4.1 Checklists for Meetings

            Getting Acquainted

–           Which programme is the student following?

–           Is the student studying full-time or part-time?

–           What study and writing experience does the student have so far?

–           Does the student have dyslexia or another writing-related difficulty?

–           What additional activities does the student undertake (work, internship, courses)?

–           Are there any study delays (outstanding exams)?

          Discussion of the supervision process and underlying philosophy

–           Explanation of the thesis supervision process (also provided in writing, for example by email)

–           Choice between agile mentoring or independent thesis writing

         Agreement on deadlines

         Discussion of the writing plan

–       Where necessary, explanation of the coherence between the main research question and the sub-questions

         Expectations for the next step 

–        Assignment for the first sprint: revising the writing plan and drafting the introduction (Chapter 1)

         Administrative Follow-up

–         Sending written feedback on the initial writing plan

–         Preparing and saving meeting notes

–        How is the student progressing? Are there any personal or practical difficulties?

–        Which bottlenecks or difficulties are being experienced in the writing process?

–        Discussion of feedback on the submitted text

–        Discussion of tasks and expectations for the next sprint

–        How did you experience the thesis process?

–        Discussion of the final thesis grade

–        Reflection on the study programme and the thesis trajectory

–        Gathering feedback on the supervision process