IMPLICIT PROBLEMS IN GRADUATE THESES: AN EXAMINATION OF THE CAUSES OF STAGNATION IN MASTER’S THESIS

Öz

The aim of this study is to examine the reasons behind the stagnations experienced by students during their master's thesis processes. Recognizing that graduate theses are not solely a product of individual effort but are also shaped by institutional, academic, and psychosocial factors, this study uncovers implicit problems in the thesis process through thematic analysis. The importance of the study lies in the difficulties experienced by students during the master's process and the critical role this process plays in graduation, academic career progression, and professional development. Using an interpretive phenomenological approach, which is one of the qualitative research methods, semi-structured interviews were conducted with students pursuing a master's degree in the field of Curriculum and Instruction. The data obtained were analyzed through content analysis, and the reasons for thesis stagnation were categorized under five themes: “personal reasons,” “scientific research competencies,” “thesis topic,” “advisor,” and “unexpected circumstances.” The results revealed that the most common problems students faced were time management difficulties due to excessive workload, perfectionism, marriage, lack of knowledge related to scientific research, insufficient knowledge of the thesis topic, and delayed feedback from advisors. Based on these findings, the study emphasizes that both advisors and institutions must take responsibility to ensure that the thesis process becomes more transparent, supportive, and sustainable.

Anahtar Kelimeler

• graduate education
• stagnation in thesis
• student opinions
• phenemology

LİSANSÜSTÜ TEZLERDE ÖRTÜLÜ SORUNLAR: YÜKSEK LİSANS TEZ DURAKSAMALARININ NEDENLERİ ÜZERİNE BİR İNCELEME

Öz

Bu çalışmanın amacı, öğrencilerin yüksek lisans tez süreçlerinde yaşadıkları duraksamanın nedenlerini incelemektir. Yüksek lisans tezlerinin yalnızca bireysel çabanın ürünü olmadığını, aynı zamanda kurumsal, akademik ve psikososyal faktörlerin de etkisiyle şekillendiğini kabul eden bu çalışma, tematik analiz yoluyla tez sürecindeki örtük sorunları ortaya koymaktadır. Çalışmanın önemi, öğrencilerin yüksek lisans sürecinde yaşadıkları zorluklar ve bu sürecin mezuniyet, akademik kariyer gelişimi ve mesleki gelişimde oynadığı kritik rolde yatmaktadır. Nitel araştırma yöntemlerinden biri olan yorumlayıcı fenomenolojik yaklaşım kullanılarak, Eğitim Programları ve Öğretim alanında yüksek lisans yapan öğrencilerle yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen veriler içerik analizi ile incelenmiş ve tezlerin durma nedenleri beş tema altında sınıflandırılmıştır: “kişisel nedenler”, “bilimsel araştırma yeterlilikleri”, “tez konusu”, ‘danışman’ ve “beklenmedik durumlar”. Sonuçlar, öğrencilerin karşılaştığı en yaygın sorunların aşırı iş yükü nedeniyle zaman yönetimi zorlukları, mükemmeliyetçilik, evlilik, bilimsel araştırma ile ilgili bilgi eksikliği, tez konusu hakkında yetersiz bilgi ve danışmanlardan gelen geri bildirimin gecikmesi olduğunu ortaya koymuştur. Bu bulgulara dayanarak, çalışma, tez sürecinin daha şeffaf, destekleyici ve sürdürülebilir hale gelmesini sağlamak için hem danışmanların hem de kurumların sorumluluk alması gerektiğini vurgulamaktadır.

Anahtar Kelimeler

• lisansüstü eğitim
• tez duraksaması
• öğrenci görüşleri
• fenomenoloji

Kaynakça

1. Aitken, L., Currey, J., Marshall, A. & Elliott, D. (2008). Discrimination of educational outcomes between differing levels of critical care programmes by selected stakeholders in Australia: A mixed method approach. *Intensive & Critical Care Nursing, 24*(2), 68–77. [https://doi.org/10.1016/j.iccn.2007.09.001](https://doi.org/10.1016/j.iccn.2007.09.001)
2. Akbulut, H. İ., Çepni, S. ve Şahin, Ç. (2013). Doktora sürecinde karşılaşılan problemlerin belirlenmesi: Eğitim fakültesi örneği [Determination of faced problems in doctorate thesis process: Education faculty sample]. *Dicle University Ziya Gökalp Faculty of Education Journal, 20*, 50–69. [https://dergipark.org.tr/tr/download/article-file/786933](https://dergipark.org.tr/tr/download/article-file/786933)
3. Akparep, Y. J., Jengre, E., & Abaamah, D. (2017). Demystifying the blame game in the delays of graduation of research students in universities in Ghana: The case of university for development students. *European Journal of Business and Innovation Research, 5*, 34–50.
4. Alhas, A. (2006). *Lisansüstü eğitim yapmakta olan Millî Eğitim Bakanlığı öğretmenlerinin lisansüstü eğitime bakış açıları (Ankara ili örneği) [The interpretation on post-graduate education of the state employed teachers studying at Gazi University Institute of Educational Science]* [Unpublished master’s thesis]. Gazi University, Türkiye.
5. Alostath, K. (2021). *Graduate students’ challenges in academic writing* [Unpublished master’s thesis]. İstanbul Aydın University, Türkiye.
6. Amelia, D. N., & Kurniawan, F. (2025). Analysis of the factors causing procrastination in the preparation of thesis for education students state university society Medan. *Empowerment Journal, 14*(1), 48–59. [https://doi.org/10.22460/empowerment.v14i1.4193](https://doi.org/10.22460/empowerment.v14i1.4193)
7. Arthur, R., & Arkoh Fenyi, D. (2023). Towards minimizing the delay/non-completion rate of research master’s degree in Ghana: ESL students’ perspective of the challenges of thesis work. *Linguistics Initiative, 3*(2), 125–139. [https://doi.org/10.53696/27753719.3284](https://doi.org/10.53696/27753719.3284)
8. Atik Kara, D., Kürüm Yapıcıoğlu, D., & Sever, D. (2020). Eğitim programları ve öğretim lisansüstü eğitim programlarının incelenmesi [Examination of curriculum and instruction graduate education programs]. *Anadolu University Journal of Education Faculty, 4*(2), 163–190. [https://doi.org/10.34056/aujef.712801](https://doi.org/10.34056/aujef.712801)

9. Bocar, A. C. (2009). Difficulties encountered by the student-researchers and the effects on their research output [Conference paper]. *SSRN Electronic Journal*. [https://doi.org/10.2139/ssrn.1612050](https://doi.org/10.2139/ssrn.1612050)
10. Chanel Rodriguez, R., Griffith, B., & Juarez, L. M. (2017). Engaging graduate students throughout the research writing process. *Journal of Curriculum Theorizing, 31*(3), 55–66. [https://doi.org/10.63997/jct.v31i3.580](https://doi.org/10.63997/jct.v31i3.580)
11. Chidi, N., & Sylvia, O. A. (2020). Determination of factors that contribute to postgraduate students’ delay in their thesis/dissertation completion. *The Universal Academic Research Journal, 2*(2), 78–86. [https://dergipark.org.tr/en/download/article-file/1562782](https://dergipark.org.tr/en/download/article-file/1562782)
12. Creswell, J. W. (2013). *Qualitative inquiry and research design: Choosing among five approaches* (3rd ed.). Sage Publications.
13. Çıkrıkçı, N. (2002). Lisansüstü eğitim programlarına girişte lisansüstü eğitimi giriş sınavı (ALES) sonucunun ve diğer ölçütlerin kullanımına ilişkin bir tarama [A survey on the use of the graduate education entrance exam (LES) results and other criteria in admission to graduate education programs]. *Ankara University Journal of Faculty of Educational Sciences (JFES), 35*(1), 61–70. [https://doi.org/10.1501/Egifak_0000000064](https://doi.org/10.1501/Egifak_0000000064)
14. De Kleijn, R. A., Mainhard, T., Meijer, P. C., & Pilot, A. (2012). Master’s thesis supervision: Relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction. *Studies in Higher Education, 37*(8), 925–939. [https://doi.org/10.1080/03075079.2011.556717](https://doi.org/10.1080/03075079.2011.556717)
15. Deniz, Ü. (2020). Lisansüstü eğitimde gizli kriz: Öğrenciler neden okulu terk ediyor? [The hidden crisis in graduate education: Why do students drop out of school?]. *Pamukkale University Journal of Education, 48*, 61–83. [https://doi.org/10.9779/pauefd.528019](https://doi.org/10.9779/pauefd.528019)
16. Din, K., Abbas, M., & Abdullah, N. A. (2023). Factors affecting university students’ motivation in conducting research thesis: A case study of Karakorum International University, Gilgit-Baltistan, Pakistan. *Perspectives: Policy and Practice in Higher Education, 27*(3), 105–113. [https://doi.org/10.1080/13603108.2022.2121780](https://doi.org/10.1080/13603108.2022.2121780)
17. Diocos, C. (2002). Graduate students' skills and challenges in research writing. *International Journal of Research, 9*(6), 395–417. [https://doi.org/10.5281/zenodo.7505303](https://doi.org/10.5281/zenodo.7505303)
18. Duze, C. O. (2010). An analysis of problems encountered by postgraduate students in Nigerian universities. *Journal of Social Science, 22*(2), 129–137. [https://doi.org/10.1080/09718923.2010.11892793](https://doi.org/10.1080/09718923.2010.11892793)
19. Dzikunu, C. K., Agyekum, M. W., Pajibo, E. D., & Yelkpieri, D. (2025). Factors accounting for delayed completion of theses among postgraduate students of the University of Education, Winneba. *British Journal of Education, 13*(2), 1–18. [https://doi.org/10.37745/bje.2013/vol13n2118](https://doi.org/10.37745/bje.2013/vol13n2118)
20. Ebadi, S., & Pourahmadi, F. (2019). Exploring challenges in writing EFL master theses: Students and supervisors’ perspectives. *Journal on English Language Teaching, 9*(2), 42–51. [https://doi.org/10.26634/jelt.9.2.15431](https://doi.org/10.26634/jelt.9.2.15431)
21. Ekpoh, U. I. (2016). Postgraduate studies: The challenges of research and thesis writing. *Journal of Educational and Social Research, 6*(3), 67–74. [https://doi.org/10.5901/jesr.2016.v6n3p67](https://doi.org/10.5901/jesr.2016.v6n3p67)
22. Evans, S. C., Amaro, C. M., Herbert, R., Blossom, J. B., & Roberts, M. C. (2018). “Are you gonna publish that?” Peer-reviewed publication outcomes of doctoral dissertations in psychology. *PLoS ONE, 13*(2). [https://doi.org/10.1371/journal.pone.0192219](https://doi.org/10.1371/journal.pone.0192219)
23. Furqoni, I., Muhayyang, M., & Muhalim, M. (2025). Exploring academic procrastination in thesis writing of English education students. *Performance: Journal of English Education and Literature, 4*(1), 117–135. [https://doi.org/10.26858/performance.v4i1.70898](https://doi.org/10.26858/performance.v4i1.70898)
24. Gencel, U. (2001). Yükseköğretim hizmetlerinde toplam kalite yönetimi ve akreditasyon [Total quality management and accreditation in higher education services]. *Dokuz Eylul University The Journal of Graduate School of Social Sciences, 3*(3), 164–218. [https://www.researchgate.net/publication/323295429_Yuksek_Ogretim_Hizmetlerinde_Toplam_Kalite_Yonetimi_ve_Akreditasyon_Total_Quality_Management_and_Accreditation_in_Higher_Education_Services](https://www.researchgate.net/publication/323295429_Yuksek_Ogretim_Hizmetlerinde_Toplam_Kalite_Yonetimi_ve_Akreditasyon_Total_Quality_Management_and_Accreditation_in_Higher_Education_Services)
25. George, T. (2023). Semi-structured interview: Definition, guide & examples. *Scribbr*. [https://www.scribbr.com/methodology/semi-structured-interview](https://www.scribbr.com/methodology/semi-structured-interview)
26. Gömleksiz, M. N., & Et, S. Z. (2013, May 10–11). Öğretmen adaylarının lisansüstü eğitime ilişkin metaforik algıları. *VI. Ulusal Lisansüstü Eğitim Sempozyumu Bildiriler Kitabı* (ss. 145–151). Sakarya Üniversitesi. [https://egitim.sakarya.edu.tr/sites/egitim.sakarya.edu.tr/file/ULES-Lisansustu_egitim_cilt11.pdf](https://egitim.sakarya.edu.tr/sites/egitim.sakarya.edu.tr/file/ULES-Lisansustu_egitim_cilt11.pdf)
27. Green, B. (2005). Becoming a scholar: Socialization and development in doctoral education. *Studies in Higher Education, 30*(6), 689–699. [https://doi.org/10.1080/03075070500340136](https://doi.org/10.1080/03075070500340136)
28. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), *Handbook of qualitative research* (pp. 105–117). Sage Publications.
29. Herie, M., & Martin, G. W. (2002). Knowledge diffusion in social work: A new approach to bridging the gap. *Social Work, 47*(1), 85–95. [https://doi.org/10.1093/sw/47.1.85](https://doi.org/10.1093/sw/47.1.85)
30. Huang, L. S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. *Language Teaching Research, 14*(4), 517–539. [https://doi.org/10.1177/1362168810375372](https://doi.org/10.1177/1362168810375372)
31. Ismail, A., Abiddin, N. Z., & Hassan, A. (2011). Improving the development of postgraduate research and supervision. *International Education Studies, 4*(1), 78–89.
32. Jiranek, V. (2010). Potential predictors of timely completion among dissertation research students at an Australian faculty of sciences. *International Journal of Doctoral Studies, 5*(1), 1–13. [https://doi.org/10.28945/709](https://doi.org/10.28945/709)
33. Karakütük, K. (2009). Lisansüstü öğretimde öncü bir kuruluş: Ankara Üniversitesi Eğitim (Bilimleri) Fakültesi (1969–1982). In M. Ünal, V. Başpınar, H. S. Ozanoğlu, & S. Yılmaz (Eds.), *Prof. Dr. Ali Naim İnan’a armağan* (pp. 1381–1385). Seçkin Yayıncılık.
34. Karaman, S., & Bakırcı, F. (2010). Türkiye’de lisansüstü eğitim: Sorunlar ve çözüm önerileri [Postgraduate study in Türkiye: Problems and proposed solutions]. *The Journal of Social Sciences Research, 5*(2), 94–114. [https://dergipark.org.tr/tr/download/article-file/802124](https://dergipark.org.tr/tr/download/article-file/802124)
35. Katılmış, A., Çelik, H., & Kop, Y. (2013). Türkiye’de yüksek lisans öğreniminde yaşanan sorunlar: Sosyal bilgiler öğretmenliği örneği [Problems in master degree programs in Turkey: Social studies education case]. *Gaziantep University Journal of Social Sciences, 12*(1), 108–122. [https://dergipark.org.tr/tr/download/article-file/223306](https://dergipark.org.tr/tr/download/article-file/223306)
36. Krippendorff, K. (2018). *Content analysis: An introduction to its methodology* (4th ed.). Sage.
37. Lature, P. Y., Marta, R., Mursyida, L., & Samala, A. D. (2025). An analysis of inhibiting factors affecting thesis completion among students in the Informatics Engineering Education Program. *Jurnal Vokasi Informatika (JAVIT), 5*(2), 190–206. [https://doi.org/10.24036/javit.v5i2.252](https://doi.org/10.24036/javit.v5i2.252)
38. Lessing, A., & Schulz, S. (2003). Postgraduate supervision: Students' and supervisors' perceptions. *Acta Academica, 35*(3), 161–184. [https://doi.org/10.10520/AJA0031370](https://doi.org/10.10520/AJA0031370)
39. Levecque, K., Anseel, F., Beuckelaer, A. D., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. *Research Policy, 46*(4), 868–879. [https://doi.org/10.1016/j.respol.2017.02.008](https://doi.org/10.1016/j.respol.2017.02.008)
40. Lovitts, B. E. (2001). *Leaving the ivory tower: The causes and consequences of departure from doctoral study*. Rowman & Littlefield Publishers.
41. Matin, M. A., & Khan, M. (2017). Common problems faced by postgraduate students during their thesis works in Bangladesh. *Bangladesh Journal of Medical Education, 8*(1), 22–27. [https://doi.org/10.3329/bjme.v8i1.32245](https://doi.org/10.3329/bjme.v8i1.32245)
42. Maxwell, J. A. (2008). Designing a qualitative study. In L. Bickman & D. J. Rog (Eds.), *The SAGE handbook of applied social research methods* (2nd ed., pp. 214–253). Sage Publications.
43. Nouri, J., Larsson, K., & Saqr, M. (2019). Identifying factors for master thesis completion and non-completion through learning analytics and machine learning. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), *Transforming learning with meaningful technologies* (EC-TEL 2019, Lecture Notes in Computer Science, Vol. 11722, pp. 26–39). Springer. [https://doi.org/10.1007/978-3-030-29736-7_3](https://doi.org/10.1007/978-3-030-29736-7_3)
44. Özmen, Z. M., & Aydın Güç, F. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması [Challenges in doctoral education and coping strategies: A case study]. *Journal of Higher Education and Science, 3*, 214–219. [https://dergipark.org.tr/en/download/article-file/1711524](https://dergipark.org.tr/en/download/article-file/1711524)
45. Peluso, D. L., Carleton, R. N., & Asmundson, G. J. G. (2011). Depression symptoms in Canadian psychology graduate students: Do research productivity, funding, and the academic advisory relationship play a role? *Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 43*(2), 119–127. [https://doi.org/10.1037/a0022624](https://doi.org/10.1037/a0022624)
46. Pope, C., Ziebland, S., & Mays, N. (2006). Analysing qualitative data. In C. Pope & N. Mays (Eds.), *Qualitative research in health care* (3rd ed., pp. 63–81). Blackwell Publishing.
47. Pratiwi, K. D., & Hapsari, R. A. (2023). Thesis writing anxiety among Indonesian pre-service teachers of English: A survey study. *Research and Innovation in Language Learning, 6*(1), 19–33. [https://doi.org/10.21070/rill.v6i1.1694](https://doi.org/10.21070/rill.v6i1.1694)
48. Pyhältö, K., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of doctoral students’ problems and well-being. *International Scholarly Research Notices, 2012*(1), 1–12. [https://doi.org/10.5402/2012/934941](https://doi.org/10.5402/2012/934941)
49. Qasem, F. A., & Zayid, E. (2019). The challenges and problems faced by students in the early stage of writing research projects in L2, University of Bisha, Saudi Arabia. *European Journal of Special Education Research, 4*, 32–47. [https://doi.org/10.46827/ejse.v0i0.2271](https://doi.org/10.46827/ejse.v0i0.2271)
50. Rauf, M. (2016). Classroom incivility behaviours among medical students: A comparative study in Pakistan. *International Journal of Health and Medical Engineering, 10*(11), 3710–3714.
51. Republic of Turkiye Official Gazette. (2016, April 20). *(No. 29690).* [http://www.resmigazete.gov.tr/eskiler/2016/04/20160420-16.htm](http://www.resmigazete.gov.tr/eskiler/2016/04/20160420-16.htm)
52. Safari, Y., Navazeshkhah, F., Azizi, M., Ziaei, M., & Sharafi, K. (2015). The effective factors on the postgraduate students’ interest and participation in performing research activities-case study: Kermanshah University of Medical Science. *Future of Medical Education Journal, 5*(2), 3–9. [https://doi.org/10.22038/fmej.2015.4454](https://doi.org/10.22038/fmej.2015.4454)
53. Schramm-Possinger, M. E., & Powers, D. E. (2015). *The first year of graduate study: Documenting challenges and informing ways to reduce attrition* (ETS Research Report). Educational Testing Service. [http://search.ets.org/researcher](http://search.ets.org/researcher)
54. Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim. *Bilim ve Aklın Aydınlığında Eğitim, 58*, 40–45. [https://yunus.hacettepe.edu.tr/~sadi/yayin/Seferoglu_Ogretmen_Yeterlikleri_BAAE_2004-58.pdf](https://yunus.hacettepe.edu.tr/~sadi/yayin/Seferoglu_Ogretmen_Yeterlikleri_BAAE_2004-58.pdf)
55. Shobari, R., Sutrisna, D., & Fitrawati, D. (2023). Students’ anxiety in writing academic texts: Causes and strategies to overcome it. *Project (Professional Journal of English Education), 6*(2), 364–371. [https://doi.org/10.22460/project.v6i2.p364-371](https://doi.org/10.22460/project.v6i2.p364-371)
56. Siddiqui, G. K., Zulfiqar, M. S., & Khalid, M. (2020). Difficulties while conducting research in academia: Taking M. Phil students’ perspectives in public and private universities. *Journal of Arts and Social Sciences, 7*(1), 89. [https://doi.org/10.47067/real.v3i2.48](https://doi.org/10.47067/real.v3i2.48)
57. Smith, J. A., Flowers, P., & Larkin, M. (2009). *Interpretative phenomenological analysis: Theory, method and research*. Sage.
58. Spear, R. H. (2000). *Supervision of research students: Responding to student expectations*. The Australian National University. [https://core.ac.uk/download/pdf/156615676.pdf](https://core.ac.uk/download/pdf/156615676.pdf)
59. Steel, P., & Konig, C. J. (2006). Integrating theories of motivation. *Academy of Management Review, 31*(4), 889–913. [https://doi.org/10.5465/amr.2006.22527385](https://doi.org/10.5465/amr.2006.22527385)
60. Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being. *Studies in Continuing Education, 33*(1), 33–50. [https://doi.org/10.1080/0158037X.2010.515572](https://doi.org/10.1080/0158037X.2010.515572)
61. Turgeman, R. T., & Pollak, Y. (2023). Using the temporal motivation theory to explain the relation between ADHD and procrastination. *Australian Psychologist, 58*(6), 448–456. [https://doi.org/10.1080/00050067.2023.2218540](https://doi.org/10.1080/00050067.2023.2218540)
62. Uçar, A. S. (2023). Writing a thesis in a pandemic: The case of special education. *Journal of Advanced Education Studies, 5*, 104–123. [https://doi.org/10.48166/ejaes.1353438](https://doi.org/10.48166/ejaes.1353438)
63. Wright, T. (2003). Postgraduate research students: People in context? *British Journal of Guidance & Counselling, 31*(2), 209–227. [https://doi.org/10.1080/0306988031000102379](https://doi.org/10.1080/0306988031000102379)
64. Yalçınkaya, M., Koşar, D., & Altunay, E. (2014). Araştırma görevlilerinin bilim insanı yetiştirme sürecine ilişkin görüşleri [Research assistants’ views on the training process of scholars]. *Kastamonu Education Journal, 22*(3), 1009–1034. [https://dergipark.org.tr/tr/download/article-file/209896](https://dergipark.org.tr/tr/download/article-file/209896)
65. Yousefi, A., Bazrafkan, L., & Yamani, N. (2015). A qualitative inquiry into the challenges and complexities of research supervision: Viewpoints of postgraduate students and faculty members. *Journal of Advances in Medical Education & Professionalism, 3*(3), 91–98. [https://doi.org/10.30476/jamp.2015.1671](https://doi.org/10.30476/jamp.2015.1671)
66. Yükseköğretim Kurulu (YÖK). (2016). *Lisansüstü eğitim ve öğretim yönetmeliği*. Resmî Gazete (No. 29690). [https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=21510&MevzuatTur=7&MevzuatTertip=5](https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=21510&MevzuatTur=7&MevzuatTertip=5)