Types of Dissertations
\nYour final Dissertation can be delivered in one of the three formats:
\n(A)\tStandard Dissertation
\n(B)\tDesign Thesis
\n(C)\tAcademic Paper
\nDetails on each format are provided in Presentation and Format of the Dissertation.<\/p>\n
Field Research & Ethics
\nDuring your Dissertation, you are likely to correspond with other organisations and potentially collect data. In either case, the University have specific requirements that you will need to comply with to ensure that your interactions are appropriate and ethical.<\/p>\n
You must discuss what you propose with your Dissertation Supervisor at the outset and ensure that they complete FET Ethical Review Checklist for Taught Modules for your study. And, if your plans include collecting data from third parties, you will also need to gain that ethical approval for your research project before contacting anyone outside of the University.<\/p>\n
Evolving research questions and hypotheses
\nResearch projects with few exceptions are not born fully formed \u2013 they develop over time. It is very probably a good sign if your research develops such that it is not exactly what you intended when you started. The trick is often to manage to keep an appropriate focus and context as the research develops \u2013 you should not be investigating all the interesting things you uncover, just the ones that contribute to a well-focused research relevant to your degree and the learning outcomes of the module. Your Dissertation Supervisor would have seen many Masters\u2019 Dissertations and will be very useful to you in maintaining an appropriate focus as things develop, but only if you get in touch with them in a timely way.<\/p>\n
Finally, Dissertations are most successful if you have a stake in their development e.g., the Dissertations should be on subjects that you care about. The other thing that makes them successful is if academics have a stake in them too, i.e., they are also of interest to the academics. The negotiations to bring about mutually interesting topics can make for painful starts and even some non-starts but we can of course directly suggest topics at any time if it is necessary \u2013 please do not hesitate to ask your Supervisor or Dissertation Coordinators if you are getting stuck.<\/p>\n
Tips for Literature Review
\n\u2022\tConstruct a bibliography as you go.
\n\u2022\tWrite down sources as you find them (including page numbers) so you can go back to them.
\n\u2022\tPlan a system from the start, e.g. index cards, computer-based notes.
\n\u2022\tUse the range of online and library materials
\n\u2022\tTalk to the librarian, lecturers and researchers working on your topic.
\n\u2022\t\u2018Snowball\u2019 from recent articles and reports.<\/p>\n
A.\tTask 5: Final Dissertation
\nThe last element is the final submission, which is worth 100% of the overall mark. This will be a comprehensive account of your research demonstrating achievement of the learning outcomes of the module. For details see sections How does the learning and teaching relate to the assessment? – Learning Outcomes and Presentation and Format of the Dissertation.<\/p>\n
The Dissertation should include:
\n\u2022\tAn abstract;
\n\u2022\tContent\u2019s page;
\n\u2022\tA clearly identifiable section in which you outline your Research Question(s), Research Aim(s), and Research Objective(s);
\n\u2022\tA clearly identifiable section in which you critically appraise current theory, policy or practice which includes reference to the very latest relevant contextual information\/publications related to your subject (i.e. a Review of Literature);
\n\u2022\tA clearly identifiable section in which you systematically recount your methodological and analytical approach;
\n\u2022\tA clearly identifiable section in which you report the outputs from your research in any relevant form, including critical appraisal and evaluation of your outputs in the context of recent, relevant activities of other researchers\/practitioners;<\/p>\n
\u2022\tA clear identifiable section in which you draw conclusions in the context of your research questions, aims and objectives and the wider subject topic;
\n\u2022\tReferences;
\n\u2022\tIn appendices \u2013 screenshots of FET Ethical Review Checklist Taught Modules and a signed Risk Assessment form (if applicable).<\/p>\n
References, bibliographies, figure captions, appendices etc. do not contribute to the word count, just the main body of the text. Advice on referencing for the Dissertation applies just as much to the project as any other assessment.<\/p>\n
Markers are not obliged to mark anything in the appendices, so these should be used for supporting information only and must be appropriately used and signposted in the main dissertation.<\/p>\n
You are strongly encouraged to familiarise yourself with marking criteria as it will help you understand what examiners look for which marking your Dissertation.<\/p>\n
The final hand in will be online via Blackboard. All submission details are included in Final Submission of the Dissertation.<\/p>\n
15.\tPresentation and Format of the Dissertation
\nYour final Dissertation can be delivered in one of the three formats:
\n\u2022\tStandard Dissertation<\/p>\n
A.\tStandard Dissertation Length
\nThis final Dissertation should be 14,000 words in length, including tables, figures, and photos, if any. There is no 10% margin on top of this. See the University’s policy . You must indicate the length of your Dissertation at the beginning.<\/p>\n
The word count relates just to the main text. The title page, abstract, table of contents, acknowledgement, dedication, the reference list, and appendices (if any) should not be included. However, appendices should be used sparingly. For example, interview schedules might be included but not complete transcripts of all interviews undertaken; extensive photocopied extracts from other publications should be avoided. In general, anything that is important should be included in the main text.<\/p>\n
Overall presentation and format
\nYour Dissertation should be set out clearly with pages numbered. The Dissertation should include a contents page, and any illustrations, figures and\/or maps should be placed within the text at appropriate places on numbered pages, and themselves be numbered and titled.<\/p>\n
Page formatting:
\n\u2022\tUnless otherwise agree with the Supervisor these are A4 format, portrait orientation pages.
\n\u2022\tGenerally, depending on the font used, the font size for the text body should be 11 or 12.
\n\u2022\tLine spacing should be 1.5 or 2 except for indented quotations and footnotes where single spacing is suggested.
\n\u2022\tGenerally, depending on the font used, the font size for the text body should be 11 or 12.
\n\u2022\tLine spacing should be 1.5 or 2 except for indented quotations and footnotes where single spacing is suggested.
\n\u2022\tLeft hand margin must be 40mm and other margins (top, bottom and right hand) must be 25 mm.
\n\u2022\tPages must be numbered consecutively through the main text including photographs and\/or diagrams included as whole pages.<\/p>\n
Title page
\n\u2022\tTitle page should appear at the beginning and must include the following:
\no\ttitle of your Dissertation,
\no\tyour full name,
\no\tyour student number,
\no\tthe award for which the degree is submitted in partial fulfilment of its requirements (your programme),
\no\tyour Supervisor\u2019s name,
\no\tthe collaborating establishment(s), if any; and
\no\tthe month and year of submission.
\n\u2022\tFurther indication of appropriate formatting can be found by examination of past Dissertations.
\n\u2022\tFollowing the title page there must be a page on which you make the following declaration:
\nThis study was completed as part of the [programme title] at the University of the #$%#%^. The work is my own. Where the work of others is used or drawn on, it is attributed to the relevant source.
\n\u2022\tThis page should also state the number of words in the Dissertation (excluding the bibliography and appendices).<\/p>\n
Sub-title page
\nThis should include the copyright statement, as follows:
\nThis Dissertation is protected by copyright. Do not copy any part of it for any purpose other than personal academic study without the permission of the author.
\nYou may also wish to make a personal dedication on this page.<\/p>\n
Abstract (200 words)
\nA single page summary explaining the purpose, method, and results of your Dissertation – including your conclusions. The purpose of the abstract is to help others decide whether the work is relevant and interesting to them. The abstract should thus begin with the title of the work, your name, your programme, and the year of submission. You should also try to write in a clear, concise, and impersonal manner – using no more than 200 words.<\/p>\n
Acknowledgements
\nIt is usual to acknowledge others that have assisted you in some way. This may include the following:
\n\u2022\tindividuals and\/or organisations that have contributed information;
\n\u2022\tpublishers for permission to reproduce copyright materials;
\n\u2022\tindividuals that have given you advice and\/or supported you.<\/p>\n
Table of Contents
\nThis should set out the page numbers of the chapters and main sections (including appendices) in the Dissertation – it does not need to include all headings and sub-headings.<\/p>\n
You should also include page numbers for ALL your tables and illustrations. This is often achieved by including a separate List of Tables and a List of Figures (or Illustrations).<\/p>\n
Main text
\nThis is normally organised into several chapters and structured using headings and sub-headings.<\/p>\n
The first chapter briefly introduces the subject area and identifies the main research objectives, the central question, and details of the methodology. Here you need to clarify key terms you use in your dissertation; state the limitations of the thesis (i.e. areas not covered); clearly state the original contribution to knowledge you have made in your dissertation.<\/p>\n
The subsequent chapters explore the topic area in detail, drawing on and demonstrating grounding in existing work. Here you provide an overview of what research has so far been able to establish on questions similar to those you attempt to answer in your dissertation.<\/p>\n
Next chapters should also set out the research methods, the analysis of information and\/or data, and a discussion of any issues that arise from that analysis before the final chapter draws conclusions about the study. In this part of your dissertation you should return to the initial research question and reflect on the answers that have (or have not) emerged from the study. Here you show what are your main findings, are they significant and how do they relate to previous research you identified in the literature review. You should also address the reasons for any differences between your findings and those of previous research. In the case of survey dissertations, this part will normally be merged with the literature review.<\/p>\n
Your conclusions should demonstrate
\n\u2022\tWhat are the answers to the research questions set out in the introduction? and
\n\u2022\tWhat have we really learned that we couldn’t have known before now that we’ve seen the findings and their significance?
\nThis is a good place to bring out any normative or prescriptive implications e.g. for policies or practices which arise from your findings. Argue them \u2013 don’t just assert. Conclusions in research dissertations are not the place for journalistic comment, nor should they provide a mere summary of successive chapters of the dissertation.<\/p>\n
When deciding on the details of the structure of your dissertation, bear these aspects in mind:
\n\u2022\tThe structure should carry your focus right through the dissertation and allow the structure of your argument to be recognisable with a quick flick through the work;
\n\u2022\tKeep your own voice clear throughout – Do not undermine the coherence of your own argument by confusing it with what your sources are saying;
\n\u2022\tUse structure as a tool, not a constraint. The structure should facilitate the logical development of your argument;
\n\u2022\tUse about 3-6 chapters. Talk to your supervisor about your arrangement of chapters;
\n\u2022\tDivide chapters into sections;
\n\u2022\tUse subsections if they will help the reader;
\n\u2022\tShow some reflection on your methodology;
\n\u2022\tUse linking paragraphs between chapters and sections;
\n\u2022\tMany dissertations fade out at the end. Think particularly about how you will finish.
\n\u2022\tHave you developed an approach that can be used in other contexts?
\n\u2022\tDoes your argument lead us to rethink an existing approach or policy?
\n\u2022\tCan more general observations be made in the light of the dissertation as a case study?
\n\u2022\tShould more research be carried out?<\/p>\n
Once you have completed a chapter, set it aside for a day or two and work on another chapter, then review it and see if you spot mistakes, poor explanations etc.<\/p>\n
Tables, figures, maps, photos, drawings etc.
\n\u2022\tTables, figures, maps, photos, drawings can be very useful to present your messages in a concise format \u2013 e.g. a well-designed table can communicate clearly what might take several paragraphs of text.
\n\u2022\tReproducing any of such objects without change from a published work that is still protected by copyright requires formal permission.
\n\u2022\tOnly construct a table or figure if there is enough information to justify it.
\n\u2022\tDon\u2019t forget any of these elements:
\n\u2013\tObject number;
\n\u2013\tTitle: The title should be brief, but an accurate description of the content;
\n\u2013\tFor tables: clear column heads, stubs describing the rows, concise data;
\n\u2013\tFor figures: think twice before you decide on the most appropriate type (is pie chart conveying your message better than a bar chart) label clearly all axes, add a clear legend \u2013 be mindful of colours and formats \u2013 Ensure that if printed, all data is clearly distinguishable;
\n\u2013\tMaps, photos, and drawings: ensure that you highlight what is relevant \u2013 e.g. a building defect you are analysing.
\n\u2013\tFootnotes: Note the source of the data used and facts the reader must know to interpret the table or graph.
\n\u2022\tFinally, do not be afraid to use specialist tools to present your data \u2013 e.g. use ArcGIS for mapping instead of fiddling with GoogleMaps. After all, the dissertation is an opportunity for you to learn new techniques.<\/p>\n
Referencing
\nYour Dissertation should acknowledge all published sources you refer to in the text, and should contain a reference list of all these sources (headed \u201cReferences\u201d) at the end. You may also, if you choose, provide a separate list (headed \u201cOther sources consulted\u201d) showing other relevant sources that you have used, but not referred to specifically in the text. For details see:<\/p>\n
The citing of sources in the text of your Dissertation, and the list of references at the end, should use the Bristol Harvard system. The details of this, and advice on how to reference a wide range of sources is available from the library web site
\nAppendices
\nYour first appendix is the screenshot from the FET Ethical Review Checklist for Taught Modules.<\/p>\n
Other appendices may be used for presenting information that is relevant to the study but not suitable for inclusion in the main text. Examples could include:
\n\u2022\tA blank questionnaire,
\n\u2022\tInterview protocols showing the key questions for each interviewee,
\n\u2022\tA spreadsheet showing the raw data on which your analysis and charts were based, or,
\n\u2022\tField notes from site visits, etc.<\/p>\n
It is not appropriate to reproduce policy documents or other published material in your appendices.
\nFinally, if you include appendices in your Dissertation, then you should refer your reader to them in the main text so that your reader understands why they have been included.
\nSummative feedback and final Dissertation marking criteria
\nFor Task 5: Final Dissertation you will obtain summative written feedback, which consists of comments made by markers on students\u2019 assessed work which enables students to understand how they have met the defined assessment criteria and if required identifying areas for further improvement. Outcomes which have not been confirmed by an examining board shall be considered as provisional.<\/p>\n
Marking criteria include:
\n\u2022\tContext clarity and scope;
\n\u2022\tUse of sources and evidence;
\n\u2022\tResearch design and methodology;
\n\u2022\tQuality of the analysis of the material obtained\/project undertaken;
\n\u2022\tHow well conclusions are drawn from the investigation; and
\n\u2022\tQuality of presentation and standards of literacy. For details see Appendix – Marking Grid.
\nGrading<\/p>\n
Percentage achieved\tPerformance standard
\n90 \u2013 100\tDistinction
\n80-89\tMerit
\n70-79\tPass
\n60-69\tBare fail
\n0-59\tClear fail<\/p>\n
Context clarity and scope\tUse of sources and evidence\tResearch design and methodology\tQuality of the analysis\tHow well conclusions are drawn from the investigation\tQuality of presentation and standards of literacy
\n86-100\tImaginative and\tDeeply Impressive\tHighly sophisticated\tExcellent standard of\tConclusions are fully\tFluently and elegantly
\nchallenging aims and\tdemonstration of\tresearch\/project design\tcritical analysis and\/or\tdeveloped and very\texpressed throughout.
\nobjectives. Very clearly\tcommand of data\tdemonstrating\toriginality and\tclearly articulated.\tHigh quality illustrative
\ndefined and thoroughly\tand\/or literature,\texcellent\tcreativity. Excellent use\tThey are fully\tmaterials. Consistently
\njustified in relation to\tdrawing on an\tunderstanding of the\tof analytical framework\tsupported by the\thigh standards of
\ncurrent, complex\texcellent selection of\teffective use of\tand relevant ideas\tevidence and analysis,\treferencing and source
\ntheories\/thinking on\tup to date, relevant\tresearch and design\tconcepts and theories.\tand effectively related\tattribution. Work very
\nthe topic. Scope\tand academically\tmethods. All tools and\tExcellent focus on\tto the aims and\teffectively and
\nentirely clear and\trigorous sources. High\tapproaches employed\tproject\tobjectives of the\tcoherently organized.
\nappropriate.\tlevel of critical\tare effective and fully\taims\/specification and\tresearch\/project. High
\nevaluation\tjustified in relation to\tdesign. High level of\tlevel of critical
\ndemonstrating an in\tthe research\/project.\tsensitivity to problems\treflection and excellent
\ndepth understanding of\tMethodological issues\tof interpretation\/\tand or innovative
\nthe topic including\tand alternative\tidentification of\tconsideration of further
\ncontested ideas.\tapproaches identified\timprovements and\tresearch\/alternative
\nSources very\tand critically discussed.\tfurther work.\tapproaches.
\neffectively used to\tExcellent awareness
\ndraw out the aims and\tand sophisticated
\nobjectives of\tdiscussion of ethical
\nresearch\/project.\tissues.
\n70 -85\tChallenging aims and\tVery effective\tA very clear, effective\tConsistently sound and\tWell-chosen and\tConsistently good
\nobjectives. Clearly\tdemonstration of\tapproach to\tmethodical analysis\tcarefully explained\tstandard of written
\ndefined and well\tcommand of data\tmethodology\/project\tand \/or some elements\tconclusions. Generally\texpression, referencing
\njustified in relation to\tand\/or literature.\tdesign demonstrating\tof originality and\tclear linkages to the\tand source attribution\/
\ncurrent theories\/\tDrawing on a very\tgood understanding of\tcreativity. Very\tevidence and analysis\tIllustrative material
\nthinking on the topic.\tgood range of relevant,\tuse of research and\teffective use of\twith references made\twell-chosen and
\nClear and appropriate\tup to date academically\tdesign methods. Tools\tanalytical framework\tto the research \/project\tpresented clearly and
\nin scope.\trigorous sources. Very\tand approaches\tand good use of ideas\taims objectives. Clear\taccurately. Work
\ngood level of critical\temployed are\tconcepts and theories.\tcritical reflection and\teffectively and
\nevaluation\tappropriate and\tMainly focused on\tcareful consideration of\tcoherently organized.
\ndemonstrating a good\tjustified in relation to\tproject\tfurther
\nunderstanding of the\tthe research\/project.\taims\/specification and\tresearch\/alternative
\ntopic, including\tMethodological issues\tdesign. Problems of\tapproaches.
\ncontested ideas.\tand alternative\tinterpretation carefully
\nSources used to draw\tapproaches identified\tconsidered in places
\nout the aims and\tand fully discussed.\tand some consideration
\nobjectives of research\/\tVery good discussion\/\tof improvements\/
\nproject.\tawareness of ethical\tfurther work.<\/p>\n
Context clarity and scope\tUse of sources and evidence\tResearch design and methodology\tQuality of the analysis\tHow well conclusions are drawn from the investigation\tQuality of presentation and standards of literacy
\nissues.
\n60 \u2013 69\tCoherent aims and objectives clearly stated and justified in relation to current theories\/thinking on the topic. Scope clear but perhaps a little over ambitious or limited.\tA good range of relevant sources drawn upon, but lacking some breadth\/depth in coverage of topic.
\nDemonstrates a good overview of the subject, some limitations in drawing out contested ideas\/concepts. Some critical judgement applied. Some insightful links made to study aims and objectives.\tGenerally good overall approach to research\/project design but may have some weaknesses.
\nCompetent but basic use of quantitative and qualitative methods demonstrated. Some justification of tools and approaches used. Some discussion of alternative approaches and methodological issues, but lacks depth. Some discussion and overall good awareness of ethical issues.\tGenerally sound and largely methodical analysis, but limited originality and\/or creativity. Evidence of an analytical framework\/approach but not consistently applied. Some reference to relevant ideas concepts and theories. Some awareness of problems of interpretation demonstrated.\tSome relevant conclusions that build on the evidence and analysis. Reasonably well developed, with some reference made to project aims and objectives. Some reflection and\/or consideration of further research\/alternative approaches.\tGenerally good standard of written expression.
\nReferencing and source attribution methodical and accurate. Some useful illustrative materials. Work generally well organized and clearly set out.<\/p>\n","protected":false},"excerpt":{"rendered":"
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