Student autonomy and reflections on researching and writing the undergraduate dissertation

Greenbank, P. and Penketh, C. (2009) Student autonomy and reflections on researching and writing the undergraduate dissertation. Journal of Further and Higher Education, 33 (4). pp. 463-472. ISSN 0309-877X DOI https://doi.org/10.1080/03098770903272537

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Abstract

The dissertation is often promoted as a means of advancing autonomous learning. It is said to offer the potential for students to move along a continuum from dependence to independence. This research used interviews with a small sample of students to obtain a better understanding of the way students approach the dissertation process. The study found that the extent to which students operated autonomously depended upon a complex set of factors determining what Rokeach in 1973 refers to as their ‘competency values’. The study concluded that in order to obtain a better understanding of the values underpinning the behaviour of their students, dissertation tutors should be prepared to enter into a dialogue with them. This process would also involve encouraging students to critically reflect on how they planned to undertake the dissertation.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Date Deposited: 28 Apr 2011 15:06
URI: http://repository.edgehill.ac.uk/id/eprint/3169

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