Students' Experiences of University Support During the Thesis Phase: Challenges, Needs, and Opportunities for Improvement

Abstract

This article examines university students' experiences with institutional and peer support during the thesis writing phase. Article highlights key challenges, unmet needs, and opportunities for improvement. Based on survey responses from Bachelor's, Master's, and Doctoral students, the research identifies several issues such as insufficient structured guidance, inconsistent supervisory support, inadequate methodological assistance, limited peer collaboration, and gaps in mental health and career resources. Students reported feelings of isolation, stress, and practical barriers in accessing available support services. To address these findings, the article proposes universities enhance guidance and increase supervisor availability and training. They could also offer targeted peer support groups and more practical methodological workshops. Flexible scheduling to accommodate diverse student populations, as well as improved mental health and career services would help thesis and other work. By implementing mentioned recommendations, universities could enhance the thesis-writing process and experience, reduce student stress, and increase successful thesis completion.