Perception of Factors Responsible for Delay in the Successful Completion of Postgraduate Program
CHAPTER ONE
Objectives of the Study
Specifically, the objectives are to:
- Determine personal factors responsible for delay in successful completion of postgraduate programme in Department of Nursing Sciences, UNEC.
- Explore the environmental factors responsible for delay in successful completion of postgraduate programme in Nursing Sciences Department, UNEC.
- Identify the institutional factors responsible for delay in successful completion of postgraduate programme in Nursing Sciences Department, UNEC.
- Determine whether there is an association between demographic factors and student’s delay in successful completion of postgraduate programme in Nursing Sciences Department, UNEC.
CHAPTER TWO
LITERATURE REVIEW
Prior education, academic achievement and study delay
Much research has been done on student dropout in higher education. Much less focus has been on factors that influence student success. Would the reasons found for dropout be the same as those which lead to delay in graduation or could the factors leading to delay eventually lead to withdrawal? As limited research has been done on factors leading to delay, for the purpose of this research, the factors leading to dropout are considered to be influencing student delay as well. The reason for leaving is an important indicator of the type of action that is required to decrease student dropout (Pryjmachuk, Easton, & Littlewood, 2009; Tinto, 1993). It is in this respect also important to note that reasons for leaving are generally multi-factorial (Christie, Munro, & Fisher, 2004; Glogowska, Young, & Lockyer, 2007). However, students often find it difficult to name the precise reasons for leaving, and most are not willing to partake in exit interviews, leaving the institution largely at a guess of why students depart voluntary. The interaction model of Tinto (1993) is one of the most tested models in research on student dropout. This model is geared towards residential universities in the American higher education market. This model focuses on the interactions between individuals within the institution and the role these interactions play in student departure. It takes both formal and informal interactions into account as well as the social and intellectual environment. Tinto’s integration model aims at explaining the longitudinal process of student departure. He identified two main constructs that influence student withdrawal: social and academic integration. Students enter university with a number of characteristics, such as background and academic attainment and have intentions to achieve a degree at entry. Academic integration refers to the level that the students feel confident that they can achieve the degree, i.e. that they have chosen the right level, which is confirmed by academic achievement (academic congruence). Social integration refers to the extent that the students feel at home in the institute and feel part of a social network. Tinto refers to the student feeling at home and part of the social network as social congruence. Although the model of Tinto has been widely accepted and adopted, Yorke (1999) criticises it on several grounds. The first is the fact that finance is not included in the model. This fits well with the system of higher education in the United States, however, the model can therefore not be generalised to countries where students often only during the studies experience the financial burden. In the United States students have to indicate before starting their studies whether they can and how they will fund it. In Europe, students often have to take out loans to fund their studies and the effects are not always clear to students beforehand. Another issue is the strong focus on the contribution of the student, rather than also including institutional failures such as the lack informing prospective students on the nature of the programme or providing a sound learning environment. In the model of Tinto, there is no role for the institution apart from staff and student interaction. However, according to Tinto, goal commitment refers to having made the right choice. If the institute has not provided clear information on the nature of the programme, the student may feel the wrong choice was made. If the student then decides to dropout, it is not so much due to the characteristics of the student, but to the lack of good information provision of the institute. The same is valid for providing a sound learning environment. Yorke (1999) concludes that non-completion should be seen as a result of interactions mainly between student and institution rather than from a student centred focus alone.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Perception of factors responsible for delay in the successful completion of postgraduate program. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Perception of factors responsible for delay in the successful completion of postgraduate program
Summary
This study was on Perception of factors responsible for delay in the successful completion of postgraduate program. Four objectives were raised which included; Determine personal factors responsible for delay in successful completion of postgraduate programme in Department of Nursing Sciences, UNEC, explore the environmental factors responsible for delay in successful completion of postgraduate programme in Nursing Sciences Department, UNEC, identify the institutional factors responsible for delay in successful completion of postgraduate programme in Nursing Sciences Department, UNEC and determine whether there is an association between demographic factors and student’s delay in successful completion of postgraduate programme in Nursing Sciences Department, UNEC.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Nursing Sciences Department, UNEC. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study among many factors emphasized heavily upon the positive working relationship between supervisee and supervisor. In the work of multitude of researchers over the globe this had been found indispensable for timely completion of research work. Any problem in this relationship would be yielding in the delayed completion of student research work. This factor had been ranked as top factor by both the supervisors and supervisees in present study. Lack of motivation of supervisees was ranked as second factor of delay in research work. Job of supervisees was ranked third among the factors that of delay in research work. Post-marriage domestic/family responsibilities of the supervisees were another prominent factor of delay in research work. Financial and domestic issues of the supervisees were also believed to cause delay in research work, as per opinion of both supervisors and supervisees. Supervisees‟ residential distance from the universities correspondingly caused a delay in research work. Supervisees viewed that the workload of supervisors would be resulting in the delayed research work. Procedural delay on the part of institutional management & administration was also noted one of the important factors of delay in research work. Lack of student competence and varied innate complexities in the research process were found to cause the delay in completion of student thesis at postgraduate level.
Recommendation
The universities should improve the existing infrastructure, particularly related to the research supervision; and should introduce measures at institutional level to overcome the factors causing delay therein. The study is likely to sensitize supervisees, supervisors, and the university management/administration to eliminate or, at least, reduce the (gravity of) factors causing delay in thesis completion at postgraduate level
References
- Abiddin, N. Z., Ismail, A., & Ismail, A. (2011). Effective Supervisory Approach in Enhancing Postgraduate Research Studies. International journal of humanities and social science, 1(2), 206-217.
- Ali, P. A., Watson, R., & Dhingra, K. (2016). Postgraduate Research Students‟ and their Supervisors‟ Attitudes towards Supervision. International Journal of Doctoral Studies, 11, 227-241.
- Atieno Okech, J. E., & Rubel, D. (2007). Diversity Competent Group work Supervision: An Application of the Supervision of Group Work Model (SGW). The Journal for Specialists in Group Work, 32(3), 245-266.
- Baum, N. (2010). Co-supervisees as siblings: A study of student trainees sharing the same supervisor. The Clinical Supervisor, 29(2), 209-227.
- Bennett, S., Mohr, J., BrintzenhofeSzoc, K., & Saks, L. V. (2008). General and Supervision-Specific Attachment Styles: Relations to Student Perceptions of Field Supervisors. Journal of Social Work Education, 44(2), 75-94.
- Boucher, C., & Smyth, A. (2004). Up close and personal: Reflections on our experience of supervising research candidates who are using personal reflective techniques. Reflective Practice, 5(3), 345-356.
- Crall, J. (2011). Ethical Behavior of Supervisors: Effects on Supervisee Experiences and Behavior: Lehigh University.
- Harwood, N., & Petrić, B. (2016). Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors (Vol. 25): Taylor & Francis.
- Ismail, A., Abiddin, N. Z., & Hassan, A. (2011). Improving the Development of Postgraduates‟ Research and Supervision. International Education Studies, 4(1), 78.
