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Enhancing Undergraduate Dissertation Supervision

Explore challenges in managing expectations and providing effective online support for UG dissertation students. Discuss the role of supervisors and the development of the ODISSY support system.

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Enhancing Undergraduate Dissertation Supervision

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  1. CHEP DISCUSSION FORUMThurs 18th Oct 2012, 1.15-2.15pm, Videolink Undergraduate Dissertation Supervision: Managing Preparation, Support & Expectations. Sally Cook & Wendy Saunderson A. CONTEXT & PROBLEM B. MANAGING EXPECTATIONS C. PROVIDING ON ONLINE SUPPORT SYSTEM ‘ODISSY’

  2. CONTEXT & PROBLEM • Tens of thousands of UG students complete Dissertations in UK HEIs each year (across the Arts, Humanities, and Social, Natural and Behavioural Sciences) • Despite the significance of Dissertation re. student learning & staff workload: there is a paucity of guidelines, Supervision Sessions are not subject to peer-review, and are rarely observed by QAA auditors. (Rowley and Slack, 2004; Todd et al., 2005)

  3. VARIABLE STANDARDS & PROVISION • HUGE VARIATIONS in the nature, approach, attitudes, concerns, provision, strategies and experience of both Supervisor and Supervisee: But • COMMON CHARACTERISTICS and COMMON CHALLENGES / PROBLEMS

  4. COMMON / KEY CHARACTERISTICS • Student-determined topic; Self-directed learning; • Independent/individual work + Tutor support; • Typically includes empirical research component; • Involves prolonged & sustained engagement. • USUALLY: • 20 credits - 200 hrs - Final year 1/6 • 5 – 10,000 words; No taught component • Dissertation Handbook/BB; Individual supervision • No formal Supervisor training or guidance

  5. COMMON CHALLENGES / PROBLEMS • Delayed start / delay in choosing topic; • Poor time management; • Failure to fully engage with the process; • Dissertation as ‘unknown entity’; • Balancing workload – 1 out of 6 modules; • Lacking self-confidence for independent work; • Unsure of Supervisor-Supervisee relationship; • Unrealistic (misinformed) expectations; • Fear of not knowing what is required, and • Fear of being unable to meet requirements. Risk of under-achievement & dissatisfied students

  6. SUPERVISOR’S ROLE • ACADEMIC GUIDANCE: advice on suitability, feasibility, scale/scope of study; conceptual/ theoretical issues; ethical issues; research methodology; structuring; presentation. • AS ‘MOTIVATOR’: setting tasks and deadlines; managing expectations; providing feedback. Do we have a clear idea of our role? Boundaries? Time commitment? Depends on number of Supervisees? Or our own research/workload? Awareness of acute disparities between & within subjects/Faculties?

  7. BOUNDARIES & BALANCE Where does the Supervisor Role & Responsibility start and end? • How much is enough? Students do need a certain amount of guidance, support and encouragement to gain confidence to apply their skills to complete. • How much is too much? Spoon-feeding infantalises students and stifles original thought: are we teaching / producing ‘technicians or technologists’? For Discussion…

  8. A. MANAGING EXPECTATIONS (& ‘FEARS’)B. PROVIDING AN ONLINE SUPPORT SYSTEM ‘ODISSY’ • What ARE students’ expectations? • Where do they come from? • How realistic are they? • How often do students expect supervision? • By which means? Which types do they prefer? • How realistic/realisable are their expectations? • What are students biggest fears/concerns?

  9. What ARE their Expectations? Fears? 80 UG students; Starting final year; Social Policy, SP Modular, HSCP; Semi-structured questionnaire, pre-Dissertation Special Session & pre-Supervisor contact.

  10. How often is private face-to-face Supervision expected?

  11. Expected duration of each private face-to-face Supervision

  12. UG Students’ ‘Greatest Fears/Concerns’ at start of final/Dissertation Year

  13. School of Environmental Sciences: Geography, Env. Science & Marine Science BSc • 30 credits to 20 credits • S1 to S2 • scheduled Yr. 2 preparation sessions • dissertation ‘log’ – minimum contact • Online Dissertation Support System (ODISSY)- supported by CIES/CHEP

  14. ODISSY student surveys & focus group • guidance on research & writing up • expected standards • contradictory advice • independence • S1workload • credits vs. expectations • supervisor knowledge / interest • supervisor availability

  15. Development of ODISSY – aims: • improve student engagement • assist time management • centralise resources & advice • make better use of supervision time • enable visualisation of process • & progress

  16. Main Features of ODISSY • visualinterface: journey • break into manageable ‘chunks’ • indicate progress • consistent online information • (timetable, C/A criteria, explanations & advice, ‘how to’ guides, links to podcasts & web sites, exemplars etc.) • tools for communication & management

  17. ODISSY:feedback so far… • overview of process • relevance of advice and links • convenience • consistency • exemplars • in regular use (2012 graduates) • 57% used at least weekly: 80%at least monthly • > 80% found map interface useful • (¾) ½said it (maybe) helped time management

  18. Key questions: any answers to…? • optimum timing for engagement • (S1 / S2 / long-thin) • credits: effort vs. degree classification • student preparationYr 2 / 3 • expected minimum supervisory contact • level of support (independence /spoon-feeding) • ensuring supervisor availability

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