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Die Ich-Form und Personalpronomen in Abschlussarbeiten

Veröffentlicht am 1. August 2015 von Anna Neffe . Aktualisiert am 5. September 2022 von Hannah Sill.

In vielen Universitätsrichtlinien wird von der Verwendung der Ich-Form abgeraten. In einigen Fachbereichen ist es jedoch üblich, die Ich-Form in wissenschaftlichen Texten zu verwenden.

Ein grundsätzliches Verbot der Ich-Form in wissenschaftlichen Arbeiten gibt es nicht, doch in einigen Fachbereichen wird auf das Vermeiden der ersten Person Singular bestanden. Informiere dich daher vor dem Verfassen deiner Arbeit darüber, ob die Ich-Form gemäß den Richtlinien deines Fachbereichs vermieden werden sollte oder sogar gewünscht ist.

Formulierungen mit ‚wir‘ oder ‚man‘ sollten möglichst vermieden werden. Zudem sollten Lesende nicht direkt mit ‚Sie‘ angesprochen werden.

Übersicht der Regeln zu Personalpronomen

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Inhaltsverzeichnis

Verwendung und vermeidung der ich-form, auf die wir-form verzichten, formulierungen mit ‚man‘ sparsam verwenden, die lesenden nicht direkt ansprechen, häufig gestellte fragen.

Wenn du in deiner Arbeit die Verwendung der Ich-Form vermeiden sollst, kannst du dies mithilfe von Passivkonstruktionen tun.

Auch wenn in einigen Richtlinien von der Verwendung der Ich-Form abgeraten wird, halten die meisten Dozierenden die Verwendung in bestimmten Fällen dennoch für angebracht.

Wenn du dir nicht sicher bist, ob du die Ich-Form verwenden darfst oder sollst, frage deine Betreuungsperson und orientiere dich am Standard in der Literatur deines Fachs.

Verschiedene Universitätsrichtlinien widersprechen sich in dem Punkt, ob die Ich-Form in wissenschaftlichen Arbeiten erlaubt wird. Schau deswegen unbedingt in den für dich geltenden Richtlinien nach, wie du deine Arbeit formulieren solltest.

Die Ich-Form bei subjektiven Wertungen

Die Ich-Form wird meistens dazu verwendet, persönliche Meinungen oder Erfahrungen zu äußern.

Zu den wichtigsten Eigenschaften eines wissenschaftlichen Textes gehören jedoch Objektivität und eine neutrale Haltung. Der Forschungsgegenstand soll im Vordergrund stehen, nicht die forschende Person. Diese Haltung ist jedoch umstritten und wird nicht von allen Dozierenden gleichermaßen vertreten.

Verwendest du die Ich-Form in einer wissenschaftlichen Arbeit, kann daher der Eindruck aufkommen, dass du nicht die nötige Distanz zu dem von dir untersuchten Thema aufbringen kannst.

Im obigen Beispiel wird mithilfe der Ich-Form subjektiv gewertet, was du in einem wissenschaftlichen Text stets vermeiden solltest.

Mögliche wissenschaftliche Nutzung der Ich-Form

Auch wenn in einigen Universitätsrichtlinien die Nutzung der Ich-Form nicht empfohlen wird, gibt es Situationen, in denen Lehrende sie i. d. R. trotzdem akzeptieren.

In folgenden Fällen kann die Ich-Form in wissenschaftlichen Arbeiten genutzt werden:

• bei der Beschreibung deiner Textstruktur und Schreibhandlung,
• bei der Auseinandersetzung mit Schlussfolgerungen, Einordnungen oder Erkenntnissen und
• in einem Vorwort oder einer Danksagung .

1. Bei einer Beschreibung kannst du, beispielsweise mithilfe einer Passivkonstruktion, auf die Ich-Form verzichten.

2. Manche Dozierende halten die Ich-Form bei der Einordnung von Forschungsergebnissen oder der Reflexion von Erkenntnissen für möglich.

Eine Umformulierung zur Vermeidung der Ich-Form ist ohne Weiteres möglich.

3. Ein Vorwort oder eine Danksagung wird aus einer persönlichen Perspektive geschrieben. Die Verwendung der Ich-Form ist also angebracht und erwünscht. Dennoch sollte darauf geachtet werden, nicht in einen umgangssprachlichen Ton zu verfallen.

Formulierungen zur Vermeidung der Ich-Form

Wie du den obenstehenden Beispielen entnehmen kannst, können Ich-Formulierungen auf verschiedene Weise umgangen werden.

Die Ich-Form kannst du z. B. vermeiden durch

• Passivkonstruktionen ,
• Nominalisierungen ,
• Formulierungen mit ‚lassen‘ und ‚sich‘,
• Formulierungen mit ‚sein‘ und ‚zu‘ und
• die Bezeichnung der schreibenden Person als ‚Verfasser/in‘ oder Ähnliches.

Beispiele zur Vermeidung der Ich-Form

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Ebenso wie die Ich-Form sollte ein persönlicher Bezug durch ‚wir‘ oder ‚unser‘ vermieden werden. Das Verwenden der Wir-Form kann dazu führen, dass ein Satz subjektiv oder verallgemeinernd klingt.

Um die Wir-Form zu umgehen, kannst du auch auf die oben aufgeführten Formulierungsvorschläge zur Vermeidung der Ich-Form zurückgreifen.

Weitere Beispiele zur Vermeidung der Wir-Form

Auch Sätze mit ‚man‘ können verallgemeinernd wirken. Zudem ist eine Aussage, in der ‚man‘ verwendet wird, selten präzise.

Daher solltest du entsprechende Formulierungen nur selten nutzen, wenn eine Umformulierung zu einem umständlichen oder verschachtelten Satz führen würde.

Weitere Beispiele zur Vermeidung von ‚man‘

Wenn du zum Beispiel auf einen anderen Abschnitt in deinem Text verweisen möchtest, solltest du die lesende Person hierbei nicht direkt ansprechen. Dies gilt als stilistisch veraltet.

Die bessere Alternative besteht in einer Formulierung ohne Personalpronomen.

Klicke hier für weitere wissenschaftliche Formulierungen

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Es gibt kein Verbot, die Ich-Form in wissenschaftlichen Texten zu verwenden. Da sie jedoch oft als subjektiv gilt, wird empfohlen, die Ich-Form zu vermeiden.

Um die Ich-Form zu vermeiden, kannst du auf Nominalisierungen, passive Sätze oder Konstruktionen mit ‚lassen‘ und ‚sich‘ zurückgreifen, z. B. ‚Hierzu lässt sich keine Aussage treffen.‘ anstatt ‚Hierzu kann ich keine Aussage treffen.‘

Die Personalpronomen ‚wir‘ und ‚man‘ sollten nach Möglichkeit vermieden werden. Meistens können Sätze leicht umformuliert werden, z. B. ‚Das menschliche Verhalten trägt zur Erderwärmung bei.‘ anstatt ‚Unser Verhalten trägt zur Erderwärmung bei.‘.

Lesende solltest du nicht direkt ansprechen, sondern stattdessen eine Passivkonstruktion verwenden, z. B. ‚Der Umfragebogen kann im Anhang eingesehen werden.‘ anstatt ‚Den Umfragebogen können Sie im Anhang einsehen.‘.

Sieh dir mehr Beispiele zur richtigen Verwendung von Personalpronomen an.

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Neffe, A. (2022, 05. September). Die Ich-Form und Personalpronomen in Abschlussarbeiten. Scribbr. Abgerufen am 21. August 2024, von https://www.scribbr.de/wissenschaftliches-schreiben/ich-form-personalpronomen/

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Das hat anderen Studierenden noch gefallen

Verständlich und präzise schreiben in wissenschaftlichen texten, so schreibst du die danksagung deiner bachelorarbeit, umgangssprache und füllwörter vermeiden: so schreibst du sachlich und objektiv, aus versehen plagiiert finde kostenlos heraus.

Schreibdoc – Schreibberatung für Promovierende

Ich-form beim wissenschaftlichen schreiben verwenden – ja oder nein.

Antwort: Sie sprechen einen unbestrittenen Anspruch bei wissenschaftlichen Arbeiten an: deren Inhalte müssen objektiv, d. h. unabhängig von der forschenden Person sein, damit sie als allgemeingültig angesehen werden können. Die Umsetzung dieses Anspruchs ins Schreiben, das Wie, befindet sich seit einigen Jahren in der Diskussion und im Wandel. Unter anderem beeinflusst durch den angloamerikanischen Schreibstil.

Ich-Form in einigen Fällen sinnvoll

Das ,Ich-Tabu‘ soll dabei unterstützen, subjektive Meinungen und Bewertungen zu vermeiden und wissenschaftliche Erkenntnisse aus der gebotenen neutralen Perspektive darzustellen. Dieses Prinzip zur Umsetzung von Wissenschaftssprache und sachlichem Schreibstil wird heute zunehmend in Frage gestellt. So macht es beispielsweise wenig Sinn, die Interpretation eigener Forschungsergebnisse von sich selbst als Autor oder Autorin abzukoppeln. Ferner erschweren es komplizierte Passivkonstruktionen tendenziell, Texte zu lesen und zu verstehen.  Insofern ist das Ich mit Blick auf eine gute Textverständlichkeit immer häufiger anerkannt und zum Teil sogar erwünscht.

Nutzen können Sie die Ich-Form in wissenschaftlichen Texten beispielsweise in folgenden Fällen:

• Beschreibung der Textstruktur,
• Darstellung der Methodik,
• Diskussion von Ergebnissen,
• Vorwort und Danksagung.

Schreibstil im Fachbereich und bei Betreuenden richtungsweisend

Um Unsicherheiten auszuräumen ist es empfehlenswert, sich Texte aus dem eigenen Fachbereich anzuschauen und sich mit den dortigen Schreib-Anforderungen vertraut zu machen. Auch die persönliche Einstellung der Betreuenden zur Ich-Form ist wichtig. Wenn Sie von diesen eine eher ablehnende Haltung hierzu erleben, können Sie ins Gespräch gehen und Ihre Argumente für ein Pro diskutieren. Nutzen Sie die Chance und gestalten Sie den Wandel in der Wissenschaftssprache aktiv mit.

Herzlich grüßt aus dem [schreibzentrum.berlin],

Ihre Dr. Gudrun Thielking-Wagner

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Dissertation and Thesis Information

Contains information on submission requirements, checklist guides, accessibility, timelines and more.

For more information, visit UC’s Electronic Thesis/Dissertation Information webpage.

The Academic Writing Center offers free workshops to graduate students on important writing concepts.

Contact Information:

• Location: Learning Commons 2510B French Hall West
• Phone: 513-556-3244
• Email: [email protected]
• Website: Learning Commons Graduate Student Support

The National Center for Faculty Development and Diversity (NCFDD) Dissertation Success Curriculum is designed to provide the skills, strategies, and support that advanced graduate students need to overcome the three biggest obstacles to finishing their dissertation: perfectionism, procrastination, and isolation. The program is built on the assumption that there is only one way to complete a dissertation: WRITE IT!

For more information, create a FREE (through UC) NCFDD account and view the Dissertation Success Curriculum webpage.

Utilize ProQuest to read other dissertations or theses from your school or field to help guide your process.

To view submitted theses and dissertations, visit ProQuest .

Resources for Dissertators lists helpful books and chapters that can inform your writing process and links to guides for thesis and dissertations, grant writing support, and more.

To view these dissertation resources, visit the The University of Wisconsin - Madison Writing Center website.

Joan Bolker, Writing Your Dissertation in Fifteen Minutes a Day.  Available for loan through DAAP’s library .

Scott Rank, How to Finish Your Dissertation in Six Months, Even if You­ Don’t Know What to Write .

Paul J. Silvia, How to Write a Lot: A Practical Guide to Productive Academic Writing . Available for loan through Langsam Library .

ICH Master's thesis - guidelines and submission

The main deadline for handing in your master's thesis is May 10th before 12.00 in the forth semester. If you hand in on this date we will usually be able to arrange for the oral exam before the summer holiday.

Note to examiners: We recommend you read part 1, 2, 8, and 9, as there will be useful information for you there.

0. All about planning your project

You plan your project project in the first and second semester of the programme. In the third semester you do your fieldwork. All about this process is described on our webpage ICH master project – all about planning .

1. General requirements of the master's thesis

General format requirements.

There are no minimum or maximum pages for your thesis as it depend on your project and methodology, but we do not recommend going beyond 120 pages. You should write with a line spacing of 1,5 and use font 12. The cover of your thesis should contain the following information:

• Title of your thesis
• Your name, the name of your supervisor (and co-supervisors)
• University of Oslo, The Faculty of Medicine, Institute of Health and Society, Department of Community Medicine
• “Thesis submitted as a part of the Master of Philosophy Degree in International Community Health”
• Month and year of submission

Before the introduction , the thesis should contain a table of content, acknowledgements (including source of financing), and an abstract.

The abstract should include a restatement of the title, background of your work, main aim and objective or research question, methods, results, and conclusion. The abstract should be minimum a half page, maximum one page.

The appendix at the end of your thesis should include information such as interview guide, ethical clearance certificates, consent form, supplementary tables etc. If you wrote the thesis in the form of an article and a summary, the article could fit in the appendix.

2. The three accepted forms of master's thesis

1 - monograph.

This is the most commonly used form for delivering the master thesis. Students who submit their thesis as a monograph will be encouraged to write a publishable article based on the material in their thesis.

The monograph should include:

• A comprehensive literature review of everything relevant to your topic. It includes the following: a review of the state of the art (current updated knowledge on the issue with references) and an identification of the knowledge gap (what is missing).
• The rationale for your work (the added knowledge from your work) contribution of your work for scientific, clinical, social issues
• A clear and concise statement of the research question and objectives of the study.
• The detailed description of the methodology used in the study
• A presentation of study results and findings 
• A thorough discussion of the findings in a format similar to a published paper.  You should also include the strengths, weakness, and implications of your work.
• Recommendations for further work or policy changes are not required but are a common practice
• A reference list formatted coherently across the thesis in a standard reference style.

2 - One article submitted or near submission to an international peer reviewed journal + a summary

If an article has been submitted to peer-review journal, but not yet accepted, or about to be submitted , it should be clearly stated which journal the article has been submitted or intended to be submitted. It should be to a journal of high scholarly quality, for instance by relating to UIO's list of open access and discounts or DBH's register for publications channels  (level 1 or 2).

The requirement is that the article is accompanied by a 10 000 – 25 000 word summary. This summary should include:

• An Introduction which covers:  a) an explanation of why the topic is important, b) what is already known about the topic from scientific literature, c) which important questions remain unanswered, and d) the objectives of the study. 
• A Section on Materials and Methods. The examiners must be able to assess the soundness of your methodology. In order to do this, they will need details of the methodology including explanations for any losses or exclusions of primary data if this is not clearly apparent in the paper submitted for publication.
• Additional results, IF ANY. This section would include additional results from the data analysis which are relevant to the thesis, but were not included in the article submitted in the peer review journal for publication.
• Additional discussion, IF ANY. This section would include a discussion of additional results as well as additional discussion of results presented in the article submitted in the peer review journal for publication.

3 - One article accepted or published by an international peer reviewed journal + a Summary

It is highly unlikely that this option will be used given the time required to get an article accepted for publication. It should be to a journal of high scholarly quality, for instance by relating to UIO's list of open access and discounts or DBH's register for publication channels  (level 1 or 2).

The accepted article should be accompanied by a 6000-15000 word summary, which should include:

• An Introduction which covers a) an explanation of why the topic is important, b) what is already known about the topic from scientific literature, c) which important questions remain unanswered, and d) the objectives of the study.  Since the Introduction in the published paper is certainly much shorter, you are allowed to repeat what you have already written there. 
• A Material and Method section. Because the peer-review system of the journal has accepted your methodology, the Materials and Methods section in this thesis form can be shorter.  Here you would concentrate on field experiences and methodological considerations or issues not already included in the published paper.
• Additional results, IF ANY. This section would include a short account of additional results from the data analysis which are relevant to the thesis but were not already included in the published paper.
• Additional discussion, IF ANY. This section would include a short discussion of additional results as well as additional discussion of results presented in the already published paper.

Use of already collected data for the thesis

Use of already collected data such as those from projects, regional, hospital or national, routine data for thesis is a common practice and then the student is often not involved in the design and collection of the data. In the event that the student use already collected data, the thesis should follow the relevant structure described above in the format 1-3 above. However, the following details should be added:

Background / Introduction section: provide a 1 page description as to how you did become a part of the research group that collected the data? Or, how did you get access to the already collected data? Give your own motivation for answering the research questions you have developed for your thesis i.e., motivation for conducting the research in the thematic area. Describe in short, the aim and design of the primary study of the already collected data (national registry, routine collected data or others). Provide details of how the thesis aim differ from the aims of the primary study or secondary data.

Material and Method section: In the data management, describe the data extraction procedures the large data set, cleaning, codding, transcription, and translation as relevant depending on data type.

Discussion section: Provide discussion on potential strength and weaknesses (biases) of the already collected data that you have used. Explain how that affect your findings and conclusions.

3. Tips about writing your thesis

If you do not already know, make sure you know how to use sources and cite correctly . You may also read about how to quote and cite correctly at Søk og Skriv .

Choose one reference style and learn it well. Start to use it as soon as you start writing, as it is easy to forget where you found a specific idea when you later go through your thesis. The main reference styles the program uses is APA or Vancouver, but you can use any style of your choice if you stick with one style throughout your thesis.

Make use of templates and styles in word when writing your thesis. Styles in word will help you with the layout and make it easy to make an automatic generated table of content with correct page numbers. Your thesis will look tidy and professional.

4. In need of extension

If you find yourself in the dire situation that you will not be able to submit your thesis on the set deadline, you should ask for extension in due time, at least 3 weeks before your set submission deadline. We only give one semester extension at a time.

Valid reasons for extension:

• Illness - attach a doctor's certificate
• Childbirth - you should consider applying for parental leave
• Death of a close relative
• Other substantial reasons outside of your own control, which may be unusual long waiting time to get ethical clearance, access to data set, riots in the field country and the like.

How to apply:

• In due time, contact your supervisor, and discuss the situation. Ask if he/she can continue supervise you a bit longer, and make a plan for the time ahead.
• Put your supervisor in cc of the email. This is so we know you have talked with your supervisor.
• Shortly explain the reason why you are delayed. You should not elaborate on personal sensitive matters. If this is the reason, just put "due to personal matters" in the email, and contact us separately to explain.
• State which of the four deadlines (10 February, 10 May, 10 September or 10 November) you think will be realistic for you to submit.

5. Tips before you submit

We recommend that you contact your supervisor latest one month before the deadline (10 April). It is important so that your supervisor can plan reading through your thesis before you hand it in.

In addition, below are a small checklist before you submit:

• Pay semester fee in the semester you are due to submit.
• Register for the exam in INTHE4012 Master Thesis in the semester you are due to submit.
• Make sure you have completed (or will complete) all other obligatory and elective courses that you are required too before your submit your thesis.
• Check that you have included all ethical clearance documents for your project, from both Norway and the country you did your fieldwork.
• Check that you have included all necessary documents in the appendix, such as interview guide and consent form.
• If you have written your thesis as an article with the summary, make sure you include the article in your thesis, e.g. in the appendix.
• Make sure you are not missing any references in your reference list.
• Check that all your tables looks good.
• Update your table of contents.
• Convert your thesis into a PDF-file , all in one document, for submission.
• Print out your thesis (the PDF-file) and revise that everything looks fine.

6. Submision

The main deadline for delivering your master's thesis is May 10th before 14:00. If a deadline falls on a weekend or a Norwegian public holiday, the deadline will be advanced to the first preceding working day. If you hand in on this date we will usually be able to arrange the oral exam before the summer holiday, and you will be guaranteed an oral exam in the spring semester. The other deadlines (in need of extension application) is September 10th, November 10th and February 10th. 

The procedure for submitting the thesis is as follows:

• Latest two weeks prior to the deadline (26 April) you have to inform your student advisor by email if you are planning to submit the thesis within the deadline. If not you have to apply for extension and withdraw from the exam, see point 5 above. This email is important for us to find a suitable and available examiner in time.
• Submit your master's thesis in StudentWeb  AND Inspera .
• The oral examination will usually be held 3-6 weeks after the official submission deadline , but latest 8 weeks after the deadline. The student advisor will contact you as soon as the date of the oral exam has been decided, and minimum 3 working days before the oral exam (usually much earlier).
• Be aware that there will be no exams held between July 1st and August 15th due to summer holiday for supervisors, examiners and advisers.

7. After submission

Preparing your presentation

We recommend you start preparing your power point presentation (ppt) quite soon after you have submitted your thesis. This gives you an opportunity to prepare while you have your project fresh in mind, and in addition, if you may end up getting an early date for your oral exam. Some extra tips regarding the presentation:

• Please, number the slides, to make is easier for reference during the question and answer part of your examination.
• A golden rule is to prepare not more than one slide per minute (that is 30 slides), but of cause this depends on your slides.
• Avoid slides that are congested with too much information. The rule of tomb is to have a maximum of 6 bullets per slide.
• The content of the slide should include such as: background, objectives/research question, methods, results, conclusions, and possible recommendations. Do also discuss with your supervisor about better content and structure of your slides.
• We strongly recommend you to organize a trial presentation with your colleagues and/or possibly your supervisor before the exam. Thus, you will be better prepared for the critics.
• Find opportunity to attend oral exams for your colleagues and fellow students to learn about the conduct of the exams.

You discover mistakes in your thesis – what now?

In case you discover mistakes in your thesis after you have submitted it and the deadline has passed, you may make an errata list. An errata list is a list of specific corrections of formal errors (layout, correcting printing errors, language errors, etc.) that you wish to make to the submitted thesis before the final oral exam. The errata list should consist of your name, the title of the thesis and page number, line number or footnote number, original text, corrected text. It can also include what type of correction it is. An example of an errata list . You can either send the list to your student advisor, and the student advisor sends it to the examiners, or you can hand it to the examiners in the beginning of the oral exam. We only send errata list once.

8. The examiners and their work

The candidate shall defend the thesis as part of an oral examination before an evaluation committee. This committee consists of two members:

• An external examiner who is not employed at UIO or in other ways associated with the candidate.
• An internal examiner preferably from the Department of Community Medicine and Global Health or Institute of Health and Society.

The oral exam is open for anyone to attend and the supervisor(s) may be present at the oral examination.

The Department of Community Medicine nominates the committee on the behalf of the Faculty of Medicine. Each of the committee members will evaluate the thesis.

The evaluation committee will review the total scope of the thesis and assess the candidate's own contributions to it. They will give special attention to the following points:

• Are the objectives clearly stated?
• Are the methods used adequately?
• Is the material clearly described?
• Are the results properly analyzed and described?
• Are the conclusions based on sufficient evidence based in background information and research results?
• Is the discussion balanced and based on the research results?
• Are the formal parts of the thesis acceptable?

Censor guideline and grading scales for ICH

9. Oral examination

The Department of Community Medicine and Global Health follows these procedures:

The internal examiner (normally) will welcome and introduce the candidate and the examiners, and briefly explain the procedure.

The student is given maximum 30 minutes to present the main findings of the thesis (sitting or standing). Use PowerPoint to present your points clearly. 

The examiners has up to 1 ½ hour to examine the candidate, including discussion of the result. The external examiner starts the examination. The internal examiner comes last and supplements the examination. The two can agree beforehand on which parts of the thesis, or what professional perspective they want to concentrate on. They may address technical and methodological questions about the scientific work in the thesis. The internal examiner chairs the examination session and is responsible for following the time and the protocol.

We recommend that the examiners save at least the last 15 minutes for discussing the result. At this time the candidate and all others will be asked to leave the room. After the completion of this session the examiners will decide whether the thesis and oral examination satisfy the requirements for a Master of Philosophy Degree in International Community Health. If there is a disagreement on the grading of the thesis, it is the external examiner who should have the last word.

The grade for the oral exam is to adjust the grade for the written exam if the grade of the written exam is considered to be in- between two grades. 

The examiners will convey the results to the student after the completion of the examination.

The oral exam is open for anyone to attend, and the supervisor(s) are often present at the oral examination.

10. Information about relevant regulations

Explanations and appeals.

The candidate has the right to ask for an explanation of the grade . About the oral part, the deadline is immediately after the candidate has received the grade. If it is on the written part of the examination, the deadline is one week after the candidate has received the grade.

The candidate has the right to submit an appeal about his grades . However, the candidate cannot submit an appeal about oral or practical examinations, since the performance is not documented for future purposes. In short, the deadline is three weeks after the grade was published. Only the written thesis will be subjected for a new examination committee again. The result from the appeal process is final and may be the same as, better as or worse than the original grade.

The final grade is set on the basis of both a written and an oral examination and if an appeal against a grade for the written part of the examination gives a change in the grade, a new oral examination shall be held to determine the final grade.

If appeal against a grade for the written part of the examination does not give a change in grade, no new oral examination will be held and grade from written part will stand.

Illness at exams/Postponed exams

If you are ill or have another valid reason for not taking an exam, your absence may be approved. With an approved reason for absence, you do not use one of your examinations attempts, and you can apply for a postponed examination. Read more about this here.

Cheating and plagiarism

You must familiarize yourself with the rules that apply to exam support materials and the use of sources and citation. If you violate the rules, you may be suspected of cheating or attempted cheating. Read more about cheating here.

11. After the exam

Save your files from uio systems before your it account closes.

After your oral exam we recommend you save all the files from the UIO system, such as email, Canvas and other, that you want to keep. Your IT account closes 30 days after you are no longer a student and you will have limited time to retrieve the files. For more information please see our webpage on  What happens to my files and emails?

Prints of your thesis

After your grade is final you can order prints of your thesis from the University Print Centre . You will get 3 copies for free. If you want more copies, you have to pay for it yourself. Before ordering contact the student adviser to get the necessary codes for printing. Print time: normally 3 full working days.

Notification of results

Results of exams are posted on StudentWeb within three weeks after the exam is held, normally on the day of the oral exam or the day after.

Transcript of records

You may order a Transcript of Records in StudentWeb . The transcript will contain all the courses you have passed at the University of Oslo. You can also contact the International Student Reception for transcript of records. You may also share your transcript digitally through the Diploma Registry .

The Diploma will be ready in mid-September for those that handed in their thesis in the spring semester or in mid-February for those that handed in their thesis in the autumn semester. When the diploma is printed the student advisor will send you an email with information. The diploma will normally be sent to your postal address, unless you opt to fetch it yourself from the student adviser’s office (subject to an agreed date and time). If you need documentations or confirmation you can see heading Transcript of records above of how to get it.

Graduation ceremony/farewell ceremony

The graduation ceremony/farewell ceremony for the master programme in International Community Health is held between mid-May and mid-June every year. Invitations will be sent by email in the spring semester.

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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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Citation Help: Dissertations & Theses

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A quick note:

The following examples follow the Notes-Bibliography style. For Author-Date style, please consult The Chicago Manual of Style 17th Edition.

Chicago AND Turabian Citation Examples: Dissertations & Theses

Chicago and Turabian use the exact same format for citing dissertations and theses.

Important Elements:

• Author 
• Title of Dissertation or Thesis
• Type of Document (Dissertation or Thesis)
• Name of Degree Granting Institution

Thesis or dissertation

1. Author First Last, "Title of Dissertation or Theis" (Doctoral diss. or Master's Thesis, Name of Institution, Year), pp.-pp.

1. Dana S. Levin, "Let's Talk about Sex . . . Education: Exploring Youth Perspectives, Implicit Messages, and Unexamined Implications of Sex Education in Schools" (PhD diss., University of Michigan, 2010), 101-2.

Shortened note

2. Author Last, "Shortened Title," pp.

2. Levin, "Let's Talk about Sex," 98.

Bibliography Entry

Author Last, First. "Title of Dissertation or Thesis." Doctoral diss. or Master's Thesis, Name of Institution, Year.

Levin, Dana S. "Let's Talk about Sex . . . Education: Exploring Youth Perspectives, Implicit Messages, and Unexamined Implications of Sex Education in Schools." PhD diss., University of Michigan, 2010.

Examples courtesy of  The Turabian 8th edition .

Chicago/Turabian Examples by Source

•    Articles
•    Audio & Video
•    Books
•    Dictionaries & Encyclopedias
•    Dissertations & Theses
•    Websites, Including Social Media
•    Other Source Types

Ask a Librarian

Librarians are available to help you with your questions. Please don't hesitate to contact us with any questions you might have regarding citation styles, citation management, etc.

Ask a question below or contact your subject specialist librarian for more help!

Useful Resources for Chicago/Turabian

Check out the  Chicago Manual of Style's Shop Talk website  for more great information about using the Chicago Manual of Style through the links below!

• Shop Talk for Students
• Formatting a paper in Chicago Style
• What's the difference between Chicago and Turabian?!?

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Submit Your Dissertation or Thesis

Main navigation.

To assist you during the submission process, review this Checklist for Submitting My Dissertation or Thesis .

Submission Requirements

You will not be able to submit your dissertation or thesis through the Dissertation & Thesis Center in Axess unless you have met all requirements outlined below.

• You must be registered for classes or on an approved Graduation Quarter during the term in which your dissertation or thesis is submitted. 

An application to graduate should be filed through Axess early in the degree quarter but no later than the date specified in the academic calendar for that quarter. View details in this article: How do I Apply to Graduate?

When you apply to graduate, you will be instructed to enter the title of your dissertation or thesis. You are not eligible to submit your work until an application to graduate has been filed for the current quarter.  

In order to submit your work in Axess, you must ensure:

• Your candidacy is valid
• Your reading committee is accurate
• You’ve completed all relevant milestones

If you have any questions about the status of your milestones, accuracy of your reading committee, or your candidacy end date, reach out to the Student Services Officer in your department.  

• You will be unable to submit your dissertation or thesis until your eForm has been approved. Please see How to Submit Your Reading Committee Signature Page for full instructions.

Please note: Students with unmet financial obligations resulting in the placement of a hold will not receive a diploma until the hold is released by Student Financial Services. Be sure your financial obligations are in order before submission of the dissertation. 

Considerations During Submission

Consider these other items during the submission process of your dissertation or thesis.

Managing copyright is an important responsibility in your academic career.

For this reason, all students are required to review a resource on Copyright Considerations prior to submission of a thesis or dissertation for publication by Stanford, produced by Stanford Libraries in consultation with the Office of the General Counsel.

You are encouraged to review this resource as early as possible in the dissertation or thesis preparation process.

During the online submission process, you, as the author, will sign the Stanford University Thesis and Dissertation Publication License.

By accepting the terms of this agreement, you are granting Stanford the non-exclusive, worldwide, perpetual, irrevocable right to reproduce, distribute, display and transmit the dissertation or thesis. Read the full text of the agreement.

Stanford will make your full dissertation or thesis available online through its library website, and may also make it available through third-party search engines and distributors. Supplementary material submitted along with the dissertation or thesis will be available only from Stanford Libraries website .

On occasion, when a dissertation or thesis author enters into a contract with a publisher, the publisher requests the author to "pull back" their dissertation or thesis to limit accessibility. Stanford can often accommodate these requests, in which case the thesis or dissertation will be available only to those in hard copy, or those with a Stanford network account. Indexing of the document will continue to be allowed, however.  Pull-back requests should be submitted using a Services Ticket:  http://services.stanford.edu    Be sure to include a copy of the publisher's request in your ticket.

A dissertation or thesis author has the option to apply a Creative Commons license during submission.

Because Stanford will make your dissertation or thesis publicly accessible, readers may locate your publication and may wish to use parts of it in their own work. Because you hold the copyright to your work, your permission for that reuse is necessary.

By applying a Creative Commons license to your work, you make clear to users the terms and conditions under which they may reuse your material, obviating the need for them to contact you directly. Applying a Creative Commons license does not take away any of your rights; rather, it makes clear to readers of your work what kind of reuse you permit.

You may optionally apply for one Creative Commons license. Stanford Libraries recommends the "Attribution Non-Commercial" license, because it encourages open access and collaboration in the scholarly process. For more information on Creative Commons license options, please visit the Creative Commons website .

For specific questions about applying a Creative Commons license to your submission, please submit a help request , which will be reviewed by the library.

You, as the author, have the option to delay the release of a dissertation or thesis to search engines outside of Stanford and other third-party distributors. Under an embargo, the dissertation or thesis will be available online to Stanford-authenticated users, but not to readers outside the Stanford network.

Release delay options are: six months, one year, or two years. Embargos of longer than two years require the review and approval of the Subcommittee on Exceptions to Graduate Policy (S-EGP).

The embargo option may be appropriate for a student who wants to delay access to the dissertation or thesis for a limited amount of time in order to pursue other publications.

Embargos and Patent Protection

Please note that the laws of different jurisdictions vary on what constitutes a public disclosure that could prevent or impede one’s ability to obtain patent protection for inventions disclosed therein.

Stanford takes no position with regards to whether the delayed release of a dissertation or thesis will safeguard the ability to obtain patent protection for inventions disclosed therein.  Instead, Stanford recommends that any patent filings relating to material described in the dissertation or thesis occur prior to submission, whether or not the dissertation or thesis is under delayed release.

If you have any questions, please contact Stanford's Office of Technology Licensing at (650) 723-0651 or [email protected] .

Embargos and Grant-Funded Research

If your thesis or dissertation includes any research conducted as part of an active grant-funded project, discuss the embargo option with the project's principal investigator. 

Embargos and Multiple Authorship

Multiple authorship has implications with respect to copyright and public release of the material. Be sure to discuss copyright clearance and embargo options with your co-authors and your advisor well in advance of preparing your dissertation or thesis for submission.  Embargoes may be lifted early at the request of the author.

Embargos and Copyright Permissions

You may not select embargoed status in lieu of obtaining appropriate copyright permissions. A dissertation or thesis, in its entirety, will be governed by only one level of distribution at any given time; the work may not be subdivided with sections disseminated under differing levels of distribution.

If you have any questions about whether you should embargo your dissertation or thesis, please consult with your advisor.

Extending Embargos

Students who designate an embargo period (of six months or one year) during the initial submission, may later wish to either extend their original embargo period (to one year or two years from the time of submission).

To make such a request, submit a help request to the Office of the Registrar no later than four weeks before your original embargo selection expires.

Understanding Informed Consent in Dissertations and Theses: A Quick Guide and Checklist

Defining informed consent.

Informed consent is the process through which a researcher gains permission from individuals or their authorized representatives to participate in a research study. This permission is not a mere signature on a piece of paper; it involves ensuring that participants fully understand the research’s purpose, procedures, potential risks, benefits, and their right to withdraw at any time. It’s about transparency, respect, and safeguarding the rights of those involved. And, most impotantly, it applies to dissertations and theses, too!

Informed Consent involves ensuring that participants fully understand the research’s purpose, procedures, potential risks, benefits, and their right to withdraw at any time

Obtaining Informed Consent

Now that we understand what informed consent is, let’s explore how to obtain informed consent in theses and disserations correctly.

The Context Matters

The conditions under which you need to obtain informed consent can vary. In open, public spaces where there’s no expectation of privacy, like a park or a beach, consent might not be necessary. However, in bounded observational spaces, such as a classroom, a homeless shelter, or a hospital emergency room, obtaining consent is crucial.

Rules and Regulations

When conducting research in the social sciences it’s essential to understand the procedures if you’re tasked with writing a field report that involves observation.

Crafting an Informed Consent Form

Writing an informed consent form can be a bit tricky, but it’s vital to cover all the bases. Here’s what a well-constructed form should generally include:

• Research Information : Begin with a statement explaining that the study involves research. Describe the research’s purpose, expected duration, and the procedures involved.
• Risks and Discomforts : Transparently outline any reasonably foreseeable risks or discomforts participants might encounter during the study. This includes potential embarrassing incidents that might need documentation.
• Benefits : Mention any benefits participants can reasonably expect from the research. This might include incentives or contributing to a growing body of knowledge.
• Alternative Procedures : Describe any alternative procedures that could be advantageous to the participant.
• Confidentiality : Explain how the confidentiality of participants’ identities and records will be maintained. Often, pseudonyms are used to protect anonymity.
• Level of Risk : Define the level of risk involved. In most observational studies, the risk should be minimal, meaning it’s no greater than what one encounters in daily life.
• Contact Information : Provide contact details for any questions or concerns about the research and the rights of research subjects. Usually, this would be your professor or relevant authorities.
• Voluntary Participation : State explicitly that participation is voluntary, and there will be no penalties for refusal or discontinuation. Mention your right to remove a participant from the study if necessary.

Remember, the informed consent form should be written in plain language, free from any exculpatory language that might waive participants’ legal rights or release the researcher or institution from liability for negligence.

Informed Consent in your thesis or dissertation: A Checklist

Use this checklist to navigate informed consent in your thesis or dissertation writing project :

• Familiarize yourself with the concept of informed consent and its importance in research ethics.
• Check your university’s or institution’s guidelines and policies regarding informed consent. Understand the specific requirements and procedures they recommend.
• Clearly define the participants or subjects of your research. Determine who needs to provide informed consent.
• Create a clear and comprehensive informed consent form that includes all the necessary elements. Ensure it is written in plain language and free from any legal jargon.
• Research purpose and objectives
• Procedures and expected duration of participation
• Potential risks and benefits
• Confidentiality measures
• Contact information for questions and concerns
• Voluntary participation and the right to withdraw
• Use of pseudonyms or identifiers
• Signature lines for participants and researchers
• Before distributing the form to participants, conduct a pilot test with a small group to identify any confusing or unclear language and make necessary revisions.
• Submit your informed consent form and research protocol to your university’s Institutional Review Board (IRB) or ethics committee for approval. Ensure that you receive ethical clearance before proceeding with data collection. For some institutions, it might be OK if your supervisor gives a go for the thesis (probably not so much for a dissertation project!).
• Present the informed consent form to potential participants in a clear and understandable manner.
• Give participants adequate time to read and ask questions about the form.
• Emphasize that participation is entirely voluntary, and there will be no repercussions for refusal or withdrawal.
• Ensure that all participants who agree to participate sign the informed consent form.
• Keep signed copies securely stored and maintain confidentiality.
• Throughout the research process, maintain open and honest communication with participants. Address any concerns or questions they may have.
• Keep detailed records of the informed consent process, including dates, times, and any clarifications provided to participants.
• Safeguard the privacy and confidentiality of participants’ information and data at all times.
• Regularly review your adherence to the informed consent process and ensure that it aligns with your ethical approval and university guidelines.
• If any issues or challenges arise related to informed consent during your research, report them to your supervisor or the relevant authorities promptly.
• In your thesis or research report, include a dedicated section describing your informed consent process, how you obtained consent, and any modifications made during the study.

In conclusion, informed consent is a cornerstone of ethical research. It ensures that participants are well-informed, protected, and willingly participate in your study. So, whether you’re a student or a seasoned researcher, following these guidelines will help you navigate the ethical maze of informed consent with confidence and integrity.

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• Doctoral Dissertation Guide

Doctoral dissertation formatting

In order to be accepted, your doctoral dissertation must comply with certain formatting guidelines. Be sure to read the list of requirements thoroughly before you begin, and check the list carefully before you submit.

• Font size should be either 11 or 12 point for the entire document with the only exception being the title on the title page, footnotes, tables/charts, and picture/table descriptions. Font up to size 16 point may be used for the document’s title on the title page only. Font as small as 10 point may be used for footnotes, the content of tables/charts, and picture/table/chart descriptions. Within tables, charts, or image descriptions, font smaller than 10 point may be used, but thought should be given to legibility.
• Black font is used throughout the document, with the only exception being areas where a different font color serves a purpose in explaining or highlighting some aspect of the research/document in a way black font could not.
• Be consistent in font style throughout your document. The following font styles are recommended for the ease with which they convert to a PDF. All documents have to be converted to a PDF in the electronic submission process.
•  Arial
•  Bookman Old Style
•  Calibri
•  Cambria
•  Lucida Bright
•  Times New Roman 

Page numbers and headers

• Page numbers must be clear, consecutive, and printed on every page, including appendixes, tables, figures, maps, charts, photographs, etc., except for the title page and vita page.
• Lowercase Roman numbers (e.g., i, ii, iii) are used for the front matter (the pages preceding the main body of work).
• Arabic numerals (e.g., 1, 2, 3) are used in the body of the work, the bibliography and the appendices.
• The title page counts as page i but does not bear a number.
• Begin the actual numbering with the acceptance page as page ii, and continue with lowercase Roman numerals until the start of the actual body of the dissertation. That page, whether part of your full introduction or of your first chapter, should be numbered using the Arabic numeral 1, and every page thereafter should be numbered consecutively until you reach the vita page.
• Ordinarily, page numbers should be centered at the top or bottom of the page, entered midway between the edge of the paper and the text to prevent their loss during the binding process.
• Running heads are not used in dissertation submissions. Please limit the content of your header and footer space to the page number only.
• Top, Right, and Bottom margins must be one inch. If the dissertation will only be electronically accessed, a one-inch left margin is acceptable. The left margin should be one inch if the dissertation will be bound in paper form by ProQuest. If using a bindery other than ProQuest, please consult with the bindery about the size of the left margin needed for their binding process.
• Proper margin space is critical for proper binding. Inadequate margins can result in part of your material being lost after the combination of copying and binding. Even if all the material remains, insufficient margins can affect the readability and appearance of your work.
• These margin requirements apply to all materials included in the dissertation, including figures, tables, maps, plates, etc., and any preliminary material you choose to include.

The material should be double-spaced. Long quotations within the text should be typed single-spaced with wider margins.

• Dissertations should be written in English, unless you and your department/committee have decided otherwise. In that case, an English-language abstract must be included in the dissertation.

Style manuals

Commonly used style manuals include:

• The Chicago Manual of Style
• Turabian, Kate L., A Manual for Writers
• Modern Language Association (MLA) style sheet
• American Psychological Association (APA) style sheet (especially for works in the social sciences)

Check with your research committee if you are unsure which style manual you should use.  IU Libraries also offer research support, including links to online versions of some style manuals. 

• Check with your department on this requirement. This format depends largely on your particular field or topic.
• For example, you may opt to have footnotes appear on the page where the annotation occurs, at the end of each chapter, or solely in the traditional reference/bibliography section(s). Be sure to follow the conventions of your department or discipline.
• Each document must have at least one reference section.

Photographs and images

• If photographs or detailed graphics are part of the work, make sure they are crisp and clear when printed.
• The IU Seal or Branding should not be used on any portion of the dissertation. These items may be used only with the written permission of the university.
• The bound copy must be hardcover, 8 1/2 X 11 inch, and identical to the final version that the Graduate School accepts within your ProQuest account.
• The Graduate School accepts only bindings that use the oversewn method. Velo binding available from some photocopying businesses is not acceptable.
• Ask the bindery to put the dissertation title and your full name on the front cover and the title plus your last name on the spines of the bound copies. Remember that this title needs to fit along the spine of the bound dissertation. The IU logo or seal should not be used on any dissertation.
• If submitting a bound copy to the Graduate School to fulfill the embargo requirement, you should arrange for the bindery to send the finished book directly to the Graduate School:

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How to Choose a Dissertation Topic | 8 Steps to Follow

Published on November 11, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.

Choosing your dissertation topic is the first step in making sure your research goes as smoothly as possible. When choosing a topic, it’s important to consider:

• Your institution and department’s requirements
• Your areas of knowledge and interest
• The scientific, social, or practical relevance
• The availability of data and resources
• The timeframe of your dissertation
• The relevance of your topic

You can follow these steps to begin narrowing down your ideas.

Table of contents

Step 1: check the requirements, step 2: choose a broad field of research, step 3: look for books and articles, step 4: find a niche, step 5: consider the type of research, step 6: determine the relevance, step 7: make sure it’s plausible, step 8: get your topic approved, other interesting articles, frequently asked questions about dissertation topics.

The very first step is to check your program’s requirements. This determines the scope of what it is possible for you to research.

• Is there a minimum and maximum word count?
• When is the deadline?
• Should the research have an academic or a professional orientation?
• Are there any methodological conditions? Do you have to conduct fieldwork, or use specific types of sources?

Some programs have stricter requirements than others. You might be given nothing more than a word count and a deadline, or you might have a restricted list of topics and approaches to choose from. If in doubt about what is expected of you, always ask your supervisor or department coordinator.

Start by thinking about your areas of interest within the subject you’re studying. Examples of broad ideas include:

• Twentieth-century literature
• Economic history
• Health policy

To get a more specific sense of the current state of research on your potential topic, skim through a few recent issues of the top journals in your field. Be sure to check out their most-cited articles in particular. For inspiration, you can also search Google Scholar , subject-specific databases , and your university library’s resources.

As you read, note down any specific ideas that interest you and make a shortlist of possible topics. If you’ve written other papers, such as a 3rd-year paper or a conference paper, consider how those topics can be broadened into a dissertation.

After doing some initial reading, it’s time to start narrowing down options for your potential topic. This can be a gradual process, and should get more and more specific as you go. For example, from the ideas above, you might narrow it down like this:

• Twentieth-century literature   Twentieth-century Irish literature   Post-war Irish poetry
• Economic history   European economic history   German labor union history
• Health policy   Reproductive health policy   Reproductive rights in South America

All of these topics are still broad enough that you’ll find a huge amount of books and articles about them. Try to find a specific niche where you can make your mark, such as: something not many people have researched yet, a question that’s still being debated, or a very current practical issue.

At this stage, make sure you have a few backup ideas — there’s still time to change your focus. If your topic doesn’t make it through the next few steps, you can try a different one. Later, you will narrow your focus down even more in your problem statement and research questions .

There are many different types of research , so at this stage, it’s a good idea to start thinking about what kind of approach you’ll take to your topic. Will you mainly focus on:

• Collecting original data (e.g., experimental or field research)?
• Analyzing existing data (e.g., national statistics, public records, or archives)?
• Interpreting cultural objects (e.g., novels, films, or paintings)?
• Comparing scholarly approaches (e.g., theories, methods, or interpretations)?

Many dissertations will combine more than one of these. Sometimes the type of research is obvious: if your topic is post-war Irish poetry, you will probably mainly be interpreting poems. But in other cases, there are several possible approaches. If your topic is reproductive rights in South America, you could analyze public policy documents and media coverage, or you could gather original data through interviews and surveys .

You don’t have to finalize your research design and methods yet, but the type of research will influence which aspects of the topic it’s possible to address, so it’s wise to consider this as you narrow down your ideas.

It’s important that your topic is interesting to you, but you’ll also have to make sure it’s academically, socially or practically relevant to your field.

• Academic relevance means that the research can fill a gap in knowledge or contribute to a scholarly debate in your field.
• Social relevance means that the research can advance our understanding of society and inform social change.
• Practical relevance means that the research can be applied to solve concrete problems or improve real-life processes.

The easiest way to make sure your research is relevant is to choose a topic that is clearly connected to current issues or debates, either in society at large or in your academic discipline. The relevance must be clearly stated when you define your research problem .

Before you make a final decision on your topic, consider again the length of your dissertation, the timeframe in which you have to complete it, and the practicalities of conducting the research.

Will you have enough time to read all the most important academic literature on this topic? If there’s too much information to tackle, consider narrowing your focus even more.

Will you be able to find enough sources or gather enough data to fulfil the requirements of the dissertation? If you think you might struggle to find information, consider broadening or shifting your focus.

Do you have to go to a specific location to gather data on the topic? Make sure that you have enough funding and practical access.

Last but not least, will the topic hold your interest for the length of the research process? To stay motivated, it’s important to choose something you’re enthusiastic about!

Most programmes will require you to submit a brief description of your topic, called a research prospectus or proposal .

Remember, if you discover that your topic is not as strong as you thought it was, it’s usually acceptable to change your mind and switch focus early in the dissertation process. Just make sure you have enough time to start on a new topic, and always check with your supervisor or department.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence?

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

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

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

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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Dissertation & Thesis Information

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Preparing For Your Defense

Oral defense policies.

While the content of a dissertation or thesis is the prerogative of the student and their dissertation/thesis committee, the oral defense committee requirements, deadlines and format is established by university policy and managed by the Office of Graduate Education.

• Doctoral Dissertation
• Master's Thesis

Dissertation & Thesis Process

Step-by-step process, dissertation guidelines.

• Proposal programs reserve the right to determine the composition of the dissertation/thesis proposal committee. Check your department's student handbook to determine any unique proposal policies and guidelines. 
• Dissertation Committee Guidelines 
• Thesis Committee Guidelines  

Oral Defense

• Students must satisfactorily complete the oral defense at least three weeks before the end of the term in which the degree is to be awarded. View resources for a Virtual Oral Defense.  

Document Submission

• Following the submission of the dissertation or thesis to ETD/ProQuest, students will work with the Office of Graduate Education for formatting approval. Formatting must be approved by the last day of the term. 
• Dissertation and Thesis publication option and information about restricting access
• Congratulations! You have finished your dissertation/thesis!  

Relevant Forms and Policies

Resources for a Virtual Oral Defense

The defense is expected to be held with the student and committee members being present in person.  However, if circumstances make it impossible for the student and/or committee members to be physically present, a defense with the student and/or faculty participating by conference call, webcast or other medium is allowed if agreed upon by the student, the dissertation director and committee members. 

2023 - 2024 Dissertation/Thesis Deadlines

View the Schedule of Deadlines for the 2023-2024 academic year.

2024 - 2025 Dissertation/Thesis Deadlines

View the Schedule of Deadlines for the 2024-2025 academic year.

Oral Defense Committee Recommendation Form

This form should be submitted to the Office of Graduate Education as soon as your proposal has been approved.

Schedule of Oral Defense

Four weeks prior to your oral defense, you must submit a copy of this form to the Office of Graduate Education and your department to schedule your oral defense.

Thesis and Dissertation Formatting Requirements

Review this comprehensive document for insight into formatting and arrangement requirements.

Thesis and Dissertation Submission Instructions

Follow these instructions to electronically submit your thesis/dissertation to ProQuest.

Formatting Template

The Formatting Template is a resource to help format your dissertation/thesis per the University's formatting requirements. 

2024 - 2025 Schedule of Deadlines

Writing center.

Need help writing your thesis/dissertation? Get the support you need at the Writing Center. Our skilled staff helps writers at all stages of the writing process in individual and group settings. 

Research Centers

Receive support from faculty and other on-staff research experts about best practices and executing a research strategy. 

OGE Student Services

• [email protected]
• 303-871-2706
• 303-871-4942
• www.du.edu/graduate-education
• Mary Reed Building Room 5 2199 S. University Blvd. Denver, Colorado 80208
• M - F 8am - 4:30pm

Commonly Used Forms

To help you navigate your academic program, there are several processes that are in place. Some processes are conducted electronically, while others require manual processing with physical signatures. Forms included in this section are either Portable Document Format (PDF) files, dynamic forms, or HTML files that may be downloaded, filled out, and given to the appropriate university officials for approval. Many of these forms have been implemented by the College of Graduate Studies and have been adopted across UCF’s various colleges. Some forms are specific to CECS. Regardless, this list is not comprehensive, and your department may have additional forms to support your academic progress.  For College of Graduate Studies (CGS) forms, please visit: https://graduate.ucf.edu/forms-and-references/

Registration

• The deadline for Restricted Registrations/Overrides for Summer 2024 Registration is May 10, 2024 by 4pm .
• If you receive an email from [email protected] , this is because there is an issue with your registration.  Please read the email as there is very important information therein that will prevent the Office of Graduate Affairs from registering you for the requested classes.
• UCF CECS Registration Agreement Dynamic Form – THIS IS NOT THE OVERRIDE FORM! This form is a dynamic form for CECS Special Registration Agreement .  This form is needed for graduate students to register for any Variable Credit Hour Course in our college (XXX 6908, XXX 6918, XXX 6946, XXX 6958, XXX 6971, XXX 7919, or XXX 7980) .
• UCF CECS Graduate Override Dynamic Form : The Graduate Override form is only for access to a class where a prerequisite is required, 0V91 section of courses AFTER APPROVAL FROM COVE , or for IDS 6999.
• Administrative Record Change Registration/Override Attachment form : Please use this form when needing an Administrative Record Change completed by the department after the late registration deadline.
• SACM AND FULLBRIGHT ONLY:   If you are a SACM or Fullbright student please use this Override Dynamic Form to register for Section 002 courses ONLY.
• For Student guides on how to fill out the dynamic forms, please see the Guide for Restricted Registration – Student Edition and the Guide for Override Forms – Student Edition .
• For Instructor Guides on how to fill out the dynamic forms, please see the Instructor’s Guide on How to Complete Override Forms and Instructor’s Guide on How to Completed Restricted Registration Forms .

Program of Study

• Each graduate student must have a Program of Study on file by their 12th hour in their program.  These forms can be located on your department’s home pages and are simply the courses you have completed and plan to complete to meet your degree’s requirements.
• CECE – https://www.cece.ucf.edu/graduate/
• CS – https://www.cs.ucf.edu/academics/current-graduate-students/
• ECE – https://www.ece.ucf.edu/graduate-programs/
• IEMS – https://iems.ucf.edu/graduate
• MSE – http://mse.ucf.edu/graduate-program/
• MAE – http://mae.ucf.edu/advising/graduate-forms/
• Modeling & Simulation – https://msgrad.ist.ucf.edu/Forms.aspx

CECS How to Access Unofficial Transcripts

Here is a step by step guide on how to access your unofficial transcripts through your myUCF Portal.

Committee Forms

• The College of Graduate Studies has both the Doctoral and Thesis Committee Forms in dynamic forms.
• For doctoral students (at a minimum), you must have three members from your department and one member from outside of your department.  For both thesis and dissertation students, most of your committee members must be Graduate Faculty members.
• Before submitting either a thesis or dissertation committee for approval, please make sure that your Program of Study is approved and processed by the College of Graduate Studies.  These eForms originate by your program’s Graduate Advising Office.
• To find out committee member status, please visit the Graduate Faculty Page .
• To initiate a thesis or dissertation committee form, please fill out the dynamic Thesis and Dissertation Committee Form .
• To initiate a dissertation committee form where you need six members, please fill out the dynamic Dissertation Committee Form – 6 Members .

Graduate Procedures

• Filing your Intent to Graduate – The Intent to Graduate is filed online during the period designated on UCF Academic Calendar
• Graduate Petition Form  – Graduate students who wish to request an exception to university policy must complete this form to begin the process.
• Traveling Scholar Form – To request that courses taken at another institution apply toward completion of your UCF degree. After reading the form, complete the fields, have your advisor sign it, then submit the endorsed form and syllabus (or syllabi) to [email protected] .
• Thesis/Dissertation Approval Form – This form is used by Thesis and Dissertation students who have successfully defended.  It will be started by the student once they have completed their defense and automatically sent from member to member.  Students MUST complete their final submission before Graduate Studies will approve this form.

Student Services

• Change of Address Form
• Name Change Form 
• Student Grade Appeal Form 
• Thesis & Dissertation Webcourse ( https://webcourses.ucf.edu/enroll/EREP7Y )
• Integrity Training ( https://graduate.ucf.edu/pathways-to-success/#Academic Integrity Workshops)
• Binding Services for students who want their Thesis and Dissertation presentation bound

Forms for Research-Oriented Students

• Defense Link – Submit your request to convene your thesis/dissertation defense.

Performance Assessment

• PhD Annual Review
• GTA Assessment  

More graduate forms can be found at: https://graduate.ucf.edu/forms-and-references/ .

7-Year Plan

Students nearing 21 semesters since their admit term will need to complete a   7-Year Plan .

Probation Plan Agreement

Students who are placed on probation by the College of Graduate Studies are required to meet with their graduate program director to create a Probation Plan .

How to Apply for an IRB

NOTE: You must complete CITI Training before submitting an IRB application.

Follow these steps to complete an IRB application:

• If you are a graduate student, new submissions require principal investigator, faculty advisor, and departmental sign-off prior to submission to IRB. Complete form HRP 251  and upload it with your study submission.
• Visit HURON and login with your UCF NID.

• Once you have submitted the study, you can check your task list (items that require clarification) and track the IRB work-flow by selecting the study in “My Inbox.”

• One official transcript (in a sealed envelope) from each college/university attended.
• A Bachelor of Science degree in civil engineering or another closely related engineering degree.
• Résumé.
• Statement of educational, research, and professional career objectives.
• Three letters of recommendation.
• Applicants applying to this program who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation. Credential evaluations are accepted from World Education Services (WES) or Josef Silny and Associates, Inc. only.

For international students interested in  UCF Global Pathway Program  (immersive English-language learning), please contact  Dr. Ali P. Gordon  for guidance.

• Bachelor’s Degree in Industrial Engineering or a closely related field with GPA of 3.0 or greater
• Mathematics through Calculus II (MAC 2312 or equivalent)
• An undergraduate course in engineering probability and statistics
• Familiarity with at least one programming language (such as Python, C, C++, Visual BASIC, Java, etc.)
• Official transcripts
• Two letters of recommendations
• Goal Statement

Admission is open to those with a bachelor's degree from an accredited institution recognized by UCF. An application to the graduate certificate program and official transcripts must be submitted. Applicants must apply online. All requested materials must be submitted by the established deadline. Admission to the program is competitive on a space-available basis. Final admission is based on evaluation of the applicant's abilities, past performance and the applicant's potential for completing the certificate. • No Letters of Recommendation Required. For international students interested in  UCF Global Pathway Program  (immersive English-language learning), please contact  Dr. Ali P. Gordon  for guidance.

Applications are accepted for the fall and spring terms only. • No Letters of Recommendation Required.

• In addition, applicants to this certificate must provide: Applicants applying to this program who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation. Credential evaluations are accepted from World Education Services (WES) or Josef Silny and Associates, Inc only.
• Applicants applying to this program who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation.
• Applications are accepted for the fall and spring terms only.
• Bachelor's degree in Electrical Engineering or closely related discipline with a minimum GPA 3.0
• No Letters of Recommendation Required.
• The GRE/GMAT is required
• A goal statement. This is your opportunity to outline in 500 words why you wish to join the program, what you think you will contribute to the program, and how you feel the program will enhance you both personally and professionally in the future.
• Updated résumé.
• Applicants applying to this program who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation. Credential evaluations are accepted from World Education Services (WES) or Josef Silny and Associates, Inc. only.
• A computer-based TOEFL score of 220 or 80 on the internet-based TOEFL is required if an applicant is from a country where English is not the official language, or if an applicant’s degree is not from an accredited U.S. institution, or if an applicant did not earn a degree in a country where English is the official language or a university where English is the official language of instruction. Although we prefer the TOEFL, we will accept IELTS scores of 6.5.
• The GRE is not required for admission to this program.
• Resume or Curriculum Vita
• The goal statement should discuss all relevant professional background and any previous research and/or teaching experience. The statement should explain the motivation behind the pursuit of an MSSE. Future educational and career goals after the completion of the applicant’s master study should be discussed.
• If the applicant is interested in completing a Master thesis, then the applicant must clearly describe the particular area of research interest. The applicant should identify at least one UCF faculty member who shares a similar research focus and is believed to be best suited to serve as a potential thesis advisor. 
• The goal statement should between 500 and 1,000 words.
• The letters of recommendation should be from faculty members, university administrators, and employers with a supervisory role of the applicant. The letters, which must be current to the application and must not be for another degree program, should address the educational and career goals of the applicant. The letter writers should also know the applicant well enough to discuss the applicant’s capacity to perform, excel and succeed in a graduate program. Letters for Master’s thesis students must discuss the applicant’s ability to perform graduate-level research.
• Applicants applying to this program who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation. Credential evaluations are accepted from World Education Services (WES) or Josef Silny and Associates, Inc. only.
• 2 Letters of recommendation

An undergraduate degree in Computer Science, Statistics, Information Technology, or Computer Engineering is desirable but not required. Applicants without a strong undergraduate background in Computer Science and Statistics must demonstrate an understanding of the material covered in upper-division undergraduate courses listed under the Articulation Section of the Curriculum Information. Applicants may choose to demonstrate their knowledge of these courses by taking these courses as non-degree seeking and scoring “B” or better in all of them.

• A bachelor’s degree in Biomedical, Mechanical or Aerospace Engineering, or a closely related discipline. 
• Applicants applying to this program who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation. Credential evaluations are accepted from World Education Services (WES) or Josef Silny and Associates, Inc. only.
• Bachelor’s degree in Aerospace Engineering or closely related discipline.
• TOEFL 80, IELTS 6.5
• Letters of Recommendation (Optional)
• Bachelor’s degree in Mechanical Engineering or closely related discipline.
• Bachelor’s or Master’s degree in Biomedical Engineering or Mechanical Engineering or closely related discipline.
• Official, competitive GRE score taken within the last five years.
• A written statement of experience and research, areas of current and future potential research interests, and future career goals.
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• A Bachelor’s degree or its equivalent in statistics, data analytics or a related field from an accredited U.S. institution recognized by UCF or its equivalent from a foreign institution.
• A current curriculum vitae.
• A personal statement identifying the area of research interest and a description of the applicant’s academic and professional experiences.
• The student should have a minimum cumulative GPA of 3.0 for all bachelor’s level work completed.
• Applicants to this program, except those that have earned or will earn a Masters or Doctoral degree from an accredited U.S. institution recognized by UCF, who have attended a college/university outside the United States must provide a course-by-course credential evaluation with GPA calculation. Credential evaluations are accepted from World Education Services (WES) or Josef Silny and Associates, Inc. only.

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First Principles and Machine Learning-Based Analyses of Stability and Reactivity Trends for High-Entropy Alloy Catalysts

Since its inception, the field of heterogeneous catalysis has evolved to address the needs of the ever-growing human population. Necessity, after all, fosters innovation. Today, the world faces numerous challenges related to anthropogenic climate change, and that has necessitated, among other things, a search for new catalysts that can enable renewable energy conversion and storage, sustainable food and chemicals production, and a reduction in carbon emissions. This search has led to the emergence of many promising classes of materials, each having a unique set of catalytic properties. Among such candidate materials, high-entropy alloys (HEAs) have very recently shown the potential to be a new catalyst design paradigm. HEAs are multimetallic, disordered alloys containing more than four elements and, as a result, possess a higher configurational entropy, which gives them considerable stability. They have many conceivable benefits over conventional bimetallic alloy catalysts—greater site heterogeneity, larger design space, and higher stability, among others­. Consequently, there is a need to explore their application in a wide range of thermal and electrocatalytic reaction systems so that their potential can be realized.

In the past few decades, first principles-based approaches involving Density Functional Theory (DFT) calculations have proven to be effective in probing catalytic mechanisms at the atomic scale. Fundamental insights from first principles studies have also led to a detailed understanding of reactivity and stability trends for bimetallic alloy catalysts. However, the express application of first principles approaches to study HEA catalysts remains a challenge, due to the large computational cost incurred in performing DFT calculations for disordered alloys, which can be represented by millions of different configurations. A combination of first principles approaches and computationally efficient machine learning (ML) approaches can, however, potentially overcome this limitation.

In this thesis, combined workflows involving first principles and machine learning-based approaches are developed. To map catalyst structure to properties graph convolutional network (GCN) models are developed and trained on DFT-predicted target properties such as formation energies, surface energies, and adsorption energies. Further, the Monte Carlo dropout method is integrated into GCN models to provide uncertainty quantification, and these models are in turn used in active learning workflows that involve iterative model retraining to both improve model predictions and optimize the target property value. Dimensionality reduction methods, such as principal components analysis (PCA) and Diffusion Maps (DMaps), are used to glean physicochemical insights from the parameterization of the GCN.

These workflows are applied to the analysis of binary, ternary, and quaternary alloy catalysts, and a series of fundamental insights regarding their stability are elucidated. In particular, the origin and stability of “Pt skins” that form on Pt-based bimetallic alloys such as Pt 3 Ni in the context of the oxygen reduction reaction (ORR) are investigated using a rigorous surface thermodynamic framework. The active learning workflow enables the study of Pt skin formation on stepped facets of Pt 3 Ni (with a complex, low-symmetry geometry), and this analysis reveals a hitherto undiscovered relationship between surface coordination and surface segregation. In another study, an active learning workflow is used to identify the most stable bulk composition in the Pd-Pt-Sn ternary alloy system using a combination of exhaustively sampled binary alloy data and prudently sampled ternary alloy data. Lastly, a new GCN model architecture, called SlabGCN, is introduced to predict the sulfur poisoning characteristics of quaternary alloy catalysts, and to find an optimal sulfur tolerant composition.

On another front, the electrocatalytic activity of quinary HEAs towards the ORR is investigated by performing DFT calculations on HEA structures generated using the High-Entropy Alloy Toolbox (HEAT), an in-house code developed for the high-throughput generation and analysis of disordered alloy structures with stability constraints (such as Pt skin formation). DFT-predicted adsorption energies of key ORR intermediates are further deconvoluted into ligand, strain, and surface relaxation effects, and the influence of the number of Pt skins on these effects is expounded. A Sabatier volcano analysis is performed to calculate the ORR activities of selected HEA compositions, and correspondence between theoretical predictions and experimental results is established, to pave the way for rational design of HEA catalysts for oxygen reduction.

In summary, this thesis examines stability and reactivity trends of a multitude of alloy catalysts, from conventional bimetallic alloys to high-entropy alloys, using a combination of first principles approaches (involving Density Functional Theory calculations) and machine learning approaches comprising graph convolutional network models.

Data Science-Driven Discovery of Multimetallic Oxygen-cycle Electrocatalysts for Enhanced Energy Conversion

Office of Basic Energy Sciences

Degree Type

• Doctor of Philosophy
• Chemical Engineering

Campus location

• West Lafayette

Advisor/Supervisor/Committee Chair

Additional committee member 2, additional committee member 3, additional committee member 4, usage metrics.

• Chemical engineering not elsewhere classified
• Catalysis and mechanisms of reactions

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GERMAN GCSE AQA: 1.1H Meine Leute und ich 2026

Subject: German

Age range: 14-16

Resource type: Lesson (complete)

Last updated

24 August 2024

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AQA GCSE GERMAN HIGHER TIER, TWO YEAR SOW (EXAMS IN 2026)

These lessons form part of a comprehensive series aligned with the AQA OUP GCSE German Higher textbook and the two-year OUP scheme of work.

Focusing on the topic “Meine Leute und ich,” covered in detail on pages 20 and 21 of the textbook, the lessons feature key vocabulary and a wide range of engaging activities designed to reinforce both vocabulary and essential grammar skills. Tasks are tailored to AQA assessments, including activities like reading aloud and dictation. Listening exercises are included on the slides, though the audio files and corresponding answers must be accessed via Kerboodle. All other answers are provided.

Each lesson is accompanied by targeted worksheets to support and extend learning.

Free downloads to accompany this are:

AQA GCSE German Overview AQA GCSE German Student Learning Journey AQA GCSE German Exam Overview: Lesson AQA GCSE 2 year SOW - Autumn Term

The lessons in order:

a. Identity and Relationships with others (pg 14/15)

b. Education and Work (pg 16/17)

1.1F Familie und Freunde (pg 18/19)

1.1H Meine Leute und ich (pg20/21) - this resource - 2 lessons

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German Grammar Lessons - learning with comics!

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Disclaimer: This material is intended solely for educational use by individuals who have purchased the accredited GCSE AQA German Higher textbook from Oxford University Press (OUP). All rights to the original content and associated resources are owned by OUP. Unauthorized reproduction or distribution is prohibited.

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Dissertation/Thesis Template

The fastest (and smartest) way to craft a winning dissertation that showcases your study and earns you marks. 

Available in Google Doc, Word & PDF format 4.9 star rating, 5000 + downloads

Step-by-step instructions

Tried & tested academic format

Fill-in-the-blanks simplicity

Pro tips, tricks and resources

What’s Covered In The Template?

This dissertation template is based on the tried and trusted best-practice format for formal academic research projects. The template structure reflects the overall research process, ensuring your document has a smooth, logical flow. Here’s how it’s structured:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Table of contents
• List of figures /list of tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Research findings /results 
• Chapter 5: Discussion /analysis of findings
• Chapter 6: Conclusion
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included practical examples to help you understand exactly what’s required in each section.

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FAQs: Dissertation & Thesis Template

Faqs: dissertation template, what format is the template (doc, pdf, ppt, etc.).

The dissertation template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of dissertations/theses can this template be used for?

The template follows the standard best-practice structure for formal academic research projects such as dissertations or theses, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Will this work for a research paper?

A research paper follows a similar format, but there are a few differences. You can find our research paper template here .

Is this template for an undergrad, Masters or PhD-level thesis?

This template can be used for a dissertation, thesis or research project at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my dissertation/thesis be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. As a general ballpark, Masters-level projects are usually 15,000 – 20,000 words in length, while Doctoral-level projects are often in excess of 60,000 words.

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this dissertation template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my dissertation/thesis?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our dissertation and thesis coaching services .

Additional Resources

If you’re working on a dissertation or thesis, be sure to also check these resources out…

1-On-1 Private Coaching

The Grad Coach Resource Center

The Grad Coach YouTube Channel

The Grad Coach Podcast

• Doctoral Writing Center
• Doctoral Support

What is a Prospectus?

A dissertation prospectus is a document that shows the researcher’s plan for the dissertation project. This document should provide enough information to verify the need for their study, the way it is situated amongst existing literature, and how the research will be facilitated. A committee will use this document to verify the viability of a study and to start the conversation regarding where the research could go or other potential avenues to explore.

Note: The prospectus is only the initial starting point, so the focus of the study may change as you continue to research and develop your ideas.

In the prospectus, you are primarily responsible for identifying:

• What you are researching
• Why it matters
• What the foundation of the research is

The dissertation will follow the format of the prospectus template . It is primarily modeled after the professional version of APA 7th edition, but does require minor deviations.

The prospectus is generally a minimum of 15 pages, is double-spaced, and includes an extensive reference section. Remember that the prospectus is the initial plan. While a fair amount of information and evidence is necessary to show a firm foundation, it should not be exhaustive. Provide the information that is necessary in a concise and clear manner.

The prospectus will consist of the following sections/components:

The title of your dissertation should be relevant, clear, concise, and informative.

Focus: Can your readers determine the focus and topic of your research?

Approach: Does indicating your approach help the reader to determine the overall impact on your results?

Specificity: Were you specific enough about the factors or aspects studied?

Examples: UNDERSTANDING THE EXPERIENCES OF WOMEN STUDENT VETERANS DURING THEIR TRANSITION PROCESS FROM THE MILITARY INTO HIGHER EDUCATION: IDENTITY, BELONGING, AND VOICE IN WRITING COURSES AND WRITING ASSIGNMENTS IN OTHER DISCIPLINES (Broding, 2020)

THREE CASE STUDIES IN QUANTITATIVE APPROACHES TO AGROECOSYSTEM MANAGEMENT (Baird, 2019)

Problem Background

What is the central problem that your research will address? The existence and extent of this problem should be verified with research.

Context: Explain the depth of the problem with enough information for readers to understand the reason it is an issue

Issue: State the problem clearly and precisely

Importance: Indicate who it influences or what would happen if this problem were not solved.

Objective: Situate your research here. What will you achieve with your research? What is your aim? ( tense: future simple – This study will…. )

Problem Statements

From the context of your problem background, identify specific problems that your research aims to address. These should be stated in a single sentence format (at most two) and be supported with a citation.

Note: The problem statements should link to the research questions

Purpose of the Study

The purpose of the study will explain, in simple terms, what the point of the study is. You can think of this as identifying the research type, direction, purpose (reason for it), and what the overall goal is.

Begin the sentence with: “The purpose of this (qualitative/quantitative/mixed methods) study is to (insert action verb).

Action verbs for qualitative studies: explore, understand, describe, etc.

Action verbs for quantitative studies: examine, analyze, predict, etc.

Theoretical/Conceptual Framework

The framework will indicate the structure and basis of your proposed research. For more information on frameworks, see the framework page.

Research Questions

Indicate a research question(s) that derive from the problem statements previously mentioned.

Specific: Does each question focus on one issue/problem?

Clear: Does your reader understand what you are researching?

Legitimate: Is it a question (open-ended) and not a statement?

Answerable: Can you answer the question that you have asked with the resources and time you have available?

Nature of the Study

Explain your proposed method, research design, required data, data collection method, and data analysis methodology.

Note: This is a plan for a future study, so future simple is used.

Method: Qualitative, quantitative, mixed

Research design: Evaluation, action research, correlational, quasi-experimental, grounded theory, phenomenological, etc.

Data: What data is needed? (Primary/secondary?)

Data collection method: Survey, questionnaire, interview, observation, focus group, etc.

Data analysis methodology: exploratory analysis, descriptive analysis, regression analysis, etc.

Consider aspects like: location of study, time frame, participants, sampling, etc.

Significance of the Study

Indicate the potential impact of your study.

Contribution: How will your findings contribute to your field?

Gap: What will your research add to the gap you identified?

Benefit: Who will benefit most from this research?

The references typically span 3-5 pages. All references should be formatted using APA 7th edition. See the APA page for further information on properly formatting your references.

Samples of Prospectuses

When Do I Complete the Prospectus?

The prospectus will be completed in the second year of your doctoral program during the RES721 course.

Can I Start Working on it Before RES721?

For suggestions on what you can be working on now to prepare for your dissertation, please see here .

What if I need help?

For help on the prospectus, you can see the list of services the Doctoral Writing Center provides here .