Critical events in bachelor's and taught master's dissertation writing: a case study and model

Dissertation writing at bachelor’s and master’s levels is a process presenting challenges that must be overcome for the successful completion of the degree programmes. Factors such as unclear expectations and the assumption of competence can generate situations jeopardising successful dissertation outcomes. This study applies an instrumental case study approach to chart the lived experience of one student’s dissertation writing journeys at undergraduate and taught master’s levels. It uses interviews, journey plots and email correspondence to provide insights identifying factors that feed into critical event scenarios during the writing process. Following thematic analysis, the themes Supervision, Feedback and University Regulations were identified and discussed in relation to the emotions in the journey plots of the two dissertations. A categorisation of critical event factors is provided and used for a tentative model of a critical event scenario in an attempt to contribute useful insights into dissertation writing pedagogy and related institutional policies.