Students’ perception of the requirement of writing a thesis and their relationship to writing
This article examines students’ relationship to writing based on their perception of the requirement of writing a thesis, whether in the context of a professional or research diploma, as a degree requirement. The study involved students, teachers and coordinators across three academic institutions, two of which offer both a vocational degree and a university degree. This institution-based socio-clinical approach allowed for a cross-cutting study of these programs, and made it possible to associate the study subjects with the production of analyses. In describing the students’ relationship to the requirement of writing a thesis, three stances were identified: “Writing a thesis as an exercise to complete,” “conducting research,” and “developing intellectually and professionally.”