“Laying the foundation for a PhD study”: Students’ motives for writing a master’s thesis in Hong Kong

A master's thesis in taught postgraduate programs (TPG) allows students to engage in independent learning, conduct original research, and contribute to their field of study (Anderson et al., 2008; Barnes & Cheng, 2018). It is a significant undertaking that requires substantial time, effort, and dedication from graduate students. While it is compulsory in countries like Denmark (Dysthe et al., 2006) and Finland (Ylijoki, 2001), it is optional in other countries like the UK, the USA, and Nepal (Demb & Funk, 1999; Neupane Bastola & Hu, 2021; Whittaker & Greenhalgh, 2022). Although it is the most daunting and demanding unit for students (Anderson et al., 2008; Ylijoki, 2001), it has attracted limited research attention (Hammond, 2019). Therefore, it is not surprising that, except for a few studies (e.g., Anderson et al., 2008; Demb & Funk, 1999; Kaufhold, 2017; Ward, 2009), students’ motives, for writing a master thesis and the impact of such motives on their learning are undocumented, with no such study conducted in Hong Kong. Since students’ motives to write a master’s thesis generate foci of attention and provide meaning, they determine the benefits students gain from thesis research. Therefore, there is a clear need for research on students' motives.
In this presentation, I would like to share the findings of the research that explored students’ motives for writing a master’s thesis and the impact of such motives and supervisory support in their growth and development. The data for the study comprised interviews with 20 students selected through snowball sampling from four disciplinary areas (applied linguistics, business and management, computer science, and engineering) from 6 UGC-funded universities in Hong Kong. The data was analysed inductively and thematically with the help of Nvivo using Braun and Clarke's (2006) six-step procedure. First, the interviews were transcribed verbatim to be familiar with the data. Second, the initial codes were produced using keywords and phrases (e.g., PhD, further study, academic writing, literature review, career, profession, communication, confidence) under two broad groups (i.e., motives and learning outcomes). Then, based on their meaning, the initial codes were categorized under three themes under each broad category: academic, professional, and personal aspects. Finally, after thoroughly revising themes and un-coding and re-coding unfitting codes, the final list of themes was defined and discussed. The findings show that the students were motivated to write a master's thesis to establish a foundation for an envisioned PhD study and personal and professional development. The synergy of their motives and supervisory support contributed to their academic, professional, and personal growth. The implications of these findings will also be presented.