Success in graduate education from students’ perspectives: A phenomenological study
Abstract
This study explores how graduate students in educational sciences define academic success and the factors influencing it. Using a phenomenological approach in methodology, thirteen master’s and PhD students voluntarily participated. The analysis followed the stages of Interpretative Phenomenological Analysis (IPA), moving from detailed initial noting to the development of emergent themes and cross-case interpretations. The data analysis revealed four themes in students’ success definitions. These are academic development, personal or intrinsic values, professional development, and social or cultural values. Academia-oriented students emphasized publishing, academic identity, and specialization, while professionoriented students highlighted practical application, personal growth, and social recognition. Factors shaping their success were grouped as personal, family, cultural, supervision, peer, field, profession, and faculty related. Supervisor support, peer collaboration, and academic flexibility served as key enablers. However, time constraints, institutional barriers, gender roles, and limited workplace incentives appeared as common challenges. Overall, the findings indicate that success in graduate education cannot be understood only as an outcome of individual effort. Rather, it emerges through the interplay between personal aspirations and the conditions. These results point to the importance of more flexible, supportive, and socially responsive graduate programs in education.