A Qualitative Exploration of Factors Causing Mphil Students’ Delay in Completion of Thesis at University Of Cape Coast

Abstract

This study adopted a qualitative case study approach to explore factors causing MPhil students’ delay using students of the Institute for Educational Planning and Administration (IEPA) and School of Development Studies (SDS), faculty members from IEPA and SDS, and key administrators of School of Graduate Studies (SGS), totalling 284. The purposive sampling procedure was used in selecting 14 respondents consisting of six students, six supervisors and two. The sole method of gathering data was in-depth face-to-face interviews. Transcript of recorded interviews was prepared for analysis, using thematic deductions and descriptive language. This study found that thesis writing helped in the generation of knowledge, contributed to national development and was a requirement for MPhil students to graduate. Secondly, personal qualities and commitments of students, students’ concern about marital, family or health problems, employment and financial status of students emerged as some student-related factors while pressure on supervisors’ time due to other commitments, supervisors’ style of supervision and supervisor-supervisee relationships were the most influential supervisor-related factors that affected the timely completion of MPhil thesis. Finally, institutional policies and procedures, and the availability of teaching and learning resources in the university also affected the timely completion of the MPhil programme at the University of Cape Coast (UCC). By recommendation, students in full-time employment should seek proper study leave to be able to dedicate the required time needed for research and thesis writing. It was also recommended that the management should strengthen its strategies of speeding up MPhil students’ completion of thesis writing.