Virtual Doctoral Supervisions in Kenya: Exploring the Schools of Education in Public Universities
Herman Kingoro Masafu
https://orcid.org/0009-0003-6376-0920
Lydia Wamocha
https://orcid.org/0000-0002-1958-5569
Geofrey Babu Musera
https://orcid.org/0000-0001-8494-4778
Masinde Muliro University of science and Technology
Email: masafuherman@gmail.com
Abstract: The article sets out to examine the effect of virtual practices on doctoral graduation rates in Schools of Education in public universities in Kenya. It is based on the premise that low and uneven doctoral graduation rates persist due to limited access to graduate supervision and academic resources. In its methodology, it utilises a mixed-methods research design. Data were collected from 400 doctoral students, Chairs of Departments, and Registrars using questionnaires, interview guides, and document analysis of admission and graduation records. It is theoretically informed by the Community of Inquiry (CoI – 2000) Theory which argues that effective online learning, teaching presence, and student support enhance academic outcomes. Data were analyzed using mainly Hierarchical Linear Modeling (HLM) and thematically. In its findings, it contends that Virtual Learning, Virtual Supervision, and Virtual Graduate Student Support Practices were rated positively and had significant positive effects on doctoral graduation rates. The average doctoral graduation rate was 14.20%, with considerable variation across universities. Virtual Learning significantly improved access to academic resources and flexibility, Virtual Supervision enhanced feedback timeliness and research monitoring. The article recomends that Virtual Practices significantly improve doctoral graduation rates in public universities in Kenya by strengthening academic engagement, supervision effectiveness, and institutional support systems. It recommends strengthening digital infrastructure, enhancing structured virtual supervision, and improving graduate student support practices to promote timely doctoral completion, and hence timely doctoral graduation rates in public universities in Kenya.
