Abstract:

Research is a fundamental component of higher education institutions’ service delivery. Through applied research, universities identify the skills, technologies, and fields that are essential to employers. They then collaborate with companies to design programs that address real-world needs and effectively prepare students for the job market. Despite its significance, there is a noticeable gap in understanding the factors that drive the quality of postgraduate research. This study aims to identify the main factors and benchmarks influencing postgraduate research quality, using the education production function as a framework. Data were collected using a cross-sectional research design, involving 236 students, consisting of 126 males and 110 females. To analyze the data, the researcher employed inferential statistics, particularly Structural Equation Modeling (SEM). The results indicate a significant positive impact of research supervisors’ competence on students’ performance in thesis evaluations. The findings also suggest that a supervisor’s competence positively influences students’ satisfaction with their thesis evaluations. Further analysis revealed that students' performance in the Advanced Research Methods course significantly affected their success in the research thesis. However, the effect of students' academic performance in the Advanced Research Methods course on their satisfaction levels was statistically insignificant. The analysis also showed that the correlation between access to research facilities and students’ performance in their thesis evaluations was insignificant. Conversely, there was a positive and significant relationship between access to research facilities and students’ satisfaction with the quality of their theses. In conclusion, while competent thesis supervisors exert a positive influence on students’ success in their research thesis projects, the relationship between the Advanced Research Methods course and students’ satisfaction is more complex. Additionally, although access to research facilities does not significantly influence students’ performance in research thesis projects, it plays a critical role in shaping students’ satisfaction with the quality of their theses. The study recommends that universities enhance support for thesis supervisors, as their expertise significantly impacts students’ thesis performance and satisfaction. To achieve this, universities should offer professional development programs to enhance supervisors' competencies. Furthermore, mentoring programs should be implemented, allowing experienced supervisors to share their knowledge. This comprehensive support is crucial for fostering a positive educational environment for students. Moreover, universities should consider updating the Advanced Research Methods course to make it more practical, focusing on the specific research challenges that students encounter while working on their theses. By aligning the course content with real-world research situations, students are likely to perform better and feel more satisfied with their learning experiences.