GRADUATE SCHOOL GOVERNANCE STRUCTURES AND POST GRADUATE STUDENTS’ COMPLETION RATES IN PUBLIC UNIVERSITIES, KENYA

Abstract

Graduate school governance structures play a critical role in shaping the academic progression and successful completion of postgraduate studies. However, public universities in Kenya continue to face persistent challenges related to delayed completion and low completion rates among postgraduate students. This study sought to examine the role of graduate school governance structures in influencing the completion rates of postgraduate students in public universities in Kenya. The study adopted a mixed-methods research design. Data were collected using questionnaires, interviews, and document analysis guides. The target population included 22,461 postgraduate students, 386 Chairpersons of Departments, 300 lecturers, 100 deans/directors, 36 registrars of academic and student affairs, and 36 student representatives, totaling 23,219 respondents. A sample size of 435 was determined using Krejcie and Morgan's formula. Universities were selected through simple random sampling, and a pilot study was conducted in two public universities to assess the reliability and validity of the instruments using the Test-Retest method. Quantitative data were analyzed using descriptive statistics, including frequencies, percentages, and means, while qualitative data were analyzed thematically. Trend and time series analysis techniques were applied to examine data over the period from 2015 to 2024.The findings revealed a 90% increase in postgraduate enrollment between 2015 and 2024, alongside a shift in academic discipline preference from humanities (decreasing from 30% to 20%) to sciences (increasing from 40% to 55%). Retention rates rose from 75% to an estimated 87%, attributed to enhanced academic services and institutional resilience during the COVID-19 pandemic. Completion rates, expressed as a percentage of enrolled students, increased from 66.7% to 76.3%. Gender disparities narrowed, suggesting progress toward equity in postgraduate education. The study concludes that effective graduate school governance structures significantly contribute to improved completion rates. It recommends the adoption of flexible learning modes such as online learning, the provision of scholarships, and the development of structured mentorship programs to enhance timely completion among postgraduate students in public universities.