DOCTORAL STUDENTS’ PERSPECTIVES ON ACADEMIC SUPPORT FACTORS: A QUALITATIVE STUDY IN THE DOCTORAL PROGRAM
Downloads
Objective: This study aims to qualitatively explore doctoral students’ perspectives on the academic support factors that influence the timely completion of their studies in the Doctoral Program in Educational Management at Universitas Negeri Surabaya (UNESA). Method: Employing a phenomenological approach, the study involved many informants, including active students, alumni, and academic supervisors. Data were collected through in-depth, semi-structured interviews, document analysis, and limited observational studies. Results: The findings revealed three main themes: (1) social environment serves as a pillar of emotional and practical support, enhancing students’ academic resilience; (2) learning motivation acts as an internal driving force that maintains commitment and consistency throughout the study process; and (3) self-regulated learning (SRL) reflects students’ academic autonomy in managing time, setting goals, and evaluating their learning progress. These findings highlight that success in doctoral studies is not solely determined by individual capabilities but rather by the dynamic interplay of personal, social, and institutional factors. Novelty: The results of this study are expected to inform academic policymakers in designing strategies to enhance the quality of doctoral education and accelerate students’ study completion in a sustainable and contextually relevant manner.
K. A. Fachrurrozie, “Analisis Kendala Dan Percepatan Penyelesaian Studi Mahasiswa Jurusan Akuntansi,” J. Pendidik. Ilmu Sos., vol. 28, no. 1, pp. 66–85, 2018, [Online]. Available: https://journals.ums.ac.id/index.php/jpis/article/view/5396.
R. Sefriani, K. Nastasia, R. Sepriana, and Y. Candra, “Time management and procrastination during the COVID-19 pandemic in higher education,” J. Educ. Learn., vol. 16, no. 4, pp. 458–463, 2022, doi: 10.11591/edulearn.v16i4.20512.
Y. Badje, “Faktor – Faktor Yang Mempengaruhi Keterlambatan Penyelesaian Masa Studi Mahasiswa Program Studi Pendidikan Ekonomi Universitas Dayanu Ikhsanuddin Baubau,” J. Akad. Pendidik. Ekon., vol. 8, no. 2, 2021, [Online]. Available: https://www.ejournal.lppmunidayan.ac.id/index.php/ek onomi%0APrint.
J. Gustems-Carnicer, C. Calderon, D. Calderon-Garrido, and C. Martin-Piñol, “Academic progress, coping strategies and psychological distress among teacher education students,” Int. J. Educ. Psychol., vol. 9, no. 3, pp. 290–312, 2020, doi: 10.17583/ijep.2020.4905.
D. Alt, “Contemporary constructivist practices in higher education settings and academic motivational factors,” Aust. J. Adult Learn., vol. 56, no. 3, pp. 374–399, 2016.
N. Hariyati, W. Wagino, and M. Mudjito, “Investigating Virtual Learning on Students Learning Outcomes in Urban and Rural Areas,” Din. Pendidik., vol. 16, no. 1, pp. 54–63, 2021, doi: 10.15294/dp.v16i1.28661.
L. M. S. Mattijssen, J. E. Bergmans, I. C. M. van der Weijden, and J. C. Teelken, “In the eye of the storm: the mental health situation of PhD candidates,” Perspect. Med. Educ., vol. 10, no. 2, pp. 71–72, 2021, doi: 10.1007/s40037-020-00639-4.
F. Prazeres, “PhD supervisor-student relationship FILIPE,” J. Adv. Med. Educ. Prof., vol. 5, no. 4, p. 213, 2017.
W. Omona, “Supervising Phd Students In A Resource Constrained Setting: Challenges And Prospects,” IJSSHE-International J. Soc. Sci. Humanit. Educ., vol. 3, no. 2, pp. 1–10, 2019.
M. L. Orellana, A. Darder, A. Pérez, and J. Salinas, “Improving doctoral success by matching PhD students with supervisors,” Int. J. Dr. Stud., vol. 11, no. May, pp. 87–103, 2016, doi: 10.28945/3404.
D. L. Belavy, P. J. Owen, and P. M. Livingston, “Do successful PhD outcomes reflect the research environment rather than academic ability?,” PLoS One, vol. 15, no. 8 August 2020, pp. 1–14, 2020, doi: 10.1371/journal.pone.0236327.
K. R. Monicah, “Lethargic Research Projects: Student-supervisor’s Dilemmas in Managing Research Projects,” High. Educ. Res., vol. 5, no. 2, p. 37, 2020, doi: 10.11648/j.her.20200502.11.
Á. Ábrahám, B. Dengler, and V. Ziesemer, “Economics PhD programs in Europe: Completion times and job placement,” J. Econ. Educ., vol. 53, no. 4, pp. 325–339, 2022, doi: 10.1080/00220485.2022.2111382.
K. H. Hunter and K. Devine, “Doctoral students’ emotional exhaustion and intentions to leave academia,” Int. J. Dr. Stud., vol. 11, pp. 35–61, 2016, [Online]. Available: https://ijds.org/Volume11/IJDSv11p035-061Hunter2198.pdf.
R. Spronken-Smith, C. Cameron, and R. Quigg, “Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand,” Assess. Eval. High. Educ., vol. 43, no. 1, pp. 94–109, 2018, doi: 10.1080/02602938.2017.1298717.
J. W. Creswell and T. C. Guetterman, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 6th ed. United States of America: Pearson, 2019.
N. Cutyasmin, “Peran Lingkungan Sosial dalam Percepatan Penyelesaian Studi Mahasiswa (Studi Pada 5 Mahasiswa Cumlaude Prodi Sosiologi , Fakultas Ilmu Sosial , Universitas Negeri Jakarta ),” Universitas Negeri Jakarta, 2024.
P. D. Trimulatsih and Y. A. Appulembang, “Dukungan Sosial Terhadap Burnout Akademik Pada Mahasiswa Yang Sedang Menyusun Skripsi Saat Pandemi,” Psychol. J. Ment. Heal., vol. 4, no. 1, pp. 36–47, 2022, doi: 10.32539/pjmh.v4i1.63.
M. Sidabutar, Y. K. Aidilsyah, Muhammad Ridho Aulia, I. N. Umari, F. A. Khairi, A. Usman, and E. Altania, “Pengaruh motivasi belajar terhadap prestasi akademik mahasiswa,” Epistema, vol. 1, no. 2, pp. 117–125, 2020, doi: 10.21831/ep.v1i2.34996.
F. Rudaniel, “Pengaruh Motivasi Terhadap Penyelesaian Skripsi Mahasiswa Pendidikan Ekonomi Universitas Negeri Padang,” Universitas Negeri Padang, 2022.
D. U. Arini, K. Khairunnisa, and M. Mualif, “Pengaruh Motivasi Belajar Terhadap Komitmen Penyelesaian Tugas Luaran Pada Mahasiswa Penerima Beasiswa Kartu Indonesia Pintar Program Studi Teknik Industri Universitas Pamulang,” J. Ilmu Disiplin, vol. 3, no. 2, pp. 221–226, 2024.
Y. Tarumasely, “Pengaruh Self Regulated Learning dan Self Efficacy Terhadap Prestasi Akademik Mahasiswa,” J. Pendidik. Edutama, vol. 7, no. 2, pp. 63–70, 2020, doi: 10.22437/bio.v7i2.12824.
M. D. Mulyani, “Hubungan Antara Manajemen Waktu Dengan Self Regulated Learning Pada Mahasiswa,” Educ. Psychol. J., vol. 2, no. 1, pp. 43–48, 2013, [Online]. Available: http://journal.unnes.ac.id/sju/index.php/epj.
Copyright (c) 2025 Nunuk Hariyati, Yatim Riyanto, Amrozi Khamidi
This work is licensed under a Creative Commons Attribution 4.0 International License.
