Factors influencing the development and completion of university theses: A systematic literature review

Abstract

One of the most demanding academic tasks in university and postgraduate education is thesis writing. This systematic literature review examined the factors associated with the development and completion of university theses. The review followed PRISMA guidelines and used Scopus as the main database. Search filters included studies published between 2015 and 2025 in English, Spanish, and Portuguese. Initially, 395 records were identified; after applying the selection criteria, 32 studies were included in the final analysis. The information was examined through descriptive and thematic analysis. The findings show that thesis completion cannot be explained by a single factor, since personal, academic, supervisory, and institutional aspects interact throughout the process. Academic advising was one of the most relevant issues: lack of advisor subject expertise represented 71.4%, while insufficient methodological background reached 64%. Other frequent barriers included limited research training in academic programs (42.9%), emotional and mental pressure during thesis development (40.8%), and lack of time (28.6%). In practical terms, universities should strengthen research training from the early stages, improve curriculum design, and provide more consistent supervision. These actions may help reduce delays and support students in completing their theses more effectively.