Citations (61)
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Annelie Ädel, Julie Skogs, Charlotte Lindgren & Monika Stridfeldt. (2024) The supervisor and student in Bachelor thesis supervision: a broad repertoire of sometimes conflicting roles. European Journal of Higher Education 14:2, pages 207-227.
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Sofia Jusslin & Anna Widlund. (2024) Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach. Teaching in Higher Education 29:1, pages 233-250.
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Timothy Laurie & Liam Grealy. (2023) Curious care: tacit knowledge and self-trust in doctoral training. Pedagogy, Culture & Society 0:0, pages 1-16.
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Riina Koris & Rauno Pello. (2023) We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation. Assessment & Evaluation in Higher Education 48:5, pages 736-747.
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Voicu D. Dragomir & Mădălina Dumitru. (2023) Impact of student-level factors and university support on completion of a master’s thesis in accounting. Accounting Education 0:0, pages 1-29.
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Annlizé L. Marnewick. (2023) A supervision approach to facilitate learning during the master’s research journey. Teaching in Higher Education 28:2, pages 357-372.
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Tugba Koc & Kubra Caliskan. (2023) Phubbing phenomenon in educational environments: examining the impact of supervisor phubbing on student outcomes. Journal of Further and Higher Education 47:1, pages 15-30.
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Marjolein Haagsman, Basten Snoek, Anton Peeters, Karin Scager, Frans Prins & Martijn van Zanten. (2021) Examiners’ use of rubric criteria for grading bachelor theses. Assessment & Evaluation in Higher Education 46:8, pages 1269-1284.
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Felix Strebel, Stefan Gürtler, Beat Hulliger & Johan Lindeque. (2021) Laissez-faire or guidance? Effective supervision of bachelor theses. Studies in Higher Education 46:4, pages 866-884.
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Ann Macfadyen, Christine English & Maggie Coates. (2020) Articulating and developing supervisory skills through collaborative action research. International Journal for Academic Development 25:4, pages 324-336.
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Marta Kowalczuk-Walędziak, Amélia Lopes, James Underwood, Linda Daniela & Otilia Clipa. (2020) Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education 31:4, pages 459-479.
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Gerard Dericks, Edmund Thompson, Margaret Roberts & Florence Phua. (2019) Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education 44:7, pages 1053-1068.
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Gayle Pringle Barnes & Ming Cheng. (2019) Working independently on the dissertation proposal: experiences of international Master’s students. Journal of Further and Higher Education 43:8, pages 1120-1132.
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Bas T. Agricola, Frans J. Prins, Marieke F. van der Schaaf & Jan van Tartwijk. (2018) Teachers’ diagnosis of students’ research skills during the mentoring of the undergraduate thesis. Mentoring & Tutoring: Partnership in Learning 26:5, pages 542-562.
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Jen Ross & Philippa Sheail. (2017) The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance. Teaching in Higher Education 22:7, pages 839-854.
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Paul Ashwin, Andrea Abbas & Monica McLean. (2017) How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?. Assessment & Evaluation in Higher Education 42:4, pages 517-530.
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Frans J. Prins, Renske de Kleijn & Jan van Tartwijk. (2017) Students’ use of a rubric for research theses. Assessment & Evaluation in Higher Education 42:1, pages 128-150.
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Yanjuan Hu, Roeland Matthijs van der Rijst, Klaas van Veen & Nico Verloop. (2016) The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors. Higher Education Research & Development 35:5, pages 910-924.
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Renske A.M. de Kleijn, Larike H. Bronkhorst, Paulien C. Meijer, Albert Pilot & Mieke Brekelmans. (2016) Understanding the up, back, and forward-component in master's thesis supervision with adaptivity. Studies in Higher Education 41:8, pages 1463-1479.
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Susan Camille van Schalkwyk, Deborah Murdoch-Eaton, Ara Tekian, Cees van der Vleuten & Francois Cilliers. (2016) The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104. Medical Teacher 38:5, pages 429-442.
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Renske A. M. de Kleijn, Paulien C. Meijer, Albert Pilot & Mieke Brekelmans. (2014) The relation between feedback perceptions and the supervisor–student relationship in master's thesis projects. Teaching in Higher Education 19:4, pages 336-349.
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Hong T.M. Bui. (2014) Student–Supervisor Expectations in the Doctoral Supervision Process for Business and Management Students. Business and Management Education in HE 1:1, pages 12-27.
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Renske A.M. de Kleijn, M. Tim Mainhard, Paulien C. Meijer, Mieke Brekelmans & Albert Pilot. (2013) Master’s thesis projects: student perceptions of supervisor feedback. Assessment & Evaluation in Higher Education 38:8, pages 1012-1026.
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Robert O. Vos & Susan H. Kamei. Ensuring timely completion and successful thesis outcomes: a case study of an online GIS master’s degree program. Journal of Geography in Higher Education 0:0, pages 1-23.
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Reza Ahmadi & Hiwa Weisi. A phenomenological inquiry into students’ research practice experiences in Iran’s higher education: special focus on supervisor-student relationships. Studies in Higher Education 0:0, pages 1-14.
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Articles from other publishers (36)
Anand Krishna & Julia Grund. (2024) Student-Perceived Supervisor Motivation and Grade Pressure as Predictors of German Psychology Students’ Thesis Motivation. Psychology Learning & Teaching.
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Therese Grohnert, Lena Gromotka, Inken Gast, Laurie Delnoij & Simon Beausaert. (2024) Effective master's thesis supervision – A summative framework for research and practice. Educational Research Review 42, pages 100589.
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Yufan Shang, Jun Xu & Huihui Liu. (2023) Supervisor developmental feedback and postgraduate student creativity: a relationship quality perspective. Higher Education 87:2, pages 381-399.
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Meijun Liu, Sijie Yang, Yi Bu & Ning Zhang. (2023) Female early-career scientists have conducted less interdisciplinary research in the past six decades: evidence from doctoral theses. Humanities and Social Sciences Communications 10:1.
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Tasleem Ras, Louis Stander Jenkins, Colin Lazarus, Jacques Janse van Rensburg, Richard Cooke, Flavia Senkubuge, Abegail N Dlova, Veena Singaram, Emma Daitz, Eric Buch, Lionel Green-Thompson & Vanessa Burch. (2023) “We just don’t have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa. BMC Medical Education 23:1.
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Michael Brenner, Anja Nikola Weiss-Breckwoldt, Flurin Condrau & Jan Breckwoldt. (2023) Does the ‘Educational Alliance’ conceptualize the student - supervisor relationship when conducting a master thesis in medicine? An interview study. BMC Medical Education 23:1.
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Francisco Jose Leria Dulcic, Viviana Ávalos Órdenes & Patricia Ester Sasso Orellana. (2023) Mejora de la calidad de los seminarios de grado de pedagogía en educación para la primera infancia a partir de un enfoque de retroalimentación correctiva. EDUCATECONCIENCIA 31:39, pages 6-34.
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María Luz Morales-Botello & Carlos Moreno Martínez. (2022) Semi-guided learning tool as framework for STEM students learning: A case study for final year projects. Education and Information Technologies 28:2, pages 1535-1557.
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Ana Arán Sánchez. 2023. Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises. Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises
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Irene van der Marel, Lisette Munneke & Elly de Bruijn. (2022) Supervising graduation projects in higher professional education – A literature review. Educational Research Review 37, pages 100462.
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Emmanuel K. Opoku, Li-Hsin Chen & Sam Y. Permadi. (2022) The dissertation journey during the COVID-19 pandemic: Crisis or opportunity?. Journal of Hospitality, Leisure, Sport & Tourism Education 30, pages 100374.
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Pouria Sarhadi, Wasif Naeem, Karen Fraser & David Wilson. (2022) On the Application of Agile Project Management Techniques, V-Model and Recent Software Tools in Postgraduate Theses Supervision. IFAC-PapersOnLine 55:17, pages 109-114.
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Tarja Tuononen & Anna Parpala. (2021) The role of academic competences and learning processes in predicting Bachelor’s and Master’s thesis grades. Studies in Educational Evaluation 70, pages 101001.
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Wenyan Liang, Shuiyun Liu & Chenxu Zhao. (2021) Impact of student-supervisor relationship on postgraduate students’ subjective well-being: a study based on longitudinal data in China. Higher Education 82:2, pages 273-305.
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Hamid Keshavarz & Mohammad Reza Shekari. (2020) Factors affecting topic selection for theses and dissertations in library and information science: A national scale study. Library & Information Science Research 42:4, pages 101052.
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Ahmad Sadeghi, Parisa Doostani & Shi Hu. (2020) Confirmatory Factor Analysis of the Career Feedback Inventory in an Iranian High School Students Sample. Iranian Evolutionary and Educational Psychology Journal 2:1, pages 46-56.
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Fidel Martínez-Roget, Pilar Freire Esparís & Emilia Vázquez-Rozas. (2020) University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation. Education Sciences 10:2, pages 29.
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Karin J. Gerritsen-van Leeuwenkamp, Desirée Joosten-ten Brinke & Liesbeth Kester. (2019) Students’ perceptions of assessment quality related to their learning approaches and learning outcomes. Studies in Educational Evaluation 63, pages 72-82.
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Vera Woloshyn, Michael J. Savage, Snezana Ratkovic, Catherine Hands & Dragana Martinovic. (2019) Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education. International Journal of Mentoring and Coaching in Education 8:4, pages 397-411.
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Arzu EKOÇ. (2019) Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in TurkeyTürkiye’de İngiliz Dili Eğitimi Alanında Lisansüstü Yapan Öğrencilerin Tez Yazarken Karşılaştıkları Zorluklar. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20:1, pages 152-164.
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Lynn Vos & Kate Armstrong. (2019) Context and process challenges associated with supervising postgraduate dissertations: An example from marketing. The International Journal of Management Education 17:1, pages 47-61.
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Maggie Hartnett & Peter Rawlins. 2019. Enhancing the Role of ICT in Doctoral Research Processes. Enhancing the Role of ICT in Doctoral Research Processes
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Johann A. Briffa & Simon Lygo-Baker. (2018) Enhancing Student Project Selection and Allocation in Higher Education Programmes. Enhancing Student Project Selection and Allocation in Higher Education Programmes.
Anand Krishna & Sebastian M. Peter. (2018) Questionable research practices in student final theses – Prevalence, attitudes, and the role of the supervisor’s perceived attitudes. PLOS ONE 13:8, pages e0203470.
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M Luisa Del Río, Rosario Díaz-Vázquez & José M Maside Sanfiz. (2017) Satisfaction with the supervision of undergraduate dissertations. Active Learning in Higher Education 19:2, pages 159-172.
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V. Dao Truong & Timo Dietrich. (2017) Master’s thesis research in social marketing (1971-2015). Journal of Social Marketing 8:1, pages 58-98.
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Alejandro Proestakis-Maturana & Walter Terrazas-Núñez. (2017) Formación en investigación y supervisión en programas de doctorados. Magis. Revista Internacional de Investigación en Educación 10:20, pages 85.
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Roeland van der Rijst. 2017. Research-Based Learning: Case Studies from Maastricht University. Research-Based Learning: Case Studies from Maastricht University
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Bert Slof, Danique Nijdam & Jeroen Janssen. (2016) Do interpersonal skills and interpersonal perceptions predict student learning in CSCL-environments?. Computers & Education 97, pages 49-60.
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Mette Sagbakken & Maria Theresa Konow-Lund. (2014) Å bære lykten eller være følgesvenn?. Uniped 37:4, pages 32-45.
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Cristina Casado-Lumbreras & Ricardo Colomo-Palacios. (2014) Online coaching in thesis supervision. Online coaching in thesis supervision.
Kristian Firing, Anne Torhild Klomste & Frode Moen. (2013) Masterstudenters opplevelse av møter med veileder: Det er veiledningen som gjør at en føler at en mestrer. Uniped 36:2, pages 81-92.
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H. P. K. N. Hewawsasm. (2021) Challenges and difficulties of the junior academics concerning their postgraduate studies in the Social Sciences, with Special reference to the University of Sri Jayewardenepura; A case study. SSRN Electronic Journal.
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