Document Type : Research Paper
Authors
Lorestan university
Abstract
the aim of this study was to examine the driving and preventive factors of doing thesis from the viewpoints of postgraduate students and faculty members of agriculture courses in Lorestan university. This study is a descriptive-correlational research that carried out using survey method.The statistical population of the study consisted of 64 postgraduate students of agriculture courses (Masters and PhD) and 48 faculty members of agriculture college. For data analysis, exploratory factor analysis and Mann Whitney and Kruskal-Wallis tests were used. Results of factor analysis showed that "organizational obstacles" are the most important preventive factor and "the skill of the supervisor" is the most important driving factor in the doing of a thesis from the perspective of students. The results of a Mann–Whitney test about the difference between students in terms of gender and education showed that male students and postgraduate students face more individual barriers in doing the thesis. Also, the results of Wilcoxon test showed no significant difference between students of different courses in terms of obstacles in doing the thesis. Also, the results of prioritizing the problems of doing thesis from the perspective of members facualty showed that “the weakness of the student in the translation of Latin scientific resources," "the lack of continuous presence of student in campus," " students' lack of familiarity with the research method" as the most important Challenges have been identified.
Keywords
اسدی، ع، اقبالی، ج، روستایی، م، (1396)، عامل های موثر بر انتخاب استاد راهنما از دیدگاه دانشجویان دانشکده اقتصاد وتوسعه کشاورزی دانشگاه تهران، فصلنامه پژوهش مدیریت آموزش کشاورزی، شماره 42، ص 73-59.
اسکوهی، ف، موحد محمدی، ح، رضوانفر، احمد، (1393)، رابطـه ی مهارت هـای ارتباطـی بـا عملکرد آموزشـی- پژوهشـی اعضـای هیأت علمـی دانشـگاه علـوم کشـاورزی و منابع طبیعی سـاری، فصلنامه پژوهش مدیریت آموزش کشاورزی، شماره 30، ص 100-89.
بهرامی، ف، زمانی، غ، (1380). آموزش عالی، تنگناها و راهکارها، مجله جهاد، شماره244، ص 32-27.
بهزادی، ح، داورپناه، م. (1388). بررسی عوامل مؤثر بر تجربه پژوهشی دانشجویان تحصیلات تکمیلی دانشگاه فردوسی مشهد، مطالعات علوم تربیتی و روان شناسی دانشگاه فردوسی مشهد، دوره دوم، شماره دهم، صص 227-250.
خورسندی، م، جهانی، ف، وکیلیان، ک، صادقی، ه. (1394). تبیین چالشهای موجود در تدوین پایان نامه های دکتری عمومی بر اساس تجارب فارغ التحصیلان این رشته: یک مطالعه کیفی، مجله دانشگاه علوم پزشکی سبزوار، دوره 22، شمار 5، صص 853-842.
صادقی، م (1374). ﺑﺮرﺳﻲ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ در ارﺗﻘﺎی ﻛﻴﻔﻲ ﺗﺤﻘﻴﻘﺎت داﻧﺸﺠﻮﻳﻲ در ﻣﻘﻄﻊ ﺗﺤﺼﻴﻼت ﺗﻜﻤﻴﻠﻲ. ﭘﺎﻳﺎن نامه کارشناسی ارﺷﺪ، داﻧﺸﻜﺪة ﻋﻠﻮم اداری و ﻣﺪﻳﺮﻳﺖ ﺑﺎزرﮔﺎﻧﻲ داﻧﺸﮕﺎه ﺗﻬﺮان.
صمد زاده، ح. (1379) . ﺑﺮرﺳﻲ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ در ﺗﻘﺪم آﻣﻮزش ﺑﺮ ﭘﮋوﻫﺶ در دانشگاه ها از ﻧﻈﺮ اﻋﻀﺎی ﻫﻴﺄت ﻋﻠﻤﻲ داﻧﺸﻜﺪه ﻫﺎی ﻋﻠﻮم اﻧﺴﺎﻧﻲ داﻧﺸﮕﺎه های دوﻟﺘﻲ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﻴﻠﻲ 80-79، پایان ﻧﺎﻣﺔ ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ، داﻧﺸﻜﺪة رواﻧﺸﻨﺎﺳﻲ و ﻋﻠﻮم ﺗﺮﺑﻴﺘﻲ داﻧﺸﮕﺎه ﺗﺮﺑﻴﺖ ﻣﻌﻠﻢ ﺗﻬﺮان.
میزانی، م. (1387)، بررسی مشکلات تدوین پایان نامه های کارشناسی ارشد تربیت بدنی و علوم ورزشی در دانشگاه های منتخب، پایان نامه کارشناسی ارشد، دانشگاه تهران، دانشکده تربیت بدنی، تهران.
Abiddin, N. Z., Ishmael, A., & Ishmae l, A. (2012). Effective supervisory approach in enhancing postgraduate research studies. International journal of humanities and social science, 1(2), 206217.
Abiddin, N.Z. and M. West. (2007). Effective meeting in graduate research student supervision. Journal of Social Sciences, 3(1): 27-35.
Abiddin, N.Z., (2007). Postgraduate students perception on effective supervision: A case study at one public University in Malaysia. The Journal of International Social Research, 1(1): 7-19.
Anderson Day, K.C. and P. Laughlin. (2006). Marketing the dissertation: Lecturers representations of purposes and processes and masters level dissertation supervision. Studies in Higher Education, 31(2): 149168.
Armitage, A. (2006). The roles, expectations and experiences of master‟s degree dissertation supervisors. In: C. Rust, (Eds). Improving student learning through assessment. Proceedings of the 13th Improving Student Learning Symposium, Imperial College, London, 5-7 September 2005. Oxford: Oxford Brookes University.
Azure, J.A. (2016). Students’ Perspective of Effective Supervision of Graduate Programmes in Ghana, American Journal of Educational Research, 4 (2): 163-169.
Bair, C., & Hanworth, J. (2005). Doctoral student attrition and persistence: A meta-synthesis of research. Higher Education: Handbook of Theory and Research, 19, 481-534.
Bell, J. (2000). Doing your research project. Buckingham: Open University Press.
Best, J.W. and Khan J.V (2009). Research in Education. New Delhi: PHI Learning Pvt Limited.
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1): 4–18. http
Brown, A. (1997). Gaining a master‟s degree: How to invest in your own future. Oxford: How to Books.
Buttrey, E.A. and E.M. Richter. (2005). An overview of the elements that influence efficiency in postgraduate supervisory practice arrangements. International Journal of Educational Management, 19(1): 7-26.
Chabaya, O., Chiome, C., Chabaya, R.A. (2009). A case study from Masvingo regional centre at the Zimbabwe open university. Open Learning, 24(3): 211-222.
Charema, J. (2013). Getting Started in Research. In Tichapondwa, M (ed) Preparating Your Dissertation at a Distance. A Research Guide. Virtual University for Small States of the Commonwealth. Vancouver.
Claudius, K.S., Vincent, C.S. (2017). Towards improving the supervision of postgraduate students in Tanzanian higher learning institutions, International Journal of Research Studies in Education, 6(2): 29-40.
Cone, J.D., Foster, S.L. (1993). Dissertations and theses from start to finish: Psychology and related fields. 2nd Edn., Washington DC: American Psychological Association.
Cresswell, L.V.W. (2003). Qualitative inquiry and research design: Choosing among the five traditions. London: Sage Publishers.
Dong, Y. (1998). Non-native graduate students thesis/dissertation writing in science: Self-reports by students and their advisors from two US institutions. English for Specific Purposes, 17(4): 369–390. Drennan, J. and M. Clarke, 2009. Coursework master‟s programmes: The student‟s experience of research and research supervision. Studies in Higher Education, 34(5): 483-500.
Duze, C.O. (2010) Analysis of problem encountered by postgraduate studies in Nigeria University, Journal of Social Sciences, 22 (2): 129-137.
Dysthe, O., Samara, A., Westrheim, K. (2006). Multi-voiced supervision of masters students: A case of alternative supervision practices in higher education. Studies in Higher Education, 31(3): 20-34.
Ekpoh, U.I. (2016). Postgraduate Studies: The Challenges of Research and Thesis Writing, Journal of Educational and Social Research, 6 (3): 67-74.
Ezebilo, E.E. (2012). Challenges in postgraduate studies: Assessments by doctoral students in a Swedish University. Higher Education Studies, 2(4): 49-57.
Igun, S. E. (2010). Difficulties and motivation of postgraduate students, in selected Nigerian Universities. Library philosophy and practice, retrieved 31/10/2010.www.webpages.uidaho.edu/-mbolin/igun-postgrad.pdf.
Ismail, A., Abiddin, N. Z. & Hassan, A. (2011). Improving the development of postgraduate research and supervision. International Education Studies, 4 (1) 78-89.
Ismail, A., Abiddin, N.Z., Hassan, A. (2011). Improving the Development of Postgraduates’ Research and Supervision, International Education Studies, 4(1): 78-89.
Kombo, D.K., Tromp D.L.A. (2011) Proposal and Thesis Writing. Nairobi: Paulines Publications Africa.
Lamm, R., Clerehan, R., Pinder,J. (2007). Guides and climbers: Development of an online resource for thesis writers and supervisors. South African Journal of Higher Education, 21(8): 1166-1183.
Lategan, L. O. K. (2008). Why the fuss about research and postgraduate supervision. An Introduction to Postgraduate Supervision. Edited by Lategan. African Sun Media.
Lumadi, M.W. (2008). The pedagogy of postgraduate research supervision and its complexities. College Teaching Methods and Styles Journal, 4(11): 25–32.
Maher, M.A., Ford, M.E., & Thompson, C.M. (2004). Degree progress of women doctoral students – factors that constrain, facilitate and differentiate. The Review of Higher Education, 27 (3), 385-408.
Majoni, C. Chidakwa, C. (2004). Views of distance education students on factors affecting completion of research projects at the ZOU in Zimbabwe. Journal of Educational Research, 16(2): 103-111.
Manchishi, P.C., Ndhlovu, D., Mwanza, D.S. (2015). Common Mistakes Committed and Challenges Faced in Research Proposal Writing by University of Zambia Postgraduate Students, International Journal of Humanities Social Sciences and Education, 2(3): 126-138.
McCormack, C. (2004). Tensions between student and institutional conceptions of postgraduate research. Studies in Higher Education, 29(3): 319-334.
Mouton, J. (2001). How to succeed in your master’s and doctoral studies. Pretoria: Van Schaik.
Ngozi, A., Kayode , O.G. (2013). Variables Attributed to Delay in Thesis Completion by Postgraduate Students, Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 5(1): 6-13.
Nyawaranda, V.A. (2005). A paper delivered at the Zimbabwe open university (ZOU).Workshop, Mashonaland Central Region, Bindura on Supervising Research Projects/Dissertations. [Accessed 16 January, 2014].
Olibie, E. I., Agu, N. N., & Uzoechina, G.O. (2015). Characteristics of Post Graduate Education Research Mentoring in Universities in Nigeria: Curricula Enhancement Strategies. Curriculum and Teaching 4(1), 156-166.
Paul, T., Wong, P., Psych. C. (2012) How to Write a Research Proposal. Trinity Western College Lengley, BC. Canada.
Pearce, L. (2005). How to examine a thesis. New York: Society for Research into Higher Education and Open University Press.
Pearson, M., Kayrooz, C. (2004). Enabling critical reflection and research supervisory practice. International Journal for Academic Development, 9(1): 99-116.
Phillips, E.M., Pugh, D.S. (2000). How to get a PhD: A handbook for students and their supervisors. Philadelphia: Open University Press.
Pitchforth, J., Beames, S., Thomas, A., Falk, M., Farr, C., Gasson, S. (2012). Factors affecting timely completion of a PhD: a complex systems approach, Journal of the Scholarship of Teaching and Learning, 12 (4): 124 – 135.
Roets, L., & Botma, Y. (2012). Cyclic efforts to improve completion rates of masters’ degree students in nursing. Curationis, 35 (1), 111-117.
Sharp, J.A., Howard, K. (1996). The management of a student research project. London: Gower Publishing Ltd.
Thomas, J.R., Nelson, J.K. (2001). Research methods in physical activity. 4th Edn., Albany: Human Kinetics.
Thondhlana, S., Mawere, D.,Weda, Z. (2011). Factors affecting completion of research projects by students: A study of three Zimbabwe open university regions Zimbabwe. International Journal of Open and Distance Learning, 1(1): 71-78.
Todd, M.J., Smith. K., Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2): 161-173.
Woolhouse, M. (2002). Supervising dissertation projects: Expectations of supervisors and students. Innovations in Education and Training International, 39(2): 137–144.
)