daad research grant for doctoral candidates

Special announcement

the United Kingdom and Ireland

Research Grants DAAD

Research grants are offered to enable well-advanced PhD students and junior scholars to carry out dissertation or post-doctoral research at libraries, archives, institutes, or laboratories in Germany for a period of one to six months.

Research Grants – Short-Term Grants

Applications.

Applications are to be submitted via the DAAD-Portal. The DAAD expects applicants to have already contacted an academic supervisor at their proposed German host institution for support. Applicants from third countries or German applicants who live in a foreign country are asked to get in touch with the DAAD London branch office before they submit an application to discuss possible special application requirements.

Find the details here .

Research Grants – One-Year Grants for Doctoral Candidates

These grants provide funding for doctoral students to conduct research at any German university, university of applied sciences, research institute, music academy or art college for any duration of between seven months and one academic year. The stay at a German institution of higher education should be for the undertaking of PhD or postdoctoral work.

Applications are to be submitted via the DAAD-Portal. The DAAD expects applicants to have already contacted an academic supervisor at their proposed German host institution for support. An acceptance letter from such a supervisor should be submitted along with the other application documents.

Research Grants - Bi-nationally Supervised Doctoral Degrees / Cotutelle

Bi-nationally supervised doctoral degrees provide doctoral candidates, young academics, and scientists with the opportunity to take part in an international research project between the home university and a university in Germany. This programme currently offers two different types of funding schemes. The first option is a bi-nationally supervised doctoral degree, a doctorate which is supervised by an additional professor at a university in Germany, but the degree is awarded by the home university only. The second option is a doctorate following the Cotutelle scheme, which is awarded by the home and the German university, that has a previous institutional agreement to jointly award the PhD title.

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Research Grants – Doctoral Degree in Germany (PhD)

About the scholarship, application, details about funding.

Are you all set to do a PhD in Germany? Found a host or a seat at an institution too? Then you can apply for this scholarship and carry out your doctorate smoothly without any worries about finances, and a lot of support that the DAAD is renowned for!

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What is this scholarship?

This is a scholarship programme to complete your doctoral degree at a state or state-recognised institution of higher education or a non-university research institute in Germany with a possibility of a fieldwork trip.

Am I eligible for this scholarship?

You are eligible to apply for this scholarship if you fulfil the following requirements

• Your last degree award is not older than 6 years
• You have not been living in Germany for more than 15 months
• You have a letter of invitation from a professor at a German university or you have a confirmed seat for a Structured PhD Programme such as Graduate School / Research Training Group or so on.

If you are an applicant from Bangladesh, Bhutan, Nepal or Sri Lanka, you will be asked to submit your TOEFL/IELTS results if you get selected for the scholarship.

What is the application deadline?

The application deadline is 21 October 2024. The scholarship will start from 1 October 2025.

The application portal opens 6 weeks ahead of the deadline.

Do I need to know German to apply for the scholarship?

To apply for this scholarship the knowledge of the German language is not mandatory.

The DAAD will support you in learning the language once you are in Germany.

What is the selection procedure?

After you have submitted all the required documents online successfully, an independent selection committee consisting of specialist scientists from Germany and the region i.e. India/ Bangladesh/ Bhutan/ Nepal/ Sri Lanka reviews your application. If you are shortlisted, you are invited for a personal interview which either takes place in face to face at the DAAD New Delhi office or in online/hybrid mode.

What are the selection criteria?

Your academic qualifications including your scholarly achievements after the graduation and quality of your research project, research publications if any etc. are checked during the selection.

The personal interview plays a very important role.

What is the duration of the scholarship?

Initially the scholarship is awarded for 1 year. Based on approvals from the host professor and the DAAD, the scholarship can be extended. With subsequent annual extensions it can reach up to a maximum of 4 years, students also complete it within 3 years.

What is the scholarship value and what all is covered?

You get the scholarship value of €1,300 per month once you are in Germany. This is in addition to travel allowance, funding for a self-chosen German language course, research allowance and insurance. The scholarship also covers monthly allowance for spouse and/or children.

This scholarship amount is not taxable.

If you are interested in this scholarship, do take a look at the announcement .

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Hilde Domin Programme

The German Academic Exchange Service (DAAD) administers the scholarship programme “Hilde Domin Programme” with funds from the Federal Foreign Office (AA). The programme serves to support students and doctoral candidates from across the globe, who are at risk of being formally or de facto denied educational or other rights in their country of origin, and to provide these students and doctoral candidates with an opportunity to begin or complete a study or research degree at a higher education institution in Germany. With the Hilde Domin programme the DAAD makes an important contribution to the implementation of the Feminist Foreign Policy. 

Students and doctoral candidates nominated and accepted under the programme will receive a scholarship for a degree course of personal choice and according to individual qualifications. The scholarship is sufficient to cover the necessary costs incurred during their study or research stay.

The long-term goal of the scholarship programme is to enable students and doctoral candidates to complete their higher education studies resp. research project in a secure environment, to be able to contribute towards meaningful political, economic as well as social development in their countries of origin (respectively in Germany or third countries) upon completion of their studies in Germany. All MA and PhD beneficiaries of the scholarship programme will further be qualified in an accompanying interdisciplinary programme, to enhance the prospects of a free development of their personality and their contributions towards society.

You have to be able to walk away and still be like a tree. As if the root remained in the ground, as if the landscape moved and we stood firm. You have to hold your breath until the wind dies down and the foreign air begins to circle around us. Until the play of light and shadow, of green and blue shows the old patterns and we are at home wherever it is and can sit down and lean back as if against our mother’s grave. (Hilde Domin)

Programme launch

To mark the start of the programme on 14 April 2021, Federal Foreign Minister, Heiko Maas, and DAAD President, Prof Dr Joybrato Mukherjee, each expressed a few personal words in a video statement.

The video statement of the Federal Foreign Minister can be found here .

The video statement of the DAAD President can be found here .

The nomination and selection procedure

Potential candidates cannot themselves apply for participation in the Hilde Domin Programme, but are nominated by the management (presidiums/rectorates) of an institution or organisation which is a legal entity domiciled in Germany and which carries out an activity in the field of science, research and teaching and/or the protection of human rights, the promotion of peace and democracy or the rule of law.

All nominations shall formally be made by respective nominating institutions and organisations who are requested to fill in the nomination form online (the link is provided upon request). Thereafter, on the basis of an initial plausibility check, suitable candidates will be contacted by the DAAD and invited to apply via the DAAD online application portal. The application documents submitted by the candidates are then verified by the DAAD for completeness and formal correctness. The final selection of candidates will be carried out by independent selection committees appointed by the DAAD. Both the status of risk and academic performance are assessed as part of the selection process.

Important to note:  Multiple nominations do not bear any advantages. One nomination per candidate is sufficient. Institutions and organisations entitled to nominate may nominate as many candidates as they deem eligible. Nominations submitted through other channels (e.g. via email, post or fax) cannot be considered or accepted.

Also important: The DAAD can only award a limited number of scholarships. Please only nominate candidates for this programme who, in addition to being individually at risk, also demonstrate good academic prospects for studying in Germany. Proposed candidates should have sufficient knowledge of German or English (corresponding to level B2) by the nomination deadline to be able to complete a study degree programme/research project in the respective language.

Target group

Students and doctoral candidates worldwide* who are at risk of being formally or de facto denied educational rights and/or other rights in their country of origin, due to their ethnic, sexual, gender or religious identity and/or their political or civic engagement. By definition of the DAAD, political, civic and similar engagement encompasses either the participation in groups or individual actions based on liberal and democratic principles aspiring to contribute to a positive social change in communities.

* Except for the following countries: EU/ EEA / EFTA  countries as well as Andorra, Monaco, San Marino and the United Kingdom.

Nomination requirements

Students and doctoral candidates from all academic disciplines can be nominated, apart from human medicine, dentistry, veterinary medicine, pharmacy, and law

• who can prove or credibly demonstrate a threat to their personal well-being or safety (e.g. physical violence, arrest, denial of civil and educational rights, etc.) to the nominating institution
• who are in possession of educational certificates that enable entrance to a higher education institution and warrant the pursuit of a desired higher education qualification according to the anabin  database
• who may not be already residing in Germany or the European Union at the time of nomination

Important to note: Nominations for the fields of visual arts, performing arts, design, visual communication, music, film, and architecture can be submitted only by accredited higher education institutions and require a letter by that institution confirming the academic ability of the candidate in the foreseen discipline and that the institution is willing to enrol the candidates in case of the award of a scholarship.

Funding period

As a rule, the duration of funding for a

• bachelor’s degree is: up to 36 months (plus 12 months preparatory course/"Studienkolleg" in exceptional cases)
• master’s degree is: up to 24 months
• doctoral degree is: up to 48 months

Funding of a scholarship encompasses

• a monthly scholarship payment of 934 EUR for bachelor and master students resp. 1,300 EUR for doctoral candidates
• a health, accident and personal liability insurance cover
• a travel allowance based on your country of origin resp. present residence
• if applicable, participation in a preparatory German language course (of two, four or six months) according to the previously acquired and required language skills for the intended course of study or doctoral project
• additional financial benefits

Nomination and application deadline

Nominations of suitable candidates can be submitted online at any time.

In principle, there are two selections per year. The application periods are based on the start of the academic semesters.

The following time periods and deadlines apply for nominations and applications for the upcoming academic semesters:

Planned start of studies summer semester 2025

• Nominations: until 15th March 2024
• Application period: 19th March until 16th April 2024

Planned start of studies winter semester 2025/26

• Nominations: until 15th September 2024
• Application period: 17th September until 15th October 2024

Access to the DAAD online portal is open to all formally eligible applicants during the application periods. If no application is received within an application period, respective candidates would have to be nominated again before the next nomination deadline.

For an overview of frequently asked questions and answers please click here .

Helpful links

Database for study programmes in Germany My Guide – The gateway to your German university Philipp Schwartz Initiative Martin Roth Initiative Elisabeth-Selbert-Initiative

Contact and consultation

Contact persons for programme related matters Stefanie Kottowski DAAD Section ST33 Kennedyallee 50 D-53175 Bonn E-Mail: [email protected]  

Arua Husaini-Siam DAAD Section ST33 Kennedyallee 50 D-53175 Bonn E-Mail: [email protected]

Contact persons for administrative matters Ilenia Arena DAAD Section ST33 Kennedyallee 50 D-53175 Bonn E-Mail: [email protected]

Deborah Wißkirchen DAAD Section ST33 Kennedyallee 50 D-53175 Bonn E-Mail: [email protected]

Maya Helget DAAD Section ST33 Kennedyallee 50 D-53175 Bonn E-Mail: [email protected]

Funded by: 

Deutscher Akademischer Austauschdienst e.V. Kennedyallee 50 53175 Bonn

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Research Grants – One-Year Grants

German Academic Exchange Service (DAAD)

International doctoral candidates can carry out research primarily as part of a doctoral project at a state or state-recognised university or non-university research institution in Germany.

Who can apply?

PhD students with above-average qualifications and who 

• are already in the process of earning their doctorate or have an excellent university degree equivalent to a German master’s degree 
• have a convincing and well-planned research and training proposal for the stay in Germany that has been agreed with an academic supervisor at the prospective German host institution

Further requirements

The doctorate must have been begun within the last 3 years.

Type and extent of funding

Grant of 861 euros to 1,200 euros per month (depending on qualifications) plus additional allowances, such as health, accident and personal liability insurance contributions, a possible travel allowance, a research allowance and language course.

7 months up to 12 months.

Application

Applications must be submitted online via the DAAD portal. You can access the application portal via the scholarship database. Some documents need to be sent separately by post. Application details vary from country to country. For countryspecific information on addresses and deadlines please check the programme website (see link below).

DAAD funding programmes

Here you will find a list of DAAD funding programmes (please select “DAAD funding programmes only”).

Research Grants – One-Year Grants for Doctoral Candidates • DAAD

The primary aim of this programme is to promote research projects within the context of doctoral programmes.

Who can apply?

Excellently-qualified doctoral candidates and young academics and scientists (except postdocs) who have completed a Master’s degree or Diplom, or in exceptional cases a Bachelor’s degree at the latest by the time they begin their grant-supported research.

What can be funded?

A research project or course of continuing scientific education at a state or state-recognised institution of higher education in Germany or a non-university research institute, which is being carried out in coordination with an academic adviser in Germany.

Duration of the funding

• 7 months to a maximum of 12 months; the length of the grant is decided by a selection committee and depends on the project in question and the applicant’s work schedule.
• The grant is non-renewable.
• Depending on academic level, monthly payments of euros 861.- for graduates, euros 1,200.- for doctoral candidates
• Payments towards health, accident and personal liability insurance cover
• Travel allowance , unless these expenses are covered by the home country or another source of funding
• One-off research allowance

Under certain circumstances, grant holders may receive the following additional benefits:

• monthly rent subsidy
• monthly allowance for accompanying members of family
• In the case of a disability or chronic illness: subsidy for additional costs which result from the disability or chronic illness and are not covered by other funding providers:  Further information

To enable grant holders to learn German in preparation for their stay in the country, DAAD offers the following services:

• Payment of course fees for an online language course after receipt of the Scholarship Award Letter
• if necessary: Language course (2, 4 or 6 months) before the start of the research stay in Germany; the DAAD decides whether to fund the grant holder’s participation and for how long depending on language skills and project. If a language course scholarship is granted and the working language at the host institute is German, participation is compulsory.  Due to the pandemic, German courses may take place online.
• Allowance for a personally chosen German language course during the grant period
• Reimbursement of the fees for the TestDaF or DSH test which is either taken in the home country after receipt of the Scholarship Award Letter or in Germany before the end of the funding period

An independent selection committee consisting of specialist scientists reviews applications. Central selection criteria are:

• a convincing and well-planned research or training project
• academic achievements

Furthermore, additional documents submitted that prove the applicant’s professional aptitude or provide information about extracurricular commitment will also be included in the evaluation. In addition, in order to ensure equal opportunities, the selection committee may take into account special life circumstances, about which you can provide information in the application form. For further information on the selection procedure, please refer to the  Important Scholarship Information  / Section E.

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DAAD Grants for Study & Research in Germany

Types of grants, how to apply.

DAAD Research Grants and Study Scholarships are awarded to highly qualified students wishing to perform research or study in Germany. There are different eligibility requirements for the Research Grants and the Study Scholarships. Please see the DAAD website for more information.

The Graduate School has the opportunity to nominate a single DAAD applicant as a priority candidate. The priority candidate receives preferential status in the highly competitive DAAD national selection process and have a higher probability of being awarded. In order to be considered for the priority candidate slot, you must submit your DAAD application materials to The Graduate School by the deadline .

Doctoral Level DAAD Research Grants are awarded to highly qualified doctoral candidates who are early in their academic/professional careers or to individuals wishing to earn a doctoral degree in Germany.

If you are applying for the short-term DAAD research grant (May deadline) , apply directly through the DAAD website .

Masters Level DAAD Study Scholarships provide highly qualified individuals with an opportunity to do independent study in Germany or to complete a full Master's degree program at a German university.

The pre-selection deadline for the priority candidate is posted on the funding deadlines calendar.

Complete the application online via DAAD . Your advisor/recommender should send the signed reference form via email to [email protected] or via mail to the DAAD New York office.

Submit Application »

We will notify applicants in early November regarding the selection of the priority candidate.

Graduate School Fellowships Office [email protected]

Spanish and Portuguese

SPO Doctoral Candidate Jonathan A. Romero Awarded Prestigious Research Grant by German Academic Exchange Service

The German Academic Exchange Service (DAAD) has awarded Jonathan A. Romero a one-year research grant to support his dissertation project. The grant will enable Jonathan to conduct archival research in Berlin, starting in April 2025.

Jonathan's dissertation focuses on Spanish-speaking cultural producers from Latin America and Spain who migrated or were in exile in West and East Berlin during the Cold War. His research aims to frame Berlin as a missing link in the construction of global Ibero-American circuits of culture, while also telling the history of the city from the perspective of its Spanish-speaking diaspora.

The DAAD is known for fostering international academic cooperation and promoting outstanding research initiatives. Jonathan’s project has been recognized for its potential impact on rethinking Berlin’s cultural history and its connection to the Ibero-American world.

Jonathan expressed gratitude for the opportunity, saying, 

“This grant offers me a unique chance to deepen my research with access to invaluable archival resources and academic collaboration. I am particularly excited to work with Prof. Susanne Klengel at the Latin American Institute at Freie Universität Berlin and to conduct archival research at institutions such as the Deutsches Historisches Museum, Haus der Kulturen der Welt, Ibero-Amerikanisches Institut, the archive of the Berlin Artists-in-Residence Programme of DAAD, the Historisches Archiv der DW, and the Stasi Records Agency. These resources will allow me to expand the scope of my project and collaborate with leading experts in the emerging field of Berlin as a global platform of literary production.”

His research is anticipated to significantly advance the understanding of migrants' roles in Berlin as part of a global cultural network during the Cold War, as well as the city's impact on Ibero-American cultural production.

The DAAD grant represents a major milestone in Jonathan’s academic career, offering him the opportunity to deepen his research in one of Europe’s most dynamic academic environments.

• Jonathan Romero

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Jordan, Iraq and Lebanon

Scholarship Database

Here you can find information on various kinds of DAAD funding for students, graduates and postdocs as well as on funding offered by other selected organisations.

19 Scholarship Options for your selection

Research grants in germany.

The research grant offers the opportunity to realise a research project in Germany. During a doctorate funding is available for 2 to 12 months, and in the early postdoc phase for 2 to 6 months.

• Postdoctoral researchers
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Exploring perspectives: a scoping review of the challenges facing doctoral training in Africa

• Open access
• Published: 06 September 2024

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• Oluwatomilayo Omoya   ORCID: orcid.org/0000-0002-0545-5341 1 ,
• Udeme Samuel Jacob   ORCID: orcid.org/0000-0002-3234-8226 2 ,
• Olumide A. Odeyemi   ORCID: orcid.org/0000-0002-6041-5027 3 &
• Omowale A. Odeyemi 4  

Given the growing demand to produce PhD holders in Africa, it is crucial to grasp the intricacies faced by PhD candidates. This review aimed to synthesise the existing studies that explore the perspectives of candidates pursuing or completing a PhD in Africa. In conjunction with the Joanna Briggs Institute (JBI) methodology for scoping reviews, a scoping review guide developed by Arksey and O’Malley ( 2005 ) was used. Multiple databases were searched, including EBSCO Host, Scopus, EMBASE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline (Ovid), and Google Scholar. Of the 51 articles that were retrieved, 12 were included in the review from various African countries. All articles were screened for quality before inclusion. The studies explored the types and characteristics of the included articles. The studies were descriptively mapped using qualitative content analysis, which revealed five themes: the sociodemographic profile of the PhD candidates, funding, resources and training, supervision experiences, and coping mechanisms. There is evidence on sociodemographic characteristics, challenges posed by funding, inadequate resources, and supervisor–candidate relationships, the research addressing why African candidates are studying at a later age, gender-specific environmental and cultural barriers, and coping strategies used during candidature is comparatively limited. Consequently, further investigations in these areas are crucial to better support PhD candidates in Africa.

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Introduction

Doctor of Philosophy (PhD) degrees are considered to be a high priority in many continents, including Africa because they contribute to research output, innovation, economic and scientific growth (Alabi & Mohammed, 2018 ; Akudolu & Adeyemo, 2018 ; Tsephe & Potgieter, 2022 ; Molla & Cuthbert, 2016 ; ASSF, 2010 ). Furthermore, doctoral education is viewed as a driver for the strengthening of economic knowledge, and the development of capital driven by academia has been described as pivotal for the continent of Africa (ASSF, 2010 ; Bitzer & Matimbo, 2017 ; Lindtjørn et al., 2019 ; Molla & Cuthbert, 2016 ; Tsephe & Potgieter, 2022 ). Academic capital is the knowledge gained at a higher level of education with ideas and creativity that informs societal, economic, and scientific growth (Asongu & Nwachukwu, 2018 ; Bitzer & Matimbo, 2017 ; Gurib-Fakim & Signe, 2022 ). However, study delays, longer completion times, high attrition rates, low research training capacity and productivity pose challenges that impair the contribution of academic knowledge (Molla & Cuthbert, 2016 ; Alabi & Mohammed, 2018 ; Akudolu & Adeyemo, 2018 ).

In Africa, there has been an increase in the recognition of the need for investment in research and innovation, driven by African-led researchers to provide relevant solutions that address challenges within Africa (HIRSA, 2019 ). Reports by the British Council in partnership with the German Academic Exchange Service study included reports from six African countries: Ethiopia, Kenya, Ghana, Nigeria, Senegal, and South Africa (Alabi & Mohammed, 2018 ; Akudolu & Adeyemo, 2018 ; Barasa & Omulando, 2018 ; Nega & Kassaye, 2018 ; Herman & Sehoole, 2018 ; Dimé, 2018 ). The report commissioned a study that surveyed research and doctoral training capacity in sub-Saharan Africa. Several challenges were common across these countries. One of these was the limited source of funding to sustain quality PhD training, which was reflected in the experiences of the PhD candidates. Reports have indicated that candidates are generally satisfied with their programmes, but improvements are required in terms of funding, research infrastructure, and supervision (Alabi & Mohammed, 2018 ; Akudolu & Adeyemo, 2018 ; Nega & Kassaye, 2018 ; Herman & Sehoole, 2018 ; Dimé, 2018 , Barasa & Omulando, 2018 ). Supervision was reported to lack quality, especially due to supervisor shortages, and at times, candidates worked with supervisors who were not necessarily interested in their area of focus (Akudolu & Adeyemo, 2018 ; Molla & Cuthbert, 2016 ; Nega & Kassaye, 2018 ). As such, this has an impact on the quality of education, research output, and the challenges experienced in PhD training within universities.

A PhD is challenging regardless of the setting. Within the context of Africa, it appears that most PhD candidates are a cohort who work within the industry even though collaboration between academia and industry in Africa is lacking, especially in PhD training, which tends to follow a traditional, discipline-focused approach (Akudolu & Adeyemo, 2018 ; Nyemba et al., 2021 ; Osiru et al., 2022 ; Stackhouse & Harle, 2014 ). However, candidates may have to maintain full-time employment due to a lack of funding to support their PhD. Collaborations with international institutions are an important factor that has driven positive research output in some African countries (Herman & Sehoole, 2018 ), for example, South Africa has reported an increase in its research output due to strong international collaboration as well as national policies with strategic plans and visons (Gurib-Fakim & Signe, 2022 ; Herman & Sehoole, 2018 ). The number of PhD programmes available in some universities appears to have increased over the past decade, but several of these universities have noted low completion and high attrition rates (Barasa & Omulando, 2018 ; Dimé, 2018 ; Herman & Sehoole, 2018 ; Nega & Kassaye, 2018 ), for example, in Ethiopia, the completion rate has not consistently grown even though the number of programmes available has increased (Nega & Kassaye, 2018 ). Like Ethiopia, Kenya has a 5 to 50% attrition rate in its various institutions (Barasa & Omulando, 2018 ). At six Ghanaian universities, a total of 42,246 candidates were enrolled from 2012–2013, and only 65 of those candidates graduated (Alabi & Mohammed, 2018 ). These statistics show that intentional efforts are needed to address the challenges that doctoral candidates encounter.

Research output on a global level, from Africa currently occurs at a low rate of approximately 2%, indicating that Africa’s research capacity is lacking compared to that of other Western countries (Asongu & Nwachukwu, 2018 ; Gurib-Fakim & Signe, 2022 ). In addition, the World Health Organization’s (WHO) strategy for research in Africa has shown that improving global health and economic development is based on high-quality research and the best scientific evidence (WHO, 2012 ). While efficiency in research capacity and output in Africa has been identified as a priority, there are still gaps in education, health care, food insecurity, and skills. Thus, knowledge-driven by research outputs has been indicated to stimulate growth in various organisations and sectors (Whitworth et al., 2008 ; WHO, 2012 ). For growth to occur, the training of PhD candidates has been identified as a strategy to alleviate some of the poor outcomes in Africa’s health and economic development (Gurib-Fakim & Signe, 2022 ; Lindtjørn et al., 2019 ).

Efforts to boost Africa’s research abilities are being made by various organisations and government bodies. Studies have examined ways to strengthen Africa’s research capacity and its integration into policies (Bates et al., 2014 ; Dean et al., 2015 ; Mugabo et al., 2015 ). One of these studies suggests setting goals early, collaborative planning with diverse teams, assessing current capacity, making action plans, and evaluating progress until capacity is strengthened (Bates et al., 2014 ). Research collaboration with international organisations as an initiative to improve research capacity has been shown to benefit both sides (Dean et al., 2015 ). The Consortium for Advanced Research Training in Africa (CARTA) model is a key player in boosting research capacity. It focuses on restructuring and strengthening African Universities to produce skilled local scholars (Ezeh et al., 2010 , Balogun et al., 2021 ). Evaluations of the CARTA model show its significant impact on doctoral training, networking, equitable resource provision, research quality, and supervisory satisfaction (Christoplos et al., 2015 ; Balogun et al., 2021 ; Adedokun et al., 2014 ). Moreover, investments in informatics, bioinformatics, and data science training in Mali are enhancing research capacity in sub-Saharan Africa, fostering scientific innovation and knowledge dissemination (Shaffer et al., 2019 ).

The training of PhD candidates was largely identified as one of the major focus areas to strengthen research capacity (Balogun et al., 2021 ; Bates et al., 2014 . Mugabo et al., 2015 ; Fonn et al., 2016 ; Adedokun et al., 2014 ). In the training of PhD candidates, personalised development plans, quality assurance in PhD training, institutional polices, research facilities, and student well-being were often identified as gaps for needing improvement. Some of the common suggestions identified to address these gaps include improving internet access, providing dedicated office spaces for PhD candidates, training supervisors, and increasing the number of supervisors. Similarly, CARTA’s model of training PhD candidates emphasises collaboration to strengthen African universities’ research capacity and infrastructure.

Research examining the perspectives of doctoral students reveals that despite finding aspects of their programmes challenging, they also perceive them as valuable opportunities for personal growth and development (Nyarigoti, 2021 ; Sibomana, 2021 ). These challenges often serve as catalysts for growth and advancement. Successful doctoral students attribute their achievements to their confidence in tackling difficult tasks with determination. However, female doctoral students express encountering obstacles related to gender biases in both social and professional domains, hindering the fulfilment of their PhD aspirations. Additionally, African students relocating to other African countries for their PhDs report a unique experience of feeling like outsiders despite being in an African country (Herman & Meki Kombe, 2019 ). There is a need to understand more about the challenges faced by PhD and doctoral candidates in the African context. It is important to determine whether improvements have been made to further inform the research capacity and training of PhD candidates in Africa. Therefore, the aim of this scoping review was to map out the available literature on the challenges faced by PhD candidates in Africa to identify gaps and inform future research, policy, and practice.

A scoping review was undertaken to map out the current available literature on the experiences of PhD candidates in Africa. A scoping review protocol that guided the process is available as an open-access publication (Omoya et al., 2023 ). The proposed scoping review was conducted in accordance with Arksey and O’Malley’s ( 2005 ) six-step framework in conjunction with the Joanna Briggs Institute (JBI) methodology for scoping reviews (Peters et al., 2020 ). The six-step framework includes the following steps: (1) developing the research question; (2) identifying relevant studies; (3) selecting the study; (4) charting the data; (5) collating, summarising, and reporting results; and (6) consultations (not required in this review). The JBI approach to conducting and reporting scoping reviews and the meta-analyses extension checklist (Fig. S1 ) for scoping reviews (PRISMA-ScR) are attached for consistency in reporting (Tricco et al., 2018 ).

Research question

The scoping review question was developed using the JBI population, concept, and context (PCC) mnemonic as well as the Arksey and O’Malley ( 2005 ) framework for identifying a research question. The research question was developed from the need to produce knowledge that informs the challenges facing doctoral training in African Universities. From this research question, the title of the review was structured to reflect the PCC mnemonics. For example, in the PCC mnemonic, P stands for the population, and in this review, these are the “PhD candidates”. C is a concept, that is the “challenges facing doctoral training”, and the C-context is “Africa”. The scoping review question was titled “Exploring perspectives: A scoping review of the challenges facing doctoral training in Africa . ”.

Inclusion and exclusion criteria

In the second step, the identification of the relevant studies was assessed against the eligibility criteria as well as the objectives and aims of the scoping review detailed in the previously published protocol (Omoya et al., 2023 ). The inclusion criteria were research studies examining participants who had undertaken their PhD in Africa, studies that focused on the barriers and facilitators that have impacted doctoral training in Africa, and research studies written in English Language with a 20-year limit range. Studies that focused on the experiences of PhD candidates and supervisors were included, and studies that compared the experiences of people who undertook their PhD in Africa and outside of Africa were included if they contained information relating to the experiences of doing a PhD in Africa. Studies were excluded if they were based on the perspectives of postgraduate students who were not doing a PhD, if they focused only on PhD candidates outside of Africa, if they were research studies not written in the English Language, or if they were reviews or expert reports. Studies that focused on the evaluation of training programmes provided to PhD candidates during their candidature were excluded.

Search strategy

Within the second step of the framework, an in-depth process of the search process was performed, and the search terms were identified. The first search was initiated on August 08, 2023, across multiple databases: EBSCO Host, Scopus, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline (Ovid), and Google Scholar. These databases were selected for a comprehensive overview across various disciplines. The initial search of the literature was performed with no inclusion or exclusion criteria applied.

Search terms

The search methods used the following keywords and phrases in combination: (“Experiences of doing a PhD”, OR “Attitudes”, OR “Lived Experience” OR “Perception”) AND (“PhD Candidate in West Africa” OR “Doctoral Candidate in Africa” OR “PhD Students in Sahara” OR “Doctoral Students in Nigeria”) AND (“West Africa” OR “South Africa” OR “Sahara” OR “Dark Continent” OR “East Africa” OR “North Africa”). As recommended by the JBI review methods, a three-step search strategy was employed. The first step utilised the use of EBSCO Host, Scopus, EMBASE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline (Ovid), and Google Scholar. From this search, a list of keywords and phrases was generated by analysing the title and abstract of the identified studies. The second step of the database search was undertaken using the newly generated keywords across all the databases. Truncations were used in the second search to capture variations in terminologies and plural wordings in articles from different settings. Finally, a manual search of the reference lists and bibliographies of the articles was performed to identify other relevant studies. The full search strategy for one database, MEDLINE (OVID), is attached (Fig. 1 ).

Data base search. Data base search diagram showing the full search strategy of one database: MEDLINE (OVID)

Article selection

In accordance with the third step of the framework, relevant articles were selected and imported into Covidence. Duplicates were removed, and an initial title screen was performed (OO 1 ). The results obtained were then screened by examining their titles and abstracts (OO 1 , USJ, OO 3 ). The full texts of the studies were retrieved and further reviewed against the inclusion criteria (OO 1 , OO 2 , USJ). At this stage, three members of the research team (OO 1 , OO 2 , USJ) independently screened the articles, and any disagreements were resolved by unanimous decision (OO 1 , USJ, OO 2 ) and independently by another member of the research team (OO 3 ). The quality of the review was ensured by using Covidence to search for and remove duplicate articles. Evaluation of each article was based on the inclusion and exclusion criteria. One reviewer extracted all the data (OO 1 ). A flowchart of the review using PRISMA showed the detailed process of the initial search to data extraction (Fig. 2 ).

PRISMA flowchart. The PRISMA flow chart is the preferred reporting items for systematic reviews and meta-analyses that shows the detailed process of the initial search to data extraction

Data extraction

An adapted quality assessment tool by Hawker et al. ( 2002 ) was used to screen the 12 included studies (Table I ). All the included articles were rated as high-quality ranging between a score of 33–36. The data were extracted (OO 1 ) and reviewed by the research team (USJ, OO 2 , OO 3 ) for consistency and to ensure that the extracted data matched the aim of the scoping review. The data were incorporated into a template data extraction instrument using the JBI methodology guidance for scoping reviews (Tables 1 and 2 ). The draft data extracted in the scoping protocol were used, and no modifications were made throughout the process (Omoya et al., 2023 ) Footnote 1 . The descriptions of the data extracted into Table I included the author, date and location, title of the article, aims/purpose, sample size and setting, journal type, methodology, and key findings. This step allowed for a visual representation of the major findings of each article and how they address the aims of the scoping review.

A total of 51 articles were retrieved and imported into Covidence. After duplicates were removed and a brief tile screen was performed, 20 studies were subjected to the title and abstract screening stage. A total of 16 studies underwent full-text review, and 12 studies were included, as shown in the PRISMA flow chart (Fig. 2 ). Of the 12 studies included 33% ( N = 4) used mixed methods, 58% ( N = 7) were qualitative studies, and 8% ( N = 1) were descriptive quantitative studies. The studies were from different parts of Africa. There were two studies with participants from various African countries; others were evenly distributed, with two studies each from Ethiopia, Uganda, and South Africa. One study each was from Kenya and Nigeria. Two other studies, one from Ethiopia and one from Tanzania, collaborated with authors from South Africa. More articles were published in journals that focus on higher education, such as Higher Education Policy , Higher Education Research & Development , and the Journal of Education and Practice , Transformation in Higher Education , Higher Education , Innovations in Education and Teaching International . All the authors in the study worked in academia and higher education.

Sociodemographic profile of PhD candidates

Of the included articles, 75% ( N = 9) focused on the impact of gender and age on the experiences of PhD candidates. The number of male candidates was significantly greater in most of the studies than was the number of female candidates (Adekunle & Madukoma, 2022 ; Bireda, 2015 ; Mbogo et al., 2020 ;Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ); however, studies that focused on women indicated that the challenges faced by doctoral students vary according to gender (Bireda, 2015 ; Mkhize, 2022a , 2022b ; Mkhize, 2023 ; Tsephe & Potgieter, 2022 ). Most of the candidates were within the age bracket of 30–45 years (Adekunle & Madukoma, 2022 ; Bireda, 2015 ; Mkhize, 2022a , 2022b ; Mkhize, 2023 ; Tamrat & Fetene, 2022 ). Most of the participants were identified as African but from different ethnic groups within the same African country. This was prominent in studies from South Africa that included participants who identified as Afrikaans, Coloured, or White (Mkhize, 2022a , 2022b ; Mkhize, 2023 ). One of the studies reported the marital status of the candidates in their study, and most of the candidates identified themselves as married with children (Bireda, 2015 ). According to a study of African and European candidates, African candidates were more likely to be married with children than their European counterparts (Stackhouse & Harle, 2014 ).

Many of the articles reported on funding and financial challenges experienced by PhD candidates (Adekunle & Madukoma, 2022 ; Bireda, 2015 ; Bitzer & Matimbo, 2017 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ; Tsephe & Potgieter, 2022 ). The availability of scholarships for African doctoral students studying in Africa was commonly reported to be low. The lack of funding was a barrier to the depth, scope, and quality of the research produced (Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ). Four studies reported on initiatives such as fee waivers, partial funding, travel, and thesis (proof reading, printing, and editing) grants that were more available but insufficient to reduce financial pressure and the need to work full-time while studying (Bireda, 2015 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ; Tsephe & Potgieter, 2022 ). The need for training on how to access funding opportunities and grant writing was reported in three studies (Bireda, 2015 ;Muriisa, 2015 ; Tamrat & Fetene, 2022 ). Three studies (Bireda, 2015 ; Mkhize, 2022a , 2022b : Mkhize, 2023 ) reported the emotional, psychological, and social factors that stemmed from financial uncertainties for women due to the unique set of challenges involved in balancing personal and professional roles.

Resources and training

Similar to insufficient funding, 67% ( N = 8) of the included studies described how the unavailability of institutional resources impacted the experiences of PhD candidates (Bireda, 2015 ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ). The most reported resources that were lacking included information and communication technology services, library and electronic search resources, lack of provision for learners with disabilities, unequipped laboratory and clinical facilities, lack of personal and study workspaces, noise pollution, insufficient physical library space, and other general services (Fetene & Tamrat, 2021 ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ) . However, a university based in South Africa reported that their institution had good support and resources (Tsephe & Potgieter, 2022 ), for example, access to internet services, library resources, and office spaces. Additionally, workshop training was available on key topics, such as methodologies, literature reviews, and proposal writing, and was found to be beneficial. Five articles reported on the specific resources and training needs of PhD candidates (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Muriisa, 2015 ; Tamrat & Fetene, 2022 ). In the study by Muriisa ( 2015 ) and Tamrat and Fetene ( 2022 ), participants reported specific training needs on the literature review process and writing, proposal writing, in-depth information on methodologies, software used for data analysis, the publication process, and securing dissertation grants. However, resources to facilitate these requests were unavailable, and when additional training was provided, it was often unplanned, rarely organised, and not institutionally initiated. In the study by (Muriisa  2015 ), participants requested training on how to access funds and write grants. One of the studies (Bireda, 2015 ) examined the experiences of PhD candidates enrolled in distance learning; candidates in their study requested access to resources and training on academic and writing skills, digital literacy, and research software because they were not readily available. Two studies reported on the pre-training and unpreparedness of PhD candidates who enrolled in PhD programmes and struggled to meet the demands of writing a thesis (Fetene & Tamrat, 2021 ; Muriisa, 2015 ).

Supervision experiences

Supervision experiences during the PhD programme were identified in 75% ( N = 9) of the studies (Bitzer & Matimbo, 2017 ; Craig et al., 2023 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Mkhize, 2023 ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ; Tsephe & Potgieter, 2022 ). These studies provided various descriptors to characterise the experiences of participants. Two studies from Kenya and Ethiopia reported on supervisors’ lack of expertise and experience in the areas they were allocated to provide supervision (Mbogo et al., 2020 ; Tamrat & Fetene, 2022 ). Two other studies from Uganda and Ethiopia reported that the qualifications required to be able to undertake supervision were not met at some universities (Muriisa, 2015 ; Tamrat & Fetene, 2022 ). Supervisors also had excessive workloads, teaching, and administrative responsibilities with significant time constraints, which were reported as reasons for supervisory challenges in three studies (Craig et al., 2023 ; Mbogo et al., 2020 ; Tamrat & Fetene, 2022 ).

One study compared African and European candidates’ supervisory experiences and reported that African respondents rated their supervisors highly more than European students did even though supervisory meetings were less frequent (Stackhouse & Harle, 2014 ). In another study from Uganda, although most participants seemed satisfied with their supervision experiences, they still raised issues such as those of other studies including lack of communication and disengagement from student research (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Muriisa, 2015 ; Tamrat & Fetene, 2022 ), low levels of support, delays in providing feedback, unhelpful feedback, inappropriate guidance (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Mkhize, 2022a , 2022b ), and difficulty finding a suitable supervisor (Craig et al., 2023 ; Mbogo et al., 2020 ; Tamrat & Fetene, 2022 ). Four articles reported more specifically on the common style of supervision experienced in the African context (Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Muriisa, 2015 ; Tsephe & Potgieter, 2022 ). Two studies (Fetene & Tamrat, 2021 ; Muriisa, 2015 ) described the context and setting of the research environment as unconducive due to power imbalances between supervisors and students. Two studies from South Africa (Bitzer & Matimbo, 2017 ; Tsephe & Potgieter, 2022 ) provided a different view of supervision. The supervisory relationship was based on effective communication, trust, and mutual respect, which contributed to successful completion. Eight of those studies (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Mkhize, 2022a , 2022b ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ; Tsephe & Potgieter, 2022 ) explored the causes of delays and completion times. A supportive relationship was reported as a major precursor for timely completion (Mbogo et al., 2020 ; Muriisa, 2015 ; Tamrat & Fetene, 2022 ). Other common causes of delays were related to students juggling work with family commitments (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ). However, the supervisory challenges and factors impacting the completion times experienced by female doctoral candidates were distinct (Mkhize, 2022a , 2022b ; Mkhize, 2023 ; Tsephe & Potgieter, 2022 ). In South Africa, female doctoral candidates’ experiences were more challenging due to reports of racism, classism, xenophobia, and patriarchy (Mkhize, 2022a , 2022b ; Mkhize, 2023 ).

Five studies explored the role of supervisors (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Muriisa, 2015 ; Tsephe & Potgieter, 2022 ) and the role of PhD candidates (Mbogo et al., 2020 ; Muriisa, 2015 ). These roles were described from the perspective of the supervisors and PhD candidates. PhD candidates expected supportive supervisors who provided encouragement in tough times (Bireda, 2015 ; Bitzer & Matimbo, 2017 ; Fetene & Tamrat, 2021 ;Stackhouse & Harle, 2014 ; Tsephe & Potgieter, 2022 ) and supervisors who shared beneficial information, e.g., access to funding, professional development, and conference attendance (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Mbogo et al., 2020 ; Tamrat & Fetene, 2022 ). Supervisors expect PhD students to be accountable, take initiative (Bitzer & Matimbo, 2017 ; Mbogo et al., 2020 ; Muriisa, 2015 ), have good writing skills (Mbogo et al., 2020 ), and be able to work independently (Mbogo et al., 2020 ; Muriisa, 2015 ).

Coping mechanism

Four studies have reported on various strategies used by PhD candidates to address challenges concerning funding, resources, training, and supervisor support (Adekunle & Madukoma, 2022 ; Fetene & Tamrat, 2021 ; Tamrat & Fetene, 2022 ; Tsephe & Potgieter, 2022 ). In the study by Fetene and Tamrat ( 2021 ), students who had had similar experiences with these challenges in the past were supportive of how to access funding; they also gave tips on supervisor rapport building and shared library resources. In the study by Tsephe and Potgieter ( 2022 ), which examined contributors to African women’s doctoral graduate success, factors including family/spousal support and a belief in God were important for coping when they encountered difficulties. As a coping mechanism, self-efficacy and education resilience are personal attributes that candidates believe are important for survival and contribute to research productivity (Adekunle & Madukoma, 2022 ; Tsephe & Potgieter, 2022 ). Even though research productivity was low, research self-efficacy scores were high (Adekunle & Madukoma, 2022 ). Most respondents believe that they have the individual capacity and resilience to adhere to behaviours that are important for them to succeed in their research undertaking. Two studies examined mental and emotional health (Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ). Emotional difficulties were present at times, but participants rarely felt depressed . One study by Fetene and Tamrat ( 2021 ) discussed the coping strategies used by doctoral candidates in more detail, for instance, students adopted various coping mechanisms, such as diligently fostering positive relationships with their supervisors. Additionally, some resorted to utilising libraries beyond their institution, particularly those with dependable internet access, to obtain articles and research materials. Some also reached out to colleagues abroad, requesting assistance in downloading articles relevant to their field of study (Fetene & Tamrat, 2021 ). Other strategies include the use of YouTube videos to self-teach and gain knowledge in certain areas of research (Fetene & Tamrat, 2021 ). Some students stay with their families in the same household rather than paying rent in different locations or saving enough capital before commencing their programmes (Fetene & Tamrat, 2021 ).

The impact of sociodemographic factors: age

In this review, sociodemographic factors such as age, gender, marital status, and ethnic group were commonly reported. However, in some articles (Bireda, 2015 ; Fetene & Tamrat, 2021 ; Mkhize, 2022a , 2022b ; Mkhize, 2023 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ), the challenges faced by doctoral students varied according to these demographic factors. African students were often reported to be within the higher age bracket due to personal life challenges and barriers that prevented enrolment in a PhD at an earlier age (Fetene & Yeshak, 2022 ;Sooryamoorthy & Scherer, 2022a , 2022b ; Tamrat & Fetene, 2022 ). This review revealed that doctoral students from Africa were studying later in life and reported a longer time between qualifications. Access to training and the ability to receive funding are also impacted by age, and funders have restrictions on the age limit for which students are eligible (Balogun et al., 2021 ; Stackhouse & Harle, 2014 ).

Most African candidates are mature-age students, with an average age of 45 years reported (Scherer & Sooryamoorthy, 2022 ; Tamrat & Fetene, 2022 ). Most PhD students, at the time of enrolment, will have the responsibilities of family and work, which can impact their ability to devote the time needed for their PhD studies (Tsephe & Potgieter, 2022 ). Furthermore, most candidates are left with no choice due to the economic climate but to seek additional work to supplement their income and support their family (Stackhouse & Harle, 2014 ; Tsephe & Potgieter, 2022 ). However, in South Africa, the percentage of graduates under the age of 30 was greater for white graduates than for their black counterparts (ASSF, 2010 ; Cloete et al., 2016 ). There is an inherent need for resources and interventions for PhD candidates in Africa with the knowledge that a high percentage of candidates are within the higher age brackets and need to juggle family and work commitments. Although the impacts of age on the experiences of African PhD candidates have been adequately reported, further research should focus on exploring the specific reasons why African candidates are studying at a later age so that interventions can be tailored to meet the needs of potential candidates.

The impact of sociodemographic factors: gender

Current evidence has shown that women may face a unique set of challenges during their PhD (Bireda, 2015 ; Mkhize, 2022a , 2022b ; Mkhize, 2023 ; Tsephe & Potgieter, 2022 ). Although the number of women enrolling is increasing in some African Universities, many others still report low enrolments. Moreover, African candidates were more likely to be married and have had children (Stackhouse & Harle, 2014 ). The traditional role of caretaking combined with the role of a PhD candidate tends to increase stress and cause delays in study (Tsephe & Potgieter, 2022 ). Although progress has been made in strengthening research capacity, as evidenced by The Consortium for Advanced Research Training in Africa (CARTA), that focused on addressing the practical needs of African women by providing support for gender roles that can inhibit their participation in training (Khisa et al., 2019 ). However, there is a greater need for support that is gender-responsive. According to a report by the British Council and DAAD ( 2018 ) examining several selected African countries (Ethiopia, Ghana, Kenya, Nigeria, Senegal, and South Africa), the number of females enrolling in PhD training is increasing, but the attrition rate is still significantly high (Ayee, 2022 ; Sooryamoorthy & Scherer, 2022a , 2022b ). The reasons for this difference were attributed to the cultural responsibilities and expectations that women give priority to family rather than professional accomplishments (El Allame et al., 2022 ).

Similarly, in an Ethiopian study, the underrepresentation of female doctoral students was found to be significant at all postgraduate levels, including doctoral studies (Tamrat & Fetene, 2022 ). In other countries, such as Mozambique, Ghana, and Uganda, female students enrolled in a doctoral study was still lower than that of men (Ayee, 2022 ; Etomaru et al., 2023 ; Mariano et al., 2022 ). The disproportionate representation of women in PhD training in Africa signifies the need for additional investigations to address the inadequate participation of women in research and innovation. Balancing personal and professional roles is challenging, and support that meets African women’s needs during their PhD candidature is warranted. Moreover, in countries where apartheid and colonisation policies still permeate into present times, the experiences of women during their PhD were challenging, and women candidates rarely completed on time (Mkhize, 2022a , 2022b ; Mkhize, 2023 ). Black women felt that they were looked down on, undermined, and underestimated in a structural system that worked to exclude them (Mkhize, 2022a , 2022b ; Mkhize, 2023 ). Beyond the need to further understand the expectations placed on women academics, an opportunity exists to explore the environmental and cultural barriers that are oppressive to the needs of women during their PhD journeys.

The role of supervisors

The significant impact that supervisors have on the successful completion of a PhD has been reported in several studies. With respect to the supervisory experiences of students, studies have shown an increased chance of completion (Bitzer & Matimbo, 2017 ; Tsephe & Potgieter, 2022 ); longer duration (Adekunle & Madukoma, 2022 ; Mkhize, 2023 ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ; Tamrat & Fetene, 2022 ); or an increase in attrition rate (Adekunle & Madukoma, 2022 ; Fetene & Tamrat, 2021 ; Muriisa, 2015 ; Stackhouse & Harle, 2014 ) based on the supervisor–student relationship. For PhD candidates, having a relationship with their supervisor based on mutual respect was one of the highest reported accounts of successful completion (Bitzer & Matimbo, 2017 ; Fetene & Tamrat, 2021 ; Tsephe & Potgieter, 2022 ). Although, evidence has shown that some African Universities have increased the amount of PhD enrolment and the availability of potential supervisors, but completion rate has remained low (Akudolu & Adeyemo, 2018 ; Jowi, 2021 ; Muriisa, 2015 ). This difference was attributed to the style of supervision used in most African institutions, which is often characterised by power imbalances between the supervisor and the supervisee (Fetene & Tamrat, 2021 ; Mkhize, 2023 ; Muriisa, 2015 ).

In addition to the supervisor–student relationship, expectations are placed on each other’s roles. Like PhD candidates, supervisors also had expectations of their students. Nonetheless, when expectations are clearly communicated immediately from the onset, successful completion, and a smooth relationship are achieved (Bitzer & Matimbo, 2017 ; Fetene & Tamrat, 2021 ; Muriisa, 2015 ; Tsephe & Potgieter, 2022 ). Furthermore, supervisors’ expectations are based on the approach that a PhD is an independent study and largely driven by the student; students should be accountable, motivated, and take initiative (Muriisa, 2015 ). Based on these insights into supervisory experiences, the importance of defined expectations and joint understanding of roles is a facilitator in the completion of doctoral studies. In a report exploring the research and PhD capacities in sub-Saharan Africa that surveyed alumni to determine their satisfaction with their PhD programmes, the top aspects that indicated how satisfied they were with their training were based on competence, capacity, and quality of supervision, as well as the professional relationships they had with their supervisors (Alabi & Mohammed, 2018 ). Overall, the high workload of supervisors also impacts the quality of supervision (Dime, 2018 ; Barasa & Omulando, 2018 ).

Therefore, reforms and policies to enhance the quality of supervision are warranted. Recommendations have been made for establishing ethical guidelines for supervisors to alleviate issues around hierarchical organisational culture and poor supervisory practices (Barasa & Omulando, 2018 ; British Council & DAAD, 2018 ). Additionally, potential PhD candidates need to be aware of expectations regarding workload, research capacity, and the knowledge of the research itself. To boost research capacity, the professional development of supervisors by providing training and courses has been reported in some South African Universities (Molla & Cuthbert, 2016 ). Even though there is recognition of the need for training potential supervisors, the impacts of the training that has been provided in some contexts have not often been reported (Lindtjørn et al., 2019 ; Maluwa et al., 2019 ). More research exploring the evaluation and benefits of these professional trainings are needed. A recent study by Alio et al. ( 2021 ) investigated the enhancement of research capabilities for innovation in sub-Saharan Africa. The report highlighted certain African nations including Nigeria, South Africa, Senegal, Kenya, Angola, and Ethiopia have addressed their limited research capacity by investing in training initiatives to enhance research skills. These efforts aim to improve the standard of research activities and productivity. Training such as this is crucial because it is important that both supervisors and students have the resources needed to support them in order to fulfil their roles.

The relationship between coping strategies and research productivity

In this review, various survival strategies that are used as coping mechanisms are commonly linked to research productivity (Adekunle & Madukoma, 2022 ; Fetene & Tamrat, 2021 ; Tamrat & Fetene, 2022 ; Tsephe & Potgieter, 2022 ). Generally, PhD productivity and success tend to be linked to institutional and governmental practices, whereas most African institutions have inefficient systemic practices and relatively low government budgetary allocations to facilitate completion and productivity (Akudolu & Adeyemo, 2018 ; Molla & Cuthbert, 2016 ). Therefore, to enhance research productivity, African candidates must develop their own coping mechanisms and strategies outside of institutions. In one study, one of the coping mechanisms that accounted for success for African women who completed their PhD was their belief in God (Tsephe & Potgieter, 2022 ). The women in the study stated that their belief in God played a significant role in their success and completion. As a coping mechanism, the women believed that God had orchestrated their undertaking of a PhD and that God would see them through, and even when they encountered any difficulties, their belief in God was a source of strength not to give up but rather to keep going (Tsephe & Potgieter, 2022 ). Despite the strong association between the belief in God and the completion of a PhD, the available literature in this area is scarce. A qualitative exploration of this phenomenon will inform supervisors, stake holders, international collaborators, and government bodies of some specific aspects that contribute to success for African PhD candidates.

In two other studies, a strong sense of self-efficacy was used as a coping strategy that contributed to research productivity (Adekunle & Madukoma, 2022 ; Tsephe & Potgieter, 2022 ). The PhD candidates’ self-efficacy was demonstrated through their belief and confidence in their own abilities. Candidates who rated their research self-efficacy believed they could conceptualise research that was feasible, collect data, analyse data, and disseminate findings, with the individual capacity to adhere to behaviours that are important for them to succeed in their research undertaking. However, most of the issues surrounding research productivity were external factors and were out of their own control, for example, issues such as publications, grants, and funding for projects were not always supported by their home institution. Despite these issues, resilience has been demonstrated, and other ways to achieve success have been sought by individual candidates (Tsephe & Potgieter, 2022 ), for example, other coping mechanisms and survival strategies candidates used involved seeking international collaborations and networks that provide access to funding and resources (Stackhouse & Harle, 2014 ). Some African Universities have partnered with international collaborators to develop PhD programmes and research profiles (Jowi, 2021 ). Collaborations with international agencies and institutions can support partial or fully funded scholarships, access to equipment, subject expertise, and training to enhance the quality of PhD programmes (Alabi & Mohammed, 2018 ; British Council & DAAD, 2018 ; Dimé, 2018 ). Currently, there is a lack of evidence on the coping mechanisms and strategies of African PhD candidates. Further research examining the capabilities that enable research productivity may assist in informing the development of specific interventions for PhD candidates in Africa. A qualitative approach to exploring the coping strategies of African PhD candidates may inform the practice of higher institutions and supervisors of the support needed to ensure success.

Limitations

A limitation of the review lies in the overrepresentation of research articles from some African countries as opposed to others. The second limitation is the exclusion of articles that were not in English since the reviewers cannot use resources to interpret articles published in languages other than English. The review was limited to peer-reviewed literature, and gray literature was not included. The review acknowledges that Africa is vast in numerous sociocultural values and norms that impact people’s experiences, and this review does not attempt to minimise these experiences. Thus, this review should be interpreted in light of the fact that some of these distinctive values and norms from various African settings might not have been captured here.

The literature examining the experiences of pursuing a PhD in Africa reflects a combination of challenges and achievements that significantly influence the journey toward completion and the attainment of a doctoral degree. These factors encompass the sociodemographic characteristics of PhD candidates, financial obstacles, insufficient resources and training, supervisory encounters, and the coping strategies employed by those undertaking PhD programmes. The distinct sociodemographic, cultural, and institutional contexts present opportunities for comprehending the specific issues within the African higher education landscape. Resources and interventions are essential for African PhD candidates, particularly as many are older and must balance family and work commitments, necessitating further research into the specific reasons behind their delayed study to tailor interventions accordingly. While there has been notable progress in the number of women obtaining PhDs, environmental and cultural barriers that hinder women’s academics during their PhD journeys still exist. Systematic and institutional barriers need to be acknowledged and addressed to foster women’s contribution to knowledge-based economic growth. For supervisors and student relations, training with the necessary resources for fulfilling their roles is crucial. Subsequent research should delve into understanding some of the specific environmental and cultural barriers impacting potential candidates from diverse backgrounds, genders, and ethnicities. Addressing the identified needs of doctoral students, such as inadequate investment in research funding, substandard infrastructures, and systemic challenges, requires collaborative initiatives involving academic institutions, government bodies, and international partners to enhance the quality of PhD training in Africa. By doing so, a supportive system can be fostered that effectively caters to the diverse needs of doctoral students.

Authors with same initials and superscript numbering for differentiation:

OO 1 Oluwatomilayo Omoya

OO 2 Olumide Odeyemi

OO 3 Omowale Odeyemi

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The authors would like to sincerely thank the reviewers for their invaluable feedback and contributions that have strengthened the manuscript.

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Oluwatomilayo Omoya

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Udeme Samuel Jacob

University of Tasmania, Hobart, TAS, 7005, Australia

Olumide A. Odeyemi

Centre for Child & Adolescent Mental Health (CCAMH), University of Ibadan, Ibadan, Nigeria

Omowale A. Odeyemi

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All authors whose names appear on the submission made substantial contributions to the work; conceptualization: Oluwatomilayo Omoya and Olumide A. Odeyemi; literature search, data analysis, and interpretation of the data: Oluwatomilayo Omoya; Udeme Samuel Jacob, Olumide A. Odeyemi, and Omowale A. Odeyemi; writing—original draft preparation: Oluwatomilayo Omoya; writing—review and editing: Oluwatomilayo Omoya, Udeme Samuel Jacob, Olumide A. Odeyemi, and Omowale A. Odeyemi; writing—revision and editing: all authors; and supervision: Oluwatomilayo Omoya

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No consultations were required for the scoping review, and this review did not contribute to a degree award.

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Omoya, O., Jacob, U.S., Odeyemi, O.A. et al. Exploring perspectives: a scoping review of the challenges facing doctoral training in Africa. High Educ (2024). https://doi.org/10.1007/s10734-024-01264-4

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Accepted : 03 July 2024

Published : 06 September 2024

DOI : https://doi.org/10.1007/s10734-024-01264-4

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