Technology-mediated supervision of undergraduate students' dissertations

Jaldemark, Jimmy; Lindberg, J. Ola

doi:10.1080/03075079.2011.626851

Cited by 19 publications

(25 citation statements)

References 28 publications

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“…Literature on student satisfaction in higher education has considered a range of aspects from various perspectives. Some studies have focused on the level of student satisfaction with one or more subjects [17][18][19][20][21][22][23][24], whilst others address satisfaction with university degrees or university institutions [25,26]. In many of these studies, satisfaction is associated with other variables such as utility, motivation or skills acquisition, albeit not jointly.…”

Section: Student Satisfactionmentioning

confidence: 99%

University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation

2020

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One of the main objectives of the Undergraduate Dissertation is to evaluate the skills associated with a degree. Student satisfaction with the training and skills acquired can be an indicator of the quality of higher education. This paper aims to analyse student satisfaction with Undergraduate Dissertation at the Faculty of Economics of the University of Santiago de Compostela (Spain). Based on a survey conducted among 130 students (75.7% of a total of 172 students who presented their UD during the academic year 2013–2014), structural equation modelling was applied to analyse the influence on satisfaction of aspects related to intellectual curiosity and the perception of acquired skills. The results show that the perception of the skills acquired play a crucial role in students’ satisfaction with Undergraduate Satisfaction, conditioned by their perceived future usefulness and backed by personality and motivation elements that encourage their acquisition. The results confirm the significant role played by the tutor, who emerges as an element that boosts the central relations of the model.

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Section: Student Satisfactionmentioning

confidence: 99%

University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation

2020

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“…The only example of a similar system Essop (2013) found was developed in Ireland for offcampus supervision (MacKeogh, 2008), although Jaldemarka and Lindberg (2013) have subsequently published research into technology-mediated supervision of dissertations in Sweden. They showed that the supervision of students' undergraduate dissertation work has proved resistant to change, whether technology-mediated or not, but that students in general find such mediated participation helpful for supervision and they suggested that mediation by technology is a productive way to enhance the supervision of students' undergraduate dissertations.…”

Section: Figure 4: Proposed Student Dashboardmentioning

confidence: 99%

Supervision Tracking: Improving the student and staff experience for projects and dissertations

Stoneham

Essop

2014

Compass

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Communication between students and their supervisors in an academic environment has evolved from face-to-face meetings in college rooms to multi-faceted interaction using a range of increasingly complex digital tools (e.g. email, messaging, video, social media, cloud storage). However, many of these tools contain data silos with access restricted to just one or a few users by passwords, which makes it difficult to share and integrate the data into a Managed Learning Environment (Stoneham, 2012). As a result, keeping track of this interaction is difficult for both staff and students, and is particularly difficult for academics who are supervising large numbers of students. This presents significant quality assurance issues, since concerns with supervision are often identified far too late to allow any effective action to correct the problem and investigation of complaints can be hampered by lack of access to data. In addition, the student experience is often far too dependent on the allocated supervisor. These concerns were identified over ten years ago in the School of Computing and Mathematical Sciences (CMS) and a Supervision Tracking system was implemented by one of the authors as part of the CMS Managed Learning Environment (Stoneham, 2013) to address the issues. The basic idea is that all interaction between students and their supervisor is recorded in the system, including uploads, feedback, details of meetings, messages and student blogs. Email is used only for notification of new entries needing attention. A dashboard for supervisors shows progress of their students and a dashboard for managers shows the progress of all students. Cases where little or no interaction is recorded can be easily identified and corrective action taken if necessary. The system has proved effective, with details of over 600 undergraduate and postgraduate projects being recorded each year. The transparency of the system, whereby all staff can view the progress of all students, has developed a sense of community among staff involved with project supervision. The system has been favourably mentioned by students in surveys and highly praised by external examiners and accreditation bodies, including the QAA and the British Computer Society. Evidence shows that there have been fewer complaints by students of poor supervision since the system was introduced.The authors of this article have used the system in different roles. As well as being the system designer and developer, Ray Stoneham has supervised over ten students each year using the system and, as programme manager, has had oversight of the progress of around 100 students each year on Masters projects. Aliyah Essop has used the system as a student on her Masters in Computing and Information Systems. Figure 1 is an example of the student profile page as viewed by a project manager, who can allocate supervisors and second markers. Other teaching staff see the same data, but without the editing options.

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“…Figure 15 highlights that staff and student resistance to change is the main inhibitor for innovation (this is also covered by Jones et al 2012;Jaldemark & Lindberg 2013;Newland & Byles 2014).…”

Section: The Value Of Staff Training Is Also Reflected In the Responsmentioning

confidence: 99%

“…While the reduction in public funds can make implementing innovations difficult because of a lack of resources, it might also stimulate higher education institutions to change by 'doing more with less', sometimes on a for-profit basis (Harloe & Perry 2004;Alexander 2006;Redecker et al 2009;Chester et al 2013;Istance & Kools 2013;Jaldemark & Lindberg 2013;Newland & Byles 2014). Indeed, Figure 18 shows that 27 out of 32 respondents to the survey indicated that the increasing need and pressure for efficiency and better use of resources (due to growing resource constraints) has been a key external driver of innovation in their institution.…”

Section: Government Funding To Higher Education Institutions and Fundmentioning

confidence: 99%

“… Lack of embeddedness of pedagogical approaches in technology (Flavin 2013)  Lack of flexibility and adaptability in institutions (Istance 2011)  Skills shortage (Freeman 2012;Jones et al 2012)  Student expectations (Jaldemark & Lindberg 2013) In order to help us shape the project recommendations (research question Q4, Which recommendations can be issued regarding higher education management in innovative provision? ), the review addressed the state of the literature regarding the role of governance and management in innovation.…”

Section: Barriers To and Drivers Of The Innovation Process Drivers Inmentioning

confidence: 99%

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Governance and Adaptation to Innovative Modes of Higher Education Provision

McGrath¹,

Hofman²,

Bajzíková³

et al. 2016

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Technology-mediated supervision of undergraduate students' dissertations

Cited by 19 publications

References 28 publications

University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation

University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation

Supervision Tracking: Improving the student and staff experience for projects and dissertations

Governance and Adaptation to Innovative Modes of Higher Education Provision

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