The Effect of Multiple Change Processes on Quality and Completion Rate of Theses: A Longitudinal Study

Autor/inn/en	Karunaratne, Thashmee; Hansson, Henrik; Aghaee, Naghmeh
Titel	The Effect of Multiple Change Processes on Quality and Completion Rate of Theses: A Longitudinal Study
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 2, S.184-201 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karunaratne, Thashmee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2017.1303442
Schlagwörter	Theses; Change; Masters Degrees; Bachelors Degrees; Foreign Countries; Computer Uses in Education; Program Effectiveness; Computer Science Education; Efficiency; Followup Studies; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? These; Wandel; 'Bachelor''s degrees'; Bachelor-Studiengang; Ausland; Computernutzung; Computer science lessons; Informatikunterricht; Effectiveness; Effektivität; Wirkungsgrad; Follow-up studies; Kontaktstudium
Abstract	Improving the quality of Bachelor's and Master's theses while at the same time increasing the number of theses without expanding the existing resources proportionately is a huge challenge faced by higher educational institutions. The aim of this study is to investigate the effect of multiple change processes on Bachelors and Masters level thesis work in a selected higher educational institution. The following research questions were studied: (1) How has the thesis quality changed? (2) How has the number of completed theses changed? and, (3) How has the ratio of completed theses per supervisor changed? The change processes were introduced into the thesis process in the Department of Computer and Systems Sciences (DSV), Stockholm University during 2008-2014. The results show that the quality and the number of completed theses have significantly increased. The multiple change processes including a purpose built ICT system named SciPro, which was introduced and improved incrementally during 2010-2014 are discussed and evaluated in relation to these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01