‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students

Macfadyen, Ann; English, Christine; Kelleher, Michael; Coates, Maggie; Cameron, Colin; Gibson, Vanessa

doi:10.1080/07294360.2019.1597024

Cited by 23 publications

(18 citation statements)

References 31 publications

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“…However, there has been less research on master-level thesis supervision and teaching a master's thesis seminar than on doctoral-level thesis supervision (Cornelius & Nicol, 2015;Drennan & Clarke, 2009;Marnewick et al, 2020). Some studies have suggested models for the supervision of master's thesis work (e.g., Dysthe et al, 2006;Macfadyen et al, 2019;Marnewick, 2020), but studies that include the use of the FC approach in teaching a master's seminar or applying it in fully online learning settings are, to our knowledge, scarce. Therefore, the purpose of this study was to investigate the functionality of the FC approach in the master's thesis seminar based on participating students' views.…”

Section: Flipped Classroommentioning

confidence: 99%

Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar

Sointu

Vuojärvi

Äikäs

2022

seminar

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Research studies are an important part of educational sciences curricula in Finland. However, these studies are challenging to conduct, given the teacher-led activities, lack of social presence, engagement, collaborative working with and time management of students, and large-entity writing process management comprising this environment. Here, our aim was to develop a program of master’s thesis seminar higher education pedagogy that employed a flipped classroom (FC) approach. While the FC approach has been investigated in several contexts of higher education, it has only been minimally explored in the master’s thesis seminar. Participating students’ views and mixed-methods were used. Based on the quantitative results, students considered guidance and satisfaction high, and difficulty low. Moreover, the FC approach was seen as well-suited to, and preferred by, the students, while not being significantly straining. Based on the qualitative and mixed-methods results, FC was seen as functional, goal-oriented, and flexible, and team spirit and supervisor’s presence were considered to be positive. However, negative experiences were also identified, such as the amount of peer feedback possibilities and time usage. The results, discussion, limitations, and implications are presented in terms of research-based development work on FC approach-grounded master’s thesis seminars in higher education.

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Section: Flipped Classroommentioning

confidence: 99%

Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar

Sointu

Vuojärvi

Äikäs

2022

seminar

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“…Personalised feedback is also more readily achievable in the supervision of Master's dissertations, where there can be more scope to build a degree of mutual understanding and track progress over time. An adaptive approach can therefore be taken to supervision (de Kleijn et al 2016), moulding the substance of feedback to fit with a learner's intentions and needs at a given stage in the ongoing process (MacFadyen et al 2019;Aitken et al 2020).…”

Section: Example Threementioning

confidence: 99%

Feedback in Postgraduate Online Learning: Perspectives and Practices

Hounsell

2021

Postdigital Science and Education

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“…On average, married supervisees perceive to have more abusive supervision than their unmarried counterparts do (M unmarried = 1.96, M married = 2.21, t(df) = -2.18(304), p < 0.05) and, thus, married supervisees feel less satisfaction with supervision than unmarried supervisees (M unmarried = 3.65, M married = 3.40, t(df) = 2.66(304), p < 0.01). Similarly, substantiating Macfadyen et al (2019), employed supervisees perceive to have more abusive supervision than their unemployed counterparts do (M unemployed = 1.81, M employed = 2.42, t(df) = -5.45(233.02), p < 0.001) and, hence, employed supervisees feel less satisfaction with supervision than unemployed supervisees (M unemployed = 3.73, M employed = 3.28, t(df) = 4.78(233.69), p < 0.001) (Table 3).…”

Section: Ijcma 322mentioning

confidence: 79%

Supervisees’ reactions to a concatenation of supervisors’ resource drain, ego depletion and abusive supervision

Malik

Iqbal

Haq

2020

IJCMA

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Purpose While integrating resource drain theory with ego depletion theory, this paper aims to understand the mechanism underlying the relationship between research supervisors’ interrole conflicts and their supervisees’ reactions. Specifically, this paper makes a case for supervisors’ ego depletion and supervisees’ perception of abusive supervision to mediate the relationship between supervisors’ work and family conflicts and supervisees’ satisfaction with research supervision. Design/methodology/approach The study uses data collected in three waves from 306 research supervisees (Level 1) nested in 100 research supervisors (Level 2), involved in MS/PhD research theses at different Pakistani universities. Findings Based on multilevel modeling, the study finds that supervisors’ interrole conflicts negatively predict supervisees’ satisfaction with supervision. Moreover, supervisors’ ego depletion and supervisees’ perception of abusive supervision mediate the above relationship, both singly and serially. Notably, supervisors’ family–work conflict predicts supervisees’ satisfaction with supervision more negatively than work–family conflict. Originality/value This study is unique in that unlike previous research studies on abusive supervision which used victimization approach the present study uses the perpetration approach.

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‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students

Cited by 23 publications

References 31 publications

Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar

Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar

Feedback in Postgraduate Online Learning: Perspectives and Practices

Supervisees’ reactions to a concatenation of supervisors’ resource drain, ego depletion and abusive supervision

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