dissertation research question examples

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Research Question Examples – Guide & Tips

Published by Owen Ingram at August 13th, 2021 , Revised On April 4, 2024

All research questions should be focused, researchable, feasible to answer, specific to find results, complex, and relevant to your field of study. The research question’s factors will be; the research problem , research type , project length, and time frame.

Research questions provide boundaries to your research project and provide a clear approach to collect and compile data. Understanding your research question better is necessary to find unique facts and figures to publish your research.

Search and study some research question examples or research questions relevant to your field of study before writing your own research question.

Research Questions for Dissertation Examples

Below are 10 examples of research questions that will enable you to develop research questions for your research.

These examples will help you to check whether your chosen research questions can be addressed or whether they are too broad to find a conclusive answer.

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A dissertation is an important milestone no matter what academic level or subject it is. You will be asked to write a dissertation on a topic of your choice and make a substantial contribution to academic and scientific communities.

The project will start with the planning and designing of a project before the actual write-up phase. There are many stages in the dissertation process , but the most important is developing a research question that guides your research.

If you are starting your dissertation, you will have to conduct preliminary research to find a problem and research gap as the first step of the process. The second step is to write research questions that specify your topic and the relevant problem you want to address.

How can we Help you with Research Questions?

If you are still unsure about writing dissertation research questions and perhaps want to see more examples , you might be interested in getting help from our dissertation writers.

At ResearchProspect, we have UK-qualified writers holding Masters and PhD degrees in all academic subjects. Whether you need help with only developing research questions or any other aspect of your dissertation paper , we are here to help you achieve your desired grades for an affordable price.

Frequently Asked Questions

What are some examples of a research question.

Examples of research questions:

How does social media influence self-esteem in adolescents?
What are the economic impacts of climate change on agriculture?
What factors contribute to employee job satisfaction in the tech industry?
How does exercise frequency affect cardiovascular health?
What is the relationship between sleep duration and academic performance in college students?

What are some examples of research questions in the classroom?

How do interactive whiteboards impact student engagement?
Does peer tutoring improve maths proficiency?
How does classroom seating arrangement influence student participation?
What’s the effect of gamified learning on student motivation?
Does integrating technology in lessons enhance critical thinking skills?
How does feedback frequency affect student performance?

What are some examples of research questions in Geography?

How does urbanisation impact local microclimates?
What factors influence water scarcity in Region X?
How do migration patterns correlate with economic disparities?
What’s the relationship between deforestation and soil erosion in Area Y?
How have coastlines changed over the past decade?
Why are certain regions’ biodiversity hotspots?

What are some examples of research questions in Psychology?

How does social media usage affect adolescent self-esteem?
What factors contribute to resilience in trauma survivors?
How does sleep deprivation impact decision-making abilities?
Are certain teaching methods more effective for children with ADHD?
What are the psychological effects of long-term social isolation?
How do early attachments influence adult relationships?

What are the three basic research questions?

The three basic types of research questions are:

Descriptive: Seeks to depict a phenomenon or issue. E.g., “What are the symptoms of depression?”
Relational: Investigates relationships between variables. E.g., “Is there a correlation between stress and heart disease?”
Causal: Determines cause and effect. E.g., “Does smoking cause lung cancer?”

How to Write a Good Research Question (w/ Examples)

What is a Research Question?

A research question is the main question that your study sought or is seeking to answer. A clear research question guides your research paper or thesis and states exactly what you want to find out, giving your work a focus and objective. Learning how to write a hypothesis or research question is the start to composing any thesis, dissertation, or research paper. It is also one of the most important sections of a research proposal .

A good research question not only clarifies the writing in your study; it provides your readers with a clear focus and facilitates their understanding of your research topic, as well as outlining your study’s objectives. Before drafting the paper and receiving research paper editing (and usually before performing your study), you should write a concise statement of what this study intends to accomplish or reveal.

Research Question Writing Tips

Listed below are the important characteristics of a good research question:

A good research question should:

Be clear and provide specific information so readers can easily understand the purpose.
Be focused in its scope and narrow enough to be addressed in the space allowed by your paper
Be relevant and concise and express your main ideas in as few words as possible, like a hypothesis.
Be precise and complex enough that it does not simply answer a closed “yes or no” question, but requires an analysis of arguments and literature prior to its being considered acceptable.
Be arguable or testable so that answers to the research question are open to scrutiny and specific questions and counterarguments.

Some of these characteristics might be difficult to understand in the form of a list. Let’s go into more detail about what a research question must do and look at some examples of research questions.

The research question should be specific and focused

Research questions that are too broad are not suitable to be addressed in a single study. One reason for this can be if there are many factors or variables to consider. In addition, a sample data set that is too large or an experimental timeline that is too long may suggest that the research question is not focused enough.

A specific research question means that the collective data and observations come together to either confirm or deny the chosen hypothesis in a clear manner. If a research question is too vague, then the data might end up creating an alternate research problem or hypothesis that you haven’t addressed in your Introduction section .

The research question should be based on the literature

An effective research question should be answerable and verifiable based on prior research because an effective scientific study must be placed in the context of a wider academic consensus. This means that conspiracy or fringe theories are not good research paper topics.

Instead, a good research question must extend, examine, and verify the context of your research field. It should fit naturally within the literature and be searchable by other research authors.

References to the literature can be in different citation styles and must be properly formatted according to the guidelines set forth by the publishing journal, university, or academic institution. This includes in-text citations as well as the Reference section .

The research question should be realistic in time, scope, and budget

There are two main constraints to the research process: timeframe and budget.

A proper research question will include study or experimental procedures that can be executed within a feasible time frame, typically by a graduate doctoral or master’s student or lab technician. Research that requires future technology, expensive resources, or follow-up procedures is problematic.

A researcher’s budget is also a major constraint to performing timely research. Research at many large universities or institutions is publicly funded and is thus accountable to funding restrictions.

The research question should be in-depth

Research papers, dissertations and theses , and academic journal articles are usually dozens if not hundreds of pages in length.

A good research question or thesis statement must be sufficiently complex to warrant such a length, as it must stand up to the scrutiny of peer review and be reproducible by other scientists and researchers.

Research Question Types

Qualitative and quantitative research are the two major types of research, and it is essential to develop research questions for each type of study.

Quantitative Research Questions

Quantitative research questions are specific. A typical research question involves the population to be studied, dependent and independent variables, and the research design.

In addition, quantitative research questions connect the research question and the research design. In addition, it is not possible to answer these questions definitively with a “yes” or “no” response. For example, scientific fields such as biology, physics, and chemistry often deal with “states,” in which different quantities, amounts, or velocities drastically alter the relevance of the research.

As a consequence, quantitative research questions do not contain qualitative, categorical, or ordinal qualifiers such as “is,” “are,” “does,” or “does not.”

Categories of quantitative research questions

Qualitative research questions.

In quantitative research, research questions have the potential to relate to broad research areas as well as more specific areas of study. Qualitative research questions are less directional, more flexible, and adaptable compared with their quantitative counterparts. Thus, studies based on these questions tend to focus on “discovering,” “explaining,” “elucidating,” and “exploring.”

Categories of qualitative research questions

Quantitative and qualitative research question examples.

stacks of books in black and white; research question examples

Good and Bad Research Question Examples

Below are some good (and not-so-good) examples of research questions that researchers can use to guide them in crafting their own research questions.

Research Question Example 1

The first research question is too vague in both its independent and dependent variables. There is no specific information on what “exposure” means. Does this refer to comments, likes, engagement, or just how much time is spent on the social media platform?

Second, there is no useful information on what exactly “affected” means. Does the subject’s behavior change in some measurable way? Or does this term refer to another factor such as the user’s emotions?

Research Question Example 2

In this research question, the first example is too simple and not sufficiently complex, making it difficult to assess whether the study answered the question. The author could really only answer this question with a simple “yes” or “no.” Further, the presence of data would not help answer this question more deeply, which is a sure sign of a poorly constructed research topic.

The second research question is specific, complex, and empirically verifiable. One can measure program effectiveness based on metrics such as attendance or grades. Further, “bullying” is made into an empirical, quantitative measurement in the form of recorded disciplinary actions.

Steps for Writing a Research Question

Good research questions are relevant, focused, and meaningful. It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier.

1. Start with an interesting and relevant topic

Choose a research topic that is interesting but also relevant and aligned with your own country’s culture or your university’s capabilities. Popular academic topics include healthcare and medical-related research. However, if you are attending an engineering school or humanities program, you should obviously choose a research question that pertains to your specific study and major.

Below is an embedded graph of the most popular research fields of study based on publication output according to region. As you can see, healthcare and the basic sciences receive the most funding and earn the highest number of publications.

2. Do preliminary research

You can begin doing preliminary research once you have chosen a research topic. Two objectives should be accomplished during this first phase of research. First, you should undertake a preliminary review of related literature to discover issues that scholars and peers are currently discussing. With this method, you show that you are informed about the latest developments in the field.

Secondly, identify knowledge gaps or limitations in your topic by conducting a preliminary literature review . It is possible to later use these gaps to focus your research question after a certain amount of fine-tuning.

3. Narrow your research to determine specific research questions

You can focus on a more specific area of study once you have a good handle on the topic you want to explore. Focusing on recent literature or knowledge gaps is one good option.

By identifying study limitations in the literature and overlooked areas of study, an author can carve out a good research question. The same is true for choosing research questions that extend or complement existing literature.

4. Evaluate your research question

Make sure you evaluate the research question by asking the following questions:

Is my research question clear?

The resulting data and observations that your study produces should be clear. For quantitative studies, data must be empirical and measurable. For qualitative, the observations should be clearly delineable across categories.

Is my research question focused and specific?

A strong research question should be specific enough that your methodology or testing procedure produces an objective result, not one left to subjective interpretation. Open-ended research questions or those relating to general topics can create ambiguous connections between the results and the aims of the study.

Is my research question sufficiently complex?

The result of your research should be consequential and substantial (and fall sufficiently within the context of your field) to warrant an academic study. Simply reinforcing or supporting a scientific consensus is superfluous and will likely not be well received by most journal editors.

reverse triangle chart, how to write a research question

Editing Your Research Question

Your research question should be fully formulated well before you begin drafting your research paper. However, you can receive English paper editing and proofreading services at any point in the drafting process. Language editors with expertise in your academic field can assist you with the content and language in your Introduction section or other manuscript sections. And if you need further assistance or information regarding paper compositions, in the meantime, check out our academic resources , which provide dozens of articles and videos on a variety of academic writing and publication topics.

Dissertations & projects: Research questions

Research questions
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“The central question that you ask or hypothesis you frame drives your research: it defines your purpose.” Bryan Greetham, How to Write Your Undergraduate Dissertation

This page gives some help and guidance in developing a realistic research question. It also considers the role of sub-questions and how these can influence your methodological choices.

Choosing your research topic

You may have been provided with a list of potential topics or even specific questions to choose from. It is more common for you to have to come up with your own ideas and then refine them with the help of your tutor. This is a crucial decision as you will be immersing yourself in it for a long time.

Some students struggle to find a topic that is sufficiently significant and yet researchable within the limitations of an undergraduate project. You may feel overwhelmed by the freedom to choose your own topic but you could get ideas by considering the following:

Choose a topic that you find interesting . This may seem obvious but a lot of students go for what they think will be easy over what they think will be interesting - and regret it when they realise nothing is particularly easy and they are bored by the work. Think back over your lectures or talks from visiting speakers - was there anything you really enjoyed? Was there anything that left you with questions?

Choose something distinct . Whilst at undergraduate level you do not have to find something completely unique, if you find something a bit different you have more opportunity to come to some interesting conclusions. Have you some unique experiences that you can bring: personal biography, placements, study abroad etc?

Don't make your topic too wide . If your topic is too wide, it will be harder to develop research questions that you can actually answer in the context of a small research project.

Don't make your work too narrow . If your topic is too narrow, you will not be able to expand on the ideas sufficiently and make useful conclusions. You may also struggle to find enough literature to support it.

Scope out the field before deciding your topic . This is especially important if you have a few different options and are not sure which to pick. Spend a little time researching each one to get a feel for the amount of literature that exists and any particular avenues that could be worth exploring.

Think about your future . Some topics may fit better than others with your future plans, be they for further study or employment. Becoming more expert in something that you may have to be interviewed about is never a bad thing!

Once you have an idea (or even a few), speak to your tutor. They will advise on whether it is the right sort of topic for a dissertation or independent study. They have a lot of experience and will know if it is too much to take on, has enough material to build on etc.

Developing a research question or hypothesis

Research question vs hypothesis.

First, it may be useful to explain the difference between a research question and a hypothesis. A research question is simply a question that your research will address and hopefully answer (or give an explanation of why you couldn't answer it). A hypothesis is a statement that suggests how you expect something to function or behave (and which you would test to see if it actually happens or not).

Research question examples

How significant is league table position when students choose their university?
What impact can a diagnosis of depression have on physical health?

Note that these are open questions - i.e. they cannot be answered with a simple 'yes' or 'no'. This is the best form of question.

Hypotheses examples

Students primarily choose their university based on league table position.
A diagnosis of depression can impact physical health.

Note that these are things that you can test to see if they are true or false. This makes them more definite then research questions - but you can still answer them more fully than 'no they don't' or 'yes it does'. For example, in the above examples you would look to see how relevant other factors were when choosing universities and in what ways physical health may be impacted.

For more examples of the same topic formulated as hypotheses, research questions and paper titles see those given at the bottom of this document from Oakland University: Formulation of Research Hypothesis

Which do you need?

Generally, research questions are more common in the humanities, social sciences and business, whereas hypotheses are more common in the sciences. This is not a hard rule though, talk things through with your supervisor to see which they are expecting or which they think fits best with your topic.

What makes a good research question or hypothesis?

Unless you are undertaking a systematic review as your research method, you will develop your research question as a result of reviewing the literature on your broader topic. After all, it is only by seeing what research has already been done (or not) that you can justify the need for your question or your approach to answering it. At the end of that process, you should be able to come up with a question or hypothesis that is:

Clear (easily understandable)
Focused (specific not vague or huge)
Answerable (the data is available and analysable in the time frame)
Relevant (to your area of study)
Significant (it is worth answering)

You can try a few out, using a table like this (yours would all be in the same discipline):

A similar, though different table is available from the University of California: What makes a good research topic? The completed table has some supervisor comments which may also be helpful.

Ultimately, your final research question will be mutually agreed between yourself and your supervisor - but you should always bring your own ideas to the conversation.

The role of sub-questions

Your main research question will probably still be too big to answer easily. This is where sub-questions come in. They are specific, narrower questions that you can answer directly from your data.

So, looking at the question " How much do online users know and care about how their self-images can be used by Apple, Google, Microsoft and Facebook? " from the table above, the sub-questions could be:

What rights do the terms and conditions of signing up for Apple, Google, Microsoft and Facebook accounts give those companies regarding the use of self-images?
What proportion of users read the terms and conditions when creating accounts with these companies?
How aware are users of the rights they are giving away regarding their self-images when creating accounts with these companies?
How comfortable are users with giving away these rights?

The main research question is the overarching question with the subquestions filling in the blanks

Together, the answers to your sub-questions should enable you to answer the overarching research question.

How do you answer your sub-questions?

Depending on the type of dissertation/project your are undertaking, some (or all) the questions may be answered with information collected from the literature and some (or none) may be answered by analysing data directly collected as part of your primary empirical research .

In the above example, the first question would be answered by documentary analysis of the relevant terms and conditions, the second by a mixture of reviewing the literature and analysing survey responses from participants and the last two also by analysing survey responses. Different projects will require different approaches.

Some sub-questions could be answered from the literature review and others from empirical study

Some sub-questions could be answered by reviewing the literature and others from empirical study.

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What’s in a Qualitative Research Question?

Qualitative research questions are driven by the need for the study. Ideally, research questions are formulated as a result of the problem and purpose, which leads to the identification of the methodology. When a qualitative methodology is chosen, research questions should be exploratory and focused on the actual phenomenon under study.

From the Dissertation Center, Chapter 1: Research Question Overview , there are several considerations when forming a qualitative research question. Qualitative research questions should

Below is an example of a qualitative phenomenological design. Note the use of the term “lived experience” in the central research question. This aligns with phenomenological design.

RQ1: “ What are the lived experiences of followers of mid-level managers in the financial services sector regarding their well-being on the job?”

If the researcher wants to focus on aspects of the theory used to support the study or dive deeper into aspects of the central RQ, sub-questions might be used. The following sub-questions could be formulated to seek further insight:

RQ1a. “How do followers perceive the quality and adequacy of the leader-follower exchanges between themselves and their novice leaders?”

RQ1b. “Under what conditions do leader-member exchanges affect a follower’s own level of well-being?”

Qualitative research questions also display the desire to explore or describe phenomena. Qualitative research seeks the lived experience, the personal experiences, the understandings, the meanings, and the stories associated with the concepts present in our studies.

We want to ensure our research questions are answerable and that we are not making assumptions about our sample. View the questions below:

How do healthcare providers perceive income inequality when providing care to poor patients?

In Example A, we see that there is no specificity of location or geographic areas. This could lead to findings that are varied, and the researcher may not find a clear pattern. Additionally, the question implies the focus is on “income inequality” when the actual focus is on the provision of care. The term “poor patients” can also be offensive, and most providers will not want to seem insensitive and may perceive income inequality as a challenge (of course!).

How do primary care nurses in outreach clinics describe providing quality care to residents of low-income urban neighborhoods?

In Example B, we see that there is greater specificity in the type of care provider. There is also a shift in language so that the focus is on how the individuals describe what they think about, experience, and navigate providing quality care.

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Research Question Examples – Get Inspiration for Your Research Paper

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When writing a thesis, dissertation, or any other type of research paper , the research question represents one of the core elements. The research question is typically adjusted and refined throughout the entire research process , as it is difficult to compress the studied issues or focus points into one defining question.

In this article, we provide information on how to create an optimal research question with research question examples.

Inhaltsverzeichnis

1 In a Nutshell: Research question examples
2 Definition: Research question examples
3 Types of research question examples
4 Research question examples

In a Nutshell: Research question examples

The goal of a research paper is to answer the research question.
This article provides research question examples that are based on quantitative, qualitative, and mixed-methods approaches.
The FINER criteria model is a useful tool to check whether a research question is of good quality.
This article provides a variety of research question examples that should be avoided and their respective corrected versions.

Definition: Research question examples

Research questions are fundamental in a research study, as they depict the topics and issues that are discussed and analyzed and help define a systematic research process . In other words, the aim of a study is to answer the respective research question.

Other imperative research components such as the methodology and hypotheses can be determined through the research question. Research questions can be categorized into 3 different types:

Qualitative research questions
Quantitative research questions
Mixed-methods research questions

Types of research question examples

Depending on your research design, the research question is determined by the methods you use. The following table shows research question examples for the different types of research:

The FINER criteria

The FINER criteria model consists of 5 components, which can be checked off to determine whether a research question is of high quality:

It is important to make sure that the research question is feasible. This means that the issues in question need to be realistic to investigate. To ensure feasibility, it should be considered whether the researcher is able to collect data for the research and if the researcher possesses the right skills and resources to do so.

Interesting

When constructing a research question, it is essential that it does not only interest the researcher, but also the society or community that may be confronted by a research topic.

When conducting research, you should aim for an investigation that can contribute to already existing findings and studies.

Ethical considerations should be respected in order to construct good research questions. This means that they should be approved by relevant review boards and authorities.

It is essential to consider whether your research is relevant to your study field and the general public.

Research question examples

The following table shows bad research question examples and improved versions with respective explanations:

Explanation

How does sugar impact your body?

This question is too broad for research.

How does a daily dose of 35 g of sugar impact the energy levels of 25-35-year-old women?

This question is more specified and can be researched with a mixed-methods approach.

Why is there a housing crisis in Denmark?

Starting a research question with “why” often indicates that it is not specific enough. There are too many ways to answer it.

How do internationalization policies at Danish universities impact the vacancy and affordability of housing in Denmark?

This question is more narrowed to a particular issue, which indicates a much clearer direction of research.

Are the unemployment policies better in the US or in Australia?

This question is too subjective, as an assumption is made with no clear supportive research.

How do the US and Australia compare in unemployment benefits among the lower class with mental health problems?

This question is more objective and does not make any assumptions of possible outcomes. It is also specified to a focus group, which makes the topic more researchable.

How can more people be urged to participate in the regional elections?

Broad normative questions are generally not relevant to use in research.

What strategies may help to motivate the 18-30-year-old population to participate in the regional elections?

This question indicates that there are possible solutions as the question is more specified.

Did drug abuse increase in Germany in the past 5 years?

Questions that can be answered with yes or no should be avoided.

How has the number of drug abuse cases been impacted by social, economic, and political aspects in Germany in the past 5 years?

This question has more depth and requires research to be answered.

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What are some good research question examples?

What are the experiences of caretakers interacting with autistic children at their work?
What are the viewpoints of student workers at government facilities?
What were the voting rates in the 2016 US presidential election compared to the one before?
What is the demographic of Japan in 2023 compared to 2013?

What makes a good research question example?

Firstly, it is important to choose what type of research question: Qualitative, quantitative, or mixed methods research questions. The FINER criteria model can help construct a good research question.

What is an example of a good and bad research question?

✘ How does sugar impact your body?

✓ How does a daily dose of 35 g of sugar impact the energy levels of 25-35-year-old women?

There are even more well-written and bad research question examples in this article.

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How To Write A Dissertation Or Thesis

8 straightforward steps to craft an a-grade dissertation.

By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020

Writing a dissertation or thesis is not a simple task. It takes time, energy and a lot of will power to get you across the finish line. It’s not easy – but it doesn’t necessarily need to be a painful process. If you understand the big-picture process of how to write a dissertation or thesis, your research journey will be a lot smoother.

In this post, I’m going to outline the big-picture process of how to write a high-quality dissertation or thesis, without losing your mind along the way. If you’re just starting your research, this post is perfect for you. Alternatively, if you’ve already submitted your proposal, this article which covers how to structure a dissertation might be more helpful.

How To Write A Dissertation: 8 Steps

Clearly understand what a dissertation (or thesis) is
Find a unique and valuable research topic
Craft a convincing research proposal
Write up a strong introduction chapter
Review the existing literature and compile a literature review
Design a rigorous research strategy and undertake your own research
Present the findings of your research
Draw a conclusion and discuss the implications

Step 1: Understand exactly what a dissertation is

This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.

So, what is a dissertation?

At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:

Ask a very specific, well-articulated question (s) (your research topic)
See what other researchers have said about it (if they’ve already answered it)
If they haven’t answered it adequately, undertake your own data collection and analysis in a scientifically rigorous fashion
Answer your original question(s), based on your analysis findings

A dissertation or thesis is a formal piece of research, reflecting the standard four step academic research process.

In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:

Started with a vague, poorly articulated question
Not taken the time to see what research has already been done regarding the question
Collected data and opinions that support their gut and undertaken a flimsy analysis
Drawn a shaky conclusion, based on that analysis

If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.

The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.

If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!

A dissertation is not an opinion piece, nor a place to push your agenda or try to convince someone of your position.

Step 2: Find a unique, valuable research topic

As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…

A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:

Let’s take a closer look at these:

Attribute #1: Clear

Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.

Here’s an example of a clearly articulated research topic:

An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.

As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).

Need a helping hand?

Attribute #2: Unique

Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).

For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.

One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.

Attribute #3: Important

Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.

For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.

So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊

Step 3: Write a convincing research proposal

Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.

So, what’s in a research proposal?

The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:

You have a clearly articulated, unique and important topic (this might sound familiar…)
You’ve done some initial reading of the existing literature relevant to your topic (i.e. a literature review)
You have a provisional plan in terms of how you will collect data and analyse it (i.e. a methodology)

At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).

Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .

So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .

Step 4: Craft a strong introduction chapter

Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.

Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.

What’s the introduction chapter all about?

The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.

What goes into the introduction chapter?

This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:

A brief background to the study, explaining the overall area of research
A problem statement , explaining what the problem is with the current state of research (in other words, where the knowledge gap exists)
Your research questions – in other words, the specific questions your study will seek to answer (based on the knowledge gap)
The significance of your study – in other words, why it’s important and how its findings will be useful in the world

As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.

How do I write the introduction chapter, you ask? We cover that in detail in this post .

The introduction chapter is where you set the scene for your research, detailing exactly what you’ll be researching and why it’s important.

Step 5: Undertake an in-depth literature review

As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.

Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .

Literature Review Step 2: Writing up

Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:

You need to synthesise the existing research , not just summarise it. In other words, you need to show how different pieces of theory fit together, what’s agreed on by researchers, what’s not.
You need to highlight a research gap that your research is going to fill. In other words, you’ve got to outline the problem so that your research topic can provide a solution.
You need to use the existing research to inform your methodology and approach to your own research design. For example, you might use questions or Likert scales from previous studies in your your own survey design .

As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .

But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .

Step 6: Carry out your own research

Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.

There are two steps here – designing your research strategy and executing on it:

1 – Design your research strategy

The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.

In this section, you’ll need to make firm decisions about your research design. This includes things like:

Your research philosophy (e.g. positivism or interpretivism )
Your overall methodology (e.g. qualitative , quantitative or mixed methods)
Your data collection strategy (e.g. interviews , focus groups, surveys)
Your data analysis strategy (e.g. content analysis , correlation analysis, regression)

If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.

2 – Execute: Collect and analyse your data

Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.

Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:

If you carry out interviews or focus groups, you’ll need to transcribe your audio data to text (i.e. a Word document).
If you collect quantitative survey data, you’ll need to clean up your data and get it into the right format for whichever analysis software you use (for example, SPSS, R or STATA).

Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.

The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:

If your research if exploratory in nature, you’ll often use qualitative analysis techniques .
If your research is confirmatory in nature, you’ll often use quantitative analysis techniques
If your research involves a mix of both, you might use a mixed methods approach

Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.

The research philosophy is at the core of the methodology chapter

Step 7: Present your findings

Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .

What’s the difference between the results chapter and the discussion chapter?

While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling – in other words, it provides your interpretation of the results.

For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:

Your results chapter would just present the results of the statistical tests. For example, correlation results or differences between groups. In other words, the processed numbers.
Your discussion chapter would explain what the numbers mean in relation to your research question(s). For example, Factor 1 has a weak relationship with consumer trust, while Factor 2 has a strong relationship.

Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.

Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).

For example, if we look at the sample research topic:

In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .

Your discussion here needs to link back to your research questions. It needs to answer the key questions you asked in your introduction.

For more information about the results chapter , check out this post for qualitative studies and this post for quantitative studies .

Step 8: The Final Step Draw a conclusion and discuss the implications

Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.

What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.

Sticking with the consumer trust topic example, the conclusion might look something like this:

Key findings

This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:

While the following factors have a very limited impact on consumer trust:

Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…

Implications

The findings having noteworthy implications for British low-cost online equity brokers. Specifically:

The large impact of Factors X and Y implies that brokers need to consider….

The limited impact of Factor E implies that brokers need to…

As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.

In the final chapter, you’ll bring your research full circle by highlighting the key findings of your study and the implications thereof.

Let’s recap – how to write a dissertation or thesis

You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.

To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:

Understand what a dissertation (or thesis) is – a research project that follows the research process.
Find a unique (original) and important research topic
Craft a convincing dissertation or thesis research proposal
Write a clear, compelling introduction chapter
Undertake a thorough review of the existing research and write up a literature review
Undertake your own research
Present and interpret your findings

Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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20 Comments

thankfull >>>this is very useful

Thank you, it was really helpful

unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.

Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.

This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.

Very rich presentation. Thank you

Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!

Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation

It is an amazing comprehensive explanation

This was straightforward. Thank you!

I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.

Thanks for the feedback and suggestions 🙂

Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*

Very educating.

Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.

Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.

thank you so much, that was so useful

Hi. Where is the excel spread sheet ark?

could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification

my topic is “the impact of domestic revenue mobilization.

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Methodology

Research Design | Step-by-Step Guide with Examples

Published on 5 May 2022 by Shona McCombes . Revised on 20 March 2023.

A research design is a strategy for answering your research question using empirical data. Creating a research design means making decisions about:

Your overall aims and approach
The type of research design you’ll use
Your sampling methods or criteria for selecting subjects
Your data collection methods
The procedures you’ll follow to collect data
Your data analysis methods

A well-planned research design helps ensure that your methods match your research aims and that you use the right kind of analysis for your data.

Step 1: consider your aims and approach, step 2: choose a type of research design, step 3: identify your population and sampling method, step 4: choose your data collection methods, step 5: plan your data collection procedures, step 6: decide on your data analysis strategies, frequently asked questions.

Introduction

Before you can start designing your research, you should already have a clear idea of the research question you want to investigate.

There are many different ways you could go about answering this question. Your research design choices should be driven by your aims and priorities – start by thinking carefully about what you want to achieve.

The first choice you need to make is whether you’ll take a qualitative or quantitative approach.

Qualitative research designs tend to be more flexible and inductive , allowing you to adjust your approach based on what you find throughout the research process.

Quantitative research designs tend to be more fixed and deductive , with variables and hypotheses clearly defined in advance of data collection.

It’s also possible to use a mixed methods design that integrates aspects of both approaches. By combining qualitative and quantitative insights, you can gain a more complete picture of the problem you’re studying and strengthen the credibility of your conclusions.

Practical and ethical considerations when designing research

As well as scientific considerations, you need to think practically when designing your research. If your research involves people or animals, you also need to consider research ethics .

How much time do you have to collect data and write up the research?
Will you be able to gain access to the data you need (e.g., by travelling to a specific location or contacting specific people)?
Do you have the necessary research skills (e.g., statistical analysis or interview techniques)?
Will you need ethical approval ?

At each stage of the research design process, make sure that your choices are practically feasible.

Prevent plagiarism, run a free check.

Within both qualitative and quantitative approaches, there are several types of research design to choose from. Each type provides a framework for the overall shape of your research.

Types of quantitative research designs

Quantitative designs can be split into four main types. Experimental and quasi-experimental designs allow you to test cause-and-effect relationships, while descriptive and correlational designs allow you to measure variables and describe relationships between them.

With descriptive and correlational designs, you can get a clear picture of characteristics, trends, and relationships as they exist in the real world. However, you can’t draw conclusions about cause and effect (because correlation doesn’t imply causation ).

Experiments are the strongest way to test cause-and-effect relationships without the risk of other variables influencing the results. However, their controlled conditions may not always reflect how things work in the real world. They’re often also more difficult and expensive to implement.

Types of qualitative research designs

Qualitative designs are less strictly defined. This approach is about gaining a rich, detailed understanding of a specific context or phenomenon, and you can often be more creative and flexible in designing your research.

The table below shows some common types of qualitative design. They often have similar approaches in terms of data collection, but focus on different aspects when analysing the data.

Your research design should clearly define who or what your research will focus on, and how you’ll go about choosing your participants or subjects.

In research, a population is the entire group that you want to draw conclusions about, while a sample is the smaller group of individuals you’ll actually collect data from.

Defining the population

A population can be made up of anything you want to study – plants, animals, organisations, texts, countries, etc. In the social sciences, it most often refers to a group of people.

For example, will you focus on people from a specific demographic, region, or background? Are you interested in people with a certain job or medical condition, or users of a particular product?

The more precisely you define your population, the easier it will be to gather a representative sample.

Sampling methods

Even with a narrowly defined population, it’s rarely possible to collect data from every individual. Instead, you’ll collect data from a sample.

To select a sample, there are two main approaches: probability sampling and non-probability sampling . The sampling method you use affects how confidently you can generalise your results to the population as a whole.

Probability sampling is the most statistically valid option, but it’s often difficult to achieve unless you’re dealing with a very small and accessible population.

For practical reasons, many studies use non-probability sampling, but it’s important to be aware of the limitations and carefully consider potential biases. You should always make an effort to gather a sample that’s as representative as possible of the population.

Case selection in qualitative research

In some types of qualitative designs, sampling may not be relevant.

For example, in an ethnography or a case study, your aim is to deeply understand a specific context, not to generalise to a population. Instead of sampling, you may simply aim to collect as much data as possible about the context you are studying.

In these types of design, you still have to carefully consider your choice of case or community. You should have a clear rationale for why this particular case is suitable for answering your research question.

For example, you might choose a case study that reveals an unusual or neglected aspect of your research problem, or you might choose several very similar or very different cases in order to compare them.

Data collection methods are ways of directly measuring variables and gathering information. They allow you to gain first-hand knowledge and original insights into your research problem.

You can choose just one data collection method, or use several methods in the same study.

Survey methods

Surveys allow you to collect data about opinions, behaviours, experiences, and characteristics by asking people directly. There are two main survey methods to choose from: questionnaires and interviews.

Observation methods

Observations allow you to collect data unobtrusively, observing characteristics, behaviours, or social interactions without relying on self-reporting.

Observations may be conducted in real time, taking notes as you observe, or you might make audiovisual recordings for later analysis. They can be qualitative or quantitative.

Other methods of data collection

There are many other ways you might collect data depending on your field and topic.

If you’re not sure which methods will work best for your research design, try reading some papers in your field to see what data collection methods they used.

Secondary data

If you don’t have the time or resources to collect data from the population you’re interested in, you can also choose to use secondary data that other researchers already collected – for example, datasets from government surveys or previous studies on your topic.

With this raw data, you can do your own analysis to answer new research questions that weren’t addressed by the original study.

Using secondary data can expand the scope of your research, as you may be able to access much larger and more varied samples than you could collect yourself.

However, it also means you don’t have any control over which variables to measure or how to measure them, so the conclusions you can draw may be limited.

As well as deciding on your methods, you need to plan exactly how you’ll use these methods to collect data that’s consistent, accurate, and unbiased.

Planning systematic procedures is especially important in quantitative research, where you need to precisely define your variables and ensure your measurements are reliable and valid.

Operationalisation

Some variables, like height or age, are easily measured. But often you’ll be dealing with more abstract concepts, like satisfaction, anxiety, or competence. Operationalisation means turning these fuzzy ideas into measurable indicators.

If you’re using observations , which events or actions will you count?

If you’re using surveys , which questions will you ask and what range of responses will be offered?

You may also choose to use or adapt existing materials designed to measure the concept you’re interested in – for example, questionnaires or inventories whose reliability and validity has already been established.

Reliability and validity

Reliability means your results can be consistently reproduced , while validity means that you’re actually measuring the concept you’re interested in.

For valid and reliable results, your measurement materials should be thoroughly researched and carefully designed. Plan your procedures to make sure you carry out the same steps in the same way for each participant.

If you’re developing a new questionnaire or other instrument to measure a specific concept, running a pilot study allows you to check its validity and reliability in advance.

Sampling procedures

As well as choosing an appropriate sampling method, you need a concrete plan for how you’ll actually contact and recruit your selected sample.

That means making decisions about things like:

How many participants do you need for an adequate sample size?
What inclusion and exclusion criteria will you use to identify eligible participants?
How will you contact your sample – by mail, online, by phone, or in person?

If you’re using a probability sampling method, it’s important that everyone who is randomly selected actually participates in the study. How will you ensure a high response rate?

If you’re using a non-probability method, how will you avoid bias and ensure a representative sample?

Data management

It’s also important to create a data management plan for organising and storing your data.

Will you need to transcribe interviews or perform data entry for observations? You should anonymise and safeguard any sensitive data, and make sure it’s backed up regularly.

Keeping your data well organised will save time when it comes to analysing them. It can also help other researchers validate and add to your findings.

On their own, raw data can’t answer your research question. The last step of designing your research is planning how you’ll analyse the data.

Quantitative data analysis

In quantitative research, you’ll most likely use some form of statistical analysis . With statistics, you can summarise your sample data, make estimates, and test hypotheses.

Using descriptive statistics , you can summarise your sample data in terms of:

The distribution of the data (e.g., the frequency of each score on a test)
The central tendency of the data (e.g., the mean to describe the average score)
The variability of the data (e.g., the standard deviation to describe how spread out the scores are)

The specific calculations you can do depend on the level of measurement of your variables.

Using inferential statistics , you can:

Make estimates about the population based on your sample data.
Test hypotheses about a relationship between variables.

Regression and correlation tests look for associations between two or more variables, while comparison tests (such as t tests and ANOVAs ) look for differences in the outcomes of different groups.

Your choice of statistical test depends on various aspects of your research design, including the types of variables you’re dealing with and the distribution of your data.

Qualitative data analysis

In qualitative research, your data will usually be very dense with information and ideas. Instead of summing it up in numbers, you’ll need to comb through the data in detail, interpret its meanings, identify patterns, and extract the parts that are most relevant to your research question.

Two of the most common approaches to doing this are thematic analysis and discourse analysis .

There are many other ways of analysing qualitative data depending on the aims of your research. To get a sense of potential approaches, try reading some qualitative research papers in your field.

A sample is a subset of individuals from a larger population. Sampling means selecting the group that you will actually collect data from in your research.

For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

Statistical sampling allows you to test a hypothesis about the characteristics of a population. There are various sampling methods you can use to ensure that your sample is representative of the population as a whole.

Operationalisation means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioural avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalise the variables that you want to measure.

The research methods you use depend on the type of data you need to answer your research question .

If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts, and meanings, use qualitative methods .
If you want to analyse a large amount of readily available data, use secondary data. If you want data specific to your purposes with control over how they are generated, collect primary data.
If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

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Completing Your Qualitative Dissertation: A Road Map from Beginning to End

Student resources, 101 qualitative dissertation questions.

These questions and answers correlate to pages in Completing Your Qualitative Dissertation: A Road Map from Beginning to End, Third Edition , which you have purchased.

As teachers of qualitative research and advisors of doctoral students, we have witnessed and experienced many of the frustrations of students confronted with the academic challenge of writing a dissertation. The questions below have been raised time and again in conversations with students and research colleagues. The intent of including these questions in the companion website for Completing Your Qualitative Dissertation: A Road Map From Beginning to End is that they will hopefully stimulate critical thinking, reflection, and dialogue, thereby motivating doctoral students or prospective doctoral students to seek and consult additional relevant texts and resources in order to delve deeper into the many issues raised. These questions might also be used to prompt discussion between doctoral students and their advisors.

One caveat in compiling this list of questions is to demystify the dissertation process but not to sacrifice intellectual rigor for the sake of simplification. Completing a qualitative dissertation indeed is a rigorous and demanding process, and understanding the process means grasping many complex and interrelated issues. As a second caveat, one must remember that while most institutions will approach the dissertation in common ways, at the same time there are differences in terms of the organization and presentation, as well as distinct differences in terms of what and how qualitative language and terminology are used. This book presents information as guidelines that are meant to be flexible per institutional expectations and requirements, and subject to modification depending on your institution, department, and program. As such, students should always consult with their advisors and committee members to ascertain specific or particular institutional or departmental requirements.

The questions and answers correspond to the book’s structure and are divided into eight parts:

Parts 1–2 cover conceptual information; that is, the thinking and planning aspects of the dissertation. Parts 3–6 cover the practical aspects involved in preparing to actually write the dissertation. Part 7 includes the detailed requirements related to each of the chapters that compose the dissertation. Part 8 provides the information that one needs regarding the various activities that occur after writing the dissertation.

Part 1: Planning and Gearing Up
Part 2: Choosing an Appropriate Qualitative Approach
Part 3: Preparing and Writing the Proposal

Part 4: Conducting the Research: Data Collection

Part 5: conducting the research: data analysis, part 6: conducting the research: interpretation and synthesis.

Part 7: Writing Up and Presenting the Research

Part 8: Planning for the Dissertation Defense and Beyond

Part 9: preparing for the defense, part 1: planning and gearing up.

1. How does qualitative research and quantitative research differ, and what are the defining features of qualitative research?

Rather than determine cause and effect, or predict or describe the distribution of an attribute among a population, qualitative researchers are interested in understanding how people interpret their experiences and how they construct their worlds. The two paradigms or orientations that inform qualitative research, namely Interpretivism and Critical Theory, place emphasis on seeking understanding of the meanings of human actions and experiences, and on generating accounts of meaning from the viewpoints of those involved. Both paradigms assume that reality is socially constructed and that there is no single observable reality, but rather multiple realities or interpretations. For more information regarding the key defining features of qualitative research, see pages 37–44; 53–55 .

2. What is implied by “rigor” in qualitative research, and what does it mean to conduct a “rigorous” qualitative study?

Sound research requires a systematic and rigorous approach to the design and implementation of the study, the collection and analysis of data, and the interpretation and reporting of findings. Central to the rigor of qualitative research is whether participants’ perspectives have been authentically represented in the research process, and whether the findings are coherent in the sense that they “fit” the data and social context from which they were derived. Because rigor is about being very transparent, evaluating the quality of qualitative research includes criteria that are concerned with good practice in the conduct of the research (methodological rigor), as well as criteria related to the trustworthiness of interpretations made (interpretive rigor). For more information regarding rigor vis-à-vis qualitative research, refer to pages 162–164; 240–242 .

3. Writing a qualitative dissertation is a long and iterative process. What exactly is this “process,” and what should a student expect?

Writing a dissertation is a process but not one that is neat and linear. This work is intellectually rigorous—requiring intensive thinking, preparation, and planning—and is very much a matter of having tenacity, perseverance, and patience. For most people, conducting research and writing a document such as this is a first-time endeavor, an undertaking for which there is little experience. For a broad overview of the qualitative dissertation process, see page 3 .

4. How does one manage data in the most efficient and practical manner throughout the dissertation process?

As you proceed with your research, you will begin to gather and accumulate a diverse array of material that has potential relevance. You certainly do not want to lose any of your material, nor do you want to drown in it. Organizing and managing dissertation-related “stuff” right from the beginning is essential to getting on track and staying focused. For more information regarding data management strategies, see pages 19–20; 65–66 .

5. How can I start thinking about planning my time and resources?

The ability to focus, problem-solve, and make informed decisions at every step of the way will bring your study to completion. Because the time commitment required is substantial, you will need to pace yourself from the beginning. For some practical strategies, suggestions, and tips, see pages 20–23.

6. What would be a realistic timeline in which to complete my dissertation, and how can I remain practical about this?

If you work on your dissertation only when you feel like it, the project will most likely never be completed. Scheduling your time allows you to develop a plan for writing, and also helps reduce the pressure associated with deadlines, as well as the tendency to procrastinate. Moreover, setting a schedule also helps integrate your writing into the rest of your life. There are some basic principles for developing an effective writing schedule, and these can be found on pages 35–36.

7. Journaling is said to be an integral aspect of the qualitative dissertation process. Why is this necessary? Aside from keeping track of information, you also need to keep track of your thinking. One way to ensure that you preserve your reasoning and thinking and are able to spell out the development of your ideas, is to keep a research journal. The rationale for recording your thinking is explained on page 23.

8. What is the actual starting point of any qualitative dissertation?

The starting point for any research project, and indeed the first major challenge in conducting research, involves identifying and developing a sound topic. How to go about selecting a worthy and researchable topic and considering potential options is described on page 24.

9. Does my selected topic need to be original or unique?

A dissertation should be an original piece of research and should make a significant contribution to the field. However, it is important to remember that making an original contribution does not imply that there need be an enormous “breakthrough.” In social science research, the discovery of new facts is rarely an important or even challenging criterion. Rather, research is a process of searching or re-searching for new insights; it is about advancing knowledge or understanding of a practice or phenomenon. More information on going about selecting a topic is provided on page 27.

10. Once I have decided on an area of interest, how do I go about developing and refining a researchable topic?

Once you have identified a general area of interest, you will need to begin narrowing your topic. The process of developing a researchable topic is a process of idea generation—the movement from a general interest “out there” toward a more clearly refined idea around a researchable problem. More about this “narrowing” process is discussed on pages 28–30.

Part 2: Choosing an Appropriate Qualitative Approach

11. What are the most common traditions or genres of qualitative research, and what are the key differences between them?

There are numerous qualitative traditions or genres, each of which has ways of defining a research topic, critically engaging the literature on that topic, identifying significant research problems, designing the study, and collecting, analyzing, and presenting the data so that it will be most relevant and meaningful. Understanding the logic behind a research approach allows your study to be appropriately positioned within an inquiry tradition and also lays the foundation for supporting your study’s findings. Pages 44–45 offer a descriptive and critical overview of some of the most current qualitative traditions.

12. What are the key characteristics of Case Study methodology, and how do I conduct a case study?

As a form of qualitative research methodology, case study is an intensive description and analysis of a bounded social phenomenon (or multiple bounded phenomena)—be this a social unit or a system such as a program, institution, process, event, or concept. Case study is at the same time both a methodology (a type of design in qualitative inquiry) and an object of study. Case study is an exploratory form of inquiry that affords significant interaction with research participants, providing an in-depth picture of the unit of study. More information can be found on pages 46–47.

13. What is Ethnography and how is an ethnographic study conducted?

Ethnography, as both a method and a product, has multiple intellectual traditions located in diverse disciplines. The researcher studies a cultural or social group in its natural setting, closely examining customs and ways of life, with the aim of describing and interpreting cultural patterns of behavior, values, and practices. Rooted in cultural anthropology, ethnography involves extended observations of the group, most often through the researcher as a participant observer becoming immersed in the day-to-day lives of the participants. More information can be found on pages 47–48.

14. What is Phenomenology, and what are the characteristics of a phenomenological study?

Phenomenology is both a philosophy and a method, the purpose of which is to investigate the meaning of the lived experience of people to identify the core essence of human experience or phenomena as described by research participants. Phenomenology does not endeavor to develop a theory to explain the world; rather, the aim is to facilitate deeper insight to help us maintain greater contact within the world. Phenomenologists focus on describing what all participants have in common, the basic purpose of research being to reduce individual experiences with a phenomenon to a description of the universal essence. More information can be found on pages 48–49.

15. What is Grounded Theory, and what does a grounded theory study look like?

The purpose of grounded theory is to inductively generate theory that is grounded in, or emerges from, the data. A core component of grounded theory is to move beyond description and to have the researcher generate or discover a theory that is “grounded” in data from the field—especially in actions, interactions, and social processes. Research involves multiple recurrent stages of data collection and the refinement of abstract categories of information. More information can be found on pages 49–50.

16. What is Narrative Inquiry, and how does one go about conducting this type of research?

Narrative research has many forms, incorporates a variety of practices and applications, and is rooted in different social disciplines. As a method, narrative research begins with the experiences as expressed in lived and told stories of individuals or cultures. In this form of research, the researcher studies the lives of one or more individuals through the telling of stories, including poetry, play, or performance. Paramount to all narrative work is the centrality of relationship in the research process and recognition of the sacredness of the stories that participants share and trust within the research environment. Uncertainty and tension guide the work, and rather than produce conclusive findings, the process is intended to offer understanding and meaning. More information can be found on pages 50–51.

17. What is Action Research, and what is an action research study?

Action research is a systematic orientation toward inquiry that seeks effective solutions to complex problems that people confront in their communities and organizations. Especially valuable to those involved in professional, organizational, and community research, action research focuses on specific situations that people encounter by engaging them in collaborative relationships and working on developing localized solutions. Action research, being about collaborative and democratic practices, makes it essentially political because it aims to influence processes of change. Action research is an intervention because it promotes actual change. More information can be found on pages 51–52.

18. What are Postmodernism, Poststructuralism, and Critical Theory Research?

In the past two decades, a critical turn has taken place in the social sciences, humanities, and applied fields, with scholars challenging the historical assumptions of neutrality in inquiry, asserting that all research is fundamentally political. It is increasingly argued that research involves issues of power and that traditionally conducted social science research has silenced, marginalized, and oppressed groups in society by making them the passive objects of inquiry. Postmodernism views the world as complex and reality as transitional. In recognition of the socially constructed nature of the world, meaning rather than knowledge is sought because knowledge is seen as constrained by the discourses that were developed to protect powerful interests. Poststructuralism, with its emphasis on language, forms a subset of postmodernism. More information on these genres can be found on pages 52–53.

19. With all the different options available, how do I go about choosing an appropriate qualitative research approach for my study?

The choice of research approach is directly tied to one’s research problem and purpose. A research problem should not be modified to fit a particular research approach; nor can you assume a particular qualitative approach regardless of your research problem. Having decided on a qualitative research approach, you will proceed to appropriately design your study within the framework of one of the traditions or genres of qualitative inquiry. Thus, the components of the design process (e.g., the theoretical framework, research purpose, and methods of data collection and data analysis) reflect the principles and features that characterize that tradition. More information can be found on pages 55–56.

Part 3: Preparing and Writing the Proposal

20. What exactly is the dissertation proposal, and what is its function and purpose?

The proposal is an integral and very distinct segment of the dissertation process. It is a well-thought-out written action plan that identifies a narrowly defined problem; a purpose that describes how the problem will be addressed; research questions that are tied to the purpose and, when answered, will shed light on the problem; a review of the literature and relevant research to determine what is already known about the topic; and data collection and data analysis methods. More information regarding the content and process of the dissertation proposal can be found on pages 61–62.

21. How do I go about developing my proposal, and what are the key components of a qualitative dissertation proposal?

As mentioned at the outset of this book, and as you will be reminded throughout, while most institutions approach the proposal and dissertation in common ways, at the same time there are differences in terms of the organization and presentation, and distinct differences in terms of what and how qualitative language and terminology are used. This book presents information as guidelines that are meant to be flexible per institutional expectations and requirements, and subject to modification depending on your institution, department, and program. You will no doubt have to attend carefully to the variations that reflect the expectations and requirements of your particular institution. More information pertaining to the core elements of a qualitative proposal (introduction, literature review, and methodology) can be found on pages 63–65.

22. What are some additional elements that I should be aware of when preparing my proposal?

In addition to the three key parts of the proposal (introduction, literature review, methodology), there are some other elements that you will need to address, and information regarding these elements can be found on pages 65–66.

23. What is an elevator speech?

You may have heard the term "elevator speech." This refers to your ability to clearly and concisely answer the question "what is your study about?" A few points about an elevator speech and its relationship vis-a-vis your proposal are presented on page 66.

24. The idea of a “literature review” really scares me! There seems to be so much that is required! How do I even begin to think about it?

Literature review is a distinct form of academic writing, a skill that doctoral candidates must master to demonstrate knowledge of the literature landscape that surrounds any given dissertation research problem. Right from the beginning, the literature review is an essential, integral, and ongoing part of the research process. Producing good reviews is a test of your ability to manage the relevant texts and materials, analytically interpret ideas, and integrate and synthesize ideas and data with existing knowledge. Guidelines and suggestions regarding undertaking, managing, and operationalizing literature reviews are provided on pages 105–108.

25. What are some of the most important guidelines regarding academic writing?

A dissertation demonstrates your ability to write a coherent volume of intellectually demanding work. It involves the combination of performing research and writing about your research to describe and explain it. As a researcher/writer, knowing how to best express your ideas in written form to convey them to the reader becomes an essential skill. The dissertation requires a high level of scholarly writing, and as such you will have to get into the mode of writing for a particular audience, that is, the academic community. Further information regarding academic writing requirements is presented on pages 66–68.

26. What are the general format and style requirements for a qualitative dissertation?

A research report must consistently follow a selected system for format and style. Format refers to the general pattern of organization and arrangement of the report. Style refers to appropriate writing conventions and includes rules of grammar, spelling, capitalization, and punctuation to be followed in preparing the report. Most colleges and universities require the use of a specific style—either their own or that in a published style manual. You will need to make inquiries regarding your particular department’s recommended style preference. Regardless of which style manual you use, you are expected to adhere to its rules meticulously. Further information regarding format and style is presented on pages 68–70.

27. What are some of the most important aspects of academic integrity, and what constitutes plagiarism?

The strength of your writing rests on your ability to refer to and incorporate the work of others. It is imperative, however, that you attribute recognition to all and any sources of information that you use. Integrity matters! There are few intellectual offenses more serious than plagiarism in academic and professional contexts. A charge of plagiarism can have severe consequences, including expulsion from a university or loss of a job, not to mention a writer’s loss of credibility and professional standing. Further information regarding academic integrity and strategies for avoiding plagiarism is presented on pages 71–73.

28. What is Institutional Review Board (IRB) approval, and why is it necessary?

Any research designed to research human subjects, interact with human subjects, provide interventions for human subjects, obtain identifiable information about living subjects, or observe and record private behavior of human subjects, must come under the jurisdiction of the governing board of Institutional Research. Institutional Review Boards (IRBs) have emerged in accredited academic institutions of higher education as bureaucratic entities responsible for the regulation, governance, and enforcement of significant research ethics. While there are some variations across disciplines and national boundaries, IRB approval is a stamp of credibility backed by a legitimate academic institution. This credibility is valuable both for the researcher and for the research participants. Further information regarding application for IRB approval is discussed on pages 74–75.

29. What are the differences between “methodology” and “research methods”?

Methodology determines how the researcher thinks about a study, how decisions about the study are made, and how researchers position themselves to engage firstly with participants and then with the data that are generated. The term methods commonly denote specific techniques, procedures, or tools used by the researcher to generate and analyze data. The methods that a qualitative researcher chooses are informed by both the research design and the research methodology so that there is a conceptual fit across all levels. More about methodology and methods, and the interrelationship between them, can be found on page 157 .

30. What is meant by “methodological congruence”?

As the researcher, you actively create the link among problem, purpose, and approach through a process of reflecting on problem and purpose, focusing on researchable questions and considering how to best address these questions. Thinking along these lines affords a research study “methodological congruence.” In essence, the position of the researcher is the bridge between philosophy, methodology, and the application of methods. Thus, the alignment between the research question, chosen methodology and personal philosophy, and the ability of the researcher to be reflexive in relation to the research is critical to ensure congruence in the study that will be manifested in the products of the research. More information regarding the notion of methodological congruence can be found on pages 153–154.

31. What are the most commonly used methods of data collection in qualitative research?

Based on the research questions, specific data collection methods are chosen to gather the required information in the most appropriate and meaningful way. A solid rationale for the choice of methods used is crucial, as this indicates methodological congruence, and illustrates that the choice of methods is grounded in the study’s overall research design. Details pertaining to some of the most commonly used methods of data collection (e.g., interviews, focus groups, observation, critical incidents, surveys, and document review) can be found on pages 154–157.

32. What is meant by “triangulation” of methods, and how important is this?

Triangulation enhances the quality of data from multiple sources (e.g., people, events) in multiple ways (e.g., interviews, observations, document review) with the idea that this will illuminate different facets of situations and experiences, and help portray them in their entirety and complexity. More about triangulation strategies and the significance thereof in qualitative research can be found on page 154.

33. What are some of the most important considerations when writing up the methods section?

To show that you have done a critical reading of the literature, and to acknowledge that data collection methods are not without some advantages, your discussion should be sufficiently detailed. More information pertaining to these necessary details is presented on page 158.

34. The idea of “researcher as instrument” is often portrayed as problematic. How do I best understand this phenomenon, and how can I go about defending this perspective to those who see qualitative research as limited and subjective?

“Researcher as instrument” raises important ethical, accountability, and social justice issues, including inter-subjectivity, power, positioning, and voice. Importantly, the reflexive researcher understands that all research is value-bound and that a reflective stance is therefore imperative; that is, reflexivity implies the explicit self-consciousness on the part of the researcher, including social, political, and value positions. Reflexivity is defined as the researcher’s conscious awareness of her or his cognitive and emotional filters comprising their experiences, world-views, and biases that may influence their interpretation of participants’ perceptions. More information on this key qualitative research issue can be found on pages 54–55; 242–243.

35. What is qualitative data analysis really all about?

Qualitative data analysis is the process of bringing order, structure, and meaning to the masses of data you have collected. Although there are stages dedicated to formal analysis, analysis is an inherent and ongoing part of the research and writing process. Many students become overwhelmed at this point of the dissertation process, having completed or still being immersed in data collection and faced with mounds and mounds of “stuff” and unsure about what needs to be done first. Indeed, there can be a really vast amount of data that need to be transcribed, organized, and reduced. More on qualitative data analysis can be found on pages 187–189.

36. What advice is there for student researchers to best prepare themselves for the huge task of data analysis?

The data generated by qualitative methods are voluminous, and the sheer quantity of raw data can indeed be quite daunting. The best piece of advice I can offer is that if data are to be thoroughly analyzed, they must be well organized . Attention to detail in managing data is important at every stage of the research process. This notion becomes all too clear when it is time to write up the research. Strategies regarding data management in preparation for data analysis are presented on pages 189–190.

37. What does it mean to develop an “analytic mindset”?

Qualitative research does not purport to be objective nor is this a goal of qualitative research. However, to be rigorous, qualitative research does strive to be transparent, and to openly and clearly document and communicate all decisions taken throughout the research process. This must become an integral part of your thinking and mindset. More about ways of maintaining transparency, and hence ensuring the rigor of your study, is discussed on pages 158–159; 188–189.

38. There are many different ways to go about doing qualitative data analysis. How do I decide on the best approach for my specific study?

Different qualitative research traditions or genres promote specific strategies for data analysis. Whatever approach you choose to use should be suited to the research tradition that you have adopted. In addition, the preference of your advisor and your department will of course need to be taken into consideration. Different analytic strategies are discussed on pages 190–193.

39. What are “codes,” and what are their role and function in the qualitative data analysis process?

Much is made about coding as a fundamental skill for qualitative analysis. Although there is really nothing that mysterious about it, the literature on data analysis and coding in particular is voluminous, and the vast amount of information can certainly be overwhelming. Details pertaining to codes and the overall coding process are provided on pages 197–199.

40. What is the procedure for coding data?

The reason you have spent so much time and energy talking to participants is to find out what their experience is and to endeavor to understand it from their perspective. You, as the researcher, will be exercising judgment as to what you think is significant in each interview transcript. Some passages may stand out because they are striking to you in some way. Others may stand out because they are contradictory and seem inconsistent with your conceptual framework. In this regard, you must be vigilant in not only seeking material that supports your own opinions but also remaining open to the unexpected. All of the aspects of coding your material are presented on pages 201–202.

41. What do you do once you have coded your data?

Once you have coded your material, you are ready to categorize your units of information. What is imperative is that your coding scheme and conceptual framework continue to remain flexible. All aspects of the process of assigning your codes to categories are presented on pages 202–204.

42. What is content analysis, and how does it differ from coding?

In traditional content analysis studies, counting the number of times a particular set of codes occurs is an important measure in assessing the frequency of items or phenomena. However, in the qualitative analysis process, frequency of occurrence is not necessarily an indicator of significance. The analytic approaches for most coding methods do not ask you to count; they ask you to ponder, speculate, assess, integrate, and synthesize. Qualitative analysis therefore goes way beyond simply counting . See pages 199–200 for further discussion on this distinction.

43. There is a lot of talk around computer software analysis programs? What types are available, and are these preferable than conducting a manual “old fashioned” analysis of my data?

If you choose to make use of computer aided software, then searching for the most appropriate program is important so that it directly supports and is usable in terms of your study’s research design and methodology. Information regarding the most common software currently in use, including benefits and limitations, is provided on pages 205–207.

44. How does “data analysis” differ from “interpretation of findings”?

By way of data analysis , you are forming a record of frequently occurring phenomena or patterns of behavior. Once you have established patterns, these patterns need to be explained. This is where interpretation of findings comes into play. Whereas the chapter of data analysis presents the findings of your research by organizing data from various sources into categories to produce a readable narrative, the purpose of the chapter dealing with interpretation of findings is to provide interpretative insights into your study’s findings. You now have an opportunity to communicate to others what you think your findings mean and integrate your findings with literature, research, and practice. More about this is discussed on pages 233–236.

45. What essentially is “interpretation” in qualitative research? How do I go about interpreting what I have found?

Qualitative research begins with questions, and its ultimate purpose is learning. To inform the questions, the researcher collects data . Data are like building blocks that, when grouped into patterns, become information , which in turn, when applied or used, becomes knowledge . The challenge of qualitative analysis lies in making sense of large amounts of data—reducing raw data, identifying what is significant, and constructing a framework for communicating the meaning of your findings. This is discussed on pages 240–243.

46. How and in what ways does analysis of findings differ among the various qualitative research traditions?

Analytical approaches are linked to particular forms of data collection and are underpinned by specific conceptual and philosophical traditions. These differences are discussed on page 238.

47. How and in what ways does interpretation of findings differ among the various qualitative research traditions?

Just as there are clear analytic distinctions among traditions or genres demanding that the researcher will have to think about data analysis in a particular way, so are interpretation and representation strategies specific to each tradition. These differences are discussed on page 241.

48. How do I prepare myself for analysis and interpretation?

You might ask yourself what the chapter on interpretation of findings is really all about and what it should constitute. Since findings are not to be taken at face value, how does one go about seeking the deeper meanings behind the findings? What is really involved? And how does one get started? How to begin thinking about your analysis and interpretation is presented on page 236.

49. How do I begin to go about analyzing and interpreting my findings?

You are most likely asking yourself what the chapter on analysis of findings is really all about and what it should constitute. How does one get started, and what is really involved? You may want to structure your thinking according to three interrelated activities: (a) Seeking significant patterns and themes among the findings, (b) making use of description and interpretation, and (c) providing some sort of synthesis or integration. More about these activities and how to go about “peeling back” the many layers in order to explain the meaning behind your findings is provided on pages 236–244.

50. What are the limitations of my credibility in the analytic and interpretive process? After all, I bring my own perspectives and experiences, and hence assumptions, subjectivity and biases!

Whereas in quantitative research the role of the researcher is detached with the aim of being as objective as possible, in qualitative research, the researcher is personally involved, believing that research is always value-bound. Factors that enhance the credibility of a qualitative study are discussed on page 244.

51. A lot is made about the notion of “synthesis.” What are the implications of synthesizing findings in qualitative research?

Qualitative research involves moving from a holistic perspective to individual parts (analysis) and then back to a holistic look at the data (synthesis). Whereas the findings chapter splits apart and separates out pieces and chunks of data to tell the “story of the research,” the analysis chapter is an attempt to reconstruct a holistic understanding of your study. Analysis is intended to ultimately depict an integrated picture. More details are presented on pages 243–244.

Part 7: Writing Up and Presenting the Research

You will notice that the questions in Part 7 below are organized around particular standard dissertation chapters. Please be aware that different institutions have different expectations and requirements with regard to the structure and flow of dissertation chapters. Students will need to consult with their advisors in this regard.

7.1 Introduction to the Study

52. What is the overall purpose of Chapter One (the study’s Introduction), and what are the key components of this chapter?

The first chapter of your dissertation is the most critical, and everything that follows hinges on how well this chapter is constructed. The introductory chapter therefore sets the stage for the study; it also makes a case for the significance of the problem, contextualizes the study, and provides an introduction to its basic components—most specifically, directing the reader to the research problem, research purpose, and research questions. This first chapter of the dissertation also forms part of the proposal. The various elements that comprise this chapter are discussed on pages 9–10; 85.

53. How do I move from identifying a research topic to developing and articulating a viable research problem?

The sooner you can begin to narrow your research interests (topic) and identify and develop a topical focus (research problem), the better. Beginning researchers often confuse a topic with a research problem. A topic refers to a general area of interest. A research problem is more specific; it seeks to understand some aspect of the general topic. More on how to begin narrowing down a research topic and developing a clear research problem is discussed on pages 86–88.

54. What is the research problem, and how does this inform the development of research purpose and research questions?

At the heart of a dissertation is the articulation of the research problem. This is the place where most committee members go first to understand and assess the merits of a proposal or a dissertation. More on the research problem and how it informs the research questions is discussed on pages 88–91.

55. How do I go about developing and honing my research problem statement?

The problem statement serves a foundational role in that it communicates what is the formal reason for engaging in the dissertation in the first place. The problem statement is the discrepancy between what we already know and what we want to know. The problem statement also illustrates why we care; that is, why your study should be conducted. More details about what constitute a viable problem statement, and how to go about assessing viability, is discussed on pages 87–89.

56. What is the purpose statement, and how do I articulate this?

Once you have identified your own narrowly defined topic and concise problem statement, you are ready to formulate your purpose statement. The purpose statement is the major objective or intent of the study ; it enables the reader to understand the central thrust of the research. More about the purpose statement and how to go about developing this is discussed on pages 88–90.

57. How do I develop and articulate effective and relevant research questions?

The research questions are directly tied to the research purpose. Answering the questions must accomplish the study’s purpose and contribute to shedding light on and addressing the problem. One must be able to trace all the ideas in the research questions back through the purpose statement to the problem statement; this underscores that you must ask relevant and effective questions. Details regarding how to craft research questions are included in pages 90–92.

58. What are some other additional elements that need to be included in the introductory chapter?

The first chapter of your dissertation (and of your proposal) introduces and describes the critical components that set in place a research study: problem, purpose, and research questions. In addition, there are some other associated elements or subsections. It should be noted that there may be some variations in required subheadings depending on individual programs and/or universities, and you should be sure to check for this. An outline of typical subheadings that compose Chapter One is presented on pages 92–94.

7.2 The Literature Review Chapter

59. What is the function and purpose of the literature review chapter in the qualitative dissertation?

The literature review is a sophisticated form of research in its own right that requires a great deal of research skill and insight. You are expected to identify appropriate topics or issues, justify why these are the appropriate choice for addressing the research problem, search for and retrieve the appropriate literature, analyze and critique the literature, create new understandings of the topic through synthesis, and develop a conceptual framework that will provide the underlying structure for your study. More on the function and purpose of the literature review chapter is presented on pages 104–105.

60. What is the scope of the literature review chapter in the dissertation? In other words, how extensive is the review meant to be?

The major purpose of reviewing the literature is to determine what has already been done that relates to your topic. This knowledge not only prevents you from unintentionally duplicating research that has already been conducted, but it also affords you the understanding and insight needed to situate your topic within an existing framework. Therefore, a thorough search and reading of related literature is, in a very real sense, part of your own academic development—part of becoming an “expert” in your chosen field of inquiry. Given all of this, you might be asking, “What is the scope of a literature review, and how extensive will this review need to be?” These questions are responded to on pages 105–108.

61. How do I start preparing for the literature review?

Thinking about the entire literature review may be overwhelming and intimidating. Instead of viewing it as one big whole, try to think of it as a series of steps—and steps within those steps—and prepare to tackle each topic one by one, setting small achievable goals within each topic area. The different stages of the literature review process, and all the key elements involved in digesting scholarly sources, are discussed on pages 108–118.

62. What is the idea of “synthesis” vis-à-vis the literature review? And how is synthesis different from summary?

Synthesis and summary are strategies that are used in reading, review, and research. Both are important skills or techniques in making sense of what one is reading, and each one plays an important role in the qualitative research process. However, they are very different activities. Each has a different purpose, process, and outcome. This is discussed on pages 121–122.

63. What should I know about and be aware of with regard web/online resources?

Although not always scholarly, the Internet will more than likely be your initial starting point for topic ideas and information. However, anyone anywhere can put information on the web, so any information from the Internet should be cited with caution. Remember that using the Internet to find academic information takes a lot of hard work to carefully evaluate and determine if a web resource is a reliable, authoritative, or even a scholarly information resource. Criteria for evaluating the credibility, accuracy, currency, and legitimacy of web resources are discussed on pages 113–114.

64. How do I present my literature review in the dissertation?

Qualitative researchers use existing literature to guide their studies in various ways depending on the type of study being conducted. There are also differences regarding the purpose and process for presenting the review of the literature with respect to each of the research traditions. Guidelines for presenting a literature review are discussed on pages 122–124.

65. So much is made of the conceptual framework. What is it, and how can I start thinking about this?

Graduate students often lack a clear understanding of the nature of the conceptual framework; what it is, its purpose, where it is derived from, how it is developed, how it is used, and what effect it has on research. Thus, they find themselves at a loss in the process of developing a conceptual framework. Moreover, oftentimes experienced researchers and advisors encounter challenges in guiding candidates as to what constitutes a rigorous and meaningful conceptual framework. As such, the structure and function of a conceptual framework continues to mystify and frustrate. More information on this is presented on pages 124–127.

66. What are the role, function, and application of the conceptual framework in the dissertation?

The conceptual framework plays a central role throughout the entire research process, and, most important, in the final analysis. A well-conceived conceptual framework is influenced by and at the same time influences the research process at all levels and at all stages. There are a set of distinct roles and functions of the conceptual framework in a qualitative dissertation, and these are discussed on pages 127–128.

67. What is the essential value of the dissertation’s conceptual framework? And are there any limitations associated with a conceptual framework?

The conceptual or theoretical framework strengthens your study in many ways, and there are also some caveats to be aware of. The value and limitations are explained on pages 128–130.

68. How do I go about developing and presenting my study’s conceptual framework? Does this have to be an elaborate diagram?

In acknowledging the conceptual framework as an integral element of the research process, as a qualitative researcher, you need to know how to develop and create a conceptual or theoretical framework and where to introduce this in the dissertation. The term is somewhat an abstract notion, conjuring up a “model” or “diagram” of some sort. Moreover, there is no uniform and consistent definition, and discussions in the literature around conceptual frameworks are not clear or precise. Strategies for developing the conceptual framework and ideas for presenting it in the dissertation are discussed on pages 130–132.

7.3 The Methodology Chapter

69. What is the purpose of the Methodology chapter?

The Methodology chapter of the dissertation presents the research design and the specific procedures used in conducting your study. In this chapter, you will show the reader that you understand the methodological implications of the choices you have made and, in particular, that you have thought carefully about the linkages between your study’s purpose and research questions, and the research approach and research methods that you have selected. More details regarding the purpose of this chapter are presented on pages 143–145.

70. What are the key components of the Methodology chapter?

The dissertation’s methodology chapter covers a lot of ground. In this chapter, you will document each step that you have taken in designing and conducting the study. This chapter situates the study within a particular methodological tradition and provides a detailed description of all aspects of the design and procedures of the study. While your headings and subheadings in this chapter are contingent on your particular university’s requirements, make sure your sections are in a logical sequence and what you write is comprehensive, clear, precise, and sufficiently detailed. An overview of the elements that would constitute a comprehensive and sound methodology chapter is presented on pages 11–12; 146–147.

71. What is the research sample, and how is this different from the research population?

The research sample is a subset of the population. Identifying your research sample, and the method you used to select that sample, provides the reader with some sense of the scope of your study. In addition, your study’s credibility relies on the quality of procedures you have used to select the research participants. Further information regarding qualitative research samples is provided on page 147.

72. How do I go about selecting my research sample, and how large does it need to be?

In qualitative research, selection of the research sample is purposeful . The logic of purposeful sampling lies in selecting information-rich cases, with the objective of yielding insight and understanding of the phenomenon under investigation. This method is in contrast to the random sampling procedures that characterize quantitative research, which is based on statistical probability theory. Further information regarding purposeful sampling and sample size is discussed on pages 148–149.

73. What kinds of information am I going to need from the research site and research sample?

Four areas of information are typically needed for most qualitative studies: contextual, perceptual, demographic, and theoretical. Additional details regarding the types of information needed, and how to go about collecting that information, are discussed on pages 149–151.

74. What is “research design,” and what are the implications of the choice of research design for my study?

Engaging in research involves choosing a study design that corresponds with your study’s problem, purpose, research questions, choice of site, and research sample. This calls to the fore the concept of methodological congruence, whereby all the study’s components are interconnected and interrelated so that the study itself is a cohesive whole rather than the sum of fragmented or isolated parts. You will also need to consider whether the design is a comfortable match with your worldview and your skills. How to go about developing the research design of your study and the criteria to take into consideration in doing so are presented on pages 151–152.

75. What are the key ethical considerations in conducting qualitative research?

In any research study, ethical issues relating to the protection of the participants are of vital concern. As researchers, we are morally bound to conduct our research in a manner that minimizes potential harm to those involved in the study. For the most part, issues of ethics focus on establishing safeguards that will protect the rights of participants and include informed consent, on protecting participants from harm, and on ensuring confidentiality. As a qualitative researcher, you need to remain attentive throughout your study to the researcher–participant relationship, which is determined by roles, status, and cultural norms. Central issues with regard to ethics in qualitative research are discussed on pages 161–162.

76. How do I best understand issues of “trustworthiness” or “legitimation” regarding qualitative research?

Qualitative research is based to a large degree on reflection and interpretation. The researcher as instrument brings her or his experience and perspective to the table. Qualitative research does not purport to be objective, nor is this a goal of qualitative research. However, to be rigorous, qualitative research does strive to be transparent and to openly, legitimately, and clearly document and communicate all decisions taken throughout the research process. Issues of trustworthiness in qualitative research (credibility, dependability, and confirmability) and how these compare with quantitative research criteria are discussed on pages 162–163.

77. How can I better understand conflicting reports about the generalizability of qualitative research?

Although generalizability is not the intended goal of qualitative research, what must be addressed is the issue of transferability ; that is, the ways in which your reader determines whether and to what extent some of the elements of your study can be used as a way to understand similar elements of another context. Exactly what transferability implies and how to account for transferability in your qualitative study are discussed on page 164.

78. What is meant by “limitations” and “delimitations” in a qualitative research study, and what is the difference between these two concepts?

Limitations of the study are the characteristics of design or methodology that expose the conditions that may weaken the study. Delimitations refer to the initial choices made about the broader, overall design of your study and are those characteristics that define and clarify the conceptual boundaries of your research . More about limitations and delimitations and how to account for these in your study is discussed on pages 164–166.

7.4. Analyzing Data and Reporting Findings

79. What constitutes the dissertation’s findings analysis chapter?

In this chapter, you present the analysis of your raw data, which are your findings. You have now moved beyond data to information . The challenge of qualitative analysis lies in making sense of large amounts of data, identifying what is significant, and constructing a framework for communicating the essence of what the data reveal. This chapter lays the foundation for the analysis, conclusions, and recommendations that will appear in subsequent chapters. Factors to take into consideration when preparing and writing this chapter, as well as a suggested outline, are provided on pages 13; 187–189.

80. What is the procedure involved in qualitative data analysis, and what is the role of the conceptual framework?

Data analysis demands a heightened awareness of the data and an open mind to recurring and common threads, some of which may be subtle. The process can be repetitious, tedious, and time consuming. While there is a somewhat systematic and stepwise procedure to prepare and analyze the data, the interrelationship among these steps is not necessarily linear. The phases involved in data analysis and the integral function of your conceptual framework are presented on pages 193–197.

81. How are research findings to be presented in a qualitative dissertation?

As the researcher, your goal is to tell a story that should be vivid and interesting, while also accurate and credible. In your report, the events, the people, and their words and actions are made explicit so that readers can experience the situation in a similar way to the researcher, as well as experience the world of the research participants.

Qualitative analysis is a creative and ongoing process that requires thoughtful judgments about what is significant and meaningful in the data. General guidelines for presenting this chapter are presented on pages 207–208.

82. What does this mean to present findings by way of quotation categories, and how do I go about doing this?

In qualitative research, interviewing is usually the major source of the data needed for understanding the phenomenon under study. The findings of qualitative research are typically reported in a narrative manner. Reports of qualitative studies usually include extensive samples of quotations from participants, and these provide the detail and substantiate the story that you are telling. An overwhelming question facing any researcher embarking on the write-up of the research report is, “Where do I begin to tell my story?” The various steps involved in this process are discussed on pages 208–212.

83. What is meant by thematic presentation of findings?

While the standard form of presenting quotes in qualitative research is to weave the quotes into your narrative, this is not the only form. Quotes can also be presented within charts, tables, or figures, with the overall goal to convey the story-line of your research according to the most predominant themes. More about this way of presenting findings can be found on pages 212–213.

7.5 Analysis and Interpretation of Findings

84. What is the role and function of the analysis and synthesis chapter?

The previous chapter of the dissertation involved the analysis of data to produce the study’s findings. Organizing, preparing, and presenting the findings of your research is a somewhat objective exercise; the researcher is, in this instance, a reporter of information. This chapter involves the analysis, interpretation, and synthesis of those findings . Both chapters involve analytic decisions, and these two chapters together should convince a reader that you, the researcher, are sufficiently knowledgeable about the interlocking analytic processes that constitute qualitative research. Further details pertaining to this chapter’s place in the dissertation are provided in pages 13–14; 233–236.

85. What does it mean to seek patterns and themes?

Qualitative analysis is essentially about searching for patterns and themes; that is, the trends that you see emerging from among your findings. Now again, when you are analyzing your findings, you look for themes once again—this time not in raw data but in the findings that have emerged. Bear in mind that analytical approaches are linked to particular forms of data collection and are underpinned by specific conceptual and philosophical traditions. Each tradition provides a perspective on reality that is specific to that tradition. More on this is discussed on pages 238–240.

86. Once I have established patterns and themes, how do I go on to describe and interpret my study’s findings?

A qualitative dissertation should not only provide sufficient description to allow the reader to understand the basis for an interpretation but also provide meaningful interpretation to allow the reader to appreciate the description. An interpretive reading of your data involves constructing a version of what you think the findings mean or represent or what you think you can infer from the findings . Interpretation, in effect, moves the whole analytic process to a higher level. Guidelines for interpreting your material are presented on pages 240–243.

7.6 Conclusions and Recommendations Chapter

87. Formulating the study’s conclusions and recommendations constitute the final chapter of the dissertation. What should I be aware of regarding this chapter?

The final chapter of the dissertation presents a set of concluding statements and recommendations. By way of the conclusions, the story of your research is wrapped up , bringing it to its logical finale. Recommendations are the application of those conclusions. Writing conclusions and providing recommendations will draw on your ability to be a critical and, at the same time, creative thinker. Characteristics of worthy conclusions and recommendations are presented on pages 15; 269–270.

88. How do I begin thinking about developing trustworthy conclusions?

When you were developing the study’s key findings, you engaged in critical thinking and reflection about all the potential deeper meanings behind these findings. As such, you were able to brainstorm a number of possible interpretations that explained your findings. In generating conclusions, you now need to go back to your findings and interpretations. A process to stimulate thinking about developing conclusions and making sure that your findings, interpretations, and conclusions are all aligned is presented on pages 270–271.

89. How do I write up my study’s conclusions?

As a general rule of thumb, you should provide at least one conclusion for each finding. However, the process is not altogether linear, and so it is possible that one conclusion can (but does not always) cut across more than one finding. It is important to bear in mind when thinking about and formulating each of your conclusions that they must be logically tied to one another . More about writing conclusions, as well as a tool for generating conclusions, is presented on pages 271–272.

90. How can I go about I developing actionable recommendations?

Recommendations follow your findings and conclusions. They are the application of those conclusions. A tool for generating the study’s recommendations is presented on pages 272–273.

91. How do I write up my recommendations?

You make recommendations based on your own experiences in conducting the research, as well as in any other professional capacity. Recommendations can have implications for policy and practice, as well as for further research. Further details pertaining to providing recommendations are presented on page 273.

92. Will I have an opportunity to reflect on my research and findings?

Most certainly! As you near the end of your study, you may want to pause and reflect on the long qualitative journey you have undertaken. You may include this reflection in the last chapter, following your conclusions and recommendations. Suggestions about this piece of the dissertation are provided on pages 273–274.

93. Why is alignment such an important component to consider, and why should this be revisited as I near completion of the dissertation?

You will have known throughout your research about the importance of alignment among the first three core critical elements: problem, purpose, and research questions. As you reach the final stages of writing your dissertation, it is crucial that you once again make certain that all the necessary elements that constitute your dissertation are aligned with one another. This will ensure that your study is tight and that you have taken an important step in ensuring methodological integrity ; this is extremely important for the defense when, among other things, the methodological integrity of your research is finely scrutinized. More about alignment is presented on pages 283–284.

94. How do I craft my study’s title?

The title of your dissertation should catch the readers’ attention while at the same time properly informing them of the main focus of your study. Crafting an effective title is an iterative and ongoing exercise. A title has many uses. Most important, it should accurately reflect your work. More details about the title are provided on pages 284–285.

95. How do I prepare an Abstract?

Writing a good abstract requires that you explain what you did and what you found in simple, direct language. The abstract needs to be dense with information but also readable, well organized, concise and specific, focused, and coherent. Abstracts can differ in terms of style and word count. It is suggested that you consult with your advisor, departmental regulations, and the relevant style manual regarding abstract requirements. More about the abstract is provided on pages 285–289.

96. What is the essential purpose of the dissertation defense?

The defense, in effect, moves your dissertation from the private domain into the arena of public discourse, providing you with some sense of closure. Actual procedures for conducting the meeting and the formalities involved are discussed on pages 302–303.

97. What is the process for selecting a defense committee?

Be aware that each university or college has a different system regarding dissertation committee structure and the process of preparing for that structure. Each institution has its own way of going about setting up the defense meeting, and it is recommended that you consult with your institution’s office of doctoral studies with regard to the correct procedures and protocol. Some general guidelines are provided on pages 300–301.

98. How can I best prepare myself for this milestone event, and what are some beneficial pre-defense strategies that I should know about?

Because this is the culminating aspect of a rigorous, traditional, and long-standing ritual, you are likely to approach the defense with some sense of anxiety. This is certainly understandable! Therefore, the more you can frame the defense as an opportunity to present your research publicly and the more you take a proactive position, the better the experience is likely to be. Guidelines toward this end are provided on pages 302–306.

99. Following the defense and all necessary revisions to my dissertation, what opportunities can I pursue regarding publishing my research?

The dissertation process comes to a definitive end when the final document is submitted and the doctoral degree is awarded. At this juncture, you might consider looking beyond the dissertation and think of how you can share what you have researched with a broader audience than the academic community. Publishing your findings is a way to contribute to the ongoing knowledge base and work toward advancing your professional career. Details regarding publishing your research are provided on pages 308–309.

100. Following the defense and all necessary revisions to my dissertation, what opportunities can I pursue regarding presenting my research?

In addition to publications, completion of the dissertation provides you with opportunities to present your study in other academic settings and research forums, such as graduate seminars and professional associations. Details regarding presenting your research are provided on page 310.

101. It is sometimes said that “the best dissertation is a DONE dissertation.” However, how does one actually evaluate the quality of a qualitative dissertation?

I have no doubt that you will ask yourself whether there are key criteria or pointers that can help you determine the quality of your work as you navigate this long and intense journey. The short answer to this question is yes! Once you have some idea of the core elements that are required for the various sections of your dissertation, an evaluation rubric is included for your convenience on pages 316–325 . Please be sure to use this rubric as a broad set of guidelines only in checking your work at different points along the way and in assessing or evaluating the quality of your work overall once completed. Hopefully this tool will be useful to you in determining where limitations may lie and where improvements can be made.

Home » Dissertation – Format, Example and Template

Dissertation – Format, Example and Template

Table of Contents

Dissertation

Definition:

Dissertation is a lengthy and detailed academic document that presents the results of original research on a specific topic or question. It is usually required as a final project for a doctoral degree or a master’s degree.

Dissertation Meaning in Research

In Research , a dissertation refers to a substantial research project that students undertake in order to obtain an advanced degree such as a Ph.D. or a Master’s degree.

Dissertation typically involves the exploration of a particular research question or topic in-depth, and it requires students to conduct original research, analyze data, and present their findings in a scholarly manner. It is often the culmination of years of study and represents a significant contribution to the academic field.

Types of Dissertation

Types of Dissertation are as follows:

Empirical Dissertation

An empirical dissertation is a research study that uses primary data collected through surveys, experiments, or observations. It typically follows a quantitative research approach and uses statistical methods to analyze the data.

Non-Empirical Dissertation

A non-empirical dissertation is based on secondary sources, such as books, articles, and online resources. It typically follows a qualitative research approach and uses methods such as content analysis or discourse analysis.

Narrative Dissertation

A narrative dissertation is a personal account of the researcher’s experience or journey. It typically follows a qualitative research approach and uses methods such as interviews, focus groups, or ethnography.

Systematic Literature Review

A systematic literature review is a comprehensive analysis of existing research on a specific topic. It typically follows a qualitative research approach and uses methods such as meta-analysis or thematic analysis.

Case Study Dissertation

A case study dissertation is an in-depth analysis of a specific individual, group, or organization. It typically follows a qualitative research approach and uses methods such as interviews, observations, or document analysis.

Mixed-Methods Dissertation

A mixed-methods dissertation combines both quantitative and qualitative research approaches to gather and analyze data. It typically uses methods such as surveys, interviews, and focus groups, as well as statistical analysis.

How to Write a Dissertation

Here are some general steps to help guide you through the process of writing a dissertation:

Choose a topic : Select a topic that you are passionate about and that is relevant to your field of study. It should be specific enough to allow for in-depth research but broad enough to be interesting and engaging.
Conduct research : Conduct thorough research on your chosen topic, utilizing a variety of sources, including books, academic journals, and online databases. Take detailed notes and organize your information in a way that makes sense to you.
Create an outline : Develop an outline that will serve as a roadmap for your dissertation. The outline should include the introduction, literature review, methodology, results, discussion, and conclusion.
Write the introduction: The introduction should provide a brief overview of your topic, the research questions, and the significance of the study. It should also include a clear thesis statement that states your main argument.
Write the literature review: The literature review should provide a comprehensive analysis of existing research on your topic. It should identify gaps in the research and explain how your study will fill those gaps.
Write the methodology: The methodology section should explain the research methods you used to collect and analyze data. It should also include a discussion of any limitations or weaknesses in your approach.
Write the results: The results section should present the findings of your research in a clear and organized manner. Use charts, graphs, and tables to help illustrate your data.
Write the discussion: The discussion section should interpret your results and explain their significance. It should also address any limitations of the study and suggest areas for future research.
Write the conclusion: The conclusion should summarize your main findings and restate your thesis statement. It should also provide recommendations for future research.
Edit and revise: Once you have completed a draft of your dissertation, review it carefully to ensure that it is well-organized, clear, and free of errors. Make any necessary revisions and edits before submitting it to your advisor for review.

Dissertation Format

The format of a dissertation may vary depending on the institution and field of study, but generally, it follows a similar structure:

Title Page: This includes the title of the dissertation, the author’s name, and the date of submission.
Abstract : A brief summary of the dissertation’s purpose, methods, and findings.
Table of Contents: A list of the main sections and subsections of the dissertation, along with their page numbers.
Introduction : A statement of the problem or research question, a brief overview of the literature, and an explanation of the significance of the study.
Literature Review : A comprehensive review of the literature relevant to the research question or problem.
Methodology : A description of the methods used to conduct the research, including data collection and analysis procedures.
Results : A presentation of the findings of the research, including tables, charts, and graphs.
Discussion : A discussion of the implications of the findings, their significance in the context of the literature, and limitations of the study.
Conclusion : A summary of the main points of the study and their implications for future research.
References : A list of all sources cited in the dissertation.
Appendices : Additional materials that support the research, such as data tables, charts, or transcripts.

Dissertation Outline

Dissertation Outline is as follows:

Title Page:

Title of dissertation
Author name
Institutional affiliation
Date of submission
Brief summary of the dissertation’s research problem, objectives, methods, findings, and implications
Usually around 250-300 words

Table of Contents:

List of chapters and sections in the dissertation, with page numbers for each

I. Introduction

Background and context of the research
Research problem and objectives
Significance of the research

II. Literature Review

Overview of existing literature on the research topic
Identification of gaps in the literature
Theoretical framework and concepts

III. Methodology

Research design and methods used
Data collection and analysis techniques
Ethical considerations

IV. Results

Presentation and analysis of data collected
Findings and outcomes of the research
Interpretation of the results

V. Discussion

Discussion of the results in relation to the research problem and objectives
Evaluation of the research outcomes and implications
Suggestions for future research

VI. Conclusion

Summary of the research findings and outcomes
Implications for the research topic and field
Limitations and recommendations for future research

VII. References

List of sources cited in the dissertation

VIII. Appendices

Additional materials that support the research, such as tables, figures, or questionnaires.

Example of Dissertation

Here is an example Dissertation for students:

Title : Exploring the Effects of Mindfulness Meditation on Academic Achievement and Well-being among College Students

This dissertation aims to investigate the impact of mindfulness meditation on the academic achievement and well-being of college students. Mindfulness meditation has gained popularity as a technique for reducing stress and enhancing mental health, but its effects on academic performance have not been extensively studied. Using a randomized controlled trial design, the study will compare the academic performance and well-being of college students who practice mindfulness meditation with those who do not. The study will also examine the moderating role of personality traits and demographic factors on the effects of mindfulness meditation.

Chapter Outline:

Chapter 1: Introduction

Background and rationale for the study
Research questions and objectives
Significance of the study
Overview of the dissertation structure

Chapter 2: Literature Review

Definition and conceptualization of mindfulness meditation
Theoretical framework of mindfulness meditation
Empirical research on mindfulness meditation and academic achievement
Empirical research on mindfulness meditation and well-being
The role of personality and demographic factors in the effects of mindfulness meditation

Chapter 3: Methodology

Research design and hypothesis
Participants and sampling method
Intervention and procedure
Measures and instruments
Data analysis method

Chapter 4: Results

Descriptive statistics and data screening
Analysis of main effects
Analysis of moderating effects
Post-hoc analyses and sensitivity tests

Chapter 5: Discussion

Summary of findings
Implications for theory and practice
Limitations and directions for future research
Conclusion and contribution to the literature

Chapter 6: Conclusion

Recap of the research questions and objectives
Summary of the key findings
Contribution to the literature and practice
Implications for policy and practice
Final thoughts and recommendations.

References :

List of all the sources cited in the dissertation

Appendices :

Additional materials such as the survey questionnaire, interview guide, and consent forms.

Note : This is just an example and the structure of a dissertation may vary depending on the specific requirements and guidelines provided by the institution or the supervisor.

How Long is a Dissertation

The length of a dissertation can vary depending on the field of study, the level of degree being pursued, and the specific requirements of the institution. Generally, a dissertation for a doctoral degree can range from 80,000 to 100,000 words, while a dissertation for a master’s degree may be shorter, typically ranging from 20,000 to 50,000 words. However, it is important to note that these are general guidelines and the actual length of a dissertation can vary widely depending on the specific requirements of the program and the research topic being studied. It is always best to consult with your academic advisor or the guidelines provided by your institution for more specific information on dissertation length.

Applications of Dissertation

Here are some applications of a dissertation:

Advancing the Field: Dissertations often include new research or a new perspective on existing research, which can help to advance the field. The results of a dissertation can be used by other researchers to build upon or challenge existing knowledge, leading to further advancements in the field.
Career Advancement: Completing a dissertation demonstrates a high level of expertise in a particular field, which can lead to career advancement opportunities. For example, having a PhD can open doors to higher-paying jobs in academia, research institutions, or the private sector.
Publishing Opportunities: Dissertations can be published as books or journal articles, which can help to increase the visibility and credibility of the author’s research.
Personal Growth: The process of writing a dissertation involves a significant amount of research, analysis, and critical thinking. This can help students to develop important skills, such as time management, problem-solving, and communication, which can be valuable in both their personal and professional lives.
Policy Implications: The findings of a dissertation can have policy implications, particularly in fields such as public health, education, and social sciences. Policymakers can use the research to inform decision-making and improve outcomes for the population.

When to Write a Dissertation

Here are some situations where writing a dissertation may be necessary:

Pursuing a Doctoral Degree: Writing a dissertation is usually a requirement for earning a doctoral degree, so if you are interested in pursuing a doctorate, you will likely need to write a dissertation.
Conducting Original Research : Dissertations require students to conduct original research on a specific topic. If you are interested in conducting original research on a topic, writing a dissertation may be the best way to do so.
Advancing Your Career: Some professions, such as academia and research, may require individuals to have a doctoral degree. Writing a dissertation can help you advance your career by demonstrating your expertise in a particular area.
Contributing to Knowledge: Dissertations are often based on original research that can contribute to the knowledge base of a field. If you are passionate about advancing knowledge in a particular area, writing a dissertation can help you achieve that goal.
Meeting Academic Requirements : If you are a graduate student, writing a dissertation may be a requirement for completing your program. Be sure to check with your academic advisor to determine if this is the case for you.

Purpose of Dissertation

some common purposes of a dissertation include:

To contribute to the knowledge in a particular field : A dissertation is often the culmination of years of research and study, and it should make a significant contribution to the existing body of knowledge in a particular field.
To demonstrate mastery of a subject: A dissertation requires extensive research, analysis, and writing, and completing one demonstrates a student’s mastery of their subject area.
To develop critical thinking and research skills : A dissertation requires students to think critically about their research question, analyze data, and draw conclusions based on evidence. These skills are valuable not only in academia but also in many professional fields.
To demonstrate academic integrity: A dissertation must be conducted and written in accordance with rigorous academic standards, including ethical considerations such as obtaining informed consent, protecting the privacy of participants, and avoiding plagiarism.
To prepare for an academic career: Completing a dissertation is often a requirement for obtaining a PhD and pursuing a career in academia. It can demonstrate to potential employers that the student has the necessary skills and experience to conduct original research and make meaningful contributions to their field.
To develop writing and communication skills: A dissertation requires a significant amount of writing and communication skills to convey complex ideas and research findings in a clear and concise manner. This skill set can be valuable in various professional fields.
To demonstrate independence and initiative: A dissertation requires students to work independently and take initiative in developing their research question, designing their study, collecting and analyzing data, and drawing conclusions. This demonstrates to potential employers or academic institutions that the student is capable of independent research and taking initiative in their work.
To contribute to policy or practice: Some dissertations may have a practical application, such as informing policy decisions or improving practices in a particular field. These dissertations can have a significant impact on society, and their findings may be used to improve the lives of individuals or communities.
To pursue personal interests: Some students may choose to pursue a dissertation topic that aligns with their personal interests or passions, providing them with the opportunity to delve deeper into a topic that they find personally meaningful.

Advantage of Dissertation

Some advantages of writing a dissertation include:

Developing research and analytical skills: The process of writing a dissertation involves conducting extensive research, analyzing data, and presenting findings in a clear and coherent manner. This process can help students develop important research and analytical skills that can be useful in their future careers.
Demonstrating expertise in a subject: Writing a dissertation allows students to demonstrate their expertise in a particular subject area. It can help establish their credibility as a knowledgeable and competent professional in their field.
Contributing to the academic community: A well-written dissertation can contribute new knowledge to the academic community and potentially inform future research in the field.
Improving writing and communication skills : Writing a dissertation requires students to write and present their research in a clear and concise manner. This can help improve their writing and communication skills, which are essential for success in many professions.
Increasing job opportunities: Completing a dissertation can increase job opportunities in certain fields, particularly in academia and research-based positions.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Dissertation examples

Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written. Refer to your module guidelines to make sure that you address all of the current assessment criteria. Some of the examples below are only available to access on campus.

Undergraduate examples
Taught Masters examples

IMAGES

How to Write a Good Research Question (w/ Examples)
Dissertation Questionnaire
Examples of a research question for a dissertation
Dissertation Questionnaire
Research Question: Definition, Types, Examples, Quick Tips
(PDF) How to Write a Research Question

VIDEO

Designing good quality research questions
What are Causal Research Question? #causalresearchquestion
Writing the Dissertation
Developing a Research Question
How to write a dissertation in Finance?
Surviving Your Dissertation

COMMENTS

10 Research Question Examples to Guide your Research Project
10 Research Question Examples to Guide your Research Project. Published on October 30, 2022 by Shona McCombes.Revised on October 19, 2023. The research question is one of the most important parts of your research paper, thesis or dissertation.It's important to spend some time assessing and refining your question before you get started.
Research Question Examples ‍
A well-crafted research question (or set of questions) sets the stage for a robust study and meaningful insights. But, if you're new to research, it's not always clear what exactly constitutes a good research question. In this post, we'll provide you with clear examples of quality research questions across various disciplines, so that you can approach your research project with confidence!
Research Question Examples
A dissertation is an important milestone no matter what academic level or subject it is. You will be asked to write a dissertation on a topic of your choice and make a substantial contribution to academic and scientific communities. The project will start with the planning and designing of a project before the actual write-up phase. There are many stages in the dissertation process, but the ...
How to Write a Good Research Question (w/ Examples)
It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier. 1. Start with an interesting and relevant topic. Choose a research topic that is interesting but also relevant and aligned with your own country's culture or your university's capabilities.
Developing a Good Research Question
For example, a research question for a history dissertation might be, "How was a counter-culture identity sustained in Humboldt County, California, in the 1980s and 1990s?" The discipline of English is another one where research questions may include mention of data. Scholars in English are often interested in a writer or group of writers or a ...
Research Questions, Objectives & Aims (+ Examples)
The research aims, objectives and research questions (collectively called the "golden thread") are arguably the most important thing you need to get right when you're crafting a research proposal, dissertation or thesis.We receive questions almost every day about this "holy trinity" of research and there's certainly a lot of confusion out there, so we've crafted this post to help ...
Developing the Research Question for a Thesis, Dissertation, or
Research questions must be aligned with other aspects of the thesis, dissertation, or project study proposal, such as the problem statement, research design, and analysis strategy. To summarize: Idea >Reviewing literature > Identifying the gap in theory or practice >Problem and Purpose Statements >Research question
Dissertations & projects: Research questions
Depending on the type of dissertation/project your are undertaking, some (or all) the questions may be answered with information collected from the literature and some (or none) may be answered by analysing data directly collected as part of your primary empirical research. In the above example, the first question would be answered by ...
PDF Developing Your Research Questions
Central Question Guidelines. 1. Begin with "How" or "What". Avoid "Why". 2. List the central phenomenon you plan to explore. 3. Identify the participants and research site [this is a quantitative term that implies cause and effect] Qualitative Central Question Script:
How to Write a Dissertation or Thesis Proposal
Dissertation question examples. Strong research kicks off with a solid research question, and dissertations are no exception to this. Dissertation research questions should be: Focused on a single problem or issue; Researchable using primary and/or secondary sources; Feasible to answer within the timeframe and practical constraints
Dissertation Structure & Layout 101 (+ Examples)
Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you've seen, they should form both the ...
Writing Strong Research Questions
A good research question is essential to guide your research paper, dissertation, or thesis. All research questions should be: Focused on a single problem or issue. Researchable using primary and/or secondary sources. Feasible to answer within the timeframe and practical constraints. Specific enough to answer thoroughly.
Qualitative Research Questions
From the Dissertation Center, Chapter 1: Research Question Overview, there are several considerations when forming a qualitative research question. Qualitative research questions should . Below is an example of a qualitative phenomenological design. Note the use of the term "lived experience" in the central research question. This aligns ...
Research Question Examples ~ Research Paper Inspiration
This article provides research question examples that are based on quantitative, qualitative, and mixed-methods approaches. The FINER criteria model is a useful tool to check whether a research question is of good quality. This article provides a variety of research question examples that should be avoided and their respective corrected versions.
What Is a Dissertation?
A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...
How To Write A Dissertation Or Thesis (+ Examples)
Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications.
Research Design
Step 1: Consider your aims and approach. Step 2: Choose a type of research design. Step 3: Identify your population and sampling method. Step 4: Choose your data collection methods. Step 5: Plan your data collection procedures. Step 6: Decide on your data analysis strategies. Frequently asked questions.
101 Qualitative Dissertation Questions
Part 8 provides the information that one needs regarding the various activities that occur after writing the dissertation. Part 1: Planning and Gearing Up. Part 2: Choosing an Appropriate Qualitative Approach. Part 3: Preparing and Writing the Proposal. Part 4: Conducting the Research: Data Collection.
Dissertation
The format of a dissertation may vary depending on the institution and field of study, but generally, it follows a similar structure: Title Page: This includes the title of the dissertation, the author's name, and the date of submission. Abstract: A brief summary of the dissertation's purpose, methods, and findings.
Dissertation examples
Dissertation examples. Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written.
How to Choose a Dissertation Topic
Step 3: Look for books and articles. Step 4: Find a niche. Step 5: Consider the type of research. Step 6: Determine the relevance. Step 7: Make sure it's plausible. Step 8: Get your topic approved. Other interesting articles. Frequently asked questions about dissertation topics.

Research Question Examples – Guide & Tips

Research Questions for Dissertation Examples

Does your Research Methodology Have the Following?

How can we Help you with Research Questions?

Frequently Asked Questions

What are some examples of research questions in the classroom?

What are some examples of research questions in Geography?

What are some examples of research questions in Psychology?

What are the three basic research questions?

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How to Write a Good Research Question (w/ Examples)

What is a Research Question?

Research Question Writing Tips

The research question should be specific and focused

The research question should be based on the literature

The research question should be realistic in time, scope, and budget

The research question should be in-depth

Research Question Types

Quantitative Research Questions

Categories of quantitative research questions

Categories of qualitative research questions

Good and Bad Research Question Examples

Research Question Example 1

Research Question Example 2

Steps for Writing a Research Question

1. Start with an interesting and relevant topic

2. Do preliminary research

3. Narrow your research to determine specific research questions

4. Evaluate your research question

Editing Your Research Question

Dissertations & projects: Research questions

Jump to content on these pages:

Choosing your research topic

Developing a research question or hypothesis

Research question examples

Hypotheses examples

Which do you need?

What makes a good research question or hypothesis?

The role of sub-questions

How do you answer your sub-questions?

Research Writing and Analysis

Qualitative Research Questions

Other Qualitative Research Question Examples

Your Step to Success

Research Question Examples – Get Inspiration for Your Research Paper

In a Nutshell: Research question examples

Definition: Research question examples

Types of research question examples

The FINER criteria

Research question examples

Explanation

What are some good research question examples?

What makes a good research question example?

What is an example of a good and bad research question?

How To Write A Dissertation Or Thesis

How To Write A Dissertation: 8 Steps

Step 1: Understand exactly what a dissertation is

Step 2: Find a unique, valuable research topic

Need a helping hand?

Step 3: Write a convincing research proposal

Step 4: Craft a strong introduction chapter

Step 5: Undertake an in-depth literature review

Literature Review Step 1: Reading up

Literature Review Step 2: Writing up

Step 6: Carry out your own research

1 – Design your research strategy

2 – Execute: Collect and analyse your data

Step 7: Present your findings

Step 8: The Final Step Draw a conclusion and discuss the implications

Let’s recap – how to write a dissertation or thesis

Psst... there’s more!

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Research Design | Step-by-Step Guide with Examples

Table of contents

Practical and ethical considerations when designing research

Prevent plagiarism, run a free check.

Types of quantitative research designs