How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?

Abstract

Dissertations are positioned as the capstone of an undergraduate degree, bringing together what students have previously learned from their programmes through a piece of independent research. However, there is limited research into the ways in which engaging in a dissertation impacts on students' understandings of disciplinary knowledge. In this article, we explore the relations between students' accounts of sociological knowledge in their second and third year and how they engage with sociological knowledge in their dissertations. We argue that for the work of the dissertation to impact on students' understanding of sociological knowledge, students need to see their discipline as providing a way of answering their research questions. We explore the implications of this argument for both our understanding of the role of dissertations and researchbased learning in universities more generally.

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

“…In this paper we focus on the 'traditional' dissertation/thesis 1 , which is defined as a written document based on an independent piece of research developed by students under the supervision of a member of academic staff to finalise their MA degree (Anderson, Day, & McLaughlin, 2006;de Kleijn et al, 2012). In using the term MA dissertation/thesis work, we have in mind the whole process of doing research, including such activities as conducting a literature review, formulating research questions, gathering, interpreting and reporting data (Ashwin, Abbas, & McLean, 2017;Hansén, Eklund, & Sjöberg, 2015;Meeus, van Looy, & Libotton, 2004).…”

Students' Experiences of Undergraduate Dissertation Supervision

“…Undergraduate dissertations are capstone experiences that provide students with an opportunity to answer a research question within a disciplinary framework under supervision (Ashwin et al, 2017). They form an essential component of many undergraduate degrees, provide a transition between course work and independent research, and may result in publishable research.…”

Exploring the potential of using undergraduates’ knowledge, skills and experience in research methods as a proxy for capturing learning gain

“…But the focus on research-based curricula does not represent a recent innovation; equipping students with the skills and abilities to think as researchers underpins many undergraduate programmes (Earley, 2014). Indeed, this is evidenced through the extensive use of the final year dissertation (Ashwin, Abbas, & McLean, 2017;Todd, Bannister, & Clegg, 2004). More widely, students' development as researchers is framed by credit level descriptors used by UK HE providers to 'define the level of complexity, relative demand and autonomy expected of a learner' (SEEC, 2016).…”