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.

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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 journalArticlepeer-review

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Anastasiadis S, O'Brien J. An exploration of taught master’s student perceptions of UK dissertation supervision. Journal of Learning Development in Higher Education. 2019 Dec 20;(16):1-38. 1.

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Anastasiadis, Stephanos ; O'Brien, Justin. / An exploration of taught master’s student perceptions of UK dissertation supervision. In: Journal of Learning Development in Higher Education. 2019 ; No. 16. pp. 1-38.

BibTeX

@article{d7ed018478664f56b89eddca33c6d56c,
title = "An exploration of taught master{\textquoteright}s student perceptions of UK dissertation supervision",
abstract = "This paper presents the results of an investigation into taught master{\textquoteright}s students{\textquoteright} 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{\textquoteright}s students{\textquoteright} 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{\textquoteright} overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.",
keywords = "taught master{\textquoteright}s, dissertation supervision, student perceptions, student experience, international students",
author = "Stephanos Anastasiadis and Justin O'Brien",
year = "2019",
month = dec,
day = "20",
language = "English",
pages = "1--38",
journal = "Journal of Learning Development in Higher Education",
issn = "1759-667X",
number = "16",

}

RIS

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 -