The aim of this study is to examine the reasons behind the stagnations experienced by students during their master's thesis processes. Recognizing that graduate theses are not solely a product of individual effort but are also shaped by institutional, academic, and psychosocial factors, this study uncovers implicit problems in the thesis process through thematic analysis. The importance of the study lies in the difficulties experienced by students during the master's process and the critical role this process plays in graduation, academic career progression, and professional development. Using an interpretive phenomenological approach, which is one of the qualitative research methods, semi-structured interviews were conducted with students pursuing a master's degree in the field of Curriculum and Instruction. The data obtained were analyzed through content analysis, and the reasons for thesis stagnation were categorized under five themes: “personal reasons,” “scientific research competencies,” “thesis topic,” “advisor,” and “unexpected circumstances.” The results revealed that the most common problems students faced were time management difficulties due to excessive workload, perfectionism, marriage, lack of knowledge related to scientific research, insufficient knowledge of the thesis topic, and delayed feedback from advisors. Based on these findings, the study emphasizes that both advisors and institutions must take responsibility to ensure that the thesis process becomes more transparent, supportive, and sustainable.
Belsu et al. (Mon,) studied this question.