Supervisors' perceptions of the value of the undergraduate dissertation

Abstract

Dissertations are a common feature of final year undergraduate study, but there has been little research into their impact on student performance and satisfaction (Hammick, Marilyn. and Sandra. Acker 1998;Webster, Frank. et al. 2000;Pathirage, Chaminda. et al. 2004), and even less into the perceptions and attitudes of their academic 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 existing academic rigour of the dissertation, the lecturers believed that it also gave students the ability to reach a level whereby they become autonomous learners.

Supervisors’ perceptions of research competencies in the final-year project

“…In the context of the present study, the characteristic duties of FYP academic supervising are comparable to those discussed by various authors (Cook, 1980;Feather et al, 2013;Rowley & Slack, 2004;Wisker, 2012): support in the development of a clear conceptual frame; choice of adequate research methods; search for information and dialogue with authors and theorists in the field under study; acquisition, management and analysis of information and ideas. Wisker (2012) also includes organisation and fostering motivation, ensuring the monitoring of, and support to, the students through the later stages of development, presentation and defence, and even beyond the culmination of an investigation.…”

“…This method was carried out in line with Cohen, Denzin & Lincoln (2000), and Merriam & Tisdell (2016).Thus, (a) we studied a subjective reality; (b) we did not limit this reality to fragmented parts or variables; (c) rather than confirm or reject theories, the study was oriented to gain a deep understanding of the supervisors' experience; (d) we interpreted the meanings of this phenomenon from the participants; (e) we used inductive and qualitative processes for data collection and analysis. Other similar studies in this field (Feather, Anchor, & Cowton, 2013;Todd, Bannister, & Clegg, 2004;Todd, Smith, & Bannister, 2006;Wiggins, Gordon--Finlayson, Becker, & Sullivan, 2015) have also applied this type of method.…”

“…The FYP, as the literature attests (Feather, Anchor, & Cowton, 2013;Healey & Jenkins, 2009;Mateo et al, 2012b;Todd, Bannister & Clegg, 2004), is highlighted as one of the greatest benefits of a degree, in terms of learning and the integration of knowledge that is generated during its execution:…”

Teaching management students to write research papers: A case of a Russian English‐Medium instruction university

“…Students learn how to search, evaluate, analyze, and synthesize large amounts of information on a topic and make informed decisions, all of which are skills necessary for managerial practice (Fornaciari & Roca, ). Not surprisingly, most faculty in schools of business and management perceive undergraduate student research writing as valuable in providing transferable skills students need for their professional careers (Feather, Anchor, & Cowton, ). Similarly, once employed, graduates of management programs report relevance and usefulness of the writing instruction they received in college to their workplace writing (Schneider & Andre, ).…”

Percepciones del profesorado universitario sobre los procesos de organización y tutorización de los Trabajos Fin de Grado

“…En el marco del sistema universitario del Reino Unido se han generado diversos estudios en relación a la experiencia del "undergraduate dissertation" (UD), los cuales hacen referencia, entre otras cuestiones, a las aportaciones que representan estos trabajos de final de la formación (Feather, Anchor y Cowton, 2014;Greenbank y Penketh, 2009;Jamieson y Gray, 2006;Malcolm, 2012;Todd, Bannister y Clegg, 2004;Todd, Smith y Bannister, 2006). Así, sitúan en primer término, el ser vehículo para la promoción de la independencia del aprendizaje.…”