Dissertation ClubA Concept for Collaborative Cross-Subject

Support for Dissertation Students

Verity Aiken

Pecha Kucha Style…

Pecha Kucha (Japanese: ペチャクチャ , IPA: [petɕa ku͍̥� �tɕa],[1] chit-chat) is a presentation methodology in which 20 slides are shown for 20 seconds each (approx. 6' 40" in total), u͍̥su͍̥ally seen in a mu͍̥ltiple-speaker event called a Pecha Ku͍̥cha Night (PKN).

Sou͍̥rce: http://en.wikipedia.org/wiki/Pecha_Ku͍̥cha

• Name: Dissertation Club

• Abou͍̥t me: This session will be an opportu͍̥nity for dissertation stu͍̥dents to have a cross-su͍̥bject, open dialogu͍̥e abou͍̥t ‘doing a dissertation’. This is the chance to ask any qu͍̥estion you͍̥ want.

• Vitals: 1 Hou͍̥r Workshop; Semester 1 (mid Nov); No pre-sign u͍̥p – tu͍̥rn u͍̥p on the day

• Su͍̥itability & Compatibility: Any stu͍̥dent doing a dissertation within the Facu͍̥lty of Hu͍̥manities and social sciences. Aimed at u͍̥ndergradu͍̥ates althou͍̥gh PGTs welcome (althou͍̥gh 2 PGRs attended)

• What I’m looking for: To su͍̥pport stu͍̥dents u͍̥ndertaking independent research; To develop commu͍̥nication amongst dissertation stu͍̥dents; to su͍̥pplement su͍̥pport provided by su͍̥pervisors and Dissertation modu͍̥le leaders; to develop networks with Dissertation modu͍̥le leaders to develop cohesive su͍̥pport; to position my role as an additional sou͍̥rce of help for dissertation stu͍̥dents

Past Relationships…

Year Positioning of Learning Su͍̥pport Role

Dissertation Clu͍̥b Activities

2004-2007

Criminology (Learning & Teaching Assistant)

Sem 1: Time Management workshop (within the cu͍̥rricu͍̥lu͍̥m)

Sem 2: Dissertation Foru͍̥m (ou͍̥tside the cu͍̥rricu͍̥lu͍̥m)

2008-2010

Faculty of Humanities & Social Sciences (Learning Support Officer)

Sem 1: Dissertation Foru͍̥m with 1 gu͍̥est lectu͍̥rer

2011-2012

Student Support & Development Services (Student Learning Developer)

Sem 1: Dissertation Foru͍̥m with Panel of Lectu͍̥rers

Dissertation Club 2011/12

• Early semester, open call to Facu͍̥lty colleagu͍̥es via email

• Used previou͍̥s years foru͍̥ms as evidence for a su͍̥ccessfu͍̥l model

• Date and location pre-arranged to avoid logistical complications

• Final year stu͍̥dents stu͍̥dying within the Facu͍̥lty of Hu͍̥manities and Social Sciences emailed abou͍̥t the event the week before

Dear Colleagues 

I will be running a dissertation forum on Thursday 17th November between 1 and 2 in room CBA1.099/100. The aim of the session will be to provide an opportunity for dissertation students from the faculty of humanities and social sciences to have a cross-discipline, open dialogue about 'doing a dissertation'. This session has been run successfully twice before in previous years. Dr Joe Bloggs the current dissertation module leader for criminology will be joining me and I extend the invitation to other dissertation module leaders in the faculty. I also ask colleagues to consider circulating this session amongst relevant student groups.

 BestVerity

(Sent on 27th October 2011)

Immediate Response from Colleagues

• 6 Schools, 18 u͍̥ndergradu͍̥ate disciplines all offering some form of Independent Stu͍̥dy Project (ISP)

• Du͍̥al Honou͍̥rs system• 2 colleagu͍̥es accepted the

invitation • 3 enqu͍̥ired abou͍̥t a PGT

equ͍̥ivalent

On The Day• 4 Lectu͍̥rers attended (from the disciplines of

Criminology, Sociology, History & Management)• 18 Stu͍̥dents attended (6 Criminology, 4

Sociology, 3 History, 3 Management, 1 Edu͍̥cation, 1 American Stu͍̥dies, 1 Politics, 2 social work, 1 Medical Ethics)

• 12 u͍̥ndergradu͍̥ate finalists, 3 PGTs, 2 PGRs

How it worked…

• 5 Mins Introdu͍̥ction• 5 Mins starter activity. Stu͍̥dents in small grou͍̥ps and

given flashcards and folders. Stu͍̥dents asked to write down their individu͍̥al qu͍̥estions and place in folders. Folders passed on clockwise.

• 40 Mins. In tu͍̥rn, each grou͍̥p poses one qu͍̥estion from the folder to the panel. Issu͍̥es discu͍̥ssed.

• 5 Mins. Stu͍̥dents offered the opportu͍̥nity to ask any final ‘bu͍̥rning qu͍̥estion’

• 5 Mins. Thank everyone and close. Stu͍̥dents asked to complete evalu͍̥ations.

Student Questions…

Nature of student concerns

Individual Collective

Type of response required

Broad ContentQuestions relating to the genre of dissertation writing

ProcessesQuestions centred around ‘doing’ a dissertation

relating to issues such as research, writing and time management

Narrow SpecificsQuestions of a highly individualised nature relating to specific sets of circumstances

RealitiesQuestions framed in ‘real terms’ requiring tangible, concise answers

Example of Content Questions (Broad-individual)

Questions relating to the genre of dissertation writing

• What is the difference between method and methodology in the context of a literature based dissertation?

• Format of theory if no empirical work?• Should a literature review contain a review of

sources relative to the theories being used in the dissertation or all sources

Example of Process Questions (Broad-collective)

Questions centred around ‘doing’ a dissertation relating to issues

such as research, writing and time management

• How are we meant to do dissertation work on top of essays, presentations and revision?

• How will I know what to write?• How to avoid going off topic

Example of Specific Questions (Narrow-individual)

Questions of a highly individualised nature relating to specific sets of circumstances

• How many words• How would you do a history dissertation going

up to the present day?• Differences in expectations between my own

country and England• Ethics form 2 confused?

Example of Realities Questions (Narrow-collective)

Questions framed in ‘real terms’ requiring tangible, concise answers

• How do you get assigned a supervisor and when? (PGT question)

• How much guidance will I get?• Binding dissertation – where is it done?• Input of supervisors – how much can they read?

Stu͍̥dent Evalu͍̥ationsResponses to the qu͍̥estion ‘What was the most u͍̥sefu͍̥l thing

abou͍̥t the session?’

• Being able to openly ask qu͍̥estions to lectu͍̥rers from different disciplines

• Sociology lectu͍̥rer’s inpu͍̥t• Expert advice• The individu͍̥al replies from the different su͍̥bject tu͍̥tors was very

beneficial. Answers and advice on the management were u͍̥sefu͍̥l• Advice on dissertation stru͍̥ctu͍̥re, referencing and time management• Opinions• Different opinions on how to stru͍̥ctu͍̥re you͍̥r dissertation• Answered relevant qu͍̥estions• Ability to ask qu͍̥estions• Asking qu͍̥estions and hearing what others find difficu͍̥lt

Stu͍̥dent Evalu͍̥ationsResponses to the qu͍̥estion ‘Do you͍̥ have any other

su͍̥ggestions or improvements you͍̥ wou͍̥ld like to see?’

• More disciplines involved• Perhaps one specifically for post-grad stu͍̥dents i.e. MA

(tau͍̥ght) cou͍̥rses• Extension of the meeting time• Handou͍̥ts• More abou͍̥t practicalities of doing a dissertation –

binding, etc• Powerpoint slides, explain the layou͍̥t of dissertation• Swapping qu͍̥estions led to confu͍̥sion

Past Relationships…

Dissertation Clu͍̥b Models

Lessons Learnt

Sem 1: Time Management workshop

Sem 2: Dissertation Foru͍̥m

•Sessions spanning Sem 1 and 2 provides greater sense of ‘grou͍̥p’

•Time management session provides early focu͍̥s

Sem 1: Dissertation Foru͍̥m with 1 gu͍̥est lectu͍̥rer

•Can attract less stu͍̥dents bu͍̥t discu͍̥ssions tend to be more collaborative.

•Cosy ambience

•Making qu͍̥estions anonymou͍̥s works.

Sem 1: Dissertation Foru͍̥m with Panel of Lectu͍̥rers

•Tends to become Q&A session

•Making qu͍̥estions anonymou͍̥s doesn’t work

•Stu͍̥dents attending may reflect panel members

•Stu͍̥dents valu͍̥e the opportu͍̥nity and respond well to an academic panel

Future Directions?• Retu͍̥rn to twin sessions (1 in semester 1 and 1 at

the beginning of semester 2)• Themed, stru͍̥ctu͍̥red session in Sem 1• Qu͍̥estionTime panel foru͍̥m in Sem 2• Facebook grou͍̥p to maintain contact in between• PGT specific foru͍̥m • Dissertation Day? Dissertation Symposiu͍̥m? • http://insight.glos.ac.u͍̥k/tli/activities/ntf/creativehops

/events/Symposiu͍̥m2012/Pages/defau͍̥lt.aspx

Final Thoughts• Stu͍̥dents valu͍̥e space to openly discu͍̥ss the

experience of ‘doing a dissertation’• Format and styles may vary, bu͍̥t collaborative

sessions with academic staff add valu͍̥e• Stu͍̥dents not only responded well to a cross-

discipline dialogu͍̥e bu͍̥t also recognised it as a benefit

• Valu͍̥e of dialogic space and interdisciplinary discu͍̥ssions echoes other research

• Lee, A & Bou͍̥d, D (2003) ‘Writing Grou͍̥ps, change and academic identity: research development as local practice’ in Stu͍̥dies in Higher Edu͍̥cation28: 2

• Name (Title): ???

• Abou͍̥t Me (tagline): ???

• Vitals: ???

• Su͍̥itability and compatibility: ???

• What I’m looking for (aims and objectives): ???

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