Influence of self-financing on the participation of students in Science, Technology, Engineering, and Mathematics [STEM] doctoral programmes in selected universities in Kenya

Source abstract

Doctoral education in Science, Technology, Engineering, and Mathematics (STEM) plays a critical role in developing the highly skilled researchers required to drive innovation and national development in knowledge-based economies. However, participation in doctoral programmes is strongly influenced by the availability and structure of funding mechanisms. In Kenya, limited institutional funding has led many doctoral students to rely on personal financial resources to support their studies. Despite the growing reliance on self-financing, limited empirical evidence exists on how this funding model influences participation in STEM doctoral programmes. This study examined the influence of self-financing on student participation in STEM doctoral programmes in three selected Kenyan universities. Human Capital Theory and Resource Dependence Theory anchored this research. The study adopted a pragmatic paradigm and employed a convergent parallel mixed-methods design. Quantitative data were collected from 210 STEM doctoral students using questionnaires, while qualitative data were obtained through semi-structured interviews with nine departmental heads and focus group discussions with 21 doctoral students. The findings revealed that 64.39% of respondents relied on at least one form of self-financing, including personal savings, loans, and financial support from relatives or friends. Statistical analysis showed no significant difference in participation between self-financing and non-self-financing students (t = 1.79, p = .075). However, female students were significantly more likely to rely on loans than male students. Qualitative findings revealed that self-financing imposed significant financial pressure on students, creating barriers to enrolment, delaying research progress, and affecting retention in doctoral programmes. The study concludes that while self-financing expands access to doctoral education, heavy reliance on personal financial resources creates structural vulnerabilities that may undermine sustained participation in STEM doctoral programmes. The study recommends expanding structured institutional funding, introducing flexible fee arrangements and targeted research support, and strengthening financial advisory and psychosocial support for self-financed doctoral students