Bojana Petric – författare

Master’s degree programmes are on the rise, attracting growing numbers of international students who speak English as a second or additional language. Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors explores the experiences of supervising and being supervised at Master’s level, charting the difficulties and joys of learning for second language speakers of English while based at a UK university.

The authors report the findings of a year of studying both supervisees and their supervisors in four different departments in the social sciences and humanities at a UK research-intensive university. Using a multiple case study approach, and examining supervision in its natural context, this book presents rich descriptions of five case studies: three student-supervisor dyads and two cases of individual students. Analysing rich, first-hand narratives, chapters identify key aspects of satisfaction and dissatisfaction through the eyes of the participants, focusing upon expectations, supervision styles, feedback and students’ support networks, and discussing the broader implications for university and departmental policy makers, responsible for guidelines and requirements.

This book contains important insights into the supervisory experience at Master’s level and will appeal to researchers, academics and postgraduate students in the fields of higher education, TESOL, TEFL/TESL and applied linguistics. This book will also be a useful resource for supervisors, leaders of training sessions for supervisors, and for postgraduate directors and teaching committees at universities who develop supervisory guidelines and preparatory sessions for Master’s students.

Master’s degree programmes are on the rise, attracting growing numbers of international students who speak English as a second or additional language. Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors explores the experiences of supervising and being supervised at Master’s level, charting the difficulties and joys of learning for second language speakers of English while based at a UK university.

The authors report the findings of a year of studying both supervisees and their supervisors in four different departments in the social sciences and humanities at a UK research-intensive university. Using a multiple case study approach, and examining supervision in its natural context, this book presents rich descriptions of five case studies: three student-supervisor dyads and two cases of individual students. Analysing rich, first-hand narratives, chapters identify key aspects of satisfaction and dissatisfaction through the eyes of the participants, focusing upon expectations, supervision styles, feedback and students’ support networks, and discussing the broader implications for university and departmental policy makers, responsible for guidelines and requirements.

This book contains important insights into the supervisory experience at Master’s level and will appeal to researchers, academics and postgraduate students in the fields of higher education, TESOL, TEFL/TESL and applied linguistics. This book will also be a useful resource for supervisors, leaders of training sessions for supervisors, and for postgraduate directors and teaching committees at universities who develop supervisory guidelines and preparatory sessions for Master’s students.

Completing a thesis is a crucial final stage in many bachelor’s and master’s programmes across Europe and beyond. However, the process of thesis writing, how it is experienced by the writers, and how those experiences impact on writing remain underexplored. This book examines the student experience of thesis writing through an interdisciplinary perspective drawing on theories of learning, emotions, and genre and narrative/discursive analysis. As a result of this approach, the thesis is reconceptualised as a multilayered experience from the point of view of student writers. The chapters, which arose out of a collaborative research project across 10 European countries, employ an innovative combination of methods including the use of journey plots to provide a complex picture of the thesis writing process, which will be of interest to readers involved in academic writing at all levels.