Graduate Students’ Thesis Writing Experiences, Coping Strategies, and Support Needs for Policy Reform
DOI:
https://doi.org/10.69569/jip.2025.642Keywords:
Academic challenges, Graduate students, Institutional support, Phenomenological study, Thesis writingAbstract
This study examined the lived experiences of graduate students in thesis writing, focusing on their perceptions, strategies, and needs for institutional support. Using a qualitative phenomenological approach, semi-structured interviews were conducted with master’s students. Findings revealed that thesis writing is a complex process influenced by challenges such as time management difficulties, limited resources, financial constraints, and emotional stress. Despite these obstacles, students demonstrated resilience through adaptive strategies, including effective time management, building support networks, leveraging technological tools, and maintaining open communication with advisers. Participants emphasized the importance of institutional support, including structured research seminars, faculty mentorship, and access to academic resources, as well as psychosocial support, such as mental health initiatives and time management workshops. The study highlights the importance of a comprehensive educational environment that combines pedagogical, technological, and emotional support to enhance the thesis writing experience. Based on these findings, recommendations include faculty mentor training, targeted writing workshops, expanded research resources, and peer writing groups to improve thesis completion and academic writing proficiency.
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