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In analysing the findings thro spss, what are the standard measures tht students need to use? Some students are confuse.

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We hv an expectation gap

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The so-so students can follow the cookie cutter strategy

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Agreed. Some good students can be encouraged to do better

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FYP/BRSM lecturers had been undermining students’ ability. Students can be led/coached to perform but its hard for supervisors to push students to show their ability if in the briefings they are told ‘this is okay’ , ‘thats okay’ .

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Have we agreed on sample size for quantitative study?

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Do they need to reach data saturation and triangulation in qualitative study?

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Is open-ended question considered qualitative approach?

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Read, Read & Read.. students are not doing this enough :p

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Some students really need the handholdings, especially if they are lost in the research focus, so we should direct them, but not teaching them all over again....

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Do we really need to emphasize on gaps at degree level?

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What do we do for students who expects the supervisor to spoonfeed everything? Like teach them to do literature review even though they have learned them in previous sem (and it seems that they have no idea how to do it? If we just guide them briefly and asked them to proceed they will say that we don’t help them. Any advice?

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is there any chance to allow the student to do their FYP presentation first before the final submission of the report? by doing this, the student can change their report and do their amendments and submit the corrected version.

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Thanks bro..

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Maybe after every briefing all students must do a quiz, need to pass 50% to 'unlock' the next chapter?

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Will we b gvn the copy of all the slides presented today? Tq

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The research titles/ areas shared by Dr Jugindar is so abundant that it is overflowing. Still we get the same old titles. Just wondering: where's the backlog? My view is that perhaps our students are not reading enough?

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How to distinguish whether it is a research not just a report?

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Level

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Is it possible to allocate certain amount of marks for compulsory meetings?

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If you are saying the student is not competent, firstly you need to define what is competent..because a supervisor’s competency & an undergraduate’s competency is different. If you are a PhD holder & you expect an undergraduate to be able to be that level than of course you will find the undergraduate not competent. You need to measure the competency of the undergraduate within the level of an undergraduate.

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Can the students change the supervisor perhaps the topic that he/she changed not the supervisor's area?

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Proposal:  to appoint only one supervisior

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is there any chance to allow the student to do their FYP presentation first before the final submission of the report? by doing this, the student can change their report and do their amendments and submit the corrected version.

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students coming to us and requesting to change supervisor but they scared will be penalized so they ask us to be their supervisors without putting our names in, its not fair for us to guide them and there will be no recognition for we who helped them.

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When can the students access the fyp bank? Sem 2, level 2?

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For some of us, who are hopeless with deadlines, do we have notification systems to alert us on the dates....like the exam reminder systems....

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Could anyone enlighten whether should I key in project-based or a research-based title? Project and research topics are totally different.... earlier session, speaker highlighted that the best outcome is to lead to publication. ff not a research topic, how could it leads to publication... I am so confused now.

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I think the main problem lies within the supervisor.
Many of the supervisors are not motivated/interested/committed to supervise students and this could be due to various factors (having too many supervisees to supervise, and this has strongly affected the supervisor’s motivation and capacity to give his or her best). Or some supervisors just don’t find research supervision as an ‘interesting’ experience and may just want to complete the supervision ASAP. However, none of the above factors can be more frustrating than if the supervisor is a rigid,  irresponsible, and close-minded person. This is happening everywhere (many universities) - Many supervisors have stop their learning/updating their knowledge in research once they have achieved their “Dr” or “Prof “and will still hold the one-fits-all  mindset to advise students( best example will be to use random sampling for all research). Many supervisees actually find it difficult to convince their supervisors worrying that they might fail them and most of the time they are lost and desperate. I couldn’t agree more that having a good student will help to ease the supervisor’s burden, but having a considerate and open-minded supervisor who is willing to learn and help will definitely help.

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Mr. Dhason,  Where would you add industry-related topics if indeed we have industries who are interested in some research?

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Perhaps there should be better coordination between the BRSM lecturers and FYP supervisors on topics? +1

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If anyone wish to be go end the seminar earlier, please be on time follow the schedule.

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When we do research, we need to use scientific formula to calculate the sample size. If nobody follow, why they create the formula. It is always okay to mention sample required 300, failing to get is totally fine because it is at voluntary basis, you cant blame respondents. So i will strictly suggest to state the sample required.

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Some students prefer to use what they did for BRSM for their FYP topic as a matter of convenience.  However, some of these topics are common and unimaginative.  Perhaps there should be better coordination between the BRSM lecturers and FYP supervisors on topics?

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Prof Vinesh sent out some files e.g e-meeting forms etc, pls read email.

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upload

link

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In fact there are first markers said more than 300

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Recently student said 30 respondents for quantitative study is enough, from fyp briefings

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Dr Juginder, your slides are interesting with the great comedian Vadiveloo 🤣

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6 chapter for quantitative... What about qualitative? Is there any guideline for that? The handbook covered both?

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TQ Dr Jugindar for defining the supervisor role

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dr juginder powerful presentation and determined

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Suggestion: make fyp handbook available on knowledge bank

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If u have diligent supervision easy and vice versa

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Very informative sharing session Dr. Jugindar

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Powerful presentation Dr Jugindar

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We have more challenges online to monitor the progress....

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Lecturers are angry cos brsm lecturers doing horrible job

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some even want to commit suicide

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seriously we can’t chase them

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student Have perception fyp is rocket science

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Ya many problem

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The biggest problem is supervisors tend to judge their students with their 'level'.

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however we have most of the time, they dont...

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That is where they can distinguish their study areas

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tge Major problem is students are not competent

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yes that the whole idea f brsm

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students should be able to focus in the areas of the studies during BRSM.

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but supervisor can alter and improvise the work

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They want to save time and eat as their perception

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How do we overcome the students perception that their BRSM topic is the be all & end all?

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yes true

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May be we should have the access as well...

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Yes

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That the students refer to in the structure of fyp including word counts.

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must ask dr jugi

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i am not sure if we have

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student have

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We have fyp handbook.

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Mr Jonathan will send

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Can we have today's slides send to us via email?

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can t call them

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Cannot too many supervisee

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Hats off to hi

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Dr juginder.. seems very powerful this morning☺️

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How many students allocated for a main supervisor  for one particular intake?

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the students should be having it with them

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Where to find the forms that we need to sign after each meeting with the students?

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but again there is no limit on qualitative and depends on data saturation

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for qualitative

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5 to 25

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Same goes to qualitative...how many participants expected

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Total word count for fyp?

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Appreciate this session to avoid markets conflict of interest

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How many respondents expected for quantitative research

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5

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Tq for attending everyone....much appreciated

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How many chapters? 5 or 6?

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Please ask ANY question about the FYP and your question will be answered! Promise