Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities

Harwood, Nigel; Petrić, Bojana

doi:10.32674/jis.v9i1.276

“…First, the importance of feedback for students suggests that final project supervisors should be required to receive specific training on supervision and/or giving feedback. This implication is supported by Harwood and Petrić's (2019) reporting on pedagogical activities to promote supervisory practice.…”

Section: Discussionmentioning

confidence: 87%

“…It is unsurprising that some international students desire more active guidance from their supervisors. This arguably reflects the uncertainty associated with their comparative lack of experience in independent study and unfamiliarity with the academic norms of a different culture, including ways of reasoning (see: Harwood and Petrić, 2019;Zheng, et al, 2019). As one respondent put it, '[P]robably half the students, they don't have experience studying abroad so I think they don't know how to write a proposal, how to write a dissertation, even, some of the people, they don't know how to write essays.'…”

Section: Discussionmentioning

confidence: 99%

An exploration of taught master’s student perceptions of UK dissertation supervision

Anastasiadis

¹

,

O’Brien

²

2019

jldhe

0

View full text Add to dashboard Cite

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 can disproportionately improve student’s overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.

show abstract

“…In their case studies, Harwood and Petrić (2017) have investigated master's thesis supervision in international study programs at a UK university from the supervisor/advisor and student perspective in order to demystify supervision (Harwood & Petrić, 2017) and to help international students to navigate master's thesis supervision in this intercultural context (Harwood & Petrić, 2019). For the same reasons, we have started interviewing international students with non-Danish or non-Scandinavian educational backgrounds studying at the Copenhagen Business School, i.e., in the context and encounter of the local Scandinavian educational culture and ideology.…”

Section: Conclusion and Reflectionsmentioning

confidence: 99%

Conform, Transform, Resist: The Scandinavian Way of Master�s Thesis Supervision and Its Contribution to Acquiring Research Literacy and Practice

Ankersborg

¹

,

Pogner

²

2022

Negotiating the Intersections of Writing and Writing Instruction

View full text Add to dashboard Cite

Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

show abstract

“…This counts also for project supervision where international students sometimes are unsure about "what is, in the Danish system, a learning moment, with an assessment moment that would affect their grade" (Blasco, 2015, p. 96). However, even if a high degree of transparency and awareness about differing supervisor/student role expectations can be reached (Harwood & Petrić, 2019); there will still be doubt and uncertainty: "Mystery persists alongside notions of communication, objectivity and equality; hence, its presence needs to be recognized and accepted" (Knowles, 2016, p. 311). Research (knowledge production, subject knowledge) and writing processes (text production, writing skills) also have unique and idiosyncratic elements.…”

Section: Conclusion and Reflectionsmentioning

confidence: 99%

Introduction

Gustafsson

¹

,

Eriksson

²

2022

Negotiating the Intersections of Writing and Writing Instruction

0

View full text Add to dashboard Cite

Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

show abstract

Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities

Cited by 16 publications

References 31 publications

An exploration of taught master’s student perceptions of UK dissertation supervision

An exploration of taught master’s student perceptions of UK dissertation supervision

Conform, Transform, Resist: The Scandinavian Way of Master�s Thesis Supervision and Its Contribution to Acquiring Research Literacy and Practice

Introduction

Contact Info

Product

Resources

About