Tales of the Unexpected: supervisors’ and students’ perspectives on short‐term projects and dissertations

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Abstract
This study of the expectations of 22 supervisors of undergraduate and postgraduate projects and dissertations and their students revealed the supervisors’ more elaborated views. Responses were categorised into Educational Support & Guidance and Personal Support, with well over two‐thirds of both supervisors and students highlighting Educational Guidance and less than a quarter Personal Support. Students and staff mentioned an enabling approach which allowed student ownership of their projects. Staff and students also agreed on their expectations of the students’ role, with two‐thirds of the responses of both groups emphasising personal and organisational qualities. The apparent agreement of supervisors and students was questioned by means of two problematic cases. These raised questions of supervisory style, contrasting perceptions of process and the need to take continuous account of student needs as well as the academic aims of staff.

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