The

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The dissertation in GEES disciplines
evaluation of the dissertation learning
experience and student contributions to its
improvement

• Margaret Harrison
• (University of Gloucestershire)
• Brian Whalley
• (Queens University Belfast)

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Structure of presentation

• Introduction and the project
• Methodology
• Findings
• What do these findings reveal?
• Other material from the project

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Introduction - a dissertation
What various authors have said Most
undergraduate courses in geography and related
disciplines include a dissertation as part of the
assessment. (Parsons Knight, 20053) Getting
a dissertation together is a very different
activity, requiring different skills, to
assembling an essay. (Kneale, 2003168) The
big difference between this and your previous
work is that you will be doing the dissertation
on your own. (Walliman, 20043) Students
invest a great deal of time and energy in
producing dissertations and theses. (Race,
200182)
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The project
Combining student independent learning and peer
advice to improve the quality of undergraduate
dissertations AIM To develop a student-centred,
inter-active learning facility to assist students
undertaking a dissertation in the GEES
disciplines
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The project - objectives

• OBJECTIVES
• To determine, by interviews, the major problems
  faced by students
• in the production of their dissertations
• To determine what advice students (having
  produced a dissertation) would give to students
  about to prepare a dissertation
• To produce a website/portal which contains this
  information as well
• as advice and general 'how to..' documentation
  of generic and specific assistance
• To determine how the 'dissertation experience'
  has assisted
• students gaining employment or further study
• To provide generic comments and information for
  tutors in other
• areas beyond GEES

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Methodology

• Questionnaires to students/graduates who have
  just completed a
• dissertation, some were interviewed later.
• We were particularly interested in obtaining
  their views of the dissertation learning
  experience
• How did they actually get on?
• What information did they really need?
• What problems did they actually have?
• Question
• What words do you think your students use when
  talking about the
• dissertation learning experience?

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What we actually did!

• Questionnaires (UoG and QUB)
• Students/graduates from 2003/2004
• Round 1 November 2004 (57 responses)
• Round 2 Feb 2005 (25 Responses)
• Students/graduates from 2004/2005
• Round 3 May and October 2005 (55 responses)
• These give a reasonable student-centred view of
  the dissertation
• learning experience for two cohorts of students
  in two institutions.

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Findings 2003/2004 - What students liked
Independent research / develop own topic
Fieldwork and data collection
Satisfaction and sense of achievement
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Findings 2004/2005 - What students liked
Independent research / develop own topic
Fieldwork and data collection
Satisfaction and sense of achievement
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Findings 2003/2004 what students didnt like
Write up of a large project
Time management and keeping to deadlines
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Findings 2004/2005 what students didnt like
Write up of a large project
Time management
Typing/proofreading etc
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Findings 2003/2004 Things considered to be
difficult
Knowing what was expected in a dissertation
Deciding on a topic
Time management
Knowing how much reading to undertake
Balancing with other study demands
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Findings 2004/2005 Things considered to be
difficult
Knowing what was expected in a dissertation
Deciding on a topic
Time management
Knowing how much reading to undertake
Balancing with other study demands
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Findings 2003/2004 Advice students would give
to others
Carry out fieldwork early
Begin research reading and write up early
Take care in deciding topic
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Findings 2004/2005 Advice students would give
to others
Employ effective time management
Seek guidance
Take care deciding topic
Start early
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Findings 2003/2004 Things the School/Advisor
could have done better
More guidance on research skills
Advisor could have made more time
Advisor could have taken more interest
Advisor could have given more specific guidance
Been given a list of topic to choose from
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Findings 2004/2005 Things the School/Advisor
could have done better
Negative attitude of advisor
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What some students actually said when it was all
over!
I felt that undertaking a dissertation was the
crowning achievement in my degree. (2004-05
UoG36) I loved developing my idea through
initial concept to final report (2004-05 QUB) It
felt amazing to complete a large project from one
simple idea. (2004-05 QUB11) It was a good
learning experience (2003-04 UoG13) At first the
prospect of carrying out a dissertation was
fairly daunting. However, the freedom to choose
a topic which really interested me was a
motivational factor. It was really satisfying to
have completed the study successfully whilst
improving my time management and organisational
skills. (2003-04 UoG20)
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What some students actually said when it was all
over!
From Level I I had dreaded the prospect of doing
what seemed a huge piece of work. (2003-04
UoG5) Initially I felt daunted and unprepared to
complete such a project successfully (2003-04
UoG2) Stress during the project a sense of
achievement when it was bound (2004-5
QUB15) There is no doubting completing my
dissertation was one of the most stressful times
of my life but at the same time the most
rewarding (2004-5 QUB10) I enjoyed having the
chance to show what I am capable of. I found it
very stressful at times, but achieved huge sense
of satisfaction when over (2003-04 UoG19)
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What some students actually said when it was all
over!
My USB pen was stolen 2 weeks before due date -
it contained most of my work (2004-5 QUB37) When
undertaking the dissertation I felt lost, stress,
confused and unsure. When completing I was
relieved happy and satisfied and pleased with
myself. (2004-05 UoG33) I felt miserable, alone,
tired and like giving up. I thought that it was
a waste of time and effort. I did not value my
dissertation at all, I only value the excellent
support I got from the lab technicians not that
which I got from my advisor. (2004-05 UoG 50) I
felt alone in doing my dissertation with no help
and guidance. (2004-05 QUB40) I thought that
for the effort I put in, the module should have
been worth a lot more - disproportionate workload
(2004-05 QUB24)
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Advice proffered

• Keep a record of your work in a log book
• Keep in touch with your supervisor and others
• Stay involved with it, don't let it slip
• Start early complete fieldwork as early as
  possible
• Don't underestimate the time it is going to take
• Make sure it is in a subject area you enjoy
• Be realistic about what you intend to cover
• See it as an opportunity not a chore
• Read as much as possible
• Dont compare your progress or dissertation
  style with others, everyone is

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What do these findings reveal?
Students have some very strong opinions about
doing a dissertation UoG and QUB students share
many things in common Students
valued Freedom to choose own
topic Independence of research/fieldwork O
pportunity to demonstrate ability Students have
issues with Time management Size of
project/ write up Balancing with other
studies Motivation if topic not
right Knowing what is expected
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What do these findings reveal?

• Students need to be prepared and supported
  throughout the dissertation
• study process
• Students rely on staff and fellow students to
  help them succeed.
• But as staff do we
• know what sort of preparation students need?
• know what type of support students need?
• place too much emphasis on the dissertation?
• Does a dissertation serve the right purpose?

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Other information(and reading between the lines)
Interview and informal meetings (QUB) post L2
exam but prior to summer suggest high levels of
stress and uncertainty (but also some
excitement). A support mechanism required at
this time of year? Handbooks only provide some
(even a little) of the information students need,
lectures provide some additional
information. Students could really do with more
independent learning? Staff comments that good
contact with supervisor is vital What do we do
if there is a poor relationship/poor supervisor?
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Other material from the project

• DISCUS website - The draft web site is in
  operation
• (http//web.gg.qub.ac.uk/people/staff/whalley/teac
  hing/DISCUS/index.html)
• DISCUS includes interview video clips
• Students are currently evaluating the website
• Other informal interviews with students
• Handbooks from 32 departments