Bridging the gap: The launch and expansion of dissertation buddies Navigating a one-year Postgraduate Taught (PGT) study in the UK presents unique challenges, especially during the dissertation or major project phase (Huang, 2007). Previous studies have highlighted difficulties for both domestic, EU and international (non-EU) students (Evans et al., 2018). However, there is limited evidence of effective peer support approaches for PGT students, and PGT students have been described as the ‘overlooked cohort’ (Coneyworth, et al., 2019). Addressing this gap in research and practice, the Dissertation Buddies (DB) programme was developed at Moray House School of Education and Sport (MHSES) and implemented in academic year 2020/21. The programme has been developed and enhanced each year and regularly has around 200 students participating. Details of the design and implementation of DB are in our previous blog post, where we also discuss our initial evaluation of student experience. At the University of Edinburgh Learning & Teaching Conference 2023, Julie Smith, Emily Birtles and Lianya Qiu presented the model, and highlighted PGT student experiences from MHSES, which sparked interest from a number of schools in piloting the peer support model in their one-year PGT programmes. To widen DB peer support across disciplines, in the academic year 2023/24, a collaborative effort was initiated among academic staff, students, and student experience staff from MHSES and the School of Economics to co-develop the Dissertation Buddies programme, supported by a University of Edinburgh Student Partnership Agreement grant. Tailored to Context: Integrating the DB Programme in the School of Economics The integration of the DB programme within the School of Economics was built upon the successful experiences at MHSES while adapting the activities to suit our specific context. We adopted themes from previous DB activities, including academic learning, mental health maintenance, and preparation for future careers. Many of these activities were jointly organised between the School of Economics and MHSES, fostering collaboration and community across the two schools. Recognising the unique needs of our PGT programme, we made several adjustments. One significant change was the timing of events. For instance, students at School of Economics have exams in May, whereas students at MHSES typically begin drafting their dissertations around that time. To accommodate this, we rescheduled our events to better align with the students’ academic calendars. Additionally, we introduced new events tailored to the students’ learning cycles. For example, two weeks before the submission deadlines for research proposals and thesis abstracts, we organised sessions where professors provided valuable writing tips and guidance. Despite differences in subject areas, many PGT students face the challenge of writing their first major academic paper within a short timeframe of two to three months. For events that benefitted students from both Schools, we ensured they were held jointly to strengthen community connections. Joint events covered topics such as using research tools, developing writing skills, and addressing visa issues. These interactions between students from different disciplines were particularly valuable, as they often highlighted common challenges and offered new perspectives that students might not have considered on their own. This year, around 25 students in the School of Economics participated in DB events. Events held before the submission deadlines for proposals and abstracts attracted particular interest. The combination of in-person and online participation options also contributed to higher engagement levels. Looking forward: A flexible framework across disciplines and schools The DB programme has shown potential in addressing the academic, social, and wellbeing needs of PGT students across different disciplines. While the programme initially centred around the context of MHSES, tailoring and piloting it to the School of Economics revealed the importance of flexibility in timing and content to accommodate specific students’ needs and programme schedules. For example, aligning event timetables with exam and dissertation timelines and customising the content to reflect the students’ priorities of Economics students has proven crucial for engagement and success in implementation. Looking forward, the DB model offers a flexible framework that could be tailored to other schools within the University. The key is to start by recognising and identifying the distinct differences in academic cycles and requirements, as well as student needs. Then, map the academic calendar and key events tailored to the students’ needs and the available resources. The selected DB activities aim to provide comprehensive support for students during their dissertation phase. While some activities may overlap with those already offered by the school, it is essential to maintain frequent communication with faculty to ensure DB complements existing schemes. For example, the School of Economics hosted a session for students interested in pursuing a PhD, a topic also included in DB. Rather than duplicating the formal guidance on PhD applications, DB took a different approach, inviting current PhD students to share their personal experiences. These discussions focused on real-world challenges, such as contacting potential supervisors and demonstrating research capabilities. By highlighting these unique aspects in DB promotional materials, we encouraged student engagement and ensured the distinct value of our peer support activities was clear. To further scale the DB programme, we also suggest creating a collaborative approach that includes input from academic staff, students, and student support staff from various schools, fostering both inter- and intra-school connections. We believe this partnership approach will provide a sustainable peer support structure for PGT students across the University. If you would like to know more about the Dissertation Buddies peer support programme, please contact Julie Smith, Lianya Qiu, or Emily Birtles. References Coneyworth, L., Jessop, R., Maden, P., & White, G. (2019). The overlooked cohort?–Improving the taught postgraduate student experience in higher education. Innovations in Education and Teaching International. Evans, Nguyen, T., Richardson, M., & Scott, I. (2018). Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK. Research in Post-Compulsory Education, 23(2), 249–265. https://doi.org/10.1080/13596748.2018.1444386 Huang, R. (2007). ‘A Challenging but Worthwhile Learning Experience!’Asian International Student Perspectives of Undertaking a Dissertation in the UK. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(1), 29-38.
Aubrey Li
Rie Shigemori
Julie Smith
Emily Birtles
Lianya Qiu
