This study explored the perceptions of students and supervisors on the interplay of institutional-studentsupervisor related factors that militate against the writing and completion of quality dissertations in Ghanaian Polytechnics. Based on 491 usable self-questionnaires retrieved from final year students and supervisors, descriptive results indicate both students and supervisors unanimously agreed that students experience considerable challenge accessing scholarly journals, textbooks, internet and literature, inadequate funding and irregular and delayed feedback from supervisors when writing their dissertations. Furthermore, the Mann-Whitney U-test results revealed that both students and supervisors exhibited selfserving attribution bias in their perception of the challenges of writing and completing dissertation concerning student and supervisor related factors. Improvement in students' access to scholarly literature and supervisors being more accessible and providing quick feedback to students are recommended.The paper adds to existing literature by examining the differences in opinion between students and supervisors regarding challenges in dissertation writing among undergraduate students by applying the self-serving bias and better-than-average models.
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