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.
