A Phenomenological Study of Lived Experience of Students in the Process of Thesis Writing

Postgraduate programs are a significant stage in academic career. However, some studies denote serious shortcomings and problems in the process of thesis writing. Attempts have been made in this paper to narrate and understand the lived experience of girl students in the process of thesis writing by borrowing from interpretative paradigm. In the light of the objectives and questions of the research, interpretative phenomenology was used due to more sensitivity to the context of formation of experiences and relative specificity of stages of analysis. The key informed respondents included eight students of applied social sciences (Economics, Management and Accounting) who had recently defended their theses. Positive and negative pre-constructs of thesis writing, understanding of self and scientific and practical capabilities, emotional experience, duality in supervision, frustration, resignation and reliance on other, thesis as a learning opportunity, transition and transformation of primary mental constructs, and finally, attainment of independence were the themes garnered from the study of students’ experiences of thesis writing. Serious attention to the issue of supervision and positive and constructive interaction between the student and supervisor, on the one hand, and, the necessity of correction of traditional methods of guidance, more attention to the role of counterparts and advisors and correction of departmental and institutional policies, on the other, are among the suggestions of this research.