Dissertation Getting Started

Getting Started

This book is for Students looking for practical help with honors and master’s theses and doctoral dissertations Faculty seeking instructional tools to use in seminars on research and with advisers.

THE RIGHT BEGINNING

Two precious commodities dare not be wasted in thesis and dissertation (THESIS AND DISSERTATION) * work: student time and faculty time. Guidelines in this book emphasize high-quality effort, excellence of product, and minimum loss of time.

*For convenience, THESIS AND DISSERTATION means honors and master’s theses, dissertations, and other terms used by various colleges and universities to designate the THESIS AND DISSERTATION work product. When necessary, distinctions are drawn.

The four essentials for a good start are

These essentials are interrelated. Serious efforts should be devoted to getting all four well in mind right away. Special Note : One of the most important changes in thesis and dissertation preparation has been the influence of technology. Two decades ago, many theses and dissertations were still being typed on a typewriter, and students’ use of computers to do the research, make statistical calculations, properly cite references in the text, and prepare bibliographies was at a beginning stage. Students today marvel at what was accomplished by students before the advent of computers and relevant software. For current students, computer knowledge and skill are essential. If there remain students who lack such knowledge and skill, now is the time to get up to speed. Throughout this text, we point out the ways computers can help you do a better and more efficient job of research and preparation of your thesis or dissertation .

MEANING AND PURPOSE OF THESES AND DISSERTATIONS

Clarifying the Meaning and Purpose of the THESIS AND DISSERTATION

Students who know the official answers to the queries below tend to begin the THESIS AND DISSERTATION process with more confidence and a good prospect of success.

Avoid misunderstandings by talking with your academic or research advisor to get full responses to the above two questions. If answers are not available in writing , take notes on what you are told and by whom. Then, write a summary of your notes and give a copy to your advisor for verification.

Keep a copy of the verified notes. If any doubts linger, recheck your notes with the department chairperson. Here and elsewhere in this book, we advise keeping verified notes. One key reason is that both faculty members and procedures can change during the period of your study, and your verified notes can prevent your progress from being interrupted or delayed by such changes. It helps to use a computer file (see Appendix A) and to maintain a backup.

Distinction Among Honors, Master’s, and Doctoral Levels

In the United States , honors programs are typically opted for by outstanding undergraduate students. Honors research normally takes place in the junior and senior years. Common to honors research is the requirement of proof of the student’s capacity for independent scholarship, shown by the production, presentation, and defense of a senior thesis. That thesis is held to a standard of quality and depth usually reserved for the graduate level (University of Pittsburgh, 1992). The U.S. honors programs are substantially different from the British honors system, and students from countries that employ the British system (e.g., India , Pakistan , and some African nations) should not confuse the two.

Master’s and doctoral degree research expectations are strikingly similar among schools. These statements, for example, are from an engineering school publication (Stuart, 1979).

The master’s thesis must demonstrate the candidate’s ability to make use of appropriate research procedures, to organize primary and secondary information into a meaningful whole, and to present the results in acceptable prose. The length of the thesis is not important so long as these ends are fulfilled. (p. 1)

The doctoral dissertation is expected to represent independent and original research in the field of the candidate’s graduate study. It must add, in some fashion, to understanding in the candidate’s field. Such contribution to knowledge may result either from the

critical examination of materials not hitherto dealt with or from the re-examination of traditional materials by means of new techniques or from new points of view. The project undertaken must be of sufficient difficulty and scope to test the candidate’s ability to carry on further research [independently] and it must ensure…mastering the skills needed for such research. (p. 1)

These quotations illustrate an overarching concept: The THESIS AND DISSERTATION is done to provide a demonstration of the candidate’s ability to carry out, with substantial independence, a rational investigation that is significant in the field and to report the results in a sensible and understandable fashion. There are marked differences among fields as to what constitutes “independence” and “significant” in the research process and product. Yet, essentially the same principles apply to thesis and dissertation study in all professions and academic disciplines (Council of Graduate Schools [CGS], 1990b).Thesis and dissertation study is a part of higher learning intended to identify significant problems, investigate them, analyze the findings, relate them to important concepts or issues, and convey conclusions and implications to others in clear, objective prose. In that context, thesis and dissertation study is a stimulating activity carried on by students in an increasingly collegial relationship with faculty members. It is a culminating and synthesizing activity based on prior study, and it should be a launch pad for future independent investigations. Finally, thesis and dissertation work should prepare graduates who become faculty members in colleges and universities to guide students through the same experiences later.

WHAT CONSTITUTES AN ACCEPTABLE THESIS AND DISSERTATION?

General statements about the meaning and purpose of THESIS AND DISSERTATION work need to be brought into sharper focus to be helpful in particular instances. To accomplish that, students should ask their advisors specific questions.

Inquiries like these can be used to initiate conversations with one’s advisor. Also, it is helpful to talk about such questions with students who have recently completed dissertations successfully. It is suggested that notes be taken and summaries written after discussions with faculty and students. The more clarification one can obtain at this point, the more likely one is to avoid difficulties in the future.

MAKE A PERSONAL TIME LINE

A realistic time line projection is imperative. It helps keep the project on course, and it encourages disciplined use of time. Moreover, it is a communication tool with the advisor and committee members. It allows an advisor to react to and to be aware of the student’s orderly approach. Our stress on the value of using a time line is reinforced by W. G. Bowen and Rudenstine (1992), who urge the use of time lines to help improve the effectiveness and the efficiency of advanced study in general and the dissertation phase in particular.

The THESIS AND DISSERTATION time line (Fig. 1-1) can be used as is or adapted. The action points may need minor alterations to make them match the

Figure 1-1 The thesis/ dissertation time line.

specific procedures of a given school, but each of the 30 items appears as an essential step somewhere in the process in most schools. It is helpful to put this THESIS AND DISSERTATION time line on your computer and to update it daily.

Start Now to Use the Time Line

First , define present status by checking off those items that are completed and circling the one or two currently under way. This allows a precise answer to questions like: “How is the investigation going? Where are you now?” Second , use the time line in planning. Reference to the time line encourages thinking ahead, making appointments with committee members, and scheduling one’s own time. Third, use the time line to project one’s graduation date. Universities commonly require that final approval (Action 30) be certified by the THESIS AND DISSERTATION committee by a specified date that falls some weeks prior to the close of the term in which the student intends to be graduated. Ordinarily, the committee-approved final copy of the project must be submitted by that same date. Insert that date at the bottom of the appropriate column and work backward, estimating how many days, weeks, or months it will take to move from one action to the next until the current status is reached. This vital exercise brings into the open any discrepancies between a student’s wishful thinking and the actuality of the calendar. Most students find it helpful to enlist their advisor’s aid in making time estimates and in gathering information about special considerations related to timing.

TAKE ADVANTAGE OF TECHNOLOGY

Students are familiar with the calculator and the word-processing functions of computers because those functions are most helpful in completing assignments in college and university courses. But, some may not have had experience with computer use and computer-related technology for the independent kind of research called for in theses and dissertations .

Today’s applications of integrated circuits and their linkages allow research to be done more quickly and more accurately. Investigators can use technological tools profitably in almost every stage of a study, including pinpointing the topic; doing the literature search; selecting the research methodology; collecting, analyzing, and displaying the data; and publishing the results and conclusions.

Probably the computer would come to mind first if one were asked for examples of technological tools rich in research applications. The computer certainly has great value in almost every facet of research. And, it definitely exemplifies high technology.

But not to be overlooked are a number of other devices of real potential utility, too. Here is a partial list:

There is no end in sight so far as the potential for using enabling devices and technologies is concerned. New on-line universities are being created based on the ability to communicate with students using the new telecommunication technology. The University of Phoenix (http://www.gradschools.com) Online is one example. Another is Walden University ‘s (http://www.waldenu.edu) Online Accredited University Degree Program. Older universities are joining in also, by starting courses or programs that eventually lead to degree programs. See the home page (http://www.gradschools.com) for some examples.

Also, many of these devices can be connected to one another at nearby or distant places to bring resources together for the re-searcher’s advantage and to conduct procedures in a matter of seconds that would otherwise take hours or days of the investigator’s time. In succeeding chapters, such technological applications are suggested as they might fit the requirements of a particular stage of research.

Electronic Communication Etiquette

The deep absorption in one’s problem fostered by the demands of research does not qualify as an excuse for not maintaining normal civility and etiquette. This applies to both students and faculty in their relations with both colleagues and associates.

Increasingly, colleges and universities are publishing policy statements on civility in discourse, debate, and other person-to-person interactions. These have special merit for investigators caught up in the often-intense emotional and pressure-filled atmosphere of THESIS AND DISSERTATION work.

Sensible guidelines for electronically mediated interactions are found in the current (18th) edition of Etiquette , the Blue Book of Social Usage (Post, 1997). Etiquette continues to be defined as a code of behavior based on thoughtfulness and consideration. Particularly relevant for the modern researcher is Post’s section on electronic communication. A coined word, “netiquette, ” covers appropriate behavior in using the Internet (or any net).

The Terminology of THESIS AND DISSERTATION Work Needs to Be Defined

Terminology in higher education is not standardized. The definitions that follow do, however, enjoy common usage.

Thesis : The thesis is the product of a scholarly and professional study at the honors or the master’s degree level. It is usually a document in a format and style specified by the particular university. (Sometimes, “thesis” is regarded as a synonym for “ dissertation .” That is acceptable, but we elect to link thesis with honors or master’s degree studies and dissertation with the doctorate.)

Dissertation : The dissertation is the product of student work at the doctoral level, distinguished from thesis study chiefly by its deeper,

*Theses and dissertations are referred to as documents in most instances throughout this book since the majority do take that form. It is sometimes the case that the end product of thesis and dissertation study is a musical composition, a painting, or a performance of artistic merit. We respect all of these and documents equally, but we could find no generic expression that would adequately include all forms of the various capstone works in advanced graduate study.

more comprehensive, and more mature professional and scholarly treatment of the subject.

Proposal : A proposal (synonymous with “overview”) is a written plan for a thesis or for a dissertation developed by a student for consideration and possible approval by a THESIS AND DISSERTATION committee.

THESIS AND DISSERTATION Committee : The THESIS AND DISSERTATION committee is a group of faculty members, usually at least three for the thesis and four for the dissertation , responsible for assisting the student in planning a proposal, for determining if it is approvable, for guiding the student in the conduct of the study and in preparing the THESIS AND DISSERTATION, and for examining the student at the end of the process.

THESIS AND DISSERTATION Advisor : The THESIS AND DISSERTATION advisor is the faculty member officially designated to chair the THESIS AND DISSERTATION committee and to have chief responsibility for the student’s guidance in all matters through the process; sometimes also called the research advisor; not necessarily the student’s academic advisor.

THESIS AND DISSERTATION Chairperson : The chairperson and the THESIS AND DISSERTATION advisor may be the same person or they may be two different persons. In the latter case, the chairperson has primary responsibility for convening meetings of the committee, monitoring matters of regulation and protocol that need to be observed, and ensuring that the student’s rights and privileges and those of the faculty members are understood and not abridged. Thus, the research advisor has primary responsibility for guiding the student in the conduct of the study and in the preparation of the THESIS AND DISSERTATION document.

Graduate Office : The graduate office is the university office with responsibility for issuing, implementing, and interpreting regulations about the THESIS AND DISSERTATION, such as forms to be used, time schedule of events, and style guides. This office also usually has record maintenance functions. For the honors thesis, the above functions are usually located in the office of the dean of the honors college.

Academic and Professional Disciplines : There will be occasions to refer to substantive bodies of knowledge in the sciences, humanities, and arts (such as physiology, history, literature, philosophy, chemistry, and music), as well as reasons to refer to such professional fields as education, law, social work, nursing, and engineering. In many lexicons, these bodies of knowledge are called “disciplines.” In order to clarify a distinction that is grounded in a real difference, we refer separately to the “academic” disciplines and the “professional” disciplines, as in Fig. 1-2.

The person trained in an academic discipline is master of a large and involved, but unified, body of knowledge and is primarily interested in adding to that body of content. The person trained in a professional discipline, on the other hand, is master of diversified information and concepts that focus on the efficient and effective conduct of some operation, such as teaching, treating an illness, trying a case in court, or designing or directing plays. So, it is reasonable to expect that THESIS AND DISSERTATIONs done in the academic disciplines and the professional disciplines would differ.

Figure 1-2 Examples of academic and professional disciplines.