<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，涵盖诸多系统性议题。本研究聚焦非洲博士生教育所面临的多维度挑战，重点探析博士生所感知到的各类系统性问题。本研究以社会认知职业理论（social cognitive career theory）与自我调节理论（self-regulation theory）为理论基础，以埃塞俄比亚作为极具说服力的案例开展调查。本次调查共回收649份博士生有效问卷，有效回收率达44%，并采用结构方程模型（structural equation modelling）进行数据分析。研究结果显示，作为核心环境因素的主导师支持对博士生学业进展具有显著正向影响。令人意外的是，涵盖薪酬与科研经费在内的经济因素，并未对博士生学业进展产生统计学层面的显著影响。但该研究发现并未否定学界普遍认知的经济压力对博士生退学率的显著影响。未来仍需开展进一步研究，以全面理解并解决非洲博士生教育中固有的复杂难题。