Berlin, Humboldt Universität zu Berlin, Studienarbeit, 2012
Berlin, Humboldt University in Berlin, study work, 2012
Berlin, Humboldt Universität zu Berlin, Studienarbeit, 2012
Zugl.: Köln, Universität zu Köln, Masterarbeit, 2012
Zugl.: Köln, Universität zu Köln, Masterarbeit, 2012
Tensile: Cologne, University of Cologne, Master’s thesis, 2012
Student engagement has attracted much research attention in higher education because of various potential benefits associated with improved engagement. Despite extensive research on student ...engagement in higher education, little has been written about graduate students’ engagement with supervisory feedback. This paper reports on a study on student engagement with supervisory feedback on master’s theses conducted in the context of Nepalese higher education. The study employed an exploratory sequential mixed-methods design that drew on interviews and a questionnaire-based survey involving supervisors and students from four disciplines at a comprehensive university in Nepal. Analyses of the qualitative and quantitative data revealed significant differences between supervisors’ and students’ perceptions of all types (i.e., affective, cognitive, and behavioral) of student engagement. Significant disciplinary variations were also observed in supervisors’ and students’ perceptions of negative affect, cognitive engagement, and behavioral engagement. Furthermore, disciplinary background and feedback role interacted to shape perceptions of student engagement. These findings have implications for improving student engagement with supervisory feedback.
•102 master’s supervisors and 462 master’s students participated in this study.•We examined their perceptions of student engagement with supervisory feedback.•Students rated their feedback engagement markedly higher than supervisors did.•There were also significant variations in perceptions of engagement across disciplines.•Disciplinary background and feedback role jointly shaped the participants’ perceptions.
This paper provides insights into thesis supervisors' perceptions of the supervisory relationship and process in English-medium international master's degree programmes (IMDPs). It contributes to the ...field of supervisory pedagogy in a master's level education by examining how supervisors perceive their supervisory practices and what they consider to be the most important features for successful supervision. Twenty semi-structured interviews were conducted with thesis supervisors employed in five different Finnish universities. Qualitative content analysis was conducted. The results revealed that most of the interviewees perceive supervision as an asymmetric relationship in the context of a teaching model similar to Dysthe's (
2002
). Trust, topic selection, supervisors' support and the initial stage of supervision were regarded as the most important features during supervision. The article concludes with the recommendation that supervisors should have more opportunities to reflect on their supervisory practices.
•A theory or perspective help students unravel discoveries.•Theories and perspectives are consolidations to explain or understand a phenomenon.•In diversified research fields multiple theories and ...perspectives is a strength.•Theorizing requires a basic familiarity with different theories and perspectives.
The present paper is a reply to Brunsson (2021b), who wrote a commentary on the edited volume Theories and Perspectives in Business Administration (Eriksson-Zetterquist, Hansson & Nilsson, 2020). Although we agree with Brunsson on several points, we nevertheless argue that students need to learn about different theories and perspectives. First, the use of theories and perspectives as analytical tools will help students to describe and analyze a certain phenomenon. Second, to be able to theorize students need to acquire fundamental knowledge of the background and the specificities of the theory or perspective in use. Third, an awareness of the diversity of theories and perspectives that exists within the business administration discipline is a prerequisite to being able to contribute to the creation of new knowledge. Finally, we do not agree with Brunsson that the multitude of theories and perspectives in the business administration discipline is a sign of “an inferiority complex”. It is the outcome of the vitality and viability of the discipline.
Using a model of inputs-environment-process-outcomes, our focus is the students' point of view on writing the master's thesis in accounting. We analyze the factors that influence the complexity of a ...thesis and the satisfaction of students with it. We used the answers received on two matched questionnaires distributed during the second semester of the academic year 2021-2022. The results of the path analysis show that planning and involvement in research and university support can increase the effectiveness of students' time management and improve satisfaction with the research outcome. Resource use increases the thesis complexity, too. The paper comprises a couple of implications: first, the quality of the thesis depends to a great extent on the initial planning phase, indicating that university support is crucial during preliminary work; second, university management must ensure the existence of necessary resources, which are a complex mix of supervision, collaboration, guidelines, and scientific sources.
