A study note about dissertation supervisory support to students: for MBA students

A study note about dissertation supervisory support to students: for MBA students (information from MS copilot)

My question 1: "On the relationship between an MBA student doing a dissertation project and his/ her dissertation supervisor, what is the nature of such relationship? Specifically, what can a student expect from the supervisor with regard to dissertation supervisory support, and what can a supervisor expect from the student with regard to the supervision process engagement?"

The reply: "The relationship between an MBA student and their dissertation supervisor is a professional yet collaborative academic partnership. It is built on mutual respect, shared responsibility, and clear communication. Here’s what both parties can expect from each other:

What a student can expect from their supervisor:

1. Guidance on Research Direction – The supervisor helps refine the research topic, ensuring it is academically rigorous and practical.

2. Feedback and Critique – They provide constructive criticism on the dissertation structure, methodology, and content.

3. Academic and Ethical Standards – Supervisors ensure students adhere to ethical research guidelines and maintain academic integrity.

4. Regular Meetings – Students can expect periodic meetings to discuss progress, challenges, and next steps.

5. Support with Resources – A supervisor may guide students toward relevant literature, frameworks, or research methodologies.

6. Encouragement and Motivation – Supervisors offer support, but ultimately, students must drive the project forward.

What a supervisor expects from the student:

1. Proactive Engagement – The student should actively seek guidance, ask questions, and engage in discussions.

2. Independent Research & Initiative – While the supervisor provides guidance, students are expected to take ownership of their research.

3. Timely Progress Updates – Keeping supervisors informed about challenges and progress ensures a smoother process.

4. Open-mindedness to Feedback – Receiving constructive criticism and applying it improves the quality of the dissertation.

5. Adherence to Deadlines – Meeting deadlines for drafts and revisions is crucial for keeping the project on track.

6. Academic Integrity – Students must ensure their work is original, properly cited, and aligned with scholarly standards.

At its best, this relationship is a mentorship—helping the student grow as an independent researcher while benefiting from an expert’s experience. It’s a balance between guidance and autonomy, structured accountability and creative freedom."

My question 2: "If the MBA dissertation student tells his/ her supervisor all along that he/ she is confused and does not know what he/she is doing and not know what to do next, what should the supervisor do in this case to support the student?"

The reply: "Today

On the relationship between an MBA student doing a dissertation project and his/ her dissertation supervisor, what is the nature of such relationship? Specifically, what can a student expect from the supervisor with regard to dissertattion supervisory support, and what can a supervisor expect from the student with regard to the supervision process engagement?

The relationship between an MBA student and their dissertation supervisor is a professional yet collaborative academic partnership. It is built on mutual respect, shared responsibility, and clear communication. Here’s what both parties can expect from each other:

What a student can expect from their supervisor:

1. Guidance on Research Direction – The supervisor helps refine the research topic, ensuring it is academically rigorous and practical.

2. Feedback and Critique – They provide constructive criticism on the dissertation structure, methodology, and content.

3. Academic and Ethical Standards – Supervisors ensure students adhere to ethical research guidelines and maintain academic integrity.

4. Regular Meetings – Students can expect periodic meetings to discuss progress, challenges, and next steps.

5. Support with Resources – A supervisor may guide students toward relevant literature, frameworks, or research methodologies.

6. Encouragement and Motivation – Supervisors offer support, but ultimately, students must drive the project forward.

What a supervisor expects from the student:

1. Proactive Engagement – The student should actively seek guidance, ask questions, and engage in discussions.

2. Independent Research & Initiative – While the supervisor provides guidance, students are expected to take ownership of their research.

3. Timely Progress Updates – Keeping supervisors informed about challenges and progress ensures a smoother process.

4. Open-mindedness to Feedback – Receiving constructive criticism and applying it improves the quality of the dissertation.

5. Adherence to Deadlines – Meeting deadlines for drafts and revisions is crucial for keeping the project on track.

6. Academic Integrity – Students must ensure their work is original, properly cited, and aligned with scholarly standards.

At its best, this relationship is a mentorship—helping the student grow as an independent researcher while benefiting from an expert’s experience. It’s a balance between guidance and autonomy, structured accountability and creative freedom.

Would you like insights on how to make the most of this relationship?

If the MBA dissertation student tells his/ her supervisor all along that he/ she is confused and does not know what he/she is doing and not know what to do next, what should the supervisor do in this case to support the student?

A supervisor plays a critical role in guiding a confused student toward clarity and confidence in their dissertation work. Here’s how they can provide meaningful support:

1. Assess the Root Cause of Confusion

The supervisor should ask targeted questions to pinpoint what exactly is confusing the student. Is it the topic selection, research methodology, literature review, or structuring the dissertation? Understanding the source of uncertainty helps tailor the support effectively.

2. Offer Structured Guidance

If the student feels lost, the supervisor can break down the research process into manageable steps:

• Clarify the research objectives—what is the student trying to achieve?

• Define the scope—narrow down broad or vague areas of research.

• Suggest key literature to provide direction.

• Provide a roadmap of milestones to give the student a structured path forward.

3. Encourage Independent Thinking

While supervisors provide guidance, they should also encourage the student to take initiative. This can be done by asking Socratic questions that stimulate critical thinking, rather than directly giving answers.

4. Schedule More Frequent Check-ins

If the student is consistently unsure about what to do next, increasing the frequency of meetings—at least temporarily—can provide extra reassurance and allow them to build momentum.

5. Provide Emotional and Motivational Support

Sometimes, confusion stems from anxiety or self-doubt. A supervisor can remind the student that feeling overwhelmed is common in research and that progress comes with persistence. They should create an open and encouraging environment where the student feels comfortable asking for help.

6. Recommend Additional Resources

• Direct the student to research seminars, workshops, or academic writing guides.

• Suggest discussions with peers who may offer helpful perspectives.

• Provide examples of previous dissertations to give a clearer vision of expectations.

7. Set Clear Expectations and Accountability

Giving the student concrete tasks before the next meeting—such as summarizing a key article, drafting a research question, or outlining methodology—keeps them engaged and helps build confidence in their ability to move forward.

If confusion persists over time, supervisors may need to take a more hands-on approach or help the student reconsider their research direction. Ultimately, the goal is to balance guidance with independence, ensuring the student gradually gains confidence and ownership of their dissertation."

My question 3: "In this case, what appropriate dissertation support could the student obtain from using generative AI tools, such as chatgpt, poe perplexity, chatpdf and MS copilot?"

The reply: "Generative AI tools can provide valuable dissertation support, but they should be used wisely to complement—not replace—critical thinking and rigorous academic research. Here’s how an MBA student can leverage these tools effectively:

1. Idea Generation & Refinement

• AI tools can help brainstorm dissertation topics, refine research questions, and suggest different angles or perspectives.

• They can provide summaries of key concepts in business and management, helping the student grasp foundational theories quickly.

2. Literature Review Assistance

• AI-powered search tools (like Copilot’s web search feature) can help locate relevant research papers.

• ChatPDF and similar tools allow students to analyze academic articles efficiently, summarizing key points for literature reviews.

• AI can suggest related studies, helping students build a comprehensive bibliography.

3. Structuring & Outlining

• AI tools can help students outline their dissertation logically, ensuring coherence in argumentation.

• They can suggest frameworks for methodology and analysis, although students must verify their suitability for academic work.

4. Writing Support

• AI can assist with academic writing, helping students phrase arguments more clearly and concisely.

• Tools can provide grammar and style suggestions, improving readability and professionalism.

5. Data Analysis & Interpretation

• AI can suggest statistical methods for analyzing quantitative data.

• Some AI tools help interpret findings, but students should always verify accuracy and ensure academic rigor.

6. Feedback & Editing

• AI-powered writing assistants can review drafts, offering feedback on structure, clarity, and coherence.

• They can also help paraphrase sections to improve flow and reduce redundancy.

Ethical Considerations & Limitations

• AI should not be used to generate entire dissertation sections without critical evaluation.

• Students must verify sources and ensure AI-generated content aligns with academic integrity.

• AI tools should supplement research but never replace original thought.

A well-balanced approach—combining AI-assisted insights with personal analysis and supervisor guidance—helps students stay on track while maintaining academic credibility."

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