Mastering the dissertation: lecturers’ representations of the purposes and processes of Master’s level dissertation supervision

By Charles Anderson, Kate Day, P. Mclaughlin. 2006

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Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your "House". (2016, background): “Anderson, Day, and McLaughlin (2006) capture the necessity of including a sound theoretical underpinning in a dissertation study with a quote from a dissertation supervisor who stated, “I don’t see how you can do a good piece of work that’s atheoretical” (p. 154).”
Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, background): “…and pedagogical discussions on master’s students’ engagement with peer feedback in academic writing, thus shedding light on peer feedback as an effective pedagogical tool at the master’s level (Anderson, Day, and McLaughlin 2006; Bitchener, Basturkmen, and East 2010; Li, Hyland, and Hu 2017).”
Coursework master’s programmes: the student’s experience of research and research supervision (2009, background): “The overall aim of these programmes is to bring practising professionals into contact with new knowledge and ideas (Eraut 1994 ; Cervero 2000 ), to improve professional practice for the benefit of society (Tovey 1994 ) and to further develop research skills (Anderson, Day, and McLaughlin 2006 ).”