Reflections from Dr Xiangming Tao (Assistant Professor in Innovation & Project Management) and Josephine Van-Ess (Associate Professor in Management) 

Can you briefly outline your project and its aims? 

The Dissertation Navigator was designed to support postgraduate taught students through what is often the most challenging stage of their studies. Many students struggle with framing research questions, selecting research methods, and receiving consistent feedback from supervisors. At the same time, supervisors face pressures of large cohorts and varying practices. To address these challenges, we developed the MASTER Toolkit (Methods, Assessment, Support, Tools, Ethics, Resources) to standardise best practice. Together, these provide step-by-step guidance, templates, and frameworks that promote inclusive, fairness, independence, and timely feedback. The project aimed not only to improve supervision process and dissertation quality but also to foster inclusivity, confidence, and a stronger culture of research excellence across our postgraduate community. 

Which funding source did you apply to, and why did you choose it? 

We applied to the Education and Innovation Fund, which offers up to £5,000 for projects that transform teaching and learning at Sussex. The fund was a natural choice because of its focus on innovation, inclusivity, and student–staff co-creation. Dissertation support had been highlighted in the Postgraduate Taught Experience Survey (PTES) as an area needing improvement, so our project aligned closely with institutional priorities. The Fund gave us the flexibility to pilot new ideas such as digital toolkits and to demonstrate impact in a way that could later be scaled across programmes. It also provided visibility and recognition for teaching-focused projects, helping to ensure that postgraduate support received the attention it deserves alongside more established areas of the curriculum. 

Can you describe the application process? 

The application process was competitive but straightforward. We had to demonstrate the project’s rationale, expected outcomes, and alignment with the Learn to Transform strategy. To strengthen our bid, we drew on PTES survey data, feedback from MSc students, and reflections from supervisors to evidence the need for change. We also grounded the proposal in literature on postgraduate supervision and learning design. A key strength of the process was the requirement to think beyond immediate outcomes and consider sustainability and dissemination. This pushed us to frame the Dissertation Navigator not just as a one-off intervention, but as a scalable model that could be adopted more widely. The support from Educational Enhancement colleagues was invaluable in helping us refine our scope and make the project realistic within budget and timeframe. 

3. Were there any challenges or barriers you encountered during the application process? 

Our main challenge was balancing ambition with feasibility. Initial plans included a wide range of digital tools and cross-disciplinary training, but we needed to focus on deliverables that could be achieved within a modest budget and short timeline. Another challenge was evidencing need: while we were aware anecdotally of supervision inconsistencies, we had to support these claims with sector research and institutional survey data. Coordination was also demanding. Developing a project that involved multiple stakeholders, e.g. students, academic supervisors, success advisors, and administrators, required careful planning and compromise. Yet these very challenges helped sharpen the proposal, ensuring that the final project was focused, achievable, and relevant. 

How did the project unfold once funding was secured? What impact did it have? 

Funding allowed us to co-design the MASTER Toolkit with students and supervisors, hosted on Canvas, and across MSc programmes. The toolkit offered templates, explainer videos, and step-by-step resources. Students reported greater confidence in designing and managing research, and supervisors noted improved efficiency and fairness. One MSc Strategic Innovation Management student, supported through the Navigator, went on to secure a fully funded PhD scholarship at the University Liverpool School of Management. Students from other programs, such as the Entrepreneurship and Innovation MSc, also acknowledged the Dissertation Navigator’s impact: 

“Dear Tommy, I wanted to thank you for your kind guidance and support during my dissertation journey…… Your support was invaluable throughout this challenging process, and I truly appreciate your assistance and the Dissertation Navigator.” - MSc Entrepreneurship and Innovation Student, 2024 

The project was presented at the Higher Education Institutional Research (HEIR) Network Annual Conference 2024 and British Academy of Management (BAM) Management Knowledge and Education Teaching Practice Conference 2025, where it was praised as a scalable model.  

What are your top three tips for colleagues looking to apply for funding for their own scholarship projects? 

1. Ground your proposal in evidence and student voice. Use survey data, feedback, and literature to show the scale and urgency of the problem you are addressing. 

2. Start small, think big. Design a focused pilot that can demonstrate quick wins, but with scalability built in from the start. Funders want to see both impact and sustainability. 

3. Co-create with stakeholders. Engage students, colleagues, and support services early. This builds stronger projects and creates the buy-in needed for long-term change.