CABARAN DAN STRATEGI INTERVENSI MENCAPAI GRADUATE ON TIME (GOT) DALAM KALANGAN PELAJAR SISWAZAH UKM
Abstract
Abstrak
Menamat pengajian siswazah mengikut tempoh masa yang ditetapkan merupakan satu cabaran bagi pelajar Sarjana Falsafah dan Doktor Falsafah UKM. Kajian ini bertujuan untuk untuk meneroka cabaran pelajar siswazah menamat pengajian mengikut tempoh masa yang ditetapkan dan mencadangkan strategi intervensi meningkatkan pencapaian GOT (Graduate on Time) dalam kalangan pelajar siswazah UKM. Kajian ini dijalankan ke atas seramai 38 orang pelajar siswazah iaitu seramai 17 orang pelajar siswazah yang berjaya mencapai GOT dan juga 21 orang pelajar yang tidak berjaya mencapai GOT. Data kajian ini dikumpul dengan menggunakan soal selidik dan juga temubual dalam perbincangan kumpulan berfokus (focus group). Rekabentuk kajian ini menggunakan pendekatan kajian kes bagi mendapatkan maklumat cabaran dan persekitaran pembelajaran siswazah di UKM. Data perbincangan kumpulan diterjemahkan kepada tema-tema dengan analisis verbatim. Hasil kajian menunjukkan majoriti siswazah yang mendapat GOT projeksikan cabaran utama mereka ialah masalah kewangan dan bahan dan alat instrumen kajian tidak mencukupi. Manakala siswazah yang tidak mendapat GOT pula menyatakan cabaran utama mereka ialah kesukaran mengumpulkan data kajian, masalah rujukan terkini, sukar menerbitkan dalam jurnal berimpak tinggi dan masalah personaliti dan kendiri. Perbandingan antara siswazah yang mendapat GOT dan tidak mendapat GOT mempunyai perbezaan yang sangat ketara dalam menyatakan cabaran dan strategi untuk meningkatkan GOT dalam kalangan siswazah UKM pada masa akan datang. Implikasi kajian ini adalah penting untuk mewujudkan satu garis panduan model strategi intervensi bagi mempertingkatkan peranan UKM dalam usaha melahirkan lebih ramai graduan pascasiswazah yang berjaya mencapai GOT.
Kata kunci: Cabaran, Persekitaran pembelajaran, Strategi intervensi, Graduate on Time dan Siswazah
Abstracts
Graduating on time among postgraduate students is a challenge for UKM Master and PhD students. The purpose of this study is to explore the challenges of graduating within the time frame and propose intervention strategies to improve graduate on time (GOT) among UKM postgraduate students. This study was conducted among 38 postgraduate students, 17 graduates who achieved GOT and 21 graduates who did not achieve GOT. The data was collected using questionnaires and focus group discussions. The design of this study utilized a case study approach to obtain information on the challenges and learning environments of the UKM graduate. Focus group data was analysed into themes by verbatim analysis. The results show that most graduates who have GOT, their main challenges are inadequate of financial, research material and instruments. However, students who did not achieve GOT, their main challenges are difficulties in collecting data, identifying current literature review, difficulties in publishing in high impact journal, personality and low self-esteem. Comparison between GOT graduate and non-GOT graduates have a large difference in stating their challenges and strategies for improvement in achieving GOT among UKM graduate in the future. The implications of this study are important to establish a model of intervention strategy to enhance school of postgraduate UKM to produce more graduate students to achieve graduate on time (GOT).
Keywords: challenges, learning environments, intervention, strategy, graduate on time
Keywords
Full Text:
PDFReferences
Abiddin, N. Z. (2006). Effective Supervision of Research Students: A Study of University Practices and Foreign Students' Experiences. The Journal of Human Resource and Adult Learning, 2(1), 97-107.
Astin, A. W. (2001). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Astin, A. W., & Oseguera, L. (2005). Pre-college and institutional influences on degree
attainment. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 245-276). Westport, CT: Praeger.
Arambewela R, Hall J (2009) An empirical model of international student satisfaction. Asia Pasific Journal of Marketing and Logistics 21 (4), 555-569.
Aktu, Yahya & Ilhan, Tahsin. (2017). Individuals’ life structures in the early adulthood period based on Levinson’s Theory. Educational Sciences: Theory and Practice. 17 (4): 1255-1275.
Azuma, R. T. (1999). "So long, and thanks for the Ph.D.!" a.k.a. Everything I wanted to know about C.S. graduate school at the beginning but didn’t learn until later.” v. 1.05. Retrieved from: http://www.cs.virginia.edu/helpnet/Being_Grad_Stud/grad_school_CS.html
Bain, S., Fedynich, L., & Knight, M. (2010). The successful graduate student: a review of the factors for success. Journal of Academic and Business Ethics. 3(7). Retrieved from http://www.aabri.com/manuscripts/10569.pdf
Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome.American Educational Research Journal, 22(1), 35-64.
Boehe, D. M. (2016). Supervisory styles: A contingency framework. Studies in HigherEducation, 41(3), 399-414.
Braxton, J. M. (2000). Introduction: Reworking the student departure puzzle. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 1-8). Nashville, TN: Vanderbilt University Press.
Carter, W. (2004). Six major reasons why graduate students don’t finish. Retrieved from:
www.tadafinallyfinished.com/tada_exec_summary.pdf
Dash, D.P. (2015). Enacting a developmental niche for researchers: Lessons from research education initiatives in India and Malaysia. International Journal for Researcher Development, 6(2), 144-164.
Faisal Z. Miqdadi, Abdulla F. ALMomani, Mohammad T. (Shadid Masharqa), and Nabil M. Elmousel. (2014). The Relationship between Time Management and the Academic Performance of Students from the Petroleum Institute in Abu Dhabi, the UAE. ASEE 2014 Zone I Conference, April 3-5, 2014, University of Bridgeport, Bridgpeort, CT, USA.
Gardner, S. K. (2010). Contrasting the socialization experiences of doctoral students in high- and low-completing departments: A qualitative analysis of disciplinary contexts at one institution. The Journal of Higher Education, 81(1), 61-81.
Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76(6), 669-700.
Hamzah, A.R, Lucky, E.O., Joarder, M.H.R. (2014). Time Management, External Motivation, and Students’ Academic Performance: Evidence from a Malaysian Public University. Asian Social Science, 10 (13), 55–63.
Haynes, C., Bulosan, M., Citty, J., Grant-Harris, M., Hudson, J., & Koro-Ljungberg, M., (2012). My world is not by doctoral program…or is it? Female students’ perceptions of well-being. International Journal of Doctoral Studies, 7, 1-16.
Idris N.A (2003), Daya Saing usahawan wanita Melayu menghadapi cabaran globalisasi, Prosiding Persidagan Kebangsaan Pusat Pengajian Sosial, Pembangunan & Persekitaran “ Cabaran Pembangunan Dilema Persekitaran” 12-13 September 2003, UKM, Bangi. Jabatan Ekonomi Pembangunan Fakulti Ekonomi (UKM).
Joanna Joseph Jeyaraj. (2018). It’s a jungle out ther: Challenges in postgraduate research writing. GEMA Online® Journal of Language Studies, Volume 18(1): 22-37.
Lasode, A. O. & Awote, F. (2014). Challenges Faced by Married University Undergraduate Female Students in Ogun State, Nigeria. Abeokuta, Nigeria: Federal University of Agriculture.
Levinson, D. J. (1977). The mid-life transition: A period in adult psychosocial development [Abstract]. Psychiatry, 40(2), 99–112. http://dx.doi.org/10.1521/00332747.1977.11023925
Levinson, D. J. (1978). The seasons of a man’s life. New York, NY: Knopf Publishers. Retrieved from https://books.google.com
Levinson, D. J. (1996). The seasons of a woman’s life. New York, NY: Knopf Publishers. Retrieved from https://books.google.com
Lovitts, B. E. (2001). Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study. Rowman and Littlefield Publishers, Inc. New York.
Martinez, E., Ordu, C., Della Sala, M. R., & McFarlane, A. (2013). Striving to obtain a school- work-life balance: The full-time doctoral student. International Journal of Doctoral Studies, 8, 39-59.
McAlpine, L., Jazvac‐Martek, M., & Hopwood, N. (2009). Doctoral student experience in education: activities and difficulties influencing identity development. International Journal for Researcher Development, 1(1), 97‐109.
Nelson, C. and Lovitts, B.E. (2001). 10 Ways to keep graduate students from quitting. The Chronicle of Higher Education, June 29, 2001.
Smallwood, S. (2004). Doctor dropout. The Chronicle of Higher Education, 50 (19).
Stage, F. K. (1989). Motivation, academic and social integration, and the early dropout. American Educational Research Journal, 26(3), 385-402.
Terrel, S. (2002). The effect of learning style on doctoral course completion in a Web-based learning environment. The Internet and Higher Education, 8 (3): 213-219.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press.
Mastekaasa, A. (2005). Gender Differences in Educational Attainment. The Case of Doctoral Degrees in Norway. British Journal of Sociology of Education, 26(3), 375-394. doi:10.1080/01425690500128908
Mohammad Rezal Hamzah, Abdul Aziz Mahmuddin, Zuraidah Mohd. Zain & Jamaluddin Mohaiddin. (2012). Faktor-Faktor yang Mempengaruhi Tenaga Akademik yang Gagal Menamatkan Pengajian PhD. Dalam Tempoh yang Ditetapkan. Journal of Human Development and Communication. 1: 87–106
McAlpine, L., Jazvac‐Martek, M., & Hopwood, N. (2009). Doctoral student experience in education: activities and difficulties influencing identity development. International Journal for Researcher Development, 1(1), 97‐109. doi: 10.1108/1759751X201100007
Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293-308. Retrieved from
http://ijds.org/Volume9/IJDSv9p293-308Rockinson0607.pdf
Shariff, S. S. R., Rodzi, N. A. M., Rahman, K. A., Zahari, S. M., & Deni, S. M. (2016). Predicting the “graduate on time (GOT)” of PhD students using binary logistics regression model. AIP Conference Proceedings. 1782, 050015. AIP Publishing.
https://www.researchgate.net/deref/http%3A%2F%2Fscitation.aip.org%2Fcontent%2Faip%2Fproceeding%2Faipcp%2F1782%3Fver%3Dpdfcov
Van de Schoot, R., Yerkes. M.A., Mouw, J.M., & Sonneveld, H. (2013). What took them so long? Explaining PhD delays among doctoral candidates. PLOS One, 8(7), e68839. doi:10.1371/journal.pone.0068839
Wan Zah Wan Ali, Aida Suraya Md. Yunus, Ramlah Hamzah, Rosini Abu, Rohani Ahmad Tarmizi, Sharifah Md. Nor, Kamariah Abu Bakar & Habsah Ismail. (2008). Kemahiran Pengurusan Masa Pelajar Universiti Tempatan: Status dan Hubungannya dengan Pencapaian. Jurnal Teknologi, 49(E): 49–64.
Wadesango, N., & Machingambi, S. (2011). Post Graduate Students’ Experiences with Research Supervisors. Journal of Sociology and Social Anthropology, 2(1): 31-37.
Watthanapradith, M. and Tongkumchum, P. (2018). Impeding Factors in Completing a Doctoral Degree: Analysis of a Survey. Academic Services Journal, Prince of Songkla University 29 (2) 86-95
Wright, T., & Cochrance, R. (2000). Factors Influencing Successful Submission of PhD Thesis. Studies in Higher Education, 25(2), 182-195. doi: 10.1080/713696139
Zaimah, R., Abd Hair Awang & Izzurazlia Ibrahim. (2014). Pendidikan rentas sempadan dan isu kepuasan terhadap sistem penyampaian perkhidmatan: Kajian kes pelajar antarabangsa di Universiti Kebangsaan Malaysia. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space. 10 issue 5: 96 – 106.
Refbacks
- There are currently no refbacks.
Index