Proposing a Model for Managing Dissertation Challenges Based on the Lived Experiences of PhD Students in Geography in Iraq

Abstract

Purpose: The purpose of this study was to propose a model for managing dissertation challenges based on the lived experiences of PhD students in geography in Iraq. Methodology: This qualitative phenomenological study was conducted using a descriptive approach in two phases. In the first phase, semi-structured interviews were analyzed using Colaizzi’s seven-step method, while in the second phase, the Delphi method and qualitative content analysis with Maxqda 2020 software were used. The statistical population in the first phase consisted of PhD students and recent graduates (within the last three years) in geography, while in the second phase, experts in higher education, including managers, specialists, and faculty members, were included. A total of 22 participants (10 in the first phase and 12 in the second) were selected through purposive criterion-based sampling. Findings: The findings revealed that dissertation challenges for geography PhD students in Iraq can be categorized into four main dimensions: organizational-structural, student-related, educational-research, and information and communication technology (ICT). In the organizational-structural dimension, challenges included financial limitations, inefficiencies in regulations and policies, and weak administrative systems. The student-related dimension encompassed stress and anxiety, lack of research and writing skills, and poor time management. The educational-research dimension highlighted issues such as insufficient guidance from supervisors, limited access to relevant academic resources, and complexities in research processes. The ICT dimension pointed to inadequate access to digital resources, weak technological infrastructure, and unfamiliarity with modern research tools. These dimensions were further divided into 12 main components, 34 sub-components, and 157 concepts. In the second phase, 20 general strategies for managing these challenges were identified, including improving administrative processes, enhancing student-supervisor communication, developing research and writing skills, and leveraging ICT to increase efficiency and access to resources. These findings culminated in a comprehensive model for managing dissertation challenges and improving the quality of doctoral education in Iraq. Conclusion: This study presents a comprehensive model for managing dissertation challenges, aiding universities in Iraq in enhancing the quality of doctoral education through coordinated efforts across various educational and administrative dimensions. The findings underscore the multifaceted nature of doctoral education and emphasize the need for integrated strategies to improve the experiences of PhD students and enhance the efficiency of educational and research processes.