The aim of the study was to enhance timely graduation of Postgraduate students at the Graduate School of Business. Based on the widespread perceptions that most Postgraduate (masters) students at the Graduate of Business (GSB) at the University of Zambia (UNZA) spend unusually long durations to complete their studies. The researcher decided to investigate these phenomena to identify factors responsible for extended completion or non-completion of Postgraduate students at Graduate School of Business. The study employed a mixed method study design because of its efficacy in rendering research findings credible and reliable. Data was obtained from Postgraduate students and Supervisors at the GSB. Structured survey questionnaires were administered to One hundred seventy-six (176) students, and semi-unstructured personal interviews were conducted with supervisors at GSB. Quantitative data was analysed using Social Package and Social Sciences (SPSS) version 16 and qualitative data was analysed using semantical content analysis.
Table of Contents
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Aim of the study
1.4 Objectives of the Study
1.5 Research Questions
1.6 Scope of the Study
1.7 Organization of the study
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
2.2 The Concept of Academic continuity and Disruptions of Academic Calendars
2.3 Factors Influencing the Disruption of Academic Calendars
2.3.1 Student activism
2.3.2 Conflicts of Interest in Tertiary Institutions
2.3.3 Student unrest
2.4 Factors contributing to delay in student Graduation (Throughput factors)
2.4.1 Introduction
2.4.2 Student factors
2.4.2.1 Student experience
2.4.2.2 Programme choice
2.4.2.3 Social environment
2.4.2.4 Demands of the programme
2.4.2.5 Financial considerations
2.4.3 Institutional Factors
2.4.3.1 Research
2.4.4 Supervision factors
2.4.4.1 Supervisor’s Role in Thesis Completion
2.4.4.2 Student-Supervisor Relationship and Thesis Completion
2.4.4.3 Research postgraduate students’ expectations of their supervisors
2.5 Benefits of Early Thesis Completion and Graduation
2.6 Some useful Student Throughput Models
2.6.1 Vincent Tinto’s Model of Student Retention
2.6.2 Vincent Tinto’s Model of Student Departure
2.6.2.1 Defining dropping out from higher education
2.6.2.2 The principle of effective retention
2.6.2.3 The principle of effective implementation
2.6.3 The Student Development Model
2.6.4 Jiranek’s Dissertation Research (DR) Completion Triangle
2.7 Theoretical Framework
2.8 Research Gaps
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research design
3.2 Population and Sample
3.2.1 Sample size
3.3 Conceptual Framework
3.4 Operationalisation of Variables
3.5 Data Collection
3.6 Data Analysis
3.7 Ethical Considerations
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Descriptive analysis
4.2.1 Response rate
4.3 Profiles of respondents
4.3.1 PROFILE OF MASTERS STUDENTS
4.3.2 Enrolment status of past masters’ respondents
4.3.3 Gender distribution of masters’ students
4.3.4 Employment status of masters’ respondents
4.4 One-way Analysis of Variance (ANOVA) analysis based on Delay Score
4.4.1 Postgraduate Student Status
4.4.1.1 GSB Factors
4.4.1.2 Supervision Factors
4.4.1.3 Student Factors
4.4.2 Gender
4.4.2.1 GSB Factors
4.4.2.2 Supervision Factors
4.4.2.3 Student Factors
4.4.3 Cohort (Year Enrolled)
4.4.3.1 GSB Factors
4.4.3.2 Supervision Factors
4.4.3.3 Student Factors
4.4.4 Employment status during studentship
4.4.4.1 GSB Factors
4.4.4.2 Supervision Factors
4.4.4.3 Student Factors
4.5 Diagnostic Tests for Data Suitability and Model Fitness
4.5.1 Graphical Test for Normality
4.5.2 Multicollinearity
4.6 Multiple Regression Analysis
4.6.1 Model Fitness
4.6.2 Regression
4.7 Summary of Findings
CHAPTER FIVE
DISCUSSION OF THE FINDINGS
5.1 Introduction
5.2 Institutional (GSB) factors
5.3 Supervision factors
5.4 Student (personal) factors
5.5 Limitations and Research Implications
5.6 Significance of the Study
CHAPTER SIX
CONCLUSION AND RECOMMENDATIONS
6.1 Introduction
6.2 Conclusion
6.2.1 GSB factors and Study delay
6.2.2 Supervision factors and Study delay
6.2.3 Student factors and Study delay
6.3 Recommendations
6.4 Dissertation model providing the solution to enable timely graduation of Postgraduate students at the Graduate School of Business
Research Objectives & Key Themes
This research investigates the factors responsible for the extended completion or non-completion of postgraduate degrees at the Graduate School of Business (GSB) at the University of Zambia. By utilizing the Theory of Constraints (TOC), the study aims to identify institutional, supervisory, and student-related bottlenecks to develop a model that enhances timely graduation rates.
- Analysis of factors influencing postgraduate study delays (Institutional, Supervision, and Student factors).
- Evaluation of the Graduate School of Business's academic calendar and administrative processes.
- Application of the Theory of Constraints (TOC) to improve academic throughput.
- Development of a management model for timely postgraduate completion.
Excerpt from the Book
2.4.1 Introduction
Factors contributing to study delay or delay in student graduation in Higher Learning Institutions are also referred as Throughput factors, throughput concept is discussed as follows;
Cairn cross (1999) defined throughput as the number of students who completed their studies within the prescribed time.
Furthermore, according to de Beer (2006) the use of the term throughput may be traced to attempts by quasi-academics and politicians to equate success rates or completion rates in higher education institutions to the input and output production concept in industry. This input and output production terminology, according to de Beer (2006), is synonymous to the conveyer belt syndrome of a factory, whose success rate is determined by the quantum of output released through a revolving door. In ordinary non-technical language, the dictionary defines throughput as "the amount of work, people, or things that a system deals with in a particular period" (Macmillan English Dictionary for Advanced Learners, 2007). This dictionary definition presents a more comprehensive definition as it goes beyond the input and output production concept in industry which appears to be limited to goods or products; it involves the number of people that a system deals with in a particular period.
On the basis of the original industry concept, and the non-technical dictionary definition, student throughput can be defined as the number of students an institution deals with, in a specified period. Furthermore, since throughput also has to do with output or product, the idea of completing something or finishing a task is an important consideration. Therefore, to render the term throughput more meaningful in the school set up, we can define student throughput as the number of students who successfully complete their studies in an institution or a country within a specified period. It is however, agreed universally that universities are not factories and therefore cannot behave completely like factories because of differences in their objectives and products.
Summary of Chapters
CHAPTER ONE: Provides an introduction to the research background, statement of the problem, research aims, objectives, and questions regarding postgraduate graduation delays.
CHAPTER TWO: Reviews existing literature on academic continuity, factors contributing to study delays, and models of student throughput and retention, including Tinto's and Jiranek’s theories.
CHAPTER THREE: Outlines the research methodology, including the design, population, sampling techniques, and data collection tools used to investigate the problem.
CHAPTER FOUR: Presents and analyzes the collected quantitative and qualitative data using statistical tests and thematic analysis.
CHAPTER FIVE: Discusses the findings, interpreting the impact of institutional and supervisory factors on student study progress.
CHAPTER SIX: Concludes the study by synthesizing findings and offering evidence-based recommendations and a model for improving completion timelines.
Keywords
Study delay, Student graduation, Institutional factors, Supervision factors, Student factors, GSB, UNZA, Theory of Constraints, Academic calendar, Throughput, Dissertation completion, Higher Education, Research design, Data analysis, Academic persistence.
Frequently Asked Questions
What is the primary focus of this dissertation?
The research focuses on identifying the root causes of delayed completion times for master's students at the Graduate School of Business (GSB) at the University of Zambia, with the goal of creating a model to improve graduation rates.
What are the central thematic areas?
The study examines three main categories of factors: Institutional (GSB) operational factors, Supervision-related factors, and Personal/Student factors.
What is the fundamental research goal?
The aim is to develop an evidence-based model that helps the Graduate School of Business mitigate study delays and enhance timely graduation for its postgraduate population.
Which scientific methodology does the researcher employ?
The study uses a mixed-method research design, incorporating quantitative analysis (survey questionnaires analyzed via SPSS) and qualitative research (semi-structured interviews with supervisors) to establish a comprehensive evidence base.
What content does the main body address?
The main body conducts a literature review on throughput theories, details the research methodology, conducts an extensive analysis of collected survey data and supervisor feedback, and discusses implications for academic and institutional policy.
Which keywords characterize this work?
The work is characterized by terms such as Study delay, Throughput, Theory of Constraints, Institutional factors, Supervision factors, and Student graduation.
Could you clarify the Theory of Constraints as applied here?
The researcher uses the Theory of Constraints (TOC) to identify bottlenecks – such as inefficient scheduling or inadequate supervision – that prevent the academic system at the GSB from producing timely graduates, effectively applying production management logic to higher education.
What specifically does the proposed "Dissertation Model" offer?
The model provides a prescriptive framework for the GSB, including scheduling interventions for academic calendars, implementing progress monitoring systems for student-supervisor meetings, and restructuring remuneration packages to incentivize effective supervision.
Why did the study specifically focus on the GSB?
The GSB was chosen because it is currently experiencing significant challenges regarding the timely graduation of its masters students, providing a relevant and accessible population for empirical investigation.
- Quote paper
- Boniface Banda (Author), 2021, Factors for Completion or Non-Completion of Studies. Postgraduate Study about the University of Zambia (UNZA), Munich, GRIN Verlag, https://www.grin.com/document/1254755
