose valuable intellectual capacity and research potential.
- This study reminds us that academic success is rarely an individual effort alone. Universities, supervisors, administrators, and technology systems all shape whether students succeed or struggle.
- For many developing countries seeking to strengthen higher education and research productivity, improving postgraduate completion rates may begin with fixing institutional support — not blaming students.
Read further via: https://brill.com/view/journals/ped/43/2/article-p363_8.xml?ebody=Abstract%2FExcerpt
