Master's and Doctorate Degrees Under Tension: What the Difficult Relationships Between Students and Professors in West Africa Reveal

Investigation

In West African universities, the Master's and Doctoral degrees should be the most demanding and stimulating levels of the academic curriculum. But behind the prestigious titles, many students and doctoral candidates describe a daily life marked by tension, abuse of authority, and unbalanced power relations.

“It’s not your work that matters, it’s your ability to take it.”

Sitting in a cafe near his campus, David*, a Master 2 law student, lets out a bitter smile:

« Here, you can work like crazy, hand in impeccable work... and still fail. It's not your work that matters, it's your ability to put up with the teacher's whims.".

Like him, several students interviewed as part of this survey describe a climate where professorial authority often goes beyond the academic framework.

A relationship shaped by culture and history

In West Africa, teachers traditionally enjoy almost absolute respect, inherited from both local social codes and the colonial education system.
This vertical hierarchy, considered normal by some, becomes problematic when it prevents any questioning or contradictory debate.

Fatou*, a social sciences student, explains:

« We were taught never to contradict an elder. But in Masters, and even more so in Doctoral studies, if you can't discuss and argue, you're moving forward in the dark. ».

The most frequently recurring complaints

Abuse of power and public humiliation
Some teachers reportedly use the classroom as a stage for absolute authority. " One day, he told me in front of everyone that my dissertation was worth less than a blog post. I felt like disappearing ," says Aminata*, a Master's student in Communication.

Favoritism and unequal treatment
Personal, tribal, or religious affinities that influence grades and support. " If you're in the 'right' circle, you're validated even if you make mistakes ," sighs a business management student.

Moral or sexual harassment
Several students denounce implicit pressure. Aïcha* confides:

« He offered me dinner 'to discuss my dissertation.' I declined. Three weeks later, my grade had dropped without explanation. ».

Poor supervision
Frequent absences, delays in corrections, lack of concrete feedback... Some students wait months before receiving feedback.

At the Doctorate level, an even more marked balance of power

For doctoral students, the difficulties are often amplified.
The thesis supervisor becomes the keystone of the journey... and sometimes its main obstacle.

Paul*, a doctoral student in environmental sciences, says:

« My supervisor is deliberately delaying the defense. He says I still have work to do, but in reality, he wants me to stay on his team to publish under his name. ».

The testimonies report:

• Strategic blockages to retain doctoral students as cheap labor.
• Intellectual property disputes : “I wrote a paper, but her name appeared as the first author,” says Mariam*, a PhD student in biology.
• Psychological pressure and isolation : many work alone, without any real support structure.
• Methodological rigidity : any divergent research idea is sometimes perceived as a personal challenge to the supervisor.

Why is it stuck?

The causes are multiple:

• Low teacher pay, multiple administrative burdens and lack of teacher training.
• Overwork and competition for publications.
• Lack of clear mechanisms for filing complaints or changing supervisors.

Dr. M. *, a lecturer and researcher in political science, recognizes these problems:

« Many teachers are excellent researchers, but have never been trained in teaching or coaching. And working conditions don't always help establish a balanced relationship. ».

Consequences for students and doctoral students

• Discouragement and loss of motivation.
• Delays in defense, outright abandonment of studies.
• Leaving abroad to escape certain dynamics.
• Feeling of injustice and disenchantment with research.

Possible solutions

• Continuing education for teachers in ethics and university pedagogy.
• Creation of independent mediation cells.
• Real possibility of changing thesis director without reprisals.
• Protection of students who report abuse.
• Valuing supervisors who adopt participatory approaches.

To conclude…

Changing this dynamic won't happen overnight. But many teachers, aware of the urgency, are already calling for a new educational pact.

“ Whether at the Master’s or Doctoral level, higher education must be a partnership. When my students succeed, all of society benefits,” concludes Dr. M.

Ps. * First names have been changed .

By Djamiou ABOUDOU