Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative framework of what is currently known about elements and their relationships that constitute effective master's thesis supervision, focusing on the interactions between individual students and supervisors. We develop an input-process-outcome framework based on 36 existing studies, identifying student and supervisor outcomes, characteristics of an effective student-supervisor relationship along with actions that students and supervisors can take to create and maintain it, along with student and supervisor characteristics that serve as critical inputs for an effective supervision process. We find that current research emphasizes the role of supervisor attitudes and actions in relation to the student-supervisor relationship, while future research is needed on student actions, supervisor learning over time, and contextual characteristics. Following our framework, we generate avenues for future research and summarize effective supervision practices in the dynamic and complex context of master's thesis supervision.

中文翻译：

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有效的硕士论文指导 – 研究和实践的总结框架


每年，全球都有更多的学生进入研究生院完成硕士学位。他们教育的基石是硕士论文。分别，硕士论文导师在高等教育教学中发挥着关键作用，但目前尚无使论文监督有效的要素的循证概述。基于系统的文献综述，本研究提出了一个总结性框架，介绍了目前对构成有效硕士论文指导的要素及其关系的了解，重点关注学生个体和导师之间的互动。我们根据 36 项现有研究开发了一个输入-过程-结果框架，确定学生和导师的结果、有效的学生-导师关系的特征以及学生和导师可以采取的行动来建立和维护它，以及作为有效监督过程的关键输入的学生和导师特征。我们发现，目前的研究强调导师的态度和行动与学生与导师关系的关系，而未来的研究需要对学生的行为、导师随时间推移的学习和情境特征进行研究。遵循我们的框架，我们为未来的研究开辟了途径，并在硕士论文监督的动态和复杂的背景下总结了有效的监督实践。