Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students

Abstract

Abstract This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the article explores the students’ lived experience of the dissertation as a form of independent learning and assessment, the challenges they encountered, and their perceptions of peer and tutor support. While students valued the autonomy, authenticity, and ownership they felt in relation to their dissertation, they also experienced considerable ­challenges, particularly in relation to ‘time’. Notes * Corresponding author: Sheffield Hallam University, School of Social Science and Law, Collegiate Crescent Campus, Sheffield S10 2BP, UK. Email: [e-mail]