Dissertation Club
A 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), usually seen in a
multiple-speaker event called a Pecha
Kucha Night (PKN).
Source: http://en.wikipedia.org/wiki/Pecha_Kucha
• Name:
Dissertation Club
• About me:
This session will be an opportunity for dissertation students to have a crosssubject, open dialogue about ‘doing a dissertation’. This is the chance to ask any
question you want.
• Vitals:
1 Hour Workshop; Semester 1 (mid Nov); No pre-sign up – turn up on the day
• Suitability & Compatibility:
Any student doing a dissertation within the Faculty of Humanities and social
sciences. Aimed at undergraduates although PGTs welcome (although 2 PGRs
attended)
• What I’m looking for:
To support students undertaking independent research; To develop
communication amongst dissertation students; to supplement support provided
by supervisors and Dissertation module leaders; to develop networks with
Dissertation module leaders to develop cohesive support; to position my role as
an additional source of help for dissertation students
Past Relationships…
Year Positioning of
Learning Support
Role
Dissertation Club
Activities
20042007
Criminology (Learning &
Teaching Assistant)
Sem 1: Time Management
workshop (within the curriculum)
Sem 2: Dissertation Forum
(outside the curriculum)
20082010
Faculty of Humanities &
Social Sciences (Learning
Support Officer)
Sem 1: Dissertation Forum with 1
guest lecturer
20112012
Student Support &
Development Services
(Student Learning
Developer)
Sem 1: Dissertation Forum with
Panel of Lecturers
Dissertation Club 2011/12
• Early semester, open call to Faculty
colleagues via email
• Used previous years forums as evidence
for a successful model
• Date and location pre-arranged to avoid
logistical complications
• Final year students studying within the
Faculty of Humanities and Social Sciences
emailed about 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.
Best
Verity
(Sent on 27th October 2011)
Immediate Response from
Colleagues
• 6 Schools, 18 undergraduate
disciplines all offering some
form of Independent Study
Project (ISP)
• Dual Honours system
• 2 colleagues accepted the
invitation
• 3 enquired about a PGT
equivalent
On The Day
• 4 Lecturers attended (from the disciplines of
Criminology, Sociology, History & Management)
• 18 Students attended (6 Criminology, 4 Sociology,
3 History, 3 Management, 1 Education, 1 American
Studies, 1 Politics, 2 social work, 1 Medical Ethics)
• 12 undergraduate finalists, 3 PGTs, 2 PGRs
How it worked…
• 5 Mins Introduction
• 5 Mins starter activity. Students in small groups and
given flashcards and folders. Students asked to write
down their individual questions and place in folders.
Folders passed on clockwise.
• 40 Mins. In turn, each group poses one question from
the folder to the panel. Issues discussed.
• 5 Mins. Students offered the opportunity to ask any final
‘burning question’
• 5 Mins. Thank everyone and close. Students asked to
complete evaluations.
Student Questions…
Nature of student concerns
Type of
response
required
Broad
Individual
Collective
Content
Processes
Questions relating to the
genre of dissertation writing
Questions centred around
‘doing’ a dissertation
relating to issues such as
research, writing and time
management
Narrow
Specifics
Realities
Questions of a highly
individualised nature
relating to specific sets of
circumstances
Questions 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?
Student Evaluations
Responses to the question ‘What was the most useful thing
about the session?’
• Being able to openly ask questions to lecturers from different
disciplines
• Sociology lecturer’s input
• Expert advice
• The individual replies from the different subject tutors was very
beneficial. Answers and advice on the management were useful
• Advice on dissertation structure, referencing and time management
• Opinions
• Different opinions on how to structure your dissertation
• Answered relevant questions
• Ability to ask questions
• Asking questions and hearing what others find difficult
Student Evaluations
Responses to the question ‘Do you have any other
suggestions or improvements you would like to see?’
• More disciplines involved
• Perhaps one specifically for post-grad students i.e. MA
(taught) courses
• Extension of the meeting time
• Handouts
• More about practicalities of doing a dissertation –
binding, etc
• Powerpoint slides, explain the layout of dissertation
• Swapping questions led to confusion
Past Relationships…
Dissertation Club
Models
Lessons Learnt
Sem 1: Time
Management workshop
Sem 2: Dissertation
Forum
•Sessions spanning Sem 1 and 2 provides greater
sense of ‘group’
•Time management session provides early focus
Sem 1: Dissertation
Forum with 1 guest
lecturer
•Can attract less students but discussions tend to
be more collaborative.
•Cosy ambience
•Making questions anonymous works.
Sem 1: Dissertation
Forum with Panel of
Lecturers
•Tends to become Q&A session
•Making questions anonymous doesn’t work
•Students attending may reflect panel members
•Students value the opportunity and respond well
to an academic panel
Future Directions?
• Return to twin sessions (1 in semester 1 and 1 at
the beginning of semester 2)
• Themed, structured session in Sem 1
• QuestionTime panel forum in Sem 2
• Facebook group to maintain contact in between
• PGT specific forum
• Dissertation Day? Dissertation Symposium?
• http://insight.glos.ac.uk/tli/activities/ntf/creativehops
/events/Symposium2012/Pages/default.aspx
Final Thoughts
• Students value space to openly discuss the
experience of ‘doing a dissertation’
• Format and styles may vary, but collaborative
sessions with academic staff add value
• Students not only responded well to a crossdiscipline dialogue but also recognised it as a
benefit
• Value of dialogic space and interdisciplinary
discussions echoes other research
• Lee, A & Boud, D (2003) ‘Writing Groups, change
and academic identity: research development as
local practice’ in Studies in Higher Education
28: 2
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