Undertaking a Dissertation from Start to Finish: The Process and Product MARGARET E. HARRISON* & W. BRIAN WHALLEY** *Department of Natural & Social Sciences, University of Gloucestershire, UK, **School of Geography, Archaeology and Palaeoecology, Queen’s University, Belfast, UK ABSTRACT The dissertation is still seen as the pinnacle of studies for an undergraduate programme of studies in most geography, earth and environmental sciences (GEES) departments in the UK, yet how do we prepare students to undertake the work and what do students think of the experience? This paper examines the student perspective of the dissertation experience via the analysis of questionnaires issued to former students in two UK institutions. As an extension to this analysis, 32 departmental dissertation handbooks from a range of UK institutions are reviewed. Evidence from the handbooks and questionnaires reveals some of the key issues of putting theory into practice. For example, studying the right topic, student enjoyment of independent fieldwork, and establishing a good student – staff supervisory relationship are important. However, students have difficulty with time management and knowing what is expected. Based on the issues identified, a series of questions is made by way of conclusion. These questions could be used as prompts for GEES departments should they wish to review the management and assessment of the dissertation. Finally, various practical suggestions are provided as to how the student experience of independent learning might be enhanced with specific reference to the student dissertation handbook. KEY WORDS: Dissertation, independent study, time management, staff – student interaction, handbooks Introduction In recent years several academics have studied the teaching and learning approach(es) utilized in final-year independent study dissertation 1 modules in an attempt to understand better the student learning process and enhance the quality of the product (for example: Stefani et al., 1997, Orsmond et al., 2004, Todd et al., 2006). This paper aims to contribute to our knowledge and understanding of the undergraduate dissertation, both the process and product, through a review of subject-specific information, and to suggest issues for further consideration by staff related to dissertation preparation and guidance. As a result, we aim to establish how we can guide student independent learning and enhance the student learning experience. This is based on the claim that the dissertation is an effective and engaging educational tool used by staff to promote increased ‘self-directed’ or ‘negotiated’ independent learning. Subject-specific information is presented in the form of an examination of student opinions about the process ISSN 0309-8265 Print/1466-1845 Online/08/030401-18 q 2008 Taylor & Francis DOI: 10.1080/03098260701731173 Correspondence Address: Margaret E. Harrison, Department of Natural & Social Sciences, University of Gloucestershire, Francis Close Hall, Swindon Rd., Cheltenham, Gloucestershire GL526NZ, UK. Email: mharrison@glos.ac.uk Journal of Geography in Higher Education, Vol. 32, No. 3, 401–418, September 2008 Downloaded By: [Harrison, Margaret E.][University of Gloucestershire] At: 13:20 16 September 2008