Recurring, informal workshops for undergraduates can dramatically improve perceptions of the dissertation writing process

This study examines the impact of a pilot project wherein undergraduates attended eight weekly workshops with peers and a dissertation supervisor. Surveys of supervisors indicated the dissertation workshops had several positive effects, particularly regarding students’ time management and peer learning. Students also reported high levels of satisfaction, with an overwhelming belief the workshops helped them improve the quality of their dissertation. Despite these positive perceptions, there was no statistical difference in dissertation marks compared to previous years. Overall, the evidence suggests that dissertation workshops are an effective tool to increase staff-student contact hours, manage anxiety in some students, and improve perceptions of the final year of study, but they are unlikely to substantially change dissertation marks for most students.