Successful supervision at the master’s level

Insights from supervisors at the School of Social Sciences at the University of Iceland

Abstract

The purpose of this study is to identify the key factors that experienced supervisors at the University of Iceland’s Faculty of Social Sciences believe contribute to effective supervision of final projects, particularly master’s theses. The article aims to address the lack of formal training for supervisors and to enhance understanding of the supervisory process at both undergraduate and graduate levels. Supervision is a crucial aspect of university teaching, particularly within the social sciences, where master’s theses often involve extensive independent research. The article is based on interviews with experienced instructors at the School of Social Sciences and aims to identify the key elements they believe contribute to successful supervision and present them in accessible terms for those starting their career in supervision or wanting to improve their skills.

The study highlights the importance of thesis supervision at both undergraduate and graduate levels. It notes that many instructors receive little to no training in this area, which is often assumed to be acquired through personal research experience. What research there is on supervision tends to focus on the PhD level, but the completion of a thesis is important at the master’s level as well. There, just as at the PhD level, students are a diverse group with varying needs, necessitating different supervisory approaches, some of which are identified here, including pastoral, contractual, laissez-faire, and directorial (Gatfield, 2005). The study also indicates a concerning dropout rate among students who complete their course of study, except for the final theses, particularly in disciplines that do not provide students with professional qualifications upon graduation.

The study’s methodology involved a qualitative phenomenological approach, with semi-structured interviews conducted with ten experienced supervisors from different departments within the School of Social Sciences at the University of Iceland. The interviews focused on the supervisors’ experiences and perspectives regarding the supervision process. Thematic analysis was employed and resulted in four main themes: student reception and topic development, maintaining accountability, addressing writer’s block, and re-engaging inactive students. Additionally, all respondents reported dealing with students who delay thesis submission, often repeatedly. Supervisors emphasised the importance of tailoring their guidance to individual student needs, establishing regular communication, and providing structured support to facilitate student progress. The findings suggest that effective supervision requires a mix of support, structure, and adaptability to individual student needs, emphasising the necessity for supervisors to possess both subject matter expertise and pedagogical skills.

While supervisors often utilise similar techniques across departments, the supervisory process is not standardised, with significant variation in departmental structures and support, which can greatly impact the success of the supervision. Overall, the study concludes that improving supervisory practices and providing training for new supervisors could improve student outcomes in completing their final projects.

This study contributes to the body of research on thesis supervision overall and specifically in Icelandic higher education. It does so by highlighting the diverse supervisory practices and challenges faced by experienced supervisors at the School of Social Sciences. It underscores the necessity for enhanced training and support for supervisors to improve student outcomes and graduation rates in thesis completion. The findings indicate that a platform for sharing supervisory experiences and enhancing training is needed. They may also inform future training programmes and institutional policies aimed at fostering effective supervisory relationships and enhancing the overall educational experience for students.