 Impact of student-level factors and university support on completion of a master’s thesis in accountingVoicu D. Dragomir and Mădălina Dumitru Accounting Education, 2024, vol. 33, issue 4, 362-390 Abstract: Using a model of inputs–environment–process–outcomes, our focus is the students’ point of view on writing the master’s thesis in accounting. We analyze the factors that influence the complexity of a thesis and the satisfaction of students with it. We used the answers received on two matched questionnaires distributed during the second semester of the academic year 2021–2022. The results of the path analysis show that planning and involvement in research and university support can increase the effectiveness of students’ time management and improve satisfaction with the research outcome. Resource use increases the thesis complexity, too. The paper comprises a couple of implications: first, the quality of the thesis depends to a great extent on the initial planning phase, indicating that university support is crucial during preliminary work; second, university management must ensure the existence of necessary resources, which are a complex mix of supervision, collaboration, guidelines, and scientific sources. Date: 2024 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:33:y:2024:i:4:p:362-390 Ordering information: This journal article can be ordered from DOI: 10.1080/09639284.2023.2204853 Access Statistics for this article Accounting Education is currently edited by Richard Wilson More articles in Accounting Education from Taylor & Francis Journals |
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