This paper studies which grading systems students choose for their degree projects when they are given the choice. Furthermore, the motivational factors behind making this choice are investigated. ...Student record data and a survey of students conducting their degree projects are used to study whether students prefer the Pass/Fail or A-F grading scale for their degree projects. Data from study record transcripts show that 55% of students selected the Pass/Fail scale, whereas 45% opted for the A-F grading scale. The grade point average score among students choosing the Pass/Fail scale is somewhat higher compared to students who choose the A-F grading scale. Reduced stress associated with writing the degree project motivates those who choose the Pass/Fail grading scale. Enhanced motivation to do a good job on the thesis work and perceived good chances of receiving an A grade motivate students who choose the A-F grading scale.
Master's thesis supervision is a complex task given the two-fold goal of the thesis (learning and assessment). An important aspect of supervision is the supervisor-student relationship. This ...quantitative study (N = 401) investigates how perceptions of the supervisor-student relationship are related to three dependent variables: final grade, perceived supervisor contribution to learning, and student satisfaction. The supervisor-student relationship was conceptualised by means of two interpersonal dimensions: control and affiliation. The results indicated that a greater degree of affiliation was related to higher outcome measures. Control was positively related to perceived supervisor contribution to learning and satisfaction, but, for satisfaction, a ceiling effect occurred. The relation between control and the final grade was U-shaped, indicating that the average level of perceived control is related to the lowest grades. The results imply that it is important for supervisors to be perceived as highly affiliated and that control should be carefully balanced.
Over the course of my career, I have experienced the thesis in different ways. This reflection paper will relay my encounters with what I am calling "thesis-objects" (to borrow a concept from object ...relations). I encountered the thesis-objects at different phases of my professional development: when I was a student, a supervisor for Smith MSW students, a PhD applicant, and chair of the Alumni Thesis Award Committee. My relationship with each thesis-object has refined me and granted me new perspective and personal growth. When I was a student, the thesis was a coach helping me develop tools to answer important questions. When I was a supervisor, the thesis was a bridge-builder, strengthening my relationships with supervisees. Then, when I was a PhD applicant, the thesis was a door-opener, providing me means to access PhD opportunities. Now that I am a chair, the thesis is a teacher opening my eyes to new intellectual terrain and pressing social problems.
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly ...writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master's theses, peer written feedback, audio-recordings of oral peer feedback conferences and the finalised master's theses, this case study examines how three master's students affectively, behaviourally and cognitively engaged with peer feedback on drafts of their thesis in a Master of Education programme at a Macau university. The findings show that the relationship between sub-constructs within each dimension and the relationships between the three dimensions of student engagement were interconnected in a dynamic and complex way. While there were individual differences among the three students' engagement, their affective engagement could promote or negatively influence their behavioural and cognitive engagement. This study builds our understanding of the multifaceted nature of master's students' engagement with peer feedback. It provides pedagogical implications about how peer feedback can enhance the quality of master's students' academic writing and sheds light on how to guide students to establish scholarly learning communities in higher education.
The use and usefulness of theory Brunsson, Karin
Scandinavian journal of management,
06/2021, Letnik:
37, Številka:
2
Journal Article
Recenzirano
This commentary paper starts from the presumption that theory is a cherished academic concept, to which social scientists frequently refer, despite – or because of – the hazy meaning of this concept. ...What happens when the meaning of theory is clarified, and theories are described as distinct entities, even as tools to be used by all students within an academic discipline, such as that of business administration? It is suggested that full-fledged theories obstruct the usefulness of theory, which should be experience and intuition based and allow for discoveries, theorizing and new concepts. The history and traditional outlook of the business administration discipline help explain its devotion to theory.
This paper aims to provide a logical and comprehensive systematic review of MA students’ theses related to professional development (PD) in an educational institution in the Mekong Delta of Vietnam. ...This systematic review used a qualitative method to analyze 28 unpublished PD theses (2010 – 2020) in a graduate program of a public tertiary institution in the Mekong Delta, Vietnam. There were four main research concerns, including (1) research aims, (2) research methodology, (3) findings, and (4) limitations of the theses. After the review, a list of strengths and weaknesses of these studies is found, evaluated, and presented in this article. The review shows that these studies did contribute diverse knowledge and practices of PD in the educational system of Vietnam, particularly in the Mekong Delta. On the other hand, the data collection instruments and research designs needed improvement to a certain extent. Specifically, observations were not used much in the theses. Besides, the candidate researchers overused a descriptive research design for their theses. Thanks to the analysis, some implications and new ideas for further research in PD are discussed at the end of this paper.
.
Across many years of teaching Research Methods and assessing many applications for admission into higher degree studies which require an understanding of theories, principles, strategies and skills ...needed to complete a higher degree such as a Masters or a PhD, one of the things I have found problematic for many students is the inability to articulate differences between theory, theoretical framework and a conceptual framework for a proposed research project. This paper uses experiential methodology to draw upon my experience in practice, and systematic literature review methodology to draw upon supporting scholarly literature by leaders in the field, to contribute to existing knowledge on the meaning of each of these concepts, and more importantly to distinguish between them in a study of Research Methods, and in particular as they relate to designing a research proposal and a thesis for a higher degree. The primary aim is to help the reader develop a firm grasp of the meaning of these concepts and how they should be used in academic research discourses. The review answers five questions. 1. What does each of these terms mean? 2. When and how should each be used? 3. What purposes does a theoretical framework serve? 4. How do you develop a theoretical framework for your research proposal or thesis? 5. What does a good theoretical framework look like?
Purpose of the study: This study has unearthed the serious challenges faced postgraduate students in the University of Technology in either over-using or miss-using of some reporting verbs which make ...their work monotonous and repetitive
Methodology: The study is based on a small corpus consisting of the Introduction (henceforth LR) in 3 master theses written by students from the University of Technology who finished their Master's degree in engineering. It is important to mention here that the term” writer” is used to refer to the master student who is reporting information and ideas of the previous studies written in the same field and the term “source” refers to the person who is being reported as a reference in the study.
Results: The analysis revealed the students' preference to use factive verbs more than non-factive verbs; however, they are non-willing to use counter-factive verbs in writing the Introductions. This indicates their inability to challenge existing knowledge in the field effectively.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Evaluative Functions of Reporting Verbs in the Introductions of Master Theses is presented in a comprehensive and complete manner.
Writing abstracts requires a more disciplined style of writing, with higher demands on both form and substance. Graduate students are expected to produce scholarly outputs attuned to the rhetorical ...and linguistic conventions of abstract writing, acceptable to a wider academic community. Thus, this study examined the usage, distribution, and order of moves, along with the identification of selected lexico-grammatical features of 43 masters’ thesis abstracts from nine graduate programs of a state university. Using descriptive research design, following Hyland’s five-move analysis framework, findings revealed that the presentation of the introduction (I), purpose (P), method (M), product (Pr), and conclusion (C) moves in the abstracts varies across programs. However, the I-move was found to be optional, but all four moves (P, M, Pr, C) were found to be conventional, with a semi-linear structure as P-M-Pr-C. Results further revealed that the lexico-grammatical features of thesis abstracts such as modal choice, use of verb tense and voice, and utilization of nominalization were influenced by the nature of the move type and discipline, along with the authors' emphasis and goal in writing. Conversely, the abstract length of these abstracts was more than twice the number of words suggested by different citation systems, implying a lack of brevity. Based on these findings, the University Graduate School is encouraged to suggest specific guidelines in thesis abstract writing. Lastly, genre-based approach via explicit instruction to promote consistency in lexico-grammatical features of abstracts is highly recommended.
Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a ...key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative framework of what is currently known about elements and their relationships that constitute effective master's thesis supervision, focusing on the interactions between individual students and supervisors. We develop an input-process-outcome framework based on 36 existing studies, identifying student and supervisor outcomes, characteristics of an effective student-supervisor relationship along with actions that students and supervisors can take to create and maintain it, along with student and supervisor characteristics that serve as critical inputs for an effective supervision process. We find that current research emphasizes the role of supervisor attitudes and actions in relation to the student-supervisor relationship, while future research is needed on student actions, supervisor learning over time, and contextual characteristics. Following our framework, we generate avenues for future research and summarize effective supervision practices in the dynamic and complex context of master's thesis supervision.
•We present a summative framework of effective master's thesis supervision based on prior research.•Outcomes of effective supervision include reactions, learning, and results.•Supervisor and student actions drive effective relationships and outcomes.•Our framework specifies student and supervisor KSAO as inputs.•We formulate avenues for future research and evidence-based supervisor best practices.
PDF
