Development of a Centralized Dissertation System - Some of the Issues Around Master-Level Research and Effective Supervision

This paper continues the review of the introduction and implementation of a common, centralised dissertation process within a Grande Ecole as the French Higher Education sector continues to undergo major structural changes. It describes the actions taken to consolidate improvements to the staff and student experience linked to delivery of research methods across four campuses and the undertaking of a masters' level dissertation with a focus upon communication, including the integration of a single set of documents and the supervision process itself. This research took place during a period of strategic change within the School as it identified the concepts of participative-learning and blended-learning as key elements for future development. The continuing increase in graduation numbers, +11.6% in 2012/2013, has to be considered within the context of a doubling of graduates and faculty members over a six year period. The research methodology comprised of four stages, the first being a review of the modifications to the original system implemented for the 2012/2013 academic year. Data was collected from supervisors students and administrators using a range of collection methods. The common theme of communication was identified by students, supervisors and administrators. The second factor common to all was the issue of work-load and the sequencing of activities across an academic calendar. Although students have now accepted the importance of the dissertation within the framework of their final year of studies and its links to enhancing employability there does however appear to be a need for more emphasis upon the connection between the content of the research methods module and the application of that theory whilst working on the project. The importance of developing student awareness and the skills related to independent, self-directed learning was made clear by the School's strategic decision to integrate blended-learning across the curriculum. Continuing efforts to improve the dissertation system scheduled to take place in the Spring Term 2014 include meetings with the senior management team, faculty members and administrators. These will provide opportunities to discuss success factors and propose future developments.