Shall we dance? The importance of staff-student relationships to undergraduate dissertation preparation

Abstract

This article evaluates the factors that comprise the staff-student relationship as it relates to undergraduate dissertation preparation. By utilizing secondary and primary material the article pinpoints the emotionally charged backdrop to the dissertation-for both students and staff. The research points to the combined intellectual and counselling dimensions of the relationship. Data were generated through completed questionnaires by students either leading up to or finishing dissertations, by staff involved in dissertation advising at a single university, and by three international published specialists in teaching, learning and assessment. The research highlights the perceived importance of the staff-student relationship to all stages of dissertation production. Essential supervisor characteristics are identified, and the research culminates in the presentation of a student-supervisor 'contract' or guide, setting down their respective rights and responsibilities.

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

“…The current research, in line with previous research (Derounian, 2011), suggests the crucial role that university teachers play in helping students to take a disciplinary lens to their research.…”

“…This struggle is also reflected in the literature on students' engagement with research methods more generally (Murtonen and Lehtinen 2005;Wagner et al 2011;Earley 2014) and on how students use evidence in their academic work (Head 2013;Head and Eisenberg 2010). The literature also highlights the crucial role of the supervisor in the dissertation process (Derounian 2011;de Kleijn et al 2012de Kleijn et al , 2014.…”

Script Proposals in Undergraduate Supervision

“…Derounian (2011: 97) found that for undergraduates the most valued qualities of a good supervisor in rank order were: Largely concurring with Derounian (2011), Jamieson and Gray (2006) They found that generally supervisors gave high priority to the same qualities as undergraduates.…”

“…It is therefore not surprising that both pastoral and technical elements of the supervisory relationship contribute to producing a dissertation (Derounian, 2011). …”

Enseñar a escribir un artículo de investigación mediante la revisión colaborativa: Percepciones de los estudiantes

“…Por otro lado, destacan la importancia de una buena relación con su director, así como la calidad y la frecuencia del feedback que reciben (Todd et al, 2004;Harrison & Whalley, 2006, 2008Heinze & Heinze, 2009;Derounian, 2011). Finalmente, las ayudas entre iguales mediante grupos, tutorías o revisiones de texto colaborativas también han demostrado ser una herramienta eficaz para facilitar el acompañamiento de los estudiantes a lo largo de su proceso de escritura y de investigación (DiPardo & Freedman, 1988;Heylings & Tariq, 2001;Inman & Silverstein, 2003;Orsmond, Merry & Reiling, 2004;Vargas Franco, 2005;Castelló, Iñesta, Pardo, Liesa & Martínez-Fernández, 2012;Corcelles, Cano, Bañales & Vega, 2013).…”