Exploring the educational journey: a qualitative study of student completion in a part-time master's degree programme

Abstract

Despite Norway's tuition-free higher education system, a significant number of students do not complete their tertiary education. Non-completion represents a loss both for individuals and for society. However, limited research exists on the factors that facilitate successful completion of a master's degree. In recent years, student completion in higher education has received increasing attention. Completion is commonly defined as the attainment of a degree or other certificated programme qualification. Political and institutional measures such as funding schemes, information dissemination, and organizational strategies to improve programme coherence have shown to significantly influence student completion. This qualitative study aimed to explore the experiences of non-traditional students who completed an experience-based master's degree in mental health, with particular emphasis on the master's thesis process. Data was collected through four digital group interviews conducted via Microsoft Teams and analyzed using Interpretative Phenomenological Analysis (IPA). Thirteen former students participated in the study. While they found the academic challenges stimulating, they also encountered structural and organizational barriers. Participants expressed a desire for greater influence over supervisor selection, improved communication about programme structure, and more current content on master's degree topics. They also emphasized the need for a consistent academic contact person and stronger peer connections to increase a sense of belonging. Coherence and socialization factors emerged as vital for student completion. These findings highlight areas for improvement in programme design and sense of belonging.