Experiencing master’s dissertation supervision: findings from a longitudinal case study, lessons for EAP practitioners BALEAP, University of Bristol Nigel Harwood, University of Sheffield Bojana Petrić, Birkbeck College

Overview of larger research project Study of master’s dissertation supervision within UK university system Students’ and supervisors’ perspectives on supervision A year-long longitudinal study Significance of findings for universities’ supervision policies

Why this project? Our own happy/unhappy experiences of supervision The focus of supervision literature on doctoral rather than master’s contexts Work still needed to propose ways to enhance supervisory pedagogy which are research-evidenced

Structure of presentation The study: methodology, methods, data sources Findings: supervisees’ problems during supervision 2 problem scenarios for discussion (handout) How EAP practitioners can help 4

Methodology, methods, data sources (1) Multiple case study approach (e.g. Duff 2008) Charted students’ progress with their dissertations from initial proposal to finished product by using data sources associated with students, supervisors, dissertation markers, and students’ departments: Students multiple, regular interviews with students students’ think-aloud protocols as they drafted parts of their dissertation students’ writing logs which provided details of students’ reading and composing draft and final dissertation chapters

Methodology, methods, data sources (2) Supervisors supervisor interviews supervisors’ comments and feedback on writing Dissertation markers markers’ reports on the complete dissertation Departments dissertation writing supporting materials (e.g. handbooks, guidelines, assessment criteria) Ten students, four supervisors involved in study…

Some of supervisees’ problems emerging from data ‘General’ academic literacy skills literature searching citation and referencing injecting voice into the text time management/adhering to work routines Specific dissertation-related issues understanding supervisors’ feedback communicating effectively with supervisors mismatched expectations between supervisor and supervisee regarding dissertation and responsibilities

Scenario 1: Understanding supervisors’ feedback

Scenario 2: Differing supervisory preferences

Discussion

How EAP practitioners can help Demystifier of academic literacy literature searching citation and referencing injecting voice into the text time management/adhering to work routines Demystifier of institutional/departmental literacy understanding supervisors’ feedback communicating effectively with supervisors mismatched expectations between supervisor and supervisee regarding dissertation, responsibilities

EAP practitioners’ role (1) Demystifier of academic literacy literature searching citation and referencing injecting voice into the text time management/adhering to work routines EGAP and ESAP (disciplinary, institutional, departmental knowledge required)

EAP practitioners’ role (2) Demystifier of institutional/departmental literacy understanding supervisors’ feedback communicating effectively with supervisors mismatched expectations between supervisor and supervisee regarding dissertation, responsibilities EGAP and ESAP (disciplinary, institutional, departmental knowledge required): -typical student and supervisor experiences, problems -dissertation requirements -supervision guidelines, regulations

Teaching ideas Problem—solution scenarios [as in our examples] Letters to supervisor, asking for changes to supervisory arrangements [EAP teacher/student then decide what action to take] Diaries recording problems, miscommunications [EAP teacher/student then decide what action to take]

Thank you!

Read all about it… Harwood, N. & Petrić, B. (2017) Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors. Abingdon: Routledge. n.harwood@sheffield.ac.uk

References Duff, P.A. (2008) Case Study Research in Applied Linguistics. New York: Lawrence Erlbaum. 17