The Students Guide to Preparing Dissertations and Theses
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This practical guide has been designed to help any students who are required to prepare dissertations or theses, either as part of their courses or in partial fulfillment of the requirements for the award of research degrees. Based on his own experience in teaching, the author has produced a guide which covers everything the student wants to know - from layout of the title page to producing a bibliography. Clear examples for each layout and design suggestions are provided in every chapter.
methods. Although a completed dissertation or thesis is presented as a coherent, sequential ordering of aims, procedures and outcomes, it is rarely written by starting on page one and continuing through to the end. It is usual for the constituent parts to be written, re®ned and rewritten several times. Revising the order in which the parts are to be presented often requires other adjustments to be made. Furthermore, as the introduction is intended to tell the reader what to expect in the
Chapter 17 Abbreviations Many institutions, national bodies, academic awards and so on are commonly known by their acronyms or the initials of the full title. While such acronyms or abbreviations are acceptable within the text of the dissertation, the name or title is written out in full the ®rst time it occurs so that it is properly identi®ed. . . . within the Codes of Practices of the Quality Assurance Agency for Higher Education for the regulations concerning assessing students. While the
research. The particular procedures and strategies implicit in all of these methods have been developed through practice over long periods of time. Clearly, the kind of research question being asked determines the principal method through which it can be answered and, reciprocally, a particular research method being used prescribes the kind of question for which an answer may be sought. In practice, although a particular research problem may be pursued through one of the principal research
subject ®eld, which few students are likely to have. However, ®nding a topic need not be overly stressful if the task is undertaken systematically and with common sense. In general, there are ®ve main sources for research topics and these apply to all disciplines: . . . . . the `felt need' to address an identi®ed problem or question; the existing literature of the subject ®eld; the deeper knowledge of a ®eld held by research supervisors; the thrust of institutional research in a particular
The publication of research reports in professional journals is characteristic of most subject ®elds that engage in advanced work. Most of these journals are published under the aegis of professional bodies or subject associations and, as many of these have a national and international readership, the quality of the content is usually very high. Introduction 9 Many editorial boards use expert `referees' to review articles or reports submitted for consideration for publication and to judge