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European / international joint ph.d. in social representation and communication, the ‘three papers’ format of phd thesis.

1. Introduction

This short guide introduces the idea of a PhD thesis consisting of ‘three papers’ as an alternative format for writing-up the results of three years’ PhD research. It compares and contrasts the conventional PhD thesis with the ‘three papers’ model, highlighting the main differences between them. It then suggests a rough timetable for producing a ‘three papers’ thesis in three years. Finally, it provides answers to some frequently asked questions.

2. The conventional PhD thesis

The conventional PhD thesis has (typically) the following elements:

For further information on the conventional thesis please consult the dedicated section (paragraphs 3.1 and 3.2)

3. The ‘three papers’ model

Under the ‘three papers’ model, a PhD thesis consists of three separate, publishable, papers. The papers should be of normal journal article length (say, between 5,000 and 10,000 words), depending on the editorial norms of the journal chosen jointly with the project leader (who is also the main supervisor). The three papers are each free standing (in the sense that each can be read and understood independently) but should be on related themes. The three papers are normally preceded in the thesis by a short introduction to the overall topic, which may contain essential background information. There may also be a general literature review.

Therefore, the ‘three papers’ PhD thesis looks like this:

• Cover page: All in English, setting out the name of the institution, the title of the thesis, the year of enrolment, the first name(s) and family name of the national tutor and the two foreign supervisors, the name of the candidate and the academic year in which it is to be presented. The model to be used is available at: http://www2.europhd.net/modalities-delivery-final-thesis-and-short-article
• Acknowledgment to any sponsor(s) of the research contained in the paper, along with grant number(s) and eventual disclaimer
• I.P.R. Agreement
• Outline: Containing the content of the thesis in chapters and paragraphs with the corresponding page numbers. The thesis must be divided into chapters and paragraphs (and if necessary into sub-paragraphs), all of which must be enumerated in the following sequential fashion: 1, 1.1, 1.1.1, 1.1.2; 1.2, 1.2.1, 1,2.2; 2,2.1, etc.
• Abstract: Containing a brief description (Max. 2 pages) of the objectives and the results of the research and acknowledgements that may be due.
• Keywords: four to five keywords should be listed below the abstract
• Introduction and background to the general topic area.
• First paper.
• Second paper.
• Third paper.
• Conclusion and implications for policy and/or further research
• Bibliography: Containing a complete list of works consulted and referred to in the text as set out in point 2.6 of the following page: http://www2.europhd.net/typologies-and-conventional-book-format-thesis
• Appendices (where relevant): Containing detailed information of the various aspects of the empirical research and how it was compiled (e.g. a copy of the instructions and explanations relating to the research participants, the materials and/or the methodology of the experiment, the questionnaire or weighting method employed, tables with raw data, transcriptions of audio material and or video recordings etc.)

The total number of chapters is thus usually five, and the total length approaches 150 pages of A4 (a maximum of about 35,000 words). As with the conventional PhD thesis, appendices of unlimited length may be added, but these appendices are commonly appendices to each paper, rather than appendices to the thesis as a whole.

Regardless on the format chosen - conventional or three-paper model - a short version of the thesis should be submitted by the same deadline indicated for the full thesis.

The short version of the thesis in Article Format is aimed at presenting the concise summary of the whole thesis and must be understandable without references to the extended version of the thesis (both conventional or three-paper model) 

Euro/Int. Joint Ph.D. in S.R. & C. Institutional Aspects

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Prof. Annamaria Silvana de Rosa

European/International Joint Ph.D. in S.R. & C. Research Center and Multimedia Lab

Università degli Studi "La Sapienza" Facoltà di Medicina e Psicologia

Piazza Cavalieri di Malta 2, - 00153 Rome, Italy Tel. n. 0039-06-69380814 Fax n. 0039-06-69294280 email: [email protected]

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Three Article Dissertation

Three article dissertation for a ph.d. in mis.

(Much of that described below is taken with permission from the -->School of Social Work at the University of Texas --> 1 )

Dissertation Structure

Under the ‘three papers’ model, a PhD thesis consists of three separate papers of “publishable quality".  The papers may not merely represent minor tweaks of a work that would be more appropriately reported in just one or two papers. The papers should be of normal journal article length (say, between 5,000 and 10,000 words). The papers are each free standing (in the sense that each can be read and understood independently) but should form a cohesive body of work that supports a theme that is expressed clearly in the introduction of the dissertation (Chapter 1). In addition, Chapter 1 may contain essential background information. There may also be a general literature review, but this is not necessary. Therefore, the ‘three papers’ PhD thesis looks like this:

• a definition or statement of the problem,
• the importance of the problem, i.e., why it is worth researching, why it matters to the field of MIS, and its potential implications for business and society.
• the philosophical and theoretical foundation (s) supporting the problem/issue,
•  an overview of the important literature (overview, because each article will have its own unique literature review),
• the research questions,
• In the case of co-authorship on any individual chapter within the dissertation, the student must indicate the percentage of effort and a description of the role played by each author in the introductory chapter.
• First paper.
• Second paper.
• Third paper.
• Conclusion and implications and suggestions for further research, including: The conclusion will briefly summarize the dissertation’s major findings, limitations, discussion, and recommendations. The student will also present and discuss linkages (i.e., similarities and differences) between the separate manuscripts that are included in the dissertation, striving as much as possible to present the document as representative of a coherent body of work. The conclusion chapter ‘ties’ everything together and helps the reader see how the various manuscripts, taken together, make a contribution to the knowledge base regarding the problem. The conclusion chapter should present/discuss research imperatives, or knowledge gaps, not visible when each manuscript is considered individually and should articulate an agenda for future research on the issues addressed in the dissertation

The total number of chapters is thus usually five, and the total length approaches 150 type-written pages (a maximum of about 35,000 words). As with the conventional PhD thesis, appendices of unlimited length may be added, but these appendices are commonly appendices to each paper, rather than appendices to the thesis as a whole.

Quality of Papers

The three papers must be of "publishable" quality, which is defined as that which would be accepted for publication by a journal in at least Tier 2 of the Bauer journal list for the MIS area either extant at the time of the dissertation proposal defense or as amended by the time of the dissertation final defense. This quality will be judged by the dissertation committee. However, papers published or accepted for publication by at least a Tier 2 journal serves as prime facieevidence of publishability.

Published Papers

A maximum of one article published or accepted for publication prior to the proposal defense may be included. This article must represent work undertaken while the student is enrolled in the PhD program and be approved by the committee at the time of the student’s proposal defense. This article must be connected to the theme of the dissertation. If a previously published article is approved by the committee, the student will be responsible for securing necessary permissions from the copyright holder and other authors.

Student's Contribution

Students must be the primary contributor on all papers, as determined by the dissertation committee. As primary contributor, students are responsible for development and articulation of a concept or idea for research, development of a proposal to pursue this idea, development of a research design, conducting research and analysis, writing major portions of a manuscript, designing an intervention or assessment (if relevant), and interpreting results.

At least two of the papers should be based on data that are analyzed by the student. If the third article is conceptual in nature, or based on a synthesis of the literature, it must be connected to the theme of the dissertation without overlapping heavily with the contents of either article. Whether the extent of any overlap is excessive will be determined by the student’s dissertation committee. (A certain amount of overlap is acceptable. For example, portions of the literature review may need to be cited in the various papers because it delineates the entire historical background of the study’s focal topic. Redundancy can be carefully reduced by citing one’s own work. However, self-plagiarism - reusing one’s own previously written work or data in a ‘new’ written product without letting the reader know that this material has appeared elsewhere - is prohibited.)

Co-authors must be identified at the student’s proposal defense. The paper and the role of the co-authors must be presented and approved by all members of the dissertation committee. Any changes in co-authorship must be approved by the student’s committee.

Submission of Papers to Journals

Journals to which articles are being submitted must be approved by the dissertation committee. Serving as an “editorial board” for the student, the committee will help select journals that will challenge the student and offer a reasonable chance of publication success.  If a paper is rejected by a journal during the dissertation process, the student may submit to another journal approved by the dissertation committee. In the case of a revise and resubmit during the dissertation process, any changes to the paper must be approved by the dissertation committee. Co-authorship will not be changed for a revise and resubmit.

If the journal reviewers suggest modifications to any of the 3 submitted manuscripts prior to the dissertation defense, your plan for addressing those suggestions should be shared with your dissertation committee members and approved by all of them before you enact the changes. Changes can be made to any of the 3 manuscripts provided that the dissertation committee members are aware of and agree to the changes being made and their rationale. Students may opt to defer changes requested by a journal to which they have submitted an article until their dissertation has been successfully defended.

If a paper is rejected by a journal after the successful completion and defense of the dissertation, co-authorship decisions that were made during the dissertation process will no longer be in effect. Submission to a new journal will be at the sole discretion of the PhD graduate. Also after the successful dissertation defense, any new submission or resubmission, including changes in the authorship or article content, will be at the discretion of the PhD graduate.

Switch from Traditional to 3 Paper Format & Vice Versa

Students should decide as early as possible, in concert with their dissertation chair, whether to pursue the 3-disseration format. However, they may switch from one format to the other at any time provided that their dissertation committee approves the switch.

Dissertation Proposal

The dissertation proposal must include

• definition or statement of the problem,
• the importance of the problem, i.e., why it is worth researching, why it matters to the field of MIS.
• the theoretical foundation (s) supporting the problem/issue,
• the research questions.
• Copies of any completed articles, whether published or not.
• An outline of any articles in progress.
• A list of proposed journals.
• A timeline for completion of the work. The defense of the dissertation proposal is expected to parallel the proposal defense for a traditional dissertation. The three article dissertation alters the format, but not the content, expected in the dissertation research.

(Approved by MIS Faculty August 26, 2016)

1 Permission given by Allan Cole, Senior Associate Dean for Academic Affairs, School of Social Work, The University of Texas, August 3, 2016.

• A Guide to Writing a PhD Thesis

Written by Ben Taylor

A PhD thesis is a work of original research all students are requiured to submit in order to succesfully complete their PhD. The thesis details the research that you carried out during the course of your doctoral degree and highlights the outcomes and conclusions reached.

The PhD thesis is the most important part of a doctoral research degree: the culmination of three or four years of full-time work towards producing an original contribution to your academic field.

Your PhD dissertation can therefore seem like quite a daunting possibility, with a hefty word count, the pressure of writing something new and, of course, the prospect of defending it at a viva once you’ve finished.

This page will give you an introduction to what you need to know about the doctoral thesis, with advice on structure, feedback, submission and more.

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Beginning your PhD thesis

The first stage of your PhD thesis will usually be the literature review . We’ve already written a detailed guide to what the PhD literature review involves , but here’s what you need to know about this stage of your PhD:

• The literature review is a chance for you to display your knowledge and understanding of what’s already been written about your research area – this could consist of papers, articles, books, data and more
• Rather than simply summarising what other scholars have said about your subject, you should aim to assess and analyse their arguments
• The literature review is usually the first task of your PhD – and typically forms the first part or chapter of your dissertation

After finishing your literature review, you’ll move onto the bulk of your doctoral thesis. Of course, you’ll eventually return to the lit review to make sure it’s up-to-date and contains any additional material you may have come across during the course of your research.

PhD thesis research

What sets your PhD thesis apart from previous university work you’ve done is the fact that it should represent an original contribution to academic knowledge . The form that this original contribution takes will largely depend on your discipline.

• Arts and Humanities dissertations usually involve investigating different texts, sources and theoretical frameworks
• Social Sciences are more likely to focus on qualitive or quantitative surveys and case studies
• STEM subjects involve designing, recording and analysing experiments, using their data to prove or disprove a set theory

Depending on the nature of your research, you may ‘write up’ your findings as you go, or leave it until the dedicated ‘writing-up’ period, usually in the third year of your PhD. Whatever your approach, it’s vital to keep detailed notes of your sources and methods – it’ll make your life a lot easier when it comes to using references in your dissertation further down the line.

PhD thesis vs dissertation

It’s common to use the terms ‘thesis’ and ‘dissertation’ interchangeably, but strictly speaking there is a difference in meaning between them:

• Your thesis is your argument. It’s the conclusions you’ve arrived at through surveying existing scholarship in your literature review and combining this with the results of your own original research.
• Your dissertation is the written statement of your thesis. This is where you lay out your findings in a way that systematically demonstrates and proves your conclusion.

Put simply, you submit a dissertation, but it’s the thesis it attempts to prove that will form the basis of your PhD.

What this also means is that the writing up of your dissertation generally follows the formulation of your doctoral thesis (it’s fairly difficult to write up a PhD before you know what you want to say!).

However, it’s normal for universities and academics to use either (or both) terms when describing PhD research – indeed, we use both ‘thesis’ and ‘dissertation’ across our website.

Can I use my Masters research in my PhD thesis?

If you’re studying an MPhil, it’s normal to ‘ upgrade ’ it into a PhD. Find mroe information on our guide.

PhD thesis structure

Having completed your initial literature review and conducted your original research, you’ll move onto the next phase of your doctoral dissertation, beginning to sketch out a plan that your thesis will follow.

The exact structure and make-up of your doctoral thesis will vary between fields, but this is the general template that many dissertations follow:

• Introduction – This sets out the key objectives of your project, why the work is significant and what its original contribution to knowledge is. At this point you may also summarise the remaining chapters, offering an abstract of the argument you will go on to develop.
• Literature review – The introduction will generally lead into a write-up of your literature review. Here you’ll outline the scholarly context for your project. You’ll acknowledge where existing research has shaped your PhD, but emphasise the unique nature of your work.
• Chapters – After you’ve finished introducing your research, you’ll begin the bulk of the dissertation. This will summarise your results and begin explaining the argument you have based on them. Some PhDs will also include specific chapters on methodology and / or a recreation of the data you have developed. Others will develop your argument over a series of stages, drawing on sources and results as relevant.
• Conclusion – The dissertation will end with a final chapter that pulls together the different elements of your argument and the evidence you have provided for it. You’ll restate the significance of your project (and its all-important original contribution to knowledge). You may also take the opportunity to acknowledge the potential for further work or opportunities to apply your findings outside academia.
• Bibliography and appendices – At the end of your thesis, you’ll need to include a full list of the books, articles and data you’ve referenced in a bibliography. You may also need to provide additional information in the form of an appendix.

How long is a PhD thesis?

The length of a PhD thesis varies from subject to subject, but all are far longer than those for undergraduate or Masters degrees. Your university will usually set an upper limit – typically between 70,000 and 100,000 words, with most dissertations coming in at around 80,000 words.

Generally speaking, STEM-based theses will be a little shorter than those in the Arts, Humanities and Social Sciences.

Different universities (and departments) will have different policies regarding what counts towards the PhD thesis word count, so make sure you’re aware what is expected of you. Check with your supervisor whether references, the bibliography or appendices are included in the word count for your dissertation.

How many chapters should a PhD thesis have?

There’s no hard and fast rule for the numbers of chapters in a PhD thesis, but most will have four or five chapters (in addition to the introduction and conclusion). This is the sort of thing you’ll discuss with your supervisor when planning out your research.

Writing up your PhD thesis

Once you’ve conducted your research and settled upon your thesis, there’s only one thing left to do: get it down on paper. Appropriately enough, this final part of a PhD is often referred to as the ‘ writing up period ’.

This is when you produce the final dissertation, which will be submitted as the basis for your viva voce exam. The nature of this task can vary from PhD to PhD.

In some cases you may already have a large amount of chapter drafts and other material. ‘Writing up’ therefore becomes a process of re-drafting and assembling this work into a final dissertation. This approach is common in Arts and Humanities subjects where PhD students tend to work through stages of a project, writing as they go.

Alternatively, you may have spent most of your PhD collecting and analysing data. If so, you’ll now ‘write up’ your findings and conclusions in order to produce your final dissertation. This approach is more common in STEM subjects, where experiment design and data collection are much more resource intensive.

Whatever process you adopt, you’ll now produce a persuasive and coherent statement of your argument, ready to submit for examination.

PhD thesis feedback

Your supervisor will usually give you feedback on each chapter draft, and then feedback on the overall completed dissertation draft before you submit it for examination. When the thesis is a work-in-progress, their comments will be a chance for them to make sure your research is going in the right direction and for you to ask their advice on anything you’re concerned about. This feedback will normally be given in the form of a supervisory meeting.

Although your PhD supervisor will be happy to give you advice on your work, you shouldn’t expect them to be an editor – it’s not their responsibility to correct grammatical or spelling mistakes, and you should make sure any drafts you submit to them are as error-free as possible. Similarly, they won’t be willing to edit your work down to fit a particular word count.

Finishing your PhD thesis

When you’ve finished the final draft of your doctoral thesis and it’s been approved by your supervisor, you’ll submit it for examination. This is when it’s sent to the examiners who will conduct your viva.

Submitting your thesis involves printing enough copies for your examiners and the university’s repository. Don’t leave this until the last minute – printing multiple copies of a 300-page document is a substantial undertaking and you should always allow enough time to account for any possible glitches or issues with the printing process.

Your viva will usually take place within three months of submitting your thesis. You can find out more in our dedicated guide to the PhD viva . After your viva, your examiners will give you a report that confirms whether or not you need to make any changes to your thesis, with several different potential outcomes:

• Pass – You’ve received your doctoral qualification!
• Minor corrections – These are usually fairly small edits, tweaks and improvements to your thesis, which you’ll be given three months to implement
• Major corrections – For these substantial changes, you may have to rewrite part of your dissertation or complete extra research, with a six-month deadline

Most PhD students will need to fix some corrections with their thesis (hopefully not major ones). It’s very rare for a dissertation to be failed.

Once you’ve made any necessary changes to your thesis, you’ll submit it one last time (usually electronically).

If you have plans to publish all or part of your work, you may want to request an embargo so that it won’t be visible to the public for a certain time. 12 months is a fairly standard time period for this, although you may want to ask for a longer embargo if you know that you want to turn your thesis into a book or monograph.

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• Manuscript Preparation

Know How to Structure Your PhD Thesis

• 4 minute read

Table of Contents

In your academic career, few projects are more important than your PhD thesis. Unfortunately, many university professors and advisors assume that their students know how to structure a PhD. Books have literally been written on the subject, but there’s no need to read a book in order to know about PhD thesis paper format and structure. With that said, however, it’s important to understand that your PhD thesis format requirement may not be the same as another student’s. The bottom line is that how to structure a PhD thesis often depends on your university and department guidelines.

But, let’s take a look at a general PhD thesis format. We’ll look at the main sections, and how to connect them to each other. We’ll also examine different hints and tips for each of the sections. As you read through this toolkit, compare it to published PhD theses in your area of study to see how a real-life example looks.

Main Sections of a PhD Thesis

In almost every PhD thesis or dissertation, there are standard sections. Of course, some of these may differ, depending on your university or department requirements, as well as your topic of study, but this will give you a good idea of the basic components of a PhD thesis format.

• Abstract : The abstract is a brief summary that quickly outlines your research, touches on each of the main sections of your thesis, and clearly outlines your contribution to the field by way of your PhD thesis. Even though the abstract is very short, similar to what you’ve seen in published research articles, its impact shouldn’t be underestimated. The abstract is there to answer the most important question to the reviewer. “Why is this important?”
• Introduction : In this section, you help the reviewer understand your entire dissertation, including what your paper is about, why it’s important to the field, a brief description of your methodology, and how your research and the thesis are laid out. Think of your introduction as an expansion of your abstract.
• Literature Review : Within the literature review, you are making a case for your new research by telling the story of the work that’s already been done. You’ll cover a bit about the history of the topic at hand, and how your study fits into the present and future.
• Theory Framework : Here, you explain assumptions related to your study. Here you’re explaining to the review what theoretical concepts you might have used in your research, how it relates to existing knowledge and ideas.
• Methods : This section of a PhD thesis is typically the most detailed and descriptive, depending of course on your research design. Here you’ll discuss the specific techniques you used to get the information you were looking for, in addition to how those methods are relevant and appropriate, as well as how you specifically used each method described.
• Results : Here you present your empirical findings. This section is sometimes also called the “empiracles” chapter. This section is usually pretty straightforward and technical, and full of details. Don’t shortcut this chapter.
• Discussion : This can be a tricky chapter, because it’s where you want to show the reviewer that you know what you’re talking about. You need to speak as a PhD versus a student. The discussion chapter is similar to the empirical/results chapter, but you’re building on those results to push the new information that you learned, prior to making your conclusion.
• Conclusion : Here, you take a step back and reflect on what your original goals and intentions for the research were. You’ll outline them in context of your new findings and expertise.

Tips for your PhD Thesis Format

As you put together your PhD thesis, it’s easy to get a little overwhelmed. Here are some tips that might keep you on track.

• Don’t try to write your PhD as a first-draft. Every great masterwork has typically been edited, and edited, and…edited.
• Work with your thesis supervisor to plan the structure and format of your PhD thesis. Be prepared to rewrite each section, as you work out rough drafts. Don’t get discouraged by this process. It’s typical.
• Make your writing interesting. Academic writing has a reputation of being very dry.
• You don’t have to necessarily work on the chapters and sections outlined above in chronological order. Work on each section as things come up, and while your work on that section is relevant to what you’re doing.
• Don’t rush things. Write a first draft, and leave it for a few days, so you can come back to it with a more critical take. Look at it objectively and carefully grammatical errors, clarity, logic and flow.
• Know what style your references need to be in, and utilize tools out there to organize them in the required format.
• It’s easier to accidentally plagiarize than you think. Make sure you’re referencing appropriately, and check your document for inadvertent plagiarism throughout your writing process.

PhD Thesis Editing Plus

Want some support during your PhD writing process? Our PhD Thesis Editing Plus service includes extensive and detailed editing of your thesis to improve the flow and quality of your writing. Unlimited editing support for guaranteed results. Learn more here , and get started today!

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Sample Three Paper Dissertation Guidelines

• Simmons College
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• Dissertation
• Dissertation & Thesis Outline | Example & Free Templates

Dissertation & Thesis Outline | Example & Free Templates

Published on June 7, 2022 by Tegan George . Revised on November 21, 2023.

A thesis or dissertation outline is one of the most critical early steps in your writing process . It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding the specifics of your dissertation topic and showcasing its relevance to your field.

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.)

In the final product, you can also provide a chapter outline for your readers. This is a short paragraph at the end of your introduction to inform readers about the organizational structure of your thesis or dissertation. This chapter outline is also known as a reading guide or summary outline.

Table of contents

How to outline your thesis or dissertation, dissertation and thesis outline templates, chapter outline example, sample sentences for your chapter outline, sample verbs for variation in your chapter outline, other interesting articles, frequently asked questions about thesis and dissertation outlines.

While there are some inter-institutional differences, many outlines proceed in a fairly similar fashion.

• Working Title
• “Elevator pitch” of your work (often written last).
• Introduce your area of study, sharing details about your research question, problem statement , and hypotheses . Situate your research within an existing paradigm or conceptual or theoretical framework .
• Subdivide as you see fit into main topics and sub-topics.
• Describe your research methods (e.g., your scope , population , and data collection ).
• Present your research findings and share about your data analysis methods.
• Answer the research question in a concise way.
• Interpret your findings, discuss potential limitations of your own research and speculate about future implications or related opportunities.

For a more detailed overview of chapters and other elements, be sure to check out our article on the structure of a dissertation or download our template .

To help you get started, we’ve created a full thesis or dissertation template in Word or Google Docs format. It’s easy adapt it to your own requirements.

 Download Word template    Download Google Docs template

It can be easy to fall into a pattern of overusing the same words or sentence constructions, which can make your work monotonous and repetitive for your readers. Consider utilizing some of the alternative constructions presented below.

Example 1: Passive construction

The passive voice is a common choice for outlines and overviews because the context makes it clear who is carrying out the action (e.g., you are conducting the research ). However, overuse of the passive voice can make your text vague and imprecise.

Example 2: IS-AV construction

You can also present your information using the “IS-AV” (inanimate subject with an active verb ) construction.

A chapter is an inanimate object, so it is not capable of taking an action itself (e.g., presenting or discussing). However, the meaning of the sentence is still easily understandable, so the IS-AV construction can be a good way to add variety to your text.

Example 3: The “I” construction

Another option is to use the “I” construction, which is often recommended by style manuals (e.g., APA Style and Chicago style ). However, depending on your field of study, this construction is not always considered professional or academic. Ask your supervisor if you’re not sure.

Example 4: Mix-and-match

To truly make the most of these options, consider mixing and matching the passive voice , IS-AV construction , and “I” construction .This can help the flow of your argument and improve the readability of your text.

As you draft the chapter outline, you may also find yourself frequently repeating the same words, such as “discuss,” “present,” “prove,” or “show.” Consider branching out to add richness and nuance to your writing. Here are some examples of synonyms you can use.

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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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 .

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

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.

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

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What is a thesis?

What is a dissertation, getting started, staying on track.

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:

http://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf

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 secondary 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.

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.

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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How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole. 

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this  “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

• What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
• What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
• What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
• What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation. 

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

• The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
• The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
• The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
• The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
• The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can  find out more about tiny texts and thesis abstracts on Thomson’s blog.

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Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a  thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

• This chapter will argue that…
• This section illustrates that…
• This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

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Rule of Three: advice on writing a PhD thesis

PhD students sometimes get the same bad advice on writing their thesis. I call this advice the Rule of Three . Typically, they get told that their thesis:

• Will take 3 months to write
• Should have 3 results chapters
• Should be 300 pages

These bits of advice have one thing in common: they are all wrong.

• If you have been organised (see below), it should not take 3 months to write a PhD thesis. It certainly shouldn’t involve leaving the lab 3 months before your hand-in date to write up.
• Theses can have one results chapter or they can have more. How many chapters depends on your project, and your results. Trying to make three results chapters out of one chapter ends up in a weak or overlong thesis.
• A thesis is like a piece of string and it will be as long as it needs to be. Aim for brevity and not producing a magnus opus (see below).

Disclaimer: what follows is some different advice. As with all “advice”, your mileage will vary. It is written for the people in my lab but likely applies to UK PhD students doing biomedical research.

Rule 1: aim for a thesis that is good enough

Who will read your thesis? Two people. Your examiners. OK, some parts – such as the Methods section – will be useful to future lab members (although with electronic lab notebooks this function is becoming redundant). Maybe your thesis will be downloaded by someone from the repository, but essentially, it will only be read by your examiners.

How long does an examiner spend reading your thesis? A few hours. One day maximum. They simply have no more time. Do you really want to spend three months of your life writing something that will be read for just a few hours by two people?

It’s for these reasons that spending too much effort writing a perfect thesis is a waste of time. It just needs to be good enough.

As well as being just good enough, it only needs to be long enough . A big mistake students make is to produce a really long thesis because they think that that is what theses should be (rule of 3). What happens is the examiner will receive the thesis, look at how many pages there are, subtract the bibliography, and their heart will sink if it is too long.

You might now be wondering: is writing a thesis a waste of time?

No, because you have to do it to get your PhD.

No, because you learn important writing skills. You also learn how to assemble a large document (it’s often how students learn to use Word properly or up their LaTeX game). It’s good training for writing papers and other technical documents down the line. Employers know this when they hire you.

But that is about it. So you just need to write something that is good enough to pass.

Rule 2: prioritise papers and the thesis will follow

Papers are the priority. They are more useful to you and to your PI. But this advice isn’t motivated by self-interest. If you go into the viva and the work in your thesis is already peer reviewed and published, it’s harder for the examiners to criticise it. At least, they will not approach your thesis with the question: is this work publishable? This is one criteria for passing your PhD, so demonstrating that it is publishable means you are (almost) there.

This was the one bit of advice I received when doing my PhD and it is still true today. OK, it is harder these days to get a first author paper published before you submit your thesis. However a preprint on bioRxiv before you begin writing will help you to prepare your thesis and will still tick the publishable box.

How long should it take to write your thesis?

There is tension here because you are at your most useful in the lab as you near the end of your PhD. One week of labwork now is worth one month (or more) earlier in your PhD. You are most valuable to your lab/PI/science/career at this point and keeping working in the lab will yield more rewards. But it won’t get your thesis written.

The first bit of writing is busywork and can be done around lab work. “Deep writing” and reading does need time away for most students.

If you have only collected data in the lab and not analysed it, if you’ve not presented your work very often, if you are disorganised… yes, it will take you a full three months to write your thesis.

All the folks in my lab are encouraged to get figures ready, analyse as they go and they also give regular talks. It should not take anyone in this position three months away from the lab to write their thesis.

Agreeing a timeline with your PI for when you begin writing is really important. Regular deadlines and a commitment to timely feedback from your supervisor make thesis writing easier. The discussion needs to be based on facts though. Often students want to budget a lot of time to writing, because of the rule of 3 or because they believe they are “bad at writing”. It helps to see some evidence. Writing draft chapters earlier in the PhD – which is a requirement at some universities – can reveal difficulties and weaknesses.

Reality check

If you hear the rule of 3 from everyone and your supervisor is giving you different advice. It might be time for a reality check. Have a look at past theses from the lab. How long were they? How many chapters? Information is good.

You can see that all theses are fewer than 300 pages in length, many substantially so. Four have three chapters and two have two. Although looking closer, two of the theses with three chapters use a results chapter as an expanded methods chapter.

Ultimately, the thesis is your work but you will get input from your supervisor. Regardless of what is written here or how many people tell you about the rule of 3, your supervisor will have their own ideas about how your thesis should be. Agreeing a sensible plan with them is the way to get started productively.

Getting started

This is not a comprehensive guide but in order to write a good enough thesis, you first need a plan.

• Make a figure list. This should be every single figure you can think of. You can cross off ones you don’t need later if they don’t fit or are insignificant.
• Plan the narrative. There is usually more than one way to put together the figures to make a thesis. Be prepared for this to change after you start writing! Sometimes the writing process reveals ways in which the narrative should be rearranged.
• How many results chapters? Start with the idea that you will have one. Does it need dividing? If yes, then what are the titles of the two chapters? If you have difficulty titling them you may need to split to a 3rd.

Now you have a plan. It’s time to get going.

Set some goals – but make them small. Having a goal of “I am going to complete my thesis” is too demoralising. You need to feel like you are making progress constantly to stay motivated. Break it down into smaller chunks. “I will finish this chapter by next Friday”. “I will write the cloning section this morning and then go for a walk”.

Write the materials and methods first . It’s the easiest bit to write because it is all technical writing with little wordcraft required. You can fit it around labwork. In fact, it is easier to write whilst in the lab because you can look up all the stuff you need. Importantly, it gets over the “blank page syndrome”.

Next get your figures together . This should already be done if you have been organised.

Then write the figure legends . You already have the title for each figure from your plan. All you need to do is describe each panel. Again, quite low energy writing required for this task.

Now write the results sections ! This is the same way that we put papers together. The results parts of the thesis are more extended but in principle you will guide the reader though the figures that you’ve made. Remember, you already have the legends written. So you are already partly on your way.

Time to regroup . At this point you can refine your plan for the introduction and check the rest of your plan still makes sense. Now is the time for some deep writing and reading.

The post title comes from “Rule of Three” by The Lemonheads.

How To Structure A PhD Thesis

Nov 21, 2019

Introduction

Universities and supervisors often assume that PhD students know how to structure their PhD theses. But often this assumption is false, which can cause considerable headache and uncertainty.  It can also waste a lot of time and money as you engage in a process of trial and error working out what goes where.

If you go to your university’s library, you’ll find whole shelves of   books on how to structure or write your PhD . Many of these are great, and I highly recommend you check them out, but here I want to present to you a thesis structure 101 lesson.

I’ve read those books,   proofread hundreds of PhDs   and   coached   dozens of students and want to take what I know and run you through a basic introduction to structuring your PhD   thesis .

In what follows, I’ll talk you through the basic outline of a typical thesis. This mirrors and expands upon the   PhD Writing Template   I’ve created. If you haven’t already downloaded it, you can find it   here .  

Now, I want to make an important observation: what I present below is an outline of the   typical   thesis. Yours may differ, whether considerably or just a little. That’s fine. The purpose is to give you an overarching summary so that when you do approach the books and guides that exist, you’ve already got a basic understanding of what goes where and why.

So, in what follows, I’ll walk you through each of the main sections and talk about what the purpose of each is, offer some tips for planning and writing them, and show you how they relate to one another.

At the end, I’ll tell you about an   email based course   I’ve put together that will teach you how to plan, structure and write your thesis. It goes into a lot more detail than I’ve presented here, so check it out if you’d like to learn more. 

How to Structure an Abstract

Your abstract should be a short summary at the beginning of the thesis that sums up the research, summarises the separate sections of the thesis and outlines the contribution.

Above all, your PhD abstract should answer the question: ‘So what?’ In other words, what is the contribution of your thesis to the field?

• What is the reason for writing the thesis?
• What are the current approaches and gaps in the literature?
• What are your research question(s) and aims?
• Which methodology have you used?
• What are the main findings?
• What are the main conclusions and implications?

One thing that should be obvious is that you can’t write your abstract until the study itself has been written. It’ll typically be the last thing you write (alongside the acknowledgements).

The tricky thing about writing a great PhD abstract is that you haven’t got much space to answer the six questions above. There are a few things to consider though that will help to elevate your writing and make your abstract as efficient as possible:

• Give a good first impression by writing in short clear sentences.
• Don’t repeat the title in the abstract.
• Don’t cite references.
• Use keywords from the document.
• Respect the word limit.
• Don’t be vague – the abstract should be a self-contained summary of the research, so don’t introduce ambiguous words or complex terms.
• Focus on just four or five essential points, concepts, or findings. Don’t, for example, try to explain your entire theoretical framework.
• Edit it carefully. Make sure every word is relevant (you haven’t got room for wasted words) and that each sentence has maximum impact.
• Avoid lengthy background information.
• Don’t mention anything that isn’t discussed in the thesis.
• Avoid overstatements.
• Don’t spin your findings, contribution or significance to make your research sound grander or more influential that it actually is.

How to Structure an Introduction

The introduction serves three purposes:

• Establish your territory.
• Establish and justify your niche.
• Explain the significance of your research.

The reader should be able to understand the whole thesis just by reading the introduction. It should tell them all they need to know about:

• What your thesis is about
• Why it is important
• How it was conducted
• How it is laid out

How to Structure a Literature Review

Imagine you’re making a new model of mobile phone. You’d need to look at old models to see how other people are designing them (and so you know how yours will differ) and to see how they are made. You’ll need to look for their flaws, and get an idea of where they can be improved.

That’s because you can’t make something new if you don’t know what the old one looks like.

The literature review is the same. You use it to make the case for your research by surveying the work that’s already been done in your discipline (and sometimes beyond). It’s a bit like a family tree. You use it to trace the lineage of your study. Putting it in its place.

A literature review has three objectives:

• Summarise what has already been discussed in your field, both to demonstrate that you understand your field and to show how your study relates to it.
• Highlight gaps, problems or shortcomings in existing research to show the original contribution that your thesis makes.
• Identify important studies, theories, methods or theoretical frameworks that can be applied in your research.
• Pick a broad topic
• Find the way in
• Who’s saying what and when
• Narrow down the field
• Narrow does the sources
• Think about questions that haven’t been asked
• Write early, write quickly and write relevantly

Your PhD Thesis. On one page.

Use our free PhD Structure Template to quickly visualise every element of your thesis.

How to Structure a Theory Framework Chapter

The theory framework is the scaffolding upon which your thesis is built. When you’re done writing your theory framework chapter or section, your reader should be able to answer these questions:

• What theoretical concepts are used in the research? What hypotheses, if any, are you using?
• Why have you chosen this theory?
• What are the implications of using this theory?
• How does the theory relate to the existing literature, your problem statement and your epistemological and ontological positions? How has this theory has been applied by others in similar contexts? What can you learn from them and how do you differ?
• How do you apply the theory and measure the concepts (with reference to the literature review/problem statement)?
• What is the relationship between the various elements and concepts within the model? Can you depict this visually?

That means that a theory framework can take different forms: 

It can state the theoretical assumptions underpinning the study.

• It can connect the empirical data to existing knowledge.
• It can allow you to come up with propositions, concepts or hypotheses that you can use to answer ‘how’ and ‘why’ questions.

Broadly speaking, a theory framework can be used to either derive certain testable assumptions or as a way of making sense of your data. In both cases, it structures your data collection by focusing your attention on a small subset of concepts.

You can, therefore, think of it as a toolbox. In your literature review, you outlined the problem that needs ‘fixing’. The theory framework is a toolbox stuffed full of concepts, variables, or hypotheses (your tools) that you’ll then use to address the problem and do the fixing.

You can find an   extended guide on creating your theory framework . Check it out if you’re still struggling.

When you discuss theory, you are seeking to provide a background examination of what other researchers think about a phenomenon and how they have conceptualised it. You should discuss the relevance of particular theoretical approaches for your study, and you should take care to consider the dominant theoretical schools in your field. This shows the examiner you have understood the state of the art.

But, you should do so critically, and question the suitability of any theories that exist or that you are creating to your particular study. That means that you should discuss previous applications of theory in order to discuss what implications they have for your own research.

The reason you do this is that your discipline likely has accepted and ’tried and tested’ ways of doing things. In many cases, this is an advantage, because it can serve as inspiration for your choice of concepts, hypotheses or variables, and can influence your choice of methods.

In other cases, it may be that the existing theory is ill-equipped to account for your particular phenomenon. In either case, you need to demonstrate a good understanding of what that theory is discussing, both to demonstrate your skills as a researcher and scholar, but also to justify your own theoretical and methodological position. 

How to Structure a Methods Chapter

The job of a methods chapter is:

• To summarise, explain and recount how you answered your research questions and to explain how this relates to the methods used by other scholars in similar contexts and similar studies
• To discuss – in detail – the techniques you used to collect the data used to answer your research questions 
• To discuss why the techniques are relevant to the study’s aims and objectives
• To explain how you used them

Your reader should be able to answer the following questions when they’re done reading it:

• What did you did do to achieve the research aims?
• Why did you choose this particular approach over others?
• How does it relate to your epistemological and ontological positions?
• What tools did you use to collect data and why? What are the implications?
• When did you collect data, and from whom?
• What tools have you used to analyze the data and why? What are the implications? Are there ethical considerations to take into account?

How to Structure an Empirical Chapter

• What are the results of your investigations?  
• How do the findings relate to previous studies?  
• Was there anything surprising or that didn’t work out as planned?  
• Are there any themes or categories that emerge from the data?   
• Have you explained to the reader why you have reached particular conclusions?
• Have you explained the results?

Having your PhD proofread will save you time and money

Our top-rated PhD proofreaders check your writing, formatting, references and readability. The goal? To make sure your research is written and presented in the most compelling manner possible. 

That way, you’ll have complete peace of mind prior to submission and save yourself months of costly revisions. 

How to Structure a Discussion Chapter 

The discussion chapter is the place in which you discuss your empirics. Many people find it the hardest chapter, primarily because it’s the stage at which you start to flex your academic muscles and speak like a doctor. It is here that you start to push the boundaries of knowledge.

That’s a hard thing to do, largely because you’ve probably never had to do it before. All through your masters and undergraduate work you’ve learnt what other people have found. Now you’re finding out things that no-one else knows.

The difference between a discussion and an empirical chapter is subtle, but I’ve written   a detailed guide   that will clear up any confusion you’ve got.

How to Structure a Conclusion

The job of the conclusion is to:

• Fully and clearly articulate the answer to your research questions
• Discuss how the research is related to your aims and objectives
• Explain the significance of the work
• Outline its shortcomings
• Suggest avenues for future research

It is not the place to introduce new ideas and concepts, or to present new findings.

Your job is to reflect back on your original aims and intentions and discuss them in terms of your findings and new expertise.

Three things to do in a conclusion:

• Own your research by speaking with authority! You’ve earned the right to do that by the time you reach your conclusion 
• See the thesis and not the detail. Drive home the contribution that the thesis has made. Whatever it is, you need to shout about it. Loudly. Like an expert.
• Each chapter is a piece of the puzzle and only when they are all slotted together do you have an entire thesis. That means that a great conclusion is one that shows that the thesis is bigger than the sum of its individual chapters. 
• By the time the reader has finished reading the conclusion, they should be able to answer the following questions:
• Have you briefly recapped the research questions and objectives?
• Have you provided a brief recount of the answer to those questions?
• Have you clearly discussed the significance and implications of those findings?
• Have you discussed the contribution that the study has made?
• Do the claims you are making align with the content of the results and discussion chapters?

Wrapping Up 

There’s clearly a lot more that can be said about how to structure each of these sections. Go to your university library and you’ll find dozens of books on how to write a PhD. Google it and you’ll find thousands of posts. It’s hard to know where to start.

That’s why  I’ve put together an  email based course on How To Write Your Thesis . Over twelve emails you’ll get detailed chapter guides that expand on the above, a ton of templates, checklist and worksheets, and lots of curated videos and external resources to really cement your learning. By the end, you’ll understand what goes where and why and would have saved yourself a bunch of time and energy sifting through all those books and posts.

That way, you can write more, worry less and graduate sooner.

To sign up,   click here . 

Hello, Doctor…

Sounds good, doesn’t it?  Be able to call yourself Doctor sooner with our five-star rated How to Write A PhD email-course. Learn everything your supervisor should have taught you about planning and completing a PhD.

Now half price. Join hundreds of other students and become a better thesis writer, or your money back. 

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26 comments.

This is seriously and absolutely helpful but some terminologies used may not be understood by most beginners in research methodology. Beginners would better understand the use of chapter1, etc. Thank you.

Thanks for the useful feedback. Enjoy the rest of your day.

Wonderful…. It is really practical to have such tips… Many thanks….

You’re welcome!

Well done Max, very informative post.

Great. Thanks for the kind words.

Cheers Max! Sent it on to many friends starting the journey

Great. Thanks Dean!

Hi Dr Lumpriere,

Thanks for creating this website, it is really helpful to situate oneself – I am really new to this. In your experience, how many hours does one (roughly. – of course depending on the scope of the project) have to dedicate to a PhD weekly on average?

Thanks again, Maureen

Hi Maureen – it really depends on so many factors, including how much familiarity you already have with research and how quickly you want to finish. It’s hard to say! I devoted around 3/4 of full time to mine per week – so roughly 30 hours. But then I had never conducted research before, didn’t have any caregiving responsibilities, and wanted to complete quickly.

Thanks a lot for dedicating your time and effort to helping those who are still struggling with writing up their PhD!

Best, Felix

You’re welcome Felix.

Good job. Thanks for the information here.

You’re welcome! Glad you found it useful.

This is great, I am impressed by the guideline. I shall consult these steps as I work on my Thesis for my PhD.

Thanks for this information keep it up.

Very interesting and useful job!

Well done Dr Max. Quite helpful, thanks

I am really grateful for this tip. God bless the writer in Jesus’ name

Thank you for this guide.

Thank you very much for the information. It’s very useful.

This article is insanely helpful. Especially the questions that should be answered in each part. Even though I was aware of most of it, seeing it all put together so neatly helps a lot. Thank you!

Wow. Such great praise. Thanks!

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The 'three papers' PhD thesis: a guide for the perplexed

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1. Introduction Department of Social Statistics <strong>The</strong> ‘three papers’ <strong>PhD</strong> <strong><strong>the</strong>sis</strong>: a <strong>guide</strong> <strong>for</strong> <strong>the</strong> <strong>perplexed</strong> Version 1.0 February 2003 This short <strong>guide</strong> introduces <strong>the</strong> idea of a <strong>PhD</strong> <strong><strong>the</strong>sis</strong> consisting of ‘three papers’ as an alternative <strong>for</strong>mat <strong>for</strong> writing-up <strong>the</strong> results of three years’ <strong>PhD</strong> research. It compares and contrasts <strong>the</strong> conventional <strong>PhD</strong> <strong><strong>the</strong>sis</strong> with <strong>the</strong> ‘three papers’ model, highlighting <strong>the</strong> main differences between <strong>the</strong>m. It <strong>the</strong>n suggests a rough timetable <strong>for</strong> producing a ‘three papers’ <strong><strong>the</strong>sis</strong> in three years. Finally, it provides answers to some frequently asked questions. 2. <strong>The</strong> conventional <strong>PhD</strong> <strong><strong>the</strong>sis</strong> <strong>The</strong> conventional <strong>PhD</strong> <strong><strong>the</strong>sis</strong> has (typically) <strong>the</strong> following elements. 1. Introduction and outline of <strong>the</strong> problem 2. Literature review of subject area 3. Background to study population or area 4. Methodological chapter(s) 5-7. Results chapters (usually 2 or 3) 8. Conclusion and implications <strong>for</strong> policy and/or fur<strong>the</strong>r research <strong>The</strong> total number of chapters is usually about eight, and <strong>the</strong> total length approaches 300 pages of A4 (at roughly 250 words per page, double spaced, this comes to 75,000 words, which is <strong>the</strong> maximum normally allowed under Faculty regulations). This total does not include appendices, which can be added and which can be of unlimited length. 3. <strong>The</strong> ‘three papers’ model Under <strong>the</strong> ‘three papers’ model, a <strong>PhD</strong> <strong><strong>the</strong>sis</strong> consists of three separate, publishable, papers. <strong>The</strong> papers should be of normal journal article length (say, between 5,000 and 10,000 words). <strong>The</strong> three papers are each free standing (in <strong>the</strong> sense that each can be read and understood independently) but should be on related <strong>the</strong>mes. <strong>The</strong> three papers are normally preceded in <strong>the</strong> <strong><strong>the</strong>sis</strong> by a short introduction to <strong>the</strong> overall topic, which may contain essential background in<strong>for</strong>mation. <strong>The</strong>re may also be a general literature review, but this is not necessary. <strong>The</strong>re<strong>for</strong>e, <strong>the</strong> ‘three papers’ <strong>PhD</strong> <strong><strong>the</strong>sis</strong> looks like this: 1. Introduction and background to <strong>the</strong> general topic area. 2. First paper.

• Page 2 and 3: 3. Second paper. 4. Third paper. 5.
• Page 4: articles normally contain a brief r

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Three-paper staple dissertation is all over the place

About 2 months out (hopefully) from defending a 3-paper staple dissertation and I just hate it. I feel like it's so very clear that these studies were not planned together and I'm trying really hard to make them make sense, but I can't imagine anyone reading this and thinking this is not a mess. I just want this whole thing to be over so I can move on with my life.

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The Savvy Scientist

Experiences of a London PhD student and beyond

Thesis Title: Examples and Suggestions from a PhD Grad

When you’re faced with writing up a thesis, choosing a title can often fall to the bottom of the priority list. After all, it’s only a few words. How hard can it be?!

In the grand scheme of things I agree that picking your thesis title shouldn’t warrant that much thought, however my own choice is one of the few regrets I have from my PhD . I therefore think there is value in spending some time considering the options available.

In this post I’ll guide you through how to write your own thesis title and share real-world examples. Although my focus is on the PhD thesis, I’ve also included plenty of thesis title examples for bachelor’s and master’s research projects too.

Hopefully by the end of the post you’ll feel ready to start crafting your own!

Why your thesis title is at least somewhat important

It sounds obvious but your thesis title is the first, and often only, interaction people will have with your thesis. For instance, hiring managers for jobs that you may wish to apply for in the future. Therefore you want to give a good sense of what your research involved from the title.

Many people will list the title of their thesis on their CV, at least for a while after graduating. All of the example titles I’ve shared below came from my repository of academic CVs . I’d say roughly 30% of all the academics on that page list their thesis title, which includes academics all the way up to full professor.

Your thesis title could therefore feature on your CV for your whole career, so it is probably worth a bit of thought!

My suggestions for choosing a good thesis title

• Make it descriptive of the research so it’s immediately obvious what it is about! Most universities will publish student theses online ( here’s mine! ) and they’re indexed so can be found via Google Scholar etc. Therefore give your thesis a descriptive title so that interested researchers can find it in the future.
• Don’t get lost in the detail . You want a descriptive title but avoid overly lengthy descriptions of experiments. Unless a certain analytical technique etc was central to your research, I’d suggest by default* to avoid having it in your title. Including certain techniques will make your title, and therefore research, look overly dated, which isn’t ideal for potential job applications after you graduate.
• The title should tie together the chapters of your thesis. A well-phrased title can do a good job of summarising the overall story of your thesis. Think about each of your research chapters and ensure that the title makes sense for each of them.
• Be strategic . Certain parts of your work you want to emphasise? Consider making them more prominent in your title. For instance, if you know you want to pivot to a slightly different research area or career path after your PhD, there may be alternative phrasings which describe your work just as well but could be better understood by those in the field you’re moving into. I utilised this a bit in my own title which we’ll come onto shortly.
• Do your own thing. Having just laid out some suggestions, do make sure you’re personally happy with the title. You get a lot of freedom to choose your title, so use it however you fancy. For example, I’ve known people to use puns in their title, so if that’s what you’re into don’t feel overly constrained.

*This doesn’t always hold true and certainly don’t take my advice if 1) listing something in your title could be a strategic move 2) you love the technique so much that you’re desperate to include it!

Thesis title examples

To help give you some ideas, here are some example thesis titles from Bachelors, Masters and PhD graduates. These all came from the academic CVs listed in my repository here .

Bachelor’s thesis title examples

Hysteresis and Avalanches Paul Jager , 2014 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

The bioenergetics of a marine ciliate, Mesodinium rubrum Holly Moeller , 2008 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Functional syntactic analysis of prepositional and causal constructions for a grammatical parser of Russian Ekaterina Kochmar , 2008 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Master’s thesis title examples

Creation of an autonomous impulse response measurement system for rooms and transducers with different methods Guy-Bart Stan , 2000 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Segmentation of Nerve Bundles and Ganglia in Spine MRI using Particle Filters Adrian Vasile Dalca , 2012 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

The detection of oil under ice by remote mode conversion of ultrasound Eric Yeatman , 1986 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Ensemble-Based Learning for Morphological Analysis of German Ekaterina Kochmar , 2010 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

VARiD: A Variation Detection Framework for Color-Space and Letter-Space Platforms Adrian Vasile Dalca , 2010 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Identification of a Writer’s Native Language by Error Analysis Ekaterina Kochmar , 2011 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

On the economic optimality of marine reserves when fishing damages habitat Holly Moeller , 2010 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Sensitivity Studies for the Time-Dependent CP Violation Measurement in B 0 → K S K S K S at the Belle II-Experiment Paul Jager , 2016 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

PhD thesis title examples

Spatio-temporal analysis of three-dimensional real-time ultrasound for quantification of ventricular function Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

The role and maintenance of diversity in a multi-partner mutualism: Trees and Ectomycorrhizal Fungi Holly Moeller , 2015 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Bayesian Gaussian processes for sequential prediction, optimisation and quadrature Michael Osborne , 2010 – Machine Learning – Oxford Full Professor –  direct link to Michael’s machine learning academic CV

Global analysis and synthesis of oscillations: a dissipativity approach Guy-Bart Stan , 2005 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Coarse-grained modelling of DNA and DNA self-assembly Thomas Ouldridge , 2011– Bioengineering – Imperial College London Senior Lecturer / Associate Prof –  direct link to Thomas’ bioengineering academic CV

4D tomographic image reconstruction and parametric maps estimation: a model-based strategy for algorithm design using Bayesian inference in Probabilistic Graphical Models (PGM) Michele Scipioni , 2018– Biomedical Engineer – Harvard Postdoctoral Research Fellow –  direct link to Michele’s biomedical engineer academic CV

Error Detection in Content Word Combinations Ekaterina Kochmar , 2016 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Genetic, Clinical and Population Priors for Brain Images Adrian Vasile Dalca , 2016 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Challenges and Opportunities of End-to-End Learning in Medical Image Classification Paul Jager , 2020 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

K 2 NiF 4  materials as cathodes for intermediate temperature solid oxide fuel cells Ainara Aguadero , 2006 – Materials Science – Imperial Reader –  direct link to Ainara’s materials science academic CV

Applications of surface plasmons – microscopy and spatial light modulation Eric Yeatman , 1989 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Geometric Algorithms for Objects in Motion Sorelle Friedler , 2010 – Computer science – Haverford College Associate Professor –  direct link to Sorelle’s computer science academic CV .

Geometrical models, constraints design, information extraction for pathological and healthy medical image Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

Why I regret my own choice of PhD thesis title

I should say from the outset that I assembled my thesis in quite a short space of time compared to most people. So I didn’t really spend particularly long on any one section, including the title.

However, my main supervisor even spelled out for me that once the title was submitted to the university it would be permanent. In other words: think wisely about your title.

What I started with

Initially I drafted the title as something like: Three dimensional correlative imaging for cartilage regeneration . Which I thought was nice, catchy and descriptive.

I decided to go for “correlative imaging” because, not only did it describe the experiments well, but it also sounded kind of technical and fitting of a potential pivot into AI. I’m pleased with that bit of the title.

What I ended up with

Before submitting the title to the university (required ahead of the viva), I asked my supervisors for their thoughts.

One of my well intentioned supervisors suggested that, given that my project didn’t involve verifying regenerative quality, I probably shouldn’t state cartilage regeneration . Instead, they suggested, I should state what I was experimenting on (the materials) rather than the overall goal of the research (aid cartilage regeneration efforts).

With this advice I dialled back my choice of wording and the thesis title I went with was:

Three dimensional correlative imaging for measurement of strain in cartilage and cartilage replacement materials

Reading it back now I’m reminder about how less I like it than my initial idea!

I put up basically no resistance to the supervisor’s choice, even though the title sounds so much more boring in my opinion. I just didn’t think much of it at the time. Furthermore, most of my PhD was actually in a technique which is four dimensional (looking at a series of 3D scans over time, hence 4D) which would have sounded way more sciency and fitting of a PhD.

What I wish I’d gone with

If I had the choice again, I’d have gone with:

Four-dimensional correlative imaging for cartilage regeneration

Which, would you believe it, is exactly what it states on my CV…

Does the thesis title really matter?

In all honesty, your choice of thesis title isn’t that important. If you come to regret it, as I do, it’s not the end of the world. There are much more important things in life to worry about.

If you decide at a later stage that you don’t like it you can always describe it in a way that you prefer. For instance, in my CV I describe my PhD as I’d have liked the title to be. I make no claim that it’s actually the title so consider it a bit of creative license.

Given that as your career progresses you may not even refer back to your thesis much, it’s really not worth stressing over. However, if you’re yet to finalise your thesis title I do still think it is worth a bit of thought and hopefully this article has provided some insights into how to choose a good thesis title.

My advice for developing a thesis title

• Draft the title early. Drafting it early can help give clarity for the overall message of your research. For instance, while you’re assembling the rest of your thesis you can check that the title encompasses the research chapters you’re included, and likewise that the research experiments you’re including fall within what the title describes. Drafting it early also gives more time you to think it over. As with everything: having a first draft is really important to iterate on.
• Look at some example titles . Such as those featured above!
• If you’re not sure about your title, ask a few other people what they think . But remember that you have the final say!

I hope this post has been useful for those of you are finalising your thesis and need to decide on a thesis title. If you’ve enjoyed this article and would like to hear about future content (and gain access to my free resource library!) you can subscribe for free here:

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105-year-old dons cap and gown, receives overdue degree from Stanford University

Updated on: June 17, 2024 / 2:26 PM PDT / CBS San Francisco

STANFORD -- At age 105, Virginia Hislop has lived a full life with two children, four grandchildren and nine great-grandchildren. She has devoted much of her life to education and has served on school and college boards in central Washington, where she lives.

Despite her success, she says something was missing.

"From time to time, I wished I had finished and gotten my master's (degree)," Hislop said. "Part of it was the fact that I've been a college director for a good number of years and I didn't have the advanced degree that some of the other ones did."

Hislop had taken the required classes at Stanford University but had not yet submitted a master's thesis when the U.S. entered World War II in 1941.

"The Japanese bombed Pearl Harbor," Hislop explained.

She quickly married her college sweetheart before his Army deployment. She assisted in the war effort then focused on her family but never finished her thesis.

"Fast-forward 83 years -- we don't have a thesis requirement anymore so she's actually satisfied the requirements for Master of Arts in the Graduate School of Education," said Daniel Schwartz, dean of the Stanford Graduate School of Education. "So, 83 years later, we're honoring this woman who has done so much."

Sunday afternoon at the education department's commencement ceremony, fellow graduates and Hislop's family, many of whom live in the Bay Area, gave her a standing ovation as she walked onto the stage with a little support from her cane.

"So much gratitude. She's believed in all of us and cheered us on all the way through and we get to cheer her on now. It's pretty cool," said Elizabeth Jensen, Hislop's granddaughter. "I feel like this is the crowning glory of her amazing career. This is her lifetime achievement award."

Hislop received her master's academic hoop and her diploma.

"Very satisfied, very pleased," Hislop beamed.

She was quick to remind people it's never too late to get a college degree. And this one added one more highlight to her many accomplishments.

When asked what she'd do with the diploma, she smiled.

"Add it to the others I have in the basement," she said.

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Da Lin is an award-winning journalist at KPIX 5 News. He joined KPIX 5 in 2012, but has been reporting the news in the Bay Area since 2007. Da grew up in Oakland, and before his return to the Bay Area, he spent five years covering the news at three other television stations in Texas, Southern and Central California. He also spent five years reporting at KRON 4.

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Quick thinking! PhD student Adarsh Suresh takes first place in Three Minute Thesis competition

September 1, 2023

By Lauren Schachter

Related content

• Presenting your thesis, in three minutes or less
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• Inaugural South Side Science Festival draws more than 2,500 Chicagoans for day of inclusive STEM engagement

Adarsh Suresh came to the Pritzker School of Molecular Engineering (PME) at the University of Chicago in 2018 to work on alleviating global water stress. He also joined an improv team at the Revival in Hyde Park.

Both of these passions later came together in a somewhat surprising way.

In May, the graduate student competed in UChicago’s Three Minute Thesis (3MT) competition. Inspired by his students and his improv team, he compressed years of research into a compelling three-minute presentation—and took first place among 13 entrants. He won $1,000.

The 3MT competition, which UChicagoGRAD brought to UChicago in 2018, is an ideal forum for sharing research with global impact potential because the presentations are aimed at a non-specialist audience. Students get the chance to hone their academic, presentation and research communication skills with a presentation limited to three minutes and a single slide.

Since 2021, 3MT at UChicago has been a collaboration between UChicagoGRAD and Alumni Relations and Development, and the competitions have attracted a broad audience of alumni, students of all disciplines, family, staff, postdocs, faculty, journalists and friends.

Suresh’s presentation was all about challenging the notions of where strength comes from.

‘Why didn’t this thing break?’

He stepped into inspiration in the lab.

“I was working in a lab that makes polymers and electrodes for water purification. One day, purely serendipitously, I stepped on my electrode, and realized that it was actually quite strong because it didn't break, even though it’s a very porous, fragile model. And then I thought, ‘Oh, wait a minute! Why didn't this thing break?’ I stepped on it again, and it still didn't break. I’m thinking, ‘This is super interesting.’”

Suresh found himself questioning a universal law of materials that metals are strong and dense and foams are light and weak. Looking to natural materials, he observed the combination of strength and lightness all around: bone, wood, bamboo and honeycomb are remarkably light for how strong they are, and vice versa.

He became interested in the challenging the trade-offs of materials, determined to develop a material with an intricate architecture of differently sized pores. “It doesn’t sound like lighter and stronger go together, but I say that it’s possible because nature has been doing it.”

Well before stepping on the electrode, Suresh pitched his interest in engineering a scalable material designed for water purification to two labs in PME. Stuart Rowan, the Barry L. MacLean Professor of Molecular Engineering, had a material that was very porous but did not have water purification capabilities, and Chong Liu, the Neubauer Family Assistant Professor of Molecular Engineering, is an expert in selective extraction of ions from water.

They agreed and Suresh got to work, recruiting undergraduates and high schoolers to assist him. The research led to his first first-author publication, “Macroscale Fabrication of Lightweight and Strong Porous Carbon Foams through Template-Coating Pair Design.” Suresh and his team are continuing to work on expanding the capabilities of low-density, high-strength carbon.

“Think bricks that can be used as construction materials that simultaneously absorb CO2 from the atmosphere. The pipe dream here is to disrupt the construction industry by replacing traditional construction materials (cement, bricks, etc.) with lighter, stronger, and more sustainable, CO2 sequestering bricks.”

Leading junior science cafes

Suresh is passionate about communication and for translating skills—especially from the improv stage to the classroom. As one of PME’s Science Communication Fellows, Suresh leads junior science cafes for high school students.

In one of Suresh’s favorite junior science cafe activities, he asks high school students to attempt to support a tower of books using only Post-it notes. He has seen all kinds of approaches and always responds with the “Yes, and …” mindset of improv theater.

“Instead of trying to replace someone’s understanding or say no, I try to assist their schema, and help them understand how the world works by giving them the scientific tool to understand how the world works, rather than telling them how the world works.”

Eventually, he shares his approach with them. He rolls the Post-it notes into individual pillars, 15 of which can hold up a textbook and then some. Students are astonished. Suresh invites them to add another book and then another and a water bottle, until they are marveling at this unlikely tower.

The activity once prompted a student to ask, “Where does strength come from?”

Suresh thought it was a brilliant question. It helped shape his presentation for 3MT, which he titled “Light and Strong?”

Improv techniques inform Suresh’s pedagogy and research presentation skills and have much in common with the instincts of scientific observation and the openness to expect the unexpected. His improv experience also helped Suresh think about how he could most effectively engage his 3MT audience.

As with stepping on the electrode, there was some serendipity to the 3MT preparation. “I didn't put in as much time into memorizing my speech as I should have, which turned out to be a blessing in disguise because I was able to improvise.”

Suresh found he knew the shape of the presentation because talking about it beforehand effectively shaped it into a three-minute talk. Though nervous about the strict cutoff, he was able to react in the moment, gauging how the audience was feeling about what he was saying.

“Improvisers are experts at telling complex stories with limited amounts of information about their audience, right? They don't know much about their audience, but they're constantly trying to engage them.”

Knowing he would have a broad, non-specialist audience, Suresh incorporated many relatable concepts, including examples from nature and the construction of the Eiffel Tower to create common ground. 3MT competitions take place regionally, nationally and internationally. Suresh is considering entering a regional competition.

He also wants to continue his work at research universities. Looking ahead, he wants to be part of education reform in India, where he’s from. He hopes to facilitate activities where students learn by deconstructing something—for example, a weight scale.

“We take it for granted; we just stand on it. But with students, I break it apart and then put it back together, and we ask, ‘Does it still work in the same way? Make all the mistakes you want as you deconstruct, then reconstruct it and see what happens.’”

—Article originally appeared on the UChicago News website .

School of Urban Studies and Planning

Urban Studies Master Theses and Dissertations Defended in AY 2023-2024

by Toulan School June 17, 2024 Share

PhD Dissertation Defenses:

Maryam Amiri "Embodied Urban Political Ecology of Oil: Social Reproduction in Oil Geographies, Case Study: Ahwaz, Khuzestan, Iran" Chair: Dr. Megan Horst

Kyu Ri Kim "The Central Role of Safety Perceptions in Connecting Crash Risk Factors and Walking Behavior Chair: Dr. Jennifer Dill

Minji Cho "Three essays on communicative planning from the perspective of East Asians" Chair: Dr. Matthew Gebhardt

Huijun Tan "The Effects of Physical Accessibility and Subjective Accessibility on Grocery Shopping Behaviors in Oakland, California" Chair: Dr. Lisa Bates

Amanda Hudson "Participatory Democracy: The Potential for Civic Transformation, Understanding Participants’ Learning in the Milwaukie Citizens Jury" Chair: Dr. Dawn Richardson

MUS Thesis Defense:

Heather Bartlett "E Hui me ke Kaiāulu [To Connect with the Community] A Case Study on Implementation-Focused Community Planning Practices in Hawai‘i County" Chair: Dr. Lisa Bates

Bongani Ikaneng "An Analysis of Citizen Participation in Spatial Plan Preparation, Case Study Of Gaborone City, Botswana" Chair: Dr. Matthew Gebhardt

Nickolas Hash "The Foodpunk City: Advancing Portland’s Food Security Through a Shared Ideology of Adaptation & Resistance" Chair: Dr. Megan Horst

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Meet the 2024 Winners of Major Scholarships

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Each year, graduate students in McGill's Department of Integrated Studies in Education (DISE) apply for external scholarships to support their research studies. These are prestigious scholarships awarded to top-ranked graduate students across Canada. We are very pleased to announce that three graduate students from McGill's Language Education program have won this year's major scholarships:

Albert Maganaka has won the SSHRC Doctoral Fellowship for his research on the Impact of Church-based ESL Programs on the English Proficiency of Adult Immigrant Learners. His doctoral study, under the supervision of Dr. Caroline Riches , seeks to reveal the objectives, motivations, and perceptions of students in these religiously-affiliated language programs, with a focus on curriculum, instructional methods, teacher qualifications, and teaching styles. The SSHRC Fellowship enables Albert to examine how religious institutions influence language education. His research aims to contribute to the dynamic field of English language teaching, providing valuable recommendations for improving church-run and similar adult ESL programs. These insights are expected to benefit future learners and the educational landscape at large. Albert’s inspiration stems from his extensive work in the immigration sector, where he assists newcomers in integrating into Canadian society through language education. Despite churches’ vital role in immigrant settlement and integration in Canada, their contributions remain relatively uncharted. Albert’s research bridges this gap, shedding light on place-based education within church-run ESL programs, ultimately enriching our understanding of community-based language learning.

Kiana Kishiyama has won the Canada Graduate Scholarship – Masters Program (SSHRC CGS-M) (Joseph-Armand Bombardier Graduate Scholarship). Her MA research, supervised by Dr. Angelica Galante , is titled Reclaiming identity through language learning: Examining the lived experiences among adoptees in Canada . Kiana’s work is largely inspired by her own lived experiences with her heritage language learning as an international adoptee. Through her research, she hopes to document the heritage language learning-related experiences of international adoptees throughout Canada and how those experiences intersect with their identities. While little research has been conducted in this area, Kiana hopes to pioneer this investigation and contribute to the small yet impactful body of literature on heritage language learning by international adoptees.

Cris Barabas , an incoming third year PhD student in educational studies and this year’s runner-up of the department’s Emerging Scholar Award has recently won both the Canada Graduate Scholarship (SSHRC CGS-D) and the Fonds de recherche du Québec-Société et culture (FRQSC) doctoral awards. He is supervised by Dr. Amir Kalan and his doctoral research proposal is tentatively titled The Sociomateriality of Literacies in Community Centers: A Study of Immigrant Youth’s Entanglements and Becomings . His thesis will apply a posthumanist approach and theoretical framings to further understand immigrant youth’s engagements with literacies and becomings with (new) identities, language(s), institutions, and the land. Barabas has also successfully completed his tenure as the Principal Editor of the Journal of Language and Literacy Education at the University of Georgia.

Congratulations to this year's winners of these prestigious scholarships. We wish you success in your research journey!

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