Effective master's thesis supervision – A summative framework for research and practice
Therese Grohnert, Lena Gromotka, Inken Gast, Laurie Delnoij, Simon Beausaert
Abstract
Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative framework of what is currently known about elements and their relationships that constitute effective master's thesis supervision, focusing on the interactions between individual students and supervisors. We develop an input-process-outcome framework based on 36 existing studies, identifying student and supervisor outcomes, characteristics of an effective student-supervisor relationship along with actions that students and supervisors can take to create and maintain it, along with student and supervisor characteristics that serve as critical inputs for an effective supervision process. We find that current research emphasizes the role of supervisor attitudes and actions in relation to the student-supervisor relationship, while future research is needed on student actions, supervisor learning over time, and contextual characteristics. Following our framework, we generate avenues for future research and summarize effective supervision practices in the dynamic and complex context of master's thesis supervision.