Factors Limiting Research Productivity Among Lecturers In Higher Education Institutions In Somalia

Abstract

Research productivity, commonly measured by publications in peer-reviewed journals and academic conference presentations, is a critical benchmark in evaluating faculty performance and institutional ranking in higher education. Despite its global significance, there is limited research on this subject in the context of Somalia. This study investigates the national, institutional, and individual factors limiting research productivity among lecturers in higher education institutions in Mogadishu, Somalia. The study is guided by Self-Determination Theory (SDT), which emphasizes the role of intrinsic and extrinsic motivation, the study explores how these motivational dynamics impact research output.

The research adopted a descriptive cross-sectional survey design, utilizing a quantitative approach. Data were collected from 150 lecturers selected through probability random sampling from private universities and one public university. A structured questionnaire based on a five-point Likert scale was used, and data were analyzed using SPSS version 20.0. Data were collected through Google forms from universities in Somalia. Findings reveal that most respondents are male (87.3%), aged between 31 and 42 years (75.3%), and hold a Master’s degree (89.3%). Senior Lecturers comprised the largest group (60.7%). Key findings identify limited funding, inadequate institutional support, lack of motivation, and insufficient research skills and infrastructure as primary barriers to research productivity. The study emphasizes the importance of policy interventions that enhance institutional research support, capacity-building, and motivational incentives to foster a more robust research culture. These findings contribute to the scant literature on academic research productivity in Somalia and provide a foundation for informed educational reforms.