The challenge of achieving transparency in undergraduate honours-level dissertation supervision
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Authors
Malcolm, MaryAffiliation
University of BedfordshireIssue Date
2020-06-11
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The undergraduate honours-level dissertation is a significant component of many UK undergraduate programmes, as a key stage in the longer-term intellectual and career development of potential researchers and knowledge-workers, and also a critical contributor to immediate award outcome. This study aims to identify how dissertation supervisors balance and deliver on these expectations. Qualitative analysis of twenty interviews conducted with supervisors at two post-1992 UK universities identifies how supervisors construct supervision as a multi-stage process. Supervisors describe how their individual supervisory practices enable them to maintain initial control of the dissertation, to extend supervisee autonomy at a central stage, and to distance supervisors further from the written output at a final stage in the process. This study questions whether this approach is satisfactory either in an institutional context where the supervisor is also first marker of work they may have shaped substantially, or as a pedagogic approach to developing research skills.Citation
Malcolm M. (2023) 'The challenge of achieving transparency in undergraduate honours-level dissertation supervision', Teaching in Higher Education, 28 (1), pp.101-117.Publisher
Taylor and Francis (Routledge)Journal
Teaching in Higher EducationAdditional Links
https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1776246Type
ArticleLanguage
enISSN
1356-2517ae974a485f413a2113503eed53cd6c53
10.1080/13562517.2020.1776246
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