Dimensions of Success in Graduate Studies: Inputs for Higher Education Policy Reform

Abstract

Understanding the factors that contribute to success in graduate studies is essential in strengthening graduate education, improving student completion, and informing policy reforms in higher education institutions. This exploratory sequential mixed-methods study aimed to establish the dimensions of success in graduate studies among students from five State Universities and Colleges in the Davao Region, Philippines. The study began with a qualitative phase involving 10 graduate students who participated through an online Google Forms interview. The qualitative data were analyzed using Colaizzi’s phenomenological data analysis framework, which generated 300 significant statements that were reduced into 60 formulated statements. These statements served as the basis for the development of a research instrument, which was subsequently validated and tested for reliability. In the quantitative phase, the validated questionnaire was administered to 300 graduate students. Data were analyzed using Exploratory Factor Analysis through IBM SPSS Statistics 24. Findings revealed six dimensions critical to success in graduate studies: academic readiness, interest in learning, discipline and optimism, involvement in co-curricular programs, faculty support, and social support. These dimensions provide evidence-based inputs for higher education policy reform, particularly in enhancing graduate school support systems, improving completion rates, and reducing student dropout. Future studies may further examine the predictive influence of these dimensions on graduate student success across various higher education contexts.