Dissertation study at the postgraduate level: A review of the literature DRAFT COPY (original) (raw)
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Supervisors' perceptions of the value of the undergraduate dissertation
The International Journal of Management Education, 2014
Dissertations are a common feature of final year undergraduate study, but there has been little research into their impact on student performance and satisfaction , and even less into the perceptions and attitudes of their academic supervisors. The research reported in this paper is part of the project entitled: 'Dissertation in the Business and Management Undergraduate Curriculum: Value Adding and Value for Money?' The second phase of the project complements a quantitative study of student achievement (see , by investigating perceptions of the undergraduate dissertation by members of staff. The data for this part of the project was collected by means of a questionnaire survey sent to staff within the Departments of Leadership & Management and Strategy and Marketing at the University of Huddersfield Business School; a sample for follow-up interviews was also self-identified in the responses to the questionnaire survey. Issues focused upon in the questionnaire and interviews include whether students have the capacity to undertake a dissertation, their perceptions of its values and impact upon their results, and staff views of the demands that dissertation supervision places upon them. This paper focuses particularly on staff perceptions of value. The main findings are that the dissertation still has currency today, but needs to be evaluated to ensure that it is meeting the needs of different stakeholders. Further, that despite the perceived academic rigor of the dissertation, the lecturers believed that it gave students the ability to reach a level whereby they become autonomous learners.
Undertaking a Dissertation from Start to Finish: The Process and Product
Journal of Geography in Higher Education, 2008
The dissertation is still seen as the pinnacle of studies for an undergraduate programme of studies in most geography, earth and environmental sciences (GEES) departments in the UK, yet how do we prepare students to undertake the work and what do students think of the experience? This paper examines the student perspective of the dissertation experience via the analysis of questionnaires issued to former students in two UK institutions. As an extension to this analysis, 32 departmental dissertation handbooks from a range of UK institutions are reviewed. Evidence from the handbooks and questionnaires reveals some of the key issues of putting theory into practice. For example, studying the right topic, student enjoyment of independent fieldwork, and establishing a good student-staff supervisory relationship are important. However, students have difficulty with time management and knowing what is expected. Based on the issues identified, a series of questions is made by way of conclusion. These questions could be used as prompts for GEES departments should they wish to review the management and assessment of the dissertation. Finally, various practical suggestions are provided as to how the student experience of independent learning might be enhanced with specific reference to the student dissertation handbook. . Examples of practice in dissertation handbooks useful to students † Research design-the importance of linking theory, method and analysis † Sources of fieldwork funding † Plagiarism declaration forms † Limitations of word spell checks † Scientific nomenclature † Advice for lone fieldwork † Dissertation progress reviews, workshops and seminars † Student achievement target forms † How to deal with confidential information † Past dissertation titles † Advice from past students † Procedures for changing topics † Deferring or withdrawing from the dissertation † Pilot studies † Details of staff expertise † Information regarding extra support such as support/welfare officers and information for students with disabilities regarding fieldwork † Appeal and complaints procedure † Alternative forms of presentation.
Global Journal of Management and Business Research, 2013
This paper reports on findings from a research project that reflected upon the effectiveness of the undergraduate dissertation process of Final-year HND students in the Takoradi Polytechnic Business Programs. The research adopted a quantitative methodology and gathered the perspectives of students involved in the HND undergraduate dissertation process. Questionnaires were used to collect the data, which were assessed against the research outcomes that were reviewed. The outcomes of the reflection provide a reference for ongoing dissertation with the aim to ensure an effective HND undergraduate dissertation process or abolishing of dissertation as part of partial fulfillment for the HND Certificate for Business Undergraduate Students. The study surveyed 500 students and reviewed 100 dissertations of Business students in the dissertation module. Descriptive statistics were used for the survey and review. The findings revealed that the HND dissertation is ineffective because it lacks t...
Skills for Business & Management Students in Dissertation
Tutors India, 2021
In this globalized and digitized business world, management students need to improve many skills to have a successful career. And the best way to develop it is by writing excellent dissertations on many business and management topics. Contact: www.tutorsindia.com info@tutorsindia.com (WA): +91-8754446690 (UK): +44-114352002
Over the past decade international student enrolment at British higher education institutions has grown significantly. The majority of international students that study for a British qualification originate from Asia and especially from China. In Britain a dissertation is a significant form of assessment in the postgraduate curriculum. This paper aims to explore the international students’ perspective of undertaking dissertations in tourism and hospitality management in the UK. Through personal interviews with 40 international students from Asian countries from April to May 2005, the experience of undertaking a dissertation was examined. Microanalysis was adopted to understand their experience. Empirical results indicated that there were three main reasons for choosing a research topic. For the students the positive experiences gained from writing their dissertations were generated from learning useful information and peer support. Their negative experiences were related to difficulties in meeting the demands of writing critically, the relationships with their supervisors because of cultural barriers, and also access to data.