The research masters experience: The impact of efficacy and outcome expectations on enrolment and completion

Abstract

Students need support to complete research masters degrees. Many of the studies aimed at enhancing the student experience to date have tended to focus on structural aspects of the degree, the academic needs of the students or the qualities of the supervisor. Few studies focus on the support needed to complete research masters degrees and even fewer consider the affective needs of the students.Semi-structured focus group interviews, analysis of the participants' academic transcripts – including thesis examination reports – and a content analysis of postgraduate coursework comprised the dataset for this qualitative pilot study. Using Bandura's theory of self efficacy (1977), the subjective experience of mature age teacher practitioners undertaking a Masters of Education degree was explored. Teachers' efficacy and outcome expectations were found to be influential in regard to enrolment in and completion of a masters degree.This initial foray into the emotional world of the student uncovers aspects that help us to understand more deeply the nature of the research masters students' journey through gaining a degree. As a result, this may help students to understand their journey and help university supervisors to support students through to successful completion of a masters degree.