Traditional Dissertation Research Articles

An innovative approach to remodelling bioscience undergraduate final year projects to develop key transferable skills sought by graduate employers

Undergraduate Biomedical Science dissertations are the culmination of a student’s academic journey and allow students to refine technical proficiencies, experimental design and data analysis. However, traditional dissertation projects may not fully meet the requirements of diverse student populations and employer’s needs. This research project aims to assess the effectiveness of modifying the assessment format for final-year projects, incorporating elements such as lay summaries, project proposals, scientific research papers, and oral poster defences. The objective was to cultivate higher-order critical thinking skills and enhance written and verbal communication competencies, in addition to developing a suite of transferable skills which are highly sought by employers. Quantitative data were primarily generated via end-of-module feedback reports and the module satisfaction survey. Students rated their confidence in a suite of transferable skills pre and post-completion of the project module using a four-point Likert scale. Staff perceptions (n = 30) and module board reports were also evaluated. For all data, a paired t-test for related groups was conducted. Thematic analysis was used to analyse qualitative data using the Braun and Clark Framework. The end-of-module feedback was overwhelmingly positive with all students agreeing that they were satisfied with the module. Students reported a statistically significant increase in confidence within 11 transferable skills which are considered core within the industry, for example, critical thinking, problem-solving and time management. Furthermore, the mean module mark increased following the module redesign from 66.3% ± 0.2% in 2019 to 70.9% ± 0.6% in 2020 (p ≤ 0.05). Staff provided free text comments, reporting an overall improvement in the module, a reduction in workload and a better teaching experience. Students exhibited appreciation of the new module structure, assessment suit and creative liberty within the projects. The redesigned project module enhanced the teaching experience for staff, whilst students appreciated the diverse range of projects and assessments that featured shorter word limits and a creative flair. Universities must reinvent undergraduate dissertations to equip students with essential employability skills.

AI Technology and Academic Writing

Evidence shows that artificial intelligence (AI) has become an important subject in academia, representing about 2.2% of all scientific publications. One concern for doctoral programs is the future role of AI in doctoral writing due to the increase in AI-generated content, such as text and images. Apprehensions have been expressed that the use of AI may have a negative impact on a doctoral student's ability to think critically and creatively. In contrast, others argue that using AI tools can provide various benefits resulting in rigorous research. This conceptual article first discusses the developing relationship between AI and dissertation writing skills. Second, the article explores the origins of the traditional dissertation and outlines 21st-century dissertation options which reflect contextual needs and utilization of AI. Third, identified writing challenges are highlighted before turning to an in-depth examination of AI-generated tools and writing craft skills required to complete the five chapters of a traditional dissertation.

“Working at full speed here”: The Department of Classical Philology at the Leningrad State University in evacuation to Saratov (1942–1944)

The history of classical philology in the USSR during the Great Patriotic War is not yet adequately covered in science. Despite domestic and material difficulties, breakdown of communication and lack of access to literature, the pursuit of science and the training of young people continued. This article reveals how the staff of the LSU Department of Classical Philology, which was evacuated to Saratov, adapted to wartime conditions in terms of scholarly organization and research (1942–1944) based on fragmentary archival data and personal sources. With a staff of five, headed by I. M. Tronsky, the department was able to teach Latin and Ancient Literature at the Faculty of History and Philology, as well as to train a small number of “classical” students using pre-revolutionary manuals that had survived in Saratov. The research work of the department’s scholars ran counter to the general theme of the department: “Literature and War”. The titles of the papers by I. M. Tronsky, J. M. Borovsky and G. A. Stratanovsky testify to the desire to continue, as far as the book fund allowed, the themes initiated before the war, or to develop the subjects of the reception of the ancient heritage. In the beginning of 1944, under the supervision of I. M. Tronski, T. N. Chikalina presented a traditional dissertation on the syntax of the “Laws of the Twelve Tables”. The wish not to interrupt the genuinely scientific philological research and to be in the course of world science is also proved by the theme chosen for the department in 1944 — “Lucretius” — to commemorate the 2000th anniversary of the poet’s death.

Nurses as bridge builders: Advancing nursing through the diffusion of knowledge.

In 2001, the Institute of Medicine concluded that the American healthcare system failed in translating new knowledge into practice and applying for new technological advances. The Institute of Medicine suggested that knowledge dissemination in healthcare systems may never reach clinicians or patients because the available tools and incentives do not promote rapid dissemination efforts that improve clinical outcomes. This article describes a practical strategy that can bring the benefits of medical science and technology to all healthcare systems in the US and abroad. This involves building the capacity of thousands of new nurse doctors to use social network analysis and work as bridge builders in healthcare systems. Nurses have been working in research on evidence-based practice since the time of Florence Nightingale. Since then, there have been many challenges that have limited progress in disseminating nursing knowledge from research to practice. One limitation has been the underutilization of social network analysis, an inter-disciplinary approach used to leverage social structures and the linkages between "actors." The article includes a literature review of social network analysis in healthcare and dissertation formats used in nursing programs. Literature review and analysis. Although the use of social network analysis in healthcare dates back to 1957, research has found that reference to social network analysis was rare in the nursing literature and that there was poor knowledge diffusion about social network analysis in the nursing profession. This represents an untapped potential to improve the dissemination of new knowledge in nursing. The use of social network analysis can help nurses advance care delivery, create more efficient healthcare facilities, and improve clinical outcomes. Nurse bridges represent ideal users of social network analysis because nurses enjoy a high level of interaction with patients, families, hospital personnel, and providers. To successfully build nursing's capacity as bridge builders, the nursing profession will need to change the traditional dissertation format to a publication format, build a new curriculum for nurses who will work as bridges in healthcare, and create a national academic-practice campaign focused on the diffusion of new knowledge in nursing.

Students’ views about alternates to traditional dissertation for Master in Public Health: results of a virtual focus group

ABSTRACT A traditional dissertation remains a component of most Master in Public Health programmes, but there is increasing interest and use of alternatives. A virtual focus group of six students studying an online distance Master in Public Health explored their perceptions about dissertations and preferences for alternatives. Students value the dissertation as a means of consolidating learning and focusing in-depth on chosen topics. Alternatives were viewed as attractive but not always practical. Participants felt that additional options need to be accompanied by guidance to ensure students make the most appropriate choice for their future. Three types of students with different needs emerged; students aspiring to progress to a PhD should do a traditional dissertation, students already employed in a relevant role may choose a work-based dissertation or replace the dissertation with taught units, and students doing the master to increase their employability could choose a placement-based dissertation or replace the dissertation with work experience reflection. Innovations that introduce alternatives to the traditional dissertation would be welcomed by MPH students studying online, but they would need to be accompanied by suitable career advice to ensure students choose the most appropriate route for their future aspirations.

The activity of student research: using Activity Theory to conceptualise student research for Master’s programmes

ABSTRACT Student research is an important pedagogical feature across the higher education lifecycle. Postgraduate taught (PGT) student research has received limited attention in the context of the diverse nature of the PGT cohort. Using Activity Theory, PGT student research is explored from the perspectives of differently motivated Master’s students: students studying to progress to doctoral study and students studying a professional Master’s to progress in their current career path. Similarities, differences, tensions and contradictions are analysed, revealing new conceptualisations of Master’s research. The outcome of student research, the Dissertation, emerges as a recurring tension within the analysis. A call for a new dialogue on the applicability of the Dissertation for a diverse PGT cohort is made, as the traditional Dissertation may not best meet the needs of professional Master’s students. The need to find better ways to disseminate PGT research is identified, given the potential for contribution to knowledge and practice.

Doctoral Students’ Perspectives on Their Doctoral Dissertations

ABSTRACTThe purpose of this article was to examine Kinesiology Doctoral Students’ (DS) perspectives on issues related to their dissertation experiences. Using the Kinesiology Doctoral Student (KDS) survey, 121 current and past DS provided information on nine different aspects related to their dissertations. Specifically, these items consisted of measures of (a) how research was conducted, (b) manuscripts for publication, (c) research setting, (d) how the dissertation topic was selected, (e) how the dissertation topic was related to work being done by their advisor, (f) satisfaction of the process for arriving at the dissertation topic, (g) interest in the topic, and (h) relationship of topic to advisor’s research. This topic was viewed through three lenses: (a) past and current DS, (b) gender, and (c) sub-disciplines (social and behavioral sciences [SBS] research and health/hard sciences [HS] research). The first three items were analyzed descriptively and showed the following: (a) the vast majority of dissertations were conducted individually with some input from faculty and/or committee members, (b) participants were split evenly between manuscripts for publication (non-traditional dissertation) and traditional dissertation, and (c) lab-based and field-based settings were the most frequently selected research settings. SBS participants were statistically superior (p< .02) to HS participants regarding satisfaction with the manner in which DS selected their dissertation topics.

Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model

Tensions arise with regard to appropriate research preparation and dissertation experiences for students who have as a career goal the conducting of context-based research to solve problems of practice (Hochbein &amp; Perry, 2013; Shulman, Golde, Conklin Bueschel, &amp; Garabedian, 2006). Schön (1995) describes “technical rationality[,] the prevailing epistemology built into the research university” (p. 27), as a primary impediment to programs that attempt to develop practitioner scholars. In this paper, we define technical rationality and explore the epistemological challenges it presents to faculty. Next, we describe a critical incident illustrating how conflicting epistemologies between programs and graduate schools impact students and faculty. Finally, we make recommendations for policies and practices that could better support doctoral work conducted from a range of epistemological approaches.

A National Survey Examining Manuscript Dissertation Formats Among Nursing PhD Programs in the United States

Among research-focused nursing doctoral (PhD) programs in the United States, the traditional dissertation format has recently given way to a series of publication-ready manuscripts, often bookended by introduction and conclusion chapters. To help programs make decisions about the use of these formats, this study undertook a national survey of programs offering PhDs in nursing. The purpose of this study was to explore the advantages and disadvantages of the traditional format versus manuscript option for dissertations among nursing PhD programs in the United States. Cross-sectional census survey of U.S. nursing PhD programs. A web-based survey was administered to all U.S. nursing PhD programs. Respondents indicated formats offered, factors contributing to decisions of which formats to offer, and lessons learned. Descriptive statistics and inductive content analyses were used for analysis. Of 121 eligible institutions, 79 provided eligible responses (66.7%). The majority (59%) offered both formats; 11% offered the manuscript option only, and 24% offered the traditional format only. Faculty support (or lack thereof) contributed to adoption (or not) of the manuscript option. Respondents' approaches to the manuscript option (e.g., number of papers) and advice are summarized. Manuscript option dissertations are commonly offered and provide benefits to students and faculty; however, thoughtful implementation is critical. Programs need to agree upon clear expectations and have graduate school support (e.g., formatting). Faculty need mentorship in advising manuscript option students who choose to use this format, and the time and support. Finally, students need additional writing skills that could be provided through coursework or via individual work with mentors. As nursing education continues to expand further into doctoral research, programs must examine dissertation formats in order to both prepare future nurse scholars and disseminate nursing research that is critical to improving nursing education, patient care, and clinical practice.

Re-thinking the dissertation and doctoral supervision / Reflexiones sobre la tesis doctoral y su supervisión

The doctoral dissertation is the final obstacle for most apprentice scholars. This paper considers the place and purpose of the dissertation and argues that it no longer provides an adequate preparation for the types of work that PhD graduates will do within and outside the academy. The common dissertation format — book length, single-authored, print-based — is at odds with a world where knowledge is made collaboratively and disseminated digitally. Moreover, the effort required to produce a dissertation keeps students from writing the many other genres of academic discourse, and reduces the opportunities that supervisors have to mentor new scholars. The paper finishes by offering a number of alternatives to the traditional dissertation and examines the barriers to implementing those alternatives.

We Are In This Together: Sharing Expertise as a Way to Increase Publication Success

We Are In This Together: Sharing Expertise as a Way to Increase Publication Success

Benefits, challenges, and perceptions of the multiple article dissertation format in instructional technology

&lt;p class="AbstractText"&gt;This study used survey data to investigate the benefits, challenges, perceptions, and current practices of the multiple article dissertation format in instructional technology. Online surveys were sent to current students, alumni, faculty, and department representatives of instructional technology programs, and data were analysed using qualitative and quantitative methods. The surveys found that alumni who completed multiple article format dissertations received more citations for their dissertations than those who completed traditional dissertations, showing that the multiple article format can increase the likelihood of impact. Additionally, respondents reported that multiple article dissertation formats facilitate authenticity and collaboration and prepare students for a career in academia. However, some participants perceived the multiple article format to be less rigorous than traditional dissertations, with ambiguous requirements and expectations of quality. More research is needed in order to understand current practices for multiple article dissertation formats in instructional technology.&lt;/p&gt;

The Role of the Dissertation in Music Education Doctoral Programs

This survey study was designed to determine attributes of, and attitudes toward, the doctoral dissertation. Of particular interest was music education faculty awareness and implementation of project-based dissertations as alternatives to traditional dissertations. Respondents, music education program heads at doctoral granting institutions ( N = 46, 85% return), agreed strongly that the dissertation should make a contribution to knowledge and that the outcome of doctoral programs should be skilled researchers, but indicated that less than half of recent graduates published a research or practitioner article based on the dissertation. Only eight participants responded that their students had an option for completing their doctoral dissertation in any format other than the traditional dissertation. Only 53% of respondents were familiar with the project-based doctoral dissertation, which may explain the relatively neutral responses to questions related to the appropriateness of this format. Faculty were only moderately interested in the format, but almost all estimated stronger interest on the part of their doctoral students.

Dissertations in CACREP-Accredited Counseling Doctoral Programs: An Initial Investigation

Faculty in 38 CACREP-accredited doctoral programs in the US described their dissertation products over the last three years, composition of their dissertation committees, and their satisfaction ratings with dissertation products and processes. Results indicated traditional dissertation formats were predominant. Over half (54%) of completed dissertations were quantitative and 40% were qualitative. Committees typically included two or three counselor educators and at least one outside faculty member. Faculty were modestly satisfied with dissertations, citing the need for more rigor and consistency of standards. Higher satisfaction was related to committee composition as well as the use of a variety of research methods.

When you wrote it before

When you wrote it before

Criminology and Criminal Justice Faculty Perceptions of a Multi-Paper Option in Lieu of the Dissertation

A number of academic disciplines permit doctoral students to choose between completing a traditional dissertation or a multi-paper option that replaces the dissertation. We surveyed members of ASC and ACJS and gathered data on their perceptions of the suitability of a multi-paper option in lieu of the dissertation for criminology and criminal justice graduate students. Responses revealed a fair degree of opposition to the multi-paper option. We also estimated a series of regression models in an effort to model the correlates of support for the multi-paper option. Faculty in Ph.D. programs were most opposed to the option, suggesting preference for the status quo. Finally, we included several responses to open-ended questions, thus shedding light on respondents’ reason for supporting or opposing the multi-paper option.

What are universities doing here? Migrating traditional dissertations into ETDs in Iran

PurposeMany universities and libraries throughout the world are now making digitized versions of traditional (print) dissertations available online. Some of these institutions have even gone so far as to completely eliminate printed copies. The purpose of this paper is to examine the extent of Electronic Theses and Dissertations (ETDs) in Iran and elsewhere.Design/methodology/approachThe paper notes that many theses and dissertations are now sitting on shelves, unread, in our libraries. Electronic publication can make these works accessible to students, researchers, and others who perhaps lack time, search capabilities, or finances. The paper looks at what universities are doing about the problem, and summarizes the current position in Iran university libraries.FindingsA growing realization has emerged among those working on ETDs in Iran that it is critically important that libraries remain not just involved, but centrally positioned in the development of the national information infrastructure.Practical implicationsThe paper shows that the future of E‐theses and of archiving and searching in general depends on institutions being able to deliver top quality services, with a high degree of interoperability. This means, among other things, that systems must continue to be developed and they must be able to handle many different types of digital objects.Originality/valueThe paper claims that as we prepare students for scholarship in the twenty‐first century, Iran 1400, for example, it is imperative that librarians consider how to manage these important new forms of writing.

“It's not just going to collect dust on a shelf:” Faculty Perceptions of the Applied Dissertation in the New California State University (CSU) Ed.D. Programs Leadership Education from within a Feminist Ethos

The launch of independent Ed.D. programs in 2007 at campuses of the California State University (CSU) is significant for its large program size and timing amidst national debate on Ed.D. programs. These applied programs for practitioners require a traditional dissertation based on rigorous research that address problems of practice. This qualitative case study explores how CSU doctoral faculty and program directors conceptualize the purpose and nature of the applied dissertation and the professional and institutional factors that shape their views. It is important to document program norms at this critical early stage to guide improvements at these and other new Ed.D. programs and to contribute to the ongoing debate. Interviews and document review revealed mixed evidence, with some programs stressing scholarly rigor similar to a Ph.D. and others advocating a more relevant, practitioner-oriented approach, such as esummaries of dissertations geared toward educators at the research site. Participants agreed, “We are still feeling our way” regarding dissertation expectations, and greater collegial deliberation is needed. State legislation, accreditation requirements, faculty's own doctoral experience, and other factors tend to reinforce the status quo and inhibit the development of applied approaches. Implications for practice include facilitation of faculty dialogue and consensus-building around visions of the applied dissertation within and across Ed.D. programs.

Reporting computing projects through structured abstracts: a quasi-experiment

Previous work has demonstrated that the use of structured abstracts can lead to greater completeness and clarity of information, making it easier for researchers to extract information about a study. In academic year 2007/08, Durham University's Computer Science Department revised the format of the project report that final year students were required to write, from a `traditional dissertation' format, using a conventional abstract, to that of a 20-page technical paper, together with a structured abstract. This study set out to determine whether inexperienced authors (students writing their final project reports for computing topics) find it easier to produce good abstracts, in terms of completeness and clarity, when using a structured form rather than a conventional form. We performed a controlled quasi-experiment in which a set of `judges' each assessed one conventional and one structured abstract for its completeness and clarity. These abstracts were drawn from those produced by four cohorts of final year students: two preceding the change, and the two following. The assessments were performed using a form of checklist that is similar to those used for previous experimental studies. We used 40 abstracts (10 per cohort) and 20 student `judges' to perform the evaluation. Scored on a scale of 0.1---1.0, the mean for completeness increased from 0.37 to 0.61 when using a structured form. For clarity, using a scale of 1---10, the mean score increased from 5.1 to 7.2. For a minimum goal of scoring 50% for both completeness and clarity, only 3 from 19 conventional abstracts achieved this level, while only 3 from 20 structured abstracts failed to reach it. We conclude that the use of a structured form for organising the material of an abstract can assist inexperienced authors with writing technical abstracts that are clearer and more complete than those produced without the framework provided by such a mechanism.

Innovative options for the doctoral dissertation in nursing

The doctoral dissertation is the capstone event of doctoral study. While developing their dissertations, graduate students discover the cutting edge of the discipline, learn the intricacies of the research process, and engage in scientific dialogue with experts in the field. Traditional dissertation formats are confined to the Dissertation Abstracts International and are not easily accessed by clinicians, administrators, and researchers who are most in need of the information. Consequently, the number of universities offering options to the traditional dissertation format is growing. This article describes and compares 2 formats: the traditional dissertation and the publication option. The benefits and challenges of each format to doctoral students and faculty are discussed. The discussion reflects changing trends in the nursing profession as an academic discipline.