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This article argues that the changing nature of the dissertation experience, and its associated supervision, calls for more detailed attention to the development of dissertation supervisors. Dissertations have always played a major role in student learning. The following themes constitute the kernel of the article: the role of the dissertation in the student's learning experience, managing the link between theory and practice, digitization of information resources, research methodologies and design, and finally, the implications for the role of the supervisor. It is suggested that without an awareness of the changing nature of the dissertation experience, and a more proactive approach to supervisor development, there may be serious degradation of the dissertation experience and outcomes.

This paper sets out to examine methods that can be used to enhance the quality and consistency of dissertation assessment.

The paper includes a review of literature on quality, consistency and criteria of dissertation assessment to highlight the current practices in higher education. A case study approach was followed to pilot a range of assessment approaches and criteria in an attempt to measure and ultimately improve assessment consistency within the case study school's dissertation module on undergraduate programmes.

This paper highlights the main findings of the literature and the case study phases. Outcomes of two dissertation assessment exercises, a workshop organised among dissertation assessors and an analysis of previous years' dissertation assessment results from a case study school are outlined. Findings from two dissertation assessment exercises revealed wide variation in the assessment of dissertations by the school's assessors. Hence, a dissertation workshop was organised to disseminate the results and to discuss the implications for the school's assessment practice, which identified several initiatives to enhance the quality and consistency of assessment.

The need to ensure quality, consistency and improved criteria of assessment is particularly emphasised within modules where assessment is through one substantial piece of work such as a dissertation. This study highlighted the many challenges that a Programme Leader faces when devising an assessment strategy for a dissertation module.

The purpose of this paper is to address the management of undergraduate final year research dissertations. It intends to explain and clarify the experience of two models of delivery (student-led/academic-led) with reference to interest development theory (Hidi and Renninger, 2006).

The authors focus on the advantages and drawbacks of each model within the context of the research literature, and describe a case study of the experiences of lecturers and students in one division of a metropolitan UK university, running a leading programme in speech and language therapy (pathology). Recommendations are made which are intended to be of use to colleagues across disciplines and organisations.

The authors argue that a delivery where students can choose their research topic from a limited set suggested by supervisors (academic-led model) is best placed to meet motivational challenges in Hidi and Renninger’s framework, and also increase feasibility for staff. The authors discuss how such a model might best be implemented.

Describing case study experiences within a conceptual framework is important for the development of improved supervision methods. It is hoped that this case study paper will inform other institutions by providing clear theoretical underpinnings and practical recommendations; and that it will lead to further empirical research into models of organising final year dissertations.

This conceptual article describes the capstone experience. It argues that this final-year undergraduate study, particularly when centered on in-depth research and writing a dissertation, provides significant value for institutions, students, and future employers. It is argued that the criteria for capstone experience success neatly align with the skills and competencies most source by organizational employers.

This is a short reflection on the present author’s engagement with capstones and business undergraduates. It is limited in scope, reviews the author’s extensive experience and practice, but may have limited generalizability. Nevertheless, it will likely be of value to business educators and to organizational members seeking to hire high-potential business graduates.

Properly designed and executed, capstones can develop the skills and competencies currently considered the most desirable in organizations. Those who have successfully completed their capstones (in this case, in-depth research and an undergraduate dissertation) have a demonstrated advantage in the hiring process. Students are encouraged to see the capstone as a bridging activity between college and the workplace. This fosters student engagement with targeted organizations and the creation of contacts and networks that provide mutual advantage on graduation.

The article provides novel insights that are personal but informed and considered. It offers original perspectives on the value of the capstone experience for students, educational institutions, and hiring organizations.

This paper presents and describes an outcome-oriented dissertation study model called “PROD²UCT”, designed explicitly for students engaged in construction engineering and related subjects research.

The model is grounded in theory, underpinned by extant literature and reinforced with professional domain expertise.

PROD²UCT identifies seven key stages in outcome-oriented dissertation study: pick, recognise, organise, document and draft, undertake, consolidate and tell. These are described along with practical considerations for their effective implementation.

The model’s primary influences stem from “best practice”, experiential knowledge, pedagogical ideals and academic views/values. Given this, it is acknowledged that “representation” and “inference” are typically governed by “subjectivity” (which naturally differs from person-to-person).

Originality is threefold: PROD²UCT encourages students to consider the “end” before the “beginning”; it serves as a road-map offering guidance at seven key chronological stages; finally, it is specifically designed to be outcome-oriented. The latter requires intended dissertation outcomes to align with evidence, research design decisions and implementation methods.

Discusses the use of criteria in assessment of undergraduate dissertations. Illustrates how criteria can integrate both analytical and global quality measures of students’ work. Drawing from an analysis of assessments of an undergraduate dissertation argues that criteria need to be debated periodically if consistency is to be maintained. Highlights the importance of clear assessment procedures and emphasises that these procedures need not constrain lecturers. Concludes with discussion of implications for good practice in assessment. Appendices provide an example of an assessment procedure and criteria.

The purpose of this paper is to contribute to the discussion about entrepreneurship education through undergraduate dissertations (UDs). In order to achieve this objective, this paper addresses the problems detected in the degree subject “UD” – which entails the creation of a business plan – and the proposal of improvements in the teaching-learning process of this subject.

Qualitative and quantitative analysis are used. First, the paper reports the problems that occurred during two academic years (2012–2013 and 2013–2014), as well as the solutions to these problems, in the two academic years that followed (2014–2015 and 2015–2016). Second, the improvements achieved are analyzed using descriptive statistics and the Wilcoxon–Mann–Whitney test, based on data drawn from the records and a survey conducted in 2012–2013 (174 responses), and in 2015–2016 (184 responses).

The results outline the positive effects on students’ learning outcomes and academic excellence, a three-stage assessment process, the strengthening of the coordination and supervision systems and the enhancing of entrepreneurial spirit among graduates, with a UD connected to a business incubator.

The authors describe the design and implementation of a UD that provides a major step in the students’ entrepreneurial education, emerging, not only, as an opportunity to train and connect skills and knowledge learned about the starting a new venture, but also as a practical experience of entrepreneurship; a first step that introduces the student to entrepreneurship.

There are very few examples of concrete subject designs that have undergone in-depth, longitudinal research, focusing on entrepreneurship. Prior research has focused on entrepreneurship primarily as a subject, forgetting the great utility of the UD as active training tool. Thus, this paper breaks new ground by highlighting the role of the UD in entrepreneurial education. In this regard, the UD allows the student to be guided and to actually engage in the real-world practice of entrepreneurship. Specifically, it encourages them to apply their academic knowledge of the field in the context of creating a new business. Moreover, by creating a business plan, students are applying the knowledge and skills learned in the subject of entrepreneurship with other spheres of knowledge and skills.

The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument.

Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation.

The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support.

The study needs to be followed up when the students complete their full dissertations.

The AV/DME needs sufficient technical and human resources to support student learning.

The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.

This paper argues that we should better encourage our students to represent organisational life and their experience of it. Two options are discussed, the first one of which is to consider the adoption of a reflexive posture, in which the researcher reflects both on their own behaviour and of those they meet. The second might be to adopt some form of the clinical method employed by the psychotherapist. Whatever the options that are considered we should be working to foster the creation of case studies and narrative.

The purpose of this conceptual study is to reflect on “career” and consider the ways in which its meaning and structure have changed and will continue to change during the era of Industry 4.0. It contends that career advice to students and soon-to-be graduates is an integral part of the educational process and that an understanding of the challenges and opportunities presented by career should be initiated within academia.

The study is a critical reflection on the literature and the present author’s experience and practice in student career advisement, particularly in the management and business sectors. The methodology used is essentially phenomenological, and the central approach is to make sense of the changing construct of career and the ways in which those changes impact relevant stakeholders. The work is not empirically based and may well have limited generalizability. Nevertheless, it is hoped that it will be of particular interest, value and relevancy to students, graduates and those engaged in career-related issues.

This study contends that the ongoing evolution of career is best understood as a shift from a progressive sequences of “doing” towards a more expansive and meaningful narrative of “being” and becoming. Recognition of this shift, especially for those studying business-centered subjects, will provide graduates with a better map and direction as they embark on their career trajectories.

Graduation success is critically important for individuals, educational institutions and society at large. A fundamental aspect of perceived success, particularly for business school graduates, is the ability to develop a rewarding career trajectory. This study offers original perspectives on career and presents suggestions that may be of value to those who are about to graduate, to their educational institutions and to those who will deal with them in their work and professional futures.