Dissertations have always been seen as an effective means of scientific training and encouraging a research-based approach to learning. Considerable attention is paid to the growing role of a dissertation, which students perform during the completion of bachelor studies in Great Britain, as a key way of forming and developing research abilities and skills, achieving learning outcomes under the educational program. Researchers indicate the need to offer alternative options for presenting the results of students' research activities. They may differ in their concept, functions, organization, and nature of results. The article`s purpose: to consider the growing role of dissertations, which students in Great Britain perform during the completion of bachelor studies, as a key way of forming and developing research skills, and achieving learning outcomes according to the educational program. Research methods: analysis and generalization of pedagogical literature (to find out: the connections between «research» and «teaching and learning» in the light of the formation of research skills of future specialists; the growing role of dissertations and alternative opportunities for presenting the results of bachelor's research activities in Great Britain); theoretical generalization (for the formulation of author's conclusions). Understanding the levels of student participation in research activities, as well as four approaches to the organization and implementation of an educational program, allows educators to plan work with students, support students in their development in research activities from the moment of admission to a higher education institution to the completion of bachelor studies and the preparation of dissertation research. Dissertations are an example of a wider set of activities in which students are producers of knowledge and not just consumers.