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BALEAP, University of Bristol Nigel Harwood, University of Sheffield

Experiencing master ’ s dissertation supervision: findings from a longitudinal case study, lessons for EAP practitioners. BALEAP, University of Bristol Nigel Harwood, University of Sheffield Bojana Petri ć, Birkbeck College. Overview of larger research project.

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BALEAP, University of Bristol Nigel Harwood, University of Sheffield

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  1. Experiencing master’s dissertation supervision: findings from a longitudinal case study, lessons for EAP practitioners BALEAP, University of Bristol Nigel Harwood, University of Sheffield Bojana Petrić, Birkbeck College

  2. Overview of larger research project • Study of master’s dissertation supervision within UK university system • Students’ and supervisors’ perspectives on supervision • A year-long longitudinal study • Significance of findings for universities’ supervision policies

  3. Why this project? • Our own happy/unhappy experiences of supervision • The focus of supervision literature on doctoral rather than master’s contexts • Work still needed to propose ways to enhance supervisory pedagogy which are research-evidenced

  4. Structure of presentation • The study: methodology, methods, data sources • Findings: supervisees’ problems during supervision • 2 problem scenarios for discussion (handout) • How EAP practitioners can help 4

  5. Methodology, methods, data sources (1) • Multiple case study approach (e.g. Duff 2008) • Charted students’ progress with their dissertations from initial proposal to finished product by using data sources associated with students, supervisors, dissertation markers, and students’ departments: Students • multiple, regular interviews with students • students’think-aloud protocols as they drafted parts of their dissertation • students’writing logs which provided details of students’ reading and composing • draft and final dissertation chapters

  6. Methodology, methods, data sources (2) Supervisors • supervisor interviews • supervisors’comments and feedback on writing Dissertation markers • markers’reports on the complete dissertation Departments • dissertation writing supporting materials (e.g. handbooks, guidelines, assessment criteria) Ten students, four supervisors involved in study…

  7. Some of supervisees’ problems emerging from data ‘General’ academic literacy skills • literature searching • citation and referencing • injecting voice into the text • time management/adhering to work routines Specific dissertation-related issues • understanding supervisors’ feedback • communicating effectively with supervisors • mismatched expectations between supervisor and supervisee regarding dissertation and responsibilities

  8. Scenario 1: Understanding supervisors’ feedback

  9. Scenario 2: Differing supervisory preferences

  10. Discussion

  11. How EAP practitioners can help • Demystifier of academic literacy • literature searching • citation and referencing • injecting voice into the text • time management/adhering to work routines • Demystifier of institutional/departmental literacy • understanding supervisors’ feedback • communicating effectively with supervisors • mismatched expectations between supervisor and supervisee regarding dissertation, responsibilities

  12. EAP practitioners’ role (1) • Demystifier of academic literacy • literature searching • citation and referencing • injecting voice into the text • time management/adhering to work routines EGAP and ESAP (disciplinary, institutional, departmental knowledge required)

  13. EAP practitioners’ role (2) • Demystifier of institutional/departmental literacy • understanding supervisors’ feedback • communicating effectively with supervisors • mismatched expectations between supervisor and supervisee regarding dissertation, responsibilities EGAP and ESAP (disciplinary, institutional, departmental knowledge required): -typical student and supervisor experiences, problems -dissertation requirements -supervision guidelines, regulations

  14. Teaching ideas • Problem—solution scenarios [as in our examples] • Letters to supervisor, asking for changes to supervisory arrangements [EAP teacher/student then decide what action to take] • Diaries recording problems, miscommunications [EAP teacher/student then decide what action to take]

  15. Thank you!

  16. Read all about it… Harwood, N. & Petrić, B. (2017) Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors. Abingdon: Routledge. n.harwood@sheffield.ac.uk

  17. Duff, P.A. (2008) Case Study Research in Applied Linguistics. New York: Lawrence Erlbaum. References 17

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