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Enhancing Dissertation Success: The Benefits of Group Support in Higher Education

This presentation discusses the shift from traditional one-on-one dissertation supervision to a collaborative support group approach. By introducing Dissertation Support Groups (DSGs), we aim to create a level playing field for all students, fostering peer support and shared learning experiences. The results indicate a mean mark increase of 2-3% at Leeds and positive staff feedback. This model encourages clear communication, reduces stress, and prepares students for real-world collaborative work, ultimately enhancing academic outcomes and career-related skills.

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Enhancing Dissertation Success: The Benefits of Group Support in Higher Education

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Presentation Transcript

  1. Why say the same thing eight times (when groups understand better)? David B. Clarke – with a contribution from Adam Jones

  2. Today’s session • Introduction – dissertation supportgroups • A tired old system • A new group approach • Results & experiences • staff • student • Conclusions

  3. Introduction • Research vs. Teaching? • ‘DSG’ (Dissertation Support Group) system – a harmonious relationship Research Research Harmonious goals Conflicting goals Learning &Teaching Teaching

  4. A tired old system • One-to-one supervision • door-knocking to seek advice • usually set a max. number of meetings (no min) • Problems • highly uneven playing-field (Prof X vs. Dr. Y) • a favoured ‘elite’(pre-defined projects) • ‘late starts’(large task on the distant horizon) • staff repetition (whilst some students miss out)

  5. A new group approach • Aims: • create a level playing-field • ‘capstone’ experience (applying core methods taught at Level 2) • add structure • avoiding ‘late starts’(with mid-point assessment) • allowing common communication (so no one misses out on vital lessons) • encouraging peer-support • tracking progress • discussing & clarifying understandings • (convince students it’s a non-zero-sum game)

  6. A new group approach (2) • The ‘mechanics’

  7. A new group approach (3)

  8. Results & experiences • Leeds: raised mean mark ~2–3% • Swansea … anecdotal • Staff experience: • mainly positive • group dynamics do vary • overcoming ‘meeting fatigue’ vital • handling ‘additional’ enquiries • avoiding collective misconceptions

  9. Results & experiences (2) • The student experience – Adam Jones • Problem-solving tool • shared problems / shared solutions • reduced stress • explaining to others helps • Timing • motivation by group • helped with goals • practical, useful meetings

  10. Conclusions • Significant efficiencies whilst enhancing results (harmonious relationship) • Disbenefits – few compared to individual supervision • Now L2 group-work to prepare for L3 DSGs • Provides a vital career-related skill

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