An exploration of taught master’s student perceptions of UK dissertation supervision. / Anastasiadis, Stephanos; O'Brien, Justin.
In: Journal of Learning Development in Higher Education, No. 16, 1, 20.12.2019, p. 1-38.Research output: Contribution to journal › Article › peer-review
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An exploration of taught master’s student perceptions of UK dissertation supervision. / Anastasiadis, Stephanos; O'Brien, Justin.
In: Journal of Learning Development in Higher Education, No. 16, 1, 20.12.2019, p. 1-38.Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - An exploration of taught master’s student perceptions of UK dissertation supervision
AU - Anastasiadis, Stephanos
AU - O'Brien, Justin
PY - 2019/12/20
Y1 - 2019/12/20
N2 - This paper presents the results of an investigation into taught master’s students’ expectations and experience of being supervised during their final project. It does so using exploratory survey and focus group data from one UK institution with a high proportion of international students. The paper adds to the limited literature on master’s students’ experience and makes two further main contributions. It finds that students both expect supervisor engagement and respond well to it, and argues that focusing on key elements of the dyadic supervision process (supervisor availability and level of engagement, feedback provided, and provision of expert guidance on theory and method) can disproportionately improve students’ overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.
AB - This paper presents the results of an investigation into taught master’s students’ expectations and experience of being supervised during their final project. It does so using exploratory survey and focus group data from one UK institution with a high proportion of international students. The paper adds to the limited literature on master’s students’ experience and makes two further main contributions. It finds that students both expect supervisor engagement and respond well to it, and argues that focusing on key elements of the dyadic supervision process (supervisor availability and level of engagement, feedback provided, and provision of expert guidance on theory and method) can disproportionately improve students’ overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.
KW - taught master’s
KW - dissertation supervision
KW - student perceptions
KW - student experience
KW - international students
M3 - Article
SP - 1
EP - 38
JO - Journal of Learning Development in Higher Education
JF - Journal of Learning Development in Higher Education
SN - 1759-667X
IS - 16
M1 - 1
ER -