A review of 4 students' expectations on doing dissertation projects: for MBA students

A review of 4 students' expectations on doing dissertation projects: for MBA students (information from poe.com)

My question 1: "As a Research Methods lecturer on a part-time MBA program in Hong Kong, I have encountered the following 4 expectations from the dissertation project students, which I would like you to make some critical comments on:

Student expectation 1: "If I feel uncertain what research methods to study my dissertation theme, my supervisor will offer an ideal methodology, with a few clearly formulated research methods, to me to work on."

Student expectation 2: "If my dissertation supervisor tells me that my dissertation project is messy or too complicated, my supervisor will offer me an alternative or a revised dissertation proposal that is detailed and clear for me to work on."

Student expectation 3: "If I do not know how to improve my research method design and how to conduct data analysis on my research method findings, my supervisor will tell me the improved research method design, and teach me how to conduct data analysis with examples for illustration."

Student expectation 4: "If I tell my supervisor that I am very busy with my daily work, experience high job stress and run out of time to do the dissertation project, my supervisor should be lenient and simply give me a bare pass, even though my dissertation report has many serious defects."."

The reply: "Here are some critical comments on the student expectations regarding their dissertation projects:

Student Expectation 1

Expectation: "If I feel uncertain about research methods, my supervisor will provide an ideal methodology."

Comment: While it is reasonable for students to seek guidance, reliance on supervisors to provide “ideal” methodologies can hinder their independent learning. Supervisors should facilitate exploration rather than dictate methods. Students need to engage critically with various methodologies to develop their own understanding and decision-making skills.

Student Expectation 2

Expectation: "If my project is messy, my supervisor will offer a clear alternative proposal."

Comment: It is important for students to recognize that part of the research process involves grappling with complexity. Supervisors can provide feedback and suggest revisions, but students should take ownership of refining their proposals. This expectation may lead to dependency on supervisors for problem-solving instead of encouraging resilience and adaptability.

Student Expectation 3

Expectation: "If I struggle with research design and data analysis, my supervisor will provide solutions and examples."

Comment: While supervisors can provide guidance, students must actively engage in learning the principles of research design and data analysis. It is essential for students to develop these skills independently. Supervisors can coach and mentor, but the expectation for them to provide complete solutions could undermine the students’ growth and critical thinking.

Student Expectation 4

Expectation: "If I have a busy schedule, my supervisor should be lenient and give me a bare pass."

Comment: This expectation reflects a misunderstanding of academic standards and the purpose of the dissertation. While supervisors can offer support and understanding, it is crucial for students to manage their time effectively and maintain a commitment to quality work. Granting leniency for defects compromises the integrity of the academic process and diminishes the value of the degree.

Conclusion

These expectations highlight a need for students to develop self-reliance, critical thinking, and time management skills. Supervisors can guide and support, but students must take responsibility for their learning and research endeavors. Encouraging a more balanced approach can enhance the educational experience and prepare students for real-world challenges."

My question 2: "What strategies promote student self-reliance in research?"

The reply: "Promoting student self-reliance in research involves several effective strategies:

1. Encourage Independent Inquiry

• Research Questions: Guide students in formulating their own research questions to foster ownership of their projects.
• Literature Review: Advise them to conduct thorough literature reviews to identify gaps and inform their methodologies.

2. Develop Research Skills

• Workshops and Training: Offer workshops on research methods, data analysis, and academic writing.
• Resource Utilization: Teach students how to use library resources, databases, and other research tools effectively.

3. Structured Guidance

• Milestones and Deadlines: Set clear milestones and deadlines to help students manage their time and progress independently.
• Feedback Mechanism: Provide constructive feedback at various stages, encouraging them to revise and improve their work.

4. Promote Critical Thinking

• Discussion and Debate: Facilitate discussions on research methodologies and findings to stimulate critical analysis.
• Peer Review: Encourage peer review sessions where students critique each other's work, fostering collaborative learning.

5. Encourage Reflective Practices

• Journals and Logs: Have students maintain research journals to reflect on their process, challenges, and learning.
• Self-Assessment: Prompt them to assess their work critically and identify areas for improvement.

6. Mentorship and Support

• Mentor Relationships: Encourage students to seek mentors outside their supervisors for diverse perspectives and guidance.
• Support Networks: Create study groups or research teams to provide mutual support and accountability.

7. Cultivate Resilience

• Handling Setbacks: Teach students strategies for coping with failure and setbacks, emphasizing persistence and adaptability.
• Celebrate Progress: Acknowledge and celebrate small achievements to build confidence and motivation.

Conclusion

By implementing these strategies, educators can foster a culture of self-reliance, empowering students to take charge of their research journeys and develop essential skills for their academic and professional futures."

My question 3: "It has been suggested that a dissertation supervisor should provide constructive feedback at various stages, encouraging his/ her part-time MBA supervisee to revise and improve his/her work. Could your provide 3 examples to illustrative how to provide constructive feedback in this regard? Tks."

The reply: "Here are three examples of how to provide constructive feedback to a part-time MBA supervisee during their dissertation process:

Example 1: Feedback on Research Proposal

Comment: "Your proposal presents a compelling research question, but it could benefit from a clearer articulation of the research objectives. Consider specifying what you aim to achieve with each objective. Additionally, it might help to outline the significance of your research in the context of existing literature. This clarity will strengthen your proposal and guide your research more effectively."

Example 2: Feedback on Literature Review

Comment: "You've done a great job summarizing the key studies related to your topic. However, I noticed that some sections lack critical analysis. For instance, when discussing Smith (2020), try to evaluate the strengths and weaknesses of their findings. This will not only deepen your analysis but also demonstrate your understanding of the research landscape. Consider adding a few sentences that compare these findings to others in the field."

Example 3: Feedback on Data Analysis

Comment: "Your data analysis is off to a strong start, but I recommend elaborating on the rationale behind your chosen methods. For example, explain why you selected a particular statistical test and how it aligns with your research questions. Additionally, ensure that you interpret the results in the context of your hypotheses—what do the findings mean for your overall argument? This will enhance the clarity and impact of your analysis."

Conclusion

Providing specific, actionable feedback that highlights both strengths and areas for improvement encourages students to engage with their work critically and refine their dissertations effectively."

A collection of blog notes on using chatgpt for research purpose.