This doctoral thesis focuses on thesis supervision in English-medium international master’s degree programmes (IMDPs) in Finnish universities. The purpose of this project is to explore the master’s thesis supervision process and the student-supervisor relationship by investigating both parties’ experiences and expectations. The specific goals are to identify the similarities and differences in students’ expectations of thesis supervision and their academic self-efficacy according to their field of study and cultural background, as well as to reveal the supervisors’ pedagogical variations and approaches to intercultural thesis supervision across a range of fields of study. This work’s practical aim is to promote thesis supervisors’ professional development by identifying and sharing practices that support intercultural supervision.

This thesis consists of a summary report and four original studies. Studies I and II focus on international degree students while Studies III and IV concentrate on master’s thesis supervisors. Study I follows a mixed-method approach to examine the results of an online questionnaire with a survey and one open-ended question (n = 302). Study I investigates the international degree students’ expectations of the thesis process and student-supervisor relationship according to their cultural background and field of study. Study II (n = 493) uses a quantitative approach to analyse international degree students’ academic self-efficacy. Study III is a qualitative study (n = 20) that uses semi-structured interviews to explore master’s thesis supervisors’ perceptions of thesis supervision and the models of supervision they apply. Finally, Study IV (n = 20) investigates whether and why master’s thesis supervisors consider their students’ expectations and previous writing experiences during the thesis supervision process.

The primary finding reveals a possible mismatch of views between students and supervisors regarding supervision; students highly value the interpersonal relationship whereas the supervisors place more significance on the academic process. The students share similar views on their responsibilities but have different expectations regarding their supervisors’ responsibilities during the thesis process according to their cultural background. More similarities than differences were identified regarding students’ expectations of the thesis process according to their field of study. The results reveal that discussions on cultural matters are rare. Additionally, similarities among students’ academic self-efficacy appeared linked to their cultural background, while statistically significant differences are identified according to students’ field of study.

Although supervisors within the same field of study may use different supervision models, this work indicates many apply the teaching model. The teaching model relies on students’ dependency on the supervisor and reflects the power asymmetry. However, it is not suited to the context of intercultural supervision, as it does not recognise students’ prior experiences and skills. The findings reveal the supervisors’ balance struggle which is related to the uncertain amount of effort, pressure, support and freedom that they need to provide to each student. Moreover, the supervisors’ need for more opportunities to reflect on their pedagogical approaches regarding supervision is highlighted. This work identifies two primary supervisory attitudes: diagnosing and adjusting supervision, and resisting and relying on student initiative. These attitudes are linked with the supervisors’ consideration of their students’ prior experiences and overall expectations of the thesis process and relationship.

This doctoral thesis provides new information on students and supervisors’ expectations of the master’s thesis process and relationship, and the supervisors’ pedagogical approaches in intercultural supervision. The findings demonstrate that more support and development of supervisors’ pedagogical approaches in supervision is needed. This dissertation concludes with recommendations for students and supervisors, university administrators and future research.