“From students’ discussions of good supervisory practice, three key themes emerged: supportive supervisory relationships, directing learning to empower students, and an alignment of student-supervisor interests and approaches…Good supervision was enabled by students taking ownership of the research project and preparing for supervisory meetings. Where supervision meetings went well, students reported feeling re-motivated, with increased focus and clarity about the project…From students’ discussions of times when supervision did not go well, five themes emerged: lack of clarity, inconsistencies, power imbalances, inequities and overworked supervisors who are under pressure to publish.” (p.2-3)
Roberts, L. D., & Seaman, K. (2018). Students’ Experiences of Undergraduate Dissertation Supervision. Frontiers in Education, 3, 1-6. doi:10.3389/feduc.2018.00109