Establishing partnerships with stakeholders at the outset of a thesis project is an effective strategy to stimulate valuable knowledge dissemination from student research.
While most educators are well-versed in the advantages of the flipped classroom model, where students engage with course material before class to facilitate interactive discussions during sessions, this approach can also be applied to research and supervision roles. By adopting a “flipped thesis” methodology, graduate students are encouraged to collaborate with external organizations or communities from the program’s commencement, ensuring research outcomes align with stakeholder priorities. Unlike traditional theses that address findings solely at the end for a limited academic audience, the “flipped thesis” methodology involves students in conversations with stakeholders early on, leading to a more receptive reception of research results.
The implementation of the “flipped thesis” model involves several key steps:
- Networking with various external entities to establish connections.
- Recruiting graduate students interested in impactful research collaborations.
- Identifying intersections between academic interests, student aspirations, and stakeholder needs.
- Establishing a tentative timeline and communication plan with partners.
- Executing the project plan with flexibility and commitment to the partner’s requirements.
However, challenges may arise in academia that hinder the adoption of the “flipped thesis” approach, such as the need for broad research interests, flexible program structures, and adaptable funding arrangements. Despite these obstacles, the “flipped thesis” methodology offers a novel perspective on thesis supervision, emphasizing early stakeholder engagement and knowledge mobilization.
By integrating the principles of the flipped classroom into thesis supervision, educators can enhance research outcomes, foster collaborative relationships, and provide students with valuable skills development opportunities. Embracing the “flipped thesis” model represents a paradigm shift in graduate education, promoting impactful research practices and experiential learning for students.
Garrett Richards, an assistant professor at the Environmental Policy Institute, Grenfell Campus, Memorial University of Newfoundland, introduces the concept of the “flipped thesis” model as a transformative approach to thesis supervision and knowledge mobilization.