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Effective dissertation supervision Hamed Adetunji Professor of Epidemiology. Contents. Define dissertation / origin Define supervision / origin Aims of supervision Challenges for supervisors Types of supervisor that exist Characteristics of a good supervisor
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Effective dissertation supervisionHamed AdetunjiProfessor of Epidemiology
Contents • Define dissertation / origin • Define supervision / origin • Aims of supervision • Challenges for supervisors • Types of supervisor that exist • Characteristics of a good supervisor • Expectations of students on the supervisor • What students required for a good dissertation • Stages of supervision
Dissertation – origin and meaning • Dissertation- “a written thesis, often based on original research, usually required for a higher degree” • “A long essay on a particular subject, especially one written for a university degree or diploma”. • Origin - “Early 17th century (in the sense ‘discussion, debate’): from Latin dissertatio(n-), from dissertare [continue to discuss], from disserere [examine, discuss]”.
- Nancy Kline,‘Time to Think’ “Supervision is an opportunity to bring someone back to their own mind, to show them how good they can be.”
-Lee Iacocca • “Any supervisor worth his salt would rather deal with people who attempt too much than with those who try too little”.
Quotes on students expectations • “Students wished to see the supervisor/supervisee relationship to be constructed in terms of a ‘partnership of equals’ rather than as a ‘manager/employee’ relationship”.
Quotes on students expectations… • They wanted supervisors to “…demonstrate genuine interest in their work, while at the same time recognizing that ultimately the work was the students’ responsibility”
Figure 1: Thoughts about dissertations: selected comments from students Published in: Margaret E. Harrison; W. Brian Whalley; Journal of Geography in Higher Education 2008, 32, 401-418.
Dissertation… • It offers the student an opportunity to work independently and submit an extended piece of work.
Dissertation… • “a vehicle for promoting autonomous learning and an effective assessment tool which is frequently used to distinguish ordinary from honours students and judge borderline cases” • (Webster et al., 2000)
Dissertation… • The first opportunity for undergraduate students to build on knowledge they have already gained and then undertake a substantial piece of independent study • (Rowley, 2000)
Dissertation… • ‘this process [preparing the dissertation] is difficult, problematic and time-consuming for both student and supervisor assigned (or chosen) to accompany the student on the journey’ • (McMichael, 1993)
Dissertation experience… • “There may be similarities between the student experiences of doing the dissertation, and the staff experience of supervising it”.
General aim of supervision • provide support and guidance to ensure the project is manageable with appropriate research question and methods; • help students with time management and ensure realistic timescales; • make students aware of intermediate and final deadlines; • ensure that students get the most out of their project and have all the resources that they need.
Challenges to supervisor… • Feelings of ‘chaos’ and ‘cosmos’ • Work pressure : • large number of projects to supervise • normal teaching administrative and research commitments • May not have any supervisory experience • Lack of explicit guidance
Responsibilities of the College or Department • Provide research methods and skills training • Produce, maintain and distribute a dissertation handbook for students and supervisors • Establish a Research Committee to review and approve dissertation proposals
Responsibilities of the College or Department… • Consider providing students with research themes • Ensure supervisors are allowed sufficient time to discharge their duties • Ensure appropriate facilities are made available (study space, library, appropriate research environment, etc.).
Bachelor’s or Undergraduate Dissertation • An undergraduate dissertation (or Bachelors dissertation) is: • “essentially an extended piece of research and writing on a single subject”. • Completed in the final year of a degree programme • Topic chosen is based on a student’s own area of interest. • Student explores a narrow topic in greater depth • Student works with a supervisor chosen from his / her field • Supervisor provides guidance and support throughout the period of the research.
Feature of an undergraduate dissertation… • Originality: • Not required to contain the same level of originality as postgraduate work. • Students are expected to complete the work independently and cite all sources. • Do not need to present any new ideas.
Feature of an undergraduate dissertation • Length: Usually 10,000 – 15,000 words or 40 – 60 pages • Depth: not required to contain the same level of originality as postgraduate work.
Feature of an undergraduate dissertation… • Skills: • Needs to demonstrate genuine critical thinking skills • Needs to demonstrate ability to combine information derived from many different sources.
Feature of an undergraduate dissertation… • Type of research - varies in the type of research conducted: • more focused on texts and documents rather than active field research. • most will examine secondary sources or easily accessible primary sources, • will not be required to pursue unclear or costly data sources. • some disciplines may include a practical
Figure 3 What students disliked about dissertations Published in: Margaret E. Harrison; W. Brian Whalley; Journal of Geography in Higher Education 2008, 32, 401-418.
Supervision • 15th century: first known use of supervision • Synonyms: • care, charge, guidance, headship, oversight, regulation, stewardship, superintendence, superintendency, surveillance • Related Words: • monitoring, observance, observation, observing, policing; administration, control, direction, generalship, hand (s),management, running; leadership, piloting, shepherding, steering; government, reign, rule; aegis (also egis), auspices, guardianship, protection, trusteeship, tutelage
Facts about students’ supervision • “The topic of research supervision has attracted considerable interest in the literature to date (Pearson & Brew, 2002; Kamler & Thomson, 2008; Whisker, 2005)”.
‘practice-oriented research’ gathered information about postgraduate students’ experiences to inform guidelines about ‘good supervisory practices’ (Lee & Green, 1998, p. 2)
PRINCIPLES OF SUPERVISION • Be clear about why there is a need for supervision and who has asked for it. • Set a time frame for the supervision session; even a few minutes of focused time can be worthwhile. • Protect the time and space where possible and appropriate; try to ensure there will be no interruptions and that there is privacy. • Ensure that there is confidentiality; this means working in a place where the supervision cannot be overheard, and sharing identifiable personal details of patients only with those people who really need to know.
Supervising Undergraduate Dissertations • Provides rare opportunity for working closely with one student over a period of time on a project close to your area of interest. • Requires a different communication skill to that of speaking to a classroom full of students. • You need to be informal, collaborative and friendly but maintain the distance between tutor and student.
Supervising - achieving a balance • student is allowed to design their project • undertake the research • write it up without too much interference from you. • you are a guide and advisor, not the senior partner in a project • you are there to facilitate their independent learning.
Supervising - Time management and record keeping • A key duty is to encourage your student to stick to a timetable by which they can easily complete their project. • Set mini-deadlines throughout the period and meet regularly to hear updates on their progress. • It is your job to ensure that these timetables are met and to chase students who forget to contact you for weeks at a time. • It is also important to keep notes recording the progress of each student. You may have ten or more dissertation students, so keeping track of their projects is a challenge.
Is approachable and sees student as a research partner rather than as an immature student. • Constantly challenges student opinion and makes him learn how to defend his ideas and grow intellectually. • Will not take the credit for student work and present it under his/her name without mentioning the student..
Can give student clear directions in his work and has realistic expectation. • Has personality and allows student to show his own personality • Knows how to inspire student and give him / her some encouragement when he / she needs it.
Meets their students regularly and encourages them to work consistently. • Gives you enough space for exploration.
