期刊名称：Journal of Applied Research in Higher Education
印刷版ISSN：1758-1184
出版年度：2009
卷号：01
期号：01
出版社：University of Glamorgan
摘要：THIS PAPER aims to address the gap in the extant literature examining the support offered to, and required by,
students in light of the changing nature of the undergraduate dissertation and the changing nature of the student
undertaking it. For many, it will be the first time that they will have undertaken a self-directed, major research
project. The focus of this paper is to present the neuro-linguistic programming (NLP) framework for setting wellformed
outcomes that was offered to students in the initial session of a pilot dissertation workshop support
programme, initially targeting students completing dissertation projects on marketing topics within the Business
School. Unlike modules on Research Methods the focus of this programme was not on methodology, but on soft
skills such as goal setting, time management and motivation, along with practical skills such as those required to take
advantage of developments in data processing technology. The paper also presents the findings of qualitative data
gathered from responses of students in focus groups and in-depth interviews designed to explore students¡¯ on-going
motivation throughout the dissertation process. The paper concludes with a comparison of the results of those students
who took part in the workshop sessions with those that did not.
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