<b>Unveiling the factors influencing the trajectory of PhD education in Africa: insights from an Ethiopian survey</b>

The challenges of PhD education in Africa are multifaceted and encompass various systemic issues. This study examines the multifaceted challenges facing PhD education in Africa, focusing on systemic issues as perceived by PhD candidates. A survey, grounded in the social cognitive career theory and the self-regulation theory, was conducted in Ethiopia, serving as a compelling case study. The survey garnered responses from 649 PhD candidates, representing a 44% response rate, and employed structural equation modelling for data analysis. Results underscore the significant role of main advisors' support as a central environmental factor positively influencing PhD progress. Surprisingly, the financial aspect showed no statistically discernible impact on PhD progress, encompassing both salary and research funding. However, this finding does not negate the presumed substantial impact of financial constraints on the PhD candidate dropout rate. Further research is imperative to comprehensively understand and address the intricate complexities inherent in PhD education.非洲博士生教育面临的挑战具有多面性，涵盖诸多系统性问题。本研究聚焦非洲博士生教育所面临的多维度挑战，重点分析博士生所感知到的各类系统性问题。本研究以埃塞俄比亚为典型案例开展调研，调研基于社会认知职业理论（Social Cognitive Career Theory）与自我调节理论（Self-regulation Theory）构建。本次调研共回收649名博士生的有效问卷，有效回收率为44%，并采用结构方程模型（Structural Equation Modelling）开展数据分析。研究结果表明，主导师支持作为核心环境因素，对博士生学业进展具有显著的正向影响。令人意外的是，财务维度——包括薪资与科研经费——并未对博士生学业进展表现出统计上可识别的显著影响。但该发现并未否定学界普遍认为的经济约束对博士生退学率的显著影响。未来仍需开展进一步研究，以全面理解并应对非洲博士生教育中固有的复杂难题。