Self-Management, Research and Institutional Support in Timely Graduation: A Systematic Literature Review
Keywords:
Institutional Support, Synergy, Self-Management, Timely GraduationAbstract
Timely graduation is one of the important indicators in measuring the effectiveness of education. However, its achievement is still a challenge in many institutions. This study aims to explore the influence of self-management, research skills, and institutional support on the timely graduation of master's students using the Systematic Literature Review (SLR) method covering the period 2010 to 2025. The results of the analysis of various literature and scientific articles show that these three variables have a significant influence on research success. Self-management plays a role in managing time and academic responsibility, research skills determine the smoothness of thesis preparation, and institutional support provides an external foundation in the form of policies, facilities, and academic services that support the lecture process. This study concludes that the synergy between internal and external factors of students is key in encouraging an increase in the rate of timely permission. The practical implications of these findings provide recommendations for higher education institutions in designing academic mentoring programs and policy strategies that are more responsive to student needs.
References
Alwaini, K., & Tarmidi, D. (2024). The Impact of Intellectual Capital, Business Risk, and Institutional Ownership on Firm Value. Research Horizon, 4(5), 31–44.
Andriani, I., Alamsyah, G., Apriani, E., Warlizasusi, J., & Karolina, A. (2024). Model dukungan institusional dalam dinamika motivasi intrinsik, bimbingan dosen, dan kualitas publikasi penelitian. Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam, 5(2), 123-146.
Ardini, D. (2017). Hubungan Manajemen Diri dan Orientasi Masa Depan dengan Prokrastinasi Akademik pada Mahasiswa Aktif Kuliah dan Organisasi. Jurnal Psikologi, 5(4), 874-888.
Chongchong, Y., & Singh, S. S. B. (2024). The influence of student self-management on academic achievement among students in China. International Journal of Academic Research in Business and Social Sciences, 14(10), 2784-2794.
Kim, J. (2023). Unveiling Barriers to Timely Graduation and Strategies for Enhancing College Student Academic Completion. In Research Highlights in Language, Literature and Education.
Meerah, T. S. M., Osman, K., Zakaria, E., Ikhsan, Z. H., Krish, P., Lian, D. K. C., & Mahmod, D. (2012). Measuring graduate students research skills. Procedia-Social and Behavioral Sciences, 60, 626-629.
Muthukrishnan, P., Sidhu, G. K., Teoh, S. H., Narayanan, G., & Chan, Y. F. (2022). Key factors influencing graduation on time among postgraduate students: A PLS-SEM approach. Asian Journal of University Education (AJUE), 18(1), 51-64.
Sajeevanie, T. L., & Tharuka, W. M. V. (2022). Impact of strategic self-management practices on academic success with the moderating effects of self-leadership and time management practices: A study based on management undergraduates of the selected state universities in Sri Lanka. Wayamba Journal of Management, 13(2).
Sidhu, G. K., Kannan, S., Shamida, A., & Du, R. (2023). Sustaining Students’ Quality Learning Environment by Reviewing Factors to Graduate-on-Time: A case study. Environment-Behaviour Proceedings Journal, 8(24), 127-133.
Sudarmo, S., Muharlisiani, L. T., Manullang, S. O., Satria, E., & Sari, Y. A. (2021). How Research Skills Affect Indonesian Postgraduate Students Writing Outcomes: Publication Review. Jurnal Iqra': Kajian Ilmu Pendidikan, 6(1), 224-234.
Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago press.
Trisandi Rizki, L., & Priyadi, I. (2025). Strategic Collaboration and Sustainable Competitive Advantage Capabilities: A Confirmatory Factor Analysis (CFA) Approach. Economic and Business Horizon, 4(1), 20–23.
Wan Mokhtar, W. N. H., Rambli, Y. R., Jemat, J. A., & Hussin, N. (2023). The influence of information literacy towards students' academic performance. Journal of Information and Knowledge Management (JIKM), 13(2), 17-25.
Willison, J., O’Regan, K., & Murdoch, P. (2006). Research skills development framework. The University of Adelaide.
Zhang, B., Yin, X., & Ren, Z. (2024). Can perceived social support influence academic achievement of master’s students? Evidence from a University in China. Education and Information Technologies, 29(16), 21449-21475.
Zhao, Z., Ren, P., & Yang, Q. (2024). Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender insights from a survey conducted in 3 universities in America. arXiv preprint arXiv:2404.11029.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This is a state of publication that makes writers respect the copyright of their articles and enables us to ensure full copyright protection and to disseminate international journals. Authors are asked to transfer copyrights to ensure the widest possible dissemination of information. Notification will be sent to the relevant Author who confirms receipt of the manuscript. If citations from other copyrighted works are included, the Author must obtain written permission from the copyright owner and give credit to the source in the article.
