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Dissertation Tips for Students

• September 1, 2023

Writing your dissertation can feel like a big deal, and it’s easy to put it off. But, by making a plan right at the beginning, you might find that you can avoid feeling overwhelmed and can tackle it face-on. So before you start to put your dissertation plan together, have a read through our top 5 dissertation tips for students so that you can really prepare yourself before you get started. 

Firstly, what is a dissertation?

You might be wondering what all the fuss is about. What is different about a dissertation compared to the kind of essays or assignments you might be used to? Well, a dissertation is often a component of a degree (for most subjects and areas), and it usually is in place of a whole unit or module of your final academic year. Also known as a ‘thesis’, a dissertation is a larger body of work than your regular assignments. It’s a piece of academic writing that tackles a subject relevant to your area of study, often answering a particular question set by yourself, that allows you to add some knowledge and your own research (primary and secondary) to the academic writing that’s available on the subject. 

So, it’s a big achievement and is something to be proud of. You will really have to engage yourself with it, so it’s also a great talking point when it comes to interviews and opportunities outside of university.

Whether you’re studying for your undergraduate degree, Masters degree or a PhD , these tips will help you smash your dissertation:

Choose a topic that really interests you

You will be working on this piece of writing for a while – probably for longer than any other university essay or project. So, bear that in mind when you’re choosing a topic to write about. You’ll also need to pick one that you’ll actually be able to write. It’s particularly important to learn how to be confident when choosing, as one of the most important things to consider is that it should be a topic that you find really engaging. The more interested you are in the subject, the less of a slog it will be to get it finished. There will, of course, be times when it will be a struggle, but if it’s something that’s meaningful for you, it will feel much easier to power on through and get it done.

It should be a topic wide enough for you to have sufficient resources out there to research but narrow enough for you to remain focused on your research. It is easy for your dissertation to be a vague proposition, but it means you will struggle to formulate a well-thought-out answer to the question.

If you’re struggling with ideas, you could spend some time researching your course materials and academic journals to identify current issues that relate to your area and to find some inspiration. Get a big blank piece of paper and start jotting down areas of interest and making connections between them. Mind-mapping in this way (with paper and a pen) allows your ideas to keep flowing, and you tend to explore ideas in a much more abstract way.

Choose the right tutor | Dissertation tips for students

Most universities will have a system in place where you will be linked with a specific tutor or supervisor who will help guide you through your dissertation. As well as choosing your topic, think about the specialist knowledge your tutors have. If you’re lucky enough to be able to choose your dissertation tutor yourself, take some time to research the areas they have worked in. Don’t be afraid to speak to them about what they have specialist knowledge in. 

You will agree on your focus area with them, and so you will be at a huge advantage if you choose something that they will be able to help you with more easily. It makes sense to choose something that means you can really make use of them – but if you are assigned a tutor that has no knowledge of your area of interest, don’t worry.  They’ll still be able to help you with your research methods, structuring your content, timings, referencing etc. The most important thing is that you choose something that you’re genuinely interested in, as that’s what will carry you through to the end.

Familiarise yourself with the requirements

Before you get into the thick of it, avoid making any silly mistakes by giving the brief a good read-through. And continue to keep checking it through each stage of your dissertation. For example, most universities will use the Harvard referencing style – but not all. So double-check requirements like these to ensure you won’t have marks deducted for no good reason. Make sure you know when and where your dissertation needs to be submitted (and in what format). What’s the word count, and how much leeway is allowed?

As well as this, spend some time looking at other dissertations written by previous students and academics. You’ll be able to familiarise yourself with how they’re structured, what you think works well or not so well, what types of source material are used and in what way, and what forms of analysis are used.

Plan and structure your content | Dissertation tips for students

When you’ve finally decided on your topic, you’re then ready to write a dissertation proposal. Your proposal will briefly outline the purpose of your dissertation and how you intend to go about your research. It will help to contextualise your subject area and will demonstrate how it is relevant within your field. Your introduction, literature review and methodology will then become much easier to tackle. 

By laying out a plan at the beginning, including which content falls into which sections, you will help keep yourself on track and remain focussed without getting too overambitious with your research. You’ll be more likely to successfully develop a strong and coherent argument if you keep the points you are making really relevant to the question.  And don’t worry if you find that the reading and research you are doing takes you in a slightly different direction. It’s OK to adjust your plan as you go. Just remember that you need to make sure everything is clear for the reader – so your title, headings, proposition etc, will need to reflect that direction change too.

Planning out your dissertation is a crucial step, so take your time to get it right. Talk through your content plan with your tutor too. The more they understand how you’re going to tackle your piece of writing, the more they’ll be able to help you.  

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It’s all about time management | Dissertation tips for students

From start to finish, writing your dissertation can be a lengthy process. So as well as planning out your actual dissertation content, take a few moments to make yourself a timings plan of everything that needs to be done, week-by-week. Again, your supervisor can help you with this. 

• They might make a suggestion on how many weeks they think are needed for the reading and research in the area you’re looking at, for example. 
• Gathering and analysing data is dependent on the resources you have around you – you could be lucky enough to gather the data in just one session or it might take multiple sittings, depending on your research subjects and the scale and nature of the research.
• Don’t forget that it will take some time for you to get everything communicated clearly on paper. The redrafting and proofreading stages always take much longer than you think, so you don’t want to rush this part. It would be a shame to have completed all that work and then not have the information written in a clear and understandable way for the reader. A thorough editing process is essential. It will ensure you produce a coherent and well-thought-out piece of writing. Make sure to leave yourself plenty of time to really engage with your dissertation at each stage (and especially once you get to editing). This will allow you to reassess your logic along the way. Taking a step back and looking at your work regularly, checking against the brief and the goals, will mean you’re continuously keeping yourself on track and not wasting that valuable time. 
• Finally, make sure to leave sufficient time for your dissertation to be printed . You don’t want to be rushing around on the final day before submission, trying to find a printer that can take on the job. Dissertations all across your university might be due around the same time, so avoid joining a large queue in a panic by getting this done in good time before you submit. 

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• Dissertation
• How to Write a Results Section | Tips & Examples

How to Write a Results Section | Tips & Examples

Published on August 30, 2022 by Tegan George . Revised on July 18, 2023.

A results section is where you report the main findings of the data collection and analysis you conducted for your thesis or dissertation . You should report all relevant results concisely and objectively, in a logical order. Don’t include subjective interpretations of why you found these results or what they mean—any evaluation should be saved for the discussion section .

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Table of contents

How to write a results section, reporting quantitative research results, reporting qualitative research results, results vs. discussion vs. conclusion, checklist: research results, other interesting articles, frequently asked questions about results sections.

When conducting research, it’s important to report the results of your study prior to discussing your interpretations of it. This gives your reader a clear idea of exactly what you found and keeps the data itself separate from your subjective analysis.

Here are a few best practices:

• Your results should always be written in the past tense.
• While the length of this section depends on how much data you collected and analyzed, it should be written as concisely as possible.
• Only include results that are directly relevant to answering your research questions . Avoid speculative or interpretative words like “appears” or “implies.”
• If you have other results you’d like to include, consider adding them to an appendix or footnotes.
• Always start out with your broadest results first, and then flow into your more granular (but still relevant) ones. Think of it like a shoe store: first discuss the shoes as a whole, then the sneakers, boots, sandals, etc.

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If you conducted quantitative research , you’ll likely be working with the results of some sort of statistical analysis .

Your results section should report the results of any statistical tests you used to compare groups or assess relationships between variables . It should also state whether or not each hypothesis was supported.

The most logical way to structure quantitative results is to frame them around your research questions or hypotheses. For each question or hypothesis, share:

• A reminder of the type of analysis you used (e.g., a two-sample t test or simple linear regression ). A more detailed description of your analysis should go in your methodology section.
• A concise summary of each relevant result, both positive and negative. This can include any relevant descriptive statistics (e.g., means and standard deviations ) as well as inferential statistics (e.g., t scores, degrees of freedom , and p values ). Remember, these numbers are often placed in parentheses.
• A brief statement of how each result relates to the question, or whether the hypothesis was supported. You can briefly mention any results that didn’t fit with your expectations and assumptions, but save any speculation on their meaning or consequences for your discussion  and conclusion.

A note on tables and figures

In quantitative research, it’s often helpful to include visual elements such as graphs, charts, and tables , but only if they are directly relevant to your results. Give these elements clear, descriptive titles and labels so that your reader can easily understand what is being shown. If you want to include any other visual elements that are more tangential in nature, consider adding a figure and table list .

As a rule of thumb:

• Tables are used to communicate exact values, giving a concise overview of various results
• Graphs and charts are used to visualize trends and relationships, giving an at-a-glance illustration of key findings

Don’t forget to also mention any tables and figures you used within the text of your results section. Summarize or elaborate on specific aspects you think your reader should know about rather than merely restating the same numbers already shown.

A two-sample t test was used to test the hypothesis that higher social distance from environmental problems would reduce the intent to donate to environmental organizations, with donation intention (recorded as a score from 1 to 10) as the outcome variable and social distance (categorized as either a low or high level of social distance) as the predictor variable.Social distance was found to be positively correlated with donation intention, t (98) = 12.19, p < .001, with the donation intention of the high social distance group 0.28 points higher, on average, than the low social distance group (see figure 1). This contradicts the initial hypothesis that social distance would decrease donation intention, and in fact suggests a small effect in the opposite direction.

Figure 1: Intention to donate to environmental organizations based on social distance from impact of environmental damage.

In qualitative research , your results might not all be directly related to specific hypotheses. In this case, you can structure your results section around key themes or topics that emerged from your analysis of the data.

For each theme, start with general observations about what the data showed. You can mention:

• Recurring points of agreement or disagreement
• Patterns and trends
• Particularly significant snippets from individual responses

Next, clarify and support these points with direct quotations. Be sure to report any relevant demographic information about participants. Further information (such as full transcripts , if appropriate) can be included in an appendix .

When asked about video games as a form of art, the respondents tended to believe that video games themselves are not an art form, but agreed that creativity is involved in their production. The criteria used to identify artistic video games included design, story, music, and creative teams.One respondent (male, 24) noted a difference in creativity between popular video game genres:

“I think that in role-playing games, there’s more attention to character design, to world design, because the whole story is important and more attention is paid to certain game elements […] so that perhaps you do need bigger teams of creative experts than in an average shooter or something.”

Responses suggest that video game consumers consider some types of games to have more artistic potential than others.

Your results section should objectively report your findings, presenting only brief observations in relation to each question, hypothesis, or theme.

It should not  speculate about the meaning of the results or attempt to answer your main research question . Detailed interpretation of your results is more suitable for your discussion section , while synthesis of your results into an overall answer to your main research question is best left for your conclusion .

I have completed my data collection and analyzed the results.

I have included all results that are relevant to my research questions.

I have concisely and objectively reported each result, including relevant descriptive statistics and inferential statistics .

I have stated whether each hypothesis was supported or refuted.

I have used tables and figures to illustrate my results where appropriate.

All tables and figures are correctly labelled and referred to in the text.

There is no subjective interpretation or speculation on the meaning of the results.

You've finished writing up your results! Use the other checklists to further improve your thesis.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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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.

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

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.

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Intensification of evaporation of uranium hexafluoride

• Chemical Engineering Science and Chemical Cybernetics
• Published: 14 August 2013
• Volume 47 , pages 499–504, ( 2013 )

Cite this article

• A. M. Belyntsev 1 ,
• G. S. Sergeev 2 ,
• O. B. Gromov 2 ,
• A. A. Bychkov 1 ,
• A. V. Ivanov 2 ,
• S. I. Kamordin 3 ,
• P. I. Mikheev 4 ,
• V. I. Nikonov 2 ,
• I. V. Petrov 1 ,
• V. A. Seredenko 2 ,
• S. P. Starovoitov 1 ,
• S. A. Fomin 1 ,
• V. G. Frolov 1 &
• V. F. Kholin 2  

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The theoretical mechanism of the sublimation of uranium hexafluoride are considered. The most contribution to the rate of evaporation of UF 6 is introduced by the conductive mode of heat exchange. Various modes of the intensification of the evaporation of uranium hexafluoride during the nitrogen supply in pulse mode to the product mass are investigated. The nitrogen supply results in the turbulization of gas flow within a vessel (Re = 2500–4000) and significantly increases the rate of evaporation of uranium hexafluoride with the substantial decrease in a weight of the nonevaporable residue of 5.6–1.0 kg. The complex application of the pulse nitrogen supply in combination with heating the bottom of the vessel is the most effective method for evaporating uranium hexafluoride. The rate of evaporation of UF6 increases by a factor of almost four in comparison with the design mode. The developed methods are applied in industry and provide the stable operation of Saturn reactors during the conversion of uranium hexafluoride into its dioxide.

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Engineering Works, Elektrostal’, Moscow oblast, Russia

A. M. Belyntsev, A. A. Bychkov, I. V. Petrov, S. P. Starovoitov, S. A. Fomin & V. G. Frolov

Leading Research Institute of Chemical Technology, Moscow, Russia

G. S. Sergeev, O. B. Gromov, A. V. Ivanov, V. I. Nikonov, V. A. Seredenko & V. F. Kholin

Bochvar All-Russia Research Institute of Inorganic Materials, Moscow, Russia

S. I. Kamordin

Bauman Moscow State Technical University, Moscow, Russia

P. I. Mikheev

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Correspondence to A. M. Belyntsev .

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Original Russian Text © A.M. Belyntsev, G.S. Sergeev, O.B. Gromov, A.A. Bychkov, A.V. Ivanov, S.I. Kamordin, P.I. Mikheev, V.I. Nikonov, I.V. Petrov, V.A. Seredenko, S.P. Starovoitov, S.A. Fomin, V.G. Frolov, V.F. Kholin, 2011, published in Khimicheskaya Tekhnologiya, 2011, Vol. 12, No. 11, pp. 675–681.

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Belyntsev, A.M., Sergeev, G.S., Gromov, O.B. et al. Intensification of evaporation of uranium hexafluoride. Theor Found Chem Eng 47 , 499–504 (2013). https://doi.org/10.1134/S0040579513040040

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Received : 25 January 2011

Published : 14 August 2013

Issue Date : July 2013

DOI : https://doi.org/10.1134/S0040579513040040

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Victor Mukhin

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Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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What are the conflicting and consistent experiences of female care leavers in the first year of higher education?

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