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This paper is a self-analysis of the experiences of three familial graduate students who collaborated on a master’s thesis research study. Thesis collaboration at the master’s degree level is uncommon in the United States, but a university chose to allow three Master’s of Education students to attempt a capstone research study together. Data collected were reflective journals and open-ended group question discussions. The results indicated their collaboration contributed to (a) personal and professional support, (b) reflection about the research process, (c) sacrifices of power and time, and (d) personal/professional growth. Discussions for higher education collaborative thesis considerations are offered, as well as recommendations for students, advisors, and departments considering collaborative research on a master’s degree thesis.

Experiences and Recommendations for Collaborating on Master’s of Education Thesis Research