Good undergraduate dissertation supervision: perspectives of supervisors and dissertation coordinators

References

• Armitage, A. (2007). Supervisory power and postgraduate supervision. International Journal of Management Education, 6, 18–29. doi:10.3794/ijme.62.179
   Google Scholar
• Australian Qualifications Framework Council. (2013). Australian Qualifications Framework second edition January 2013. Retrieved from https://www.aqf.edu.au/aqf-second-edition-january-2013
   Google Scholar
• Baker, M., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilizing group work. Nurse Education Today, 34, 637–642. doi:10.1016/jnedt.2013.05.006
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618. doi:10.1007/s10734-013-9624-x
   Web of Science ®Google Scholar
• Brew, A., & Jewell, E. (2012). Enhancing quality learning through experiences of research-based learning: Implications for academic development. International Journal for Academic Development, 17(1), 47–58. doi:10.1080/1360144X.2011.586461
   Google Scholar
• Brew, A., & Mintai, L. (2017). Academics’ perceptions of the challenges and barriers to implement research-based experiences for undergraduates. Teaching in Higher Education, 22, 551–568. doi:10.1080/13562517.2016.1273216
   Web of Science ®Google Scholar
• Brydon, K., & Flynn, C. (2013). Expert companions? Constructing a pedagogy for supervising honours students. Social Work Education, 33, 365–380. doi:10.1080/02615479.2013.791971
   Google Scholar
• Butterfield, L. D., Borgen, W. A., Amundson, N. E., & Maglio, A. S. T. (2005). Fifty years of the critical incident technique: 1954–2004 and beyond. Qualitative Research, 5, 475–497. doi:10.1177/1468794105056924
   Google Scholar
• Christie, M. (2007). Using critical incident technique to improve the supervision of PhD students. Pedagogical Papers Series, 1(Autumn), 1–63.
   Google Scholar
• Boyer Commission. (1998). Re-inventing undergraduate education: A blueprint for America’s research universities. Stony Brook, NY: Carnegie Foundation for University Teaching.
   Google Scholar
• Cook, M. C. F. (1980). The role of academic supervisor for undergraduate dissertations in science and science-related subjects. Studies in Higher Education, 5, 173–185. doi:10.1080/03075078012331377206
   Web of Science ®Google Scholar
• Day, J., & Bobeva, M. (2007). Applying performance management principles to a learning environment for undergraduate dissertations: A case study. The International Journal for Quality and Standards, 9, 217–239.
   Google Scholar
• Evans, B. (2007). Doctoral education in Australia. In S. Powell & H. Green (Eds.), The doctorate worldwide (pp. 105–119). Maidenhead: Society for Research into Higher Education & Open University Press.
   Google Scholar
• Evans, T., Lawson, A., McWilliam, E., & Taylor, P. (2005). Understanding the management of doctoral studies in Australia as risk management. Studies in Research, 1, 1–11.
   Google Scholar
• Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358. doi:10.1037/h0061470
   PubMed Web of Science ®Google Scholar
• Geffen, G. M. (1993). The scientist-practitioner model: What is the role of the fourth year in psychology? Australian Psychologist, 28, 35–38. doi:10.1080/00050069308258863
   Web of Science ®Google Scholar
• Grant, B., & Graham, A. (1999). Naming the game: Reconstructing graduate supervision. Teaching in Higher Education, 4, 77–89. doi:10.1080/1356251990040105
   Google Scholar
• Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
   Google Scholar
• Healey, M., Lannin, L., Stibble, A., & Derounin, J. (2013). Developing and enhancing undergraduate final-year projects and dissertations. Retrieved from https://www.heacademy.ac.uk/node/8079
   Google Scholar
• Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. doi:10.1002/sce.20173
   Web of Science ®Google Scholar
• Jamieson, S., & Gray, C. (2006). The supervision of undergraduate research students: Expectations of student and supervisor. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 1, 37–59. Retrieved from http://community.dur.ac.uk/pestlhe.learning/index.php/pestlhe/article/view/125/142
   Google Scholar
• Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: Administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher Education, 58(6), 841–855. doi:10.1007/s10734-009-9228-7
   Web of Science ®Google Scholar
• Kiley, M., Boud, D., Cantwell, R., & Manathunga, C. (2009). The role of honours in contemporary Australian higher education. Report commissioned by the Australian Learning and Teaching Council. Retrieved from http://www.aushons.anu.edu.au/
   Google Scholar
• Kiley, M., Boud, D., Manathunga, C., & Cantwell, R. (2011). Honouring the incomparable: Honours in Australian universities. Higher Education, 62, 619–633. doi:10.1007/s10734-011-9409-z
   Web of Science ®Google Scholar
• Kiley, M., & Cumming, J. (2014a). Enhanced learning pathways and support for coursework master’s students: Challenges and opportunities. Higher Education Research & Development, 34, 105–116. doi:10.1080/07294360.2014.934335
   Web of Science ®Google Scholar
• Kiley, M., & Cumming, J. (2014b). The impact of changing government policies and institutional practices on master’s by coursework students in Australia: A viable pathway to the PhD? Journal of Higher Education Policy and Management, 36, 99–111. doi:10.1080/1360080X.2013.861052
   Google Scholar
• Kite, J., Russo, S., Couch, P., & Bell, L. (2012). The honours year – A reflection on the experience from four former students. Journal of Geography in Higher Education, 36, 165–177. doi:10.1080/03098265.2011.599368
   Web of Science ®Google Scholar
• Lee, A. (2012). Successful research supervision: Advising students doing research. New York, NY: Routledge.
   Google Scholar
• Lee, N., & Loton, D. (2017). Capstone purposes across disciplines. Studies in Higher Education. Advance online publication. doi:10.1080/03075079.2017.1347155
   Google Scholar
• Long, E. C. J., & Mullins, D. (2012). Honors around the globe. Journal of the National Collegiate Honors Council, 13(2), 1–6.
   Google Scholar
• Lovitts, B. E. (2005). Being a good course‐taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30, 137–154. doi:10.1080/03075070500043093
   Web of Science ®Google Scholar
• Malcolm, M. (2012). Examining the implications of learner and supervisor perceptions of undergraduate dissertation research in business and management. Teaching in Higher Education, 17, 565–576. doi:10.1080/13562517.2011.641005
   Web of Science ®Google Scholar
• Manathunga, C. (2007). Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29, 207–221. doi:10.1080/01580370701424650
   Google Scholar
• McMichael, P. (1992). Tales of the Unexpected: Supervisors’ and students’ perspectives on short‐term projects and dissertations. Educational Studies, 18, 299–310. doi:10.1080/0305569920180304
   Web of Science ®Google Scholar
• Nulty, D., Kiley, M., & Meyers, N. (2009). Promoting and recognising excellence in the supervision of research students: An evidence-based framework. Assessment & Evaluation in Higher Education, 34, 693–707. doi:10.1080/02602930802474193
   Web of Science ®Google Scholar
• Roberts, L. D. (2014). What constitutes ‘good’ supervision for course work dissertations? Student and supervisor perspectives. Paper presented at WA Teaching and Learning Forum 2014, Perth, Australia.
   Google Scholar
• Roberts, L. D. (2015). Best practice: Honours and coursework dissertation supervision. Final report. Retrieved from http://www.olt.gov.au/resource-dissertation-supervision
   Google Scholar
• Roberts, L. D. (n.d.). Project materials. Retrieved from http://www.dissertationsupervision.org/project-materials
   Google Scholar
• Rowley, J., & Slack, F. (2004). What is the future for undergraduate dissertations? Education and Training, 46, 176–181. doi:10.1108/00400910410543964
   Google Scholar
• Sambrook, S., Irvine, F., & Bradbury-Jones, C. (2006). Exploring doctoral supervision from three perspectives: A collaborative autoethnography employing the critical incident technique. In 12th Qualitative Health Research Conference, Edmonton, Canada.
   Google Scholar
• Stefani, L. A. J., Tariq, V.-N., Heylings, D. J. A., & Butcher, A. C. (1997). A comparison of tutor and student conceptions of undergraduate research project work. Assessment and Evaluation in Higher Education, 22, 271–288. doi:10.1080/0260293970220302
   Google Scholar
• Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11, 161–173. doi:10.1080/13562510500527693
   Web of Science ®Google Scholar
• Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: Current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13, 1–19. doi:10.1080/14780887.2015.1075641
   Web of Science ®Google Scholar
• Wisker, G. (2009). The Undergraduate Research Handbook. New York, NY: Palgrave MacMillan.10.1007/978-0-230-36496-7
   Google Scholar