Supporting and assessing dissertations and practical projects in media studies degrees: towards collaborative learning

Abstract

This article is a reflection on one aspect of a research project on effective dissertation support at undergraduate level. Whilst the research project sought to investigate supervision practices across a range of subject areas, an interesting specific focus emerged in relation to dissertations in media studies, where practice and theoretical work can, and often do, intersect. This investigation discusses a range of issues around the experience of supervising and being supervised, within the context of ongoing debates about the relative position and status of practical and theoretical work in media studies. It suggests that a ‘collaborative learning’ approach to supervision might be a fruitful way forward.

Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland

“…The supervisors we interviewed also reported a lack of confidence when supervising methods that they don't themselves use. As confidence in one's supervisor may be crucial for student's perception of A c c e p t e d M a n u s c r i p t 30 their own dissertation (Calvert & Casey, 2004;Todd et al, 2006), there is a need to provide support or training for those who are supervising methods with which they are unfamiliar.…”

“…Calvert & Casey, 2004). Given the status of qualitative research in their research methods training more broadly, and the variety of approaches that supervisors can take with qualitative research: "Everyone will approach it in a slightly different way and it's not that one way is right and one way is wrong but I always think that if the student hears from other people they have to have the faith in you as their supervisor that what you're getting them to do is okay" (P14).…”

“…Central to students' perceived satisfaction during dissertation work is their relationship with, and confidence in, their dissertation supervisor (Calvert & Casey, 2004;Todd, Smith & Bannister, 2006). This confidence relies on the supervisor being proficient not only in the chosen research topic or methodology, but also in their capabilities as a supervisor.…”

“…Seventeen supervisors from psychology departments in North East England and Scotland were interviewed and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors' expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of In spite of this, there are relatively few guidelines for supervising qualitative dissertations and little is known about the supervision process itself.Central to students' perceived satisfaction during dissertation work is their relationship with, and confidence in, their dissertation supervisor (Calvert & Casey, 2004; Todd, Smith & Bannister, 2006). This confidence relies on the supervisor being proficient not only in the chosen research topic or methodology, but also in their capabilities as a supervisor.…”

Valoración del proceso de enseñanza-aprendizaje en el Trabajo Fin de Grado

“…Más amplia es la literatura en países con mayor tradición, como el Reino Unido o Irlanda, aunque se le presta menor atención que a las tesis doctorales o a las de fin de Máster (Calvert y Casey, 2004;Rowley y Slack, 2004). Ahora bien, una gran parte de la literatura se centra en los problemas derivados del proceso de evaluación (Saunders y Davis, 1998;Webster, Pepper y Jenkins, 2000y Todd, Bannister y Clegg, 2004 o en la experiencia de los docentes (Todd, Smith y Bannister, 2006).…”