Dissertation supervision and support for graduate students in research writing

Ismail & Hussain 2010

This self-reflective dissertation investigates and illustrates the necessity of adequate and supportive research supervision and critical response in the creation of a dissertation, especially for graduate students without prior experience in such a compilation and production. The researchers used their own experiences with their own specific (and singular) supervisor in a case study format in order to determine the levels and mechanisms of influence that the research/dissertation supervisor has on the dissertation researching and writing process, and the manners by which these interactions inform the process as a whole (Ismail & Hussain 2010). Key influences include the creation of greater clarity and focus in the definition of research questions and the presentation of findings, as well as increased rigor in data analysis derived from questioning and criticism that is ultimately rooted in greater research experience and cannot be effectively taught except on a case-by-case basis, though adequate supervisor-researcher relationships (Ismail & Hussain 2010). The mentor-like relationship that develops between researchers and their supervisors in such situations (when engagement by both parties is sufficient enough) has long-term benefits of increasing overall research perspectives and skills, as well (Ismail & Hussain 2010).

Krase 2007

This researcher analyzes the difficulties and unique situations faced by foreign and ESL/EFL graduate students and their advisers during the creation of a thesis or dissertation project, especially when such a project is based on original empirical research, from an institutional, cultural, and social as well as practical and academic perspectives. Many of the challenges encountered by graduate students studying in English-language institutions for whom English is not a native language are highly unique, and can have a demonstrable effect on success with the thesis/dissertation project and the success of the student in their ongoing academic and professional careers (Krase 2007). Institutional support is often severely lacking, and this can also lead to a lack of adequate support from supervisors, especially in situations when it is the students' responsibility to develop research proposals and projects, and to find supervisors on the faculty to support these efforts (Krase 2007). From understanding and communicating basic research practices and findings to developing a greater sense of belonging and support that intrinsically as well as pragmatically assists research efforts, ESL graduate students face many unique challenges in the dissertation process that are often underreported and under-acknowledged in current institutions of higher education, and indeed in the higher education system as a whole (Krase 2007).

Reynolds 2005

This research compared language fluency and improvement rates in elementary and junior high school aged students, and examined the role that teaching methods and practices had on these figures. Though not pertaining directly to the issue of ESL/EFL graduate student progress and dissertation deign, preparation, and presentation, this study identifies specific elements of language use in academic settings that pertain both directly and indirectly to the issues encountered in dissertation preparation and presentation, and the research notes that while similar skills and associations within these elements are taught both to ESL/EFL students and to native English speakers in standard language arts curricula, associations remain stronger and progress rates faster in standard rather than ESL/EFL language arts programs (Reynolds 2005). A lack of practice is one of the key factors identified insofar as explaining this noted discrepancy; this is an issue that is likely to effect graduate students perhaps even more than younger students, as peer groups and siblings are less likely to speak English at older ages than at earlier points in development (Reynolds 2005).