An exploration of taught master’s student perceptions of UK dissertation supervision

Authors

  • Stephanos Anastasiadis School of Business and Management, Royal Holloway University of London
  • Justin O'Brien Royal Holloway University of London School of Business and Management

DOI:

https://doi.org/10.47408/jldhe.v0i16.490

Keywords:

taught master’s, dissertation supervision, student perceptions, student experience, international students

Abstract

This paper presents the results of an investigation into taught master’s students’ expectations and experience of being supervised during their final project. It does so using exploratory survey and focus group data from one UK institution with a high proportion of international students. The paper adds to the limited literature on master’s students’ experience, and makes two further main contributions. It finds that students both expect supervisor engagement and respond well to it, and argues that focusing on key elements of the dyadic supervision process can disproportionately improve student’s overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.

Author Biographies

Stephanos Anastasiadis, School of Business and Management, Royal Holloway University of London

Formerly Senior Lecturer in Organisations and Sustainability School of Business and mangeent Royal Holloway. Teaches on business ethics and sustainability. Research interests centre on organizational approaches to sustainability and the responsible use of organizational power. 

 

Justin O'Brien, Royal Holloway University of London School of Business and Management

Senior Lecturer & Co-Director for Student Experience

Senior Lecturer in Strategy and Marketing.  National Teaching Fellow.  Director of Undergraduate Education.  

 

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Published

17-12-2019

How to Cite

Anastasiadis, S. and O’Brien, J. (2019) “An exploration of taught master’s student perceptions of UK dissertation supervision”, Journal of Learning Development in Higher Education, (16). doi: 10.47408/jldhe.v0i16.490.

Issue

No. 16 (2019)

Section

Papers

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