Abstract

Our paper is designed to stimulate discussion of the undergraduate research process. We use recent changes in the dissertation process at Coventry Business School as a backdrop for exploring the authors perceptions of two extreme types of teaching: the subject‑centred and the student‑centred. We conclude that the subject‑centred approach is dominant and it would seem to leave little room for continuing professional development of academics or students. Both authors will offer examples from their own reflective practice.