Abdul-Salaam, A. O. (2024). Thesis writing in colleges of education in Nigeria: Students' challenges and coping strategies. Journal of Educational Research in Developing Areas, 5(3), 260-274.
Aina, C., & Pastore, F. (2020). Delayed graduation and overeducation in Italy: A test of the human capital model versus the screening hypothesis. Social Indicators Research, 152(2), 533-553. https://doi.org/10.1007/s11205-020-02446-0.
Ali, R., & Zayid, E. I. M. (2022). The challenges and problems faced by students in the early stage of writing research projects in L2, University of Bisha, Saudi Arabia. University Of Bisha, Saudi Arabia (November 16, 2022).
Amani, J., Myeya, H., & Mhewa, M. (2022). Understanding the motives for pursuing postgraduate studies and causes of late completion: Supervisors and supervisees’ experiences. Sage Open, 12(3). https://doi.org/10.1177/21582440221109586.
Arthur, R., & Fenyi, D. A. (2023). Towards minimizing the delay/non-completion rate of research master’s degree in Ghana: ESL students’ perspective of the challenges of thesis work. Linguistics Initiative, 3(2), 125-139. https://doi.org/10.53696/27753719.3284.
Azila-Gbettor, E. M., Atatsi, E. A., Danku, L. S., & Soglo, N. Y. (2015). Stress and academic achievement: Empirical evidence of business students in a Ghanaian polytechnic. International Journal of Research in Business and Management, 2, 14.
Bayona Ore, S. (2021). Perceptions of postgraduate students on the relationship between thesis development and performance of a supervisor. Journal of Turkish Science Education, 18(4), 559-573. https://doi.org/10.36681/tused.2021.90.
Bearman, M., Tai, J., Henderson, M., Esterhazy, R., Mahoney, P., & Molloy, E. (2024). Enhancing feedback practices within PhD supervision: A qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education, 49(5), 634-650. https://doi.org/10.1080/02602938.2024.2307332 .
Bravo, N., Muñoz, C., & Vera, M. J. (2023). Estudiar de noche. Expectativas y desafíos de la experiencia universitaria de estudiantes que cursan un programa de pregrado vespertino. Calidad en la educación, (58), 196-234.
Chugh, R., Macht, S., & Harreveld, B. (2022). Supervisory feedback to postgraduate research students: A literature review. Assessment & Evaluation in Higher Education, 47(5), 683-697. https://doi.org/10.1080/02602938.2021.1955241.
Delnoij, L. E., Dirkx, K. J., Janssen, J. P., & Martens, R. L. (2020). Predicting and resolving non-completion in higher (online) education–A literature review. Educational Research Review, 29, 100313.
Gohar, A. S., & Qouta, M. M. (2021). Challenges of improving the quality of academic supervision of postgraduate studies at the Faculty of Education, Damietta University. Journal of Educational Issues, 7(1), 113-137.
Haverila, M. J., Haverila, K., & McLaughlin, C. (2020). Variables affecting the retention intentions of students in higher education institutions: A comparison between international and domestic students. Journal of International Students, 10(2), 358-382.
Hey-Cunningham, A. J., Ward, M. H., & Miller, E. J. (2021). Making the most of feedback for academic writing development in postgraduate research: Pilot of a combined programme for students and supervisors. Innovations in Education and Teaching International, 58(2), 182-194. https://doi.org/10.1080/14703297.2020.1714472.
Hokororo, J. T. (2021). Postgraduate Research Supervision and Support at the Selected Higher Learning Institutions in Tanzania (Doctoral dissertation, The Open University of Tanzania).
IseOlorunkanmi, J. O., Rotimi, M. E., Adebola, O. G., Lawal, A. I., Henry, N. L. C., & Adebisi, T. (2021). Challenges in Nigeria’s education sector and the migration of Nigerian postgraduate students to South African universities. Cogent Social Sciences, 7(1), 1890897,https://doi.org/10.1080/23311886.2021.1890897.
Jackson, D., Power, T., & Usher, K. (2021). Feedback as a balancing act: Qualitative insights from an experienced multi-cultural sample of doctoral supervisors in nursing. Nurse Education in Practice, 54, 103125. https://doi.org/10.1016/j.nepr.2021.103125
Jepchirchir, G., & Ogula, P. (2022). Effects of quality of supervision on postgraduate students' completion rate in university campuses in Uasin Gishu County, Kenya. Journal of Popular Education in Africa, 6(5), 44-44.
Kahangwa, G. (2024). Postgraduate students’ common errors in writing education studies dissertations: Lessons from the University of Dar es Salaam in Tanzania. University of Dar es Salaam Library Journal, 19(1), 3-18.
Kaponga, E., Lyamtane, E., & Ogoti, E. O. (2024). Stimulus of time-management supervisory skill on completion of research process for postgraduate students in Northern Zone universities, Tanzania. International Journal of Scientific Research and Management (IJSRM), 12(10), 10-18535 https://doi.org/10.18535/ijsrm/v12i10.em02
Komba, S. C. (2016). Challenges of writing theses and dissertations among postgraduate students in Tanzanian higher learning institutions. International Journal of Research Studies in Education, 6(2), 29-40.
Komba, S. C., & Chiwamba, S. V. (2017). Towards improving the supervision of postgraduate students in Tanzanian higher learning institutions. International Journal of Research Studies in Education, 6(2), 29-40.
Lekhetho, M. (2022). Postgraduate students’ perceptions of support services rendered by a distance learning institution. International Journal of Higher Education, 11(7), 1-24.
McCallen, L. S., & Johnson, H. L. (2020). The role of institutional agents in promoting higher education success among first-generation college students at a public urban university. Journal of Diversity in Higher Education, 13(4), 320. https://doi.org/10.62277/mjrd2023v4i40037
Mutanana, N., & Pedzisai, C. (2020). An analysis of challenges faced by part-time postgraduate block release students at institutions of higher learning.
Mwidege, A., & Matimbwa, H. (2023). Factors influencing prospective students to join higher learning institutions: Insights from Mbeya University of Science and Technology. MUST JOURNAL OF RESEARCH AND DEVELOPMENT, 4(4). https://doi.org/10.62277/mjrd2023v4i40037
Ndenje-Sichalwe, E., & Elia, E. F. (2021). Research methodology practices among postgraduate information studies students in Tanzania. IFLA Journal, 47(2), 129-141.
Noel, J., Wambua, B. K., & Ssentamu, P. N. (2021). Invest in research supervision, enhance timely completion of postgraduate studies. Journal of Social Science and Humanities, 2(1), 35-47. https://doi.org/10.46256/rmcjsochum.v2i1.124.
Ore, S. B. (2021). Perceptions of postgraduate students on the relationship between thesis development and performance of a supervisor. Journal of Turkish Science Education, 18(4), 559-573. https://doi.org/10.36681/tused.2021.90
Osei, C. K., Otchere, K. G., Banunle, A., & Dontwi, I. K. (2017). Trend analysis of students' admission, enrollment, and completion in KNUST distance learning postgraduate programmes. Journal of Education and Human Development, 6(1), 157-1
Rauf, F. A. (2016). Challenges of thesis work: towards minimizing the non-completion rate in the postgraduate degree program. concern, 8(7), 113-124.
Rockman, D. A., Aderibigbe, J. K., Allen-Ile, C. O., Mahembe, B., & Hamman-Fisher, D. A. (2022). Working-class postgraduates’ perceptions of studying while working at a selected university. SA Journal of Human Resource Management, 20, Article 1962. https://doi.org/10.4102/sajhrm.v20i1.1962
Salehe, K., Mandila, T., & Vumilia, P. (2023). Student-Supervisor Interactions in Affecting Postgraduate Students’ Timely Completion of Studies at the Open University of Tanzania. International Journal of Contemporary Applied Researches.10(7), 116 – 131.
Sige, M. J., & Shirima, G. H. (2021). Learning in the context of multiple responsibilities: Experiences of the university adult learners in the evening programmes. In Proceedings of the International Conference on 50 Years of Adult Education in Tanzania (pp. 115 - 129).
Ssentamu-Namubiru, P., & Sajjabi-Bakibinga, F. (2020). Supervisors' Reflections on Policy and Practice in an African Graduate Setting: Towards Pedagogy for Supervising Research. In Atibuni, D. Z, (Ed.), Postgraduate Research Engagement in Low Resource Settings, (pp. 264-295). IGI Global. DOI: 10.4018/978-1-7998-0264-8.ch014
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388. https://doi.org/10.28945/4113.
Thelma, C. C., Sain, Z. H., Banda, E., Phiri, E. V., Sylvester, C., & Patrick, M. (2025). Barriers to Effective Research Methodology Training for Undergraduate and Postgraduate Students: A Case of Selected Higher Learning Institutions in Lusaka District, Zambia.
Wilson, L., & Pool, J. (2025). Barriers to and enablers for the success of postgraduate students in social work. Social Work Education, 44(4), 689-706.
