It should also be appreciated that the academic supervisor may need to defend' your dissertation with both the second marker and the external examiner, to achieve the grade/mark that the academic supervisor believes is appropriate. However, the supervisor is usually more informed' than the other examiners in relation to the student's commitment, enthusiasm and achievement. This personal statement therefore, can also serve to personalise' the student's overall achievement and provide all the examiners with a more equal understanding of what you've accomplishment, and in what (adverse) circumstances. Miscellaneous Write as much as you can as soon as you can As you write, amendments to content and structure will become apparent often as a result of the highly productive exercise of arguing with yourself as you write (playing with the words). Say what you're going to say, say it, and then say what you've said Throughout your dissertation, adopt the say what you're going to say, say it, and then say what you've said approach. This applies to each chapter, as well as the whole document. Using a storyline help the reader to quickly absorb and understand the chapters by devising a unifying theme (a storyline) that is common to all chapters.
Rationale for a dissertation
The conclusion and outcomes (recommendations) (chapter 5) In some respects, this chapter seeks (needs) to present the reader with a summation' of what was achieved' in the previous chapters. This chapter often chronicles the most significant content of previous chapters. However, this chapter is also aqa an opportunity for the researcher to integrate the content from the other chapters into a synthesised final' whole. This means that the conclusions and outcomes' chapter must be a stand-alone chapter that contributes far more to the overall dissertation than simply a synopsis of previous chapters. Indeed, many would argue that this chapter is easily the most important because it provides the answer to the problem being investigated - other chapters are merely contributory to the outcomes chapter (it could be argued). This chapter (or possibly in a subsequent chapter) should also discuss whether the research was successfully completed including, in the student's opinion, the reasons for the success or the failure. It is also entirely appropriate for the student to disclose' to the reader, any significant milestones in their understanding, awareness and appreciation. In other words, the student should discuss, and explore, the benefits (to them) of undertaking and completing a research dissertation/project. This could/should take baldwin the form of a personal statement that is both informative and insightful. This statement can also serve to usefully indicate the student's progression from beginner' to finisher' and should reflect both the exit' ability/awareness and maturity of the student.
Even if a technologically advanced camera is used and the photograph is in focus and correctly exposed, it only depicts where the automobile was in the past, not where it is now or where it will be in the future. Lei, hitt and Bettis (1996 dynamic Core competencies journal of Management, 22(4 pages 549-570 (adapted). The results and discussion (chapter 4) Generally, your results will involve the presentation of data that was not (and shredder is not) widely available from existing (published) sources. In other words, data that, it could be argued (and you may need to did not exist until you created. The understanding needed to solve' the problem being investigated must be directly, and solely, derived from the results chapter/the data. However, it is also appropriate, in this chapter, to use the literature to discuss and interpret the primary data in respect of its significance and relevance to the research objectives'. In many respects, the results and discussion chapter (chapter 4) provides the facts' from which the conclusions and outcomes are derived. Inadequate data must result in inadequate outcomes'.
A qualitative methodology often primarily involves key respondent interview data. A qualitative methodology can seem, at first, an easy (soft) option, but it is always very time-consuming, and it can be more difficult to persuade an examiner' that your dissertation's outcomes are reliable and credible. It should be appreciated that you (the student) will, most probably, rapidly become more expert' than the supervisor, and others, in relation to the specific problem being explored and discussed in the dissertation (especially if a qualitative methodology is used). This means that a supervisor might be confronted with an assertion that black has been discovered to be white. The primary purpose of the methodology chapter is to describe an appropriate method (a formula) for solving the problem' being investigated a method that is generally understood to provide correct' answers. This means that examiners and others can approve the methodology formula' and by implication, approve your assertion that black is white without having to independently repeat your investigation (your experiment). In other words, your conclusions (your solution) are less likely to be challenged or disputed, if your methodology chapter is credibly persuasive and thoughtful. Although the dissertation is not an opportunity for the student to write down what they think they know, the student should acknowledge that what they know (prior learning) will significantly influence what they (subsequently) learn. In a dynamic environment, results and discussion are similar to creating a photograph of a moving automobile.
Writing a rationale for a dissertation
Although books provide useful background, journal articles more easily imply the depth of understanding that your dissertation needs to garden achieve. Scientific journal articles, therefore, are ultimately the most useful. Although it might be necessary to at least browse a dozen or so journals and many dozens of articles, it is better to identify, and discuss in depth, no more than 8-10 journal articles for literature review purposes. Other interesting and relevant but discarded journal articles can be listed in the bibliography to indicate that you've extensively searched (researched) the literature. The methodology (chapter 3 this is the most important chapter but also the most difficult to write. A methodology is not just a statement that chronicles what you did. Issues surrounding research methodologies are extremely complex.
It can be a difficult task, for both academic supervisor and student, to determine to what extent students need to demonstrate their knowledge and understanding of research methodology discuss this with your academic supervisor. Generally, students should decide whether their dissertation is to be under-pinned by a quantitative or qualitative methodology. Don't try to use both methodologies - the potential benefits are not worth the added confusion. For a useful (initial) discussion about methodology see: jean lee,. (1992 quantitative versus qualitative research Methods Two Approaches to Organisational Studies. Asia pacific journal of Management. Most business management summary dissertations use a qualitative methodology.
In this chapter, some general speculation is permissible if it provides a clearer explanation of why you've chosen this project (to solve this problem) rather than some other project (problem). The introduction chapter should conclude with the words. And therefore my objectives are. Ensure your objectives are derived from your introduction'. The introduction chapter should contain sufficient clarity to enable the one-time-reader to easily appreciate what the dissertation objectives are, even if not formally stated although dissertation objectives should always be formally stated. The literature review (chapter 2) more has been written about Business Management than is actually known.
David Farmer, emeritus Professor, University of Wales, march 1995. The primary purpose of the review of literature' chapter is for you to ascertain, and to demonstrate to others, that you are not re-inventing the wheel. In other words, it is not acceptable to do no more than rediscover what others have already discovered - the onus is on the student to demonstrate that the wheel has at least been improved'. Use existing knowledge to further knowledge. Choose 8-10 journal articles to review. Generally, scientific journal articles have more academic credibility than books.
Dissertation Rationale in Three simple
It is important that all chapters are about the same length. In other words, the methodology presentation chapter is no less important than the results chapter etc. Write about 10-15 more words than stipulated - because everyone else will write too much and your dissertation will look light' if you don't. Five 5000 word chapters. The introduction (chapter 1 use the introduction chapter (chapter 1) to set the scene. The introduction is particularly important to help one time readers' to quickly and easily understand and appreciate supermarket what the dissertation is about. Use a short case study and/or diagrams and/or anecdotal examples to simplify the introduction as much as possible.
A child of five essays could understand this send someone to get a child of five! Groucho marks, resourcing the dissertation, do not guess (speculate) about what resources or sponsor's support is available to you find out. Don't assume that you will magically acquire the necessary resources or information to complete your dissertation at the eleventh hour (Harry potter is fiction). Some dissertations are considerably more difficult than others, simply because key informant' access and availability were not adequately considered at the proposal stage. Remember that whatever you do for proposal' purposes, can be incorporated into your dissertation - work done is work done. The more detailed the proposal, the more likely it is that you will find a suitable (the most appropriate) supervisor. Supervisors don't like getting involved in something that they might regret later. Write a proposal to interest and excite a potential supervisor how many chapters? Use five or more chapters of equal length, suggested as follows: Introduction, literature review, methodology, results and discussion, conclusions and outcomes (recommendations).
are not compromised. In other words, the student should appreciate that he or she will achieve a more sustainable relationship with their supervisor if they seek discussion with their supervisor, rather than simply asking what shall I do?' or even is what i've done. The proposal, the proposal is a blueprint of what you intend to do and why it would be useful (to your sponsor if you did. It will be used to ascertain if what you propose is feasible and viable in relation to the expectations of the relevant university. The proposal must contain a substantial introduction (a first draft of chapter 1, perhaps see below) and clearly stated objectives and outcomes. The more detail you provide the more useful will be the feedback from your academic supervisor. This blueprint' will set in motion 12 months, or more, of work. It is, therefore, unlikely that a one-page outline will be sufficient. A one-page outline is simply not sufficient.
Equally, supervisors often assume, sometimes incorrectly, that students will have read and london understood any pre-commencement documentation, prior to their first meeting. Despite these uncertainties, and the inevitable need for some early manoeuvring' and clarification the first meeting is often very influential in determining the subsequent direction and focus of the entire dissertation. Students are advised, therefore, to thoroughly prepare for their first meeting with their supervisor and not to just let it happen'. It would also be expedient for the student to assess the availability' of the supervisor, particularly in the event of the student experiencing a serious difficulty (a crisis) that cannot wait until the next routine meeting. Approving draft chapters, don't expect a supervisor to routinely read/approve draft chapters, especially prior to a supervisor/student meeting, particularly if the chapter(s) might be revised before the meeting. The changing relationship between supervisor and student. Students should appreciate that their relationship with their supervisor will necessarily change/evolve from tutor, and then to mentor, and then, finally, to examiner.
How to write a rationale for your dissertation - ehow
The following notes are intended to thesis provide the student with an overview of what is expected, or required, in relation to undertaking/completing a dissertation, and to assist the student avoid some of the inevitable confusion that surrounds the commencement of a dissertation. However, it is also assumed that these notes will be readily superseded as students achieve sufficient independent' momentum and understanding. The rationale for this document, my own experience of supervising dissertations (together with supporting anecdotal evidence) suggests that a supervisor's initial contact/first meeting, whether with an mba, ma or MSc student, frequently results in a commonly occurring pattern of relatively fundamental queries and questions. This document, therefore, is intended to improve the effectiveness and efficiency of the initial contact/first meeting between the academic supervisor and the student, and to provide an agenda for subsequent meetings. Facts are always convincing, it is the conclusions drawn from the facts that need to be questioned! The first/early meeting(s) with a supervisor. The first meeting between a supervisor and a student usually, perhaps necessarily, focuses on the proposed content of a dissertation, rather than the regulations or administrative process understandably, supervisors tend to find the proposed topic more interesting than the administrative process. It is also possible that supervisors will not be familiar with the regulations or the administrative process.