Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience (original) (raw)
Related papers
This manual is compiled with one main purpose: to guide postgraduate students of the International Islamic University Malaysia (IIUM) in their thesis/dissertation writing. It also sets a standard by which the quality of thesis/dissertation output in IIUM can be maintained.
Challenges in Writing a Research Thesis-Dissertation: Its effect on PhD Students
Zenodo (CERN European Organization for Nuclear Research), 2022
It is a burning concern for postgraduate students when it comes to preparing their thesis or dissertation. When confronted with an academic obstacle like drafting a research paper, it is possible that the responders would use their prior views and assumptions since they lack the 'proper' understanding of academic culture. Students' struggles with mental health and well-being are on the rise. There are situations when a PhD student's community of practice does not adequately support and share control with them. This has resulted in a constant conflict between students and the classroom. The most difficult aspects of writing a dissertation are framing the research and structuring the text, referencing one's own work and the literature, as well as receiving feedback in a timely manner, dealing with supervisors who are too busy to meet with students, and preparing adequately for postgraduate studies. Thesis and dissertation completion is also influenced by personal variables, such as psychological considerations and skill preparation. Thus, PhD students' self-esteem, dignity, frustration, and public image are all affected by these problems.
Thesis and dissertation writing: an examination of published advice and actual practice
English for Specific Purposes, 2002
This article explores the extent to which published advice on the organisation and structure of theses and dissertations concurs with what happens in actual practice. The study examines guides and handbooks which focus on thesis and dissertation writing and postgraduate research. The sample texts examined were master's and doctoral theses written in a number of dierent study areas at a major research university. The study found that only a few of the books examined devoted a substantial amount of space to this topic. It also found a wider range of thesis types than the guides and handbooks would suggest occurs. The study identi-®ed four main kinds of thesis:`traditional: simple',`traditional: complex',`topic-based' and compilations of research articles'. The article argues for teaching materials which show students the range of thesis options they might have, highlight the kind of variation that occurs in actual texts, and consider the rationale for the various choices they might make. #
Postgraduate studies: The challenges of research and thesis writing
Journal of Educational and Social Research, 2016
The study considered postgraduate studies through an examination of the challenges of research and thesis writing in the University of Calabar, Calabar, Nigeria. A survey research design was adopted for the study and a sample of 200 postgraduate students comprising Master's and Doctoral candidates who wrote their theses during the 2011/2012 academic session, were used. Four research questions guided the study. A questionnaire tagged "Postgraduate Studies Questionnaire" (PGSQ) was developed, validated and used for data collection. The reliability estimate of the instrument using Cronbach Alpha was 0.86. Data collected were analyzed using frequencies and percentages. Findings indicated that postgraduate students at the University of Calabar experienced a variety of challenges in research and thesis writing aspects of their training. The most critical of the challenges revolved around students and institutional-related factors. However, supervisor-related factors did not pose any significant challenges to postgraduate students. Suggestions made by postgraduate students on ways of improving their research and thesis writing were that core research areas should be emphasized and taught in departmental seminars and workshops and internet facilities should be provided for students. Based on the findings of the study, it was recommended that periodic progress report on each postgraduate student should be submitted every semester as a feedback mechanism for monitoring progress. This will enhance proper tracking to ensure students completion on schedule.
Journal of English Educators Society, 2017
This research aimed to seek light on how the advisors made use of feedback during a supervisory panel and find out how different ways and types of feedback impacted on student-writers' thesis outcomes. A qualitative study was applied by involving three tenured lecturers at the College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
Carpe Diem or Carpe Thesis? How Graduate Students Deal With Their Thesis Writing
International Journal of Research , 2019
This present study examined the different experiences and challenges graduate students encountered in writing their thesis. Two dissertation writers and 12 thesis writers participated in the study, which was conducted during the Academic Year 2018-2019. Semistructured interviewing, that is, with the aid of a validated and pilot-tested interview protocol was employed in collecting data; interview transcripts constituted the collected qualitative data. The qualitative data were analyzed following three major stages, viz., open-coding, axial coding, and selective coding. The rigorous analysis resulted in four major themes, the findings of the study: 1) academic preparation, 2) community support, 3) writing hindrances, and 4) personal motivation. Good academic preparations, genuine community support, and personal motivation, be it intrinsic or extrinsic, serve as indispensable bludgeon in the thesis writers' challenging journey towards the completion of their degree. These factors make them seize their theses (carpe theses) and finally finish the same with great satisfaction. An in-depth qualitative study could be done on how thesis advisers or supervisors guide their advisees in the conduct of the latter's theses or dissertations. The former's advising framework and techniques could be examined. Dealing with difficult advisees is, likewise, a worthwhile inquiry that could be carried out qualitatively.
Challenges Faced by Students in Writing Thesis: An Investigation from Research Students
Journal of Information Management and Practices
The purpose of this study was to investigate the challenges faced by research students during thesis writing. Qualitative research methodology was adopted to conduct this study. Research questions were developed to achieve the research objectives. The population of the study was comprised of research students working on their thesis or recently passed out. Purposive sampling technique was adopted. The research tool of the study was interview guide. Interviews were conducted with a sample of 40 research students studying in Library and Information Science/Information Management Departments in public and private sector universities of Punjab province. Thematic approach was adopted to analyze the interview data. The results showed that it is challenging for research students to select the topic for research, develop focus on study, acquiring knowledge of information sources, developing online searching skills, developing data analysis skills and time management skills. They also faced ...
Writing a Master’s Dissertation – Students’ Perspectives
Journal of Academic Writing
Students are expected to write complex text genres in higher education contexts. Such complexity stems not only from the nature of the knowledge they convey but also from the norms and conventions adopted by the academic communities that use such texts. Among those genres, the dissertation seems particularly complex, considering both the set of problems related to its configuration (structure, language, norms of reference), and the factors that constrain its production (methodological procedures, student/supervisor relationship, time management, institutional constraints, individual nature of the writing process). The present study seeks to identify and analyze (i) students' perspectives and representations of the dissertation writing process, and (ii) the problems that arise in the writing process. It is based on semi-structured interviews with students, at three different universities in the North of Portugal, who recently completed their dissertations in Humanities, Education and Engineering. The analysis is based on the assumption that writing a dissertation involves not only cognitive, linguistic and social dimensions, but also emotional aspects that can condition it decisively.