Doctoral Students’ Academic Engagements in Addis Ababa University, Ethiopia: Nature, Sources, and Challenges

Abstract

Abstract:Doctoral education cultivates thinkers and researchers. This study investigated the engagement of 67 doctoral students conveniently sampled from different departments of Addis Ababa University. Engagement was operationalised in terms of vigour, dedication and absorption in academic activities and measured by the adapted Utrecht Work Engagement Scale for students (UWES-S). Qualitative data were also gathered to explore the sources and challenges of engagement. The results show that 62.7 percent of these doctoral students reported an average level of engagement and that there were no differences in terms of gender and field of study. The need for professional growth, a sense of contribution, social recognition, and improved employability and income were found to be important sources of engagement. Inadequate research funds, poor facilities, extended coursework, difficulty balancing family and academic responsibilities, and relational concerns with supervisors were the major challenges of engagement.