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The words ‘ dissertation ’ and ‘thesis’ both refer to a large written research project undertaken to complete a degree, but they are used differently depending on the country:
The main difference is in terms of scale – a dissertation is usually much longer than the other essays you complete during your degree.
Another key difference is that you are given much more independence when working on a dissertation. You choose your own dissertation topic , and you have to conduct the research and write the dissertation yourself (with some assistance from your supervisor).
Dissertation word counts vary widely across different fields, institutions, and levels of education:
However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.
At the bachelor’s and master’s levels, the dissertation is usually the main focus of your final year. You might work on it (alongside other classes) for the entirety of the final year, or for the last six months. This includes formulating an idea, doing the research, and writing up.
A PhD thesis takes a longer time, as the thesis is the main focus of the degree. A PhD thesis might be being formulated and worked on for the whole four years of the degree program. The writing process alone can take around 18 months.
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Other students also liked, how to choose a dissertation topic | 8 steps to follow, how to write a dissertation proposal | a step-by-step guide, what is a literature review | guide, template, & examples.
From how to choose a topic to writing the abstract and managing work-life balance through the years it takes to complete a doctorate, here we collect expert advice to get you through the PhD writing process
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Embarking on a PhD is “probably the most challenging task that a young scholar attempts to do”, write Mark Stephan Felix and Ian Smith in their practical guide to dissertation and thesis writing. After years of reading and research to answer a specific question or proposition, the candidate will submit about 80,000 words that explain their methods and results and demonstrate their unique contribution to knowledge. Here are the answers to frequently asked questions about writing a doctoral thesis or dissertation.
Whatever the genre of the doctorate, a PhD must offer an original contribution to knowledge. The terms “dissertation” and “thesis” both refer to the long-form piece of work produced at the end of a research project and are often used interchangeably. Which one is used might depend on the country, discipline or university. In the UK, “thesis” is generally used for the work done for a PhD, while a “dissertation” is written for a master’s degree. The US did the same until the 1960s, says Oxbridge Essays, when the convention switched, and references appeared to a “master’s thesis” and “doctoral dissertation”. To complicate matters further, undergraduate long essays are also sometimes referred to as a thesis or dissertation.
The Oxford English Dictionary defines “thesis” as “a dissertation, especially by a candidate for a degree” and “dissertation” as “a detailed discourse on a subject, especially one submitted in partial fulfilment of the requirements of a degree or diploma”.
The title “doctor of philosophy”, incidentally, comes from the degree’s origins, write Dr Felix, an associate professor at Mahidol University in Thailand, and Dr Smith, retired associate professor of education at the University of Sydney , whose co-authored guide focuses on the social sciences. The PhD was first awarded in the 19th century by the philosophy departments of German universities, which at that time taught science, social science and liberal arts.
A PhD thesis (or dissertation) is typically 60,000 to 120,000 words ( 100 to 300 pages in length ) organised into chapters, divisions and subdivisions (with roughly 10,000 words per chapter) – from introduction (with clear aims and objectives) to conclusion.
The structure of a dissertation will vary depending on discipline (humanities, social sciences and STEM all have their own conventions), location and institution. Examples and guides to structure proliferate online. The University of Salford , for example, lists: title page, declaration, acknowledgements, abstract, table of contents, lists of figures, tables and abbreviations (where needed), chapters, appendices and references.
A scientific-style thesis will likely need: introduction, literature review, materials and methods, results, discussion, bibliography and references.
As well as checking the overall criteria and expectations of your institution for your research, consult your school handbook for the required length and format (font, layout conventions and so on) for your dissertation.
A PhD takes three to four years to complete; this might extend to six to eight years for a part-time doctorate.
Before you get started in earnest , you’ll likely have found a potential supervisor, who will guide your PhD journey, and done a research proposal (which outlines what you plan to research and how) as part of your application, as well as a literature review of existing scholarship in the field, which may form part of your final submission.
In the UK, PhD candidates undertake original research and write the results in a thesis or dissertation, says author and vlogger Simon Clark , who posted videos to YouTube throughout his own PhD journey . Then they submit the thesis in hard copy and attend the viva voce (which is Latin for “living voice” and is also called an oral defence or doctoral defence) to convince the examiners that their work is original, understood and all their own. Afterwards, if necessary, they make changes and resubmit. If the changes are approved, the degree is awarded.
The steps are similar in Australia , although candidates are mostly assessed on their thesis only; some universities may include taught courses, and some use a viva voce. A PhD in Australia usually takes three years full time.
In the US, the PhD process begins with taught classes (similar to a taught master’s) and a comprehensive exam (called a “field exam” or “dissertation qualifying exam”) before the candidate embarks on their original research. The whole journey takes four to six years.
A PhD candidate will need three skills and attitudes to get through their doctoral studies, says Tara Brabazon , professor of cultural studies at Flinders University in Australia who has written extensively about the PhD journey :
It’s important to find a topic that will sustain your interest for the years it will take to complete a PhD. “Finding a sustainable topic is the most important thing you [as a PhD student] would do,” says Dr Brabazon in a video for Times Higher Education . “Write down on a big piece of paper all the topics, all the ideas, all the questions that really interest you, and start to cross out all the ones that might just be a passing interest.” Also, she says, impose the “Who cares? Who gives a damn?” question to decide if the topic will be useful in a future academic career.
The availability of funding and scholarships is also often an important factor in this decision, says veteran PhD supervisor Richard Godwin, from Harper Adams University .
Define a gap in knowledge – and one that can be questioned, explored, researched and written about in the time available to you, says Gina Wisker, head of the Centre for Learning and Teaching at the University of Brighton. “Set some boundaries,” she advises. “Don’t try to ask everything related to your topic in every way.”
James Hartley, research professor in psychology at Keele University, says it can also be useful to think about topics that spark general interest. If you do pick something that taps into the zeitgeist, your findings are more likely to be noticed.
You also need to find someone else who is interested in it, too. For STEM candidates , this will probably be a case of joining a team of people working in a similar area where, ideally, scholarship funding is available. A centre for doctoral training (CDT) or doctoral training partnership (DTP) will advertise research projects. For those in the liberal arts and social sciences, it will be a matter of identifying a suitable supervisor .
Avoid topics that are too broad (hunger across a whole country, for example) or too narrow (hunger in a single street) to yield useful solutions of academic significance, write Mark Stephan Felix and Ian Smith. And ensure that you’re not repeating previous research or trying to solve a problem that has already been answered. A PhD thesis must be original.
After you have read widely to refine your topic and ensure that it and your research methods are original, and discussed your project with a (potential) supervisor, you’re ready to write a thesis proposal , a document of 1,500 to 3,000 words that sets out the proposed direction of your research. In the UK, a research proposal is usually part of the application process for admission to a research degree. As with the final dissertation itself, format varies among disciplines, institutions and countries but will usually contain title page, aims, literature review, methodology, timetable and bibliography. Examples of research proposals are available online.
The abstract presents your thesis to the wider world – and as such may be its most important element , says the NUI Galway writing guide. It outlines the why, how, what and so what of the thesis . Unlike the introduction, which provides background but not research findings, the abstract summarises all sections of the dissertation in a concise, thorough, focused way and demonstrates how well the writer understands their material. Check word-length limits with your university – and stick to them. About 300 to 500 words is a rough guide – but it can be up to 1,000 words.
The abstract is also important for selection and indexing of your thesis, according to the University of Melbourne guide , so be sure to include searchable keywords.
It is the first thing to be read but the last element you should write. However, Pat Thomson , professor of education at the University of Nottingham , advises that it is not something to be tackled at the last minute.
As well as chapter conclusions, a thesis often has an overall conclusion to draw together the key points covered and to reflect on the unique contribution to knowledge. It can comment on future implications of the research and open up new ideas emanating from the work. It is shorter and more general than the discussion chapter , says online editing site Scribbr, and reiterates how the work answers the main question posed at the beginning of the thesis. The conclusion chapter also often discusses the limitations of the research (time, scope, word limit, access) in a constructive manner.
It can be useful to keep a collection of ideas as you go – in the online forum DoctoralWriting SIG , academic developer Claire Aitchison, of the University of South Australia , suggests using a “conclusions bank” for themes and inspirations, and using free-writing to keep this final section fresh. (Just when you feel you’ve run out of steam.) Avoid aggrandising or exaggerating the impact of your work. It should remind the reader what has been done, and why it matters.
Most universities use a preferred style of references , writes THE associate editor Ingrid Curl. Make sure you know what this is and follow it. “One of the most common errors in academic writing is to cite papers in the text that do not then appear in the bibliography. All references in your thesis need to be cross-checked with the bibliography before submission. Using a database during your research can save a great deal of time in the writing-up process.”
A bibliography contains not only works cited explicitly but also those that have informed or contributed to the research – and as such illustrates its scope; works are not limited to written publications but include sources such as film or visual art.
Examiners can start marking from the back of the script, writes Dr Brabazon. “Just as cooks are judged by their ingredients and implements, we judge doctoral students by the calibre of their sources,” she advises. She also says that candidates should be prepared to speak in an oral examination of the PhD about any texts included in their bibliography, especially if there is a disconnect between the thesis and the texts listed.
Don’t write like a stereotypical academic , say Kevin Haggerty, professor of sociology at the University of Alberta , and Aaron Doyle, associate professor in sociology at Carleton University , in their tongue-in-cheek guide to the PhD journey. “If you cannot write clearly and persuasively, everything about PhD study becomes harder.” Avoid jargon, exotic words, passive voice and long, convoluted sentences – and work on it consistently. “Writing is like playing guitar; it can improve only through consistent, concerted effort.”
Be deliberate and take care with your writing . “Write your first draft, leave it and then come back to it with a critical eye. Look objectively at the writing and read it closely for style and sense,” advises THE ’s Ms Curl. “Look out for common errors such as dangling modifiers, subject-verb disagreement and inconsistency. If you are too involved with the text to be able to take a step back and do this, then ask a friend or colleague to read it with a critical eye. Remember Hemingway’s advice: ‘Prose is architecture, not interior decoration.’ Clarity is key.”
Since the PhD supervisor provides a range of support and advice – including on research techniques, planning and submission – regular formal supervisions are essential, as is establishing a line of contact such as email if the candidate needs help or advice outside arranged times. The frequency varies according to university, discipline and individual scholars.
Once a week is ideal, says Dr Brabazon. She also advocates a two-hour initial meeting to establish the foundations of the candidate-supervisor relationship .
The University of Edinburgh guide to writing a thesis suggests that creating a timetable of supervisor meetings right at the beginning of the research process will allow candidates to ensure that their work stays on track throughout. The meetings are also the place to get regular feedback on draft chapters.
“A clear structure and a solid framework are vital for research,” writes Dr Godwin on THE Campus . Use your supervisor to establish this and provide a realistic view of what can be achieved. “It is vital to help students identify the true scientific merit, the practical significance of their work and its value to society.”
Proofreading is the final step before printing and submission. Give yourself time to ensure that your work is the best it can be . Don’t leave proofreading to the last minute; ideally, break it up into a few close-reading sessions. Find a quiet place without distractions. A checklist can help ensure that all aspects are covered.
Proofing is often helped by a change of format – so it can be easier to read a printout rather than working off the screen – or by reading sections out of order. Fresh eyes are better at spotting typographical errors and inconsistencies, so leave time between writing and proofreading. Check with your university’s policies before asking another person to proofread your thesis for you.
As well as close details such as spelling and grammar, check that all sections are complete, all required elements are included , and nothing is repeated or redundant. Don’t forget to check headings and subheadings. Does the text flow from one section to another? Is the structure clear? Is the work a coherent whole with a clear line throughout?
Ensure consistency in, for example, UK v US spellings, capitalisation, format, numbers (digits or words, commas, units of measurement), contractions, italics and hyphenation. Spellchecks and online plagiarism checkers are also your friend.
Treat your PhD like a full-time job, that is, with an eight-hour working day. Within that, you’ll need to plan your time in a way that gives a sense of progress . Setbacks and periods where it feels as if you are treading water are all but inevitable, so keeping track of small wins is important, writes A Happy PhD blogger Luis P. Prieto.
Be specific with your goals – use the SMART acronym (specific, measurable, attainable, relevant and timely).
And it’s never too soon to start writing – even if early drafts are overwritten and discarded.
“ Write little and write often . Many of us make the mistake of taking to writing as one would take to a sprint, in other words, with relatively short bursts of intense activity. Whilst this can prove productive, generally speaking it is not sustainable…In addition to sustaining your activity, writing little bits on a frequent basis ensures that you progress with your thinking. The comfort of remaining in abstract thought is common; writing forces us to concretise our thinking,” says Christian Gilliam, AHSS researcher developer at the University of Cambridge ’s Centre for Teaching and Learning.
Make time to write. “If you are more alert early in the day, find times that suit you in the morning; if you are a ‘night person’, block out some writing sessions in the evenings,” advises NUI Galway’s Dermot Burns, a lecturer in English and creative arts. Set targets, keep daily notes of experiment details that you will need in your thesis, don’t confuse writing with editing or revising – and always back up your work.
During your PhD programme, you may have opportunities to take part in professional development activities, such as teaching, attending academic conferences and publishing your work. Your research may include residencies, field trips or archive visits. This will require time-management skills as well as prioritising where you devote your energy and factoring in rest and relaxation. Organise your routine to suit your needs , and plan for steady and regular progress.
Have a contingency plan for delays or roadblocks such as unexpected results.
Accept that writing is messy, first drafts are imperfect, and writer’s block is inevitable, says Dr Burns. His tips for breaking it include relaxation to free your mind from clutter, writing a plan and drawing a mind map of key points for clarity. He also advises feedback, reflection and revision: “Progressing from a rough version of your thoughts to a superior and workable text takes time, effort, different perspectives and some expertise.”
“Academia can be a relentlessly brutal merry-go-round of rejection, rebuttal and failure,” writes Lorraine Hope , professor of applied cognitive psychology at the University of Portsmouth, on THE Campus. Resilience is important. Ensure that you and your supervisor have a relationship that supports open, frank, judgement-free communication.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .
Authoring a PhD Thesis: How to Plan, Draft, Write and Finish a Doctoral Dissertation (2003), by Patrick Dunleavy
Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis (1998), by Joan Balker
Challenges in Writing Your Dissertation: Coping with the Emotional, Interpersonal, and Spiritual Struggles (2015), by Noelle Sterne
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Dissertations.
Dissertations are a part of many degree programmes, completed in the final year of undergraduate studies or the final months of a taught masters-level degree.
What is a dissertation.
A dissertation is usually a long-term project to produce a long-form piece of writing; think of it a little like an extended, structured assignment. In some subjects (typically the sciences), it might be called a project instead.
Work on an undergraduate dissertation is often spread out over the final year. For a masters dissertation, you'll start thinking about it early in your course and work on it throughout the year.
You might carry out your own original research, or base your dissertation on existing research literature or data sources - there are many possibilities.
The main thing that sets a dissertation apart from your previous work is that it's an almost entirely independent project. You'll have some support from a supervisor, but you will spend a lot more time working on your own.
You'll also be working on your own topic that's different to your coursemate; you'll all produce a dissertation, but on different topics and, potentially, in very different ways.
Dissertations are also longer than a regular assignment, both in word count and the time that they take to complete. You'll usually have most of an academic year to work on one, and be required to produce thousands of words; that might seem like a lot, but both time and word count will disappear very quickly once you get started!
Find out more:
Digital tools.
There are lots of tools, software and apps that can help you get through the dissertation process. Before you start, make sure you collect the key tools ready to:
Here's an overview of some useful tools:
Digital tools for your dissertation [Google Slides]
Formatting and how you set up your document is also very important for a long piece of work like a dissertation, research project or thesis. Find tips and advice on our text processing guide:
If you are a University of York student, you can access a selection of digitised undergraduate dissertations for certain subjects:
The Library also has digitised Masters dissertations for the following subjects:
Many dissertations are structured into four key sections:
There are many different types of dissertation, which don't all use this structure, so make sure you check your dissertation guidance. However, elements of these sections are common in all dissertation types.
Dissertations that are an extended literature review do not involve data collection, thus do not have a methods or result section. Instead they have chapters that explore concepts/theories and result in a conclusion section. Check your dissertation module handbook and all information given to see what your dissertation involves.
The Introduction and Literature Review give the context for your dissertation:
Sometimes these are two separate sections, and sometimes the Literature Review is integrated into the Introduction. Check your guidelines to find out what you need to do.
Literature Review Top Tips [YouTube] | Literature Review Top Tips transcript [Google Doc]
The Method section tells the reader what you did and why.
Methodology Top Tips [YouTube] | Methodology Top Tips transcript [Google Doc]
More resources to help you plan and write the methodology:
The Results tells us what you found out .
It's an objective presentation of your research findings. Don’t explain the results in detail here - you’ll do that in the discussion section.
Results Top Tips [YouTube] | Results Top Tips transcript [Google Doc]
The Discussion is where you explain and interpret your results - what do your findings mean?
This section involves a lot of critical analysis. You're not just presenting your findings, but putting them together with findings from other research to build your argument about what the findings mean.
Discussion Top Tips [YouTube] | Discussion Top Tips transcript [Google Doc]
Conclusions are a part of many dissertations and/or research projects. Check your module information to see if you are required to write one. Some dissertations/projects have concluding remarks in their discussion section. See the slides below for more information on writing conclusions in dissertations.
Conclusions in dissertations [Google Slides]
The abstract is a short summary of the whole dissertation that goes at the start of the document. It gives an overview of your research and helps readers decide if it’s relevant to their needs.
Even though it appears at the start of the document, write the abstract last. It summarises the whole dissertation, so you need to finish the main body before you can summarise it in the abstract.
Usually the abstract follows a very similar structure to the dissertation, with one or two sentences each to show the aims, methods, key results and conclusions drawn. Some subjects use headings within the abstract. Even if you don’t use these in your final abstract, headings can help you to plan a clear structure.
Abstract Top Tips [YouTube] | Abstract Top Tips transcript [Google Doc]
Watch all of our Dissertation Top Tips videos in one handy playlist:
Research reports, that are often found in science subjects, follow the same structure, so the tips in this tutorial also apply to dissertations:
Online resources.
The general writing pages of this site offer guidance that can be applied to all types of writing, including dissertations. Also check your department guidance and VLE sites for tailored resources.
Other useful resources for dissertation writing:
There is a lot of support available in departments for dissertation production, which includes your dissertation supervisor, academic supervisor and, when appropriate, staff teaching in the research methods modules.
You can also access central writing and skills support:
While you may be experienced in revising and writing essays, your dissertation requires careful planning, extensive research, and time management to succeed
Your dissertation is a key part of your degree course and a testament to your ability to conduct research, analyse data, and write a clear argument. Dissertations can be challenging, but they are also rewarding experiences that allow you to explore a topic in-depth and make a significant contribution to your field of study.
To achieve your academic goals, it is important to act on feedback, use your supervision time to your advantage, and demonstrate a strong knowledge of your subject. Whether you're writing an undergraduate, Masters , or PhD dissertation, these seven steps can help you stay on track.
Selecting the right topic is the foundation of a successful dissertation. It is important to choose a topic that is:
Consider your career goals and what topics are relevant to the field you hope to work in after graduation. It's also important to be open to change, as it's common for students to modify their dissertation topic as they explore the subject more.
Once you have identified a potential topic, seek guidance from your supervisor. They can help you to refine your choice, identify relevant sources, and develop a research plan.
Read your marking criteria carefully. It is also important to consult the module guidelines and follow the instructions on any additional parts to your main assignment, such as a project plan, literature review or a critical reflection.
Neal Bamford, associate lecturer at London Metropolitan University, reports that his marking process always begins by 'distilling criteria to what students need to provide and how many marks this is worth.'
'Several dissertations I mark don't include a project plan in their submission. This is worth 20% of the overall mark, so students lose out on a significant portion of their grade'.
Before you begin to plan, make sure you understand what's expected of you. Find out:
Research at this stage in the process is often referred to as a literature review. This is where you are expected to gather relevant sources, articles, and studies from libraries, and online academic resources to identify the existing research on your topic and to develop your own research questions.
'Form your own opinion and argue for it using research. A history of the topic is always helpful, as it shows that you understand how things got to this point in time,' says Neal.
Be sure to take careful notes on each source and organise them for easy reference. You need to critically evaluate and analyse the sources to ensure their credibility and relevance to your research. This will be helpful when citing your sources in the writing stage.
Don't forget to seek guidance from your advisor throughout the research process. They can provide you with valuable feedback, relevant sources, and support.
A well-defined thesis statement is a roadmap for your dissertation. It should concisely state your main argument or research question and provide a clear direction for your paper. Your thesis statement will guide your entire writing process, so take the time to fully understand it before you begin to write.
When writing a thesis statement:
Once you have a draft of your thesis statement, share it with your supervisor and other trusted peers. They can provide you with feedback and help you to refine your statement.
If your research disproves your original statement, it can be a disappointing experience. However, it is important to remember that this is a normal part of the research process.
'Many of my students believe that if they don't find the answer they're expecting, then their work is worthless,' says Neal.
'This is not the case. You don't have to find the answer to produce valuable research. Documenting your process and conclusions, even if they are inconclusive, can help others to avoid repeating your work and may lead to new approaches.'
After working on your dissertation for such a long time, it can be tempting to end the process once you have finished writing, but proofreading is an essential step in ensuring that it is polished and error-free.
To help with the proofreading process:
To edit your dissertation, begin by reviewing its overall structure and flow. Make sure that your arguments are well-organised and that your ideas are presented in a logical order.
Next, check your grammar, spelling, and punctuation carefully. You can use a grammar checker, but it is important to proofread your work yourself to identify stylistic or subject-specific errors.
'Make sure you understand the reference style your university prefers. Formatting and labelling of images, tables etc. is vitally important and will be marked,' says Neal.
You should also ensure that your dissertation is formatted using the correct font, font size, margins, and line spacing.
Once you have made your final revisions, seek feedback from your advisor or board members.
To get the most out of your feedback, be specific about what you are looking for. For example, you might ask for feedback on the overall structure and flow of your dissertation, the strength of your arguments, or the clarity of your writing.
Be open to feedback, even if it's negative. Remember that your advisor is there to help you improve your work, so it's important to take the time to understand and implement the feedback you receive.
Once you have addressed all the feedback, you can prepare your final submission. It's important to follow the guidelines carefully before submitting. Be sure to hand in your dissertation on time, as late submissions may be penalised or even rejected.
Online hand in is the most common method of dissertation submission, and you will typically need to upload a PDF file to an online portal. Follow the instructions carefully - you may need to provide additional information, such as your student ID number or the title of your dissertation.
Some institutions still require dissertations to be submitted in hard copy. If this is the case, you will need to submit a bound copy of your dissertation to your department office. You may also need to pay the binding fee.
Be sure to check with your advisor or department office for specific instructions on how to submit your dissertation in hard copy. You may have to submit multiple copies of your dissertation, and you be required to to include a title page, abstract, and table of contents.
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Understanding the process of writing a dissertation, the initial stages: choosing a topic and research question.
The journey of writing a dissertation is a significant academic undertaking that demands careful consideration and planning. It all begins with the crucial step of choosing a topic and formulating a research question. This initial stage is pivotal as it sets the foundation for your entire dissertation. To select a topic, you may need to delve into various sources, such as academic journals, conferences, and discussions with professors, to identify a subject that not only interests you but also contributes to the existing body of knowledge.
Formulating a clear and concise research question is equally essential. A well-crafted question will not only define the scope of your study but also provide a roadmap for your research journey. It should be specific, measurable, achievable, relevant, and time-bound (SMART), guiding your investigation and shaping the direction of your dissertation.
With your research question in hand, the next phase involves immersing yourself in the world of academia by conducting thorough research and gathering relevant data. This stage is often characterised by long hours spent in libraries, online databases, and research laboratories, sifting through a plethora of information to support your arguments and findings.
Reading scholarly articles, books, and other academic sources will not only enrich your understanding of the topic but also help you identify gaps in the existing literature that your dissertation can address. Additionally, depending on your research methodology, you may need to collect primary data through experiments, surveys, interviews, or observations. This process of data collection is crucial for providing empirical evidence to support your research findings and conclusions.
After meticulously gathering and analysing all the necessary information , the time has come to transform your research into a coherent and well-structured dissertation. This final stage involves synthesising your thoughts, organising your arguments, and presenting your findings in a logical and systematic manner.
Writing a dissertation is a iterative process that requires multiple rounds of revisions and feedback. It is essential to seek input from your academic supervisors, peers, and experts in the field to refine your ideas, strengthen your arguments, and ensure the clarity and coherence of your dissertation. Each revision brings you closer to producing a high-quality piece of academic work that contributes meaningfully to your chosen field of study.
The complexity of your research question.
The complexity of your research question can significantly impact the time it takes to complete your dissertation. A broad and complex research question may require additional time to collect and analyze data from different sources, while a narrower question might be more straightforward to address.
When formulating your research question, it is essential to consider the scope and depth of the topic. A well-defined and focused question can streamline your research process and lead to a more efficient writing experience. However, a question that is too broad or vague may lead to challenges in data collection and analysis, ultimately prolonging the writing timeline.
The academic discipline you are pursuing can also influence the time it takes to write a dissertation. Some disciplines demand more extensive research, experimentation, or fieldwork, which can increase the overall time commitment. It is important to understand the specific expectations and requirements of your discipline when estimating the duration of the writing process.
Furthermore, different disciplines may have varying conventions and standards for dissertation structure and content. Familiarising yourself with the norms of your field can help you navigate the writing process more effectively and ensure that your dissertation meets the necessary academic criteria.
Your writing skills and experience play a significant role in determining how long it will take to write a dissertation. If you are comfortable with academic writing and have prior experience conducting research and writing lengthy papers, you may be able to work more efficiently. On the other hand, if you are new to the process, it may take longer to learn and master the necessary skills.
Developing strong writing skills is a continuous process that involves practice, feedback, and refinement. As you progress through your dissertation, reflecting on your writing style and seeking guidance from mentors or writing resources can enhance the quality of your work and streamline the writing process. Additionally, honing your time management skills and establishing a structured writing routine can help you stay focused and productive during the dissertation journey.
Setting realistic goals and deadlines.
Dividing the writing process into smaller goals can make it more manageable and less overwhelming. Set realistic deadlines for completing each stage and hold yourself accountable to meet them. This will help you stay focused and make steady progress towards your final goal.
When setting these deadlines, consider factors such as the complexity of the task, the amount of research required, and any potential unforeseen circumstances that may arise. By breaking down your dissertation into smaller, achievable milestones, you can track your progress more effectively and adjust your timeline if needed.
Consistency is key when writing a dissertation. Establishing a regular writing routine, whether it's an hour or two each day or a dedicated block of time on certain days, will help you stay disciplined and maintain momentum. Treat writing as a priority and create a conducive environment that fosters productivity.
Consider factors such as your peak productivity hours, preferred writing environment, and any potential distractions that may hinder your progress. By identifying and addressing these variables, you can optimise your writing routine to maximise efficiency and creativity.
Your supervisor can provide valuable guidance and support throughout the dissertation writing process. Regularly communicate with them, seeking their feedback and inputs. Their expertise and insight can help you refine your research question, clarify your arguments, and enhance the overall quality of your work.
Remember that your supervisor is there to support you, so don't hesitate to reach out to them with any questions or concerns you may have. Establishing a strong working relationship with your supervisor can not only improve the quality of your dissertation but also provide you with valuable mentorship for your future academic endeavours.
Dealing with writer's block.
Writer's block is a common challenge faced by many dissertation writers. If you find yourself stuck, try freewriting, discussing your ideas with peers or your supervisor, or taking a break to refresh your mind. Sometimes, stepping away from your work temporarily can bring fresh perspectives and reignite your creativity.
Receiving feedback and criticism on your work can be daunting, but it is an essential part of the writing process. Embrace constructive criticism and use it to improve your dissertation. It is important to remember that feedback is meant to help you grow, so approach it with an open mind and a willingness to make changes.
Writing a dissertation often overlaps with other commitments, such as work, family, or academic responsibilities. Effective time management and prioritization skills are crucial to strike a balance. Create a realistic schedule that allows for breaks, relaxation, and fulfilling your other obligations. Remember, taking care of your well-being is vital throughout the writing journey.
Writing a dissertation is a unique and challenging experience that requires dedicated effort, time, and perseverance. By understanding the different stages of the writing process, being aware of the factors that influence the duration, and implementing effective time management strategies, you can navigate this rewarding journey more efficiently. Embrace the process, stay focused, and celebrate each milestone as you progress towards the completion of your dissertation.
Furthermore, it is worth noting that conducting thorough research is an integral part of dissertation writing. This involves delving into various sources, such as academic journals, books, and online databases, to gather relevant information and support your arguments. The process of researching can be time-consuming but is essential for producing a well-rounded and evidence-based dissertation.
In addition to research, another aspect to consider is the importance of structuring your dissertation effectively. This includes organizing your ideas in a logical manner, ensuring a smooth flow of information, and maintaining coherence throughout. A well-structured dissertation not only enhances readability but also helps convey your message clearly to the reader.
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Depending on the School, or the level at which you are studying, longer assignments may be called a dissertation, a research project, a thesis or a 'long essay'. Longer assignments are usually the output of an independent research project that involves some generating or working with primary data. Data collection may be done, for example, through experimental work, or may involve engaging with primary sources such as archival documents, depending on your subject area.
A variety of guidance and support is likely to be available. For example, there may be a written handbook or guidance notes; workshops or training sessions; or a supervisor to advise on managing the research.
Dissertations will usually:
At undergraduate level, your final year studies are likely to include writing some form of longer assignment. Final year projects are extremely common in undergraduate degree programmes in Science and Engineering disciplines. In some schools you will encounter dissertations or longer assignments in the second year.
At taught postgraduate level, similar long projects or dissertations are likely to be the final assignment on the course. They are usually longer than the projects completed at undergraduate level, and will often include more primary research, data gathering and analysis. An MRes dissertation (Masters by research) can sometimes be a longer piece of written research than usually required as part of a taught masters because the MRes dissertation is usually the only assessment.
The PhD thesis or doctoral research project is the longest piece of written work students produce for assessment.
Here is an overview of the stages you may need to work through to complete a dissertation:
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Speaker 1: Thanks for watching. Hello, my name is Dr Derek Watson from the University of Sunderland and I've come along here today to talk to you about dissertations or how to successfully complete a dissertation for your undergraduate or postgraduate degree. So what I'm going to be doing is, I'm going to be sharing with you some techniques on how to successfully complete your thesis. First of all, we'll start off with the title. The title of a thesis or your research area is instrumental in two ways. One, you've got to pass your degree, a postgraduate degree and secondly, you've got to create a gateway to employability. So what I'm about to say today is possibly going to shock you or surprise you. Most students will pick a topic of interest to themselves and they pass. But then when they start applying for a career, a credible career, they find that they struggle in the interview. So what I'm suggesting is, pick a topic that will appeal to organisations, almost any type of organisation. So a key area that you might want to think about is potentially quality. It affects all organisations. Or how do we motivate staff without paying them extra? How do you motivate staff through non-monetary mechanisms? But try to pick a topic whereby once you've completed your qualification, you can actually use it. And what I mean by using it is taking your thesis along to an interview and presenting that to the panel so they can see your theme, your topic, your contribution and also the professional structure of what you're capable of doing. So bear that in mind. So after the title, abstract. Abstracts, I would suggest that you leave it till the end. It's the last section that you feed in. Although it's at the beginning of the structure. And it's a bit like going to the movies. You will see clips of future movies to whet your appetite to come along to watch them at a later date. Your abstract has to be concise. It's got to summarise your research contribution. But it's got to be motivating. It's got to inspire the reader, particularly your first marker, your second marker and also your external examiner. And it should be a paragraph, approximately 150 words, rather like the abstracts for journal papers. Next section. Introduction. Introduction has to be very concise. Why are you writing the thesis? What is the purpose of your research? And more importantly, what is the aim and your objectives for researching that particular area? And bear in mind, a future employer may want to read your thesis. Hence the importance of your title. After your introduction, what you have is your literature. Your literature review. Now once again, from experience, and I've read many theses, many dissertations, students tend to, because they've got such easy access to the internet and electronic journals and also through university internal intranets, there's potentially too much information out there. So what I see in many submissions that I haven't supervised is whereby students simply shotgun the information into the literature review. And the literature review has to be concise. You have to justify what are the key things in the literature. So what I recommend students do is create diagrams throughout your thesis. And once again, this will help signpost your assessors and the external examiner on what your thought process is. So the literature review, you'll create a diagram. You will have your question in the middle. And this will be figure one. And what you will do is, from reading the journal papers, your first journal paper, what you'll do, you'll add key themes on that. Then when you come to read your second journal paper, use a different pen. And then, if you come across additional subject areas, you can add to them. However, hopefully, you will be duplicating current themes. And as you build up this diagram, make sure you put your reference, your reference source, so the reader, the examiners, can identify, this is your diagram, this is your question, these are the key themes relevant. And you've duplicated it because you've been reading various journals. And you've identified that these are the key themes. And they're referenced. So what you will then do in your literature review, you will talk about these themes and how they are connected. They're not in isolation. How they are connected in a logical structure within that. Next section is your methodology. Your methodology. And if you can imagine your methodology, which sometimes students struggle with, many students submit theses or dissertations with a weak methodology section and lose marks. So it's critical that your methodology justifies the tools in which you're using. So think about a plumber. A plumber receives a call to go around to a property to fix a leaky pipe or a leaky radiator. The plumber will attend with a box of tools. They are your research tools. The plumber then looks at the problem and decides which tools they are going to use. And it's very similar to your research methodology. You will have to justify your approach. You will have to justify why you are selecting specific tools to answer your research question. In addition to your methodology, you need to think about how we're going to test. This is what we've read about in the literature. This is what the literature says. But what does the commercial environment say? So what we need is gateways to try and collect data. So, for example, questionnaires, interviews, focus groups. And this is one technique that you need to adopt, which will enhance your overall grade. Having looked at your literature review, which have identified key themes, you will then develop a set of questions. And this is what students don't do. Most students don't do. And they're missing out on marks. What they need to do, they need to develop a table. And on the left-hand side, you will write your questions. Questions 2, 3, 4, 5, 6, up to 15, 20 questions. Now, these can be open-ended or closed questions. However, these questions have to be linked to your literature review. And many students simply pluck questions out of the air, construct a questionnaire, ship it off to an organisation. But when they come to submit the paper, the thesis, comments come back. Lack of linkage to the literature review. How have you justified these questions? So what I'm proposing is, you list the questions on the left-hand column. On the right-hand column, you justify why you've selected that question. But you also reference it to a reference source which is identifiable in your literature review. There you have the linkage. That's what many students don't do. So let me just repeat that. You justify the tools that you're going to use. You then, having reflected on your literature review, you extract questions. Those questions go into a table. On the right-hand side, you justify a sentence or two sentences. Why have you selected those questions? And you make a reference that you've specifically referenced from your literature review. You have the linkage. Next section. Findings. Or data analysis. Or discussion. Or a combination of all three. But your title is relevant to employability. You've got your introduction, concise, which has identified your introduction, your aims, your objectives. Your literature review has been justified as in figure one. You've got the structure. And you know you're talking about the key areas because you've superimposed different journal papers. And you've identified the relevant areas. From that, you develop questions, which has been identified in your methodology, via the table. Now your findings section. Your findings section is very important. Because it will identify themes. And what many students do is they distribute a questionnaire. They get the responses back from the organisation. And then their findings section is nothing better than a regurgitation of that data. For example, question one responses were, and students do a nice pie chart. 70% of the responses said this. 30% of the responses said X, or the opposite. And they systematically go through each question. A cure for insomnia. And also a mechanism not to demonstrate your analysis. So this is what I suggest. You look at the feedback from the question. And what you've got is you've got various responses. What I suggest that you do. You identify themes. So, for example, theme one could consist of answers one, three, five and six. Theme two, you've clustered the responses into two, four, eleven and fifteen and so on. And what this shows the assessors is that you have the ability to look at raw data and cluster it into key themes. So what you'll do is you'll create a diagram. Or better still, you'll have a diagram where you've got your table. You've got the raw responses. And then you have clustered them into key themes. And when you come to write it up, you've got specific sections or specific paragraphs. Addressing each of these themes going through your finding section. However, what students also fail to do. They will talk about the findings, but they will not link it to the literature review. So what you've got to do as you're working through each of these sections systematically through your finding section. You need to make reference to your literature review. You're not repeating your literature review. But what you're doing is, for example, theme one. The data supports the commentary of. And you link it back to a researcher which you've referenced in your literature review. Theme two, maybe. The data is very interesting. This further supports or casts doubt or raises a question mark about what's being said in the literature. You are demonstrating that you have the ability of analysis and application within that. The next section. Your conclusion section. A bit like a court case where the judge summarises. What are the general findings of the research? What did you find? And what are those implications for an organisation or particular market or service sector? A key area which is also neglected is the recommendation section. Quite often, I will look at theses as an external and I will say, at best, a paragraph. Now, really, to a certain extent, as academics, we know the literature. We know the different types of methodology. We don't know how you can structure the theming. So if you can do that, you're going to get extra marks. Yes, you can demonstrate your ability to summarise in a conclusion, which should be approximately half a page. But then comes the recommendations. And this is the key part of your contribution. It's your thumbprint. It's what you can contribute to the bedrock of knowledge or your community of practice within that. So, recommendations. Recommendations. And what I'm going to do is I'm going to show you a technique to make sure you can't just submit a paragraph. So going back to the diagram of themes. So this could be, if we've got figure one there, this would be figure two. What you would create in here, in your recommendations, is a diagram. And what you would do, you would have theme one, two, three, theme four. They're your issues that you've identified in your findings that are linked to your recommendations. Your recommendations are, well, so what? You've identified the problems. What are you going to recommend? What are your commercial, viable recommendations that you can present to the organisation or to the market sector? So this is what I suggest students do. You create another diagram. You've got your themes there. You create an organisational structure. With STO. S stands for Strategic. T stands for Tactical. O stands for Operational. So what I'm doing is I'm creating a diagram where you've identified the themes. We've got the organisational structure. Strategic, Senior Management. Tactical, Middle Management. Operational, Frontline Staff. On the front line of the organisation. So what we have to do. Theme one. What are our recommendations? What are we going to recommend at a strategic level to resolve this problem? What are we going to resolve or recommend at a tactical and at an operational? Now the reason I'm structuring it like that is any recommendation has to be brought in by the organisation. You've got to get the support from senior management, strategic. You've got to get support from middle management, the tactical. And you've got to get support from the frontline troops interacting on the frontline. What are you going to recommend there? Theme two. What are you going to recommend at a strategic, tactical, operational? Theme three. What are you going to recommend at a strategic, tactical, operational? And last theme. Strategic, tactical, operational. Now your recommendations need to start off by stating. You will be structuring your recommendations under three distinct headings. Strategic, tactical, operational. And justify why you're doing that. You need to do that to get the full commitment of the organisation to buy into your solutions. If you just go for senior management. What about middle management? And the operatives, frontline staff. Everyone needs to be on the same page with the solutions. So what you'll then do is, systematically, you'll have a paragraph or two paragraphs on strategic challenges. Recommendations. Tactical recommendations. And operational recommendations within that. Now, what I do recommend that you do is, in addition, which isn't always asked for, is what we call an action sheet. Meaning, you've done your literature review. You've justified your methodology with your questions linked to your literature review. You've gone through your findings section. You've clustered the key themes together. You've summarised it. You've come up with commercially viable, saleable recommendations. And this is what a future employee will look at. This is what they'll home in on. Has this student or potential candidates got the ability, not just to identify problems, but to structure solutions? But you're going to go the extra nine yards. What you're going to do is, you're going to produce an action sheet. One page, electronic. And what it has is, it's got the issue. And these are the issues that need to be addressed. You've also got person responsible. You've got to give someone the responsibility. You've got the resources required. You've got the cost. And you've also got the time frame. So many theses, dissertations, include recommendations. Although I've said very short recommendations. This avoids it. You've got three distinct sections within your recommendations. So your recommendations should be running approximately two, possibly three pages in length. And then, what you will do, you will have your themes. One, two, three, four. There might be more than four themes. There might be five, six. I wouldn't go above more than six because it would be too bulky. Person responsible. So who do we choose? You're not going to lose marks by identifying somebody in the organisation. Whereby, the ultimate organisation might say, well, that's not specifically for that person. What the examiners and the assessors want to know is, have you identified, say, someone in the, for example, the HR manager? And with regards to, if we run and keep the theme on the HR manager, the resource might be training. One of your recommendations must probably be training or repeat training. It will be, well, if everyone needs to be trained, what, how much is that going to cost? Once again, you're not going to lose marks if you don't get the exact cost right. What the examiners want to see is, have you thought about the cost? So, for example, a member of staff might work out £100 to be trained if you've got a cohort of 15. So what you would do is, you would guesstimate the likely cost. This section here, timeframe, would be short-term, medium-term, long-term. And what I mean by long-term, 12 months. This action sheet involves a 12-month scenario. So short-term could be 1 to 3 months. Medium-term could be 3 to 6 months. Long-term could be 6 months to 12 months. But make sure that you include that. And when that's completed, you can go back and say, right, that's my action sheet, that's the sheet of paper, I could go in on Monday morning and give the organisation. Those themes are linked to these recommendations, which are linked to these themes, which were extracted or clustered in your filing section from your methodology, which you have justified in the table. Your literature review is being justified because it's systematic and you've duplicated, you know these are the common themes from the journal papers which you've read and you've documented. There you can put in your abstract now. You can summarise what was your area of research, what was important about it, what did you contribute within that, in your abstract. So don't forget, your literature review links to your methodology. Your findings section links back to your literature review. Because when you're talking about the themes, you're making reference, you're not rewriting your literature review, you're making reference to your literature review there, just in reference only. Your conclusion links to your findings. Your recommendations link to your findings. And your recommendations are developed into an action sheet within that. And there you have a structured dissertation that links, that demonstrates your analysis, your synthesis, your application of viable commercial recommendations, and the extra bit is your action sheet. One page, 12 months advice, what you would recommend to the organisation to help eradicate these problems. And if you do that, you should pass your dissertation and it should give you a good crack at getting your first job interview. Thank you very much.
Academic Manual
Published for 2023-24
The Marking and Moderation regulations define the procedures for the internal marking and moderation of assessed student work. All programmes must apply these threshold standards as a minimum. |
: Assessment policies and regulations must respect the academic judgement of the internal examiners in relation to a student’s performance against the published marking criteria. |
: All assessment processes, including marking, second-marking and moderation, should be conducted anonymously unless the nature of the assessment makes this impossible. |
: Marking must be criterion-referenced and students must be made aware of those criteria in advance. |
: Marking scales must be transparent and clearly communicated to students in advance of the assessment. |
: All programmes must include rigorous second-marking and internal moderation processes which promote consistency and fairness. |
: The assessment process for a programme of study must be scrutinised by an External Examiner. |
1. | Markers are responsible for assessing student work against the published marking criteria, assigning each student a mark according to the relevant marking scale and providing students with feedback on their work. |
2. | Programme Leaders are responsible for the planning and implementation of appropriate marking, second-marking and internal moderation processes on a programme or group of modules. |
3. | The Faculty Board of Examiners is responsible for ensuring that appropriate marking, second-marking and moderation systems are in place on all programmes and modules within their remit (see for further details). |
1. | A UCL marker may be an Internal Examiner or an Assistant Internal Examiner. |
2. | Markers must be formally appointed as Internal Examiners or Assistant Internal Examiners by the Board of Examiners – see for further details on the appointment process, duties and responsibilities. |
3. | Students may also be asked to assess each other’s work as a valuable tool in enhancing their assessment literacy. Where Peer Assessment is used in summative assessment, the Internal Examiner(s) responsible for the module/ assessment must ensure that there are clear marking criteria, which are discussed with the students in advance, and that all marks awarded by students are subject to some form of second-marking by an Internal Examiner. |
1. | All summative assessments should be carried out anonymously unless the nature of assessment makes this impossible. |
2. | Where anonymity is not used, programmes must ensure, to the satisfaction of the External Examiner and the Board of Examiners, that there are robust processes in place for second-marking and internal moderation (see below). |
3. | There is no requirement for anonymity for formative assessments. |
4. | Examinations and tests must be assessed against Candidate Number only. |
5. | For coursework submissions, wherever possible, first and second markers should assign marks and provide written feedback based on Candidate Number or Student Record Number only. |
6. | Where coursework assessments include formative submissions, tutorials and/ or in-class feedback, it is recognised that full anonymity will not always be possible or desirable. Where this is the case, and the first marker knows the student, second-marking and moderation must be carried out anonymously. |
7. | Where dissertations and research projects involve close working between the supervisor and the student it is recognised that full anonymity will not always be possible or desirable. Where the supervisor acts as a marker for the dissertation or report, the assessment must be subject to full, independent and anonymous second-marking. |
8. | Feedback and an indicative mark based on the first marker’s comments, but prior to second marking, can be given to facilitate prompt feedback. However, students should be aware that the mark is indicative and subject to second-marking, internal moderation and ratification by the Board of Examiners and the External Examiner. |
1. | For both summative and formative assessment the marking criteria should be designed to help students understand what they are expected to achieve and the knowledge and skills that will be taken into account in awarding marks. |
2. | For every summative assessment (i.e. assessments whose results count towards Progression, Classification and/ or the Award of a degree), at least one of the following must be made available to students in advance of the assessment: |
a) | Grade Descriptors explaining the criteria and providing a detailed description of the qualities representative of different mark classes/grades. Where appropriate, grade descriptors can be agreed at departmental/divisional or programme level. | |
b) | A Marking Scheme explaining how the assessment is scored, i.e. how points are associated with answers to the question set and attributed to parts of the assessment. |
3. | Where appropriate, the following should also be made available to all markers and second-markers: |
a) | Indicative Answers by the question setter that outline the essential material expected to be considered by relevant answers. | |
b) | Model Answers that show the correct answer to the question as documented by the question setter. |
4. | Summative assessment must be criterion-referenced i.e. the assessment evaluates the ‘absolute’ quality of a candidate’s work against the marking criteria; the same work will always receive the same mark, irrespective of the performance of other students in the cohort. |
5. | Further guidance for best practice in designing marking criteria, including the identification of the key skills and knowledge being tested, is available from . |
4.6.1 minimum requirements.
1. | All modules must be subject to a form of second marking. |
2. | All dissertations/ research projects must be subject to Full, Independent, second-marking. |
3. | Faculties or Department may determine and publish policies on the appropriate use of different forms of second marking within the disciplinary context over and above UCL’s minimum threshold requirements. |
4. | The options for second marking are: |
a) | Second marking may be Full or Sampled: |
i. | Full second-marking: second markers mark or check all assessments. | ||
ii. | Sampled second-marking: Second markers mark or check a sample, based on defined criteria, of the full set of assessments. |
b) | Second marking may be Independent or done by Check Marking: |
i. | Independent marking (also known as double marking): Each marker assigns a mark. The two marks are subsequently reconciled to agree the mark for the assessment. | ||
ii. | Check marking: The second marker determines whether the mark awarded by the first marker is appropriate, but does not give a separate mark. The second marker confirms the mark if appropriate, and brings it to the attention of the first marker if not. Check marking will usually only be appropriate for quantitative or multiple-choice assessments in which answers can be scored objectively rather than requiring qualitative judgement on the part of the markers. |
c) | Second marking may be Blind or Open: |
i. | Blind second-marking: The second marker is not informed of the first marker’s marks and/ or comments. | ||
ii. | Open second-marking: The second marker is informed of the first marker’s marks and comments before commencing and can take these into account. |
d) | Second marking may be Live: |
i. | Live marking: Where an assessment is conducted ‘live’ (e.g. oral examinations, presentations, exhibitions, laboratory work, marking clinical work with patients, portfolios of work, group work etc.) the assessment should include provisions for second-marking, internal moderation and External Examiner scrutiny of either the full set of assessments or an appropriate sample. This may take the form of having two or more markers present, inviting the External Examiner to observe the event, recording the event or asking students to submit notes, slides and/ or visual material for these purposes. |
1. | Where an assessment includes multiple pairs of markers it is good practice to hold a parity meeting at the start of the marking process where markers can discuss and develop a shared understanding of the marking criteria. This can include comparing marks for a small sample of student work. |
2. | Parity meetings are particularly important where there is a large number of markers and where there are new markers in a team. |
1. | Sampling may be used where a large number of students undertakes an assessment. If the second markers agree with the marks for the sampled students, it can be assumed that marking is accurate for the population. However if the second markers disagree with one or more marks, the sample must be extended to check the accuracy of marks for students in the assessment. |
2. | Where sampling is used in second-marking, the sample must include the following as a minimum: |
a) | All Fails | |
b) | Mid-class examples for each class (mid-forties, mid-fifties, mid-sixties, Firsts/Distinctions) | |
c) | Examples of all upper borderlines (39, 49, 59, 69) | |
d) | The higher of either: at least 10% of assessments, or at least five assessments. |
3. | The above is based on the standard UCL marking scale; programmes operating an alternate marking scale should adjust as appropriate. |
4. | Thresholds for the use of sampling versus full second-marking over and above UCL’s threshold standards may be set at Faculty or Departmental/Divisional level. |
5. | Where there is disagreement over a single mark or a group of marks within the sample, markers must not change individual student marks. Instead, the sample must be extended to check and, where necessary, review the marks of all students in the assessment concerned, with particular attention being paid to students with similar marks to those being contested, and to those marks falling close to a Classification boundary. |
6. | Extension of the sample must demonstrate to the External Examiner and the Board of Examiners that marking across the assessment concerned is sound and fair and that no student is advantaged or disadvantaged by being included in the sample (i.e. markers must not only change the marks of students in the sample; all marks must be reviewed). |
1. | All marks must be agreed by the markers. Where there is disagreement, the markers must adopt one of the following: |
a) | For mark differences of 10% or more, or which bracket a class boundary, the marks must be reconciled through discussion of the marking criteria. Mathematical averaging should not be used. | |
b) | For mark differences of less than 10%, the mark may be reconciled by discussion of the marking criteria or by mathematical averaging. |
1. | A third marker may be brought in where a first and second marker are unable to agree on a final mark. The third marker’s role is not to over-ride the two previous markers, but to contribute to resolving the discussion with reference to the marking criteria. |
2. | Third marking to reconcile disagreements between first and second markers must not be carried out by the External Examiner (see ). However, subsequently bringing third-marked work to the attention of the External Examiner is good practice. |
1. | Marks and how marks are arrived at must be transparent for Programme and Faculty Boards of Examiners, External Examiners, students, and, if necessary, complaint panels. |
2. | The first mark, second mark (where applicable) and the agreed mark must be recorded separately. |
3. | Justification for marks awarded must be documented in one of the following forms: |
a) | Examiner’s comments from both the first and, where applicable, second marker. These comments may be identical to the feedback provided to the student. | |
b) | Model answers and evidence of the scoring of the assessment by the first and, where applicable, second marker. |
1. | All programmes must have internal moderation systems in place to assure the consistency of marking and the proper application of the marking criteria across markers, students and modules. |
2. | Internal moderation may include, but is not limited to: |
a) | Checks to ensure that marking is comparable across marking pairs or teams | |
b) | Checks to ensure that marking is comparable across different options and electives |
3. | Where the internal moderation process identifies substantial discrepancies, third-marking of a set of assessments may be required. |
Further information and advice for students about assessment is available on the Examinations & Awards webpages .
A guide to changes to the regulations are available from the Recent Changes page.
Malik nabers to wear long-retired no. 1 after family of giants icon gives blessing.
Malik Nabers is already No. 1 in the hearts and minds of many Giants fans.
And now, The Post has learned, he will be the first Giant to wear No. 1 since the late Hall of Fame Giant end/defensive end Ray Flaherty became the first professional football player to have his number retired in 1935.
And now, The Post has learned, he will be the first Giant to wear No. 1 since the late Hall of Fame Giant defensive end Ray Flaherty became the first professional football player to have his number retired in 1935.
Nabers, the Giants’ first-round draft pick, wore jersey No. 8 at LSU and switched to No. 9 in Giants training camp. Before John Mara received the green light from the Flaherty family, Nabers — made aware of all the retired single numbers (including Tuffy Leemans’ No. 4 and Mel Hein’s No. 7) in Giants history — began exploring other options, to no avail. Drew Lock wears No. 2 and Jamie Gillian No. 6. Jersey No. 8, of course, is taken by Daniel Jones.
“Only because it was gonna be pretty hard at trying to get the jersey unretired,” Nabers told The Post.
But if anything could be done, Nabers told Mara: “No. 1 would be fine.”
But hope remained for No. 1.
“It was just a wait of a process to see what the family was gonna say,” Nabers said.
Ray Flaherty Jr. officially on Wednesday gave his blessings to Mara and the franchise, which intends to return his father’s No. 1 to retirement once Nabers’ Giants career ends. “Re-retired if you will,” Flaherty Jr. told The Post.
Number 𝟭 😮💨 🧼 pic.twitter.com/t26p77IGxR — New York Giants (@Giants) August 28, 2024
Nabers had asked GM Joe Schoen and Brian Daboll early in training camp if it would be possible to switch to a new number.
“After thinking about it a little bit, my feeling was we would allow that only if the Flaherty family was OK with it,” Mara told The Post. “I think it’s very gracious on their part, and Malik understands that that comes with a certain responsibility and how he needs to conduct himself and represent the organization and the Flaherty family. He’s been great about it, he immediately called them to thank them.”
Nabers called Flaherty Jr. before practice Wednesday.
“I said, ‘I really appreciate you letting me wear your father’s retired jersey. I’m gonna wear it with honor. I’m gonna do my best when I’m out there on the field to represent y’all the right way,’ ” Nabers said.
Flaherty Jr. appreciated the call.
“He seems like a fine young man,” he said. “I feel really good about it after he made the call.”
Schoen approached Nabers at his locker before practice Wednesday and told him: “We’re going upstairs.”
“I was like, ‘Alright, for what?’ ” Nabers said. “In the back of my mind I was kinda scared ’cause I didn’t know why I was going to the boss’ office.”
Mara asked him what he wanted to do about his number.
“I was like, ‘The No. 1 they said no, ’cause I had heard that they had said no the first time,” Nabers said. “He was like, ‘Do you still want 1?’ I was like, ‘If the family don’t want me to wear it, I’m not gonna keep pushing on the family to let me wear 1.’ He was like, ‘Nah, they said yeah.’
“It was laugh enjoyment when he told me.”
Flaherty has two sons and a daughter.
“We kinda took a vote originally, and we didn’t know much about Malik,” Flaherty Jr. said. “There might be somebody alive when my dad played from that time area, but they were so small that they wouldn’t remember. John Mara made a pretty good point that it was kind of a good way to get his name out again.”
Mara is excited by what he has seen from the No. 6 overall pick of the draft.
“He’s got some unique skills … certainly he’s somebody you notice when you’re out in the practice field, and he’s been very noticeable in the game, as well,” Mara said.
Flaherty Jr. seconds that emotion.
“Very athletic … some of the catches he made are very great,” he said. “A wide receiver can step in and make a difference right away. I think he’s gonna have a great career — and I hope he does.”
Nabers said he has never worn No. 1 at any level.
“This is a first-time thing,” he said. Current NFL players who wear No. 1 include Ja’Marr Chase, Jalen Hurts and Kyler Murray.
Other Hall of Famers who wore No. 1 include Jimmy Conzelman, Paddy Driscoll, Benny Friedman, Curly Lambeau, Warren Moon, Fritz Pollard and Jim Thorpe.
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Flaherty joined the Giants in 1929, left to coach the Gonzaga basketball team in 1930 and rejoined the Giants to earn first-team All-Pro honors three times.
Flaherty led the NFL in receptions, receiving yards, receiving touchdowns, yards per reception and yards per game in 1932. It was Flaherty who suggested to Giants head coach Steve Owen that sneakers would provide better traction on the frozen Polo Grounds. Owen sent his friend Abe Cohen, a tailor who assisted on the Giants sideline, to Manhattan College for the sneakers, and the Giants scored 27 fourth-quarter points against the George Halas Bears to win the famed “Sneakers Game” for the NFL Championship.
Mara’s late HOF father Wellington was at the game as an 18-year-old.
“I remember him telling me that George Halas’ reaction was, ‘Just step on their feet,’ ” Mara said, and laughed.
“It was something they had done at Gonzaga, where he played college football,” Flaherty Jr. said.
Flaherty became head coach of the Boston Redskins in 1936, and won four division titles and two league titles when the team moved to Washington. He is credited with inventing the screen pass and the two-platoon substitution systems. He was 90 when he passed away in Hayden, Idaho, in 1994.
“It’s a nice story because it will maybe remind people why No. 1 was retired in the first place and they’ll learn a little bit about Ray Flaherty,” Mara said. “It’s a nice story for us to be able to educate people about who he was.”
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Written by Erica Pollock
Last modified Aug. 26 2024
Table of Contents
In 2024, customer experience is emerging as the key differentiator for businesses across all industries. With evolving consumer expectations, advancing technology, and an increase in competition, customers have come to expect a great experience every single time they shop. A recent study suggests that a staggering 73% of customers will leave a brand after just one bad experience. The impact of this in the long term is even more significant: 60% of customers who leave a company never return.
Your company simply can’t afford to miss the mark on creating great customer experiences. So, how can your business stand out and create exceptional customer experiences that will get people to stick around?
Creating an excellent customer experience involves planning beyond a single transaction. It requires thinking about every interaction a customer might have with your brand during the buying process, and then trying to create a consistent and positive experience at each touchpoint. This requires a deeper understanding of your customers’ needs, preferences, and challenges—and a willingness to listen to their feedback.
Here’s how you can create a great customer experience that keeps people coming back again and again.
Customers appreciate it when businesses take the time to understand their preferences and tailor interactions accordingly.
According to Epsilon, 80% of consumers are more likely to purchase from a brand that provides personalized experiences.
So, today’s customers expect you to do better than just using their name in an email. Try taking it a step further: Offer tailored product recommendations based on past purchases, or build a website that uses dynamic content to change its appearance based on how people interact with the site.
Social media platforms offer sophisticated targeting options. Use these to deliver personalized content that resonates with your audience.
For instance, use Facebook’s audience segmentation to show different ads to different user groups, ensuring relevance and engagement. And with Agorapulse, you can even target your LinkedIn and Facebook posts to be shown to a specific country.
This is something you hear all the time on social media, but the same concept applies to your customer interactions, too!
Just think about any time you have been to your favorite restaurant franchise. It doesn’t matter which location you are at because the experience you will have is going to be basically the same. The menu will be the same, the food will taste the same, and the service will be the same. You get the idea.
Whether a customer interacts with a brand via email, phone, social media, or in-person, the experience should be consistent. This includes consistent messaging, consistent branding , and consistently high quality of service.
This is no small feat to accomplish with just a team of one or two people. But it’s especially difficult if you have a team of people all over the world managing your social media accounts. How do you have any hope of keeping things consistent, then?
You can definitely make this easier by using a social media tool that has features which help your team work better together.
For example, Agorapulse allows you to assign items to someone on your team for them to review or respond to. And then it’s just as easy for you to quickly see which items have been completed by your team. You can also tag conversations or add custom labels to keep track of everything.
(These are just some of the time-saving team collaboration features you’ll find in Agorapulse … If you want to see what else we’ve got, why not grab a free trial and give things a test drive?)
Implementing CRM systems, chatbots, and social media management tools plays a huge role in streamlining customer interactions and ensuring timely responses.
And if you connect these powerful tools together, you will be even more effective in your customer communication.
For example, you can connect Agorapulse’s Social Inbox with your Salesforce or HubSpot data. This helps to centralize your data and gives you some additional context when interacting with a potential customer or lead. That way, you can quickly view information such as lead status or contact email while engaging in social media conversations.
Integrating your CRM with Agorapulse allows for seamless data flow between social media interactions and customer records, enhancing the effectiveness of your customer service.
It’s also important that you don’t sit around waiting for customers to come to you with their problems.
Customers value when a brand responds to their inquiries quickly. A lot.
According to Forrester, customers are 2.4X more likely to stick with a brand when their problems are solved quickly.
Many of those problems will surface on social media, by the way. An increasing number of customers prefer using social media to engage with brands over any other customer service channel like email, phone, website chat, or visiting a physical store.
Using a centralized inbox for your social media accounts is so important. It makes handling the never-ending messages from your customers so much easier, since you don’t have to constantly switch tabs from Facebook to Instagram to YouTube. You just keep up.
Agorapulse also helps you identify any negative comments or messages even faster, as it will automatically identify the sentiment of each item and apply a label.
Agorapulse’s automatic inbox sentiment rating
But your customers don’t always just slide into your DMs either. That would make things simple. But the reality is that complaints or unhappy customers can happen anywhere online.
Sometimes, it is a negative comment on one of your Facebook ads, or maybe you are tagged in a tweet complaining about your product, or worse, maybe you don’t even get tagged in the complaint at all! No matter how your customers voice their concerns, they still expect a response.
That means you need to have a solid social media listening strateg y if you want to have any hope of responding to customer problems quickly.
Using Agorapulse’s social listening add-on , you can set up listening searches for your brand and any branded terms, so that you never miss what people are saying online about your company. It also means you can jump in to conversations on social media faster, which will help you keep an eye on the general public sentiment surrounding your brand online.
Creating exceptional customer experiences requires a strategic blend of personalization, consistency, and responsiveness. Agorapulse offers the advanced features needed to excel in each of these areas, helping your business meet and exceed customer expectations on social media. In a world where one bad experience can lead to losing a customer forever, staying ahead of the curve and delighting your customers at every touchpoint is not just important—it’s essential.
Ready to transform your customer experience strategy? Try Agorapulse for free and see how it can help you delight your customers and drive growth.
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This includes formulating an idea, doing the research, and writing up. A PhD thesis takes a longer time, as the thesis is the main focus of the degree. A PhD thesis might be being formulated and worked on for the whole four years of the degree program. The writing process alone can take around 18 months.
How long it takes to mark a dissertation depends (esp. on the length, discipline, topic, how familiar the marker is with the material), but a 10,000-word dissertation might take 30-45 mins. Having said that, it's rare that a thorough read changes the impression of a dissertation by much - it's usually pretty clear which grading band a work ...
Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications.
Put simply: A dissertation should be long enough to comprehensively cover the subject, but no longer. 5. How do you write a dissertation? In general, the dissertation process follows this schedule: Research the field and identify potential topics. Meet with an advisor to choose and improve a topic. Perform a literature review. Conduct new research.
A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...
An undergraduate dissertation usually falls within the range of 8,000 to 15,000 words, while a master's dissertation typically spans from 12,000 to 50,000 words. In contrast, a PhD thesis is typically of book length, ranging from 70,000 to 100,000 words. Let's unravel the mystery of how long should a dissertation be.
It can be helpful to think of your Masters dissertation as a series of closely interlinked essays, rather than one overwhelming paper. The size of this section will depend on the overall word count for your dissertation. However, to give you a rough idea for a 15,000-word dissertation, the discussion part will generally be about 12,000 words long.
Time to recap…. And there you have it - the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows: Title page. Acknowledgments page. Abstract (or executive summary) Table of contents, list of figures and tables.
Most dissertations run a minimum of 100-200 pages, with some hitting 300 pages or more. When editing your dissertation, break it down chapter by chapter. Go beyond grammar and spelling to make sure you communicate clearly and efficiently. Identify repetitive areas and shore up weaknesses in your argument.
How long is a dissertation? Dissertation word counts vary widely across different fields, institutions, and levels of education: An undergraduate dissertation is typically 8,000-15,000 words. A master's dissertation is typically 12,000-50,000 words. A PhD thesis is typically book-length: 70,000-100,000 words.
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 ...
Writing a masters dissertation or thesis is a sizable task. It takes a considerable amount of research, studying and writing. Usually, students need to write around 10,000 to 15,000 words. It is completely normal to find the idea of writing a masters thesis or dissertation slightly daunting, even for students who have written one before at ...
How long should a dissertation introduction be? The unofficial rule is 10 percent of the entire paper, so if your dissertation is 20,000 words, your introduction should be about 2,000 words. Keep in mind this is a rough estimate, as your introduction could vary. Literature review.
Be prepared for writing your dissertation. 25 January 2022. Knowing where to start with your dissertation can be confusing. We've compiled some resources and support available to help you succeed. Writing your dissertation marks the end of a very important stage in your educational journey. It provides you with the opportunity to collate all ...
Revised on 5 May 2022. A dissertation is a large research project undertaken at the end of a degree. It involves in-depth consideration of a problem or question chosen by the student. It is usually the largest (and final) piece of written work produced during a degree. The length and structure of a dissertation vary widely depending on the ...
Embarking on a PhD is "probably the most challenging task that a young scholar attempts to do", write Mark Stephan Felix and Ian Smith in their practical guide to dissertation and thesis writing. After years of reading and research to answer a specific question or proposition, the candidate will submit about 80,000 words that explain their methods and results and demonstrate their unique ...
What is a dissertation? A dissertation is usually a long-term project to produce a long-form piece of writing; think of it a little like an extended, structured assignment. In some subjects (typically the sciences), it might be called a project instead. Work on an undergraduate dissertation is often spread out over the final year.
My undergraduate dissertation started off as a study of the representation of dinosaurs in Victorian fiction, but I soon realised there weren't as many dinosaurs as I first thought (I guess you could say they were extinct). ... Spending time on a chapter plan early on can really pay off in the long run. 5. Plan in enough time for editing
Whether you're writing an undergraduate, Masters, or PhD dissertation, these seven steps can help you stay on track. 1. Choose your topic wisely. Selecting the right topic is the foundation of a successful dissertation. It is important to choose a topic that is: Relevant to your academic discipline and interests.
April 24, 2024. Studying. Tip & Tricks. Writing a dissertation can be a formidable undertaking, and it's natural to wonder how long the process will take. While the exact time required can vary based on numerous factors, understanding the process itself and the factors that influence its duration can help you plan effectively.
Writing a dissertation is a long but often very rewarding process in which you will produce a piece of work looking in depth at an area of your subject. A dissertation is longer than a normal assignment, although a lot of the lessons you have learned in your time at university will still be relevant when researching, writing and redrafting.
Dissertations, projects and theses. Depending on the School, or the level at which you are studying, longer assignments may be called a dissertation, a research project, a thesis or a 'long essay'. Longer assignments are usually the output of an independent research project that involves some generating or working with primary data.
So what you would do is, you would guesstimate the likely cost. This section here, timeframe, would be short-term, medium-term, long-term. And what I mean by long-term, 12 months. This action sheet involves a 12-month scenario. So short-term could be 1 to 3 months. Medium-term could be 3 to 6 months. Long-term could be 6 months to 12 months.
4.6.4 Reconciliation of Marks. 1. All marks must be agreed by the markers. Where there is disagreement, the markers must adopt one of the following: a) For mark differences of 10% or more, or which bracket a class boundary, the marks must be reconciled through discussion of the marking criteria.
Malik Nabers to wear long-retired No. 1 after family of Giants icon gives blessing By . Steve Serby. Published Aug. 28, 2024, 6:53 p.m. ET. ... Mark Cannizzaro
A recent study suggests that a staggering 73% of customers will leave a brand after just one bad experience. The impact of this in the long term is even more significant: 60% of customers who leave a company never return. Your company simply can't afford to miss the mark on creating great customer experiences. So, how can your business stand out