Influence of Student-Supervisor Relationship on Thesis Completion In Institute for Educational Planning And Administration, Ucc (Iepa)

Abstract

This study adopted a concurrent mixed method approach to examine the influence of student-supervisor relationship on thesis completion. The study population, totaling 123, consisted of MPhil cohorts within a 5year period and supervisors of the Institute for Educational Planning and Administration (IEPA), UCC. A census of all the student’s population totaling 107 was used whilst 9 MPhil thesis supervisors were purposively sampled. The data from the questionnaire were analysed using descriptive statistics (mean, standard deviations), inferential statistics (binary logistic regression and Pearson product-moment correlation) whilst interview responses were transcribed and analysed thematically. The findings indicated that student-supervisor relationship particularly a supportive supervisory relationship was more likely to influence thesis completion on time. The study also revealed that both students and supervisors had some expectations from each other which determined the nature of the supervisory relationship they had. Based on the findings, the study recommended among others that a supportive supervisory, clear statement of expectations at the initial stage of the thesis process could enhance thesis completion in IEPA.