Picture of boy being examining by doctor at a tuberculosis sanatorium

Understanding our future through Open Access research about our past...

Strathprints makes available scholarly Open Access content by researchers in the Centre for the Social History of Health & Healthcare (CSHHH), based within the School of Humanities, and considered Scotland's leading centre for the history of health and medicine.

Research at CSHHH explores the modern world since 1800 in locations as diverse as the UK, Asia, Africa, North America, and Europe. Areas of specialism include contraception and sexuality; family health and medical services; occupational health and medicine; disability; the history of psychiatry; conflict and warfare; and, drugs, pharmaceuticals and intoxicants.

Explore the Open Access research of the Centre for the Social History of Health and Healthcare. Or explore all of Strathclyde's Open Access research...

Image: Heart of England NHS Foundation Trust. Wellcome Collection - CC-BY.

Qualitative undergraduate project supervision in psychology : current practices and support needs of supervisors across North East England and Scotland

Wiggins, Sally and Gordon-Finlayson, Alasdair and Becker, Sue and Sullivan, Cath (2015) Qualitative undergraduate project supervision in psychology : current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology. ISSN 1478-0887

[img]
Preview
Text (Wiggins-etal-QRP-2015-Qualitative-undergraduate-project-supervision-in-psychology-current-practices)
Wiggins_etal_QRP_2015_Qualitative_undergraduate_project_supervision_in_psychology_current_practices.pdf
Accepted Author Manuscript

Download (19MB) | Preview

Abstract

The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations, in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations.