thesis undergraduate degrees

How to write an undergraduate university dissertation

Writing a dissertation is a daunting task, but these tips will help you prepare for all the common challenges students face before deadline day.

Grace McCabe

Writing a dissertation is one of the most challenging aspects of university. However, it is the chance for students to demonstrate what they have learned during their degree and to explore a topic in depth.

In this article, we look at 10 top tips for writing a successful dissertation and break down how to write each section of a dissertation in detail.

10 tips for writing an undergraduate dissertation

1. Select an engaging topic Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree.

2. Research your supervisor Undergraduate students will often be assigned a supervisor based on their research specialisms. Do some research on your supervisor and make sure that they align with your dissertation goals.

3. Understand the dissertation structure Familiarise yourself with the structure (introduction, review of existing research, methodology, findings, results and conclusion). This will vary based on your subject.

4. Write a schedule As soon as you have finalised your topic and looked over the deadline, create a rough plan of how much work you have to do and create mini-deadlines along the way to make sure don’t find yourself having to write your entire dissertation in the final few weeks.

5. Determine requirements Ensure that you know which format your dissertation should be presented in. Check the word count and the referencing style.

6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end.

7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your research questions, SMART objectives and dissertation structure.

8. Keep a dissertation journal Track your progress, record your research and your reading, and document challenges. This will be helpful as you discuss your work with your supervisor and organise your notes.

9. Schedule regular check-ins with your supervisor Make sure you stay in touch with your supervisor throughout the process, scheduling regular meetings and keeping good notes so you can update them on your progress.

10. Employ effective proofreading techniques Ask friends and family to help you proofread your work or use different fonts to help make the text look different. This will help you check for missing sections, grammatical mistakes and typos.

What is a dissertation?

A dissertation is a long piece of academic writing or a research project that you have to write as part of your undergraduate university degree.

It’s usually a long essay in which you explore your chosen topic, present your ideas and show that you understand and can apply what you’ve learned during your studies. Informally, the terms “dissertation” and “thesis” are often used interchangeably.

How do I select a dissertation topic?

First, choose a topic that you find interesting. You will be working on your dissertation for several months, so finding a research topic that you are passionate about and that demonstrates your strength in your subject is best. You want your topic to show all the skills you have developed during your degree. It would be a bonus if you can link your work to your chosen career path, but it’s not necessary.

Second, begin by exploring relevant literature in your field, including academic journals, books and articles. This will help you identify gaps in existing knowledge and areas that may need further exploration. You may not be able to think of a truly original piece of research, but it’s always good to know what has already been written about your chosen topic.

Consider the practical aspects of your chosen topic, ensuring that it is possible within the time frame and available resources. Assess the availability of data, research materials and the overall practicality of conducting the research.

When picking a dissertation topic, you also want to try to choose something that adds new ideas or perspectives to what’s already known in your field. As you narrow your focus, remember that a more targeted approach usually leads to a dissertation that’s easier to manage and has a bigger impact. Be ready to change your plans based on feedback and new information you discover during your research.

How to work with your dissertation supervisor?

Your supervisor is there to provide guidance on your chosen topic, direct your research efforts, and offer assistance and suggestions when you have queries. It’s crucial to establish a comfortable and open line of communication with them throughout the process. Their knowledge can greatly benefit your work. Keep them informed about your progress, seek their advice, and don’t hesitate to ask questions.

1. Keep them updated Regularly tell your supervisor how your work is going and if you’re having any problems. You can do this through emails, meetings or progress reports.

2. Plan meetings Schedule regular meetings with your supervisor. These can be in person or online. These are your time to discuss your progress and ask for help.

3. Share your writing Give your supervisor parts of your writing or an outline. This helps them see what you’re thinking so they can advise you on how to develop it.

5. Ask specific questions When you need help, ask specific questions instead of general ones. This makes it easier for your supervisor to help you.

6. Listen to feedback Be open to what your supervisor says. If they suggest changes, try to make them. It makes your dissertation better and shows you can work together.

7. Talk about problems If something is hard or you’re worried, talk to your supervisor about it. They can give you advice or tell you where to find help.

8. Take charge Be responsible for your work. Let your supervisor know if your plans change, and don’t wait if you need help urgently.

Remember, talking openly with your supervisor helps you both understand each other better, improves your dissertation and ensures that you get the support you need.

How to write a successful research piece at university How to choose a topic for your dissertation Tips for writing a convincing thesis

How do I plan my dissertation?

It’s important to start with a detailed plan that will serve as your road map throughout the entire process of writing your dissertation. As Jumana Labib, a master’s student at the University of Manchester  studying digital media, culture and society, suggests: “Pace yourself – definitely don’t leave the entire thing for the last few days or weeks.”

Decide what your research question or questions will be for your chosen topic.

Break that down into smaller SMART (specific, measurable, achievable, relevant and time-bound) objectives.

Speak to your supervisor about any overlooked areas.

Create a breakdown of chapters using the structure listed below (for example, a methodology chapter).

Define objectives, key points and evidence for each chapter.

Define your research approach (qualitative, quantitative or mixed methods).

Outline your research methods and analysis techniques.

Develop a timeline with regular moments for review and feedback.

Allocate time for revision, editing and breaks.

Consider any ethical considerations related to your research.

Stay organised and add to your references and bibliography throughout the process.

Remain flexible to possible reviews or changes as you go along.

A well thought-out plan not only makes the writing process more manageable but also increases the likelihood of producing a high-quality piece of research.

How to structure a dissertation?

The structure can depend on your field of study, but this is a rough outline for science and social science dissertations:

Introduce your topic.

Complete a source or literature review.

Describe your research methodology (including the methods for gathering and filtering information, analysis techniques, materials, tools or resources used, limitations of your method, and any considerations of reliability).

Summarise your findings.

Discuss the results and what they mean.

Conclude your point and explain how your work contributes to your field.

On the other hand, humanities and arts dissertations often take the form of an extended essay. This involves constructing an argument or exploring a particular theory or analysis through the analysis of primary and secondary sources. Your essay will be structured through chapters arranged around themes or case studies.

All dissertations include a title page, an abstract and a reference list. Some may also need a table of contents at the beginning. Always check with your university department for its dissertation guidelines, and check with your supervisor as you begin to plan your structure to ensure that you have the right layout.

How long is an undergraduate dissertation?

The length of an undergraduate dissertation can vary depending on the specific guidelines provided by your university and your subject department. However, in many cases, undergraduate dissertations are typically about 8,000 to 12,000 words in length.

“Eat away at it; try to write for at least 30 minutes every day, even if it feels relatively unproductive to you in the moment,” Jumana advises.

How do I add references to my dissertation?

References are the section of your dissertation where you acknowledge the sources you have quoted or referred to in your writing. It’s a way of supporting your ideas, evidencing what research you have used and avoiding plagiarism (claiming someone else’s work as your own), and giving credit to the original authors.

Referencing typically includes in-text citations and a reference list or bibliography with full source details. Different referencing styles exist, such as Harvard, APA and MLA, each favoured in specific fields. Your university will tell you the preferred style.

Using tools and guides provided by universities can make the referencing process more manageable, but be sure they are approved by your university before using any.

How do I write a bibliography or list my references for my dissertation?

The requirement of a bibliography depends on the style of referencing you need to use. Styles such as OSCOLA or Chicago may not require a separate bibliography. In these styles, full source information is often incorporated into footnotes throughout the piece, doing away with the need for a separate bibliography section.

Typically, reference lists or bibliographies are organised alphabetically based on the author’s last name. They usually include essential details about each source, providing a quick overview for readers who want more information. Some styles ask that you include references that you didn’t use in your final piece as they were still a part of the overall research.

It is important to maintain this list as soon as you start your research. As you complete your research, you can add more sources to your bibliography to ensure that you have a comprehensive list throughout the dissertation process.

How to proofread an undergraduate dissertation?

Throughout your dissertation writing, attention to detail will be your greatest asset. The best way to avoid making mistakes is to continuously proofread and edit your work.

Proofreading is a great way to catch any missing sections, grammatical errors or typos. There are many tips to help you proofread:

Ask someone to read your piece and highlight any mistakes they find.

Change the font so you notice any mistakes.

Format your piece as you go, headings and sections will make it easier to spot any problems.

Separate editing and proofreading. Editing is your chance to rewrite sections, add more detail or change any points. Proofreading should be where you get into the final touches, really polish what you have and make sure it’s ready to be submitted.

Stick to your citation style and make sure every resource listed in your dissertation is cited in the reference list or bibliography.

How to write a conclusion for my dissertation?

Writing a dissertation conclusion is your chance to leave the reader impressed by your work.

Start by summarising your findings, highlighting your key points and the outcome of your research. Refer back to the original research question or hypotheses to provide context to your conclusion.

You can then delve into whether you achieved the goals you set at the beginning and reflect on whether your research addressed the topic as expected. Make sure you link your findings to existing literature or sources you have included throughout your work and how your own research could contribute to your field.

Be honest about any limitations or issues you faced during your research and consider any questions that went unanswered that you would consider in the future. Make sure that your conclusion is clear and concise, and sum up the overall impact and importance of your work.

Remember, keep the tone confident and authoritative, avoiding the introduction of new information. This should simply be a summary of everything you have already said throughout the dissertation.

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
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I'm starting to think about my course load for next semester, and I'm wondering if most colleges require an undergraduate thesis to graduate. If so, how does it work typically?

The requirement for an undergraduate thesis greatly varies by institution and by major. For many programs, an undergraduate thesis is not compulsory for graduation. Instead, these programs may offer it as an opportunity for students interested in conducting in-depth research on a particular topic within their field of study.

When a thesis is required, it's often in programs where research is integral to the profession, such as in the sciences or in social sciences like sociology or psychology. It can also be common in humanities disciplines like English or History. Additionally, Honors Programs, which provide an enhanced undergraduate experience for academically talented students, may require an honors thesis or project.

The process typically involves choosing a topic of interest, seeking approval from the department, and then working closely with a faculty member (often acting as the thesis advisor) throughout the project. The thesis is usually completed in the student's final year, and its length can range from a long essay to a short book, depending on the discipline and the scope of the project.

The thesis often culminates with a presentation or defense in front of the thesis committee, which usually consists of faculty from the respective department.

Therefore, I would recommend checking with your academic advisor or department to determine if your program requires a thesis. It's also important to note that even if it's not required, completing a thesis could be a valuable experience if you're interested in going to graduate school or planning a career in research.

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What is an Undergraduate Dissertation?

While most discussions of ‘dissertations’ focus on postgraduate study, undergraduate students also frequently complete undergraduate dissertations as one part of their overall degree. This article will provide an overview of the undergraduate dissertation and its standard requirements at UK universities.

What is a Bachelor’s or Undergraduate Dissertation?

An undergraduate dissertation (or Bachelors dissertation) is essentially an extended piece of research and writing on a single subject. It is typically completed in the final year of a degree programme and the topic is chosen based on a student’s own area of interest. It allows the student to explore a narrow topic in greater depth than a traditional module. The student works with a single supervisor chosen from their departmental faculty, and this individual provides guidance and support throughout the course of the research.

How does Undergraduate Dissertation differ from Postgraduate Dissertation?

The bachelor’s dissertation varies significantly from postgraduate dissertations. First, it is considerably shorter in length, averaging only 10,000 – 15,000 words. While this is much shorter than a Masters or PhD dissertation, it is much longer than any other piece of writing required in undergraduate programmes.

Secondly, the undergraduate dissertation is not required to contain the same level of originality as postgraduate work. Students are still expected to complete the work independently and cite all sources, but they do not need to present any new ideas. It is sufficient to conduct thorough, sustained research and present a critical discussion of a relatively narrow research topic. It is not necessary to discuss the philosophical context of the research or to design a distinct methodology. However, it is important to note that the best bachelor’s dissertations demonstrate genuine critical thinking skills and an ability to combine information derived from many different sources.

Finally, the undergraduate dissertation also varies in the type of research conducted, which will be more focused on texts and documents rather than active field research. For the most part students will examine secondary sources or easily accessible primary sources, and they will not be required to pursue obscure or costly data sources. In some disciplines a practical element may be incorporated into the dissertation, but this is usually performed with less independence than would be expected at the postgraduate level.

Undergraduate Dissertation Requirements

• Topic selection : At the end of the penultimate year of study students will be asked to select an area of research for the dissertation. You should be sure to choose a topic that is likely to hold your interest over a long period of time, as it is difficult and dangerous to change your topic once your research period has begun.
• Finding a supervisor : Depending on the university, there may be a formal process in place for allocating supervisors or students may simply approach a member of faculty that they are interested in working with. It can be helpful to meet with potential supervisors before registering an intended research area, as they can help you to refine your proposed topic and give you suggestions for specific research questions. Once the formal dissertation period begins you will meet with your supervisor regularly to discuss your progress and refine your study.
• Early research : Most students begin general reading around their chosen subject area in the summer before the final year. This period is truly key in developing a broad awareness of the subject, and it prepares you for more targeted research once your final year commences.
• Research outline : Once the undergraduate dissertation module begins (usually at the start of year 3) you will be asked to draft a brief dissertation outline of about 2-3 pages in length. This should include a summary of  chapters  and a full bibliography. By now you should have decided upon a narrower aspect of your topic, and this should be formulated into a research title with the help of your supervisor.
• Refined research and writing : At this stage, your research will be much more targeted, in order to pursue your proposed dissertation agenda. You should also begin writing as soon as possible. Most departments require students to submit a substantial piece of writing (3,000-5,000 words) by the end of the first term. Remember that you should submit at least one draft to your supervisor before this deadline, in order to give you time to make necessary revisions.
• Final dissertation : When you’ve completed the writing process you should have roughly three or four chapters, as well as an Introduction and Conclusion. It must all be formatted according to university guidelines, and you must be certain to properly cite all if your sources.
• Binding and submission : Unlike undergraduate essays, the undergraduate dissertation must be professionally bound before being submitted. This is usually done on campus but you need to allow enough time for the process before your submission deadline. The final due date is usually at the end of the second term of the student’s final year.

The marking system for undergraduate dissertations is the same that is used for all other aspects of the undergraduate degree. Students must generally achieve a minimum mark of 40 to pass, but most will aspire to higher marks than this. Marks of 60-69 earn a classification of 2:1 or B; Marks over 70 earn a First classification or A.

The dissertation is marked as a stand-alone module and it is combined with other module marks to determine the overall degree classification. There is no standard rule for UK universities regarding the weight of the dissertation mark when calculating the degree average, so it’s best to check with your university to understand their individual regulations.

For many students, the undergraduate dissertation provides their first taste of prolonged independent research. This can be a daunting experience but it is helpful to remember that your departmental supervisor can be called upon frequently for advice and support. If you work at a consistent and dedicated pace you will have no problem completing the dissertation on time. You will also develop important research skills that can prepare you for postgraduate study.

Bryan Greetham, 2009. How to Write your Undergraduate Dissertation (Palgrave Study Skills). Edition. Palgrave Macmillan.

Manchester Metropolitan University, 2008. Guidance on the Writing of Undergraduate Dissertations. Available: http://www.ioe.mmu.ac.uk/cpd/downloads/UNDERGRAD%20DISSERTATION%20HANDBOOK.pdf. Last accessed 08 Apr 2013.

University of Warwick, 2010. Dissertation Guidelines for Undergraduate Study. Available: http://www2.warwick.ac.uk/study/cll/currentstudents/undergraduatemodules/ce302dissertation/dissertation_guidelines_2010.pdf. Last accessed 08 Apr 2013. Nicholas Walliman, 2004. Your Undergraduate Dissertation: The Essential Guide for Success (SAGE Study Skills Series). 1 Edition. SAGE Publications Ltd.

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What is a thesis?

What is a dissertation, getting started, staying on track, thesis abstract, lit(erature) review.

A thesis is a long-term project that you work on over the course of a semester or a year. Theses have a very wide variety of styles and content, so we encourage you to look at prior examples and work closely with faculty to develop yours. 

Before you begin, make sure that you are familiar with the dissertation genre—what it is for and what it looks like.

Generally speaking, a dissertation’s purpose is to prove that you have the expertise necessary to fulfill your doctoral-degree requirements by showing depth of knowledge and independent thinking.

The form of a dissertation may vary by discipline. Be sure to follow the specific guidelines of your department.

• PhD This site directs candidates to the GSAS website about dissertations , with links to checklists,  planning, formatting, acknowledgments, submission, and publishing options. There is also a link to guidelines for the prospectus . Consult with your committee chair about specific requirements and standards for your dissertation.
• DDES This document covers planning, patent filing, submission guidelines, publishing options, formatting guidelines, sample pages, citation guidelines, and a list of common errors to avoid. There is also a link to guidelines for the prospectus .
• Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.

Finding an original topic can be a daunting and overwhelming task. These key concepts can help you focus and save time.

Finding a topic for your thesis or dissertation should start with a research question that excites or at least interests you. A rigorous, engaging, and original project will require continuous curiosity about your topic, about your own thoughts on the topic, and about what other scholars have said on your topic. Avoid getting boxed in by thinking you know what you want to say from the beginning; let your research and your writing evolve as you explore and fine-tune your focus through constant questioning and exploration.

Get a sense of the broader picture before you narrow your focus and attempt to frame an argument. Read, skim, and otherwise familiarize yourself with what other scholars have done in areas related to your proposed topic. Briefly explore topics tangentially related to yours to broaden your perspective and increase your chance of finding a unique angle to pursue.

Critical Reading

Critical reading is the opposite of passive reading. Instead of merely reading for information to absorb, critical reading also involves careful, sustained thinking about what you are reading. This process may include analyzing the author’s motives and assumptions, asking what might be left out of the discussion, considering what you agree with or disagree with in the author’s statements and why you agree or disagree, and exploring connections or contradictions between scholarly arguments. Here is a resource to help hone your critical-reading skills:

https://guides.library.harvard.edu/sixreadinghabits  

https://youtu.be/BcV64lowMIA

Conversation

Your thesis or dissertation will incorporate some ideas from other scholars whose work you researched. By reading critically and following your curiosity, you will develop your own ideas and claims, and these contributions are the core of your project. You will also acknowledge the work of scholars who came before you, and you must accurately and fairly attribute this work and define your place within the larger discussion. Make sure that you know how to quote, summarize, paraphrase ,  integrate , and cite sources to avoid plagiarism and to show the depth and breadth of your knowledge.

A thesis is a long-term, large project that involves both research and writing; it is easy to lose focus, motivation, and momentum. Here are suggestions for achieving the result you want in the time you have.

The dissertation is probably the largest project you have undertaken, and a lot of the work is self-directed. The project can feel daunting or even overwhelming unless you break it down into manageable pieces and create a timeline for completing each smaller task. Be realistic but also challenge yourself, and be forgiving of yourself if you miss a self-imposed deadline here and there.

Your program will also have specific deadlines for different requirements, including establishing a committee, submitting a prospectus, completing the dissertation, defending the dissertation, and submitting your work. Consult your department’s website for these dates and incorporate them into the timeline for your work.

Accountability

Sometimes self-imposed deadlines do not feel urgent unless there is accountability to someone beyond yourself. To increase your motivation to complete tasks on schedule, set dates with your committee chair to submit pre-determined pieces of a chapter. You can also arrange with a fellow doctoral student to check on each other’s progress. Research and writing can be lonely, so it is also nice to share that journey with someone and support each other through the process.

Common Pitfalls

The most common challenges for students writing a dissertation are writer’s block, information-overload, and the compulsion to keep researching forever.

There are many strategies for avoiding writer’s block, such as freewriting, outlining, taking a walk, starting in the middle, and creating an ideal work environment for your particular learning style. Pay attention to what helps you and try different things until you find what works.

Efficient researching techniques are essential to avoiding information-overload. Here are a couple of resources about strategies for finding sources and quickly obtaining essential information from them.

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_in_literature_detailed_discussion/reading_criticism.html

https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies/reading-techniques

Finally, remember that there is always more to learn and your dissertation cannot incorporate everything. Follow your curiosity but also set limits on the scope of your work. It helps to create a folder entitled “future projects” for topics and sources that interest you but that do not fit neatly into the dissertation. Also remember that future scholars will build off of your work, so leave something for them to do.

An abstract is a short (approximately 200-word) summary or overview of your research project. It provides enough information for a reader to know what they will find within the larger document, such as your purpose, methodology, and results or conclusion. It may also include a list of  keywords. An abstract is an original document, not an excerpt, and its contents and organization may vary by discipline.

A literature review establishes a set of themes and contexts drawn from foundational research and materials that relate to your project. It is an acknowledgment that your scholarship doesn’t exist in a vacuum. With the review, you identify patterns and trends in the literature to situate your contribution within the existing scholarly conversation.

What is a literature review? A literature review (or lit review, for short) is a critical analysis of published scholarly research (the "literature") related to a specific topic. Literature here means body of work, which traditionally was done in written form and may include journal articles, books, book chapters, dissertations and thesis, or conference proceedings. In the case of design, however, literature has an expanded breadth since the body of work is oftentimes not represented by words. A design review may include plans, sections, photographs, and any type of media that portrays the work.

A literature review may stand on its own or may be inside a larger work, usually in the introductory sections. It is thorough but not exhaustive--there will always be more information than you can reasonably locate and include. Be mindful of your scope and time constraints and select your reviewed materials with care. A literature review

• summarizes the themes and findings of works in an area
• compares and contrasts relevant aspects of literature on a topic
• critically assesses the strengths and omissions of the source material
• elaborates on the implications of their findings for one's own research topic

What does a literature review look like? Each discipline has its own style for writing a literature review; urban planning and design lit reviews may look different than those from architecture, and design lit reviews will look significantly different than reviews from the biological sciences or engineering. Look at published journal articles within your field and note how they present the information.

• Introduction: most scholarly articles and books will have a literature review within the introductory sections. Its precise location may vary, but it is most often in the first few paragraphs or pages.

Dedicated literature reviews: these are stand-alone resources unto themselves. You can search for "literature review" and a topic, and you may find that one already exists. These literature reviews are useful as models within your field, for finding additional sources to explore, and for beginning to map the general relationships within the scholarly conversation around your topic. Be mindful not to plagiarize the source material.

Database search tip : Add the phrase "literature review" to your search to find published literature reviews.

Browsing through theses and dissertations of the past can help to get a sense of your options and gain inspiration but be careful to use current guidelines and refer to your committee instead of relying on these examples for form or formatting.

Theses at the Frances Loeb Library  is a research guide to finding p ast GSD theses.

DASH Digital Access to Scholarship at Harvard.

HOLLIS Harvard Library’s catalog provides access to ProQuest Dissertations & Theses Global .

MIT Architecture has a list of their graduates’ dissertations and theses.

Rhode Island School of Design has a list of their graduates’ dissertations and theses.

University of South Florida has a list of their graduates’ dissertations and theses.

Harvard GSD has a list of projects, including theses and professors’ research.

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Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

What is a Dissertation? Undergrad, Masters & PhD

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

A dissertation is a long written piece of academic research completed as part of a university degree.

The dissertation will be the longest thing you write at university. It might be anywhere from:

• Shortest: 5000 words long (a baby undergraduate dissertation), up to
• Longest: 100,000 words (a PhD dissertation in the social sciences).

Your dissertation will explain the processes and results of research that you conducted. You would also write an analysis of the results and recommendations for further research.

You usually complete your dissertation at the end of your degree, so in North America you might hear people calling it the “capstone project”.

Difference between a Dissertation and Thesis

We often use the terms ‘dissertation’ and ‘thesis’ interchangeably. I’ve also read a lot of articles out there on the internet that claim that there are clear differences between the two. There aren’t.

I’ve completed an undergraduate and a doctoral dissertation. I’ve supervised well over 100 dissertation students at undergraduate, masters and PhD level. I’ve taught at universities in Europe, Australia and North America. In all my time, it’s been quite apparent to me that people use the terms interchangeably.

Now, there is also another time we use the term ‘thesis’. A thesis is also known as your main argument in an essay and/or dissertation.

So, technically, a dissertation contains a thesis . The dissertation is the written report that you can pick up and carry around. The thesis is the key argument you’re making within the written report.

But save yourself the stress of trying to differentiate between the two: in 90% of all situations, when someone says ‘dissertation’ or ‘thesis’ they mean the same thing: they just mean “that big project you’ve been working on for the past 2 years of your life and you want to throw out the window.”

What is a Dissertation Supervisor?

When you start your dissertation, you’ll be allocated a dissertation supervisor. Your supervisor will guide you through the process.

For undergraduate students, this may be the first time you’ve worked closely in a one-to-one environment with a university professor before. You’ll meet up for regular meetings and they’ll look over drafts of your work and tell you how to improve it.

The 3 Levels of Dissertation

Dissertations can be written during undergraduate and postgraduate studies. Here are the three different levels:

Honors or Undergraduate Dissertation

You may be asked to write a dissertation to get your undergraduate degree. Outside of North America, this is a requirement if you want to graduate “with honors”.

An undergraduate dissertation will range from about 5,000 to 30,000 words. Most undergraduate dissertations that I’ve come across usually come out at about 10,000 words and take their full senior to complete. However, different universities have different standards.

Undergraduate students are not usually asked to do complicated research studies. It’s an introduction to academic research, so you’re likely only going to do a small pilot study, but it’s good for learning how research happens and getting your toes wet.

You’ll also get to zoom-in on a topic of your choice, so it’s a chance to show future employers what your interests are and how you’ve pursued them at university level.

Masters Dissertation

A masters dissertation is completed by people who choose to do a masters degree “by research”. Some masters by coursework degrees don’t have a dissertation component, so you may not have to do a dissertation at all.

At masters level, you’ll need to step up your game a little. Masters-level dissertations typically range from 15,000 to 50,000 words and involve a small but rigorous research study.

Many of the masters students who I have supervised in the past have conducted case study or ‘action research’ projects where they did a study in their own workplace.

Others have done standalone studies where they’ve come up with a topic to research and gone ahead to conduct the research over about a 12 to 24 month period.

PhD Dissertation

A PhD or doctorate dissertation is the big kahuna of dissertations. If you successfully write one of these, you can call yourself ‘Doctor’ for the rest of your days (but you won’t be one of those doctors – you know, the ones with stethoscopes).

Most PhD dissertations are 80,000 to 100,000 words long – or about the length of your average novel. Now that’s a lot of words!

Your PhD absolutely has to (at a minimum) make a unique contribution to knowledge. That means you need to study something no one else has ever studied before and convince experts in the field that it was a well-done and valid study. Ideally you should also be able to tell people that you’re a world-leading expert in the topic you studied.

What is the Structure of a Dissertation?

There are many different ways you can structure your dissertation. Different disciplines have different expectations and standards.

Many of my students freak out that they have to write such long pieces of work. But, by splitting the dissertation up into sections like I have done below, they come to realize that it’s just a whole lot of short pieces all glued together to make a coherent, interesting story.

Here’s one of the most common structures that 95% of all of my students in Arts, Humanities and Social Sciences follow:

1. Introduction (10%)

The introduction gives an overview of the topic to readers and lets them know of its importance. It will introduce the reader to the research topic and the question you’re studying. It might also introduce some key terms and give an overview of the structure of the piece to come.

2. Literature Review (15 – 25%)

A literature review will give a detailed overview of everything that’s currently known about the topic. It’ll show the reader that you have deep knowledge of the topic and that you’re qualified to conduct the study.

Ideally, you’ll also use the literature review to show how your study builds upon what’s already known. You don’t want to just do a study that’s already been done, but you can learn a lot from previous studies and use their knowledge to make your work better.

3. Theoretical Framework (15 – 25%)

This section isn’t always used (you’ll probably skip it for an undergraduate dissertation), but it is common in some Masters and PhD level studies. It outlines what lens you’re using to critique concepts. Maybe you’ll use a theory like ‘grounded theory’, ‘ postmodernism ’, ‘ critical theory ’ or ‘feminist theory’ to study something from a particular perspective. You’ll need to show your reader that you have deep knowledge of that theory that you’re using, and why the theory is worth employing in your study.

If this is all too confusing to you now, never mind: you may not even need to use a theoretical framework , depending on the requirements of your course.

4. Methodology (15 – 25%)

A methodology section outlines how you will conduct your study. What methods, procedure and ethical guidelines will you use? How will you ensure your work is honest, trustworthy, reliable or accurate?

5. Results (10%)

The results section outlines what you found out. Particularly in quantitative work (that’s a study that uses methods that measure things using numbers and algorithms), you’ll have a results section separate from the analysis section. In qualitative work , often the results and analysis are blended together.

6. Analysis (15 – 25%)

The analysis is the section where you critique the results. What do the results reveal about your topic? How do your results show us something new or provide fresh insights into an old topic?

7. Conclusion (10%)

The conclusion will usually sum up what you’ve said and explain its relevance for researchers or practitioners. You will give recommendations to future researchers on what studies they might want to undertake, or you might tell practitioners how your findings could be used to improve their workplace.

Conclusions also often outline weaknesses or challenges you faced. This is important to show that you’ve reflected on your blindspots and acknowledged them. No study is perfect.

How to Conduct a Research Study for a Dissertation

You’ll have to choose a research topic, study it in depth, and conduct original research on it. It seems like a daunting task, but with your dissertation supervisor, you’ll work together to break it down into manageable chunks.

An Example: Laura’s Undergraduate Dissertation

Let’s say Laura has to write a 10,000 word undergraduate dissertation in her Education Studies degree. This would be pretty common if she wants to graduate with honors. Here’s what she might do:

1. Choose a Topic

Laura needs to choose a topic to write about. She is really interested in play-based learning , so she chose this as her topic for her dissertation.

>>>RELATED POST: 51 BEST EDUCATION DISSERTATION TOPIC IDEAS

2. Conduct a Literature Review

Laura started reading up about the topic and write a 2,500 word review of all of the literature that’s out there on play-based learning. She found a few themes in the articles she read, so she split it up into 6 sections for the 5 themes she found, with 500 words in each section.

3. Come up with a Research Question

Now that Laura has some in-depth knowledge about her topic, she’s going to have to conduct some original research of her own to prove her expertise in the topic. Usually, we ask students to do research that no one has done before so that it is unique and tells us something new about the topic. Fortunately, because she’s done her literature review, Laura will now have deep knowledge of the topic and know things about play-based learning that haven’t been researched in the past.

Let’s say Laura decided that she wanted to interview teachers about the challenges they face during play-based learning lessons. She has decided to go out and interview, say, 10 teachers at the local school.

4. Devise a Methodology

Because it’s an academic study, Laura needs to prove that she did the research systematically. If she doesn’t have a procedure to follow, her results won’t be valid. So, she has to write a section in her dissertation about how she conducted the research to ensure it is reliable. This might be another 2,500 words and explain her methodology (procedure) and how she did it ethically (didn’t cheat or harm anyone).

5. Get Approval to Conduct the Study

Before Laura conducts the study, she’ll have to get it approved by:

• Her supervisor
• Her university’s research ethics committee

Usually, she’ll have to present a written research proposal that outlines her plans and shows she’s thought about her methodology and literature review. This can be a long process, but it’s helped by the fact that he’s already conducted her literature review, written her methodology, and gotten them checked by her supervisor on a regular basis.

6. Conduct the Study

Once she’s gotten approval, Laura will have to go out and conduct the study!

She’ll go out to schools and interview the 10 teachers using a recording device – asking them all the same questions – and then come back to university and look over their answers.

7. Analyze the Results

Laura will have to look through the interviews to see what key points were that kept coming up in her interviews. We call these recurring points ‘key themes’.

The first thing Laura will do is transcribe the interviews. This means she’ll listen to the interviews and type them up word-for-word (‘verbatum’). Then, she’ll print them out and highlight important or revealing quotes that she thinks appeared multiple times in each interview.

Sometimes, people use software to help them find these themes.

8. Write up the Results

Now that Laura thinks she has some key themes from the interviews, she’ll write her ‘analysis’ and /or ‘results’ sections of her dissertation. She will write about all the themes she found and provide some quotes from the teachers to back up her points.

9. Write an Introduction and Conclusion

Lastly, Laura needs to write her introduction and conclusion . These come last when everything else was written. The introduction will give the reader a fly-by of what is said throughout the dissertation. The conclusion will highlight the importance of the results, maybe discuss some weaknesses of her study, and make recommendations for practitioners or future researchers based on her newfound knowledge.

How to Get Started

I’ve got a ton of resources on this website to help you write your dissertation. My goal is to show you how to do it in easy to understand language – no academic B.S.! I recommend you get started with your dissertation by reading my post on how to choose a dissertation topic .

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

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Dissertations and Theses

Main navigation.

Congratulations on being close to the finish line with your dissertation or thesis.

After you’ve applied to graduate and enrolled, dissertations and theses may be submitted online through the Dissertation & Thesis Center in Axess.  

Once you finish submitting your dissertation or thesis in Axess, and it has been approved by the university, the submission is considered final and no further changes are permitted. 

The electronic submission process is free of charge and allows you the ability to check your pre-submission requirements and when ready, upload a digital copy of your dissertation or thesis. 

You can learn more about the center on the How to Use the Dissertation & Thesis Center webpage.

• FAQs: Dissertation & Theses
• How to Submit Your Signature Page
• How to Use the Dissertation & Thesis Center
• How to Request to Use Copyrighted Material

Note: The online submission process is not available for master's theses or undergraduate honors theses. Please consult with your department directly regarding submission procedures.

Follow these guides to ensure you meet all the requirements for submitting your dissertation or thesis. 

• Prepare Your Work for Submission
• Submit Your Dissertation or Thesis
• Steps After Submission

Submission Deadlines for Conferral

You must apply to graduate and enroll before you can access the Dissertation & Thesis Center in Axess.

The Dissertation & Thesis Center opens to submissions on the first day of instruction each quarter for which the student has applied to graduate.

The quarterly deadlines are set as late in the quarter as possible, providing the time necessary for review of the dissertation or thesis, including review of final degree requirements by the Registrar's Office and the departments. 

You are strongly encouraged to submit your work at least two weeks prior to the deadline to ensure that all requirements can be met in time for the conferral of your degree. 

Once you finish submitting your dissertation or thesis in Axess, and it has been approved by the university, the submission is considered final and no further changes are permitted. 

After the final reader approves the dissertation, it typically takes about seven (7) business days for the university to process the submission.  

Deadlines by Quarter

Dissertation deadlines are strictly enforced.  No exceptions are made. By noon on the final submission deadline date, all of the following steps must be completed:           

• The student enrolls and applies to graduate;
• The student confirms the names of reading committee members in Axess, and designates a Final Reader;
• The student submits reading committee signatures;
• The student completes the necessary University Milestones;
• The student’s candidacy is valid through degree conferral;
• The student submits the final dissertation or thesis in Axess;
• The designated Final Reader certifies the final draft of the dissertation or thesis submitted in Axess.

For help, contact the Student Services Center .                                                                        

For faculty and staff information on Dissertations, visit Inside Student Services.

Dissertations and Theses: A Finding Guide: Cornell Theses

• Introduction
• Cornell Theses
• Non-Cornell Theses
• Open Access, etc.
• Cornell Dissertation Guidelines

Search ProQuest Dissertations and Theses Global [PQDTG]

Nearly all Ithaca-campus Cornell doctoral dissertations are available in print form or on microfilm in one of the Cornell University Libraries. Some dissertations are now available online as well. Copies of masters theses and undergraduate honors theses are more fugitive, but some are also available at Cornell.

Recommended approach: Search  ProQuest Dissertations and Theses Global [PQDTG] .

For Cornell faculty, staff, and students, some Cornell dissertations may be available as digitized full text in PDF format for immediate free download. Do not search Dissertation Abstracts ; all these records and more are now in ProQuest Dissertations and Theses Global.

The full text of some Cornell dissertations is available online in PQDTG beginning with June 1954; a few pre-1954 dissertations are also available online. However, before 2009, many Cornell dissertations were not digitized. Since 2009, all Cornell dissertations--with the exception of embargoed titles--are also available as full-text online PDFs in the eCommons Cornell Theses and Dissertations collection (see the embargo discussion below). Anyone, including Cornell faculty, can purchase a scanned copy (PDF) of a dissertation, including their own, by using the Order a copy button on a citation in the search results or on the document record page for an individual dissertation.

This ProQuest LibGuide provides searching tips and lists searchable fields in ProQuest Dissertations and Theses Global.

Check Cornell's Catalog

Searching and browsing:.

• The Catalog lists the dissertations available in the Cornell University Library. Note that some records do not have subject headings. These records are searchable by title and author words.
• The Thesis Distribution List is a useful aid for browsing Cornell theses by general subject. It shows the Library of Congress call number assigned to Cornell theses for each degree program on campus and which library houses that department's theses.

Coverage Limitations:

Some dissertation information is missing from our Catalog:

• the newest print dissertations that the library hasn't received yet or that are in the process of being bound and cataloged.
• some pre-1918 dissertations that are not cataloged (see the microfilm guide below for access to these titles).

Strategies for browsing theses records that lack subject headings:

Many theses and dissertations are organized by degree program using a general Library of Congress Classification.

For example, theses in the field of mathematics will begin with the call number Thesis QA 10 . Thesis Distribution List  for a list of degree programs with call number classifications. Knowing this classification, you can construct a call number browse in the online catalog to retrieve a list of theses by thesis call number. --> To browse a thesis call number classification, do a Call Number search in the Catalog . Enter the term Thesis and add the first two letters of the classification. Do not enter the number . For example, to find Thesis QA 10 , enter Thesis QA .

Important note:

After entering the Thesis 2-letter classification, it is usually necessary to scroll down or move forward through a number of pages to see all the theses classified in in a given subject area. Further, theses starting with the same letters but different numbers (QA 10 and QA 70, for example), may sort out of numerical order in the call number browse. In general, theses with the same beginning call number are sorted in chronological order from oldest to newest; the next part of the call number after Thesis QA 10, for example, is the year of the thesis (i.e., Thesis QA 10 1997...).

We also have a set of thesis catalog cards organized by department in a cabinet located in the hallway of the 106 Olin staff area. The department serves as a rough subject guide for these dissertations. This card set covers approximately 1918 up to about 1987. Cards are filed in chronological order within each department.

The print thesis collection in Uris Library is currently shelved on Level 3B before the Q to QA regular-sized volumes. Check with the library staff for the thesis shelving locations in other libraries (Mann, ILR, Fine Arts, etc.).

Weill Medical School Dissertations:

For citations to dissertations at Weill, select Tri-Institutional (Tri-I) Library Catalog from the  Weill Library advanced search page .

Citations and abstracts for Weill dissertations may also be found in ProQuest Dissertations and Theses Global (mentioned earlier) for 1957 to date.

Finding the Newest Dissertations/Theses

Beginning with 2017, the first place to check for newer Cornell dissertations is the ProQuest Dissertations and Theses Global (PQDTG) . Graduating students submit digital copies of their Cornell dissertations to ProQuest using the ETD Administrator submission tool. ProQuest's turn-around time typically averages about 4 to 6 weeks from receipt to online publication. A pre-published copy of the full text along with the metadata is delivered to the university repository (Cornell Theses and Dissertations collection in eCommons) within several hours of a submission being released to ProQuest for publication in PQDTG.

Although the full text of many dissertations is available via ProQuest, coverage in ProQuest is not complete prior to 2017.

The Cornell Theses and Dissertations collection in eCommons holds digital versions of many Cornell dissertations completed since about 2004, as well as a few earlier ones. Since 2009, Cornell dissertations have been routinely added to eCommons.

Here is brief timeline of the eCommons deposit history:

• Before 2004 : Digital versions of dissertations and theses (ETDs) were not routinely deposited in eCommons.
• 2004 to 2008 : Students may choose to deposit their own work to eCommons directly.
• 2009 to 2016 : Students submitted their ETDs to The Graduate School who then passed them to the library.
• 2017 to the present : Students submit their dissertations to ProQuest first and ProQuest then delivers the digital version to the library to be added to eCommons.

Exceptions:

• Authors may specify an embargo. Until 2017, this was five years, by default, renewable upon request. Starting in 2017, the maximum initial embargo is two years. Permission to view dissertations that are closed in eCommons may be requested by contacting the author, or a print copy may be requested through Cornell Interlibrary Lending .
• Some ETDs are withheld entirely to allow time for patent applications to be completed. See Exception for dissertations embargoed or withheld for patent reasons below.

Most embargoed dissertations still have a record describing the dissertation in eCommons, but it is not possible to view the full text of the dissertation until the access restriction or embargo has expired. If access to a thesis is restricted in this way, users will see "Access to Document Restricted" under the document thumbnail image. Below this will be a field labeled "No Access Until," which indicates the date when the full text of the thesis will be accessible. If the "No Access Until" field does not appear, the full text of the dissertation is available immediately. If there is a problem accessing a Cornell dissertation in eCommons after the embargo date has passed, contact Michael Engle at Olin Library Reference for assistance.

Exception for dissertations embargoed or withheld for patent reasons:

For Cornell dissertations that are being withheld or embargoed for patent reasons (dissertations that are unavailable in any format, print or online), verification that the dissertation exists can be obtained from the Center for Technology Licensing (CTL) . CTL has an in-house database that is not publicly available where this information resides. These dissertations have no records in either ProQuest Dissertations and Theses Global or in our Library catalog, although citations to them may appear elsewhere online.

Recent dissertations not yet available online, but available in print format:

If a patron needs to read a dissertation and the full text is not yet available in Cornell Theses and Dissertations collection in eCommons , check the Library Catalog for a record with the location of a print copy or copies.

If the print copy is so new that it is not yet been processed, and there is no record in the catalog, the reference staff will contact Library Technical Services (LTS) to check on its availability. These unbound dissertations can be moved by LTS from storage to the Rare and Manuscript Collections Reading Room for use.

To help in tracking the newest dissertations, here is how the library processes new print dissertations: For many years the library has received two print copies of each dissertation--archival and circulating. We received copies of these unbound dissertations about six weeks after the conferral of degrees. The circulating copy was sent for microfilming by ProQuest. After microfilming, the archival copy that remained here and the returned circulating copy were paired and sent to our bindery, seventy-five titles every two weeks. Turnaround time was about two weeks (but note the changes in turnaround time due to the pandemic, below). We then cataloged them in the order that they were bound, usually in alphabetical order. The archival copy went to the Rare and Manuscript Collections section of the Library Annex. The circulating copy went to the stacks.

As of August 2020, moving to e-only for Cornell dissertations (no print copies) was being discussed in the Thesis and Dissertations Advisory Group in the Library. In the meantime, as of November 2020, the library was still receiving and processing print copies of Cornell dissertations, although the processing of these print copies has been understandably slowed by the restrictions on in-person work in Olin Library due to the pandemic.

Advanced Degrees Conferred (ADC)

Advanced Degrees Conferred is a list of all the graduate degrees granted at Cornell since 1932. ADC lists dissertations when required for the degree; there have been degrees that do not require a dissertation or thesis. This list is published by The Graduate School three times per year -- for the January, May, and August degree-granting events. The printed version, covering 1932 through 2010 is organized by the degree granted: Doctor of Philosophy, Master of Arts, Master of Science, Master of Arts in Teaching, Master of Engineering; the order has varied over time. If you are trying to verify information for an individual dissertation title or author in a given year, you may need to look at all three lists in the print version.

Use Advanced Degrees Conferred to verify dissertation authors, titles, years, degree awarded, and departments. Additional information may be available (i.e., thesis advisors).

Print version (1932 - 2010) . Call number: Olin Reference Z 5055 .U5 C81 + [called Candidates for Advanced Degrees from 1932 - 1943]. Online version (May 2011 to recent) . The link to the online version, https://intranet.gradschool.cornell.edu/data-solutions/operational-reports/degree-reports/ , requires Cornell authentication followed by re-entering this URL. Links to individual PDFs on this Degree Reports page are listed in the "Advanced Degrees Conferred (PDF)" section. Currently available PDFs start with the January 2011 conferral date and end with August 2020.

Updated 22 January 2024. MOE

Finding the Oldest Dissertations/Theses

The oldest (pre-1932) cornell dissertations: identifying and locating:.

• A two-volume printed list of the known theses from 1871 through 1911 is shelved near the Olin Library Walk-In Reference desk in the Ready Reference collection: The call number is Olin Ref Z 5055 .U5 C809+.
• 1911-1923 : Film 8229 is shelved at the Library Annex. (It was previously shelved in the microfilm section of the Microform Area on the Olin B level). Film 8229 is the call number of the Cornell University Dissertations Microfilm Project which consists of 59 reels containing 410 dissertations submitted from 1911 to 1923. Each thesis is identified by a reel number and a thesis number. For example the call number "Film 8229 reel 1 no.10" is the tenth thesis on reel 1 of this microfilm set. These 410 theses have individual records in the Cornell Library Catalog and are searchable by author and title. An archival print version of nearly all these dissertations is also kept at the Library Annex; these versions can be paged from the Annex by Division of Rare and Manuscript Collections staff.

Another resource for identifying older Cornell dissertations and theses (including undergraduate theses which were not distinguished from advanced degree theses in the early days) is the  Cornell University Library Theses Records, 1872-1940 , Collection # 13/4/896 in the University Archives in the Division of Rare and Manuscript Collections on the 2B level of Kroch Library. The catalog record gives this description: "Manuscript volumes listing authors and titles of their work; lists of candidates; shelf list; and related records of theses work at the University."

The full text of some Cornell dissertations, especially those dating from the 1890s through 1922, are available in the  Hathi Trust Digital Library . Online access to the full text may be limited to individually authenticated Cornell users. Use the Log In button to sign in.

Finding Masters Theses and Undergraduate Honors Theses and Papers

Professional degree in mechanical engineering project papers.

The full text of Papers written for the Professional Degree in Mechanical Engineering is available in eCommons@Cornell .

ILR Masters Theses and Doctoral Dissertations, 1946-2006

On the Digital Collections@ILR website, Catherwood Library hosts ILR School Theses and Dissertations: A Listing , an online bibliography of masters theses and doctoral dissertations that is searchable and browsable. Cornell Library Catalog . -->

Masters of Professional Studies Theses

Theses for MPS (Masters of Professional Studies) programs that are shelved in Mann Library and the Library Annex (for older titles) have M.P.S. in the notes field along with the phrase "project report".  To browse a list of these MPS theses , go to the  Catalog  and enter this All Fields search: "m.p.s." and "project report". Over 1,000 MPS theses are listed, primarily from 1978 to date.

The Africana Library maintains a searchable database of all the theses for the Masters of Professional Studies Program at the Africana Studies and Research Center since 1973. Each thesis has an entry that gives bibliographical info as well as committee chairperson, degree date, call number, and an abstract.

Locating Cornell Undergraduate Theses

Information on a collection of College of Arts and Sciences undergraduate honors theses held in the Rare and Manuscript Collections is available from this catalog record: College of Arts and Sciences Honors Theses . Click on the Finding aid link in the Availability box to get a full author and title list for the honors theses in this collection (College of Arts and Sciences honors theses, 1978-2019, Collection Number: 14-4-4115).

eCommons@Cornell has the full text online for some undergraduate honors theses . Coverage begins in 2006. The following colleges and schools have separately searchable sections in eCommons:

• College of Agriculture and Life Sciences (highest number of honors theses)
• College of Architecture, Art, and Planning
• College of Arts and Sciences
• College of Engineering
• College of Human Ecology
• School of Industrial and Labor Relations
• Science of Earth Systems (SES)

Some undergraduate honors theses are individually listed in our Catalog . Olin and Uris own relatively few of these; other libraries have more. Using the All Fields search, enter "honors thesis" and Cornell.

Access to additional Division of Rare and Manuscript Collections holdings of undergraduate theses:

• The New York State College of Human Ecology Honors Theses,1970- finding aid lists honors theses titles and authors for the print copies held in RMC (Kroch Library Rare & Manuscript Archives Collection # 23-11-3264) for the years 1970-1975, 1982, and 1986 to date.
• The finding aid for Department of History senior honors theses, 1978-2007 . Limited to honors theses under Michael Kammen's direction. (Kroch Library Rare & Manuscript Archive Collection # 14-17-3649).
• Department of Government honors theses, 1991- . (Kroch Library Rare & Manuscript Archive Collection # 14-16-3477). A finding aid for this collection of Government undergraduate theses.
• The Division of Nutritional Sciences Honors Theses, 1974-2015 finding aid lists honors theses titles and authors for the CD-ROM copies held in RMC. (Kroch Library Rare & Manuscript Archives Collection # 29-6-3419).
• While not honors theses, RMC has digitized a selection of papers written by Cornell undergraduates for Mary Beth Norton's class (2006-2017) on aspects of the 1692 Salem witchcraft trials along with background information, commentary, and a precis by Professor Norton for each paper in this online collection.

The Fine Arts Library has two categories of undergraduate theses in print form: Bachelor of Architecture theses (NA 38) and senior honors City and Regional Planning theses (NA 9002). These do not circulate because there are no additional copies at the University. To find catalog records for the B.Architecture theses, search B.Arch in All Fields and then limit to Theses in the results.

Catherwood Library . The Digital Collections@ILR lists a collection of "student works" . The full text is available for download from each entry. Coverage begins in 2000, but is extensive beginning in 2013.

Requests by Cornell Alumni for their Own Dissertations or Masters Theses

Cornell graduates who want to request an electronic copy of their own dissertation can contact Author School Relations to receive author pricing, by phoning 1-800-521-0600 ext. 77020 or emailing [email protected] . (Outside the U.S. and Canada? Contact ProQuest directly for assistance.)

Alumni wishing to purchase a reproduction of a Cornell master's thesis can request a scanned copy by e-mailing [email protected]. More information is on RMC's Reproductions & Permissions page .

Requests for Cornell Dissertations or Theses by non-Cornellians

The borrowing option for non-cornellians:.

Patrons from outside Cornell wishing to borrow a copy of a Cornell PhD thesis should check our interlibrary loan service page . Individuals wishing to borrow a thesis must work through the ILL service at their local library.

The Purchase Option for non-Cornellians:

Cornell dissertations from June 1954 to the present are available for purchase from ProQuest only. Patrons wishing to purchase a reproduction of a Cornell Ph.D. dissertation that is too old to be handled by UMI Dissertation Express (pre-June 1954), or any Cornell master's thesis, can request a scanned copy by e-mailing [email protected]. More information is on RMC's Reproductions & Permissions page .

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Senior Thesis vs. Undergraduate Thesis: What’s Really the Difference?

When it comes to academic writing, students often encounter two major types of theses: the senior thesis and the undergraduate thesis. While both serve important roles in a student's education, they have distinct differences in purpose, scope, and expectations. Understanding these differences can help students navigate their academic paths more effectively and prepare them for future challenges in their educational journeys.

Key Takeaways

• A senior thesis is typically more in-depth and requires extensive research compared to an undergraduate thesis.
• Undergraduate theses often focus on applying learned skills, while senior theses may involve original research.
• The time commitment for a senior thesis is usually greater, often spanning a full academic year.
• Faculty advisors play a crucial role in both types of theses, but their expectations may vary significantly.
• Senior theses can greatly influence graduate school applications, while undergraduate theses are more about skill development.

Understanding The Concept Of A Senior Thesis

Definition And Purpose

A senior thesis is a significant academic project that you undertake during your final year of undergraduate studies. It serves as a culmination of your learning experience , allowing you to demonstrate your ability to conduct independent research and present your findings in a structured format. This project is not just a requirement; it is an opportunity for you to explore a topic that interests you deeply.

Historical Context

The tradition of writing a senior thesis dates back many years and has evolved over time. Initially, it was primarily a requirement for honors students, but now it is often expected in various disciplines. This shift reflects the growing importance of research skills in higher education. Many universities now encourage students to engage in this process, recognizing its value in preparing you for future academic or professional endeavors.

Importance In Academic Journey

Completing a senior thesis is a crucial milestone in your academic journey. It not only showcases your research capabilities but also enhances your critical thinking and analytical skills. Moreover, it can significantly impact your final grade and serve as a valuable addition to your resume. Engaging in this process can also help you build connections with faculty and peers, which can be beneficial for your future career. For additional support, you might consider resources like research rebels® , which offers guidance for students tackling thesis writing and academic research. Their community can provide essential tips and insights, making the research process more manageable.

In summary, a senior thesis is more than just a paper; it is a vital part of your educational experience that prepares you for the challenges ahead, whether in graduate school or the job market. You can even share your progress and seek advice through platforms like WhatsApp , connecting with peers who are on a similar journey.

Exploring The Nature Of An Undergraduate Thesis

Definition and scope.

An undergraduate thesis is a significant research project that you undertake as part of your degree requirements. It allows you to explore a topic of interest in depth and demonstrate your understanding of the subject. Typically, this thesis is less extensive than a master's thesis but still requires a solid grasp of research methods and critical thinking.

Typical Structure

The structure of an undergraduate thesis usually includes the following sections:

• Introduction : Introduces the topic and research question.
• Literature Review : Summarizes existing research related to your topic.
• Methodology : Describes how you conducted your research.
• Results : Presents the findings of your research.
• Discussion : Analyzes the results and their implications.
• Conclusion : Summarizes the main points and suggests areas for future research.

Role In Undergraduate Education

Completing an undergraduate thesis is crucial for your academic journey. It not only helps you develop essential skills like research and writing but also prepares you for future academic pursuits or careers. This project can be a valuable addition to your resume, showcasing your ability to conduct independent research. Additionally, it can serve as a stepping stone for those considering graduate studies, as it demonstrates your capability to handle complex topics and contribute to academic discussions.

In summary, an undergraduate thesis is a vital component of your education, providing you with the opportunity to engage deeply with a subject and develop skills that will benefit you in your future endeavors. If you're looking for tips on how to write a thesis fast , resources like the Thesis Dialogue Blueprint can help streamline your writing process and alleviate common anxieties associated with thesis work. Remember, the goal is to produce a well-researched document that reflects your understanding and insights into your chosen topic.

Comparative Analysis Of Research Depth

Research methodologies.

When comparing a senior thesis to an undergraduate thesis, the methodologies used can vary significantly. A senior thesis often involves more complex and original research methods, while an undergraduate thesis may focus on applying basic research techniques. This difference in methodologies can impact the overall depth of research.

Data Collection Techniques

In terms of data collection, senior theses typically require a more rigorous approach. You might find that they involve:

• Surveys with larger sample sizes
• Experiments that require detailed protocols
• Fieldwork that demands extensive planning On the other hand, undergraduate theses may rely on secondary data or simpler data collection methods, such as literature reviews or small-scale surveys.

Analysis Rigor

The analysis in a senior thesis is generally more in-depth. You will likely need to:

• Use advanced statistical tools
• Conduct comprehensive data analysis
• Present findings in a way that contributes to existing knowledge In contrast, undergraduate theses may focus on summarizing existing research or applying basic analytical techniques. This difference can lead to varying levels of insight and originality in the final work.

In summary, the depth of research in a senior thesis is often greater than that of an undergraduate thesis, reflecting the advanced academic stage of the student. This distinction is crucial for understanding the expectations and outcomes of each type of thesis.

Summary Table

This comparative analysis highlights the varying levels of research depth between a senior thesis and an undergraduate thesis, emphasizing the importance of understanding these differences as you embark on your academic journey.

Evaluating The Role Of Faculty Advisors

Guidance and support.

Your faculty advisor plays a crucial role in your thesis journey. They provide guidance on your research topic and help you navigate the complexities of academic writing. Having a knowledgeable advisor can make a significant difference in your experience. For instance, student PIs must have a faculty advisor on the research team who agrees to oversee the conduct of the research. This ensures that you have the necessary support throughout your project.

Expectations And Responsibilities

Both you and your advisor have responsibilities in this relationship. Here’s a quick list of what to expect:

• Provide feedback on your work
• Help refine your research questions
• Suggest relevant literature
• Communicate regularly
• Be open to feedback
• Meet deadlines

Impact On Thesis Quality

The quality of your thesis can greatly depend on the support you receive from your advisor. A good advisor can help you improve your research and writing skills, leading to a more polished final product. According to the Clark Honors College, the primary thesis advisor is a tenure-related or career faculty member who specializes in your field of study. This expertise can enhance the depth and rigor of your work, making it more impactful in your academic community.

Assessing The Time Commitment Required

Duration of research.

Completing a thesis requires a significant amount of time dedicated to research. You should expect to spend several weeks or even months gathering information, depending on your topic's complexity. Planning your research timeline is crucial to ensure you stay on track.

Writing Process

The writing phase can also be time-consuming. Many students underestimate how long it takes to draft, revise, and finalize their thesis. It's essential to allocate enough time for each section, from the introduction to the conclusion. A good rule of thumb is to set aside at least a few weeks for writing and revisions.

Balancing Other Academic Responsibilities

While working on your thesis, you may still have other classes and commitments. This can make time management challenging. Here are some tips to help you balance everything:

• Create a schedule : Use a planner to block out time for thesis work and other responsibilities.
• Set priorities : Identify which tasks are most important and tackle those first.
• Seek support : Don’t hesitate to ask for help from peers or advisors if you feel overwhelmed.

In summary, managing your time effectively is key to successfully completing your thesis while juggling other academic duties. For more structured guidance, consider checking out the [ thesis action plan ](https://researchrebels.com/products/thesis-action-plan) offered by Research Rebels, which provides step-by-step support to help you navigate your thesis journey.

Understanding The Evaluation Criteria

Grading rubrics.

When it comes to evaluating your thesis, grading rubrics play a crucial role. These rubrics outline the specific criteria that your work will be judged against. Typically, they include:

• Research Quality : How well did you conduct your research?
• Originality : Is your work unique and does it contribute to the field?
• Clarity : Is your writing clear and easy to understand?
• Structure : Does your thesis follow a logical format?

Feedback Mechanisms

Feedback is essential for improving your thesis. You will likely receive feedback from:

• Advisors : They provide guidance on your research direction and writing style.
• Peers : Engaging with classmates can offer fresh perspectives on your work.
• Committee Members : Their insights can help refine your final submission.

Defense Requirements

The defense is a critical part of the evaluation process. During this presentation, you will:

• Explain your research findings.
• Answer questions from the committee.
• Justify your methodology and conclusions.

In summary, understanding the evaluation criteria is vital for your success. It helps you focus on what is important and ensures that your thesis meets the expectations of your academic program. Remember, your undergraduate thesis is an indication of your ability to do original research and write a defended thesis, so take these criteria seriously!

Identifying The Target Audience

Undergraduate students.

Understanding the differences between a senior thesis and an undergraduate thesis is crucial for undergraduate students . These students are often at a pivotal point in their academic careers, where they must decide how to approach their research projects. A well-defined thesis can significantly impact your academic journey .

Graduate Programs

For those considering graduate programs , knowing the distinctions can help tailor your applications. Graduate schools often look for specific skills and experiences that can be demonstrated through your thesis work. A strong thesis can enhance your application and showcase your research capabilities.

Academic Community

The academic community, including faculty and researchers, also forms a key audience. They are interested in the contributions made through both types of theses. Understanding the nuances can help in evaluating the quality and depth of research presented in these works.

In summary, identifying your target audience is essential for effectively communicating your research and maximizing its impact.

Exploring The Contribution To Knowledge

Original research.

Completing a thesis allows you to engage in original research , which is essential for advancing knowledge in your field. This process involves identifying gaps in existing literature and proposing new ideas or solutions. By doing so, you contribute to the academic community and help shape future research directions.

Literature Review

A thorough literature review is crucial in your thesis. It helps you understand what has already been studied and where your work fits in. This review not only supports your arguments but also highlights the significance of your research. You should aim to:

• Identify key studies related to your topic.
• Analyze different perspectives and findings.
• Establish a framework for your own research.

Implications For Future Studies

Your thesis can have lasting effects on future research. By presenting your findings, you can inspire other scholars to explore related topics or build upon your work. This ripple effect is vital for the growth of knowledge in any discipline. Your contributions can lead to new questions and further investigations.

In summary, both undergraduate and senior theses play a significant role in contributing to knowledge. They allow you to conduct original research, review existing literature, and set the stage for future studies. By completing your thesis, you not only fulfill academic requirements but also make a meaningful impact in your field.

Navigating Common Challenges

Time Management Issues

Writing a thesis can be a daunting task , especially when it comes to managing your time effectively. Many students struggle with balancing their thesis work alongside other academic and personal commitments. To tackle this, consider the following strategies:

• Set clear deadlines for each stage of your thesis.
• Break your work into smaller, manageable tasks.
• Use a planner to keep track of your progress.

Research Limitations

Another challenge you may face is dealing with research limitations . This can include a lack of access to necessary resources or difficulties in gathering data. To overcome these issues:

• Identify alternative sources of information.
• Consult with your advisor for guidance on how to adjust your research focus.
• Be flexible and willing to adapt your methods as needed.

Emotional Stress

The emotional toll of writing a thesis can be significant. Many students experience anxiety and stress during this process. Here are some tips to help manage these feelings:

• Practice self-care by taking breaks and engaging in activities you enjoy.
• Reach out to peers or mentors for support.
• Consider professional help if stress becomes overwhelming.

By recognizing these common challenges and implementing effective strategies, you can navigate the thesis writing process more smoothly and successfully.

Understanding The Final Submission Process

Formatting requirements.

Before you submit your thesis, it’s essential to follow your university's formatting guidelines . This includes:

• Correctly formatting the title page and abstract.
• Ensuring margins, font size, and spacing are as specified.
• Double-checking that all sections are in the right order and citations are properly formatted.

Submission Deadlines

Meeting submission deadlines is crucial. Each university has specific deadlines for thesis submission, and missing these can lead to delays in graduation. Make sure to:

• Check the academic calendar for important dates.
• Set reminders for yourself well in advance.
• Prepare your thesis early to avoid last-minute stress.

Publication Opportunities

After submission, you may have the chance to publish your work. This can enhance your academic profile and contribute to your field. Consider:

• Submitting your thesis to academic journals.
• Presenting your findings at conferences.
• Sharing your research on platforms like ResearchGate.

In summary, understanding the final submission process is vital for a successful thesis journey. By adhering to formatting requirements, meeting deadlines, and exploring publication opportunities, you can ensure that your hard work is recognized and valued. For more guidance, check out resources like the [ Thesis Action Plan ](https://researchrebels.com/products/thesis-action-plan) to help you navigate this process smoothly!

Exploring Career Implications

Impact on job market.

Completing a thesis can significantly enhance your employability. Employers often look for candidates who can demonstrate critical thinking and research skills. A well-crafted thesis showcases your ability to tackle complex problems and present solutions. This experience can set you apart in a competitive job market.

Graduate School Admissions

If you plan to pursue further studies, a strong thesis can bolster your application. Admissions committees often value research experience, as it indicates your readiness for advanced academic work. A thesis can also provide you with valuable letters of recommendation from faculty who supervised your research.

Professional Networking

Engaging in thesis research often opens doors to networking opportunities. You may connect with professionals in your field through conferences, seminars, or collaborative projects. These connections can lead to internships, job offers, or mentorship opportunities, which are crucial for your career development.

In summary, your thesis is not just an academic requirement; it is a stepping stone to your future career. By investing time and effort into this project, you are laying the groundwork for your professional journey.

By understanding these implications, you can better appreciate the value of your thesis in shaping your future career.

Thinking about your future career? It's important to understand how your choices today can shape your path. If you're feeling lost or anxious about your thesis, don't worry! Visit our website to discover helpful resources that can guide you through the process. Take the first step towards a brighter future now!

In summary, understanding the differences between a senior thesis and an undergraduate thesis is essential for students navigating their academic paths. A senior thesis often requires a deeper level of research and critical thinking, reflecting the advanced knowledge gained throughout a student's college experience. In contrast, an undergraduate thesis typically focuses on demonstrating basic research skills and understanding of a subject. Both types of theses serve important roles in a student's education, allowing them to explore their interests and contribute to their fields. Ultimately, recognizing these distinctions can help students make informed decisions about their academic projects and future endeavors.

Frequently Asked Questions

What is a senior thesis.

A senior thesis is a big research project done in the last year of college. It shows what you've learned and your ability to do independent research.

What is an undergraduate thesis?

An undergraduate thesis is a research paper written by students during their college years, usually focusing on a specific topic they are interested in.

How are the research levels different?

A senior thesis usually involves more in-depth research than an undergraduate thesis. Senior theses require a higher level of analysis and understanding.

What role do advisors play?

Advisors help students with their theses by offering support and guidance. They set expectations and help improve the quality of the work.

How much time do I need for a thesis?

Writing a thesis takes a lot of time. You need to plan for research, writing, and balancing other schoolwork.

What do teachers look for when grading?

Teachers use specific rubrics to grade theses. They look for clear arguments, good research, and how well you present your ideas.

Who reads these theses?

Theses are read by professors, other students, and sometimes people in the job market or graduate schools.

Can a thesis help my career?

Yes! A well-done thesis can help you stand out when applying for jobs or graduate programs.

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Search the site, search suggestions, to thesis or not to thesis.

For many students at Harvard, whether or not to write a thesis is a question that comes up at least once during our four years.

For some concentrations, thesising is mandatory – you know when you declare that you will write a senior thesis, and this often factors into the decision-making process when it comes to declaring that field. For other concentrations, thesising is pretty rare – sometimes slightly discouraged by the department, depending on how well the subject lends itself to independent undergraduate research. 

In my concentration, Neuroscience on the Neurobiology track, thesising is absolutely optional. If you want to do research and writing a thesis is something that interests you, you can totally go for it, if you like research but just don’t want to write a super long paper detailing it, that’s cool too, and if you decide that neither is for you, there’s no pressure. 

Some Thesis Work From My Thesis That Wasn't Meant To Be

This is from back when I thought I was writing a thesis! Yay data! Claire Hoffman

While this is super nice from the perspective that it allows students to create the undergraduate experiences that work best for them, it can be really confusing if you’re someone like me who can struggle a little with the weight of such a (seemingly) huge decision. So for anyone pondering this question, or thinking they might be in the future, here’s Claire’s patented list of advice:

1.    If you really want to thesis, thesis.

If it’s going to be something you’re passionate about, do it! When it comes to spending that much time doing something, if you’re excited about it and feel like it’s something you really want to do, it will be a rewarding experience. Don’t feel discouraged, yes it will be tough, but you can absolutely do this!

2.    If you really don’t want to write one, don’t let anyone tell you you should.  This is more the camp I fell into myself. I had somehow ended up writing a junior thesis proposal, and suddenly found myself on track to thesis, something I hadn’t fully intended to do. I almost stuck with it, but it mostly would have been because I felt guilty leaving my lab after leading them on- and guilt will not write a thesis for you. I decided to drop at the beginning of senior year, and pandemic or no, it was definitely one of the best decisions I made.

3.    This is one of those times where what your friends are doing doesn’t matter. I’m also someone who can (sometimes) be susceptible to peer pressure. Originally, I was worried because so many of my friends were planning to write theses that I would feel left out if I did not also do it. This turned out to be unfounded because one, a bunch of my friends also dropped their theses (senior year in a global pandemic is hard ok?), and two, I realized that even if they were all writing them and loved it, their joy would not mean that I could not be happy NOT writing one. It just wasn’t how I wanted to spend my (limited) time as a senior! On the other hand, if none of your friends are planning to thesis but you really want to, don’t let that stop you. Speaking from experience, they’ll happily hang out with you while you work, and ply you with snacks and fun times during your breaks.

Overall, deciding to write a thesis can be an intensely personal choice. At the end of the day, you just have to do what’s right for you! And as we come up on thesis submission deadlines, good luck to all my amazing senior friends out there who are turning in theses right now.  

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What are the main differences between undergraduate, master's, and doctoral theses?

When I did my undergraduate thesis, my adviser was expected big on students expecting them working really hard, so it ended up as a reduced master's thesis (most of the reviewers said that it was an overkill for a B.E).

So because of this, I did my master's thesis pretty much in the same way I did my bachelor's thesis; the PhD dissertation was a different story.

What are the principal differences between these three pieces of research?

• research-process

• Leon: I've removed the second question, "- What are the mistakes students coming from a master or undergraduate may do when preparing this publication just as an extended part of their previous research?" This really should be asked as a separate question. –  aeismail Commented Jul 3, 2014 at 21:49

2 Answers 2

In a Bachelor or Master thesis, you have to show that you are able to apply the knowledge of your field to solve a typical problem in your field.

In a PhD thesis, you have to show that you are able to extend the knowledge of your field to solve new problems.

The distinction between a Bachelor and a Master thesis may be a bit subtle. Generally I think a Master thesis should show a significantly greater level of independent working. While for a Bachelor thesis your advisor could tell you which methods to use to solve a specific problem, for a Master thesis you could be expected to choose the methods on your own, and maybe adjust existing methods to better fit the problem at hand.

These are the principle differences I see, but of course its also depending on the specific student. A good Bachelor thesis can be better and include more independent work than a bad Master thesis.

I would see the differences as follows:

Undergraduate thesis demonstrates the capacity to apply basic research skills in an area of interest to you. At this level, the focus is on gaining broad competencies (akin to an overview of what research is all about).

Masters thesis demonstrates the capacity to apply advanced research skills (i.e. move beyond basic research skills) in an area of interest to you so that you are able to incorporate some critical insights in your study. At this level, the focus is on developing critical thinking in a subject area.

PhD thesis demonstrates the capacity to apply specialised research skills (i.e. expert knowledge of a particular concept or method) in an area of interest to you so that you can make significant and original contribution to knowledge. At this level, the focus is on identifying a 'gap' in knowledge and addressing it, hence you advance knowledge in a field of study.

These are are arbitrary descriptions as there are overlaps (i.e. all levels require critical thinking); however, the three levels are distinct and require difference level of competencies.

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Dissertation vs thesis: what’s the difference?

(Last updated: 29 May 2024)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

First thoughts

The summer seems a very long way away, particularly during a COVID lockdown when normal university life seems suspended. But round about now is when students begin thinking about their thesis dissertation. If you were hoping for a flash of inspiration to strike later on, remember that ‘chance only favours the well-prepared mind’!

When it comes to your thesis dissertation, it’s always good to start early. You can gather ideas, run initial thoughts past lecturers, and do some preliminary reading, at leisure. Your library can start retrieving your hard-to-find research materials. And the weeks, sometimes months, they take to arrive won’t stress you out! Meanwhile, you can set to work on initial thesis dissertations ideas. If, for whatever reason, they stop working out, you can discard them without penalty. There's ample time to come up with something new.

Often, initial ideas for the thesis dissertation are far too ambitious. They tend to be loose, baggy monsters, so broad in scope that they cannot tamed with even the most ingenious research and structure. Starting on your thesis dissertation now gives you time to step back and reflect. It gives you time to make good, strategic choices, without kettling yourself into a corner with limited time and no alternatives.

What is a thesis dissertation?

What precisely is a thesis dissertation? Strangely, this is a question often overlooked by both students and lecturers alike. Perhaps where you are studying it’s just called a ‘dissertation’ or a ‘thesis’. At which point, the question becomes: dissertation versus thesis – what’s the difference? This blog post attempts to answer just that question. It also shows how you can move forward in your studies, by understanding the difference between a dissertation and a thesis.

For undergraduates

If you are an undergraduate and have been tasked with writing a dissertation, this differs to a dissertation (or thesis) at postgraduate level.

The task you have been set is what many departments at the University of Oxford continue to call the ‘long essay’. This is an extended form that mimics the kind of written work that you’ve already been submitting throughout the year. It may be more ambitious than those other pieces of work. It may use more primary and secondary sources, and will likely be longer. But, overall, it will be similar in form and structure to your usual essays.

Be aware, though, that this is not always the case.

Recently, digital technologies have made research materials more readily accessible to larger audiences. In response, traditional long essays are evolving to resemble higher degree research. Oxford’s Faculty of History has been something of a pioneer in transferring undergraduates from ‘long essays’ to ‘theses’. ‘The thesis offers you the opportunity to engage in primary research on a subject of your own revising, and to work out arguments which are entirely your own, not a synthesis of the conclusions of others’, they explain, ‘[...] Some undergraduate theses are so good that they are ready to be published as they stand’ (University of Oxford, 2020).

The 12,000-word limit of these new undergraduate theses is comparable to that found in peer-reviewed journals. And other universities are following suit. They, too, are making changes towards this new research-based dissertation thesis model.

At the time of writing, these new research-based undergraduate theses are still quite rare. For now, the thesis dissertation remains central to organisation of higher, postgraduate degrees.

What the books say

Commercial press literature doesn't help much when it comes to the thesis versus dissertation discussion. Savvy writers and publishers are eager for as broad a readership – and as many library catalogue search hits – as possible. Because of this, they tend to hedge their bets when it comes to their choice of title.

Patrick Dunleavy goes with Authoring a PhD Thesis: How to Plan, Draft, Write and Finish a Doctoral Dissertation (2003). Joan Balker chooses Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis (1998).

Others bring the terms closer together. Randy L. Jayner chooses Writing the winning thesis or dissertation: a step-by-step guide (2018). R. Murray Thomas markets Avoiding Thesis and Dissertation Pitfalls: 61 Cases of Problems and Solutions (2001).

The thesis versus dissertation terminology gets even more strained as you move beyond the covers. Inger Mewburn’s How to Tame Your PhD (2013) discusses ‘the oddities of the thesis/dissertation process’. Fred Pyrczak does the same in his Completing Your Thesis or Dissertation (2000), ‘a book to help students with the thesis/dissertation’.

It’s a short skip from Nineties-looking ‘thesis/dissertation’ (complete with forward slash or oblique). And, from there, to the hybrid ‘thesis dissertation’ term that we’ve used so far. This is a term that can be spotted in Alet Kruger’s Corpus-Based Translation Studies (2011). It is also in Antonio Blanco’s Medical Biochemistry (2017), and many other books and publications.

Thesis and dissertation: a brief history

As the two terms blend, it is becoming harder to recognise the difference between 'thesis' and 'dissertation'. The appearance of the new 'thesis dissertation' catch-all doesn't help much either.

Historical usage offers a much-needed point of clarity. In the UK, the extended piece of work done at the end of a master’s degree has traditionally been called a ‘dissertation’. This has been the case since the seventeenth century. The long piece of work done as the primary requirement for a PhD has been called a ‘thesis’ for almost as long.

Cultural influences from America have unsettled these once-fixed definitions. Until the early twentieth century, America followed Britain closely when it came to the use of 'thesis' and dissertation.

Recording Dan Dodson vs The State, the Records and Briefs of the Supreme Court (1832) is one of the earliest mentions of the ‘doctoral thesis’ in America. ‘I have a doctoral thesis on this problem and it tends to say that the new building, at least in a short run, didn’t make that much difference’. As late as 1919, the University of Chicago’s Circular of Information, recorded the ‘Master’s Dissertation’ passed.

By the mid-1960s, however, the terms in America had reversed. The archives begin to discuss and cite the ‘Master’s Thesis’ and ‘Doctoral Dissertation’. The reason for this switch remains unclear. The classical etymologies of the terms don’t point to any distinction that might be pertinent to a dissertation vs thesis debate. ‘Dissertation’ comes from the Latin ‘dissertatio’ meaning ‘discussion or debate’. ‘Thesis’ comes from a Greek/late Latin ‘thesis’ meaning ‘placing, a proposition’. The origins of these words seem to allow for a flexible interchangeability. The fact that ‘dissertation’ and ‘thesis’ traded meanings in America indicate as much too.

It is anyone’s guess why America started referring to ‘Master’s Theses’ and ‘Doctoral Dissertations’. And this after more than a century of ‘Master’s Dissertations’ and ‘Doctoral Theses’.

In post-war America, there was an expansion of liberal arts colleges in America. This was accompanied by a proliferation of higher degrees. The master’s degree quickly became more significant, financially, than the doctoral degree. And it may be that, in this transition, the 'thesis' was transplanted over, from doctoral student to master’s, in an act of linguistic grade inflation.

American universities and colleges wanted their master’s students to feel proud and clever. In engineering this, they handed over the ‘thesis’ term from their more advanced doctoral counterparts.

The confusion that we witness in the Dissertation vs Thesis UK debate today is due to the exporting of these revised terms back from America to the UK. Their effect is amplified because of the increasing globalisation of higher education. Their effect is also amplified by a larger trans-Atlantic cultural homogenisation.

We have, then, considered two forces operating on the language of thesis dissertation. There is this American muddling of the traditional thesis/dissertation hierarchy. And there is a second, similar process at work, in the upgrade of undergraduate 'long essay' to 'dissertation' or 'thesis'. It is no longer practical or possible to draw a hard distinction between a thesis and a dissertation.

Interestingly, the confusion has not only resulted in the necessity of the ‘thesis dissertation’ hybrid term. It has, more sinisterly, afforded opportunities for unscrupulous academics to exaggerate their qualifications.

Potential for abuse

Recently, a public complaint was made against a British lecturer. This lecturer had listed postgraduate qualifications on his staff profile page. All of them were from prestigious universities.

For many years, these went unchecked and unchallenged. But, recently, one member of the public read the lecturer, bragging on social media that he’d been awarded a First for his research thesis.

The member of the public was sceptical of the truth of this claim. Postgraduate research degrees are not classified like undergraduate ones. They were unable to locate the lecturer’s thesis in centralised research catalogues. The complainant soon discovered the lecturer's postgraduate qualifications were actually undergraduate level. They were continuing education diplomas. These diplomas are a fine achievement for those who work hard to get them. But they are a far cry from the postgraduate qualifications from topflight universities that the academic had suggested.

At the time of writing, the academic’s qualifications were being investigated by his own university. They were also being investigated by the national Office for Students.

You can check people's CV claims by knowing about the different types of ‘thesis dissertations’. You can spot fraudulent behaviour when it comes your way! More usefully, knowing those differences allows you to judge what is expected of you, at whichever level you are studying.

Summary of differences

Writing a thesis dissertation at any level can be daunting, particularly if you’ve never attempted one before. If you’re unsure what your thesis dissertation should be, the best thing you can do is to read a few recent examples from your department or speak to your dissertation supervisor. How easy this is to do highlights one major difference between thesis and dissertation. What follows, to conclude, is a list of those major differences.

1. Accessibility and assessment

Undergraduate long essays are sometimes called dissertations or theses. These are internally assessed and not made publicly accessible. You will only be able to read them if you borrow them from former students or ask your lecturer for outstanding examples from previous years.

Master’s dissertations, also internally assessed, are stored either in departmental libraries and/or the university library. These can usually be accessed by physically visiting the library. More conveniently, master’s dissertations can also be requested via the UK’s Interlibrary loan agreement.

PhD theses, once externally examined, are stored both in the library of the host university and the national British Library. Theses are searchable through the British Library's online ETHOS catalogue.

As a rule, the greater the ease of public access, the more significant or important the thesis dissertation is deemed to be. The same is true of the use of external staff. Undergraduate and master’s-level courses are internally marked and externally moderated. Higher profile PhD theses are always externally examined.

Finally, undergraduate degrees are the only ones that receive grades or classifications. Master’s and PhD aren't classified – just a simple question of pass or fail.

2. Duration of study

In the UK, master’s degrees take one or two years of full-time study. The master’s dissertation is a significant component of that study. This is less so the case in special MRes or ‘master’s by research degrees’, where the dissertation plays a more central role in the course of study.

By contrast, PhDs take a minimum of three years. In practice, the PhD thesis is the sole work of a doctoral student. Any other study requirements, if any, are very limited by comparison.

3. Word count

The prescribed word count for thesis dissertations is indicative of the academic level at which they are pitched. Undergraduate dissertations tend to be no longer than 12,000 words. Master’s dissertations run at closer to 40,000. PhD theses usually clock in at 80,000 to 120,000 words. PhDs in Fine Art with a practice component tend to be shorter as they work alongside an exhibition of artwork.

If you are studying for a PhD, it’s worth noting that academic publishers prefer to publish new academics writing towards that minimum. If publishing is one of your postdoctoral ambitions, sticking to the lower limit could save you years of rewriting!

Original contribution to knowledge

Any student at any level of study can have an original thought, and it is always hugely satisfying to read when it occurs.

At undergraduate level, originality tends to be defined relatively loosely. A thoughtful synthesis of existing ideas is, in practice, usually assessed as original thinking, even if it isn’t, strictly original.

Original thinking an often be found in a master’s dissertation. But the emphasis continues to be on that synthesis of existing knowledge. Master’s students are expected to know the literature around their chosen subject thoroughly and have done their research. They are expected to demonstrate an expert command of its arguments. This is what they are primarily assessed on.

PhD theses, however, are made or broken by their original contribution to knowledge. Expert understanding of the subject tends to be relegated to an early literature review chapter. Out of review emerges a central, truly original idea, that propels the rest of the thesis.

As we have already seen, undergraduate theses can, in exceptional cases, be publishable. PhD theses, on the other hand, are far more ambitious with regards to publication. Their successful completion marks the first step in professional, academic career.

Choosing an academic editor

Also Read: Master’s Dissertation vs Undergraduate Dissertation: What’s the Difference?

We hope this blog post has cleared up any confusion you might have had about the difference between dissertation and thesis. A final note: at every level – undergraduate, master’s, or doctoral – meticulous presentation, correct referencing, appropriate register, robust argumentation, and strong evidence for those arguments are always rewarded.

Furthermore, the higher the level of degree, the more all these things are expected. Choosing an academic editor who knows your subject well is important at undergraduate level. But at master’s and PhD level, it becomes crucial. Those higher degrees are predicated on expert knowledge of the field and original contribution to knowledge.

Whoever you approach as an editor, always ask what direct experience they have that relates to your work. If the experience they state seems cursory or adjunct, be prepared to walk away and find someone else more familiar with your chosen field.

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Students enrolled in a USC undergraduate degree program may pursue a minor in the Price School of Public Policy. Our interdisciplinary minors can counterbalance or complement a main area of study. Particularly appropriate for students who might work in professions across which public policy plays a vital role, Price School minors are a path to specialization that can provide a competitive advantage in a student’s job search or for those who intend to apply to graduate school.

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Three Minute Thesis competition provides lasting impact for graduate students

Levon Esters, dean of the Fox Graduate School at Penn State, with the 2024 Three Minute Thesis finalists.   Credit: Jillian Wesner / The Fox Graduate School at Penn State . All Rights Reserved .

October 9, 2024

UNIVERSITY PARK, Pa. — In the final round of the first Penn State Three Minute Thesis competition in March 2024, 11 graduate students took the stage at the Penn Stater Hotel & Conference Center to show off their research, represent themselves, and compete for both prize money and the opportunity to compete in a regional 3MT competition. Coming from disciplines ranging from engineering to psychology, nursing, anthropology, food science and civil engineering, these students only needed three minutes to convey months and years of challenging research and scholarship in front of an in-person and online audience.  

For Aditya Sapre, a doctoral student studying chemical engineering, and the first-place award recipient in the final round, the word “exciting” was how he described the event.  

“It’s such a wide variety of topics and it’s very exciting to see how everyone else is so excited to talk about their research,” he said. “I’m very surprised I got the award because everyone was so on point.” 

Sapre’s presentation focused on one of the foremost challenges in drug discovery, pinpointing the specific target protein that can bind with the correct drug. 

Other presentations covered topics ranging from bacterial diversity in farming and the thought process behind determining if a hot dog is a sandwich, to irritable bowel syndrome, the impact of messaging at airport curbside performance, leveraging duckweed as fertilizer, and the need for supporting nurses providing end-of-life care to their patients, among others.  

The first two of those topics were covered by the other two award recipients on the day, Auja Bywater, a doctoral student in food science and technology, who took home second place, and Paul Distefano, a doctoral student in cognitive psychology, who was awarded the People’s Choice Award sponsored by the Graduate and Professional Student Association.  

In her presentation, Bywater shared about her longitudinal study that assessed microbial load of nutrient solution in different hydroponic farming systems. DiStefano provided an overview of a novel measure he developed that is designed to assess over-inclusive thinking.     

Both students echoed many of Sapre’s thoughts on what it meant to be recognized among the impressive group, the support that got them there, and what it was like to be part of the entire event. 

“It’s always a goal as a graduate student and a researcher to be able to spread your research to other people,” Bywater said. “This recognition is great, I’m really honored. I’m so grateful for all the people that helped me get here — my adviser, my labmates, my husband — I couldn’t have done it without them.” 

DiStefano said he appreciated the chance to be surrounded by students from all different programs.  

“It is inspiring to see the other work the other Penn Staters are doing. Obviously, there is a lot of diverse research that is going on here and to see how passionate everyone is and how well everyone can communicate that, it’s something I can take back to my own field and apply that passion to what I do,” he said. 

Other finalists echoed DiStefano, adding how much they enjoyed hearing each other present. 

“As grad students, I often feel we are so focused on our own world we don't branch out into other fields,” said Makenna Lenover, a doctoral student in anthropology, whose topic covered the treatment of irritable bowel syndrome. “I loved hearing about work across the University. It may not be a journal I read or a field I follow closely, but learning about discoveries in engineering or psychology was very exciting, since I am a student at heart and love to learn.” 

“I really enjoyed being able to hear other students’ passions, their stories, their projects that they’re working on,” added Kaléi Kowalchik, a doctoral student in nursing who presented on supporting nurses providing end-of-life care to their patients. “I don’t get to see what other students are doing often unless it’s published or connecting at an event like the Graduate Exhibition, so this event was really inspiring to see other students who are at different levels of their programs and seeing the work that they’re doing.” 

For Kowalchik, sharing research gave her the chance to represent her college in a way that doesn’t always happen.  

“In health care, we’re trying to get away from being siloed, specifically in nursing,” she said. “It was a big honor to be able to represent the college and show some of the amazing work that nurses can do, not just at the bedside, but beyond as well.” 

As the finalists thought back on the event, it allowed them to find new ways to share topics they are passionate about.  

“One of my biggest takeaways from the event was the value of an elevator pitch-style presentation of your research,” Lenover said. “I had never actually sat down and got to the core of my research in such a concise manner, and it really proved to be a useful tool to conceptualize my project, and to present it to others who may not be experts like I am.” 

“My biggest takeaway was regardless of what your project is, what populations you’re studying, there are so many ways to disseminate your data with people beyond your college and discipline,” Kowalchik added. “That was the most meaningful part to me, to be able to share my work and its importance with people from many different disciplines and backgrounds.”   

Looking ahead, the finalists said they would recommend that other students take a chance and apply for the Three Minute Thesis in 2025. 

DiStefano and Lenover both recognized how this opportunity will help them long after the competition, with DiStefano highlighting his improved communication skills and how he plans to apply again for 2025. For Bywater, there were nerves going in, but she said it was well worth it in the end.  

“I was a little nervous,” Bywater said. “I didn’t know if I was going to submit something or not, but I’m so glad I did, and I’d encourage everyone to just go for it. You never know what could happen.” 

Registration is open now for the 2024-25 Penn State Three Minute Thesis competition. Those who are interested in applying for this year’s competition, either as a competitor or a judge, can learn more at the Fox Graduate School’s website .  

Liam Jackson

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Frequently asked questions

Who typically writes a thesis.

A thesis is typically written by students finishing up a bachelor’s or Master’s degree. Some educational institutions, particularly in the liberal arts, have mandatory theses, but they are often not mandatory to graduate from bachelor’s degrees. It is more common for a thesis to be a graduation requirement from a Master’s degree.

Even if not mandatory, you may want to consider writing a thesis if you:

• Plan to attend graduate school soon
• Have a particular topic you’d like to study more in-depth
• Are considering a career in research
• Would like a capstone experience to tie up your academic experience

Frequently asked questions: Dissertation

Dissertation word counts vary widely across different fields, institutions, and levels of education:

• An undergraduate dissertation is typically 8,000–15,000 words
• A master’s dissertation is typically 12,000–50,000 words
• A PhD thesis is typically book-length: 70,000–100,000 words

However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.

A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.

It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.

Note that some departments require a defense component, where you present your prospectus to your committee orally.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

A theoretical framework can sometimes be integrated into a  literature review chapter , but it can also be included as its own chapter or section in your dissertation . As a rule of thumb, if your research involves dealing with a lot of complex theories, it’s a good idea to include a separate theoretical framework chapter.

A literature review and a theoretical framework are not the same thing and cannot be used interchangeably. While a theoretical framework describes the theoretical underpinnings of your work, a literature review critically evaluates existing research relating to your topic. You’ll likely need both in your dissertation .

While a theoretical framework describes the theoretical underpinnings of your work based on existing research, a conceptual framework allows you to draw your own conclusions, mapping out the variables you may use in your study and the interplay between them.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

In most styles, the title page is used purely to provide information and doesn’t include any images. Ask your supervisor if you are allowed to include an image on the title page before doing so. If you do decide to include one, make sure to check whether you need permission from the creator of the image.

Include a note directly beneath the image acknowledging where it comes from, beginning with the word “ Note .” (italicized and followed by a period). Include a citation and copyright attribution . Don’t title, number, or label the image as a figure , since it doesn’t appear in your main text.

Definitional terms often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited. This guidance can apply to your thesis or dissertation glossary as well.

However, if you’d prefer to cite your sources , you can follow guidance for citing dictionary entries in MLA or APA style for your glossary.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, an index is a list of the contents of your work organized by page number.

The title page of your thesis or dissertation goes first, before all other content or lists that you may choose to include.

The title page of your thesis or dissertation should include your name, department, institution, degree program, and submission date.

Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one to your thesis or dissertation. Your educational institution may also require them, so be sure to check their specific guidelines.

A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and is intended to enhance their understanding of your work.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, dictionaries are more general collections of words.

An abbreviation is a shortened version of an existing word, such as Dr. for Doctor. In contrast, an acronym uses the first letter of each word to create a wholly new word, such as UNESCO (an acronym for the United Nations Educational, Scientific and Cultural Organization).

As a rule of thumb, write the explanation in full the first time you use an acronym or abbreviation. You can then proceed with the shortened version. However, if the abbreviation is very common (like PC, USA, or DNA), then you can use the abbreviated version from the get-go.

Be sure to add each abbreviation in your list of abbreviations !

If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.

A list of abbreviations is a list of all the abbreviations that you used in your thesis or dissertation. It should appear at the beginning of your document, with items in alphabetical order, just after your table of contents .

Your list of tables and figures should go directly after your table of contents in your thesis or dissertation.

Lists of figures and tables are often not required, and aren’t particularly common. They specifically aren’t required for APA-Style, though you should be careful to follow their other guidelines for figures and tables .

If you have many figures and tables in your thesis or dissertation, include one may help you stay organized. Your educational institution may require them, so be sure to check their guidelines.

A list of figures and tables compiles all of the figures and tables that you used in your thesis or dissertation and displays them with the page number where they can be found.

The table of contents in a thesis or dissertation always goes between your abstract and your introduction .

You may acknowledge God in your dissertation acknowledgements , but be sure to follow academic convention by also thanking the members of academia, as well as family, colleagues, and friends who helped you.

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

In the discussion , you explore the meaning and relevance of your research results , explaining how they fit with existing research and theory. Discuss:

• Your  interpretations : what do the results tell us?
• The  implications : why do the results matter?
• The  limitation s : what can’t the results tell us?

The results chapter or section simply and objectively reports what you found, without speculating on why you found these results. The discussion interprets the meaning of the results, puts them in context, and explains why they matter.

In qualitative research , results and discussion are sometimes combined. But in quantitative research , it’s considered important to separate the objective results from your interpretation of them.

Results are usually written in the past tense , because they are describing the outcome of completed actions.

The results chapter of a thesis or dissertation presents your research results concisely and objectively.

In quantitative research , for each question or hypothesis , state:

• The type of analysis used
• Relevant results in the form of descriptive and inferential statistics
• Whether or not the alternative hypothesis was supported

In qualitative research , for each question or theme, describe:

• Recurring patterns
• Significant or representative individual responses
• Relevant quotations from the data

Don’t interpret or speculate in the results chapter.

To automatically insert a table of contents in Microsoft Word, follow these steps:

• Apply heading styles throughout the document.
• In the references section in the ribbon, locate the Table of Contents group.
• Click the arrow next to the Table of Contents icon and select Custom Table of Contents.
• Select which levels of headings you would like to include in the table of contents.

Make sure to update your table of contents if you move text or change headings. To update, simply right click and select Update Field.

All level 1 and 2 headings should be included in your table of contents . That means the titles of your chapters and the main sections within them.

The contents should also include all appendices and the lists of tables and figures, if applicable, as well as your reference list .

Do not include the acknowledgements or abstract in the table of contents.

The abstract appears on its own page in the thesis or dissertation , after the title page and acknowledgements but before the table of contents .

An abstract for a thesis or dissertation is usually around 200–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

In a thesis or dissertation, the acknowledgements should usually be no longer than one page. There is no minimum length.

The acknowledgements are generally included at the very beginning of your thesis , directly after the title page and before the abstract .

Yes, it’s important to thank your supervisor(s) in the acknowledgements section of your thesis or dissertation .

Even if you feel your supervisor did not contribute greatly to the final product, you must acknowledge them, if only for a very brief thank you. If you do not include your supervisor, it may be seen as a snub.

In the acknowledgements of your thesis or dissertation, you should first thank those who helped you academically or professionally, such as your supervisor, funders, and other academics.

Then you can include personal thanks to friends, family members, or anyone else who supported you during the process.

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KDU GAMES 2024

• Posted by Admin
• Categories News , Sport
• Date October 9, 2024

KDU GAMES , the first ever inter-university sports festival organised by General Sir John Kotelawala Defence University was held at Diyagama Mahinda Rajapaksa Stadium on 7th and 8th October 2024. The games were declared open by Major General CA Wickramasinghe USP USACGSC, Deputy Vice Chancellor (Defence & Administration) and President of the Sports Council of KDU. In this competitive arena of sports, 200 athletes from ten faculties of KDU and seven state and non-state universities participated, providing a breathtaking experience for undergraduates from both state and non-state Universities of Sri Lanka. Displaying strong skills, camaraderie and sportsmanship, the overall championship was secured by General Sir John Kotelawala Defence University.

The undergraduates participated in Track and Field events competing neck and neck with each other, in an electrifying showcase of athletic prowess, leaving the crowd in awe while mesmerising performances from the KDU dancing troupe and Tri Forces dancing troupes added colour to match the vibrancy of the competition. On the second day of the event over ten schools got the opportunity to take part in the event by participating in the Invitation Relay-Schools event reflecting the energy of youngsters.

The closing ceremony of the KDU GAMES 2024 was graced by Rear Admiral HGU Dammika Kumara, VSV, USP, psc, MMaritimePol, BSc (DS), the Vice Chancellor of General Sir John Kotelawala Defence University as the Chief Guest. Major General CA Wickramasinghe USP USACGSC, Deputy Vice Chancellor (Defence & Administration) and President of the Sports Council of KDU, Deans of all the faculties, Directors, Senior Academic and Administrative Staff, Officers, Officer Cadets and Day Scholars of KDU participated in the closing ceremony to witness the crowning moment of the event.

The event ended with a DJ party as part of the grand Closing Ceremony, marking the triumphant close of this vibrant inter-university sports festival, leaving behind memories of thrilling victories, sportsmanship, and a united community of athletes in Sri Lankan universities.

Recognising the outstanding individual and faculty performances at KDU GAMES 2024, the following awards were presented by the Chief Guest.

KDU GAMES RUNNERS UP – 2024 University – SLIIT Medals – Gold – 10, Silver – 8, Bronze – 4

KDU GAMES BEST FACULTY – 2024 Faculty of Management, Social Sciences and Humanities – KDU

KDU GAMES MEN’S CHAMPIONS – 2024 University – KDU Medals – Gold – 10, Silver – 9, Bronze – 9

KDU GAMES WOMEN’S CHAMPIONS – 2024 University – KDU Medals – Gold – 8, Silver – 6, Bronze – 10

BEST MALE ATHLETE FOR THE FIELD EVENT Athlete Name – K R Wanigasekara – ICBT Event – Long Jump Achievement – 6.71

BEST FEMALE ATHLETE FOR THE FIELD EVENT Athlete Name – N A Y Sewwandi – KDU Event – Triple Jump Achievement – 11.40

BEST MALE ATHLETE FOR THE TRACK EVENT Athlete Name – D Kularatne – SLIIT Event – 200m Achievement – 22.19 Sec

BEST FEMALE ATHLETE FOR THE TRACK EVENT Athlete Name – Semini Chamathka – SLIIT Event – 400m Achievement – 1:01.19 Min

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