Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and t...

Concept Mapping: Benefits and Challenges in Higher Education

A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N = 1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the ...

Master’s thesis projects: student perceptions of supervisor feedback

Nursing students' understanding of critical thinking and appraisal and academic writing: a descriptive, qualitative study.

Dissertations are positioned as the capstone of an undergraduate degree, bringing together what students have previously learned from their programmes through a piece of independent research. However, there is limited research into the ways in which engaging in a dissertation has an impact on students’ understandings of disciplinary knowledge. In this article, we explore the relations between students’ accounts of sociological knowledge in their second and third years and how they engage with sociological knowledge in their dissertations. We argue that for the work of the dissertation to have an impact on students’ understanding of sociological knowledge, students need to see their discipline as providing a way of answering their research questions. We explore the implications of this argument for both our understanding of the role of dissertations and research-based learning in universities more generally.

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How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?

Becoming a doctor can be viewed as a highly personal and unique experience, which is why many factors influence the completion or non-completion of the doctoral degree. The attention in previous research has been on the students' characteristics, and the university faculty role in promoting degree progress. Therefore, more research is needed on the alternative routes that doctoral students take as part of a flexible doctoral education. The purpose of this study is to increase understanding of the different types of doctoral students in industrial engineering and management, and their different study processes. We explore the study processes of 25 doctoral students using a narrative analysis approach. Doctoral students' processes are categorized into three groups according to the strategies that students take in their progress: the Project Manager, the Wanderer, and the Hobbyist. We report clear differences across the different study processes in the students' working methods, use of supervisory and peer s...

Different Types of Doctoral Study Processes.

Writing a thesis can be characterized as the ultimate self-regulated learning task. Consequently, it is often a source of great anxiety for may students of higher education. Therefore, identifying the correlates of students' attitude to writing a thesis is essential if students are to be guided successfully through this process. In this paper some correlates of students' attitude to writing a thesis are identified and a general hierarchical path model is proposed in which action-control belief variables are seen as having both direct and indirect effects on students' attitude to writing a thesis. Using a sample of 90 undergraduate and graduate students, a modified version of the proposed model in which action-control belief variables had only an indirect effect on students' attitude to writing a thesis mediated through two academic orientation variables was found to fit the data best. This final model accounted for a large proportion of the repeatable variance in the two academic orientation variables and...

A Path Model for Students' Attitude to Writing a Thesis

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A Path Model for Students' Attitude to Writing a Thesis