Supervising a social science undergraduate dissertation: staff experiences and perceptions

This article reports on a research project that investigated the experiences and perceptions of staff supervising final year social science undergraduates enrolled on a dissertation module in a post-1992 UK university. Using data from semi-structured interviews, the article explores staffs perspectives of the supervision process, the different approaches taken by staff to supervision and the challenges they face in supporting students through the dissertation journey. The paper offers a picture of the dissertation supervisors’ experiences and, it is hoped, will encourage other supervisors to interrogate their own supervision in light of the practice of colleagues.