Dissertation Alternatives

Journal of Geography in Higher Education, 2008

The dissertation is still seen as the pinnacle of studies for an undergraduate programme of studies in most geography, earth and environmental sciences (GEES) departments in the UK, yet how do we prepare students to undertake the work and what do students think of the experience? This paper examines the student perspective of the dissertation experience via the analysis of questionnaires issued to former students in two UK institutions. As an extension to this analysis, 32 departmental dissertation handbooks from a range of UK institutions are reviewed. Evidence from the handbooks and questionnaires reveals some of the key issues of putting theory into practice. For example, studying the right topic, student enjoyment of independent fieldwork, and establishing a good student-staff supervisory relationship are important. However, students have difficulty with time management and knowing what is expected. Based on the issues identified, a series of questions is made by way of conclusion. These questions could be used as prompts for GEES departments should they wish to review the management and assessment of the dissertation. Finally, various practical suggestions are provided as to how the student experience of independent learning might be enhanced with specific reference to the student dissertation handbook. . Examples of practice in dissertation handbooks useful to students † Research design-the importance of linking theory, method and analysis † Sources of fieldwork funding † Plagiarism declaration forms † Limitations of word spell checks † Scientific nomenclature † Advice for lone fieldwork † Dissertation progress reviews, workshops and seminars † Student achievement target forms † How to deal with confidential information † Past dissertation titles † Advice from past students † Procedures for changing topics † Deferring or withdrawing from the dissertation † Pilot studies † Details of staff expertise † Information regarding extra support such as support/welfare officers and information for students with disabilities regarding fieldwork † Appeal and complaints procedure † Alternative forms of presentation.

This chapter proposes that alternative dissertation formats be considered; namely a more creative, flexible model while still maintaining high intellectual standards for the academy. We specifically identify several options in this chapter: a three-paper dissertation with distinct yet cohesive manuscripts suitable for publication in scholarly journals, a lengthy one-paper manuscript, a novel, and a portfolio. The format must be suitable for both the discipline and the future faculty or administrative role.

Contemporary Approaches to Dissertation Development and Research Methods, 2000

This chapter proposes that alternative dissertation formats be considered; namely a more creative, flexible model while still maintaining high intellectual standards for the academy. We specifically identify several options in this chapter: a three-paper dissertation with distinct yet cohesive manuscripts suitable for publication in scholarly journals, a lengthy one-paper manuscript, a novel, and a portfolio. The format must be suitable for both the discipline and the future faculty or administrative role.

School Leadership Review, 2005

Education+ Training, 2004

This article argues that the changing nature of the dissertation experience, and its associated supervision calls for more detailed attention to the development of dissertation supervisors. Dissertations have always played a major role in student learning. The following themes constitute the kernel of the article: the role of the dissertation in the student's learning experience, managing the link between theory and practice, digitization of information resources, research methodologies and design, and finally, the implications for the role of the supervisor. It is suggested that without an awareness of the changing nature of the dissertation experience, and a more proactive approach to supervisor development, there may be serious degradation of the dissertation experience and outcomes.

Composition Studies, 2019

The aims of the Dissertation and Research Methods course are to help students develop effective research skills (evident, for example, in data sourcing, collection, investigation, quantitative and qualitative analysis, weighing evidence and reaching sound conclusions) through undertaking a substantial research exercise with some original content on an approved topic. The Dissertation and Research Methods course is intended to lay foundations for and contribute to the development of students' capacities to go on to further independent research in accounting and/or finance, by helping to develop their understanding of the research literature, issues and questions, data sources, methodologies and techniques.

The dissertation is an experiential process analogous with a 'journey' from research question to final submission. It is a journey which is rarely straightforward and a form of assessment that raises a number of pedagogical issues. For the majority of undergraduates, the dissertation is the most substantial and self-directed assessment they will undertake at university. At Brunel University, this is predominantly supported within academic departments by research methods tuition and individual or group supervision.

International Journal of …, 2008

The dissertation is regarded as an integral component of many undergraduate degree programmes. Despite this there is a lack of research into the dissertation. This paper utilises documentary research to examine dissertation provision within one institution.