GEES Conference Manchester 2005 The dissertation in GEES disciplines: evaluation of the dissertation...

GEES Conference Manchester 2005

The ‘dissertation’ in GEES disciplines: evaluation of the dissertation ‘learning experience’ and student contributions

to its improvement

Margaret Harrison(University of Gloucestershire)

Brian Whalley(Queen’s University Belfast)


Structure of presentation

• Introduction and the project• Methodology• Findings • What do these findings reveal?• Other material from the project


Introduction - a dissertation

What various authors have said:

‘Most undergraduate courses in geography and related disciplines include a dissertation as part of the assessment.’ (Parsons & Knight, 2005:3)

‘Getting a dissertation together is a very different activity, requiring different skills, to assembling an essay.’ (Kneale, 2003:168)

‘The big difference between this and your previous work is that you will be doing the dissertation on your own.’ (Walliman, 2004:3)

‘Students invest a great deal of time and energy in producing dissertations and theses’. (Race, 2001:82)


The project

“Combining student independent learning and peer advice to improve the quality of undergraduate dissertations”

AIMTo develop a student-centred, inter-active learning facility to assiststudents undertaking a dissertation in the GEES disciplines


The project - objectives

OBJECTIVES To determine, by interviews, the major problems faced by students

in the production of their dissertations To determine what advice students (having produced a dissertation)

would give to students about to prepare a dissertation To produce a website/portal which contains this information as well

as advice and general 'how to..' documentation of generic and specific assistance

To determine how the 'dissertation experience' has assisted

students gaining employment or further study To provide generic comments and information for tutors in other

areas beyond GEES


Methodology

Questionnaires to students/graduates who have just completed a

dissertation, some were interviewed later.

We were particularly interested in obtaining their views of the dissertation learning experience:

• How did they actually get on? • What information did they really need?• What problems did they actually have?

Question:What words do you think your students use when talking about thedissertation learning experience?


What we actually did!

Questionnaires (UoG and QUB)

Students/graduates from 2003/2004– Round 1 November 2004 (57 responses)– Round 2 Feb 2005 (25 Responses)

Students/graduates from 2004/2005– Round 3 May and October 2005 (55 responses)

These give a reasonable student-centred view of the dissertation

learning experience for two cohorts of students in two institutions.


Findings 2003/2004 - What students liked

Independent research / develop own topic

Fieldwork and data collection

Satisfaction and sense of achievement


Findings 2004/2005 - What students liked

Independent research / develop own topic

Fieldwork and data collection

Satisfaction and sense of achievement


Findings 2003/2004 – what students didn’t like

Write up of a large project

Time management and keeping to deadlines


Findings 2004/2005 – what students didn’t like

Write up of a large project

Time management

Typing/proofreading etc


Findings 2003/2004 – Things considered to be difficult

Knowing what was expected in a dissertation

Deciding on a topic

Time management

Knowing how much reading to undertake

Balancing with other study demands


Findings 2004/2005 – Things considered to be difficult

Knowing what was expected in a dissertation

Deciding on a topic

Time management

Knowing how much reading to undertake

Balancing with other study demands


Findings 2003/2004 – Advice students would give to others

Carry out fieldwork early

Begin research reading and write up early

Take care in deciding topic


Findings 2004/2005 – Advice students would give to others

Employ effective time management

Seek guidance

Take care deciding topic

Start early


Findings 2003/2004 – Things the School/Advisor could have done better

More guidance on research skills

Advisor could have made more time

Advisor could have taken more interest

Advisor could have given more specific guidance

Been given a list of topic to choose from


Findings 2004/2005 – Things the School/Advisor could have done better

Negative attitude of advisor


What some students actually said when it was all over!

I felt that undertaking a dissertation was the crowning achievement in my degree. (2004-05 UoG36)

I loved developing my idea through initial concept to final report(2004-05 QUB)

It felt amazing to complete a large project from one simple idea.(2004-05 QUB11)

It was a good learning experience (2003-04 UoG13)

At first the prospect of carrying out a dissertation was fairly daunting. However, the freedom to choose a topic which really interested me was a motivational factor. It was really satisfying to have completed the study successfully whilst improving my time management and organisational skills. (2003-04 UoG20)



From Level I I had dreaded the prospect of doing what seemed a huge piece of work. (2003-04 UoG5)

Initially I felt daunted and unprepared to complete such a project successfully (2003-04 UoG2)

Stress during the project… a sense of achievement when it was bound(2004-5 QUB15)

There is no doubting completing my dissertation was one of the most stressful times of my life but at the same time the most rewarding(2004-5 QUB10)

I enjoyed having the chance to show what I am capable of. I found it very stressful at times, but achieved huge sense of satisfaction when over (2003-04 UoG19)



My USB pen was stolen 2 weeks before due date - it contained most of my work (2004-5 QUB37)

When undertaking the dissertation I felt lost, stress, confused and unsure. When completing I was relieved happy and satisfied and pleased with myself.(2004-05 UoG33)

I felt miserable, alone, tired and like giving up. I thought that it was a waste of time and effort. I did not value my dissertation at all, I only value the excellent support I got from the lab technicians – not that which I got from my advisor. (2004-05 UoG 50)

I felt alone in doing my dissertation with no help and guidance. (2004-05 QUB40)

I thought that for the effort I put in, the module should have been worth a lot more - disproportionate workload (2004-05 QUB24)


Advice proffered Keep a record of your work in a log book

Keep in touch with your supervisor and others

Stay involved with it, don't let it slip

Start early; complete fieldwork as early as possible

Don't underestimate the time it is going to take

Make sure it is in a subject area you enjoy

Be realistic about what you intend to cover

See it as an opportunity not a chore

Read as much as possible

Don’t compare your progress or dissertation style with others, everyone is a bit different.

START EARLY – everyone will tell you that so take notice! (2004-05 UoG24)


What do these findings reveal?Students have some very strong opinions about doing a dissertation

UoG and QUB students share many things in common

Students valued: Freedom to choose own topicIndependence of research/fieldworkOpportunity to demonstrate ability

Students have issues with: Time managementSize of project/ write upBalancing with other studiesMotivation if topic not rightKnowing what is expected


What do these findings reveal? Students need to be prepared and supported throughout the dissertationstudy process

Students rely on staff and fellow students to help them succeed.

But as staff do we:• know what sort of preparation students need?

• know what type of support students need?

• place too much emphasis on the dissertation?

Does a dissertation serve the right purpose?


Other information(and reading between the lines)

Interview and informal meetings (QUB) post L2 exam but prior to summer suggest high levels of stress and uncertainty (but also some excitement).

A support mechanism required at this time of year?

Handbooks only provide some (even a little) of the information students need, lectures provide some additional information.

Students could really do with more independent learning?

Staff comments that good contact with supervisor is vital

What do we do if there is a poor relationship/poor supervisor?


Other material from the project

DISCUS website - The draft web site is in operation–(http://web.gg.qub.ac.uk/people/staff/whalley/teaching/DISCUS/index.html)

DISCUS includes interview video clips

Students are currently evaluating the website

Other informal interviews with students

Handbooks from 32 departments

GEES Conference Manchester 2005 The dissertation in GEES disciplines: evaluation of the dissertation...

Documents

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