Satisfaction with the Supervision of Undergraduate Dissertations

Autor/inn/en	Del Río, M. Luisa; Díaz-Vázquez, Rosario; Maside Sanfiz, José M.
Titel	Satisfaction with the Supervision of Undergraduate Dissertations
Quelle	In: Active Learning in Higher Education, 19 (2018) 2, S.159-172 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417721365
Schlagwörter	Undergraduate Students; Student Research; Theses; Supervisory Methods; Structural Equation Models; Supervisor Supervisee Relationship; Participant Satisfaction; Competence; Personal Autonomy; Teacher Role; Questionnaires; Correlation; Predictor Variables; Foreign Countries; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Studentenforschung; These; Kompetenz; Individuelle Autonomie; Lehrerrolle; Fragebogen; Korrelation; Prädiktor; Ausland; Statistische Analyse; Spanien
Abstract	The undergraduate dissertation is characterized by a conflict between autonomy and support, in which the role of the supervisor is outlined; however, this role is not consistently defined either in the literature or in practice. As a result, a mismatch may arise between the dedication of the supervisor and the dedication expected from the student, which may affect both their satisfaction with the supervisor and the competences developed during the process. A structural equation model was used to test these relationships, concluding that the students who reported having acquired skills from the interaction with their respective supervisors are significantly more satisfied with them, and that the roles attributed to the supervisor by the student influence the skills developed. These findings suggest that it may be important to clarify the role of the supervisor in advance, according to the skills that are intended to be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01