Kenyan Universities Grapple with Professor Shortage Crisis
A public declaration by a Kenyan vice-chancellor has shed light on the critical shortage of university professors in the country. Currently, Kenya struggles with less than 1,000 professors catering to 68 universities and a staggering 562,925 students, resulting in an average of 563 students per professor.
In comparison, South Africa boasts around 4,034 professors serving 1,112,439 students, equating to approximately 275 students per professor.
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The scarcity of professors in Kenya is a consequence of the significant expansion of its university system, outpacing the growth of the professorial class.
In 2010, Kenya had 32 universities with an enrollment of about 177,175 students, whereas today, the number of universities has more than doubled, and enrollment has more than tripled.
Despite the 31% surge in university enrollment, the average number of students per professor has decreased by a similar amount (27%), indicating a consistent pattern of a low professor-to-student ratio.
For public universities alone, government data reveals a 70% increase in student population over the last decade, while the number of professors has only grown by 11%. This shortage has profound implications for academic leadership, knowledge generation, mentorship, and the global reputation of universities in Kenya.
The primary factors contributing to the scarcity of professors include low graduation rates of Ph.D. holders, the rapid expansion of the university system, overwhelming workloads, the absence of an institutional culture supporting academic scholarship, and the departure of notable academics from the universities.
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To address this pressing issue, immediate actions are proposed: expedite Ph.D. graduation for academic staff on development programs, reduce the reliance on part-time academic staff in private universities, and establish a government-supported national research program promoting rigorous scholarship.
The rapid expansion of the university system is identified as a key factor in the shortage of professors. Large class sizes, often reaching 200-300 students in public universities, result in more time spent on teaching at the expense of research. This imbalance impacts the completion of Ph.D. studies and hampers the publication of research in journals.
Moreover, the heavy workload disproportionately affects career progression, particularly for women. Cultural expectations regarding domestic responsibilities, coupled with university obligations, impede the career development of female academics.
The lack of a nurturing and rewarding institutional culture for rigorous research further exacerbates the issue, affecting both new and established universities.
The departure of prominent professors from academic positions is another significant factor, driven by poor pay, unfavorable working conditions, suppression of academic freedom, and a decline in intellectualism within universities.
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The repercussions of the professor scarcity extend to a decrease in the number of Ph.D. graduates, with Kenya producing only 230 Ph.D.s annually, far below the required 2,400. This shortage negatively impacts institutional reputation, as professors play a crucial role in research, publications, partnerships, and grant developments.
To rectify the situation, it is suggested that universities expedite the graduation of Ph.D. candidates destined for teaching roles. This approach allows them the necessary time for research and thesis writing before joining the teaching ranks and collaborating with professors on research initiatives.
Private universities in Kenya, known for employing a high number of part-time lecturers, are encouraged to limit this practice. Part-timers, being cost-effective, often lack the engagement in doctoral supervision, scholarship, and community service necessary for elevation to the rank of professor.
Universities, with government support, are urged to create an environment conducive to rigorous research and scholarship. Policies on sabbatical leave, incentives for securing research grants, and criteria for promotion to professorship should be enacted to foster academic growth.
Drawing inspiration from successful models in South Africa, Kenyan universities can develop precise frameworks for research, publications, rewards, and promotions. Such transformations have not only bolstered the international standing of South African universities but have also addressed historical inequities stemming from past apartheid policies.
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Kenyan Universities Grapple with Professor Shortage Crisis