Discover Education

Research

Contextualizing the challenges of education graduate students

in the Philippines: translating needs analysis into strategic solutions
Nilo Jayoma Castulo1,3 · Arlyne C. Marasigan1,2 · Ma. Laarni D. Buenaventura1,2 · Jayson L. de Vera1,2 ·
Evelyn C. Bagaporo2 · Mark Ponce C. San Juan1,2 · Nathaniel S. Dalida2

Received: 27 June 2024 / Accepted: 3 February 2025

© The Author(s) 2025  OPEN

Abstract
The Philippine government has described the state of the education system, including graduate education, as both
"miseducation" and a "failed system," resulting in poor quality. In response, the Philippine Commission on Higher Educa-
tion has introduced a new policy implicitly called the "no publication, no graduation policy" and the implementation of
transnational education law in the Philippines. This study explores the interest levels, research productivity, institutional
support, and challenges faced by graduate students majoring in education, particularly in light of the recent implementa-
tion of the Commission on Higher Education Memo No. 15, Series of 2019. The study employed a descriptive quantitative
online survey method with 198 education graduate students enrolled in the master’s and doctoral degrees at Y Univer-
sity using Tinto’s Theory of Student Departure. The findings showed that the majority of respondents show interest in
research but lack confidence in their abilities, indicating a limited publication output. Regarding the top 12 challenges
of graduate students at Y University were lack of time for research, lack of research capacity building, conflict of schedule
between work and study, lack of mentoring support, extended cost for residency, heavy workload as a working student,
lack of academic resources, financial problems, emotional concerns, unresponsive supervisor, lack of support from the
library, and lack of motivation. Respondents predominantly prefer enhancing their research skills through structured
training, seminars, and workshops. The study provides a range of recommendations to improve graduate education and
the need for further research in this area.

Keywords EDCOM II · Graduate education · Teacher education · Tinto’s Theory of Student Departure · Philippines ·
Higher education

1 Introduction

With the drive for globalization and internationalization in higher education, graduate students have emerged as the
front-runners in the race for quantity and quality research production [1–3]. Students often struggle to balance their work
and personal lives while managing graduate school’s demands [4]. According to Joseph [5], universities should prioritize
three key areas: academic writing, supervisory support, and institutional support services and tools. These factors play a
crucial role in effectively supporting graduate students. A notable disparity exists between educational research and its
practical implementation, primarily attributed to a narrow emphasis on local contexts and the difficulties associated with

* Nilo Jayoma Castulo, [email protected] | 1The Comparative Education and Students Critical Leadership Society (CESCLS),
Manila, Philippines. 2Philippine Normal University, Manila, Philippines. 3Institute of International and Comparative Education, Beijing
Normal University, Beijing, China.

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representation, legitimation, and praxis in research engagement [6, 7]. Graduate students often hold misconceptions
about the purpose and application of educational research, which current graduate programs fail to address effectively,
highlighting the need for enhanced educational approaches [8]. Integrating research into teaching presents practical
challenges for graduate students aspiring to be effective teacher-researchers, including the demanding nature of this
integration, the substantial time commitment involved, and the necessity for systemic change [9].
In the Philippine context, a study revealed that graduate students encountered obstacles such as insufficient financ-
ing, a lack of motivation to undertake research, difficulty in selecting researchable problems, and limited access to the
latest published articles for literature review that are highly cited and indexed [10]. Amidst the disruption caused by the
COVID-19 pandemic, universities faced a double crisis in effectively engaging and supporting their graduate students
[11]. In addition, the Philippines has released a government report titled "Miseducation, The Failed System of Philippine
Education," making graduate education a priority for improvement due to its poor research productivity and placement
of international ranking [12]. In response, the Philippine Commission on Higher Education (CHED) has introduced a new
policy implicitly called the "no publication, no graduation policy" and the implementation of transnational education
law in the Philippines to cope with the global landscape of higher education [13]. Thus, to address this issue, this study
explores the challenges faced by graduate students majoring in education, particularly in light of the recent implemen-
tation of the Commission on Higher Education (CHED) Memo No. 15, Series of 2019, known as the ’no publication, no
graduation’ policy" in the context of Y university. The study seeks to explore the following research questions:

1. What is the current status of research productivity and interest levels among graduate students at Y University?
2. What are the primary academic challenges that graduate students face in conducting research at Y University?
3. In what ways does Y University support its graduate students in conducting and publishing research?

2 Literature review

2.1 Educational Research production in Southeast Asia

The international mobility of doctoral students significantly boosts research output. For instance, an investigation
revealed that international mobility contributed to a 45% increase in research output over 12 years [14]. Moreover,
international mobility enhances scientific collaboration and productivity by broadening the scope and diversity of
research collaboration [15]. International collaboration significantly enhances research productivity; scholars involved
in cross-border partnerships publish more often than their counterparts, lacking such collaborations [16, 17]. Different
graduate student types, such as international graduate students, significantly enhance research productivity and foster
innovation at host institutions. For example, international research fellows at a U.S. university made significant scholarly
contributions, resulting in many publications and citations, despite facing challenges such as visa limitations and cultural
adaptations [18].
In the Philippine context, research has shown that the Philippines has poor research productivity when compared to
other Southeast Asian countries beginning in the 1990s [19, 20]. A bibliometric analysis using Scopus data in educational
research in Southeast Asian countries indicates that the Philippines was ranked 4th in research production between
1996 and 2018 [21]. In a recent study, the Philippines ranked fifth in terms of educational research production compared
with other Southeast Asian neighbors (See Fig. 1) [13]. Consequently, the Commission on Higher Education enforced a
policy that "no publication, no graduation policy,” along with other graduation requirements [22]. The Commission on
Higher Education Memo Order No. 15 series of 2019 mandates all graduate students by research to publish an article
in a peer-reviewed journal in compliance with their degree [20, 22]. In addition, the Commission on Higher Education
Memo Order No. 53 series of 2007 requires all master’s degree students to complete their degree within seven academic
years, while the doctoral program must finish in nine years [23].

2.2 Graduate students’ challenges in conducting research

Numerous graduate students encounter challenges with research methodologies, statistical tools, and articulating their
knowledge proficiently, stemming from insufficient research skills and inadequate preparation for undertaking research.
This situation impacts their capacity to succeed in comprehensive exams and finalize research projects [24]. Engaging
in research can be emotionally challenging, especially when individuals delve into sensitive subjects or interact with

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Fig. 1  Educational Research Production in Southeast Asia. This image was generated in Scival analytics based on Scopus data and the
authors adopted this image from [13]

vulnerable groups. Failure to address this in methodological training might cause trauma [25]. Moreover, students fre-
quently view research as intricate and daunting, leading to feelings of anxiety that can hinder their advancement [26]. The
multiple roles played by graduate students, especially their different responsibilities and time management, impacted
their research advancement [24, 27]. For early-stage graduate students, moving from report writing to publishing research
papers and choosing suitable journals can be particularly challenging [28].
Support from institutions and supervisors is crucial for the success of graduate students in their research endeavors.
Nevertheless, a significant number of students encounter a lack of guidance from their supervisors, which presents a
significant obstacle to the successful completion of research and publication projects [29]. Support from institutions,
including seminars and training programs, is essential for students to cultivate vital skills and navigate typical challenges.
Furthermore, formulating research questions can lead to significant anxiety, occasionally leading to unhelpful coping
strategies [30]. Thus, mentorship is necessary to lead students throughout the process of finding the research gap until
the research publication.
Students from abroad encounter extra challenges, such as difficulties with language, adapting to new cultures, and
feelings of social isolation, which can adversely affect their academic success and overall well-being [27, 31, 32]. Socio-
cultural and language barriers further complicate the experience, while practical challenges like time management and
publication difficulties contribute to the overall strain. Likewise, a notable challenge lies in collaboration and network-
ing; students frequently face difficulties working across disciplines and connecting with external stakeholders, which
requires navigating power dynamics and cultivating genuine partnerships [33].

2.3 Institutional support for graduate research

The availability of supporting personnel, including graduate assistants, along with resources such as funding for sum-
mer research and conference participation, has dramatically improved research productivity. Nonetheless, untenured
faculty, frequently facing reduced support, tend to indicate diminished productivity, underscoring the necessity for fair
allocation of resources [34, 35]. Structured funding programs, mentorship, and collaborative opportunities enhance the
efficiency of research production. These supports enhance productivity by facilitating collaborations with industry and
developing research platforms [36]. Efficient administrative support, such as assistance with project management and
the reduction of bureaucratic barriers, enhances productivity by conserving time. A collaborative work atmosphere and
equitable institutional policies also boost motivation and academic achievement [37].
The traits of academic programs additionally impact research productivity. For example, programs that offer doctoral
degrees and have a greater number of experienced researchers tend to show higher levels of productivity. Nonetheless,

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extensive programs might face coordination difficulties that could hinder efficiency [38, 39]. Proper institutional support
also positively influences work-life balance, subsequently enhancing research productivity. There is a reported correla-
tion between robust administrative support, increased productivity, and enhanced work-life balance, as noted by both
deans and program directors [40].
Furthermore, financial support boosts immediate research output and contributes to favorable long-term career
trajectories. Students who receive funding tend to be more likely to complete their degrees, obtain postdoctoral or
academic roles, and maintain elevated levels of research engagement post-graduation [38, 41, 42]. Financial support
enables students to allocate more time to research activities and reduce their engagement in non-research obligations,
resulting in publications of higher quality and greater significance. Findings indicate that research backed by funding is
published more often in high-impact journals [42, 43].

2.4 Theoretical underpinning

To gain a deeper understanding of the challenges faced by graduate students at Y University, the researchers employed
Tinto’s Theory of Student Departure as a perspective to understand the context of these challenges [44]. Vincent Tinto,
the proponent of this theory, explains why students quit school before earning their degrees [45]. However, although
the idea was initially developed for undergraduate students, it may equally be used for graduate students. According
to this theory, the student’s departure is affected by various factors, including academic and social factors. These vari-
ables also need translation to be integrated into their academic lives. Integration necessitates a decision to continue or
a failure to integrate into academic life, resulting in a dropout. Academic integration factors include connections with
teachers, self-esteem, academic support, the rigor of coursework, identification with school norms and values, and stu-
dent fulfillment [44, 45]. Social integration factors include extracurricular activities, peer interaction, social engagement
in university events, and a feeling of belonging [44, 46, 47].
Prior research has shown that graduate students often face academic integration challenges, specifically related to
negotiating the institutional expectations for coursework and research. Several graduate students expressed dissatisfac-
tion with the significant degree of autonomy required. Graduate students often felt alienated due to supervisors’ insuf-
ficient time for academic guidance and mentoring [5, 48]. Furthermore, graduate students at Global South institutions
often face challenges such as limited academic resources for conducting literature reviews and insufficient financing to
support their research endeavors [10]. Some graduate students lament that they considered dropping out because they
could not balance their studies with other obligations, such as employment and family [49].
Regarding the social integration challenge, graduate students often experience feelings of isolation or disconnection
from their peers and faculty [48, 50]. In a cross-cultural study between China and Italy, the study showed that there is a
noticeable cultural gap between teachers and students [51]. Furthermore, the lack of ample opportunities to expand
one’s network and engage in research collaborations within the academic community can lead to a waning desire to
pursue graduate school [52]. Subsequently, the students’ lack of belonging within the academic community resulted in
a lack of integration among the students [46]. Tinto’s Theory of Student Departure discusses the difficulties that drive
students to quit their studies, emphasizing the significance of academic and social integration. Thus, this study elucidated
the circumstances behind the obstacles that impede students from completing their education.

3 Methodology

The study employed a descriptive quantitative method to identify the students’ needs and perceptions. Online surveys
enable the rapid collection of data from extensive samples while minimizing costs compared to conventional approaches
[3, 53]. This approach offers a cost-effective way for researchers to collect respondents’ perspectives [54].

3.1 Research locale and research respondents

Y University is considered one of the top providers of teacher education programs in the Philippines. It is one of the Center
of Excellence universities in teacher education designated by the Commission on Higher Education (CHEd). The study
has 198 respondents who answered in the online survey form. At that time, only 305 graduate students at Y University
were enrolled in thesis/dissertation writing courses. It employed purposive sampling to choose respondents based on
their specific characteristics: the students must be enrolled in education-related degrees and thesis/dissertation writing

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courses at the graduate level. In calculating the sample size with 95% confidence level and 5% margin of error, 171
respondents were recommended sample size. However, the study surveyed more than the recommended sample. The
respondents were enrolled in 38 graduate specializations at Y University and were enrolled in dissertation or research
writing courses. Based on the demographic profile (see Table 1), the four-degree programs had the highest number of
respondents. The Doctor of Philosophy (PhD) in Science Education and Master in Science Education had 23 students
each, making up 11.62% of the total. The Master of Arts in Education (MAEd.) English Language Teaching had 21 gradu-
ate students, making up 10.61%—lastly, the MAEd major in Special Education had 14 graduate students, accounting for
7.07%. In comparison, the remaining students were enrolled in different programs (see Table 1).

Table 1  Demographic profile Frequency Percentage (%)

of the respondents
Specialization
1. PhD in Science Education 23 11.62
2. Master in Science Education 23 11.62
3. MAEd in English Language Teaching 21 10.61
4. MAEd in Special Education 14 7.07
5. MAEd in Educational Management 13 6.57
6. MA in Mathematics Education 11 5.56
7. PhD in Curriculum and Instruction 9 4.55
8. PhD in Educational Leadership and Management 9 4.55
9. PhD in Mathematics Education 7 3.54
10. MAEd in Pagtuturo ng Filipino 6 3.03
11. MAEd in Early Childhood Education 6 3.03
12. PhD in Counseling 5 2.53
13. PhD in Filipino 4 2.02
14. MAEdin Curriculum and Instruction 4 2.02
15. Master in Educational Technology 3 1.52
16. MAEd in Values Education 3 1.52
17. MAEd in Social Science Teaching 3 1.52
18. MAEd in Mathematics 3 1.52
19. MAEd in Literature (English and Filipino Stream) 3 1.52
20. MA in Ed Guidance and Counseling 3 1.52
21. MA in Counseling 3 1.52
22. PhD in Applied Linguistics 2 1.01
23. MAEd in Library and Information Science 2 1.01
24. MAEd in Elementary Education 2 1.01
25. MAEd in Educational Measurement and Evaluation 2 1.01
26. MA in English Language Education 2 1.01
27. PhD in Reading Education 1 0.51
28. PhD in English Language Education 1 0.51
29. Master of Arts in Science Education—Chemistry 1 0.51
30. Master of Arts in Education Major in Mathematics Education 1 0.51
31. MASEd in Biology 1 0.51
32. MASEd in General Science 1 0.51
33. MAEd in Teaching History 1 0.51
34. MAEd in Reading 1 0.51
35. MAEd in Child Study 1 0.51
36. MA in Social Science Education 1 0.51
37. MA in Physical Education 1 0.51
38. MA in Linguistics 1 0.51
Total 198 100.00

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3.2 Data gathering procedure

This study employed an online survey method to collect the respondents’ perceptions of their needs while completing
their graduate education at Y University. Using an online survey method was convenient during that time due to the
threat of the COVID-19 pandemic. The survey method was flexible for large-scale studies [55] and had economical access
to the research respondents [54]. In addition, surveys are an essential tool for educational institutions to gather diverse
data relevant to their programs.
The data was collected through an online Google survey amidst the COVID-19 pandemic. Prior to the survey’s comple-
tion, respondents were given an online informed consent form to affirm their readiness to engage in the study. Submit-
ting names was not mandatory, and there was no request for any other personally identifiable information, including
addresses or additional personal details. Respondents were requested to specify their area of expertise for the purpose
of demographic profiling. The survey failed to gather data regarding the respondents’ current year level.
One of the questions posed to respondents was, "How many times have you submitted published works in your profes-
sional career to a CHED/DepEd or any accredited journal?" The response options included "None yet," "1–2 publications,"
"3–4 publications," and "5 or more publications." A further inquiry focused on the obstacles that students commonly
encounter during their graduate studies, allowing them to choose from a range of prevalent issues.
Respondents were also asked, "What is your level of interest in engaging in research during your graduate studies?"
with options "Not interested," "Interested but uncertain about my research capability," and "Interested and confident in
my research capability." In addition, the survey asked, "In what ways do you believe Y University could most effectively
assist you in your research endeavors during your graduate studies?" with options such as "Individual Research Men-
toring," "Group Research Mentoring," "Training, Seminar, Workshop on Research Writing," and a flexible "Other" choice.
The survey questionnaire went through a thorough validation process by experts in the field. Following this proce-
dure, the language and terminologies were carefully chosen to be unbiased and prevent any harm to the respondents.
Consultations were conducted with guidance counselors, curriculum and research experts, and faculty teaching research
at the participating institution to determine the face validity of the questionnaire. The validation process was done to
ensure that the questionnaire accurately reflected the life experiences of graduate students. A pilot test was conducted
on the questionnaire with a group of 30 graduate students who did not participate in the entire survey. Feedback was
gathered on the completion time of the online survey questionnaire, including the language and vocabulary, the flow of
the questions, and any difficulties encountered during its completion. A slight adjustment to the open-ended statement
was required before it was transformed into an electronic form and sent to respondents via the university’s email system.
In addition, the survey questionnaire was distributed via a Google Form link shared on various social media platforms to
which graduate students have access.

3.3 Data analysis

This study used descriptive statistics, such as percentage and frequency. Frequency distributions facilitate comprehension
of the probability of certain occurrences occurring in a dataset. This is essential for summarizing data without extending
generalizations outside the sample [56]. The researchers used frequency based on the graduate student’s preference
and utilized percentages to show the distinction in each item. The researchers used various visualization applications
such as Microsoft Excel and Power BI.

3.4 Ethical considerations

Responding to the survey questionnaire was voluntary, and not collecting any identifiable information with respect to the
Philippine Data Privacy Law. Before the data collection, the researchers were granted ethical clearance and approval from
the Philippine Normal University institutional ethics board to conduct the study (Research Ethics Code: 04192022–056).
The researchers have access to the data collected from the respondents via the Google form, which will be kept for two
years in an online drive to which only the researchers have access. Respondents were provided with a consent form
and a thorough explanation before the data-gathering procedure commenced following the Helsinki Declaration. The
respondents were notified that participating in the study would not affect their academic standing and informed of no
identified risks associated with participating in the study.

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Fig. 2  The Y University Gradu-

5 and more research publications
ate Students’ Educational
Research Publication. The 3-4 research publications
authors generated this figure
1-2 research publications

None Yet
0 20 40 60 80 100 120 140 160

Frequency

Table 2  Graduate Students’ Items Frequency Percentage (%)

Interest in Enhancing Their
Research Capability 1. Not interested 0 0.00
2. Interested but unsure of one’s capability to 118 59.60
do research
3. Interested and sure of one’s capability to do 80 40.40
research
Total 198 100.00

4 Findings

This study explores the challenges graduate students face in education, particularly in light of the recent implementa-
tion of the Commission on Higher Education (CHED) Memo No. 15, Series of 2019, known as the "no publication, no
graduation’ policy at Y university.
In the 198 graduate students from 38 specializations survey, Fig. 2 showed that most students do not have a publica-
tion (n = 139,70.20%). In addition, 44 respondents responded that they had published 1–2 research articles (22.22%). Nine
graduate students have published more than 3–4 research (4.55%). Lastly, only six graduate students shared that they
had published more than five articles (3.03%). Most of these graduate students’ publications are peer-reviewed journals.
In Table 2, the researchers asked the respondents about the respondents’ attitudes toward conducting research.
The results showed that most respondents, accounting for 59.60% or 118 respondents, expressed research interest but
needed to be more confident about their abilities. Conversely, 40.40% or 80 respondents indicated an interest in research
and confidence in their capabilities. No responses indicated a lack of research interest. These findings indicate that many
students have a strong research interest. However, they may need further development of their research skills to stay
motivated and complete their studies.
Figure 3 (see below) shows the contextual factors that make it challenging for master’s and doctoral students to do
research for publication. The top five most cited reasons that hinder graduate students from publishing their scholarly
works are the following: 1) lack of time for research; 2) lack of research capability building; 3) conflict of schedule between
work and study; 4) lack of mentoring support; and 5) extended cost for residency. Time is one of the essential elements when
doing research, such as devoting time to reading related articles, writing manuscripts, and organizing ideas. In addition,
students experienced limited time to study and produce quality papers for publication, as work and family responsibilities
occupy most of their time, making research writing less of a priority. Moreover, many graduate students face multiple
roles and responsibilities at work and home, causing difficulty in focusing on their respective research.
Most graduate students at Y University are employed, spending most of their time at the school or company where
they work. They were concerned about having a heavy workload from their studies and the school or company where
they work. At the same time, the other concern among graduate students is the lack of academic resources. The dif-
ficulty in finding indexed journals and articles is due to the lack of online journals from the library, especially access
to quality and indexed articles. In addition, the eighth challenge for graduate students is the financial capability for
Article Processing Charge (APC). Moreover, most highly cited and indexed journals require APC, making it more chal-
lenging to publish quality research articles. Another issue for graduate students is related to their emotional concerns
or mental health. However, lack of support from the university is the least concern among graduate students. Lastly,
some graduate students had less motivation to conduct research.

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Fig. 3  Graduate Students’ Challenges at Y University. The authors generated this figure

Table 3 presents data on the respondents’ preferred methods for enhancing their research skills. The most popular
method, chosen by 37.92% of respondents’ responses, was training, seminars, and workshops focused on research
writing. Individual research mentoring was also popular, with 34.78%. Group research mentoring was the least popu-
lar option, with 25.12% of responses among the respondents. The data suggests that respondents can improve their
research skills through various methods, such as training sessions and mentoring programs.
The information provided in Table 4 highlights the ways in which universities can assist students in completing
their research or dissertation. According to the survey results, the most popular response was research mentoring,
which received 162 responses, accounting for 38.03% of the total. Clear policies or guidelines on advising/consulta-
tion schedules with advisers received 131 responses or 30.75%. Training, seminars, and workshops were also highly
sought after, with 124 responses making up 29.11% of the total.

Table 3  Preferred Research Items Frequency Percentage (%)

Support Systems for Graduate
Students 1. Training, Seminar, Workshop on Thesis Writing 157 37.92
2. Individual Research Mentoring 144 34.78
3. Group Research Mentoring 104 25.12
4. Others 9 2.17
Total 414 100.00

Table 4  Assistance Provided Items Frequency Percentage (%)

by Y University
1. Provision for research mentoring 162 38.03
2. Clear policy or guidelines on advising/consultation 131 30.75
schedules with advisers
3. Training/Seminar/Workshops 124 29.11
4. Others 9 2.11
Total 426 100.00

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5 Discussion

This study explores the interest levels, research productivity, institutional support, and challenges graduate students
face, particularly in light of the recent implementation of the Commission on Higher Education Memo No. 15, Series
of 2019. The study had 198 respondents who answered the online survey. All the respondents belong to the educa-
tion discipline based on their demographic information.
The findings indicate that graduate students have limited publication output based on Y University, indicating
low publication rates and engagement with research dissemination. Other studies suggest this is primarily due to
Philippine universities’ low research funding allocation and access of known scholarly journals from Scopus or Web
of Science [20]. Moreover, scholars noted that funding is essential in the regionalization participation of the Philip-
pines in the Association of Southeast Asian Nations (ASEAN) [57]. Moreover, the research’s low productivity resulted
in the poor performance of the Philippine higher education institutions in many internationally recognized world
university rankings [12].
Most graduate students face numerous challenges in managing their time, work-study balance, financial concerns,
mental health, and lack of academic resources. Studies have shown that maintaining a healthy work-life balance is
crucial for the productivity of graduate students and can prevent feelings of stress and burnout [58, 59]. Likewise,
being employed while a full-time graduate student is typical in the Philippines, unlike in other countries, as shown
in this study. This set-up impacts the personal well-being of graduate students as they try to balance their academic
and professional obligations [4]. Financial challenges pose a significant barrier to completing graduate studies in the
Philippines, as the country’s free higher education does not cover graduate studies and limited scholarships offered.
A study revealed that financial issues negatively impacted graduate students’ persistence [60, 61].
Students faced challenges such as limited research skills and guidance from supervisors to complete their papers.
These problems undermine the enthusiasm and drive of students to produce written work successfully [42]. Despite
facing many challenges, the graduate students demonstrated their research interest, even when lacking confidence
in their research skills. Other studies have emphasized the importance of research capacity building in empowering
graduate students to conduct research [62–64]. In addition, there is an evident need for additional technical training
to enhance the research capability of graduate students, providing students with more support systems to focus on
their studies and research productivity. Born and Brock [65] suggest that implementing a ’writing bridge program’
would benefit graduate students. This program can enhance their retention in graduate studies and boost their
confidence in research. Additionally, the University of Virginia established a Mentoring Institute to support graduate
students, and a study conducted at the university found that the institute had a significant impact on their academic
achievements, social well-being, and sense of belonging [66].
Moreover, the finding indicates that time management is a significant difficulty for graduate students, particularly
in Education in Emergency (EiE) situations, such as the COVID-19 pandemic, when it comes to completing disserta-
tions for the requirements of the degrees and doing research. In addition, Amida’s [67] study found that strong time
management skills are a reliable predictor of academic success. Their research also indicated that female doctorate
graduate students exhibit superior time management abilities compared to male graduate students. The research
revealed that the top difficulty that graduate students encountered was needing more time to do their thesis or
dissertation. Teachers have administrative and clerical jobs apart from teaching and may juggle multiple roles—as
a student, teacher/professional, and family member.
Graduate students face challenges related to mentorship and institutional support systems. Joseph [5] emphasizes
the importance of providing academic writing assistance, mentoring, and institutional support to enhance their
research potential. A study by Lorenzetti [68] revealed that peer mentoring positively impacted students’ academic,
social, psychological, and professional prospects. Empirical research by Tran [69] identified motivational factors
such as family, peer, career, and institutional support systems as significant contributors to academic performance
among Hispanic Serving Institutions (HSIs). Ahmad [70] proposed a comprehensive approach to supporting gradu-
ate students: financial assistance, technical help, and publishing opportunities. Furthermore, mentorship by the
institution and supervisor is crucial in providing emotional and intellectual support to ensure students’ success in
the program [70].

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5.1 Implications for Policy and Practice in Higher Education

The "no publication, no graduation" policy, which mandates that graduate students publish their work as a require-
ment for graduation, has had different effects in different countries. In the Asia–Pacific region, the policy has encour-
aged greater collaboration among scholars, leading to improvements in both the quality and quantity of published
work. Furthermore, it has heightened the emphasis on research production within higher education as institutions
work to achieve publication standards [71]. In the Middle East, especially in Iran, language barriers present a notable
challenge, as the policy compels scholars to publish in English—a language not predominantly utilized in Iranian
academic circles—resulting in heightened difficulties in fulfilling these expectations. This has led Iranian universities
to implement strict policies prioritizing English publications, potentially limiting the variety of research output [72].
In Europe, certain countries have encountered quality issues, especially regarding educational outcomes and grade
inflation, as highlighted by the reforms in Portugal’s education system [73]. The impact of the policy on inclusive
education differs throughout the region, as countries face distinct challenges in reconciling international policies with
their national practices [74]. On a global scale, the policy has led to an increase in predatory journals, significantly
impacting scholars from developing regions who might be compelled to engage with these outlets due to the pres-
sure to publish. This environment has sparked worries regarding the integrity of scholarly work, as the pressure to
publish can occasionally undermine the quality and rigor of academic work [75]. The following are the contextualized
strategic solutions to enhance the issue of graduate students’ challenges in doing research:

1. Most graduate students are employed in a company aside from teaching or working as teachers or education leaders
while taking full-time postgraduate degrees. It is recommended that the university determine the course require-
ments to avoid a heavy workload on the part of the students and encourage team teaching with the graduate faculty
where all faculty mentors communicate to support the students.
2. Employers and university administrators must provide necessary support systems for graduate students, such as
school-community-university research partnerships. Partnership leads to finding solutions to workplace concerns
that will serve as research tasks for the student’s coursework. This collaboration could create a long-term investment
in school-community-university research partnerships.
3. The Reach All Children, Assess Learning, Prioritize the Fundamentals, Increase the Efficiency of Instruction, and
Develop Psychosocial Health and Wellbeing (RAPID) framework of the World Bank suggests that the education sector,
including higher education institutions and the employers of graduate students to work together to create strategic
programs towards learning recovery, particularly wellness programs [76]. These wellness programs must adhere to
the mental health legislation of the Philippines [77], guaranteeing comprehensive assistance for mental health and
well-being since graduate students play multiple roles, such as graduate student-employee and other roles.
4. The university must increase academic database subscriptions such as Scopus and Web of Science journals for more
comprehensive access that graduate students and faculty need in their research. In addition, the university must
develop a strong research culture through collaboration. Promote resources and share knowledge across higher
education institutions locally and abroad to alleviate the dilemma of access to academic resources.

5.2 Limitation of the Study

The study has theoretical and methodological limitations. Regarding theoretical limitations, this study contributes
to the understanding of Tinto’s Theory of Student Departure, where the challenges identified by graduate students
at Y universities could be a reference to other graduate students in the Philippines. It was found that students faced
the problem of time constraints due to their multiple roles aside from being students, which resulted in them need-
ing to integrate academically and socially in graduate studies fully. However, this study did not explore the context
of social integration; instead, it focused on challenges, particularly academic factors.
Regarding the methodological limitations, the sample size is limited to education graduate students taking
research writing courses. The researchers are aware of the downside of this study’s methodological limitations; it
only explores the surface level of the problem. However, given the context of the data collection during the COVID-
19 pandemic, the researchers rely on online surveys to collect the data. It is recommended that other researchers
investigate further whether the experiences of graduate students in other fields are similar. Methodologically, an

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Research

in-depth interview and a quantitative survey questionnaire are suggested to be used in conjunction with Structural
Equation Modeling (SEM) analysis to examine the numerous factors related to graduate students’ academic achieve-
ment. Although this study utilized the basic descriptive quantitative methodology, it still provides essential issues
surrounding graduate students’ challenges based on Y University.

6 Conclusion

The EDCOM II report echoes that the Philippine education system is in a “crisis.” This study explored the challenges,
the institutional support, and their perceived interest in doing research at the postgraduate level. It contributes to
the research gap identified by the Philippine government’s EDCOM II report [12]. This research sheds light on the chal-
lenges graduate students face in the Philippines when doing their research. Based on the Y University case study, the
findings reveal that most postgraduate students have less research production. The majority of the graduate students
showed interest in conducting research but were unsure of their capabilities. Furthermore, these circumstances could be
explained by the challenges graduate students face. Based on the study, the five challenges among graduate students
are the lack of time for research, lack of research capacity building, conflict of schedule between work and study, lack of
mentoring support, and extended residency costs. Graduate students preferred more trainings, seminars, and workshops
to improve their research skills. Moreover, the findings showed that Y University provided research mentoring support to
help students in their research given the demand of the CHED policy of “’no publication, no graduation’ policy." Generally,
the study recommends that improving graduate students’ research productivity requires establishing a university-wide
research culture. The study offers theoretical and methodological limitations that future scholars might address through
the different lenses of postgraduate students’ experience. Moreover, this study contributes to understanding the gap
identified in the EDCOM II report concerning the country’s poor quality of graduate education. However, this study cannot
be used to generalize the overall condition of graduate students in the Philippines; rather, it can be used as a reference
to enhance teaching and learning in the era of internationalization.

Author contributions Conceptualization: [E.C.B, N.J. A.C.M, J.L.de.V]; Methodology: [J.L.de.V]; Formal analysis and investigation: [M.D.B., N.J.C.];
Writing—original draft preparation: [N.J.C., M.L.D.B., A.C.M]; Writing—review and editing: [N.J.C., A.C.M.];; Resources: [M.P.C.S.J., N.D]; Supervi-
sion: [E.C.B&A.C.M]. All authors read and approved the final manuscript.

Funding This research received no specific grant from any public or private funding agency.

Data availability The data is available upon request of the corresponding author.

Declarations
Ethics approval and consent to participate This study was approved by the Philippine Normal University Research Ethics Committee (Research
Ethics Code: 04192022-056) in accordance with the principles of the Helsinki Declaration.

Competing interests The authors declare no competing interests.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which
permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to
the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You
do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party
material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If
material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds
the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://​creat​iveco​
mmons.​org/​licen​ses/​by-​nc-​nd/4.​0/.

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