Abstract

Despite the proliferation of graduate programs in universities around the world, there are limited numbers of studies that have evaluated the current status of these programs. This paper attempts to examine the assessments of graduate students of their programs and of the graduate education process. A survey method was adopted and conducted with a total of 294 graduate students from different institutions and regions of Türkiye. The results reveal that the students reported academic challenges, time-related issues, and supervisor and colleague-related problems. Moreover, the students indicated a need for academic writing support, effective feedback, access to databases, and support with materials. The study discusses the measures that may be taken to increase the quality of graduate education.       

Keywords

References

• Acer, E., & Güçlü, N. (2017). An analysis of the expansion of higher education in Turkey using the new institutional theory. Educational Sciences-Theory & Practice, 17(6), 1911-1933.
• Al Makhamreh, M., & Stockley, D. (2020). Mentorship and well-being: Examining doctoral students’ lived experiences in doctoral supervision context. International Journal of Mentoring and Coaching in Education, 9(1), 1-20. https://doi.org/10.1108/IJMCE-02-2019-0013
• Al-Mawee, W., Kwayu, K. M., & Gharaibeh, T. (2021). Student's perspective on distance learning during COVID-19 pandemic: A case study of Western Michigan University, United States. International Journal of Educational Research Open, 2, 100080. https://doi.org/10.1016/j.ijedro.2021.100080
• Al-Youbi, A. O., Zahed, A. H. M., M. N. Nahas & Hegazy A. A. (2021). The roles of universities in development. In A. O. AI-Youbi , A. H. M. Zahed, M. N. Nahas , A. A. Hegazy (Eds.), The leading world’s most innovative universities (pp. 1-8). Springer.
• Amida, A., Algarni, S., & Stupnisky, R. (2021). Testing the relationships of motivation, time management and career aspirations on graduate students’ academic success. Journal of Applied Research in Higher Education, 13(5), 1305-1322. https://doi.org/10.1108/JARHE-04-2020-0106
• Barbour, R. (2008). Introducing qualitative research: A student guide to the craft of doing qualitative research. Sage.
• Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33, 297-315. https://doi.org/10.1007/s10755-008-9084-x
• Barnes, B. J., Williams, E. A., & Archer, S. A. (2010). Characteristics that matter most: Doctoral students' perceptions of positive and negative advisor attributes. Nacada Journal, 30(1), 34-46. https://doi.org/10.12930/0271-9517-30.1.34
• Can, G., & Walker, A. (2011). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52, 508-536. https://doi.org/10.1007/s11162-010-9204-1
• Charles, S. T., Karnaze, M. M., & Leslie, F. M. (2022). Positive factors related to graduate student mental health. Journal of American College Health, 70(6), 1858-1866. https://doi.org/10.1080/07448481.2020.1841207
• Cogenli, M. Z., & Barli, O. (2013). The exposure of psychological violence (mobbing) in universities and an application to the academicians. Procedia-Social and Behavioral Sciences, 93, 1174-1178. https://doi.org/10.1016/j.sbspro.2013.10.010
• Cornér, S., Löfström, E., & Pyhältö, K. (2017). The relationships between doctoral students’ perceptions of supervision and burnout. International Journal of Doctoral Studies, 12, 91-106. https://doi.org/10.28945/3754
• Council of Higher Education. (2024). Higher education statistics. Author. https://istatistik.yok.gov.tr/
• Curtin, N., Stewart, A. J., & Ostrove, J. M. (2013). Fostering academic self-concept: Advisor support and sense of belonging among international and domestic graduate students. American educational research journal, 50(1), 108-137. https://doi.org/10.3102/0002831212446662
• Darley, W. K. (2021). Doctoral education in business and management in Africa: Challenges and imperatives in policies and strategies. The International Journal of Management Education, 19(2), 100504. https://doi.org/10.1016/j.ijme.2021.100504
• Doyle, S., Manathunga, C., Prinsen, G., Tallon, R., & Cornforth, S. (2018). African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision. Higher Education Research & Development, 37(1), 1-14. https://doi.org/10.1080/07294360.2017.1339182
• Enders, J. (2002). Serving many masters: The PhD on the labour market, the everlasting need of inequality, and the premature death of Humboldt. Higher Education, 44(3), 493–517. https://doi.org/10.1023/A:1019850524330
• Erdemir, B., Demir, C. E., Yıldırım Öcal, J., & Kondakçı, Y. (2020). Academic mobbing in relation to leadership practices: A new perspective on an old issue. The Educational Forum, 84(2), 126-139. https://doi.org/10.1080/00131725.2020.1698684
• Ergüder, Ü., Şahin, M., Terzioğlu, T., & Vardar, Ö. (2009). Neden yeni bir yükseköğretim vizyonu? [Why a new higher education vision?]. İstanbul Policy Center.
• Etmanski, B., Walters, D. & Zarifa, D. (2017). Not what I expected: Early career prospects of doctoral graduates in academia. Canadian Journal of Higher Education 47(3), 152–169.
• https://doi.org/10.7202/1043243ar
• Etzkowitz, H., & Leydesdorff, L. (1999). The future location of research and technology transfer. Journal of Technology Transfer, 24, 111–123. https://doi.org/10.1023/A:1007807302841
• Garcia-Quevedo, J., Mas-Verdú, F., & Polo-Otero, J. (2012). Which firms want PhDs? An analysis of the determinants of the demand. Higher Education, 63(5), 607–620. https://doi.org/10.1007/s10734-011-9461-8
• García-Suaza, A., Otero, J., & Winkelmann, R. (2020). Predicting early career productivity of PhD economists: Does advisor-match matter? Scientometrics, 122(1), 429-449. https://doi.org/10.1007/s11192-019-03277-8
• Germain-Alamartin, E. (2019). Doctoral education and employment in the regions: The case of Catalonia. Regional Studies, Regional Science, 6(1), 299–318. https://doi.org/10.1080/21681376.2019.1584049
• Glass, C. R., Gesing, P., Hales, A., & Cong, C. (2017). Faculty as bridges to co-curricular engagement and community for first-generation international students. Studies in Higher Education, 42(5), 895-910. https://doi.org/10.1080/03075079.2017.1293877
• Gopee, N., & Deane, M. (2013). Strategies for successful academic writing—Institutional and non-institutional support for students. Nurse Education Today, 33(12), 1624-1631. https://doi.org/10.1016/j.nedt.2013.02.004
• Gunasekara, C. (2006). Reframing the role of universities in the development of regional innovation systems. The Journal of Technology Transfer, 31, 101–113. https://doi.org/10.1007/s10961-005-5016-4
• Günay, D. (2018). Graduate education in Turkey and a philosophical view on graduate education. Journal of University Research, 1(2), 71-88. https://doi.org/10.32329/uad.450965
• Hakkola, L., & King, J. A. (2016). A developmental approach to graduate education review: A new take on a traditional process. Innovative Higher Education, 41, 137-152. https://doi.org/10.1007/s10755-015-9338-3
• Hurst, A. (2023). Introduction to qualitative research methods: a helpful guide for undergraduates and graduate students in the social sciences. Oregon State University.
• Jeyaraj, J. J. (2020). Academic writing needs of postgraduate research students in Malaysia. Malaysian Journal of Learning and Instruction, 17(2), 1-23. https://doi.org/10.32890/mjli2020.17.2.1
• Kaur, S., & Shakila, A. M. (2007). The learning experience of postgraduate students: Emergent themes. Bulletin of National Higher Education Research Institute, 9, 26-28.
• Khodabocus, F. (2016). Challenge to doctoral education in Africa. International Higher Education, 85, 25-27. https://doi.org/10.6017/ihe.2016.85.9246
• Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807-822. https://doi.org/10.1080/01443410701366001
• Lazenby, H. (2016). What is equality of opportunity in education? Theory and Research in Education, 14(1), 65-76. https://doi.org/10.1177/1477878515619788
• Leymann, H. (1990). Mobbing and psychological terror at workplaces. Violence and Victims, 5(2), 119–126. https://doi.org/10.1891/0886-6708.5.2.119
• Lovitts, B. E. (2004). Research on the structure and process of graduate education: Retaining students. In D. H. Wulff, & A. E. Austin (Eds.), Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 115–136). Jossey-Bass.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
• Mirzaei, T., Oskouie, F., & Rafii, F. (2012). Nursing students' time management, reducing stress and gaining satisfaction: A grounded theory study. Nursing & Health Sciences, 14(1), 46-51. https://doi.org/10.1111/j.1442-2018.2011.00661.x
• Okay-Somerville, B., & Scholarios, D. (2013). Shades of grey: Understanding job quality in emerging graduate occupations. Human Relations, 66(4), 555-585. https://doi.org/10.1177/0018726712465094
• Özmen, Z. M. & Aydın Güç, F. (2013). Challenges in doctoral education and coping strategies: A case study. Journal of Higher Education and Science, 3(3), 214-219.
• Pansiri, J. (2009). Evolution of a doctoral thesis research topic and methodology: A personal experience. Tourism Management, 30(1), 83-89. https://doi.org/10.1016/j.tourman.2008.04.001
• Pyhältö,K., Toom, A., Stubb, J. & Lonka, K. (2012). Challenges of becoming a scholar: A Study of doctoral students' problems and well-being. International Scholarly Research Notices, 2012, Article ID 934941. https://doi.org/10.5402/2012/934941
• Raich, A. L., & Skelly, A. C. (2013). Asking the right question: Specifying your study question. Evidence-Based Spine-Care Journal, 4(2), 68-071. https://doi.org/10.1055/s-0033-1360454
• Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the COVID-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 6468. https://doi.org/10.3390/ijerph17186468
• Sato, T., & Hodge, S. R. (2009). Asian international doctoral students’ experiences at two American universities: Assimilation, accommodation, and resistance. Journal of Diversity in Higher Education, 2(3), 136–148. https://doi.org/10.1037/a0015912
• Sayan, Y., & Aksu, H. (2005). Akademik personel olmadan lisansüstü eğitim yapan bireylerin karşılaştıkları sorunlar üzerine nitel çalışma [Qualitative study on the problems encountered by individuals doing graduate education without academic staff]. Dokuz Eylül University Buca Education Faculty Journal, 17, 59-66.
• Singh, M. K. M. (2015). International graduate students’ academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12-22. https://doi.org/10.32674/jis.v5i1.439
• Toprak, Z., & Yücel, V. (2020). A peculiar practice of academic writing: Epidemic writing in the Turkish graduate education. Cogent Education, 7(1), 1774098. https://doi.org/10.1080/2331186X.2020.1774098
• Tremblay-Wragg, É., Mathieu Chartier, S., Labonté-Lemoyne, É., Déri, C., & Gadbois, M. E. (2021). Writing more, better, together: How writing retreats support graduate students through their journey. Journal of Further and Higher Education, 45(1), 95-106. https://doi.org/10.1080/0309877X.2020.1736272
• Yudkevich, M., Altbach, P. G., & Rumbley, L. E. (Eds.). (2016). The global academic rankings game: Changing institutional policy, practice, and academic life. Routledge.
• Zhiqi, H., Fan, S., Yangmei, Z., Yan, L., & Zheng, L. (2023). The collaborative development of graduate education and high economic quality and its dynamic evolution forecast. Heliyon, 9(11), e21438. https://doi.org/10.1016/j.heliyon.2023.e21438

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.