Subject: Profile course. Course: Process Facilitation and Change in organisationsStudy level: Master's degree. Size of class: Approx. 21 students.
It is my clear impression that there is a need for offering a thesis preparation course which does not only deal with academic content, but also the meta competences involved in teaching and in the writing of a thesis. I see this activity as an opportunity to assist the students in making this a good process that results in the completion of their thesis within the short time frame available to them.
The aim of the course is to give students a theoretical and practical understanding of process and change management within an organisational context. The activity relates to the course and its academic objectives, giving the students a chance to engage in process-oriented work involving their own process.
The purpose of the activity is to provide students with time and tools for their thesis before the thesis process begins officially. Through the activity, the students should learn how best to manage their own time. The key learning objectives of the activity relate to meta-learning, which involves a different level than the academic content of the course. Focus is on topics completely different from the academic content. The purpose is to address the students’ perception of the thesis as a daunting task, turning it into an exciting task they look forward to.
The thesis preparation course is organised in four modules scheduled to take place immediately following the course in the actual subject. The students are told that participation is voluntary and does not include any examination. It is an opportunity for them to work with their thesis. I base the planning of my teaching on the format Takeaway Teaching. The Takeaway Teaching page offers prepared activities which are described and ready to use. I then adapt the exercises to match my course. This includes adding some issues that we are already working with in the course. Before the first teaching session, I prepare a memo describing what I expect of the students and what they will be able to take away from the course. I also prepare some exercises for them. Each session focuses on different aspects and includes different exercises, for instance involving thesis statement, supervisor and topic. I emphasise that I am not their supervisor, but my task is to prepare them well for writing their thesis and enhance their personal learning.
The students taking the course state that they benefit greatly from it. Even though the course requires extra hours, these are well spent. The students find it very helpful to work on their thesis in a concentrated manner. Some students find it very stressful that they will soon have to write their thesis, but using the tools from this course, they find it simpler and more evident how to get started at this early stage. As a teacher I enjoy having an informal space with the students where our dialogue is essential and focus is on what the students need.
To me, the Takeaway Teaching tools available in my Blackboard course are very useful. I have plenty to prepare for my ordinary teaching, and with Takeaway Teaching I actually get some material that I can use directly. At the same time, it is useful and motivating for me that this may be adapted in a way that makes sense to me.
It may be considered whether a course like this should be compulsory or just an option. It is also important to consider how much the students need to prepare. At this point in time, the students have plenty of preparation work, and attending should therefore be as simple as possible for the students. Also consider if it is necessary to ask the students to read text for each session. I tell them that reading is a supplement to our work in class, but not compulsory, and this works well.
