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Dissertation Structures
Dissertation Based on Primary Research
When writing up your research, you will need to present and organise your work under a number of headings. These will vary according to your research and methodology, but there are a number of common areas that should be included, and it is important that you give careful thought to these and any other areas that may need to be included in order to provide the reader with a coherent account of your research and its outcomes. In general, a dissertation may follow this kind of structure:
- Title page
- An acknowledgements page (optional)
- Abstract (word limit: 300 words)
- Contents page
- Introduction
- Literature Review
- The Method section
- The Results & Analysis section (more usually associated with quantitative studies)
- Conclusions and Future Research
- References
- Appendices
Some of these sections are likely to include sub-sections/headings – these are allowed in dissertations, although be careful that you do not overuse these. However, the exact format of your dissertation will depend on your research and chosen methodology, and you can discuss how best to approach presenting your work with your supervisor.
Literature-Based Dissertation Structure
The broad structure of a literature-based dissertation could be set out in the following way:
- Title page
- An acknowledgements page (optional)
- Abstract (word limit: 300 words)
- Contents page
- Introduction
- Methodology
- Extended literature review covering specific issues or debates (this should include 2 or 3 chapters, each devoted to specific issues in the literature that present the findings of previous research surrounding the dissertation topic/focus)
- Key themes (this should draw together key themes from the above chapters, relating them to your research question)
- Conclusions and Future Research
- References
- Appendices
The headings for some of these sections will be influenced by your research topic, and is something you could discuss this with your supervisor. The word counts for each section are also likely to be influenced by your research topic and methodology so, again, this should be discussed with your dissertation supervisor.
Dissertation Requirements: Format
Dissertations must be typewritten, word processed or printed and the following requirements must be strictly observed:
- Size: A4 (210 x 297 mm) (except with special permission)
- One side of paper only to be used
- Spacing: double or one-and-a-half
- Inner margin: 35 mm minimum
- Head, foot and outer margins: 15 mm minimum
- References Section to follow text, and to strictly match the guidelines for referencing
- Title page to include, as well as the full title of the dissertation, the degree for which the work is submitted, Department/University, month and year of submission, the candidate’s name and finally, word count
- An abstract must be produced with single spacing on one side of A4, not exceeding 300 words
- A list of contents, including chapter numbers/titles and page numbers, should follow the abstract
- Subheadings should be typed in lower case, underlined or in bold, and begin from the margin
Style
Numbers up to ten should be written in words, except for measurements. Abbreviations are written without full stops (ESRC, EU, etc.). Quotations should be enclosed in single quotation marks, except for quotes within quotes which should be enclosed in double quotation marks. Long quotations (four lines or more) should be typed as an indented paragraph, single-spaced, without quotation marks.
Dates should be written as 30 June 2013, the 1980s (no apostrophe), twentieth century (no capital).
Terminology
Male nouns and pronouns should not be used to refer to people of both sexes. Terms such as `black’, ‘African-Caribbean’ and ‘Asian’ should be used with care to ensure, as far as possible, that those so designated accept these labels. Terminology with derogatory connotations, e.g. `immigrant’ for non-immigrants, ‘coloured’ etc. is not permitted. Further clarification on the appropriate use of terminology can be found in the ‘Your Assignment’ area of the Learning Support section of your Blackboard site.
What is the purpose of the Dissertation checklist?
To the Students:
The checklist consists of components from the rubric and provides tips under each of the required rubric components. It is important for students to have consistency and clarity as they compose their dissertation for the chair/committee to read.
To the Reviewers:
The second focus is to provide the committee with a document which includes the same expectations so the number of times a dissertation is returned is minimized. As reviewers conduct a review of a dissertation/proposal they can use the checklist to help students recognize missing components and areas for improvement. The following provides guidance for writing and reviewing qualitative and quantitative studies.
The areas relative to specific methods (qualitative or quantitative) are noted in the highlighted areas where applicable as follows:
Qualitative Quantitative
Qualitative/Quantitative Comments All items may not be relevant to your particular study; please consult with your chair for guidance. The checklist items may not necessarily be in the order that works best for your dissertation. Please consult with your committee and the dissertation guide; however, the checklist should work well in the absence of other considerations.
Instructions for Students:
Indicate on the checklist the page number (use the actual document page number, not the MS Word pagination) where the required information is located. Respond to comments from the chair, committee member and/or URR in the comment history box. Do not delete previous comments ?just add your response and use some means to clearly identify your remarks (use different font/bold/italics/color; not highlights as those become very difficult to read comments through)
Note: If your chair requires you to develop a change matrix, make sure you capture the chair and/or member s comments, the specific actions you have taken to address the comments and the page number where your chair can find the changes that you have made in your document. (Note: specific actions are the actual changes in the document and not generalized comments such as corrected, deleted or changed). Instructions for the Chair/Committee Member and/or URR Provide specific feedback in the comment history column. Do not delete previous comments add your response and use some means to clearly identify your remarks (different font/bold/italics/color). If you made detailed comments on the draft (using track changes and comments), you can make reference to the draft rather than restate everything in the checklist comment history section. A way to show repetition of errors would be to attach the original review along with the current review in TaskStream or email. Date: (click here and type today s date ?) Student s Name: Student ID (for office use only) School: (click here and pull down to select school name ?) Committee Members Names: Chairperson Member University Research Reviewer Front Matter Front Matter Checklist Items Comment History Title [Insert Dissertation Title] Title [Insert Dissertation Title] Qualitative: Most important conceptual issue explored/discovered. Qualitative tradition applied. Qualitative: Participant group to which the study applies. Quantitative: Type of relationship between variables. Quantitative: Key variables (independent and dependent). Quantitative: Applicable population. Qualitative/Quantitative Comments Qualitative/Quantitative Comments The dissertation title is no more than 12 words and reflects how variables or constructs were studied. Here s a link to guidance on titles: http://academicguides.waldenu.edu/writingcenter/apa/other/titles. The date on the cover page indicates the last month of the quarter the student plans to graduate (ex. November 2015) Qualitative: Traditional qualitative research assumes that knowledge is not objective truth but is produced inter-subjectively. Rossman, G. B., & Rallis, R. S. (2003). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage. The dissertation title is no more than 12 words and reflects how variables or constructs were studied. Here s a link to guidance on titles: http://academicguides.waldenu.edu/writingcenter/apa/other/titles. The date on the cover page indicates the last month of the quarter the student plans to graduate (ex. November 2015) Qualitative: Traditional qualitative research assumes that knowledge is not objective truth but is produced inter-subjectively. Rossman, G. B., & Rallis, R. S. (2003). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage. Abstract Abstract Describe the research problem and why it is important. Identify the purpose of the study. State the theoretical foundations and/or conceptual frameworks, as appropriate. Summarize the key research question(s). Describe, concisely, the overall research design, methods, and data analysis procedures. Identify key results, conclusions, and recommendations that capture the heart of the research (for the final study only). Conclude with a statement on the implications for positive social change. Qualitative/Quantitative Comments Qualitative/Quantitative Comments The abstract is limited to one page and NOT indented. It includes the rationale for why the participants were chosen for the study and how they were recruited. The positive social change statement includes who will benefit and how they will benefit from the study. The social change statement is linked to the Chapter 5 findings. The following seven components are required in the abstract: problem statement, purpose statement, research questions (written in statement form), theoretical framework, data analysis strategy, results/findings, and social change impact. Note: Examples of the data analysis strategy include modified van Kaam method to identify themes in qualitative studies or in quantitative study (t test, ANOVA, multiple regression, etc.). Do NOT mention software used. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage. Neuman, W. L. (2003). Social research methods (5th edition). Upper Saddle River, NJ: Prentice Hall. The abstract is limited to one page and NOT indented. It includes the rationale for why the participants were chosen for the study and how they were recruited. The positive social change statement includes who will benefit and how they will benefit from the study. The social change statement is linked to the Chapter 5 findings. The following seven components are required in the abstract: problem statement, purpose statement, research questions (written in statement form), theoretical framework, data analysis strategy, results/findings, and social change impact. Note: Examples of the data analysis strategy include modified van Kaam method to identify themes in qualitative studies or in quantitative study (t test, ANOVA, multiple regression, etc.). Do NOT mention software used. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage. Neuman, W. L. (2003). Social research methods (5th edition). Upper Saddle River, NJ: Prentice Hall. Chapter 1 Chapter 1 Chapter 1 Checklist Items Pg/NA Comment History Introduction Introduction Introduction Describe the topic of the study, why the study needs to be conducted, and the potential social implications of the study. Preview major sections of the chapter. Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments Background Background Background Briefly summarize research literature related to the scope of the study topic. Describe a gap in knowledge in the discipline that the study will address. End the section on why the study is needed. Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments When crafting the background, distinguish among the following concepts/components, and ensure they are addressed in the following order: The real-world management issue (topic). Brief summary of current and scholarly research including the historical start of the topic in the literature. When crafting the background, distinguish among the following concepts/components, and ensure they are addressed in the following order: The real-world management issue (topic). Brief summary of current and scholarly research including the historical start of the topic in the literature. When crafting the background, distinguish among the following concepts/components, and ensure they are addressed in the following order: The real-world management issue (topic). Brief summary of current and scholarly research including the historical start of the topic in the literature. Problem Statement Provide a concise statement that serves as the connection between the title, purpose, research questions, theoretical framework and research design. Problem Statement Provide a concise statement that serves as the connection between the title, purpose, research questions, theoretical framework and research design. Problem Statement Provide a concise statement that serves as the connection between the title, purpose, research questions, theoretical framework and research design. State the research problem. Provide evidence of consensus that the problem is current, relevant, and significant to the discipline. Frame the problem in a way that builds upon or counters previous research findings focusing primarily on research conducted in the last 5 years. Address a meaningful gap in the current research literature. Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments The problem statement is one to two paragraphs and no more than 150 words. The six components of the problem statement are: (1) Hook (with citation from the literature, the citation must be within the last five years), (2) Anchor (situates the problem in management and includes statistic with citation), (3) General problem identifying the need for the study (description of overall issue, situational dynamics, or related factors), (4) Specific problem proposed for research (precise statement of what will be explored in the study, (5) Brief description of the method and design approach , and (6) General population group of proposed study. Include the gap or the lack of knowledge and understanding about the topic (the real-world management issue) that occurs as a result of a shortfall or gap in the scholarly literature. Note: Check with Ulrich s Periodical Directory http://library.waldenu.edu/728.htm to ensure citations are peer reviewed. The problem statement is one to two paragraphs and no more than 150 words. The six components of the problem statement are: (1) Hook (with citation from the literature, the citation must be within the last five years), (2) Anchor (situates the problem in management and includes statistic with citation), (3) General problem identifying the need for the study (description of overall issue, situational dynamics, or related factors), (4) Specific problem proposed for research (precise statement of what will be explored in the study, (5) Brief description of the method and design approach , and (6) General population group of proposed study. Include the gap or the lack of knowledge and understanding about the topic (the real-world management issue) that occurs as a result of a shortfall or gap in the scholarly literature. Note: Check with Ulrich s Periodical Directory http://library.waldenu.edu/728.htm to ensure citations are peer reviewed. The problem statement is one to two paragraphs and no more than 150 words. The six components of the problem statement are: (1) Hook (with citation from the literature, the citation must be within the last five years), (2) Anchor (situates the problem in management and includes statistic with citation), (3) General problem identifying the need for the study (description of overall issue, situational dynamics, or related factors), (4) Specific problem proposed for research (precise statement of what will be explored in the study, (5) Brief description of the method and design approach , and (6) General population group of proposed study. Include the gap or the lack of knowledge and understanding about the topic (the real-world management issue) that occurs as a result of a shortfall or gap in the scholarly literature. Note: Check with Ulrich s Periodical Directory http://library.waldenu.edu/728.htm to ensure citations are peer reviewed. Purpose of the study Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study and contains: Purpose of the study Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study and contains: Purpose of the study Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study and contains: Qualitative: The research paradigm. Qualitative: The intent of the study (such as describe, compare, explore, develop, etc). Qualitative: The concept/phenomenon of interest. Quantitative: Indication that this is a quantitative study. Quantitative: The study intent (such as describe, compare, correlate, explore, and develop). The independent, dependent, and covariate variables. Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments The purpose statement is one to two paragraphs in length and no more than 200 words. The statement includes the reason why you are conducting the study and what the student plans to accomplish by conducting the study. The purpose statement includes the scope, the means of data collection and must alignment to the problem statement. Note: The purpose is to perform scholarly research to remedy the shortfall in the scholarly research, and in turn, the gap in the knowledge and understanding on the topic. Ultimately the idea is to increase the knowledge and understanding of the real-world management issue that started the research; and to make some form of positive social change as a result of a contribution to the scholarly research. Qualitative: Dill and Romiszowski (1997) stated the functions of paradigms as follows: Define how the world works, how knowledge is extracted from this world, and how one is to think, write, and talk about this knowledge Define the types of questions to be asked and the methodologies to be used in answering Decide what is published and what is not published Structure the world of the academic worker Provide its meaning and its significance Quantitative: In quantitative studies the purpose statement should include the type of study the student is conducting, definition of the independent and dependent variables, definition of controlling and intervening variables, participants, and research site. Dills, C. R., & Romiszowski, A. J. (1997). The instructional development paradigm: An introduction. In C. R. Dills, and A. J. Romiszowski (Eds). Instructional development paradigms. Englewood, NJ: Educational Technology Publications, Inc. The purpose statement is one to two paragraphs in length and no more than 200 words. The statement includes the reason why you are conducting the study and what the student plans to accomplish by conducting the study. The purpose statement includes the scope, the means of data collection and must alignment to the problem statement. Note: The purpose is to perform scholarly research to remedy the shortfall in the scholarly research, and in turn, the gap in the knowledge and understanding on the topic. Ultimately the idea is to increase the knowledge and understanding of the real-world management issue that started the research; and to make some form of positive social change as a result of a contribution to the scholarly research. Qualitative: Dill and Romiszowski (1997) stated the functions of paradigms as follows: Define how the world works, how knowledge is extracted from this world, and how one is to think, write, and talk about this knowledge Define the types of questions to be asked and the methodologies to be used in answering Decide what is published and what is not published Structure the world of the academic worker Provide its meaning and its significance Quantitative: In quantitative studies the purpose statement should include the type of study the student is conducting, definition of the independent and dependent variables, definition of controlling and intervening variables, participants, and research site. Dills, C. R., & Romiszowski, A. J. (1997). The instructional development paradigm: An introduction. In C. R. Dills, and A. J. Romiszowski (Eds). Instructional development paradigms. Englewood, NJ: Educational Technology Publications, Inc. The purpose statement is one to two paragraphs in length and no more than 200 words. The statement includes the reason why you are conducting the study and what the student plans to accomplish by conducting the study. The purpose statement includes the scope, the means of data collection and must alignment to the problem statement. Note: The purpose is to perform scholarly research to remedy the shortfall in the scholarly research, and in turn, the gap in the knowledge and understanding on the topic. Ultimately the idea is to increase the knowledge and understanding of the real-world management issue that started the research; and to make some form of positive social change as a result of a contribution to the scholarly research. Qualitative: Dill and Romiszowski (1997) stated the functions of paradigms as follows: Define how the world works, how knowledge is extracted from this world, and how one is to think, write, and talk about this knowledge Define the types of questions to be asked and the methodologies to be used in answering Decide what is published and what is not published Structure the world of the academic worker Provide its meaning and its significance Quantitative: In quantitative studies the purpose statement should include the type of study the student is conducting, definition of the independent and dependent variables, definition of controlling and intervening variables, participants, and research site. Dills, C. R., & Romiszowski, A. J. (1997). The instructional development paradigm: An introduction. In C. R. Dills, and A. J. Romiszowski (Eds). Instructional development paradigms. Englewood, NJ: Educational Technology Publications, Inc. Research question(s) Provide a central overarching research question for a qualitative study. For a quantitative study provide a research question or a series of closely connected questions in proper quantitative format. Research questions t serve as a frame for the research and includes the variables, concepts, and/ or theories related to the study. The research question(s) must align with the problem statement and purpose statement. Research question(s) Provide a central overarching research question for a qualitative study. For a quantitative study provide a research question or a series of closely connected questions in proper quantitative format. Research questions t serve as a frame for the research and includes the variables, concepts, and/ or theories related to the study. The research question(s) must align with the problem statement and purpose statement. Research question(s) Provide a central overarching research question for a qualitative study. For a quantitative study provide a research question or a series of closely connected questions in proper quantitative format. Research questions t serve as a frame for the research and includes the variables, concepts, and/ or theories related to the study. The research question(s) must align with the problem statement and purpose statement. State the research questions. Quantitative: State the null and alternative hypotheses that identify the independent and dependent variables being studied, the association being tested, and how the variables are being measured. Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments The research questions must be aligned to the problem, purpose, research method/design and title.One to four research questions are adequate for dissertation. Research questions answering yes/no are not good research questions. Develop research questions that begin with how/what . . The research questions should be broad enough to guide the entire study and should not include pronouns like you, they, we, and us. Quantitative: In quantitative studies, the null hypotheses should be stated before the alternative hypotheses. Also, the wording of the research questions should include terms that relate to cause and effect relationships between variables. Qualitative: In qualitative studies, the research question is stated as an overarching question. It may or may not have sub questions. The research questions must be aligned to the problem, purpose, research method/design and title.One to four research questions are adequate for dissertation. Research questions answering yes/no are not good research questions. Develop research questions that begin with how/what . . The research questions should be broad enough to guide the entire study and should not include pronouns like you, they, we, and us. Quantitative: In quantitative studies, the null hypotheses should be stated before the alternative hypotheses. Also, the wording of the research questions should include terms that relate to cause and effect relationships between variables. Qualitative: In qualitative studies, the research question is stated as an overarching question. It may or may not have sub questions. The research questions must be aligned to the problem, purpose, research method/design and title.One to four research questions are adequate for dissertation. Research questions answering yes/no are not good research questions. Develop research questions that begin with how/what . . The research questions should be broad enough to guide the entire study and should not include pronouns like you, they, we, and us. Quantitative: In quantitative studies, the null hypotheses should be stated before the alternative hypotheses. Also, the wording of the research questions should include terms that relate to cause and effect relationships between variables. Qualitative: In qualitative studies, the research question is stated as an overarching question. It may or may not have sub questions. Theoretical and / or Conceptual Framework for the Study (Studies must include either a theoretical foundation for quantitative studies or a conceptual framework for qualitative studies. (Mixed-method studies may include both) Theoretical and / or Conceptual Framework for the Study (Studies must include either a theoretical foundation for quantitative studies or a conceptual framework for qualitative studies. (Mixed-method studies may include both) Theoretical and / or Conceptual Framework for the Study (Studies must include either a theoretical foundation for quantitative studies or a conceptual framework for qualitative studies. (Mixed-method studies may include both) Theoretical Foundation Quantitative studies Theoretical Foundation Quantitative studies Theoretical Foundation Quantitative studies Identify the theory or theories and provide the origin or source. State concisely the major theoretical propositions and/or major hypotheses with a reference to more detailed explanation in chapter 2. Explain how the theory relates to the study approach and research questions. Conceptual Framework Qualitative studies This applies to qualitative and some epidemiological studies (as well as some other quantitative studies) Conceptual Framework Qualitative studies This applies to qualitative and some epidemiological studies (as well as some other quantitative studies) Conceptual Framework Qualitative studies This applies to qualitative and some epidemiological studies (as well as some other quantitative studies) Identify and define the concept/phenomenon that grounds the study. Qualitative: Describe concisely the conceptual framework (for qualitative studies, the contextual lens; for quantitative studies, description of the body of research that supports the need for the study) as derived from the literature with more detailed analysis in chapter 2. Quantitative: Concisely describe the theoretical framework (a description of the body of research that supports the need for the study) as derived from the literature with more detailed analysis in chapter 2. State the logical connections among key elements of the framework with a reference to a more thorough explanation in chapter 2. State how the framework relates to the study approach and key research questions as well as instrument development and data analysis where appropriate. Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative: The conceptual and theoretical framework is used interchangeably in many studies, but the conceptual framework is mainly used in qualitative studies and is more of a rationale, that the concepts chosen for investigation or interpretation, and any anticipated relationships among them, will be appropriate and useful, given the research problem under investigation. Students must use the theory or concept that fits their research questions and will produce the results from their data collection. These are the questions students utilize to situate their study. The problem must be assessed from the theory/concept that students are going to examine or review, and it must be developed fully in the literature review. The problem must be framed properly in the conceptual framework. The following points need to be addressed: What are the underlying concepts for the study? Who are the authors writing about those concepts? Are there theories that will apply? Focus on the header and put the study in perspective both historically and in the present Quantitative: The theoretical framework is used mainly in quantitative studies and includes existing theories that are related to the student s research topic. The theoretical framework should be aligned to the research design and the problem under investigation. The problem must be framed properly in theoretical framework. The following points need to be addressed: Who are the theorists? What theories are you utilizing to situate the study? Focus on the header and put the study in perspective both historically and in the present. Qualitative: The conceptual and theoretical framework is used interchangeably in many studies, but the conceptual framework is mainly used in qualitative studies and is more of a rationale, that the concepts chosen for investigation or interpretation, and any anticipated relationships among them, will be appropriate and useful, given the research problem under investigation. Students must use the theory or concept that fits their research questions and will produce the results from their data collection. These are the questions students utilize to situate their study. The problem must be assessed from the theory/concept that students are going to examine or review, and it must be developed fully in the literature review. The problem must be framed properly in the conceptual framework. The following points need to be addressed: What are the underlying concepts for the study? Who are the authors writing about those concepts? Are there theories that will apply? Focus on the header and put the study in perspective both historically and in the present Quantitative: The theoretical framework is used mainly in quantitative studies and includes existing theories that are related to the student s research topic. The theoretical framework should be aligned to the research design and the problem under investigation. The problem must be framed properly in theoretical framework. The following points need to be addressed: Who are the theorists? What theories are you utilizing to situate the study? Focus on the header and put the study in perspective both historically and in the present. Qualitative: The conceptual and theoretical framework is used interchangeably in many studies, but the conceptual framework is mainly used in qualitative studies and is more of a rationale, that the concepts chosen for investigation or interpretation, and any anticipated relationships among them, will be appropriate and useful, given the research problem under investigation. Students must use the theory or concept that fits their research questions and will produce the results from their data collection. These are the questions students utilize to situate their study. The problem must be assessed from the theory/concept that students are going to examine or review, and it must be developed fully in the literature review. The problem must be framed properly in the conceptual framework. The following points need to be addressed: What are the underlying concepts for the study? Who are the authors writing about those concepts? Are there theories that will apply? Focus on the header and put the study in perspective both historically and in the present Quantitative: The theoretical framework is used mainly in quantitative studies and includes existing theories that are related to the student s research topic. The theoretical framework should be aligned to the research design and the problem under investigation. The problem must be framed properly in theoretical framework. The following points need to be addressed: Who are the theorists? What theories are you utilizing to situate the study? Focus on the header and put the study in perspective both historically and in the present. Nature of the study Nature of the study Nature of the study Provide a concise rationale for selection of the design and/ or tradition. Qualitative: Briefly describe the key concept and / or phenomenon being investigated. Quantitative: Briefly describe the key study variables (independent, dependent, and covariates). Briefly summarize the methodology (from whom and how data are collected and how data will be analyzed). Qualitative/Quantitative Comments Qualitative/Quantitative Comments Qualitative/Quantitative Comments The Nature of Study provides a brief discussion on the research method (i.e. quantitative or qualitative) and design (i.e. correlation for quantitative study; phenomenological, case study,
