Rethinking Doctoral Education

Towards a Practice-Based and Impact-Oriented PhD Model in Ghana

Abstract

Background: The traditional thesis-based PhD model in Ghana has increasingly come under scrutiny for its limited relevance to real-world challenges, overemphasis on theoretical knowledge, and rising concerns about academic integrity, including widespread thesis outsourcing. In an era that demands innovation, interdisciplinary collaboration, and societal impact, Ghana’s doctoral education system requires urgent reform. This study aimed to explore the limitations of the current PhD model and to propose a practice-based and impact-oriented alternative tailored to Ghana’s educational and developmental context. Methods: A mixed-methods approach was adopted. Quantitative data were collected through surveys administered to 256 participants comprising PhD students, graduates, faculty members, and university administrators across five public universities in Ghana. Qualitative data were obtained through 24 in-depth interviews and 4 focus group discussions with academic stakeholders and employers of PhD holders. Additionally, policy documents and doctoral curricula were reviewed to assess the structural orientation of existing programs. Comparative analysis was conducted on international alternative models such as practice-led PhDs and industrial doctoral pathways. Results: Dissatisfaction emerged in the qualitative findings, as 78% of respondents expressed dissatisfaction with the current framework of their doctoral education as being too focused on the thesis and not designed to prepare them for practical or industry work challenges. Other concerns raised were insufficient interdisciplinary engagement, minimal focus on real-world problems, innovation, cooperation, and collaboration. There is substantial stakeholder demand for a more diversified PhD education model that features portfolio-based evaluation, community and industry-based co-continuous research, co-authorship, and focus on outcomes-based outputs from the doctoral candidates. A model was proposed focusing on the integration of practice, research, and professional advancement along with the study findings. Conclusion: The study, conducted in the context of Ghana, determined that the conventional PhD framework is antiquated and does not meet current academic, industrial, and societal needs. It is evident how a practice-oriented, impact-driven approach to doctoral education would benefit the proposed context. The proposed framework aims to provide a more responsive, accountable, and inclusive approach to doctoral education towards achieving national development priorities. There is expected increased value, integrity, and relevance of PhD training in Ghana and the rest of Africa if this approach is embraced by universities and policymakers.