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The words ‘ dissertation ’ and ‘thesis’ both refer to a large written research project undertaken to complete a degree, but they are used differently depending on the country:
The main difference is in terms of scale – a dissertation is usually much longer than the other essays you complete during your degree.
Another key difference is that you are given much more independence when working on a dissertation. You choose your own dissertation topic , and you have to conduct the research and write the dissertation yourself (with some assistance from your supervisor).
Dissertation word counts vary widely across different fields, institutions, and levels of education:
However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.
At the bachelor’s and master’s levels, the dissertation is usually the main focus of your final year. You might work on it (alongside other classes) for the entirety of the final year, or for the last six months. This includes formulating an idea, doing the research, and writing up.
A PhD thesis takes a longer time, as the thesis is the main focus of the degree. A PhD thesis might be being formulated and worked on for the whole four years of the degree program. The writing process alone can take around 18 months.
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Guide to writing your thesis/dissertation, definition of dissertation and thesis.
The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.
The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.
A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.
The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.
Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.
Writing a dissertation is a daunting task, but these tips will help you prepare for all the common challenges students face before deadline day.
Writing a dissertation is one of the most challenging aspects of university. However, it is the chance for students to demonstrate what they have learned during their degree and to explore a topic in depth.
In this article, we look at 10 top tips for writing a successful dissertation and break down how to write each section of a dissertation in detail.
1. Select an engaging topic Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree.
2. Research your supervisor Undergraduate students will often be assigned a supervisor based on their research specialisms. Do some research on your supervisor and make sure that they align with your dissertation goals.
3. Understand the dissertation structure Familiarise yourself with the structure (introduction, review of existing research, methodology, findings, results and conclusion). This will vary based on your subject.
4. Write a schedule As soon as you have finalised your topic and looked over the deadline, create a rough plan of how much work you have to do and create mini-deadlines along the way to make sure don’t find yourself having to write your entire dissertation in the final few weeks.
5. Determine requirements Ensure that you know which format your dissertation should be presented in. Check the word count and the referencing style.
6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end.
7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your research questions, SMART objectives and dissertation structure.
8. Keep a dissertation journal Track your progress, record your research and your reading, and document challenges. This will be helpful as you discuss your work with your supervisor and organise your notes.
9. Schedule regular check-ins with your supervisor Make sure you stay in touch with your supervisor throughout the process, scheduling regular meetings and keeping good notes so you can update them on your progress.
10. Employ effective proofreading techniques Ask friends and family to help you proofread your work or use different fonts to help make the text look different. This will help you check for missing sections, grammatical mistakes and typos.
A dissertation is a long piece of academic writing or a research project that you have to write as part of your undergraduate university degree.
It’s usually a long essay in which you explore your chosen topic, present your ideas and show that you understand and can apply what you’ve learned during your studies. Informally, the terms “dissertation” and “thesis” are often used interchangeably.
First, choose a topic that you find interesting. You will be working on your dissertation for several months, so finding a research topic that you are passionate about and that demonstrates your strength in your subject is best. You want your topic to show all the skills you have developed during your degree. It would be a bonus if you can link your work to your chosen career path, but it’s not necessary.
Second, begin by exploring relevant literature in your field, including academic journals, books and articles. This will help you identify gaps in existing knowledge and areas that may need further exploration. You may not be able to think of a truly original piece of research, but it’s always good to know what has already been written about your chosen topic.
Consider the practical aspects of your chosen topic, ensuring that it is possible within the time frame and available resources. Assess the availability of data, research materials and the overall practicality of conducting the research.
When picking a dissertation topic, you also want to try to choose something that adds new ideas or perspectives to what’s already known in your field. As you narrow your focus, remember that a more targeted approach usually leads to a dissertation that’s easier to manage and has a bigger impact. Be ready to change your plans based on feedback and new information you discover during your research.
Your supervisor is there to provide guidance on your chosen topic, direct your research efforts, and offer assistance and suggestions when you have queries. It’s crucial to establish a comfortable and open line of communication with them throughout the process. Their knowledge can greatly benefit your work. Keep them informed about your progress, seek their advice, and don’t hesitate to ask questions.
1. Keep them updated Regularly tell your supervisor how your work is going and if you’re having any problems. You can do this through emails, meetings or progress reports.
2. Plan meetings Schedule regular meetings with your supervisor. These can be in person or online. These are your time to discuss your progress and ask for help.
3. Share your writing Give your supervisor parts of your writing or an outline. This helps them see what you’re thinking so they can advise you on how to develop it.
5. Ask specific questions When you need help, ask specific questions instead of general ones. This makes it easier for your supervisor to help you.
6. Listen to feedback Be open to what your supervisor says. If they suggest changes, try to make them. It makes your dissertation better and shows you can work together.
7. Talk about problems If something is hard or you’re worried, talk to your supervisor about it. They can give you advice or tell you where to find help.
8. Take charge Be responsible for your work. Let your supervisor know if your plans change, and don’t wait if you need help urgently.
Remember, talking openly with your supervisor helps you both understand each other better, improves your dissertation and ensures that you get the support you need.
How to write a successful research piece at university How to choose a topic for your dissertation Tips for writing a convincing thesis
It’s important to start with a detailed plan that will serve as your road map throughout the entire process of writing your dissertation. As Jumana Labib, a master’s student at the University of Manchester studying digital media, culture and society, suggests: “Pace yourself – definitely don’t leave the entire thing for the last few days or weeks.”
Decide what your research question or questions will be for your chosen topic.
Break that down into smaller SMART (specific, measurable, achievable, relevant and time-bound) objectives.
Speak to your supervisor about any overlooked areas.
Create a breakdown of chapters using the structure listed below (for example, a methodology chapter).
Define objectives, key points and evidence for each chapter.
Define your research approach (qualitative, quantitative or mixed methods).
Outline your research methods and analysis techniques.
Develop a timeline with regular moments for review and feedback.
Allocate time for revision, editing and breaks.
Consider any ethical considerations related to your research.
Stay organised and add to your references and bibliography throughout the process.
Remain flexible to possible reviews or changes as you go along.
A well thought-out plan not only makes the writing process more manageable but also increases the likelihood of producing a high-quality piece of research.
The structure can depend on your field of study, but this is a rough outline for science and social science dissertations:
Introduce your topic.
Complete a source or literature review.
Describe your research methodology (including the methods for gathering and filtering information, analysis techniques, materials, tools or resources used, limitations of your method, and any considerations of reliability).
Summarise your findings.
Discuss the results and what they mean.
Conclude your point and explain how your work contributes to your field.
On the other hand, humanities and arts dissertations often take the form of an extended essay. This involves constructing an argument or exploring a particular theory or analysis through the analysis of primary and secondary sources. Your essay will be structured through chapters arranged around themes or case studies.
All dissertations include a title page, an abstract and a reference list. Some may also need a table of contents at the beginning. Always check with your university department for its dissertation guidelines, and check with your supervisor as you begin to plan your structure to ensure that you have the right layout.
The length of an undergraduate dissertation can vary depending on the specific guidelines provided by your university and your subject department. However, in many cases, undergraduate dissertations are typically about 8,000 to 12,000 words in length.
“Eat away at it; try to write for at least 30 minutes every day, even if it feels relatively unproductive to you in the moment,” Jumana advises.
References are the section of your dissertation where you acknowledge the sources you have quoted or referred to in your writing. It’s a way of supporting your ideas, evidencing what research you have used and avoiding plagiarism (claiming someone else’s work as your own), and giving credit to the original authors.
Referencing typically includes in-text citations and a reference list or bibliography with full source details. Different referencing styles exist, such as Harvard, APA and MLA, each favoured in specific fields. Your university will tell you the preferred style.
Using tools and guides provided by universities can make the referencing process more manageable, but be sure they are approved by your university before using any.
The requirement of a bibliography depends on the style of referencing you need to use. Styles such as OSCOLA or Chicago may not require a separate bibliography. In these styles, full source information is often incorporated into footnotes throughout the piece, doing away with the need for a separate bibliography section.
Typically, reference lists or bibliographies are organised alphabetically based on the author’s last name. They usually include essential details about each source, providing a quick overview for readers who want more information. Some styles ask that you include references that you didn’t use in your final piece as they were still a part of the overall research.
It is important to maintain this list as soon as you start your research. As you complete your research, you can add more sources to your bibliography to ensure that you have a comprehensive list throughout the dissertation process.
Throughout your dissertation writing, attention to detail will be your greatest asset. The best way to avoid making mistakes is to continuously proofread and edit your work.
Proofreading is a great way to catch any missing sections, grammatical errors or typos. There are many tips to help you proofread:
Ask someone to read your piece and highlight any mistakes they find.
Change the font so you notice any mistakes.
Format your piece as you go, headings and sections will make it easier to spot any problems.
Separate editing and proofreading. Editing is your chance to rewrite sections, add more detail or change any points. Proofreading should be where you get into the final touches, really polish what you have and make sure it’s ready to be submitted.
Stick to your citation style and make sure every resource listed in your dissertation is cited in the reference list or bibliography.
Writing a dissertation conclusion is your chance to leave the reader impressed by your work.
Start by summarising your findings, highlighting your key points and the outcome of your research. Refer back to the original research question or hypotheses to provide context to your conclusion.
You can then delve into whether you achieved the goals you set at the beginning and reflect on whether your research addressed the topic as expected. Make sure you link your findings to existing literature or sources you have included throughout your work and how your own research could contribute to your field.
Be honest about any limitations or issues you faced during your research and consider any questions that went unanswered that you would consider in the future. Make sure that your conclusion is clear and concise, and sum up the overall impact and importance of your work.
Remember, keep the tone confident and authoritative, avoiding the introduction of new information. This should simply be a summary of everything you have already said throughout the dissertation.
Seeta Bhardwa
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The Ohio State University
The dissertation is the hallmark of the research expertise demonstrated by a doctoral student. It is a scholarly contribution to knowledge in the student’s area of specialization. By researching and writing a dissertation, the student is expected to demonstrate a high level of knowledge and the capability to function as an independent scholar.
A thesis is a hallmark of some master’s programs. It is a piece of original research, generally less comprehensive than a dissertation, and is meant to show the student’s knowledge of an area of specialization.
PhD and master’s students are responsible for meeting all requirements for preparing theses and dissertations. They are expected to confer with their advisors about disciplinary and program expectations and to follow Graduate School procedure requirements.
The Graduate School’s format review is in place to help the document submission process go smoothly for the student. Format reviews for PhD dissertations and master’s theses can be done remotely or in-person. The format review is required at or before the two-week notice of the final defense.
Ohio State has agreements with two organizations— OhioLINK and ProQuest/UMI Dissertation Publishing —that store and provide access to Ohio State theses and dissertations.
Graduate degree examinations are a major milestone in all graduate students’ pursuit of their graduate degree. Much hinges on the successful completion of these examinations, including the ability to continue in a graduate program.
The rules and processes set by the Graduate School ensure the integrity of these examinations for graduate students, the graduate faculty, and for Ohio State.
During your final semester as a graduate student there are many activities that lead up to commencement and receiving your degree. Complete the final semester checklist and learn more about commencement activities.
Select your expected graduation term below to see specific dates concerning when to apply for graduation, complete your examinations and reports, submit approved thesis and dissertation, commencement, and the end-of semester deadline.
Applications to Graduate Due 1 : January 26, 2024
Examinations and Reports completed by 2 : April 12, 2024
Approved thesis and dissertation submitted and accepted by 3 : April 19, 2024
Commencement 4 : May 5, 2024
End of Semester Deadline 5 : May 6, 2024
Applications to Graduate Due 1 : May 24, 2024
Examinations and Reports completed by 2 : July 12, 2024
Approved thesis and dissertation submitted and accepted by 3 : July 19, 2024
Commencement 4 : August 4, 2024
End of Semester Deadline 5 : August 19, 2024
Applications to Graduate Due 1 : September 6, 2024
Examinations and Reports completed by 2 : November 22, 2024
Approved thesis and dissertation submitted and accepted by 3 : November 27, 2024
Commencement 4 : December 15, 2024
End of Semester Deadline 5 : January 3, 2025
Applications to Graduate Due 1 : January 24, 2025
Examinations and Reports completed by 2 : April 11, 2025
Approved thesis and dissertation submitted and accepted by 3 : April 18, 2025
Commencement 4 : May 4, 2025
End of Semester Deadline 5 : May 5, 2025
1 Applications to graduate include current semester or End-of-Semester deadline. Applications must be received by close of business.
2 Format reviews may occur electronically or in person at the Graduate School during announced business hours. Both options require submitting a digital version of the dissertation or DMA document draft in a PDF format to [email protected] .
3 Approved documents must be submitted via OhioLINK and accepted by the Graduate School by the close of business before the Report on Final Document will be processed.
4 Students not attending commencement must complete the commencement section on the Application to Graduate to indicate how their diploma should be disbursed.
5 A degree applicant who does not meet published graduation deadlines but who does complete all degree requirements by the last business day prior to the first day of classes for the following semester or summer term will graduate the following semester or summer term without registering or paying fees
Dissertations & Theses 614-292-6031 [email protected]
Doctoral Exams, Master's Examination, Graduation Requirements 614-292-6031 [email protected]
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Published on November 11, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.
Choosing your dissertation topic is the first step in making sure your research goes as smoothly as possible. When choosing a topic, it’s important to consider:
You can follow these steps to begin narrowing down your ideas.
Step 1: check the requirements, step 2: choose a broad field of research, step 3: look for books and articles, step 4: find a niche, step 5: consider the type of research, step 6: determine the relevance, step 7: make sure it’s plausible, step 8: get your topic approved, other interesting articles, frequently asked questions about dissertation topics.
The very first step is to check your program’s requirements. This determines the scope of what it is possible for you to research.
Some programs have stricter requirements than others. You might be given nothing more than a word count and a deadline, or you might have a restricted list of topics and approaches to choose from. If in doubt about what is expected of you, always ask your supervisor or department coordinator.
Start by thinking about your areas of interest within the subject you’re studying. Examples of broad ideas include:
To get a more specific sense of the current state of research on your potential topic, skim through a few recent issues of the top journals in your field. Be sure to check out their most-cited articles in particular. For inspiration, you can also search Google Scholar , subject-specific databases , and your university library’s resources.
As you read, note down any specific ideas that interest you and make a shortlist of possible topics. If you’ve written other papers, such as a 3rd-year paper or a conference paper, consider how those topics can be broadened into a dissertation.
After doing some initial reading, it’s time to start narrowing down options for your potential topic. This can be a gradual process, and should get more and more specific as you go. For example, from the ideas above, you might narrow it down like this:
All of these topics are still broad enough that you’ll find a huge amount of books and articles about them. Try to find a specific niche where you can make your mark, such as: something not many people have researched yet, a question that’s still being debated, or a very current practical issue.
At this stage, make sure you have a few backup ideas — there’s still time to change your focus. If your topic doesn’t make it through the next few steps, you can try a different one. Later, you will narrow your focus down even more in your problem statement and research questions .
There are many different types of research , so at this stage, it’s a good idea to start thinking about what kind of approach you’ll take to your topic. Will you mainly focus on:
Many dissertations will combine more than one of these. Sometimes the type of research is obvious: if your topic is post-war Irish poetry, you will probably mainly be interpreting poems. But in other cases, there are several possible approaches. If your topic is reproductive rights in South America, you could analyze public policy documents and media coverage, or you could gather original data through interviews and surveys .
You don’t have to finalize your research design and methods yet, but the type of research will influence which aspects of the topic it’s possible to address, so it’s wise to consider this as you narrow down your ideas.
It’s important that your topic is interesting to you, but you’ll also have to make sure it’s academically, socially or practically relevant to your field.
The easiest way to make sure your research is relevant is to choose a topic that is clearly connected to current issues or debates, either in society at large or in your academic discipline. The relevance must be clearly stated when you define your research problem .
Before you make a final decision on your topic, consider again the length of your dissertation, the timeframe in which you have to complete it, and the practicalities of conducting the research.
Will you have enough time to read all the most important academic literature on this topic? If there’s too much information to tackle, consider narrowing your focus even more.
Will you be able to find enough sources or gather enough data to fulfil the requirements of the dissertation? If you think you might struggle to find information, consider broadening or shifting your focus.
Do you have to go to a specific location to gather data on the topic? Make sure that you have enough funding and practical access.
Last but not least, will the topic hold your interest for the length of the research process? To stay motivated, it’s important to choose something you’re enthusiastic about!
Most programmes will require you to submit a brief description of your topic, called a research prospectus or proposal .
Remember, if you discover that your topic is not as strong as you thought it was, it’s usually acceptable to change your mind and switch focus early in the dissertation process. Just make sure you have enough time to start on a new topic, and always check with your supervisor or department.
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
Statistics
Research bias
Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .
However, it should also fulfill criteria in three main areas:
All research questions should be:
You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.
Ask questions such as:
A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.
It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.
Note that some departments require a defense component, where you present your prospectus to your committee orally.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.
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So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.
To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .
In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).
So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.
As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:
In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.
To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.
Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.
The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:
Typically, a good title includes mention of the following:
For example:
A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].
Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).
This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.
So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:
There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.
The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .
For it to stand alone, your abstract should cover the following key points (at a minimum):
So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.
In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .
This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:
If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.
Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…
It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:
These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.
If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.
Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:
Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.
Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.
Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…
In this chapter, you need to address two critical questions:
Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.
Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.
In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!
You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.
Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.
Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).
What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.
Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.
The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).
Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?
Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!
This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.
The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.
It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:
Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.
The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.
Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!
And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:
Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).
I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the Grad Coach Blog .
This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...
many thanks i found it very useful
Glad to hear that, Arun. Good luck writing your dissertation.
Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!
what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much
Thanks so much this helped me a lot!
Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.
Thanks Ade!
Thank you so much sir.. It was really helpful..
You’re welcome!
Hi! How many words maximum should contain the abstract?
Thank you so much 😊 Find this at the right moment
You’re most welcome. Good luck with your dissertation.
best ever benefit i got on right time thank you
Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .
I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these
You have given immense clarity from start to end.
Morning. Where will I write the definitions of what I’m referring to in my report?
Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!
Thanks ! so concise and valuable
This was very helpful. Clear and concise. I know exactly what to do now.
Thank you for allowing me to go through briefly. I hope to find time to continue.
Really useful to me. Thanks a thousand times
Very interesting! It will definitely set me and many more for success. highly recommended.
Thank you soo much sir, for the opportunity to express my skills
Usefull, thanks a lot. Really clear
Very nice and easy to understand. Thank you .
That was incredibly useful. Thanks Grad Coach Crew!
My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!
Do we need to mention the number of words the dissertation contains in the main document?
It depends on your university’s requirements, so it would be best to check with them 🙂
Such a helpful post to help me get started with structuring my masters dissertation, thank you!
Great video; I appreciate that helpful information
It is so necessary or avital course
This blog is very informative for my research. Thank you
Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates
wow this is an amazing gain in my life
This is so good
How can i arrange my specific objectives in my dissertation?
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By Elizabeth Exline
When Rose Lorenzo got close to finishing her master’s degree at University of Phoenix (UOPX), she came to a crossroads. She could walk away with her degree and focus on building her company, Lorenzo Financial , or she could scratch the itch for more academic knowledge and pursue her doctorate.
Lorenzo chose the latter. (And still managed to build her company, lay the groundwork to launch a new school and eventually get accepted to law school.)
“Although I knew what I wanted to study, I wish I had known how to choose the right topic and how to narrow that topic down before I started,” Lorenzo recalls.
Lorenzo, of course, is talking about the dissertation , that book-length document that’s both the capstone of the doctoral degree and the driving force behind a doctoral program’s years of study and academic research.
But settling on a topic is just one part of a process that can intimidate even the most determined scholar. What’s exactly involved in a dissertation? And what’s the point of one anyway? Here, we take a deeper dive into the dissertation experience.
A dissertation is an academic document prepared by a doctoral student that contains original research about a topic. The student identifies the topic, conducts the research, writes the dissertation and defends it in front of a committee led by a dissertation chair and other doctoral faculty who decide whether the research meets the doctoral level research standards. If it does, the student will successfully complete the doctoral program, have their dissertation published in ProQuest and earn a terminal degree , which means the highest education level that can be earned in a field.
The dissertation, in other words, is important. But why all the fuss in the first place? According to Rodney Luster, PhD, a dissertation can enhance society’s overall knowledge and understanding about an issue and ignite a person’s area of interest and expertise, as well as enhance that expertise .
Luster is the chair for the Center for Leadership Studies and Organizational Research within the College of Doctoral Studies at University of Phoenix , and he points to his own dissertation by way of example.
His research concerned what is currently known as vicarious trauma, a phenomenon he witnessed among his college students after the 9/11 attacks. His students hadn’t been anywhere near the attack, and yet he noticed they displayed classic signs of trauma. This piqued his interest.
“I was able to conduct what I understand was the first research study looking at vicarious trauma in the general population, and that has opened up a lot of doors,” Luster explains.
Now an expert on the concept, he has seen the phenomenon after subsequent events, such as Hurricane Katrina.
Lorenzo’s research was more tailored to her area of interest. She ultimately whittled down her topic from how leadership impacts entrepreneurial success or failure to how it impacts female entrepreneurs specifically.
Topics, in other words, offer the freedom for students to follow their curiosity and experience with the goal of potentially solving a problem or adding to a field’s body of knowledge .
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Dissertation vs. thesis — what's the difference.
Some people may confuse a dissertation with a thesis, but they’re not the same thing. While similar in nature in that they are both the capstone of an academic program, the biggest difference is where a dissertation and a thesis fit in the educational journey. As explained, a doctoral student completes a dissertation, while a thesis is a research paper for a master’s-level student or sometimes within a bachelor’s program.
There are other differences as well. One is the level of research involved. Often, a thesis is based on existing research. This means that an undergrad or graduate student will compile various research findings to defend a theory or idea in a thesis. A dissertation on the other hand requires doctoral students to conduct, present and defend their own research.
The two documents differ in length too. A thesis is often much shorter and can range from 40 to 60 pages for an undergraduate thesis and from 60 to upward of 100 pages for a master's thesis. A dissertation is 150 to 300 pages, or 80,000 to 100,000 words. As noted, whether it’s presented in front of a panel of faculty or academics as an oral defense is another key difference. This is often required for a dissertation, but oral defense of a thesis may depend on the program or institution.
Figuring out a dissertation topic is a process as individualized as the students in a doctoral degree program. Luster usually encourages candidates to begin with a title .
“That’s going to be your selling point for everything, and it has to be understandable. It must be concise. It must have a theoretical construct in it. The title will take you a lot of places and will help lead you into the writing process.”
To this Lorenzo adds a less lofty but equally valid cross-check: She learned to really drill down any topic with the question, “ Who cares? ” If there are people who are invested in learning more about the topic (if there are, in other words, people who care), it may warrant further research.
These preliminary exercises lay a solid foundation for the dissertation process, but the actual research and writing can still feel intimidating. Luster, for example, had written a book before starting his dissertation, and points out that a dissertation “is not like any other writing that you’ve done.”
So, where do you start? At UOPX, you start in your first class.
The dissertation process at UOPX was revamped and rolled out in September 2019, notes Shawn C. Todd-Boone, EdD, the associate dean for ACCESS, research and residency at the College of Doctoral Studies.
Luster says the process was reimagined based on extensive feedback and on a desire to make the process more effective and efficient.
One of the first ways the dissertation process changed was with the development of ACCESS , an acronym for “ advancing community, critical thought, engagement, scholarship and success .”
This sequence is incorporated into the first three interdisciplinary courses of any doctoral program at UOPX with an eye toward introducing doctoral candidates to what Luster calls a “theoretical mindset.”
The ACCESS program attempts to nurture a culture of inquiry that helps retain doctoral candidates while inspiring them to innovate in their fields, Boone says.
ACCESS, in other words, sets the tone for the entire doctoral process, which is founded on innovation, research and critical thinking.
Writing the dissertation occurs in what Luster describes as five phases over the course of different classes. These are:
The uopx difference.
The five phases of the dissertation writing process aren’t ubiquitous. Doctoral students work on a dissertation while going through the program at UOPX — which was very much intentional, according to Boone.
“We have five phases in the dissertation process and a deliverable at the end of each phase to encourage students to finish and to complete on time if they commit to the process,” Boone explains.
This is a notable improvement, according to Lorenzo. “It is more effective to start your research on day one than wait, because it's easier to identify the gap in research and eliminate wasted research time on topics that are not relevant to your study, and [it] helps contribute to the literature review of the study,” she says.
But this process isn’t the only benefit UOPX students enjoy. The doctoral program has several other distinctive features:
In the end, that sense of a safety net — both in terms of mentorship and the doctoral community itself — is one of the biggest reassurances doctoral candidates enjoy.
Lorenzo, for example, keeps in touch with a core group of colleagues she met through the program. “No one understands what you’re going through except for [your peers],” she notes.
Or, as Luster puts it: “You don’t have to worry, because you’ll acquire this information along the way, and you have a lot of good people to help you.”
Most are 100 to 300 pages and organized by chapters and/or sections and subsections. There are also often requirements for text size, page size and spacing that can depend on your doctoral program.
A dissertation generally includes a Dissertation Acceptance Certificate, a title page, a copyright statement, an abstract (detailing the objective of the research, the methods and the outcome), a table of contents, the research itself and supplemental information (either as an appendix with charts and tables or as an uploaded file with digital information). Some dissertations include front and back matter, such as acknowledgments, a dedication, a glossary, a bibliography and related features.
Not always. While most doctoral and PhD degree programs require a dissertation, some don’t, and others require a capstone project.
Individuals who complete a PhD focus on producing new knowledge to contribute to a theory or body of research. Individuals who complete a practitioner doctorate , on the other hand, focuses on how to apply knowledge to a field or particular issue.
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Higher education is filled with milestones. When completing your PhD , you will be required to complete a dissertation. Even if you’ve heard this word thrown around before, you still may be questioning “What is a dissertation?” It’s a common question, especially for those considering to join or are already in a graduate program. As such, here’s everything you need to know about dissertations.
A dissertation is a written document that details research. A dissertation also signifies the completion of your PhD program. It is required to earn a PhD degree, which stands for Doctor of Philosophy.
A PhD is created from knowledge acquired from:
A PhD program consists of academic courses that are usually small in size and challenging in content. Most PhD courses consist of a high amount and level of reading and writing per week. These courses will help prepare you for your dissertation as they will teach research methodology.
For your dissertation, it is likely that you will have the choice between performing your own research on a subject , or expanding on existing research. Likely, you will complete a mixture of the two. For those in the hard sciences, you will perform research in a lab. For those in humanities and social sciences, research may mean gathering data from surveys or existing research.
Once you have collected the data you need to prove your point, you will have to analyze and interpret the information. PhD programs will prepare you for how to conduct analysis, as well as for how to position your research into the existing body of work on the subject matter.
The process of writing and completing a dissertation is bigger than the work itself. It can lead to research positions within the university or outside companies. It may mean that you will teach and share your findings with current undergraduates, or even be published in academic journals. How far you plan to take your dissertation is your choice to make and will require the relevant effort to accomplish your goals.
In essence, a dissertation is what moves a doctoral student into becoming a scholar. Their research may be published, shared, and used as educational material moving forwards.
Basic differences.
Grad students may conflate the differences between a thesis and a dissertation.
Simply put, a thesis is what you write to complete a master’s degree. It summarizes existing research and signifies that you understand the subject matter deeply.
On the other hand, a dissertation is the culmination of a doctoral program. It will likely require your own research and it can contribute an entirely new idea into your field.
When it comes to the structure, a thesis and dissertation are also different. A thesis is like the research papers you complete during undergraduate studies. A thesis displays your ability to think critically and analyze information. It’s less based on research that you’ve completed yourself and more about interpreting and analyzing existing material. They are generally around 100 pages in length.
A dissertation is generally two to three times longer compared to a thesis. This is because the bulk of the information is garnered from research you’ve performed yourself. Also, if you are providing something new in your field, it means that existing information is lacking. That’s why you’ll have to provide a lot of data and research to back up your claims.
Dissertation length.
The length of a dissertation varies between study level and country. At an undergraduate level, this is more likely referred to as a research paper, which is 10,000 to 12,000 words on average. At a master’s level, the word count may be 15,000 to 25,000, and it will likely be in the form of a thesis. For those completing their PhD, then the dissertation could be 50,000 words or more.
Format of the dissertation.
Here are the items you must include in a dissertation. While the format may slightly vary, here’s a look at one way to format your dissertation:
This is the first page which includes: title, your name, department, degree program, institution, and submission date. Your program may specify exactly how and what they want you to include on the title page.
This is optional, but it is where you can express your gratitude to those who have helped you complete your dissertation (professors, research partners, etc.).
The abstract is about 150-300 words and summarizes what your research is about. You state the main topic, the methods used, the main results, and your conclusion.
Here, you list the chapter titles and pages to serve as a wayfinding tool for your readers.
This is like the table of contents, but for graphs and figures.
If you’ve constantly abbreviated words in your content, define them in a list at the beginning.
In highly specialized work, it’s likely that you’ve used words that most people may not understand, so a glossary is where you define these terms.
Your introduction sets up the topic, purpose, and relevance. It’s where readers will understand what they expect to gain from your dissertation.
Based on the research you performed to create your own dissertation, you’ll want to summarize and address the gaps in what you researched.
This is where you define how you conducted your research. It offers credibility for you as a source of information. You should give all the details as to how you’ve conducted your research, including: where and when research took place, how it was conducted, any obstacles you faced, and how you justified your findings.
This is where you share the results that have helped contribute to your findings.
In the discussion section, you explain what these findings mean to your research question. Were they in line with your expectations or did something jump out as surprising? You may also want to recommend ways to move forward in researching and addressing the subject matter.
A conclusion ties it all together and summarizes the answer to the research question and leaves your reader clearly understanding your main argument.
This is the equivalent to a works cited or bibliography page, which documents all the sources you used to create your dissertation.
If you have any information that was ancillary to creating the dissertation, but doesn’t directly fit into its chapters, then you can add it in the appendix.
As with any paper, especially one of this size and importance, the writing requires a process. It may begin with outlines and drafts, and even a few rewrites. It’s important to proofread your dissertation for both grammatical mistakes, but also to ensure it can be clearly understood.
It’s always useful to read your writing out loud to catch mistakes. Also, if you have people who you trust to read it over — like a peer, family member, mentor, or professor — it’s very helpful to get a second eye on your work.
There are a few main differences between a dissertation and an essay. For starters, an essay is relatively short in comparison to a dissertation, which includes your own body of research and work. Not only is an essay shorter, but you are also likely given the topic matter of an essay. When it comes to a dissertation, you have the freedom to construct your own argument, conduct your own research, and then prove your findings.
You can choose what type of dissertation you complete. Often, this depends on the subject and doctoral degree, but the two main types are:
This relies on conducting your own research.
This relies on studying existing research to support your argument.
More things you should know.
A dissertation is certainly no easy feat. Here’s a few more things to remember before you get started writing your own:
The process of completing a dissertation is self-directed, and therefore can feel overwhelming. However, if you approach it like the new experience that it is with an open-mind and willingness to learn, you will make it through!
There are countless people around to offer support. From professors to peers, you can always ask for help throughout the process.
The process of writing a dissertation will further hone your writing skills which will follow you throughout your life. These skills are highly transferable on the job, from having the ability to communicate to also developing analytical and critical thinking skills.
You can work backwards from the culmination of your program to break down this gargantuan task into smaller pieces. That way, you can manage your time to chip away at the task throughout the length of the program.
It’s okay to change subject matters and rethink the point of your dissertation. Just try as much as possible to do this early in the process so you don’t waste too much time and energy.
A dissertation marks the completion of your doctoral program and moves you from being a student to being a scholar. While the process is long and requires a lot of effort and energy, you have the power to lend an entirely new research and findings into your field of expertise.
As always, when in the thick of things, remember why you started. Completing both your dissertation and PhD is a commendable accomplishment.
At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.
Dissertations.
Dissertations are a part of many degree programmes, completed in the final year of undergraduate studies or the final months of a taught masters-level degree.
What is a dissertation.
A dissertation is usually a long-term project to produce a long-form piece of writing; think of it a little like an extended, structured assignment. In some subjects (typically the sciences), it might be called a project instead.
Work on an undergraduate dissertation is often spread out over the final year. For a masters dissertation, you'll start thinking about it early in your course and work on it throughout the year.
You might carry out your own original research, or base your dissertation on existing research literature or data sources - there are many possibilities.
The main thing that sets a dissertation apart from your previous work is that it's an almost entirely independent project. You'll have some support from a supervisor, but you will spend a lot more time working on your own.
You'll also be working on your own topic that's different to your coursemate; you'll all produce a dissertation, but on different topics and, potentially, in very different ways.
Dissertations are also longer than a regular assignment, both in word count and the time that they take to complete. You'll usually have most of an academic year to work on one, and be required to produce thousands of words; that might seem like a lot, but both time and word count will disappear very quickly once you get started!
Find out more:
Digital tools.
There are lots of tools, software and apps that can help you get through the dissertation process. Before you start, make sure you collect the key tools ready to:
Here's an overview of some useful tools:
Digital tools for your dissertation [Google Slides]
Formatting and how you set up your document is also very important for a long piece of work like a dissertation, research project or thesis. Find tips and advice on our text processing guide:
If you are a University of York student, you can access a selection of digitised undergraduate dissertations for certain subjects:
The Library also has digitised Masters dissertations for the following subjects:
Many dissertations are structured into four key sections:
There are many different types of dissertation, which don't all use this structure, so make sure you check your dissertation guidance. However, elements of these sections are common in all dissertation types.
Dissertations that are an extended literature review do not involve data collection, thus do not have a methods or result section. Instead they have chapters that explore concepts/theories and result in a conclusion section. Check your dissertation module handbook and all information given to see what your dissertation involves.
The Introduction and Literature Review give the context for your dissertation:
Sometimes these are two separate sections, and sometimes the Literature Review is integrated into the Introduction. Check your guidelines to find out what you need to do.
Literature Review Top Tips [YouTube] | Literature Review Top Tips transcript [Google Doc]
The Method section tells the reader what you did and why.
Methodology Top Tips [YouTube] | Methodology Top Tips transcript [Google Doc]
More resources to help you plan and write the methodology:
The Results tells us what you found out .
It's an objective presentation of your research findings. Don’t explain the results in detail here - you’ll do that in the discussion section.
Results Top Tips [YouTube] | Results Top Tips transcript [Google Doc]
The Discussion is where you explain and interpret your results - what do your findings mean?
This section involves a lot of critical analysis. You're not just presenting your findings, but putting them together with findings from other research to build your argument about what the findings mean.
Discussion Top Tips [YouTube] | Discussion Top Tips transcript [Google Doc]
Conclusions are a part of many dissertations and/or research projects. Check your module information to see if you are required to write one. Some dissertations/projects have concluding remarks in their discussion section. See the slides below for more information on writing conclusions in dissertations.
Conclusions in dissertations [Google Slides]
The abstract is a short summary of the whole dissertation that goes at the start of the document. It gives an overview of your research and helps readers decide if it’s relevant to their needs.
Even though it appears at the start of the document, write the abstract last. It summarises the whole dissertation, so you need to finish the main body before you can summarise it in the abstract.
Usually the abstract follows a very similar structure to the dissertation, with one or two sentences each to show the aims, methods, key results and conclusions drawn. Some subjects use headings within the abstract. Even if you don’t use these in your final abstract, headings can help you to plan a clear structure.
Abstract Top Tips [YouTube] | Abstract Top Tips transcript [Google Doc]
Watch all of our Dissertation Top Tips videos in one handy playlist:
Research reports, that are often found in science subjects, follow the same structure, so the tips in this tutorial also apply to dissertations:
Online resources.
The general writing pages of this site offer guidance that can be applied to all types of writing, including dissertations. Also check your department guidance and VLE sites for tailored resources.
Other useful resources for dissertation writing:
There is a lot of support available in departments for dissertation production, which includes your dissertation supervisor, academic supervisor and, when appropriate, staff teaching in the research methods modules.
You can also access central writing and skills support:
Why use a dissertation or a thesis.
A dissertation is the final large research paper, based on original research, for many disciplines to be able to complete a PhD degree. The thesis is the same idea but for a masters degree.
They are often considered scholarly sources since they are closely supervised by a committee, are directed at an academic audience, are extensively researched, follow research methodology, and are cited in other scholarly work. Often the research is newer or answering questions that are more recent, and can help push scholarship in new directions.
Locating dissertations and theses.
The Proquest Dissertations and Theses Global database includes doctoral dissertations and selected masters theses from major universities worldwide.
NDLTD – Networked Digital Library of Theses and Dissertations provides free online access to a over a million theses and dissertations from all over the world.
WorldCat Dissertations and Theses searches library catalogs from across the U.S. and worldwide.
Use Libraries search and search by title or author and add the word "thesis" in the search box. Write down the library and call number and find it on the shelf. They can be checked out.
Check the University Digital Conservancy for online access to dissertations and theses from 2007 to present as well as historic, scanned theses from 1887-1923.
What dissertations and theses are available.
With minor exceptions, all doctoral dissertations and all "Plan A" master's theses accepted by the University of Minnesota are available in the University Libraries system. In some cases (see below) only a non-circulating copy in University Archives exists, but for doctoral dissertations from 1940 to date, and for master's theses from 1925 to date, a circulating copy should almost always be available.
"Plan B" papers, accepted in the place of a thesis in many master's degree programs, are not received by the University Libraries and are generally not available. (The only real exceptions are a number of old library school Plan B papers on publishing history, which have been separately cataloged.) In a few cases individual departments may have maintained files of such papers.
Circulating copies of doctoral dissertations:.
Archival (non-circulating) copies of virtually all U of M doctoral dissertations from 1888-1952, and of U of M master's theses from all years up to the present, are maintained by University Archives (located in the Elmer L. Andersen Library). These copies must be consulted on the premises, and it is highly recommended for the present that users make an appointment in advance to ensure that the desired works can be retrieved for them from storage. For dissertations accepted prior to 1940 and for master's theses accepted prior to 1925, University Archives is generally the only option (e.g., there usually will be no circulating copy). Archival copies of U of M doctoral dissertations from 1953 to the present are maintained by Bell and Howell Corporation (formerly University Microfilms Inc.), which produces print or filmed copies from our originals upon request. (There are a very few post-1952 U of M dissertations not available from Bell and Howell; these include such things as music manuscripts and works with color illustrations or extremely large pages that will not photocopy well; in these few cases, our archival copy is retained in University Archives.)
To locate a specific dissertation or thesis it is necessary to have its call number. Use Libraries Search for the author or title of the item, just as you would for any other book. Depending on date of acceptance and cataloging, a typical call number for such materials should look something like one of the following:
Dissertations: Plan"A" Theses MnU-D or 378.7M66 MnU-M or 378.7M66 78-342 ODR7617 83-67 OL6156 Libraries Search will also tell the library location (MLAC, Health Science Library, Magrath or another St. Paul campus library, Science and Engineering, Business Reference, Wilson Annex or Wilson Library). Those doctoral dissertations still in Wilson Library (which in all cases should be 1980 or later and will have "MnU-D" numbers) are located in the central section of the third floor. Those master's theses in Wilson (which in all cases will be 1997 or later and will have "MnU-M" numbers) are also located in the central section of the third floor. Both dissertations and theses circulate and can be checked out, like any other books, at the Wilson Circulation desk on the first floor.
Wilson Library contains a series of bound and loose-leaf notebooks, arranged by department and within each department by date, listing dissertations and theses. Information given for each entry includes name of author, title, and date (but not call number, which must be looked up individually). These notebooks are no longer current, but they do cover listings by department from the nineteenth century up to approximately 1992. Many pre-1940 U of M dissertations and pre-1925 U of M master's theses are not cataloged (and exist only as archival copies). Such dissertations can be identified only with these volumes. The books and notebooks are shelved in the general collection under these call numbers: Wilson Ref LD3337 .A5 and Wilson Ref quarto LD3337 .U9x. Major departments of individual degree candidates are also listed under their names in the GRADUATE SCHOOL COMMENCEMENT programs of the U of M, available in University Archives and (for recent years) also in Wilson stacks (LD3361 .U55x).
Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written. Refer to your module guidelines to make sure that you address all of the current assessment criteria. Some of the examples below are only available to access on campus.
These dissertations achieved a mark of 80 or higher:
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The following two examples have been annotated with academic comments. This is to help you understand why they achieved a good 2:1 mark but also, more importantly, how the marks could have been improved. Please read to help you make the most of the two examples. (Mark 68) (Mark 66) These final year projects achieved a mark of a high first:
For students undertaking a New Venture Creation (NVC) approach, please see the following Masters level examples:
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Projects which attained grades of over 70 or between 60 and 69 are indicated on the lists (accessible only by students and staff registered with School of Computer Science, when on campus).
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These are good quality reports but they are not perfect. You may be able to identify areas for improvement (for example, structure, content, clarity, standard of written English, referencing or presentation quality).
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The following examples have their marks and feedback included at the end of of each document.
The following examples have their feedback provided in a separate document.
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School of Media and Communication . |
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The following outstanding dissertation example PDFs have their marks denoted in brackets. (Mark 78) (Mark 91) (Mark 85) |
This dissertation achieved a mark of 84: . |
LUBS5530 Enterprise
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MSc Sustainability
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The following outstanding dissertation example PDFs have their marks denoted in brackets. (Mark 70) (Mark 78) |
Home » Dissertation – Format, Example and Template
Table of Contents
Definition:
Dissertation is a lengthy and detailed academic document that presents the results of original research on a specific topic or question. It is usually required as a final project for a doctoral degree or a master’s degree.
In Research , a dissertation refers to a substantial research project that students undertake in order to obtain an advanced degree such as a Ph.D. or a Master’s degree.
Dissertation typically involves the exploration of a particular research question or topic in-depth, and it requires students to conduct original research, analyze data, and present their findings in a scholarly manner. It is often the culmination of years of study and represents a significant contribution to the academic field.
Types of Dissertation are as follows:
An empirical dissertation is a research study that uses primary data collected through surveys, experiments, or observations. It typically follows a quantitative research approach and uses statistical methods to analyze the data.
A non-empirical dissertation is based on secondary sources, such as books, articles, and online resources. It typically follows a qualitative research approach and uses methods such as content analysis or discourse analysis.
A narrative dissertation is a personal account of the researcher’s experience or journey. It typically follows a qualitative research approach and uses methods such as interviews, focus groups, or ethnography.
A systematic literature review is a comprehensive analysis of existing research on a specific topic. It typically follows a qualitative research approach and uses methods such as meta-analysis or thematic analysis.
A case study dissertation is an in-depth analysis of a specific individual, group, or organization. It typically follows a qualitative research approach and uses methods such as interviews, observations, or document analysis.
A mixed-methods dissertation combines both quantitative and qualitative research approaches to gather and analyze data. It typically uses methods such as surveys, interviews, and focus groups, as well as statistical analysis.
Here are some general steps to help guide you through the process of writing a dissertation:
The format of a dissertation may vary depending on the institution and field of study, but generally, it follows a similar structure:
Dissertation Outline is as follows:
Title Page:
Table of Contents:
I. Introduction
II. Literature Review
III. Methodology
IV. Results
V. Discussion
VI. Conclusion
VII. References
VIII. Appendices
Here is an example Dissertation for students:
Title : Exploring the Effects of Mindfulness Meditation on Academic Achievement and Well-being among College Students
This dissertation aims to investigate the impact of mindfulness meditation on the academic achievement and well-being of college students. Mindfulness meditation has gained popularity as a technique for reducing stress and enhancing mental health, but its effects on academic performance have not been extensively studied. Using a randomized controlled trial design, the study will compare the academic performance and well-being of college students who practice mindfulness meditation with those who do not. The study will also examine the moderating role of personality traits and demographic factors on the effects of mindfulness meditation.
Chapter Outline:
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Methodology
Chapter 4: Results
Chapter 5: Discussion
Chapter 6: Conclusion
References :
List of all the sources cited in the dissertation
Appendices :
Additional materials such as the survey questionnaire, interview guide, and consent forms.
Note : This is just an example and the structure of a dissertation may vary depending on the specific requirements and guidelines provided by the institution or the supervisor.
The length of a dissertation can vary depending on the field of study, the level of degree being pursued, and the specific requirements of the institution. Generally, a dissertation for a doctoral degree can range from 80,000 to 100,000 words, while a dissertation for a master’s degree may be shorter, typically ranging from 20,000 to 50,000 words. However, it is important to note that these are general guidelines and the actual length of a dissertation can vary widely depending on the specific requirements of the program and the research topic being studied. It is always best to consult with your academic advisor or the guidelines provided by your institution for more specific information on dissertation length.
Here are some applications of a dissertation:
Here are some situations where writing a dissertation may be necessary:
some common purposes of a dissertation include:
Some advantages of writing a dissertation include:
Researcher, Academic Writer, Web developer
Written by Luke Wink-Moran | Photo by insta_photos
Dissertation defenses are daunting, and no wonder; it’s not a “dissertation discussion,” or a “dissertation dialogue.” The name alone implies that the dissertation you’ve spent the last x number of years working on is subject to attack. And if you don’t feel trepidation for semantic reasons, you might be nervous because you don’t know what to expect. Our imaginations are great at making The Unknown scarier than reality. The good news is that you’ll find in this newsletter article experts who can shed light on what dissertations defenses are really like, and what you can do to prepare for them.
The first thing you should know is that your defense has already begun. It started the minute you began working on your dissertation— maybe even in some of the classes you took beforehand that helped you formulate your ideas. This, according to Dr. Celeste Atkins, is why it’s so important to identify a good mentor early in graduate school.
“To me,” noted Dr. Atkins, who wrote her dissertation on how sociology faculty from traditionally marginalized backgrounds teach about privilege and inequality, “the most important part of the doctoral journey was finding an advisor who understood and supported what I wanted from my education and who was willing to challenge me and push me, while not delaying me. I would encourage future PhDs to really take the time to get to know the faculty before choosing an advisor and to make sure that the members of their committee work well together.”
Your advisor will be the one who helps you refine arguments and strengthen your work so that by the time it reaches your dissertation committee, it’s ready. Next comes the writing process, which many students have said was the hardest part of their PhD. I’ve included this section on the writing process because this is where you’ll create all the material you’ll present during your defense, so it’s important to navigate it successfully. The writing process is intellectually grueling, it eats time and energy, and it’s where many students find themselves paddling frantically to avoid languishing in the “All-But-Dissertation” doldrums. The writing process is also likely to encroach on other parts of your life. For instance, Dr. Cynthia Trejo wrote her dissertation on college preparation for Latin American students while caring for a twelve-year-old, two adult children, and her aging parents—in the middle of a pandemic. When I asked Dr. Trejo how she did this, she replied:
“I don’t take the privilege of education for granted. My son knew I got up at 4:00 a.m. every morning, even on weekends, even on holidays; and it’s a blessing that he’s seen that work ethic and that dedication and the end result.”
Importantly, Dr. Trejo also exercised regularly and joined several online writing groups at UArizona. She mobilized her support network— her partner, parents, and even friends from high school to help care for her son.
The challenges you face during the writing process can vary by discipline. Jessika Iwanski is an MD/PhD student who in 2022 defended her dissertation on genetic mutations in sarcomeric proteins that lead to severe, neonatal dilated cardiomyopathy. She described her writing experience as “an intricate process of balancing many things at once with a deadline (defense day) that seems to be creeping up faster and faster— finishing up experiments, drafting the dissertation, preparing your presentation, filling out all the necessary documents for your defense and also, for MD/PhD students, beginning to reintegrate into the clinical world (reviewing your clinical knowledge and skill sets)!”
But no matter what your unique challenges are, writing a dissertation can take a toll on your mental health. Almost every student I spoke with said they saw a therapist and found their sessions enormously helpful. They also looked to the people in their lives for support. Dr. Betsy Labiner, who wrote her dissertation on Interiority, Truth, and Violence in Early Modern Drama, recommended, “Keep your loved ones close! This is so hard – the dissertation lends itself to isolation, especially in the final stages. Plus, a huge number of your family and friends simply won’t understand what you’re going through. But they love you and want to help and are great for getting you out of your head and into a space where you can enjoy life even when you feel like your dissertation is a flaming heap of trash.”
While you might sometimes feel like your dissertation is a flaming heap of trash, remember: a) no it’s not, you brilliant scholar, and b) the best dissertations aren’t necessarily perfect dissertations. According to Dr. Trejo, “The best dissertation is a done dissertation.” So don’t get hung up on perfecting every detail of your work. Think of your dissertation as a long-form assignment that you need to finish in order to move onto the next stage of your career. Many students continue revising after graduation and submit their work for publication or other professional objectives.
When you do finish writing your dissertation, it’s time to schedule your defense and invite friends and family to the part of the exam that’s open to the public. When that moment comes, how do you prepare to present your work and field questions about it?
“I reread my dissertation in full in one sitting,” said Dr. Labiner. “During all my time writing it, I’d never read more than one complete chapter at a time! It was a huge confidence boost to read my work in full and realize that I had produced a compelling, engaging, original argument.”
There are many other ways to prepare: create presentation slides and practice presenting them to friends or alone; think of questions you might be asked and answer them; think about what you want to wear or where you might want to sit (if you’re presenting on Zoom) that might give you a confidence boost. Iwanksi practiced presenting with her mentor and reviewed current papers to anticipate what questions her committee might ask. If you want to really get in the zone, you can emulate Dr. Labiner and do a full dress rehearsal on Zoom the day before your defense.
But no matter what you do, you’ll still be nervous:
“I had a sense of the logistics, the timing, and so on, but I didn’t really have clear expectations outside of the structure. It was a sort of nebulous three hours in which I expected to be nauseatingly terrified,” recalled Dr. Labiner.
“I expected it to be terrifying, with lots of difficult questions and constructive criticism/comments given,” agreed Iwanski.
“I expected it to be very scary,” said Dr. Trejo.
“I expected it to be like I was on trial, and I’d have to defend myself and prove I deserved a PhD,” said Dr Atkins.
And, eventually, inexorably, it will be time to present.
“It was actually very enjoyable” said Iwanski. “It was more of a celebration of years of work put into this project—not only by me but by my mentor, colleagues, lab members and collaborators! I felt very supported by all my committee members and, rather than it being a rapid fire of questions, it was more of a scientific discussion amongst colleagues who are passionate about heart disease and muscle biology.”
“I was anxious right when I logged on to the Zoom call for it,” said Dr. Labiner, “but I was blown away by the number of family and friends that showed up to support me. I had invited a lot of people who I didn’t at all think would come, but every single person I invited was there! Having about 40 guests – many of them joining from different states and several from different countries! – made me feel so loved and celebrated that my nerves were steadied very quickly. It also helped me go into ‘teaching mode’ about my work, so it felt like getting to lead a seminar on my most favorite literature.”
“In reality, my dissertation defense was similar to presenting at an academic conference,” said Dr. Atkins. “I went over my research in a practiced and organized way, and I fielded questions from the audience.
“It was a celebration and an important benchmark for me,” said Dr. Trejo. “It was a pretty happy day. Like the punctuation at the end of your sentence: this sentence is done; this journey is done. You can start the next sentence.”
If you want to learn more about dissertations in your own discipline, don’t hesitate to reach out to graduates from your program and ask them about their experiences. If you’d like to avail yourself of some of the resources that helped students in this article while they wrote and defended their dissertations, check out these links:
The Graduate Writing Lab
https://thinktank.arizona.edu/writing-center/graduate-writing-lab
The Writing Skills Improvement Program
https://wsip.arizona.edu
Campus Health Counseling and Psych Services
https://caps.arizona.edu
https://www.scribbr.com/
The Harvard University Archives ’ collection of theses, dissertations, and prize papers document the wide range of academic research undertaken by Harvard students over the course of the University’s history.
Beyond their value as pieces of original research, these collections document the history of American higher education, chronicling both the growth of Harvard as a major research institution as well as the development of numerous academic fields. They are also an important source of biographical information, offering insight into the academic careers of the authors.
Spanning from the ‘theses and quaestiones’ of the 17th and 18th centuries to the current yearly output of student research, they include both the first Harvard Ph.D. dissertation (by William Byerly, Ph.D . 1873) and the dissertation of the first woman to earn a doctorate from Harvard ( Lorna Myrtle Hodgkinson , Ed.D. 1922).
Other highlights include:
If you're a Harvard undergraduate writing your own thesis, it can be helpful to review recent prize-winning theses. The Harvard University Archives has made available for digital lending all of the Thomas Hoopes Prize winners from the 2019-2021 academic years.
How to access materials at the Harvard University Archives
How to find and request dissertations, in person or virtually
How to find and request undergraduate honors theses
How to find and request Thomas Temple Hoopes Prize papers
How to find and request Bowdoin Prize papers
Harvard faculty personal and professional archives, harvard student life collections: arts, sports, politics and social life, access materials at the harvard university archives.
While we want Ph.D. students to be independent, our practices can signal that we’re not available to support them when they need it, writes Ramon B. Goings.
By Ramon B. Goings
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Consider the following discussion. A student tells me, “I have so much going on right now. I’m trying to write this dissertation, take care of my mom and raise my kids. I’m giving to everyone else and have nothing left to write.”
“Thanks for sharing,” I respond. “Have you reached out to your adviser to discuss what is happening and see what resources you might be able to access?”
“My adviser said they will meet with me when I have a document ready for them to review. They are too busy,” the student says. “I’ve just been struggling in silence and don’t know what to do.”
This conversation highlights the reality for many doctoral students—they may experience hardships in silence. The doctoral journey is an interesting experience during which students are provided structure through coursework and then, once they enter the dissertation phase, that structure is removed. They usually are in a position where they have to manage everything themselves.
As faculty members, we try to provide the space of intellectual curiosity for our students and allow them to explore their dissertation topics. However, while we want students to be independent, our practices can signal that we are not available to support them when they need it. What are some strategies that we should consider implementing to support our students who too often struggle in silence? Below are three that I have implemented in my chairing process.
Create an environment where students can share. Students want to meet our expectations and standards. Yet in efforts to not burden us, some students may choose not to reach out to us when they are experiencing challenges. In some instances, they also do not come to us due to the fear—and, at times, the reality—that they will face adverse consequence for doing so. While that can occur during the coursework phase, it is even more common when students are writing their dissertations, because they believe they must be independent scholars and figure everything out on their own.
To combat those situations, we as dissertation chairs must first create an environment where students can feel comfortable to share what they are going through. One simple way to foster that type of relationship is to first ensure that you make time to meet regularly with your advisees. While that may seem to be an obvious practice, I often hear from doctoral students, like the one in the opening vignette of this article, that they find it challenging just to get on their chair’s calendar. That can unintentionally signal to them that we as faculty members are not available. As a faculty member, I know we have many demands on our time. To support my students, I have dedicated times each week when students can meet with me as needed. Making the time consistent on my calendar allows me to ensure other activities do not get in the way of meeting with students. To be more efficient, I created a special Calendly meeting link that has time slots open for students to schedule.
Programs should also have regular faculty meetings to discuss student academic progress, along with any well-being challenges such as mental health and/or life challenges. Sometimes a student is more comfortable talking with a faculty member who is not on their dissertation committee, and having such conversations can provide a space for all faculty members to learn what is going on and potentially troubleshoot before a student’s difficulties gets worse.
Choose your words with care. As dissertation chairs, our words hold significant power with our advisees. Those words become even more important when our students are experiencing personal and/or professional challenges. To illustrate this point, I offer you one word that, when used, can be a trigger for students: concern.
Students have told me that if we use the word “concern” when talking with them, it signals something is drastically wrong with what they are doing. So if I am relaying information—especially feedback—to students, I ask myself the following before I speak:
I am certainly aware that interpretation is important, but while students can take feedback from us on their work, I have learned to be reflective about what I say. It can influence their self-confidence, a key component for completing the dissertation process.
Understand your role is not a problem solver but solution facilitator. When I talk with other faculty members, some are quick to declare they are scientists, not therapists, so supporting their students’ distinct life challenges isn’t in their job description. I also agree that it’s not our role as faculty members to solve students’ problems for them. But we can provide a listening ear and, most of all, connect students to the various resources that can support them in their decision making.
For instance, a chair I know was advising a doctoral student who was communicative when writing their proposal and moved through the process fairly quickly. Then, after the student collected their data, the chair noticed that the student slowed down their progress and that when they met the student exhibited some uncharacteristic behaviors. Fortunately, the two had established a positive rapport, so the faculty member was able to learn that the student was unexpectedly taking on caregiving responsibilities for a sibling while experiencing some housing instability. In that case, the faculty member was able to connect the student with a campus resource for caregivers and, through it, the student was able to find housing support.
I know many faculty members are already engaging in the practices that I’ve suggested, but I continue to encounter doctoral students at the dissertation phase who are suffering in silence.
I invite you to share with me in conversations on X any other successful strategies you’ve implemented to support your doctoral students. My mission is to bring to light some of these ideas so we can make our graduate programs spaces where our students can flourish.
Ramon B. Goings ( @ramongoings ) is an associate professor in the language, literacy and culture doctoral program at the University of Maryland, Baltimore County, and founder of Done Dissertation .
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At this stage, only you will know exactly what still needs to be done and how you want to approach the weeks leading up to submission. In your push to the finish line it can be easy to get bogged down in the specifics of your project and forget that there are a few simple things you can do to squeeze the last few marks and ensure that your work hits submission day in peak condition.
1. Plan your time
Make a list of all the things standing between you and your dissertation being submitted and use this to plan the time you have left. You can schedule your days so that you get more done and save some last minute stress.
2. Write your introduction after your conclusion (or at least re-visit it)
Your introduction should introduce the argument you are going to make in your dissertation, while your conclusion should summarise how you have demonstrated or proven it throughout. So writing or re-writing your introduction after you’ve made and summarised your argument will ensure consistency in your work and a better flow.
3. Make sure your referencing is bulletproof
Checking your references can often be the most time consuming part of finishing your dissertation, but is also where students most commonly lose marks.
Check and double check that your bibliography and references match up and contain all the information they need to.
Ensure that you follow the referencing conventions of your school accurately and consistently, and make sure you confirm whether references are included in your word limit. Your supervisor will be able to advise you on which style to use, and guidance on them can be found in the Library’s handy referencing guide .
Do not leave all of your referencing to the end. Referencing can be a frustrating and time-consuming process, so whatever you do don’t leave it all until the final few days, as you’ll need that time for editing and proofreading. If you find referencing disrupts the flow of your writing, try doing a batch of referencing at the end of each day to keep on top of it.
4. Proof read, proof read, proof read!
Proofreading is much more than just ensuring you’ve passed the spell check on Word or having a quick read through to check for typos. You also need to think about structure, the flow of your argument and most importantly, whether you’ve answered the question!
So read through your work at least 5 times and not all in quick succession – try reading through twice, taking a break and coming back to it the next day or a couple of hours later.
It’s worth looking through this quick guide to proofreading from My Learning Essentials for exactly what to consider when proofreading and the Library are holding two in-person proofreading workshops in July .
5. Ask someone else to also read through your work
A fresh pair of eyes will often be able to highlight things you’ve missed, whether it’s a sentence that doesn’t make sense or a paragraph that would work better in another place. Even better is to ask a friend or family member that has little knowledge of the subject of your dissertation as they will be able to give you a more objective view.
Be aware not to ask course mates who have picked a similar topic though, to ensure you steer clear of plagiarism.
6. Follow formatting guidelines to the letter
Check for any specific formatting guidelines related to font, font size, paragraphing, margins, title pages and pagination. Make sure you check these guidelines for your school or course and follow them carefully. Failure to do so will cost you easy marks. If you’re unsure where to find these requirements, check with your supervisor or support hub.
7. Seek help where you can and whilst you can
Although you may only be allowed a limited number of meetings with your supervisor, if you have any pressing questions or are having difficulties with anything do not hesitate to drop them an email. If they can help, they will.
Make sure you revisit any feedback they have given and check how you’ve used it.
If you are having significant difficulties and do not feel you will be able to hand it in on time, it is even more important that you contact your supervisor or programme director as soon as possible to discuss any possible options. The University’s Student Support offers guidance on this process on mitigating circumstances if you feel this is appropriate.
Also, don’t forget the Library has lots of support available , including online and in person workshops as well as dedicated drop-in help sessions.
8. Finally… don’t panic
You are nearly there and you still have the chance to make real, valuable changes and additions to your work, regardless of the state it is in. Keep a clear head, allocate your time effectively, make sure you eat and make sure you sleep, and you will be amazed at what you can achieve.
Doctoral Program | Student Spotlights
Congratulations to Pia Stevens - Haynes who on Tuesday, June 25, 2024, successfully defended her dissertation research proposal. The title of Pia’s dissertation is Putting the "P" in Persistence: An Examination of the Relationship Between Student Violators of the Code of Conduct and the impact on Persistence Rates in Post-Secondary Education of Students of Color.
This mixed-methods study aims to explore and understand the intricate relationship between student violations of the code of conduct and the persistence rates of students of color in post-secondary education institutions. While previous research has acknowledged the existence of disparities in disciplinary actions and educational outcomes among students of color, this study seeks to delve deeper into the underlying mechanisms and contextual factors contributing to these phenomena. Statistical techniques will be employed to identify significant associations and quantify the strength of these relationships. Additionally, demographic variables, socio-economic status, academic performance, and other relevant factors will be considered.
The qualitative phase of the study will include in-depth interviews and focus group discussions. Through thematic analysis, qualitative data will be used to elucidate the lived experiences, perceptions, and contextual nuances that may influence both codes of conduct violations and persistence rates.
By integrating both quantitative and qualitative approaches, this study seeks to provide a holistic understanding of the multifaceted relationship between student behavior, institutional responses, and academic outcomes among students of color.
DISSERTATION COMMITTEE CHAIR: Dr. Nora Broege
DISSERTATION COMMITTEE MEMBERS: Dr. Peter Troiano Dr. Francine Conway
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
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STUDENT EXPERIENCE
Kate Malazonia | June 25, 2024
Lino Guajardo, a fifth-year doctoral student in mathematics education at Texas State University, has received the NAEd/Spencer Dissertation Fellowship. Guajardo is the first-ever TXST student to have received this prestigious write-up award from the National Academy of Education with financial support from the Spencer Foundation.
With over 400 alumni, who include many of today's leading education researchers, the fellowship encourages a new generation of scholars from various disciplines and professional fields to undertake research relevant to improving education. Fellows receive $27,500 for one academic year. Additionally, they participate in two professional development retreats. Lastly, fellows choose an NAEd member or another esteemed scholar as a mentor, providing guidance and support throughout the academic year.
NAEd/Spencer Fellows are working on dissertations that have the potential to bring fresh perspectives to the theory or practice of education. Guajardo was one of 35 fellows selected from a pool of over 380 scholars.
“It makes me feel honored and humbled to have received such a prestigious award,” Guajardo said.
Guajardo received a bachelor of science and a master of science in mathematics, both from TXST. However, Guajardo did not always know that mathematics education was a field they could pursue. Guajardo began their journey when they chose a mathematics major as an undergraduate student.
“I thought I would become a high-school teacher or mathematician,” they said. “I soon fell in love with the world of mathematical proof.”
During the summer before beginning their master’s degree, Guajardo was shown the world of mathematics education research by one of TXST’s faculty members, Cody Patterson, Ph.D.
“I like to describe mathematics education as the intersection between psychology and mathematics," Guajardo said. "I realized that not only could I work in mathematics, but I could listen to others talk about mathematics as well.”
Guajardo’s awards and accolades also include:
Guajardo is currently a research assistant for Paul Dawkins, Ph.D., with whom they are working on a grant focused on developing a curriculum for introduction to proof courses. Guajardo’s current research focuses on investigating how mathematics majors attempt to understand the proofs they see in their junior and senior-level proof-based courses.
“This area of research is important for my field, as current research has focused on the perspectives of mathematicians or mathematics education researchers or in comparing students to mathematicians,” they said. “Although this information is helpful, it is also important to consider the students’ perspectives on how they learn and attempt to understand. With this information, we can develop better interventions to help students succeed in their courses.”
In the future, Guajardo hopes to work at a Carnegie classified R1 or R2 institution where they can teach and continue their research to help support future students in their courses.
“I hope with my research, I can begin widening the ‘STEM pipeline’ in various ways,” they said. “This is an ultimate goal of mine, as mathematics should not be a barrier to those who wish to learn.”
The NAEd/Spencer Dissertation Fellowship application process required Guajardo to turn their 80+ page dissertation document into a 10-page narrative. Guajardo attributes their success to the importance of their research, their research advisor’s and dissertation committee's feedback, and that they could communicate their work to a general education audience.
Kristen Lew, Ph.D., Guajardo’s research advisor, had many positive remarks about them.
“Lino is a self-motivated and communicative individual with a remarkable work ethic and a genuine interest in and talent for mathematics education research,” Lew said. “I have had the pleasure to witness tremendous growth in Lino’s scholarly skills over the years. Lino is a superlative scholar with a passion for community building within the mathematics department.”
Guajardo advises future applicants to gain as much feedback on their applications as possible.
“If you are in a very niche field of education, have someone whose research is in more general education look over the narrative, focusing on clarity and terminology to someone who is not in the field,” they said.
Visit The Graduate College awards news page to read more about past awardees.
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A clear path through murky waters: alum finds meaningful career studying water contamination ..
Beth Haley (SPH’24) during an early attempt at foraging for mushrooms in Oregon. During this trip, she learned these mushrooms were not edible, which she happily figured out before tasting them.
A Clear Path through Murky Waters: Alum Finds Meaningful Career Studying Water Contamination
Megan jones.
Upon finishing her PhD in environmental health at the School of Public Health, Beth Haley (SPH’24) moved to Oregon, drawn, she says, to the vast natural landscapes more commonly found out West. As a post-doctoral researcher with the Environmental Protection Agency (EPA), Haley aims to tackle threats to water quality specific to the Pacific Northwest.
“There are a lot of intact ecosystems here and the connection is, in some ways, even stronger between human communities and natural communities,” says Haley, whose dissertation work at SPH laid the foundation for her growing expertise at the intersection of water and public health. Haley and her advisor Wendy Heiger-Bernays , clinical professor of environmental health, recently published the results of a study Haley led linking overflows of sewage systems that combine wastewater and stormwater drainage with gastrointestinal illness in communities along the Merrimack River in Massachusetts.
Haley grew up on the North Shore of Massachusetts, earned her bachelor’s degree in conservation biology from Boston University, then lived in Colorado and New Mexico for eight years. She held several research positions that enabled her to explore her interest in ecology before she pivoted to working full-time for a TEDx program in Albuquerque, N.M. There, she found herself most inspired by the speakers whose work applied science in service of communities, she says.
“There are a lot of issues in ecology and conservation where there is an ethical gray area, where there are a lot of complicating factors and it can be difficult to discern right and wrong,” says Haley, who, in the years after college, found herself reevaluating her relationship with her field. For example, a traditional Western approach to conservation of endangered species often advocates for reducing the human footprint on an animal’s environment, such as by restricting hunting, she says. However, indigenous people have frequently coexisted with wildlife in these habits for generations, employing their own methods of land stewardship. Determined to serve both natural ecosystems and human communities in her career, Haley found that the sustainable management of water in support of human and non-human communities offered greater clarity.
“Water quality and access to water are issues where I feel there is no gray area,” she says. “It is very ethically black and white, and from an ecological standpoint, clean water used to be much more readily accessible before anthropogenic changes to land use and pollution. When an ecosystem has a lot of integrity, the water in rivers and lakes is generally quite clean.”
Bolstered by her belief that access to clean water is a human right, Haley sought a program of advanced study that would integrate her passions for ecology, human health, water quality, and climate change. “The Boston University URBAN program stood out,” she says.
In 2018, Haley joined the first cohort of students to embark on their PhD studies through Boston University’s Graduate Program in Urban Biogeoscience and Environmental Health (URBAN) . The interdisciplinary degree program aims to equip professionals with the science, management, policy, communication, and governance skills necessary for collaborating with governments, non-profits, and the private sector to address urban environmental challenges.
Haley discussed her experience participating in the BU URBAN program as an EH student, and how she is applying her education to her post-doctoral research in Oregon.
Did you go into the BU URBAN program knowing you were going to study combined sewage overflows (CSO)? How did you come up with that project?
I knew that I wanted to work with Dr. Heiger-Bernays because she studies a lot of different water-related issues, but [I] did not have a specific project in mind. I remember in my first year we were talking, and she said, ‘You know, there is something going on in the Merrimack,’ and we started talking about CSOs. [They are] interesting as a public health issue because we have known for a very long time that when people are exposed to sewage, they tend to get sick—that is a pretty straightforward relationship—but combined sewers still exist in our communities, especially because they are such large systems that are so expensive to change, and have not actually been studied that much in terms of their relationship with health. A lot of these [combined] sewers were built when sewer systems were new in this country in the first place, and the design is no longer used for new systems. When some of them were built, germ theory was not even widely accepted. There were bigger perhaps or more visible issues at the time than whether there was pollution in the river. We have so many issues with water infrastructure in this country—it seemed like contributing to that literature could be beneficial to decisionmakers.
Could you provide an example of a place where these systems have been retrofitted?
Boston is a good example. One of the ways to reduce the number of overflow events is to introduce a lot of storage into the system. The pipes just receive a ton of volume of water during heavy rain events, so if you can take a bunch of that water and just store it until it stops raining, then later on you can slowly send that to the wastewater treatment plant to be treated. One of the things Boston has done is put a very large storage facility in South Boston, below ground, that has reduced a lot of the overflow events that used to happen in those South Boston and Dorchester beaches. That has cleaned up the water quite a bit.
Another way people have managed [CSOs] is to introduce more green stormwater infrastructure into cities. Putting in things like rain gardens that collect rainfall and allow it to infiltrate into the soil, mimicking natural processes, can help reduce some of that stormwater runoff volume in the first place.
Before you took your current position with EPA, you worked as an ORISE postdoctoral fellow with the U.S. Forest Service . Could you share what your research there entailed?
During my ORISE postdoc with the Forest Service, I was part of an interdisciplinary project focused on wildfire and water security project. [After wildfires,] there is often a lot of erosion and runoff from burned landscapes that complicates drinking water treatment processes. We are in the early stages of understanding on how wildfires impact water quality and drinking water treatment and how that varies over different landscapes, different burn severities, things like that. When wildfires impact distribution systems or other built infrastructure directly, you can also get a lot of chemicals that hang around in the water system at that point. The team is very interdisciplinary with hydrologist, watershed modelers, biologists, and environmental economists who are thinking about this issue of wildfire and water security from the perspective of communities and ecosystems. I contributed specifically to projects looking at the human dimensions of wildfire and water issues that are especially relevant for communities and drinking water utilities.
This project was motivated by the 2020 fires in Oregon. Around Labor Day in 2020, there were a number of very intense and large fires in western Oregon, which is where most of the population in Oregon lives, that impacted some watersheds that provide drinking water for some of the cities in that area. It drew a lot of attention to this issue, especially in Oregon and in the Pacific Northwest. Much of the research that has been done on drinking water impacts from wildfire had been done in more of the Intermountain West , like Colorado, as well as California, so there was a gap in the Pacific Northwest, and it is looking like those Pacific Northwest watersheds vary in how they behave compared to the Intermountain West systems.
And what is the focus of your new role with EPA?
Every five years or so, the EPA will offer these federal post docs where you are actually a federal employee for your term. They can be a little bit longer than ORISE positions, and you can invest more as an employee. I began on June 2 and will be in this position for three years. I am in the Pacific Coastal Ecology Branch (PCEB) and so my focus is to connect some of the coastal, marine, and estuarine ecology research that has been done here with human with human health and wellbeing outcomes. We are thinking about things like contaminants in water and shellfish, harmful agal blooms—we are talking about a lot of ideas right now. The work we do will fit within the overall priorities of the [EPA] Office of Research and Development and bring in more of that connection between ecosystem health and human health.
I am also going to carry over some of the projects I was working on with the Forest Service and continue contributing to those. My time with the Forest Service was really wonderful. I would not have necessarily made this jump to EPA had this opportunity not been so in line with my research interests. The federal agency postdoc world is a very specific set of opportunities, so it has also been interesting to learn about that and experience the differences between different kinds of positions.
[Wendy Heiger-Bernays and I] are still working on some projects too. We have one dissertation paper that still needs to be published, hopefully. Then, we have two side projects that I did not get to as part of my dissertation, but other BUSPH students have contributed to those efforts and we are working towards finishing those as well. One of them is a modeling project, led by Talia Feldscher (SPH’23), a research data analyst with the Center for Climate and Health, working on developing a model that will predict E. coli concentrations in the Merrimack [River]. The other uses a risk assessment approach to understand the risk of gastrointestinal illness for people who are recreating in the Merrimack, and recent MPH graduate Emily Gant (SPH’24) has been working with us on that project. The nature of a post doc is you have some unfinished projects from previous experiences.
Megan Jones is the writer and editor focusing on school news at the School of Public Health. Profile
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Dissertations and theses demonstrate academic mastery at different levels. In U.S. graduate education, master's students typically write theses, while doctoral students write dissertations. The terms are reversed in the British system. In the U.S., a dissertation is longer, more in-depth, and based on more research than a thesis.
As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers. Reply
A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...
Prize-Winning Thesis and Dissertation Examples. Published on September 9, 2022 by Tegan George.Revised on July 18, 2023. It can be difficult to know where to start when writing your thesis or dissertation.One way to come up with some ideas or maybe even combat writer's block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.
Revised on 5 May 2022. A dissertation is a large research project undertaken at the end of a degree. It involves in-depth consideration of a problem or question chosen by the student. It is usually the largest (and final) piece of written work produced during a degree. The length and structure of a dissertation vary widely depending on the ...
Definition of Dissertation and Thesis. The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master's ...
10 tips for writing an undergraduate dissertation. 1. Select an engaging topic. Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree. 2. Research your supervisor. Undergraduate students will often be assigned a supervisor based on their research specialisms.
Typically, a dissertation allows students present their findings in response to a question or proposition that they choose themselves. The aim of the project is to test the independent research skills students have acquired during their time at university, with the assessment used to help determine their final grade.
The dissertation is the hallmark of the research expertise demonstrated by a doctoral student. It is a scholarly contribution to knowledge in the student's area of specialization. By researching and writing a dissertation, the student is expected to demonstrate a high level of knowledge and the capability to function as an independent scholar.
Step 1: Check the requirements. Step 2: Choose a broad field of research. Step 3: Look for books and articles. Step 4: Find a niche. Step 5: Consider the type of research. Step 6: Determine the relevance. Step 7: Make sure it's plausible. Step 8: Get your topic approved. Other interesting articles.
A dissertation is a culmination of everything a student has learned, from theories to applications, in a particular program. It comes as a formally written assemblage of concepts, research, and experiments, put up for evaluation by an expert panel. As such, dissertations showcase students' mastery of a program, as they combine research with ...
Time to recap…. And there you have it - the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows: Title page. Acknowledgments page. Abstract (or executive summary) Table of contents, list of figures and tables.
A thesis or dissertation may be embargoed with the IR, ProQuest/UMI, or both. An embargo may last for a period of up to two years. It is the responsibility of the committee chair/co-chairs to inform and advise the student during their decision-making process. The topic of embargo should be introduced early in the graduate student's tenure and ...
A dissertation is an academic document prepared by a doctoral student that contains original research about a topic. The student identifies the topic, conducts the research, writes the dissertation and defends it in front of a committee led by a dissertation chair and other doctoral faculty who decide whether the research meets the doctoral ...
Moving from Student to Scholar. In essence, a dissertation is what moves a doctoral student into becoming a scholar. Their research may be published, shared, and used as educational material moving forwards. Thesis vs. Dissertation Basic Differences. Grad students may conflate the differences between a thesis and a dissertation.
A dissertation is usually a long-term project to produce a long-form piece of writing; think of it a little like an extended, structured assignment. In some subjects (typically the sciences), it might be called a project instead. Work on an undergraduate dissertation is often spread out over the final year. For a masters dissertation, you'll ...
The Dissertation Guidebook is one of the essential navigation tools Walden provides to its doctoral candidates. A vital portion of the document details the 15 required steps that take a dissertation from start to finish. Read along with Walden students to learn more about that process: Premise. The dissertation premise is a short document that ...
A dissertation is a paper explaining the individual research that a student has conducted to earn a degree. It usually consists of several sections or chapters and follows the rules of formal academic writing. The degree candidate chooses the research topic. In the United States, a graduate student writes a dissertation to earn a doctorate degree.
With minor exceptions, all doctoral dissertations and all "Plan A" master's theses accepted by the University of Minnesota are available in the University Libraries system. In some cases (see below) only a non-circulating copy in University Archives exists, but for doctoral dissertations from 1940 to date, and for master's theses from 1925 to ...
Dissertation examples. Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written.
Here is an example Dissertation for students: Title: Exploring the Effects of Mindfulness Meditation on Academic Achievement and Well-being among College Students. Abstract: This dissertation aims to investigate the impact of mindfulness meditation on the academic achievement and well-being of college students. Mindfulness meditation has gained ...
Jessika Iwanski is an MD/PhD student who in 2022 defended her dissertation on genetic mutations in sarcomeric proteins that lead to severe, neonatal dilated cardiomyopathy. She described her writing experience as "an intricate process of balancing many things at once with a deadline (defense day) that seems to be creeping up faster and faster ...
The Harvard University Archives' collection of theses, dissertations, and prize papers document the wide range of academic research undertaken by Harvard students over the course of the University's history.. Beyond their value as pieces of original research, these collections document the history of American higher education, chronicling both the growth of Harvard as a major research ...
This conversation highlights the reality for many doctoral students—they may experience hardships in silence. The doctoral journey is an interesting experience during which students are provided structure through coursework and then, once they enter the dissertation phase, that structure is removed.
The University's Student Support offers guidance on this process on mitigating circumstances if you feel this is appropriate. Also, don't forget the Library has lots of support available, including online and in person workshops as well as dedicated drop-in help sessions. 8. Finally… don't panic
students instead were able to get straight to work. As for the new kindergarten students, although they were timid on the first day, they still were able to read, write, sing, learn about math, science and social studies, and make friends. By the third day, all the students actively engaged in their learning community. Student population.
Congratulations to Pia Stevens - Haynes who on Tuesday, June 25, 2024, successfully defended her dissertation research proposal. The title of Pia's dissertation is Putting the "P" in Persistence: An Examination of the Relationship Between Student Violators of the Code of Conduct and the impact on Persistence Rates in Post-Secondary Education of Students of Color.
Episode 1: Dissertation Defense. With thirty minutes until its time to present, Kola Brown makes her final preparations for her dissertation, in hopes of becoming Dr. Kola Brown. ... The University of Memphis does not discriminate against students, employees, or applicants for admission or employment on the basis of race, color, religion, creed ...
Lino Guajardo, a fifth-year doctoral student in mathematics education at Texas State University, has received the NAEd/Spencer Dissertation Fellowship. Guajardo is the first-ever TXST student to have received this prestigious write-up award from the National Academy of Education with financial support from the Spencer Foundation.
Beth Haley's dissertation work as a PhD student in environmental health linked sewage overflows with illness in Massachusetts and now, her post-doctoral research with the Environmental Protection Agency aims to tackle water quality in Pacific coastal areas.