Beginning the Dissertation Journey: A Substantive Grounded Theory of Undergraduate Business Students Experiences in the Thesis Planning Stage in a Finnish UAS

Abstract

Finnish bachelor students in universities of applied sciences publish thousands of theses annually as a mandatory curricular requirement. A multitude of students, faculty and working life organizations are involved in the process. This study utilized the grounded theory method to produce a substantive grounded theory of the undergraduate business student's experience in the thesis planning stage. The data was collected between October 2011 and January 2013 from five thesis planning workshop implementations with a total of 138 enrolled students. The data consisted of documentary data gathered from students in the form of student emails and stories, and of participant observation notes taken on one-on-one faculty student consultancy sessions and classroom situations.

The key outcome of the study was a substantive grounded theory focused around the core category "getting the thesis plan done". The theory highlights the internal mental processes of the student (motivation, meta-cognition and cognition, emotions), student's doing, the stakeholders in the thesis process (student, peers, working life, faculty), and the four different kinds of interactional relationships between these stakeholders. Each of these components was described in further detail through its properties and their dimensions.

Findings clearly indicated that whether the students were motivated or not to engage in the thesis process, they tended to feel either suitably or overly challenged by it. Students wrestled with various motivational, cognitive, metacognitive and emotional challenges. Many sought faculty advising to resolve these concerns. Some faculty were motivated, committed and competent to advise, and facilitated students internal experience and doing. Other faculty failed to do so, often resulting in a negative motivational and emotional impact on the student. Students perceived commissioned working life theses as a motivating opportunity for professional learning, career building and networking. Negotiation, communication and collaboration between students and working life organizations proved, however, to be a problematic area for three reasons. Firstly, majority of students were not competent and self-reliant enough to liaise with organizations independently. Secondly, whilst many working life organizations were eager to work with young professionals, committed to build functioning collaboration relationship, and skilled at supporting the student, this was not true of all organizations. Students with unsuccessful working life encounters often suffered from negative motivational and emotional consequences. Faculty rarely attended joint meetings with the student and the organization. Dysfunctional faculty and working life encounters also delayed starting the thesis process. Students were at times suspicious of the usefulness of thesis planning classes and peer advising, but mostly the support was appreciated and utilized effectively.

Recommendations for further research and implications for practice were built around a proposed quadripartite model of interaction. The motivation, competences and resourcing of, and the collaborative models between the four parties need further research and development. Student theses as RDI in collaboration with working life form a powerful dynamic and context for professional learning and development. To be effective, further work is needed.