how to research for a dissertation

Dissertations and major projects

• Planning your dissertation
• Introduction

Doing the research

Methodology, thinking about structure, working with your supervisor.

• Managing your data
• Writing up your dissertation

Useful links for dissertations and major projects

• Study Advice Helping students to achieve study success with guides, video tutorials, seminars and appointments.
• Maths Support A guide to Maths Support resources which may help if you're finding any mathematical or statistical topic difficult during the transition to University study.
• Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
• Guide to citing references Includes guidance on why, when and how to use references correctly in your academic writing.
• The Final Chapter An excellent guide from the University of Leeds on all aspects of research projects
• Royal Literary Fund: Writing a Literature Review A guide to writing literature reviews from the Royal Literary Fund
• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.

The research process for a dissertation or project is substantial and takes time. You will need to think about what you have to find out in order to answer your research question, and where and when you can find this information. As you gather your research, keep returning to your research question to check what you are doing is relevant.

This page gives advice on keeping on track during your research by using your plan, your method or research process, your structure, and your supervisor.     

The kinds of research you will need to do will depend on your research question. You will usually need to survey existing literature to get an overview of the knowledge that has been gained so far on the topic; this will inform your own research and your interpretations. You may also decide to do:

- primary research (conducting your own experiments, surveys etc to gain new knowledge)

- secondary research (collating knowledge from other people's research to produce a new synthesis).

You may need to do either or both.

Primary research

If you are doing qualitative or quantitative research, or experiments, start on these as soon as you can. Gathering data takes a lot of time. People are often too busy to participate in interviews or fill out questionnaires and you might need to find extra participants to make up your sample. Scientific experiments may take longer than you anticipate especially if they require ethical clearance, special equipment, or learning new methods.

• Design and plan your data collection methods – check them with your supervisor and see if they fit with your methodology.
• Identify and plan for any ethical issues with collecting your data.
• Do a test or pilot questionnaire as soon as possible so you can make changes if necessary.
• Identify your sample size and control groups.
• Have a contingency plan if not everyone is willing to participate.
• Keep good records – number and store any evidence – don't throw anything out until you graduate! See our advice on Managing your data in this guide for more suggestions.

The key to effective secondary research is to keep it under control, and to take an approach which will make your reading and your notes meaningful first time round.

• Start small with one main text and build up.
• Once you have an overview, formulate some sub-questions which will help answer your main dissertation question.
• Look for the answers to these questions.
• Do more reading to fill in the gaps.
• Keep thinking, and analysing the relevance of the information as you go along.
• But be aware of your work schedule – you can't read everything, so be selective.

If you need help, consult your Academic Liaison Librarian - they may know about materials you hadn't thought of.

• Literature searching A guide to finding articles, books and other materials on your subject. Includes tips on constructing a comprehensive search using search operators (AND/OR), truncation and wildcards.
• Doing your literature search videos - University of Reading Two short videos from the Library on planning and doing a literature search
• Doing your literature review video Watch this brief video tutorial for guidance on writing your literature review.
• Doing your literature review transcript Read the transcript.
• Contact your Academic Liaison Librarian

Methodology means being aware of the way in which you do something and being able to justify why you did it that way. Each academic discipline has a number of different sets of methods for conducting research.

For example: One method of conducting qualitative research is semi-structured interviews, another method is case studies – each are appropriate for finding different levels and types of information.

The method you choose will be the model for how you go about your research:

• Why is the method you chose the most appropriate way of finding an answer to your research question?
• Are there any other methods you might have used…why didn't you choose them?
• Throughout your dissertation be aware of the decisions you make and note them down explaining why you made them:
• Did you change your plans when you encountered a problem?
• Did you have to adjust sample size, questions, approach?

This awareness of why you did your research in a certain way and your ability to explain and justify these choices is a vital part of your dissertation.

Do bear in mind that no structure, title or question is set in stone until you submit your completed work. If you find a more interesting or productive way to discuss your topic, don't be afraid to change your structure - providing you have time to do any extra work.

• Structuring your dissertation (video) Watch this brief video tutorial for more on the topic.
• Structuring your dissertation (transcript) Read the transcript.

• Have some specific questions to ask your supervisor: These can be general like "How can I narrow down my question?" or more detailed such as "Am I interpreting this result correctly?"
• If you are unsure of an idea or approach, don't be afraid to talk it through with your supervisor – that's what they're there for! Just explaining it to someone else can help sort out your own thinking.
• It is easier for supervisors to give advice on a specific piece of work, so bring your research proposal, or chapter draft, to the meetings – your supervisor might not have time to read it all, so highlight places you'd like feedback on.

It's worth taking the advice of your supervisor seriously. You may have a strong idea of what you want to do in your dissertation, but your supervisor has academic experience and often knows what will and won't work. If you explain your ideas and are polite and enthusiastic, your supervisor can be a great sounding board and source of expert information.

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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.

Formatting Requirement and Standards

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.

“Papers Option” Dissertation or Thesis

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.

ProQuest Electronic Submissions

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 Dissertation and Thesis

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.

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Home » Dissertation – Format, Example and Template

Dissertation – Format, Example and Template

Table of Contents

Dissertation

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.

Dissertation Meaning in Research

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

Types of Dissertation are as follows:

Empirical Dissertation

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.

Non-Empirical Dissertation

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.

Narrative Dissertation

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.

Systematic Literature Review

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.

Case Study Dissertation

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.

Mixed-Methods Dissertation

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.

How to Write a Dissertation

Here are some general steps to help guide you through the process of writing a dissertation:

• Choose a topic : Select a topic that you are passionate about and that is relevant to your field of study. It should be specific enough to allow for in-depth research but broad enough to be interesting and engaging.
• Conduct research : Conduct thorough research on your chosen topic, utilizing a variety of sources, including books, academic journals, and online databases. Take detailed notes and organize your information in a way that makes sense to you.
• Create an outline : Develop an outline that will serve as a roadmap for your dissertation. The outline should include the introduction, literature review, methodology, results, discussion, and conclusion.
• Write the introduction: The introduction should provide a brief overview of your topic, the research questions, and the significance of the study. It should also include a clear thesis statement that states your main argument.
• Write the literature review: The literature review should provide a comprehensive analysis of existing research on your topic. It should identify gaps in the research and explain how your study will fill those gaps.
• Write the methodology: The methodology section should explain the research methods you used to collect and analyze data. It should also include a discussion of any limitations or weaknesses in your approach.
• Write the results: The results section should present the findings of your research in a clear and organized manner. Use charts, graphs, and tables to help illustrate your data.
• Write the discussion: The discussion section should interpret your results and explain their significance. It should also address any limitations of the study and suggest areas for future research.
• Write the conclusion: The conclusion should summarize your main findings and restate your thesis statement. It should also provide recommendations for future research.
• Edit and revise: Once you have completed a draft of your dissertation, review it carefully to ensure that it is well-organized, clear, and free of errors. Make any necessary revisions and edits before submitting it to your advisor for review.

Dissertation Format

The format of a dissertation may vary depending on the institution and field of study, but generally, it follows a similar structure:

• Title Page: This includes the title of the dissertation, the author’s name, and the date of submission.
• Abstract : A brief summary of the dissertation’s purpose, methods, and findings.
• Table of Contents: A list of the main sections and subsections of the dissertation, along with their page numbers.
• Introduction : A statement of the problem or research question, a brief overview of the literature, and an explanation of the significance of the study.
• Literature Review : A comprehensive review of the literature relevant to the research question or problem.
• Methodology : A description of the methods used to conduct the research, including data collection and analysis procedures.
• Results : A presentation of the findings of the research, including tables, charts, and graphs.
• Discussion : A discussion of the implications of the findings, their significance in the context of the literature, and limitations of the study.
• Conclusion : A summary of the main points of the study and their implications for future research.
• References : A list of all sources cited in the dissertation.
• Appendices : Additional materials that support the research, such as data tables, charts, or transcripts.

Dissertation Outline

Dissertation Outline is as follows:

Title Page:

• Title of dissertation
• Author name
• Institutional affiliation
• Date of submission
• Brief summary of the dissertation’s research problem, objectives, methods, findings, and implications
• Usually around 250-300 words

Table of Contents:

• List of chapters and sections in the dissertation, with page numbers for each

I. Introduction

• Background and context of the research
• Research problem and objectives
• Significance of the research

II. Literature Review

• Overview of existing literature on the research topic
• Identification of gaps in the literature
• Theoretical framework and concepts

III. Methodology

• Research design and methods used
• Data collection and analysis techniques
• Ethical considerations

IV. Results

• Presentation and analysis of data collected
• Findings and outcomes of the research
• Interpretation of the results

V. Discussion

• Discussion of the results in relation to the research problem and objectives
• Evaluation of the research outcomes and implications
• Suggestions for future research

VI. Conclusion

• Summary of the research findings and outcomes
• Implications for the research topic and field
• Limitations and recommendations for future research

VII. References

• List of sources cited in the dissertation

VIII. Appendices

• Additional materials that support the research, such as tables, figures, or questionnaires.

Example of Dissertation

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

• Background and rationale for the study
• Research questions and objectives
• Significance of the study
• Overview of the dissertation structure

Chapter 2: Literature Review

• Definition and conceptualization of mindfulness meditation
• Theoretical framework of mindfulness meditation
• Empirical research on mindfulness meditation and academic achievement
• Empirical research on mindfulness meditation and well-being
• The role of personality and demographic factors in the effects of mindfulness meditation

Chapter 3: Methodology

• Research design and hypothesis
• Participants and sampling method
• Intervention and procedure
• Measures and instruments
• Data analysis method

Chapter 4: Results

• Descriptive statistics and data screening
• Analysis of main effects
• Analysis of moderating effects
• Post-hoc analyses and sensitivity tests

Chapter 5: Discussion

• Summary of findings
• Implications for theory and practice
• Limitations and directions for future research
• Conclusion and contribution to the literature

Chapter 6: Conclusion

• Recap of the research questions and objectives
• Summary of the key findings
• Contribution to the literature and practice
• Implications for policy and practice
• Final thoughts and recommendations.

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.

How Long is a Dissertation

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.

Applications of Dissertation

Here are some applications of a dissertation:

• Advancing the Field: Dissertations often include new research or a new perspective on existing research, which can help to advance the field. The results of a dissertation can be used by other researchers to build upon or challenge existing knowledge, leading to further advancements in the field.
• Career Advancement: Completing a dissertation demonstrates a high level of expertise in a particular field, which can lead to career advancement opportunities. For example, having a PhD can open doors to higher-paying jobs in academia, research institutions, or the private sector.
• Publishing Opportunities: Dissertations can be published as books or journal articles, which can help to increase the visibility and credibility of the author’s research.
• Personal Growth: The process of writing a dissertation involves a significant amount of research, analysis, and critical thinking. This can help students to develop important skills, such as time management, problem-solving, and communication, which can be valuable in both their personal and professional lives.
• Policy Implications: The findings of a dissertation can have policy implications, particularly in fields such as public health, education, and social sciences. Policymakers can use the research to inform decision-making and improve outcomes for the population.

When to Write a Dissertation

Here are some situations where writing a dissertation may be necessary:

• Pursuing a Doctoral Degree: Writing a dissertation is usually a requirement for earning a doctoral degree, so if you are interested in pursuing a doctorate, you will likely need to write a dissertation.
• Conducting Original Research : Dissertations require students to conduct original research on a specific topic. If you are interested in conducting original research on a topic, writing a dissertation may be the best way to do so.
• Advancing Your Career: Some professions, such as academia and research, may require individuals to have a doctoral degree. Writing a dissertation can help you advance your career by demonstrating your expertise in a particular area.
• Contributing to Knowledge: Dissertations are often based on original research that can contribute to the knowledge base of a field. If you are passionate about advancing knowledge in a particular area, writing a dissertation can help you achieve that goal.
• Meeting Academic Requirements : If you are a graduate student, writing a dissertation may be a requirement for completing your program. Be sure to check with your academic advisor to determine if this is the case for you.

Purpose of Dissertation

some common purposes of a dissertation include:

• To contribute to the knowledge in a particular field : A dissertation is often the culmination of years of research and study, and it should make a significant contribution to the existing body of knowledge in a particular field.
• To demonstrate mastery of a subject: A dissertation requires extensive research, analysis, and writing, and completing one demonstrates a student’s mastery of their subject area.
• To develop critical thinking and research skills : A dissertation requires students to think critically about their research question, analyze data, and draw conclusions based on evidence. These skills are valuable not only in academia but also in many professional fields.
• To demonstrate academic integrity: A dissertation must be conducted and written in accordance with rigorous academic standards, including ethical considerations such as obtaining informed consent, protecting the privacy of participants, and avoiding plagiarism.
• To prepare for an academic career: Completing a dissertation is often a requirement for obtaining a PhD and pursuing a career in academia. It can demonstrate to potential employers that the student has the necessary skills and experience to conduct original research and make meaningful contributions to their field.
• To develop writing and communication skills: A dissertation requires a significant amount of writing and communication skills to convey complex ideas and research findings in a clear and concise manner. This skill set can be valuable in various professional fields.
• To demonstrate independence and initiative: A dissertation requires students to work independently and take initiative in developing their research question, designing their study, collecting and analyzing data, and drawing conclusions. This demonstrates to potential employers or academic institutions that the student is capable of independent research and taking initiative in their work.
• To contribute to policy or practice: Some dissertations may have a practical application, such as informing policy decisions or improving practices in a particular field. These dissertations can have a significant impact on society, and their findings may be used to improve the lives of individuals or communities.
• To pursue personal interests: Some students may choose to pursue a dissertation topic that aligns with their personal interests or passions, providing them with the opportunity to delve deeper into a topic that they find personally meaningful.

Advantage of Dissertation

Some advantages of writing a dissertation include:

• Developing research and analytical skills: The process of writing a dissertation involves conducting extensive research, analyzing data, and presenting findings in a clear and coherent manner. This process can help students develop important research and analytical skills that can be useful in their future careers.
• Demonstrating expertise in a subject: Writing a dissertation allows students to demonstrate their expertise in a particular subject area. It can help establish their credibility as a knowledgeable and competent professional in their field.
• Contributing to the academic community: A well-written dissertation can contribute new knowledge to the academic community and potentially inform future research in the field.
• Improving writing and communication skills : Writing a dissertation requires students to write and present their research in a clear and concise manner. This can help improve their writing and communication skills, which are essential for success in many professions.
• Increasing job opportunities: Completing a dissertation can increase job opportunities in certain fields, particularly in academia and research-based positions.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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15 Steps to Good Research

• Define and articulate a research question (formulate a research hypothesis). How to Write a Thesis Statement (Indiana University)
• Identify possible sources of information in many types and formats. Georgetown University Library's Research & Course Guides
• Judge the scope of the project.
• Reevaluate the research question based on the nature and extent of information available and the parameters of the research project.
• Select the most appropriate investigative methods (surveys, interviews, experiments) and research tools (periodical indexes, databases, websites).
• Plan the research project. Writing Anxiety (UNC-Chapel Hill) Strategies for Academic Writing (SUNY Empire State College)
• Retrieve information using a variety of methods (draw on a repertoire of skills).
• Refine the search strategy as necessary.
• Write and organize useful notes and keep track of sources. Taking Notes from Research Reading (University of Toronto) Use a citation manager: Zotero or Refworks
• Evaluate sources using appropriate criteria. Evaluating Internet Sources
• Synthesize, analyze and integrate information sources and prior knowledge. Georgetown University Writing Center
• Revise hypothesis as necessary.
• Use information effectively for a specific purpose.
• Understand such issues as plagiarism, ownership of information (implications of copyright to some extent), and costs of information. Georgetown University Honor Council Copyright Basics (Purdue University) How to Recognize Plagiarism: Tutorials and Tests from Indiana University
• Cite properly and give credit for sources of ideas. MLA Bibliographic Form (7th edition, 2009) MLA Bibliographic Form (8th edition, 2016) Turabian Bibliographic Form: Footnote/Endnote Turabian Bibliographic Form: Parenthetical Reference Use a citation manager: Zotero or Refworks

Adapted from the Association of Colleges and Research Libraries "Objectives for Information Literacy Instruction" , which are more complete and include outcomes. See also the broader "Information Literacy Competency Standards for Higher Education."

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• Knowledge Base
• Dissertation

How to Write a Dissertation Proposal | A Step-by-Step Guide

Published on 14 February 2020 by Jack Caulfield . Revised on 11 November 2022.

A dissertation proposal describes the research you want to do: what it’s about, how you’ll conduct it, and why it’s worthwhile. You will probably have to write a proposal before starting your dissertation as an undergraduate or postgraduate student.

A dissertation proposal should generally include:

• An introduction to your topic and aims
• A literature review  of the current state of knowledge
• An outline of your proposed methodology
• A discussion of the possible implications of the research
• A bibliography  of relevant sources

Dissertation proposals vary a lot in terms of length and structure, so make sure to follow any guidelines given to you by your institution, and check with your supervisor when you’re unsure.

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Table of contents

Step 1: coming up with an idea, step 2: presenting your idea in the introduction, step 3: exploring related research in the literature review, step 4: describing your methodology, step 5: outlining the potential implications of your research, step 6: creating a reference list or bibliography.

Before writing your proposal, it’s important to come up with a strong idea for your dissertation.

Find an area of your field that interests you and do some preliminary reading in that area. What are the key concerns of other researchers? What do they suggest as areas for further research, and what strikes you personally as an interesting gap in the field?

Once you have an idea, consider how to narrow it down and the best way to frame it. Don’t be too ambitious or too vague – a dissertation topic needs to be specific enough to be feasible. Move from a broad field of interest to a specific niche:

• Russian literature 19th century Russian literature The novels of Tolstoy and Dostoevsky
• Social media Mental health effects of social media Influence of social media on young adults suffering from anxiety

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Like most academic texts, a dissertation proposal begins with an introduction . This is where you introduce the topic of your research, provide some background, and most importantly, present your aim , objectives and research question(s) .

Try to dive straight into your chosen topic: What’s at stake in your research? Why is it interesting? Don’t spend too long on generalisations or grand statements:

• Social media is the most important technological trend of the 21st century. It has changed the world and influences our lives every day.
• Psychologists generally agree that the ubiquity of social media in the lives of young adults today has a profound impact on their mental health. However, the exact nature of this impact needs further investigation.

Once your area of research is clear, you can present more background and context. What does the reader need to know to understand your proposed questions? What’s the current state of research on this topic, and what will your dissertation contribute to the field?

If you’re including a literature review, you don’t need to go into too much detail at this point, but give the reader a general sense of the debates that you’re intervening in.

This leads you into the most important part of the introduction: your aim, objectives and research question(s) . These should be clearly identifiable and stand out from the text – for example, you could present them using bullet points or bold font.

Make sure that your research questions are specific and workable – something you can reasonably answer within the scope of your dissertation. Avoid being too broad or having too many different questions. Remember that your goal in a dissertation proposal is to convince the reader that your research is valuable and feasible:

• Does social media harm mental health?
• What is the impact of daily social media use on 18– to 25–year–olds suffering from general anxiety disorder?

Now that your topic is clear, it’s time to explore existing research covering similar ideas. This is important because it shows you what is missing from other research in the field and ensures that you’re not asking a question someone else has already answered.

You’ve probably already done some preliminary reading, but now that your topic is more clearly defined, you need to thoroughly analyse and evaluate the most relevant sources in your literature review .

Here you should summarise the findings of other researchers and comment on gaps and problems in their studies. There may be a lot of research to cover, so make effective use of paraphrasing to write concisely:

• Smith and Prakash state that ‘our results indicate a 25% decrease in the incidence of mechanical failure after the new formula was applied’.
• Smith and Prakash’s formula reduced mechanical failures by 25%.

The point is to identify findings and theories that will influence your own research, but also to highlight gaps and limitations in previous research which your dissertation can address:

• Subsequent research has failed to replicate this result, however, suggesting a flaw in Smith and Prakash’s methods. It is likely that the failure resulted from…

Next, you’ll describe your proposed methodology : the specific things you hope to do, the structure of your research and the methods that you will use to gather and analyse data.

You should get quite specific in this section – you need to convince your supervisor that you’ve thought through your approach to the research and can realistically carry it out. This section will look quite different, and vary in length, depending on your field of study.

You may be engaged in more empirical research, focusing on data collection and discovering new information, or more theoretical research, attempting to develop a new conceptual model or add nuance to an existing one.

Dissertation research often involves both, but the content of your methodology section will vary according to how important each approach is to your dissertation.

Empirical research

Empirical research involves collecting new data and analysing it in order to answer your research questions. It can be quantitative (focused on numbers), qualitative (focused on words and meanings), or a combination of both.

With empirical research, it’s important to describe in detail how you plan to collect your data:

• Will you use surveys ? A lab experiment ? Interviews?
• What variables will you measure?
• How will you select a representative sample ?
• If other people will participate in your research, what measures will you take to ensure they are treated ethically?
• What tools (conceptual and physical) will you use, and why?

It’s appropriate to cite other research here. When you need to justify your choice of a particular research method or tool, for example, you can cite a text describing the advantages and appropriate usage of that method.

Don’t overdo this, though; you don’t need to reiterate the whole theoretical literature, just what’s relevant to the choices you have made.

Moreover, your research will necessarily involve analysing the data after you have collected it. Though you don’t know yet what the data will look like, it’s important to know what you’re looking for and indicate what methods (e.g. statistical tests , thematic analysis ) you will use.

Theoretical research

You can also do theoretical research that doesn’t involve original data collection. In this case, your methodology section will focus more on the theory you plan to work with in your dissertation: relevant conceptual models and the approach you intend to take.

For example, a literary analysis dissertation rarely involves collecting new data, but it’s still necessary to explain the theoretical approach that will be taken to the text(s) under discussion, as well as which parts of the text(s) you will focus on:

• This dissertation will utilise Foucault’s theory of panopticism to explore the theme of surveillance in Orwell’s 1984 and Kafka’s The Trial…

Here, you may refer to the same theorists you have already discussed in the literature review. In this case, the emphasis is placed on how you plan to use their contributions in your own research.

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You’ll usually conclude your dissertation proposal with a section discussing what you expect your research to achieve.

You obviously can’t be too sure: you don’t know yet what your results and conclusions will be. Instead, you should describe the projected implications and contribution to knowledge of your dissertation.

First, consider the potential implications of your research. Will you:

• Develop or test a theory?
• Provide new information to governments or businesses?
• Challenge a commonly held belief?
• Suggest an improvement to a specific process?

Describe the intended result of your research and the theoretical or practical impact it will have:

Finally, it’s sensible to conclude by briefly restating the contribution to knowledge you hope to make: the specific question(s) you hope to answer and the gap the answer(s) will fill in existing knowledge:

Like any academic text, it’s important that your dissertation proposal effectively references all the sources you have used. You need to include a properly formatted reference list or bibliography at the end of your proposal.

Different institutions recommend different styles of referencing – commonly used styles include Harvard , Vancouver , APA , or MHRA . If your department does not have specific requirements, choose a style and apply it consistently.

A reference list includes only the sources that you cited in your proposal. A bibliography is slightly different: it can include every source you consulted in preparing the proposal, even if you didn’t mention it in the text. In the case of a dissertation proposal, a bibliography may also list relevant sources that you haven’t yet read, but that you intend to use during the research itself.

Check with your supervisor what type of bibliography or reference list you should include.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Caulfield, J. (2022, November 11). How to Write a Dissertation Proposal | A Step-by-Step Guide. Scribbr. Retrieved 21 August 2024, from https://www.scribbr.co.uk/thesis-dissertation/proposal/

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Jack Caulfield

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A complete guide to dissertation primary research

(Last updated: 7 May 2021)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

For many students, including those who are at postgraduate level or well-versed in the dissertation process, the prospect of primary research can be somewhat daunting.

But we are here to help quell those pesky nerves you may be feeling if you are faced with doing primary research for your dissertation.

Step 1: Decide on the type of data

Step 2: decide on primary research methodology.

Steps 3 – 8 if you have chosen a qualitative method

Steps 3 – 8 if you have chosen a quantitative method

Steps 3 – 8 if you have chosen a mixed method

Other steps you need to consider

The reasons that students can feel so wary of primary research can be many-fold. From a lack of knowledge of primary research methods, to a loathing for statistics, or an absence of the sufficient skills required… The apprehension that students can feel towards primary research for their dissertation is often comparable to the almost insurmountable levels of stress before exams.

And yet, there’s a significant difference between doing primary research and sitting exams. The former is far more engaging, rewarding, varied, and dare we say it, even fun. You’re in the driving seat and you get to ask the questions. What’s more, students carrying out primary research have an opportunity to make small contributions to their field, which can feel really satisfying – for many, it’s their first taste of being a researcher, rather than just a learner.

Now, if you’re reading this and scoffing at our steadfast enthusiasm for primary research, we’ll let you in on a little secret – doing research actually isn’t that difficult. It’s a case of learning to follow specific procedures and knowing when to make particular decisions.

Which is where this guide comes in; it offers step-by-step advice on these procedures and decisions, so you can use it to support you both before and during your dissertation research process.

As set out below, there are different primary research methodologies that you can choose from. The first two steps are the same for whatever method you choose; after that, the steps you take depend on the methodology you have chosen.

Primary data has been collected by the researcher himself or herself. When doing primary research for your undergraduate or graduate degrees, you will most commonly rely on this type of data. It is often said that primary data is “real time” data, meaning that it has been collected at the time of the research project. Here, the data collection is under the direct control of the researcher.

Secondary data has been collected by somebody else in the past and is usually accessible via past researchers, government sources, and various online and offline records. This type of data is referred to as “past data”, because it has been collected in the past. Using secondary data is relatively easy since you do not have to collect any data yourself. However, it is not always certain that secondary data would be 100% relevant for your project, since it was collected with a different research question in mind. Furthermore, there may be questions over the accuracy of secondary data.

Big data is the most complex type of data, which is why it is almost never used during undergraduate or graduate studies. Big data is characterised by three Vs: high volume of data, wide variety of the type of data, and high velocity with which the data is processed. Due to the complexity of big data, standard data processing procedures do not apply and you would need intense training to learn how to process it.

Qualitative research is exploratory in nature. This means that qualitative research is often conducted when there are no quantitative investigations on the topic, and you are seeking to explore the topic for the first time. This exploration is achieved by considering the perspectives of specific individuals. You are concerned with particular meanings that reflect a dynamic (rather than fixed) reality. By observing or interviewing people, you can come to an understanding of their own perception of reality.

Quantitative research is confirmatory in nature. Thus, the main goal is to confirm or disconfirm hypotheses by relying on statistical analyses. In quantitative research, you will be concerned with numerical data that reflects a fixed and measurable (rather than dynamic) reality. Using large samples and testing your participants through reliable tools, you are seeking to generalise your findings to the broader population.

Mixed research combines qualitative and quantitative methodologies. The goal is to gain a more thorough understanding of a topic than would be possible by relying on a single methodological approach. Usually, a mixed method involves doing qualitative research first, which is then supplemented by quantitative research.

Thus, first you explore a phenomenon through a low-scale study that focuses on the meanings of particular individuals, and then you seek to form a hypothesis and test it with a larger sample. You can rely on other mixed methodologies as well, which will be described later.

What to do if you have chosen a qualitative method

Step 3: be aware of strengths and limitations.

Still, there are many things that you cannot achieve with qualitative research. Since you are investigating a select group of people, you cannot generalise your findings to the broader population. With qualitative methodology, it is also harder to establish the quality of research. Here, the quality depends on your own skills and your ability to avoid bias while interpreting findings. Finally, qualitative research involves interpreting multiple perspectives, which makes it harder to reach a consensus and establish a “bottom line” of your results and conclusions.

Step 4: Select a specific qualitative method

An observation, as its name implies, involves observing a group of individuals within their own setting. As a researcher, your role is to immerse yourself in this setting and observe the behaviour of interest. You may either become involved with your participants, therefore taking a participating role, or you can act as a bystander and observer. You will need to complete an observation checklist, which you will have made in advance, on which you will note how your participants behaved.

Interviews are the most common qualitative method. In interviews, your role is to rely on predetermined questions that explore participants’ understanding, opinions, attitudes, feelings, and the like. Depending on your research topic, you may also deviate from your question structure to explore whatever appears relevant in the present moment. The main aim is always to understand participants’ own subjective perspectives.

Focus groups are like interviews, except that they are conducted with more than one person. Participants in a focus group are several individuals usually from different demographic backgrounds. Your role is to engage them in an open discussion and to explore their understanding of a topic.

In both interviews and focus groups, you should record your sessions and transcribe them afterwards.

Step 5: Select participants

To establish who these individuals (or organisation) will be, you must consult your research question. You also need to decide on the number of participants, which is generally low in qualitative research, and to decide whether participants should be from similar or different backgrounds. Ask yourself: What needs to connect them and what needs to differentiate them?

Selecting your participants involves deciding how you will recruit them. An observation study, usually has a predetermined context in which your participants operate, and this makes recruitment straightforward since you know where your participants are. A case study does not necessitate recruitment, since your subject of investigation is a predefined person or organisation.

However, interviews and focus groups need a more elaborate approach to recruitment as your participants need to represent a certain target group. A common recruitment method here is the snowball technique, where your existing participants themselves recruit more participants. Otherwise, you need to identify what connects your participants and try to recruit them at a location where they all operate.

Also remember that your participants always need to sign an informed consent, therefore agreeing to take part in the research (see Step 9 below for more information about informed consent and research ethics).

Step 6: Select measures

Observation studies usually involve a checklist on which you note your observations. Focus groups, interviews, and most case studies use structured or semi-structured interviews. Structured interviews rely on a predetermined set of questions, whereas semi-structured interviews combine predetermined questions with an opportunity to explore the responses further.

In most circumstances, you will want to use semi-structured interviews because they enable you to elicit more detailed responses.

When using observations, you will need to craft your observation checklist; when using interviews, you will need to craft your interview questions. Observation checklists are easy to create, since they involve your predetermined focuses of observation. These may include participants’ names (or numbers if they are to remain anonymous), their demographic characteristics, and whatever it is that you are observing.

When crafting interview questions, you will need to consult your research question, and sometimes also the relevant literature. For instance, if your interviews focus on the motivations for playing computer games, you can craft general questions that relate to your research question – such as, “what motivates you to play computer games the most?”.

However, by searching the relevant literature, you may discover that some people play games because they feel competent, and then decide to ask your subjects, “does playing games satisfy your need for competence?”

Step 7: Select analyses

With qualitative research, your data analysis relies on coding and finding themes in your data.

The process of coding should be straightforward. You simply need to read through your observation checklist or interview transcripts and underline each interesting observation or answer.

Finding themes in your data involves grouping the coded observations/answers into patterns. This is a simple process of grouping codes, which may require some time, but is usually interesting work. There are different procedures to choose from while coding and finding themes in your data. These include thematic analysis, interpretative phenomenological analysis, constant comparative analysis, narrative analysis, and discourse analysis. Let’s define each of these.

Thematic analysis is the most commonly used procedure. The goal is to code data, search for themes among the codes, review themes, and name themes. Interpretative phenomenological analysis is done in the same way as a thematic analysis, but with a special focus on understanding how a given person, in a given context, makes sense of a phenomenon.

In constant comparative analysis, one piece of data (one theme, one statement) is compared to all others to detect similarities or differences; this comparison aims at understanding the relations between the data. Narrative analysis also extracts themes, but it focuses on the way that participants represent their experiences linguistically.

Finally, discourse analysis also focuses on language, but the goal is to understand how language relates to the influences that shape people’s thoughts and behaviours.

Step 8: Understand procedure

During observations and interviews, you are collecting your data. As noted previously, you always need to record your interviews and transcribe them afterwards. Observation checklists merely need to be completed during observations.

Once your data has been collected, you can then analyse your results, after which you should be ready to write your final report.

What to do if you have chosen a quantitative method

Quantitative research also enables you to test hypotheses and to determine causality. Determining causality is possible because a quantitative method allows you to control for extraneous variables (confounders) that may affect the relationship between certain variables. Finally, by using standardised procedures, your quantitative study can be replicated in the future, either by you or by other researchers.

At the same time, however, quantitative research also has certain limitations. For instance, this type of research is not as effective at understanding in-depth perceptions of people, simply because it seeks to average their responses and get a “bottom line” of their answers.

In addition, quantitative research often uses self-report measures and there can never be certainty that participants were honest. Sometimes, quantitative research does not include enough contextual information for the interpretation of results. Finally, a failure to correctly select your participants, measures and analyses might lower the generalisability and accuracy of your findings.

Step 4: Select a specific quantitative method

Let’s look at each of these separately.

Descriptive research is used when you want to describe characteristics of a population or a phenomenon. For instance, if you want to describe how many college students use drugs and which drugs are most commonly used, then you can use descriptive research.

You are not seeking to establish the relationship between different variables, but merely to describe the phenomenon in question. Thus, descriptive research is never used to establish causation.

Correlational research is used when you are investigating a relationship between two or more variables. The concept of independent and dependent variables is important for correlational research.

An independent variable is one that you control to test the effects on the dependent variable. For example, if you want to see how intelligence affects people’s critical thinking, intelligence is your independent variable and critical thinking is your dependent variable.

In scientific jargon, correlation tests whether an independent variable relates to the levels of the dependent variable(s). Note that correlation never establishes causation – it merely tests a relationship between variables.

You can also control for the effect of a third variable, which is called a covariate or a confounder. For instance, you may want to see if intelligence relates to critical thinking after controlling for people’s abstract reasoning.

The reason why you might want to control for this variable is that abstract reasoning is related to both intelligence and critical thinking. Thus, you are trying to specify a more direct relationship between intelligence and critical thinking by removing the variable that “meddles in between”.

Experiments aim to establish causation. This is what differentiates them from descriptive and correlational research. To establish causation, experiments manipulate the independent variable.

Or, to put this another way, experiments have two or more conditions of the independent variable and they test their effect on the dependent variable. Here’s an example: You want to test if a new supplement (independent variable) increases people’s concentration (dependent variable). You need a reference point – something to compare this effect to. Thus, you compare the effect of a supplement to a placebo, by giving some of your participants a sugary pill.

Now your independent variable is the type of treatment, with two conditions – supplement and placebo. By comparing the concentration levels (dependent variable) between participants who received the supplement versus placebo (independent variable), you can determine if the supplement caused increased concentration.

Experiments can have two types of designs: between-subjects and within-subjects. The above example illustrated a between-subjects design because concentration levels were compared between participants who got a supplement and those who got a placebo.

But you can also do a within-subjects comparison. For example, you may want to see if taking a supplement before or after a meal impacts concentration levels differently. Here, your independent variable is the time the supplement is taken (with two conditions: before and after the meal). You then ask the same group of participants to take on Day 1 the supplement before the meal and on Day 2 after the meal.

Since both conditions apply to all your participants, you are making a within-subjects comparison. Regardless of the type of design you are using, when assigning participants to a condition, you need to ensure that you do so randomly.

A quasi-experiment is not a true experiment. It differs from a true experiment because it lacks random assignment to different conditions. You would use a quasi-experiment when your participants are grouped into different conditions according to a predetermined characteristic.

For instance, you may want to see if children are less likely than adolescents to cheat on a test. Here, you are categorising your participants according to their age and thus you cannot use random assignment. Because of this, it is often said that quasi-experiments cannot properly establish causation.

Nonetheless, they are a useful tool for looking at differences between predetermined groups of participants.

A very good practice is to rely on a G-Power analysis to calculate how large your sample size should be in order to increase the accuracy of your findings. G-Power analysis, for which you can download a program online, is based on a consideration of previous studies’ effect sizes, significance levels, and power.

Thus, you will need to find a study that investigated a similar effect, dig up its reported effect size, significance level and power, and enter these parameters in a G-Power analysis. There are many guides online on how to do this.

When selecting participants for your quantitative research, you also need to ensure that they are representative of the target population. You can do this by specifying your inclusion and exclusion criteria.

For instance, if your target population consists of young women who have given birth and who have depression, then you will include only women who have given birth, who are younger than 35, and who have depression. Consequently, you will exclude women who do not fulfil these criteria.

Remember that here, just as in qualitative research, you need informed consent from your participants, therefore ensuring that they have agreed to take part in the research.

A questionnaire is reliable when it has led to consistent results across studies, and it is valid when it measures what it is supposed to measure. You can claim that a questionnaire is valid and reliable when previous studies have established its validity and reliability (you must cite these studies, of course).

Moreover, you can test the reliability of a questionnaire yourself, by calculating its Cronbach’s Alpha value in a statistics programme, such as SPSS. Values higher than 0.7 indicate acceptable reliability, values higher than 0.8 indicate good reliability, and values higher than 0.9 indicate excellent reliability. Anything below 0.7 indicates unreliability.

You can always consult your supervisor about which questionnaires to use in your study. Alternatively, you can search for questionnaires yourself by looking at previous studies and the kind of measures they employed.

Each questionnaire that you decide to use will require you to calculate final scores. You can obtain the guidelines for calculating final scores in previous studies that used a given questionnaire. You will complete this calculation by relying on a statistical program.

Very often, this calculation will involve reverse-scoring some items. For instance, a questionnaire may ask “are you feeling good today?”, where a response number of 5 means “completely agree”. Then you can have another question that asks “are you feeling bad today?”, where a response number of 5 again means “completely agree”. If your questionnaire measures whether a person feels good, then you will have to reverse-score the second of these questions so that higher responses indicate feeling more (rather than less) good. This can also be done using a statistics program.

However, there is no reason why they should, since the whole procedure of doing statistical analyses is not that difficult – you just need to know which analysis to use for which purpose and to read guidelines on how to do particular analyses (online and in books). Let’s provide specific examples.

If you are doing descriptive research, your analyses will rely on descriptive and/or frequencies statistics.

Descriptive statistics include calculating means and standard deviations for continuous variables, and frequencies statistics include calculating the number and percentage of the frequencies of answers on categorical variables.

Continuous variables are those where final scores have a wide range. For instance, participants’ age is a continuous variable, because the final scores can range from 1 year to 100 years. Here, you calculate a mean and say that your participants were, on average, 37.7 years old (for example).

Another example of a continuous variable are responses from a questionnaire where you need to calculate a final score. For example, if your questionnaire assessed the degree of satisfaction with medical services, on a scale ranging from 1 (not at all) to 5 (completely), and there are ten questions on the questionnaire, you will have a final score for each participant that ranges from 10 to 50. This is a continuous variable and you can calculate the final mean score (and standard deviation) for your whole sample.

Categorical variables are those that do not result in final scores, but result in categorising participants in specific categories. An example of a categorical variable is gender, because your participants are categorised as either male or female. Here, your final report will say something like “50 (50%) participants were male and 50 (50%) were female”.

Please note that you will have to do descriptive and frequencies statistics in all types of quantitative research, even if your research is not descriptive research per se. They are needed when you describe the demographic characteristics of your sample (participants’ age, gender, education level, and the like).

When doing correlational research, you will perform a correlation or a regression analysis. Correlation analysis is done when you want to see if levels of an independent variable relate to the levels of a dependent variable (for example, “is intelligence related to critical thinking?”).

You will need to check if your data is normally distributed – that is, if the histogram that summarises the data has a bell-shaped curve. This can be done by creating a histogram in a statistics program, the guidelines for which you can find online. If you conclude that your data is normally distributed, you will rely on a Pearson correlation analysis; if your data is not normally distributed, you will use a Spearman correlation analysis. You can also include a covariate (such as people’s abstract reasoning) and see if a correlation exists between two variables after controlling for a covariate.

Regression analysis is done when you want to see if levels of an independent variable(s) predict levels of a dependent variable (for example, “does intelligence predict critical thinking?”). Regression is useful because it allows you to control for various confounders simultaneously. Thus, you can investigate if intelligence predicts critical thinking after controlling for participants’ abstract reasoning, age, gender, educational level, and the like. You can find online resources on how to interpret a regression analysis.

When you are conducting experiments and quasi-experiments, you are using t-tests, ANOVA (analysis of variance), or MANCOVA (multivariate analysis of variance).

Independent samples t-tests are used when you have one independent variable with two conditions (such as giving participants a supplement versus a placebo) and one dependent variable (such as concentration levels). This test is called “independent samples” because you have different participants in your two conditions.

As noted above, this is a between-subjects design. Thus, with an independent samples t-test you are seeking to establish if participants who were given a supplement, versus those who were given a placebo, show different concentration levels. If you have a within-subjects design, you will use a paired samples t-test. This test is called “paired” because you compare the same group of participants on two paired conditions (such as taking a supplement before versus after a meal).

Thus, with a paired samples t-test, you are establishing whether concentration levels (dependent variable) at Time 1 (taking a supplement before the meal) are different than at Time 2 (taking a supplement after the meal).

There are two main types of ANOVA analysis. One-way ANOVA is used when you have more than two conditions of an independent variable.

For instance, you would use a one-way ANOVA in a between-subjects design, where you are testing the effects of the type of treatment (independent variable) on concentration levels (dependent variable), while having three conditions of the independent variable, such as supplement (condition 1), placebo (condition 2), and concentration training (condition 3).

Two-way ANOVA, on the other hand, is used when you have more than one independent variable.

For instance, you may want to see if there is an interaction between the type of treatment (independent variable with three conditions: supplement, placebo, and concentration training) and gender (independent variable with two conditions: male and female) on participants’ concentration (dependent variable).

Finally, MANCOVA is used when you have one or more independent variables, but you also have more than one dependent variable.

For example, you would use MANCOVA if you are testing the effect of the type of treatment (independent variable with three conditions: supplement, placebo, and concentration training) on two dependent variables (such as concentration and an ability to remember information correctly).

If you are doing an experiment, once you have recruited your participants, you need to randomly assign them to conditions. If you are doing quasi-experimental research, you will have a specific procedure for predetermining which participant goes to which condition. For instance, if you are comparing children versus adolescents, you will categorise them according to their age. In the case of descriptive and correlational research, you don’t need to categorise your participants.

Furthermore, with all procedures you need to introduce your participants to the research and give them an informed consent. Then you will provide them with the specific measures you are using.

Sometimes, it is good practice to counterbalance the order of questionnaires. This means that some participants will get Questionnaire 1 first, and others will be given Questionnaire 2 first.

Counterbalancing is important to remove the possibility of the “order effects”, whereby the order of the presentation of questionnaires influences results.

At the end of your study, you will “debrief” your participants, meaning that you will explain to them the actual purpose of the research. After doing statistical analysis, you will need to write a final report.

What to do if you have chosen a mixed method

Quantitative research, on the other hand, is limited because it does not lead to an in-depth understanding of particular meanings and contexts – something that qualitative research makes up for. Thus, by using the mixed method, the strengths of each approach are making up for their respective weaknesses. You can, therefore, obtain more information about your research question than if you relied on a single methodology.

Mixed research has, however, some limitations. One of its main limitations is that research design can be quite complex. It can also take much more time to plan mixed research than to plan qualitative or quantitative research.

Sometimes, you may experience difficulties in bridging your results because you need to combine the results of qualitative and quantitative research. Finally, you may find it difficult to resolve discrepancies that occur when you interpret your results.

For these reasons, mixed research needs to be done and interpreted with care.

Step 4: Select a specific mixed method

Let’s address each of these separately.

Sequential exploratory design is a method whereby qualitative research is done first and quantitative research is done second. By following this order, you can investigate a topic in-depth first, and then supplement it with numerical data. This method is useful if you want to test the elements of a theory that stems from qualitative research and if you want to generalise qualitative findings to different population samples.

Sequential explanatory design is when quantitative research is done first and qualitative research is done second. Here, priority is given to quantitative data. The goal of subsequent collection of qualitative data is to help you interpret the quantitative data. This design is used when you want to engage in an in-depth explanation, interpretation, and contextualisation of quantitative findings. Alternatively, you can use it when you obtain unexpected results from quantitative research, which you then want to clarify through qualitative data.

Concurrent triangulation design involves the simultaneous use of qualitative and quantitative data collection. Here, equal weighting is given to both methods and the analysis of both types of data is done both separately and simultaneously.

This design is used when you want to obtain detailed information about a topic and when you want to cross-validate your findings. Cross-validation is a statistical procedure for estimating the performance of a theoretical model that predicts something. Although you may decide to use concurrent triangulation during your research, you will probably not be asked to cross-validate the findings, since this is a complex procedure.

Concurrent nested design is when you collect qualitative and quantitative data at the same time, but you employ a dominant method (qualitative or quantitative) that nests or embeds the less dominant method (for example, if the dominant method is quantitative, the less dominant would be qualitative).

What this nesting means is that your less dominant method addresses a different research question than that addressed by your dominant method. The results of the two types of methods are then combined in the final work output. Concurrent nested design is the most complex form of mixed designs, which is why you are not expected to use it during your undergraduate or graduate studies, unless you have been specifically asked.

In summary, participants in the qualitative part of the investigation will be several individuals who are relevant for your research project. Conversely, your sample size for the quantitative part of the investigation will be higher, including many participants chosen as representative of your target population.

You will also need to rely on different recruitment strategies when selecting participants for qualitative versus quantitative research.

An in-depth explanation of these measures has been provided in the sections above dealing with qualitative and quantitative research respectively.

In summary, qualitative research relies on the use of observations or interviews, which you usually need to craft yourself. Quantitative research relies on the use of reliable and valid questionnaires, which you can take from past research.

Sometimes, within the mixed method, you will be required to craft a questionnaire on the basis of the results of your qualitative research. This is especially likely if you are using the sequential exploratory design, where you seek to validate the results of your qualitative research through subsequent quantitative data.

In any case, a mixed method requires a special emphasis on aligning your qualitative and quantitative measures, so that they address the same topic. You can always consult your supervisor on how to do this.

In general, qualitative investigations require you to thematically analyse your data, which is done through coding participants’ answers or your observations and finding themes among the codes. You can rely on a thematic analysis, interpretative phenomenological analysis, constant comparative analysis, narrative analysis, and discourse analysis.

Quantitative investigations require you to do statistical analyses, the choice of which depends on the type of quantitative design you are using. Thus, you will use descriptive statistics if you do descriptive research, correlation or regression if you are doing correlational research, and a t-test, ANOVA, or MANCOVA if you are doing an experiment or a quasi-experiment.

The reverse is true if you are using the sequential explanatory design. Concurrent triangulation and concurrent nested designs require you to perform the qualitative and quantitative parts of the investigation simultaneously; what differentiates them is whether you are (or are not) prioritising one (either qualitative or quantitative) as a predominant method.

Regardless of your mixed design, you will need to follow specific procedures for qualitative and quantitative research, all of which have been described above.

Step 9: Think about ethics

Some studies deal with especially vulnerable groups of people or with sensitive topics. It is extremely important, therefore, that no harm is done to your participants.

Before beginning your primary research, you will submit your research proposal to an ethics committee. Here, you will specify how you will deal with all possible ethical issues that may arise during your study. Even if your primary research is deemed as ethical, you will need to comply with certain rules and conduct to satisfy the ethical requirements. These consist of providing informed consent, ensuring confidentiality and the protection of participants, allowing a possibility to withdraw from the study, and providing debriefing.

Informed consent ensures that participants have understood the research and have agreed to participate. Regardless of the type of research you are doing, you will solicit informed consents. Participants can provide consent by signing a printed or an online consent form. If your participants cannot provide an online signature, you can simply tell them that, by proceeding to the next page of the questionnaire, they are agreeing to take part in the research.

Informed consent needs to be signed by individuals who are older than 18. If your participants are younger, you will need to obtain consent from parents or legal guardians. Finally, for a variety of reasons it may sometimes be impossible to obtain an informed consent from your participants. If so, you can ask a similar group of people how they would feel to take part in your study; if they agree to participate, you have obtained a “presumptive consent”.

Confidentiality of your participants is ensured through keeping all data anonymous. Thus, you will never ask for your participants’ names – instead, you will provide each with a participant number. Even if you are reporting interviews with several participants, you shouldn’t refer to them by names, but by their initials.

It is also important to keep your data safe, so that it cannot be accessed by third parties. Moreover, the importance of protecting your participants means you must ensure that they will not suffer any physical and mental consequences during or after their participation. You shouldn’t embarrass them, frighten them, or offend them. If your participants represent vulnerable groups (children, the elderly, disabled, etc.), you need to provide them with special care during research.

Importantly, your participants should always be informed that they can withdraw from the research at any point. This can be done either during their participation (such as during an interview or a questionnaire) or after their participation. In the latter case, participants should be able to contact you and ask for their data to be destroyed.

Finally, you always need to debrief your participants at the end of the study. This is especially important when you have “deceived” your participants by not telling them the true purpose of your research in advance (so as to remove bias). You can debrief your participants either face-to-face or through providing a typed debriefing form.

Step 10: Consider your level of studies and discipline

If you’re an undergraduate student, your primary research will usually rely on qualitative or quantitative methodology, rather than on mixed methodology. When doing qualitative research, you will use interviews more often than observations, focus groups, or case studies. You may even get help from your supervisor to craft your interview questions.

When doing quantitative research, you may rely on the full range of methodologies (descriptive, correlational, experimental, and quasi-experimental), but your study will be simple and straightforward. Your sample size won’t be too high, you won’t need to calculate your sample size in advance, you will use only a few measures, and you will use simpler statistical analyses. The main goal of your undergraduate research project is to help you learn the basics of research.

Graduate studies demand more involvement with a research project. If you’re a graduate student, you need to think critically and decide on the best way to answer your research question. Thus, you should consider all the primary research procedures that were mentioned in this guide. You can use a qualitative, quantitative, or mixed methodology.

If doing qualitative research, you need to select the most suitable method, craft your measures, and show an in-depth understanding of thematic analysis (or other similar methods). If doing quantitative research, you need to design your study well, calculate your sample size in advance, recruit a high number of participants, test multiple hypotheses, and rely on more complex statistical analyses. The main goal of your graduate research project is to help you learn more advanced methods of research.

The final thing that you need to know about doing primary research is that certain research methods are more commonly used in some disciplines than in others.

Qualitative research is mostly used in the social sciences, and slightly less in natural and formal (mathematical) sciences. Because of their frequent reliance on qualitative research, social sciences are often called “soft sciences” (which doesn’t make them easier disciplines!)

Observations are used in ethnology and cultural anthropology, but also in sociology, psychology, education, human geography, and communication studies; interviews are used in all disciplines that favour qualitative research; focus groups are used in library and information sciences, social sciences, business studies, and usability engineering; and case studies are used in administrative science, social work, clinical science, education, anthropology, sociology, psychology, and political science.

Quantitative research is favoured in all social sciences (although a little less in geography and anthropology) and it forms the basis of all natural and formal (mathematical) sciences (which is why they are called “hard sciences” – which doesn’t mean they are harder disciplines!). Regardless of the discipline, you need to be familiar with all basic quantitative methods (descriptive, correlational, experimental, and quasi-experimental). These are regarded as cornerstones of science, especially when such methods seek to establish causality.

Finally, mixed research is most favoured within the social sciences, although natural and formal sciences also benefit from it.

Decide on the type of data

Decide on methodology

Be aware of strengths and limitations of your methodology

Select a specific primary research method

Select participants

Select measures

Select analyses

Understand procedure

Think about ethics

Consider your level of study and discipline

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Writing your dissertation - structure and sections

Posted in: dissertations

In this post, we look at the structural elements of a typical dissertation. Your department may wish you to include additional sections but the following covers all core elements you will need to work on when designing and developing your final assignment.

The table below illustrates a classic dissertation layout with approximate lengths for each section.

Hopkins, D. and Reid, T., 2018.  The Academic Skills Handbook: Your Guid e to Success in Writing, Thinking and Communicating at University . Sage.

Your title should be clear, succinct and tell the reader exactly what your dissertation is about. If it is too vague or confusing, then it is likely your dissertation will be too vague and confusing. It is important therefore to spend time on this to ensure you get it right, and be ready to adapt to fit any changes of direction in your research or focus.

In the following examples, across a variety of subjects, you can see how the students have clearly identified the focus of their dissertation, and in some cases target a problem that they will address:

An econometric analysis of the demand for road transport within the united Kingdom from  1965 to 2000

To what extent does payment card fraud affect UK bank profitability and bank stakeholders?  Does this justify fraud prevention?

A meta-analysis of implant materials for intervertebral disc replacement and regeneration.

The role of ethnic institutions in social development; the case of Mombasa, Kenya.

Why haven’t biomass crops been adopted more widely as a source of renewable energy in the United Kingdom?

Mapping the criminal mind: Profiling and its limitation.

The Relative Effectiveness of Interferon Therapy for Chronic Hepatitis C

Under what conditions did the European Union exhibit leadership in international climate change negotiations from 1992-1997, 1997-2005 and 2005-Copenhagen respectively?

The first thing your reader will read (after the title) is your abstract. However, you need to write this last. Your abstract is a summary of the whole project, and will include aims and objectives, methods, results and conclusions. You cannot write this until you have completed your write-up.

Introduction

Your introduction should include the same elements found in most academic essay or report assignments, with the possible inclusion of research questions. The aim of the introduction is to set the scene, contextualise your research, introduce your focus topic and research questions, and tell the reader what you will be covering.  It should move from the general  and work towards the specific. You should include the following:

• Attention-grabbing statement (a controversy, a topical issue, a contentious view, a recent problem etc)
• Background and context
• Introduce the topic, key theories, concepts, terms of reference, practices, (advocates and critic)
• Introduce the problem and focus of your research
• Set out your research question(s) (this could be set out in a separate section)
• Your approach to answering your research questions.

Literature review

Your literature review is the section of your report where you show what is already known about the area under investigation and demonstrate the need for your particular study. This is a significant section in your dissertation (30%) and you should allow plenty of time to carry out a thorough exploration of your focus topic and use it to help you identify a specific problem and formulate your research questions.

You should approach the literature review with the critical analysis dial turned up to full volume. This is not simply a description, list, or summary  of everything you have read. Instead, it is a synthesis of your reading, and should include analysis and evaluation of readings, evidence, studies and data, cases, real world applications and views/opinions expressed.  Your supervisor is looking for this detailed critical approach in your literature review, where you unpack sources, identify strengths and weaknesses and find gaps in the research.

In other words, your literature review is your opportunity to show the reader why your paper is important and your research is significant, as it addresses the gap or on-going issue you have uncovered.

You need to tell the reader what was done. This means describing the research methods and explaining your choice. This will include information on the following:

• Are your methods qualitative or quantitative... or both? And if so, why?
• Who (if any) are the participants?
• Are you analysing any documents, systems, organisations? If so what are they and why are you analysing them?
• What did you do first, second, etc?
• What ethical considerations are there?

It is a common style convention to write what was done rather than what you did, and write it so that someone else would be able to replicate your study.

Here you describe what you have found out. You need to identify the most significant patterns in your data, and use tables and figures to support your description. Your tables and figures are a visual representation of your findings, but remember to describe what they show in your writing. There should be no critical analysis in this part (unless you have combined results and discussion sections).

Here you show the significance of your results or findings. You critically analyse what they mean, and what the implications may be. Talk about any limitations to your study, evaluating the strengths and weaknesses of your own research, and make suggestions for further studies to build on your findings. In this section, your supervisor will expect you to dig deep into your findings and critically evaluate what they mean in relation to previous studies, theories, views and opinions.

This is a summary of your project, reminding the reader of the background to your study, your objectives, and showing how you met them. Do not include any new information that you have not discussed before.

This is the list of all the sources you have cited in your dissertation. Ensure you are consistent and follow the conventions for the particular referencing system you are using. (Note: you shouldn't include books you've read but do not appear in your dissertation).

Include any extra information that your reader may like to read. It should not be essential for your reader to read them in order to understand your dissertation. Your appendices should be labelled (e.g. Appendix A, Appendix B, etc). Examples of material for the appendices include detailed data tables (summarised in your results section), the complete version of a document you have used an extract from, etc.

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

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 .

*The Caveat *

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.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

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.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

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:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

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).

Acknowledgements

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:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

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.

Abstract or executive summary

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):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

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 .

Need a helping hand?

Table of contents

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:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

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:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

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:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

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!

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:

• Acknowledgments page

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 .

Psst... there’s more!

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 ...

36 Comments

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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Database Information in References

Database information is seldom provided in reference list entries. The reference provides readers with the details they will need to perform a search themselves if they want to read the work—in most cases, writers do not need to explain the path they personally used.

Think of it this way: When you buy a book at a bookstore or order a copy off the internet, you do not write the name of the (online) bookstore in the reference. And when you go to the library and get a book off the shelf, you do not write the name of the library in the reference. It is understood that readers will go to their bookstore or library of choice to find it.

The same is true for database information in references. Most periodicals and books are available through a variety of databases or platforms as well as in print. Different readers will have different methods or points of access, such as university library subscriptions. Most of the time, it does not matter what database you used, so it is not necessary to provide database information in references.

However, there are a few cases when it is necessary for readers to retrieve the cited work from a particular database or archive, either because the database publishes original, proprietary content or because the work is of limited circulation. This page explains how to write references for works from academic research databases and how to provide database information in references when it is necessary to do so.

Database information in references is covered in the seventh edition APA Style manuals in the Publication Manual Section 9.30 and the Concise Guide Section 9.30

Related handout

• Creating an APA Style Reference List (PDF, 179KB)

Works from academic research databases

Do not include database information for works obtained from most academic research databases or platforms because works in these resources are widely available. This includes journal articles, books, and book chapters from academic research databases.

• Examples of academic research databases and platforms include APA PsycNet, PsycInfo, Academic Search Complete, CINAHL, Ebook Central, EBSCOhost, Google Scholar, JSTOR (excluding its primary sources collection because these are works of limited distribution), MEDLINE, Nexis Uni, Ovid, ProQuest (excluding its dissertations and theses databases because dissertations and theses are works of limited circulation), PubMed Central (excluding authors’ final peer-reviewed manuscripts because these are works of limited circulation), ScienceDirect, Scopus, and Web of Science.
• When citing a work from one of these databases or platforms, do not include the database or platform name in the reference list entry unless the work falls under one of the exceptions described next ( databases with original, proprietary content and works of limited circulation ).
• Likewise, do not include URLs from these academic research databases in reference list entries because these URLs will not resolve for readers.
• Instead of a database URL, include a DOI if the work has one. If a widely available work (e.g., journal article, book, book chapter) from an academic research database does not have a DOI, treat the work as a print version. See the guidelines for how to include DOIs and URLs in references for more information.

The following example shows how to create a reference list entry for a journal article with a DOI from an academic research database.

Hallion, M., Taylor, A., Roberts, R., & Ashe, M. (2019). Exploring the association between physical activity participation and self-compassion in middle-aged adults. Sport, Exercise, and Performance Psychology , 8 (3), 305–316. https://doi.org/10.1037/spy0000150

• Parenthetical citation: (Hallion et al., 2019)
• Narrative citation: Hallion et al. (2019)

If the article did not have a DOI, the reference would simply end after the page range, the same as the reference for a print work.

Databases with original, proprietary content

Provide the name of the database or archive when it publishes original, proprietary works available only in that database or archive (e.g., UpToDate or the Cochrane Database of Systematic Reviews). Readers must retrieve the cited work from that exact database or archive, so include information about the database or archive in the reference list entry.

References for works from proprietary databases are similar to journal article references. The name of the database or archive is written in italic title case in the source element, the same as a periodical title, and followed by a period. After the database or archive information, also provide the DOI or URL of the work . If the URL is session-specific (meaning it will not resolve for readers), provide the URL of the database home page or login page instead.

The following example shows how to create a reference list entry for an article from the UpToDate database:

Stein, M. B., & Taylor, C. T. (2019). Approach to treating social anxiety disorder in adults. UpToDate . Retrieved September 13, 2019, from https://www.uptodate.com/contents/approach-to-treating-social-anxiety-disorder-in-adults

• Parenthetical citation: (Stein & Taylor, 2019)
• Narrative citation: Stein and Taylor (2019)

Works of limited circulation

Provide the name of the database or archive for works of limited circulation, such as dissertations and theses, manuscripts posted in a preprint archive, and monographs in ERIC. The database may also contain works of wide circulation, such as journal articles—only the works of limited circulation need database information in the reference.

References for works of limited circulation from databases or archives are similar to report references. The name of the database or archive is provided in the source element (in title case without italics ), the same as a publisher name, and followed by a period. After the database or archive information, also provide the DOI or URL of the work. If the URL is session-specific (meaning it will not resolve for readers), provide the URL of the database home page or login page instead.

The following are examples of works of limited circulation from databases or archives (for additional examples, see Section 9.30 of the Publication Manual ):

• dissertations and theses published in ProQuest Dissertations and Theses Global

Risto, A. (2014). The impact of social media and texting on students’ academic writing skills (Publication No. 3683242) [Doctoral dissertation, Tennessee State University]. ProQuest Dissertations and Theses Global.

• Parenthetical citation: (Risto, 2014)
• Narrative citation: Risto (2014)
• manuscripts posted in a preprint archive such as PsyArXiv

Inbar, Y., & Evers, E. R. K. (2019). Worse is bad: Divergent inferences from logically equivalent comparisons . PsyArXiv. https://doi.org/10.31234/osf.io/ueymx

• Parenthetical citation: (Inbar & Evers, 2014)
• Narrative citation: Inbar and Evers (2014)
• monographs published in ERIC

Riegelman, R. K., & Albertine, S. (2008). Recommendations for undergraduate public health education (ED504790). ERIC. https://files.eric.ed.gov/fulltext/ED504790.pdf

• Parenthetical citation: (Riegelman & Albertine, 2008)
• Narrative citation: Riegelman and Albertine (2008)

If you are in doubt as to whether to include database information in a reference, refer to the template for the reference type in question (see Chapter 10 of the Publication Manual ).

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In this project we use an experimental approach to investigate two highly debated questions in ecology. What are the contributions of deterministic versus stochastic forces to variation in community composition and functioning? And how does dispersal alter these contributions? We performed a field experiment focusing on plant litter microbial communities. Plant litter decomposition influences nutrient cycling in terrestrial ecosystems, including the balance of plant carbon (C) released in the atmosphere as CO 2 versus stored in the soil. By minimizing differences in initial community composition, minimizing environmental variation in the experiment, and taking replicate measurements at multiple levels, we quantified the contribution of stochastic effects across multiple levels of biodiversity in a natural environment. In this plant litter system, stochastic processes contributed to a large degree of variation in taxonomic composition at both a community and population level. However, these stochastic effects also altered ecosystem functioning. Varying bacterial dispersal rates significantly impacted both community composition and functioning. We further highlight measurement error as a missing factor in many studies attempting to disentangle the relative contribution of deterministic and stochastic processes. Measurement error may differ depending on the context of a study (environment, organisms etc.) and technical factors, and represents an important component of observed variation to be considered. Ultimately, the ability to accurately quantify stochastic processes is paramount to determining the predictability of ecosystem structure and functioning, whether focused on bacteria that degrade plant litter, microbes in the human gut, or patterns of global biodiversity.

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• Knowledge Base
• Dissertation

How to Write a Dissertation or Thesis Proposal

Published on September 21, 2022 by Tegan George . Revised on July 18, 2023.

When starting your thesis or dissertation process, one of the first requirements is a research proposal or a prospectus. It describes what or who you want to examine, delving into why, when, where, and how you will do so, stemming from your research question and a relevant topic .

The proposal or prospectus stage is crucial for the development of your research. It helps you choose a type of research to pursue, as well as whether to pursue qualitative or quantitative methods and what your research design will look like.

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Table of contents

What should your proposal contain, dissertation question examples, what should your proposal look like, dissertation prospectus examples, other interesting articles, frequently asked questions about proposals.

Prior to jumping into the research for your thesis or dissertation, you first need to develop your research proposal and have it approved by your supervisor. It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives .

Depending on your department’s requirements, there may be a defense component involved, where you present your research plan in prospectus format to your committee for their approval.

Your proposal should answer the following questions:

• Why is your research necessary?
• What is already known about your topic?
• Where and when will your research be conducted?
• Who should be studied?
• How can the research best be done?

Ultimately, your proposal should persuade your supervisor or committee that your proposed project is worth pursuing.

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Strong research kicks off with a solid research question , and dissertations are no exception to this.

Dissertation research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly
• What are the main factors enticing people under 30 in suburban areas to engage in the gig economy?
• Which techniques prove most effective for 1st-grade teachers at local elementary schools in engaging students with special needs?
• Which communication streams are the most effective for getting those aged 18-30 to the polls on Election Day?

An easy rule of thumb is that your proposal will usually resemble a (much) shorter version of your thesis or dissertation. While of course it won’t include the results section , discussion section , or conclusion , it serves as a “mini” version or roadmap for what you eventually seek to write.

Be sure to include:

• A succinct introduction to your topic and problem statement
• A brief literature review situating your topic within existing research
• A basic outline of the research methods you think will best answer your research question
• The perceived implications for future research
• A reference list in the citation style of your choice

The length of your proposal varies quite a bit depending on your discipline and type of work you’re conducting. While a thesis proposal is often only 3-7 pages long, a prospectus for your dissertation is usually much longer, with more detailed analysis. Dissertation proposals can be up to 25-30 pages in length.

Writing a proposal or prospectus can be a challenge, but we’ve compiled some examples for you to get your started.

• Example #1: “Geographic Representations of the Planet Mars, 1867-1907” by Maria Lane
• Example #2: “Individuals and the State in Late Bronze Age Greece: Messenian Perspectives on Mycenaean Society” by Dimitri Nakassis
• Example #3: “Manhood Up in the Air: A Study of Male Flight Attendants, Queerness, and Corporate Capitalism during the Cold War Era” by Phil Tiemeyer

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If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

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The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your sampling methods or criteria for selecting subjects
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

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.

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:

• Researchability
• Feasibility and specificity
• Relevance and originality

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George, T. (2023, July 18). How to Write a Dissertation or Thesis Proposal. Scribbr. Retrieved August 21, 2024, from https://www.scribbr.com/dissertation/thesis-dissertation-proposal/

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College of Agriculture & Natural Resources Department of Plant, Soil and Microbial Sciences

Phd candidate alexandra peña hernández successfully defended her thesis.

Dept of Plant Soil and Microbial Sciences - August 25, 2024

“Integrated strategies for improved management of cercospora leaf spot on sugarbeet,” working with lead advisor Jaime Wilbur and the MSU Sugarbeet and Potato Research Unit.

PhD candidate Alexandra Peña Hernández  successfully defended her thesis: “ Integrated strategies for improved management of Cercospora leaf spot on sugarbeet,” working with lead advisor Jaime Wilbur and the MSU Sugarbeet and Potato Research Unit .

Faculty, students and staff packed the room while Alex described her process of science and discovery—including many hours driving, working in the field, and a low-key flame thrower , which was attached to a tractor and drove over the crops to test the effects of extreme heat on sugarbeet leaf spot overwintering. “This project was a lot of work, Alex says, “but I have a great team and we all help each other.”

Alex came to PSM after getting her bachelor’s degree in biosystem and agricultural engineering in the College of Engineering here at MSU. “I had met Jaime during a senior design research experience and did an internship with an agronomy company” Alex said. “And that really helped me decide to go to graduate school.” Alex is Jaime Wilbur’s first PhD student to graduate since starting with PSM in 2018.

Alex, who started with an eye on a master’s degree in fall 2019, quickly made the transition to the PhD program. Alex’s plans include finishing up her project, getting married in October, and eventually working in industry or with the USDA. “It’s been such an amazing experience to work with this team,” Alex said.

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2024 Theses Doctoral

Coordination of histone chaperones for parental histone segregation and epigenetic inheritance

Fang, Yimeng

Epigenetics involves heritable changes in an individual’s traits resulting from variations in gene expression without alterations to the DNA sequence. In eukaryotes, genomic DNA is usually folded with histones into chromatin. Post-translational modifications (PTMs) on histones not only play crucial roles in regulating various biological processes, including gene expression, but also store the majority of epigenetic information. A fundamental question in this field is how cells transmit these PTMs to their progeny. Before I began my thesis research, a well-established dogma in the field was that parental histones containing PTMs are symmetrically distributed to daughter DNA strands during DNA replication. These modified histones serve as templates for PTM duplication, thereby restoring the original chromatin states on both daughter strands. Several histone chaperones have been identified as regulators of parental histone segregation. However, their impact on epigenetic inheritance is controversial, which I reasoned is due to the lack of proper systems to examine epigenetic inheritance. This prompted me to use the unique characteristics of fission yeast heterochromatin as a model of epigenetic inheritance. In this organism, heterochromatin formation involves two distinct steps: establishment and inheritance. Reporter systems have been established to allow precise examination of heterochromatin inheritance. However, parental histone segregation pathways have not been characterized in this organism, and their impact on heterochromatin inheritance is unknown. My thesis work investigates the role of parental histone chaperones in regulating parental histone segregation and epigenetic inheritance in fission yeast. It comprises 5 chapters: Chapter 1 introduces epigenetics, with a focus on chromatin-based epigenetic inheritance. It also highlights the unique features of fission yeast heterochromatin that make it an excellent model for studying epigenetic inheritance.Chapter 2 is the focus of my thesis work. I employed inheritance-specific reporters in fission yeast to investigate the roles of three parental histone chaperones on epigenetic inheritance. In addition, in collaboration with Dr. Zhiguo Zhang’s lab, I adapted the Enrichment and Sequencing of Protein-Associated Nascent DNA (eSPAN) method, a recently developed technique designed to quantify the bias of specific proteins at replication forks, to examine parental histone segregation in fission yeast. My analyses demonstrated a critical role for parental histone segregation in epigenetic inheritance. Moreover, I discovered that both the symmetric segregation of parental histones and their density on daughter strands are critical for this process. Chapter 3 uncovers a novel function of a DNA replication protein Mrc1 in regulating epigenetic inheritance, distinct from its established roles in DNA replication checkpoint activation and replication speed control. I demonstrated the critical role of Mrc1 in regulating the symmetrical transfer of parental histone and the proper inheritance of heterochromatin. These results provide essential mechanistic insights into the function of Mrc1. Chapter 4 explores the function of an additional DNA replication protein and histone chaperone, Swi7 (Pol alpha). I have found that mutations in Swi7 lead to defects in parental histone segregation and heterochromatin inheritance, laying a strong foundation to further investigate its mechanism of action. Chapter 5 discusses potential future research directions that can build upon my thesis work.In conclusion, my thesis represents a thorough examination of parental histone chaperones in regulating epigenetic inheritance in fission yeast. By combining innovative genetic assays and advanced methodologies such as eSPAN, I have provided critical insights into the molecular mechanisms of epigenetic inheritance. In addition, the assays that I have developed during my thesis work also pave the way for future studies aimed at elucidating the mechanism of epigenetic inheritance in this important model organism.

• Epigenetics
• Gene expression
• Nucleotide sequence
• DNA replication

This item is currently under embargo. It will be available starting 2026-08-01.

More About This Work

• DOI Copy DOI to clipboard

Leveraging Additive Manufacturing in a Newly Designed and Commissioned Transonic Fan Research Facility

Despite the associated time, cost, and effort, experimental fan research remains necessary to validate computational models and physically develop new technologies. The need for a new fan research facility that would provide high quality experimental fan research at engine-representative speeds using detailed flow measurements was identified by the Office of Naval Research (ONR). The facility would be used to develop stall margin enhancement techniques, namely casing treatments to advance the field. In addition to support by ONR, Honeywell Aerospace donated a transonic fan rig and core exhaust plenum to make this project a reality.

The new research facility was designed and built around this new fan rig for investigations into casing treatments, inlet distortion, and aeromechanics research, as well as future projects that would make use of the new space. The funding package included a renovation of the build room in ZL1 and two brand new test cells constructed in previously empty space. All necessary equipment was designed, procured, and placed in the correct positions to ensure operability of the fan. The new space necessitated a mechanical checkout and commissioning process before conducting research projects.

In parallel to the development of the facility, a novel fan casing was designed to make use of rapid prototyping to experimentally test casing treatments. The fan casing assembly is made up of three metal components that remained fixed and six individual 3D printed plastic inserts that make up the flowpath surrounding the rotor. The geometry of each component was developed according to best-practices and computational structural analysis. Following commissioning of the fan test cell, the new fan casing was successfully implemented and tested over the full operating range of the fan.

Degree Type

• Doctor of Philosophy
• Mechanical Engineering

Campus location

• West Lafayette

Advisor/Supervisor/Committee Chair

Additional committee member 2, additional committee member 3, additional committee member 4, usage metrics.

• Mechanical engineering not elsewhere classified