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What is an Ed.D. Dissertation? Complete Guide & Support Resources

Wondering how to tackle the biggest doctoral challenge of all? Use our guide to the Ed.D. dissertation to get started! Learn about the purpose of a Doctor of Education dissertation and typical topics for education students. Read through step-by-step descriptions of the dissertation process and the 5-chapter format. Get answers to Ed.D. dissertation FAQs . Or skip to the chase and find real-world examples of Doctor of Education dissertations and websites & resources for Ed.D. dissertation research.

What is an Ed.D. Dissertation?

Definition of an ed.d. dissertation.

An Ed.D. dissertation is a 5-chapter scholarly document that brings together years of original research to address a problem of practice in education. To complete a dissertation, you will need to go through a number of scholarly steps , including a final defense to justify your findings.

Purpose of an Ed.D. Dissertation

In a Doctor of Education dissertation, you will be challenged to apply high-level research & creative problem-solving to real-world educational challenges. You may be asked to:

• Take a critical look at current educational & administrative practices
• Address urgent issues in the modern education system
• Propose original & practical solutions for improvements
• Expand the knowledge base for educational practitioners

Topics of Ed.D. Dissertations

An Ed.D. dissertation is “customizable.” You’re allowed to chose a topic that relates to your choice of specialty (e.g. elementary education), field of interest (e.g. curriculum development), and environment (e.g. urban schools).

Think about current problems of practice that need to be addressed in your field. You’ll notice that Ed.D. dissertation topics often address one of the following:

• Academic performance
• Teaching methods
• Access to resources
• Social challenges
• Legislative impacts
• System effectiveness

Wondering how others have done it? Browse through Examples of Ed.D. Dissertations and read the titles & abstracts. You’ll see how current educators are addressing their own problems of practice.

Ed.D. Dissertation Process

1. propose a dissertation topic.

Near the beginning of a Doctor of Education program, you’ll be expected to identify a dissertation topic that will require substantial research. This topic should revolve around a unique issue in education.

Universities will often ask you to provide an idea for your topic when you’re applying to the doctoral program. You don’t necessarily need to stick to this idea, but you should be prepared to explain why it interests you. If you need inspiration, see our section on Examples of Ed.D. Dissertations .

You’ll be expected to solidify your dissertation topic in the first few semesters. Talking to faculty and fellow Ed.D. students can help in this process. Better yet, your educational peers will often be able to provide unique perspectives on the topic (e.g. cultural differences in teaching methods).

2. Meet Your Dissertation Chair & Committee

You won’t be going through the Ed.D. dissertation process alone! Universities will help you to select a number of experienced mentors. These include:

• Dissertation Chair/Faculty Advisor: The Chair of the Dissertation Committee acts as your primary advisor. You’ll often see them referred to as the Supervising Professor, Faculty Advisor, or the like. You’ll rely on this “Obi Wan” for their knowledge of the field, research advice & guidance, editorial input on drafts, and more. They can also assist with shaping & refining your dissertation topic.
• Dissertation Committee:  The Dissertation Committee is made up of ~3 faculty members, instructors and/or adjuncts with advanced expertise in your field of study. The Committee will offer advice, provide feedback on your research progress, and review your work & progress reports. When you defend your proposal and give your final defense , you’ll be addressing the Dissertation Committee.

3. Study for Ed.D. Courses

Doctor of Education coursework is designed to help you: a) learn how to conduct original research; and b) give you a broader perspective on your field of interest. If you take a look at the curriculum in any Ed.D. program, you’ll see that students have to complete credits in:

• Practical Research Methods (e.g. Quantitative Design & Analysis for Educational Leaders)
• Real-World Educational Issues (e.g. Educational Policy, Law & Practice)

When you’re evaluating possible Ed.D. programs, pay attention to the coursework in real-world educational issues. You’ll want to pick an education doctorate with courses that complement your dissertation topic.

4. Complete a Literature Review

A literature review is an evaluation of existing materials & research work that relate to your dissertation topic. It’s a written synthesis that:

• Grounds your project within the field
• Explains how your work relates to previous research & theoretical frameworks
• Helps to identify gaps in the existing research

Have a look at Literature Review Guides if you’d like to know more about the process. Our section on Resources for Ed.D. Dissertation Research also has useful links to journals & databases.

5. Craft a Dissertation Proposal

During the first two years of your Doctor of Education, you’ll use the knowledge you’ve learned from your coursework & discussions to write the opening chapters of your dissertation, including an:

• Introduction  that defines your chosen topic
• Literature Review of existing research in the field
• Proposed Research Methodology for finding the answer to your problem

When you’re putting together these elements, think about the practicals. Is the topic too big to address in one dissertation? How much time will your research take and how will you conduct it? Will your dissertation be relevant to your current job? If in doubt, ask your faculty advisor.

6. Defend Your Dissertation Proposal

About midway through the Ed.D. program, you will need to present your proposal to your Dissertation Committee. They will review your work and offer feedback. For example, the Committee will want to see that:

• Your research topic is significant.
• Your research methodology & timeline make sense.
• Relevant works are included in the literature review.

After the Committee approves your proposal, you can get stuck into conducting original research and writing up your findings. These two important tasks will take up the final years of your doctorate.

7. Conduct Original Research into Your Topic

As a Doctor of Education student, you will be expected to conduct your own research. Ed.D. students often use a qualitative, quantitative, or mixed methods (quantitative/qualitative) approach in this process.

• Quantitative Research: Collection & analysis of numerical data to identify characteristics, discover correlations, and/or test hypotheses.
• Qualitative Research: Collection & analysis of non-numerical data to understand & explain phenomena (e.g. questionnaires, in-depth interviews, focus groups, video artifacts, etc.).

Your Ed.D. coursework will ground you in research methods & tools, so you’ll be prepared to design your own project and seek IRB approval for any work involving human subjects.

Note: Occasionally, universities can get creative. For example, the Ed.D. program at San Jose State University asks students to produce a documentary film instead of conducting traditional research.

8. Write the Rest of Your Dissertation

Once you have written up the first few chapters of your dissertation (Intro, Literature Review & Proposed Methodology) and completed your research work, you’ll be able to complete the final chapters of your dissertation.

• Chapter 4 will detail your research findings.
• Chapter 5 is a conclusion that summarizes solutions to your problem of practice/topic.

This is where you and your faculty advisor will often have a lot of interaction! For example, you may need to rework the first few chapters of your dissertation after you’ve drafted the final chapters. Faculty advisors are extremely busy people, so be sure to budget in ample time for revisions and final edits.

9. Defend Your Dissertation

The final defense/candidacy exam is a formal presentation of your work to the Dissertation Committee. In many cases, the defense is an oral presentation with visual aides. You’ll be able to explain your research findings, go through your conclusions, and highlight new ideas & solutions.

At any time, the Committee can challenge you with questions, so you should be prepared to defend your conclusions. But this process is not as frightening as it sounds!

• If you’ve been in close contact with the Committee throughout the dissertation, they will be aware of your work.
• Your faculty advisor will help you decide when you’re ready for the final defense.
• You can also attend the defenses of other Ed.D. students to learn what questions may be asked.

Be aware that the Committee has the option to ask for changes before they approve your dissertation. After you have incorporated any notes from the Committee and addressed their concerns, you will finalize the draft, submit your dissertation for a formal review, and graduate.

Ed.D. Dissertation Format: 5 Chapters

Chapter 1: introduction.

Your Doctor of Education dissertation will begin with an introduction. In it, you’ll be expected to:

• Provide an overview of your educational landscape
• Explain important definitions & key concepts
• Define a real-world topic/problem of practice
• Outline the need for new studies on this topic

Chapter 2: Literature Review

The literature review is a summary of existing research in the field. However, it is not an annotated bibliography. Instead, it’s a critical analysis of current research (e.g. trends, themes, debates & current practices). While you’re evaluating the literature, you’re also looking for the gaps where you can conduct original research.

Sources for a literature review can include books, articles, reports, websites, dissertations, and more. Our section on Resources for Ed.D. Dissertation Research has plenty of places to start.

Chapter 3: Research Methodology

In the research methodology, you’ll be expected to explain:

• The purpose of your research
• What tools & methods you plan to use to research your topic/problem of practice
• The design of the study
• Your timeline for gathering quantitative & qualitative data
• How you plan to analyze that data
• Any limitations you foresee

Chapter 4: Results & Analysis

Chapter 4 is the place where you can share the results of your original research and present key findings from the data. In your analysis, you may also be highlighting new patterns, relationships, and themes that other scholars have failed to discover. Have a look at real-life Examples of Ed.D. Dissertations to see how this section is structured.

Chapter 5: Discussions & Conclusions

The final chapter of your Ed.D. dissertation brings all of your work together in a detailed summary. You’ll be expected to:

• Reiterate the objectives of your dissertation
• Explain the significance of your research findings
• Outline the implications of your ideas on existing practices
• Propose solutions for a problem of practice
• Make suggestions & recommendations for future improvements

Ed.D. Dissertation FAQs

What’s the difference between a dissertation and a thesis.

• Dissertation: A dissertation is a 5-chapter written work that must be completed in order to earn a doctoral degree (e.g. Ph.D., Ed.D., etc.). It’s often focused on original research.
• Thesis: A thesis is a written work that must be completed in order to earn a master’s degree. It’s typically shorter than a dissertation and based on existing research.

How Long is a Ed.D. Dissertation?

It depends. Most Ed.D. dissertations end up being between 80-200 pages. The length will depend on a number of factors, including the depth of your literature review, the way you collect & present your research data, and any appendices you might need to include.

How Long Does it Take to Finish an Ed.D. Dissertation?

It depends. If you’re in an accelerated program , you may be able to finish your dissertation in 2-3 years. If you’re in a part-time program and need to conduct a lot of complex research work, your timeline will be much longer.

What’s a Strong Ed.D. Dissertation Topic?

Experts always say that Doctor of Education students should be passionate about their dissertation topic and eager to explore uncharted territory. When you’re crafting your Ed.D. dissertation topic , find one that will be:

• Significant

See the section on Examples of Ed.D. Dissertations for inspiration.

Do I Have to Complete a Traditional Dissertation for an Ed.D.?

No. If you’re struggling with the idea of a traditional dissertation, check out this guide to Online Ed.D. Programs with No Dissertation . Some Schools of Education give Ed.D. students the opportunity to complete a Capstone Project or Dissertation in Practice (DiP) instead of a 5-chapter written work.

These alternatives aren’t easy! You’ll still be challenged at the same level as you would be for a dissertation. However, Capstone Projects & DiPs often involve more group work and an emphasis on applied theory & research.

What’s the Difference Between a Ph.D. Dissertation and Ed.D. Dissertation?

Have a look at our Ed.D. vs. Ph.D. Guide to get a sense of the differences between the two degrees. In a nutshell:

• Ed.D. dissertations tend to focus on addressing current & real-world topics/problems of practice in the workplace.
• Ph.D. dissertations usually put more emphasis on creating new theories & concepts and even completely rethinking educational practices.

How Can I Learn More About Ed.D. Dissertations?

Start with the section on Examples of Ed.D. Dissertations . You can browse through titles, abstracts, and even complete dissertations from a large number of universities.

If you have a few Doctor of Education programs on your shortlist, we also recommend that you skim through the program’s Dissertation Handbook . It can usually be found on the School of Education’s website. You’ll be able to see how the School likes to structure the dissertation process from start to finish.

Ed.D. Dissertation Support

University & campus resources, dissertation chair & committee.

The first port of call for any questions about the Ed.D. dissertation is your Dissertation Chair. If you get stuck with a terrible faculty advisor, talk to members of the Dissertation Committee. They are there to support your journey.

University Library

An Ed.D. dissertation is a massive research project. So before you choose a Doctor of Education program, ask the School of Education about its libraries & library resources (e.g. free online access to subscription-based journals).

Writing Center

Many universities have a Writing Center. If you’re struggling with any elements of your dissertation (e.g. editing), you can ask the staff about:

• Individual tutoring
• Editorial assistance
• Outside resources

Mental Health Support

It’s well-known that doctoral students often face a lot of stress & isolation during their studies. Ask your faculty advisor about mental health services at the university. Staff in the School of Education and the Graduate School will also have information about on-campus counselors, free or discounted therapy sessions, and more.

Independent Dissertation Services

Dissertation editing services: potentially helpful.

There are scores of independent providers who offer dissertation editing services. But they can be expensive. And many of these editors have zero expertise in educational fields.

If you need help with editing & proofreading, proceed with caution:

• Start by asking your Dissertation Chair about what’s permitted for third party involvement (e.g. you may need to note any editor’s contribution in your dissertation acknowledgments) and whether they have any suggestions.
• The Graduate School is another useful resource. For example, Cornell’s Graduate School maintains a list of Editing, Typing, and Proofreading Services for graduate students.

Dissertation Coaches: Not Worth It

Dissertation coaches are defined as people who offer academic & mental support, guidance, and editorial input.

• That means the person who should be your coach is your Dissertation Chair/Faculty Advisor. Remember that faculty members on the Dissertation Committee can also provide assistance.
• If you’re looking for extra support, you might consider consulting a mentor in your line of work and collaborating with fellow Ed.D. students.

But hiring an independent Ed.D. dissertation coach is going to be an absolute waste of money.

Dissertation Writing Services: Just Don’t!

Universities take the dissertation process  very seriously . An Ed.D. dissertation is supposed to be the culmination of years of original thought and research. You’re going to be responsible for the final product. You’re going to be defending your written work in front of a phalanx of experienced faculty members. You’re going to be putting this credential on your résumé for everyone to see.

If you cheat the process by having someone else write up your work, you will get caught.

Ed.D. Dissertation Resources

Examples of ed.d. dissertations, dissertation databases.

• Open Access Theses and Dissertations
• ProQuest Dissertations & Theses
• EBSCO Open Dissertations

Ed.D. Dissertations

• USF Scholarship Repository: Ed.D. Dissertations
• George Fox University: Doctor of Education
• UW Tacoma: Ed.D. Dissertations in Practice
• Liberty University: School of Education Doctoral Dissertations
• University of Mary Hardin-Baylor: Dissertation Collection

Ed.D. Dissertation Abstracts

• Michigan State University: Ed.D. Dissertation Abstracts

Ed.D. Dissertation Guides & Tools

General ed.d. guides.

• SNHU: Educational Leadership Ed.D./Ph.D. Guide

Dissertation Style Manuals

• Chicago Manual of Style

Style manuals are designed to ensure that every Ed.D. student follows the same set of writing guidelines for their dissertation (e.g. grammatical rules, footnote & quotation formats, abbreviation conventions, etc.). Check with the School of Education to learn which style manual they use.

Examples of Ed.D. Dissertation Templates

• Purdue University: Dissertation Template
• Walden University: Ed.D. Dissertation Template

Each School of Education has a standard dissertation template. We’ve highlighted a couple of examples so you can see how they’re formatted, but you will need to acquire the template from your own university.

Literature Review Guides

• UNC Chapel Hill: Writing Guide for Literature Reviews
• University of Alabama: How to Conduct a Literature Review

Resources for Ed.D. Dissertation Research

Journal articles.

• EBSCO Education Research Databases
• Education Resources Information Center (ERIC)
• Emerald Education eJournal Collection
• Gale OneFile: Educator’s Reference Complete
• Google Scholar
• NCES Bibliography Search Tool
• ProQuest Education Database
• SAGE Journals: Education

Useful Websites

• Harvard Gutman Library: Websites for Educators
• EduRef: Lesson Plans

Educational Data & Statistics

• Digest of Education Statistics
• Education Policy Data Center (EPDC)
• ICPSR Data Archive
• National Assessment of Educational Progress
• National Center for Education Statistics (NCES)
• UNESCO Institute for Statistics

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• Franklin University Doctoral Resources Doctoral Studies Resource documents, including the dissertation handbook and guide to submitting your dissertation are available on the Office of Academic Scholarship page.
• Franklin University Student Dissertations View former Franklin student's dissertations in the OhioLINK ETD Center.

• Electronic Theses and Dissertation Center (OhioLINK) This link opens in a new window Online theses and dissertations from Ohio graduate students.
• Open Access Theses and Dissertations This link opens in a new window Information about and links to freely-available full-text to almost almost 3.5 million graduate theses and dissertations from over 1,100 colleges, universities, and research institutions.
• Open Dissertations This link opens in a new window Open access database providing both historic and contemporary dissertations and theses. Includes content of the American Doctoral Dissertations database, which provides more than 153,000 theses and dissertations from 1902 to the present, as well as additional dissertation information provided by colleges and universities from around the world. Includes links to full-text from free platforms where available.
• ProQuest Dissertations & Theses Global This link opens in a new window Doctoral dissertations and theses from around the world, spanning from 1743 to the present day and offering full text for graduate works added since 1997, along with selected full text for works written prior to 1997. It contains a significant amount of new international dissertations and theses both in citations and in full text.
• WorldCat Dissertations and Theses This link opens in a new window Catalog of dissertations, theses and published material based on theses, worldwide.
• CPED Dissertation in Practice Find sample dissertations in practice from institutions that are members of the Carnegie Project on the Education Doctorate (CPED)

Doctoral students are required to prepare a research proposal for their dissertation study. All doctoral projects that involve human subjects must be reviewed and approved by Franklin University's Institutional Review Board (IRB) to ensure the rights and welfare of human participants are protected. The research proposal will be included in the IRB application.

Anyone who conducts human subjects research at Franklin University must complete training before any research activities commence and before submitting a research proposal to the IRB for review. The Collaborative Institutional Training Initiative (CITI) provides an online training course to satisfy this requirement and must be completed by all faculty, staff, and students involved in human subjects research. CITI educational courses help researchers to understand their obligations to protect the rights and welfare of human subjects in research. 

Please take the following steps to complete your CITI training: 

• Log on to the CITI homepage: www.citiprogram.org and click on the Register link. You will register with Franklin University in this seven-step process. Please use your Franklin University email address, which will link your CITI record to Cayuse IRB.
• Franklin learners must complete the Social and Behavioral Research (SBE) course. Additional elective courses are available but not required to conduct human subjects research at the University. The SBE course will take a few hours to complete, but you are not required to complete all modules in one sitting. 

Completing the CITI course will keep your training current for three years, after which time you will be required to complete a refresher course that updates your training for another three years. You will receive an email reminder from CITI when it is time to refresh your training. If your training expires during any human subjects research project, you must cease all research activities until your training has been updated.

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Question: What is a Doctor of Education (Ed.D.) Dissertation in Practice (DiP) and what does it entail? What research approaches does an EdD Dissertation in Practice use?

Answer: An EdD Dissertation in Practice features impact-focused research, with the goal of using scholarly inquiry to improve problems of practice in real academic and/or professional settings. Unlike traditional dissertations which may focus more on investigating and analyzing a problem or phenomena within education with the intent of broadening or deepening scholarly literature on said phenomena, the goal of a DiP is to directly change practice. As a result, many DiPs use applied research approaches, such as action research, improvement science, and evaluation. On the other hand, traditional dissertations may use methods such as appreciative inquiry, case study, ethnography, or grounded theory.

As a practitioner’s doctorate, the Doctor of Education (Ed.D.) prepares educators to enact concrete changes in their place of work to improve education outcomes, using scholarly inquiry and rigorous research methodologies to identify, examine, and address barriers to success within their spheres of influence. The Carnegie Project on the Education Doctorate (CPED), an organization that is dedicated to distinguishing the Ed.D. as a practice doctorate (as opposed to a Ph.D. in Education), invented the Dissertation in Practice (DiP), which is a scholarly research project that aims to identify and solve a concrete problem that the Ed.D. student has encountered in their place of work.

In a conversation with CPED’s Executive Director, Dr. Jill A. Perry, she explained how CPED defines the DiP specifically as “A scholarly endeavor that impacts a complex Problem of Practice (PoP).” A Problem of Practice, according to Dr. Perry, is defined as “a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes.” A central feature of the DiP is how the Problem of Practice drives the structure and research methodology that students use for their dissertation.

While many DiPs still take the form of a standard five-chapter dissertation, others may not follow this format. Depending on the Ed.D. program, students may be able to format their dissertation in a way that aligns better with the problem they are trying to solve. For example, a practitioner may want to incorporate a training module, alternative lesson plan, or other concrete deliverable into their DiP, along with collected data on and discussion of the impact of this deliverable and where the practitioner wishes to take their efforts in the future. Some Ed.D. programs allow or even encourage students to complete a group dissertation to collaboratively tackle a larger problem of practice; in such cases, students may submit a joint DiP or write their own DiP on their findings from the collaborative project. CPED emphasizes that the DiP is a continually evolving form of practitioner research and action, and as such it should have the flexibility to adapt to the changing needs and concerns of students and educators.

For the DiP, there are three primary scholarly approaches that focus on direct change and improvement of Problems of Practice: action research, improvement science, and evaluation. Below is an in-depth exploration of each of these approaches and their utility for educators and scholar-practitioners.

Applied Research Approaches

In their work to differentiate the Ed.D. from the Ph.D. in Education, CPED established a CPED Improvement Group (CIG) devoted to discussing and defining new research methods and paradigms specifically for Dissertations in Practice. According to CPED, a Dissertation in Practice should advance knowledge in the practitioner’s field of work, while also, as mentioned previously, directly addressing a complex Problem of Practice. In contrast, a traditional dissertation such as the ones written in Ph.D. programs seek to expand the scholarly literature on a particular topic through methodologies that are more observational in nature and less oriented around enacting change in one’s place of work.

Action research, improvement science, and evaluation are three applied research approaches that the CPED favors for EdD students completing a DiP, as they are geared towards enacting change directly in one’s place of employment. While these three approaches have similarities, the CPED considers each approach as distinct with its own types of research methodologies. It is important to note that not all EdD programs (even those that are members of the CPED consortium) or EdD students use one of these approaches for their dissertation. There are a number of traditional research approaches such as appreciative inquiry, case study, ethnography, grounded theory, etc. that students might use. However, this FAQ focuses on the applied approaches advocated for by the CPED, which connect research insights to directly facilitating educational improvements.

Action Research

Action research involves directly investigating and attempting to solve problems in one’s professional practice. It is a highly student-focused research approach wherein scholar-practitioners identify an area of concern or interest, evaluate its effects on their target population – whether that is a classroom of students, a team of fellow educators, or a department within an organization – and then develop and test potential solutions or optimizations that can help their target population. Action research is inherently iterative in that practitioners design and implement initiatives and then evaluate the efficacy of those initiatives as part of their research process. In doing so, action research combines action with scholarly inquiry, enabling educators to conduct rigorous studies that directly impact their work environment, while also providing strong evidence-based best practices for educators and leaders in other contexts.

Examples of actions research might include developing an interactive reading proficiency program that incorporates education technology into the classroom, and gathering qualitative and quantitative data on the impact of this program on student learning outcomes. Another example could be the design and subsequent assessment of a professional development program for teachers that provides certification opportunities or training on important topics such as supporting students with special needs or addressing systemic discrimination in the school system.

Improvement Science

Improvement science is similar to action research in that it is focused on identifying and addressing real problems in one’s work environment. However, improvement science is more iterative in nature, involving rapid cycles of solutions development, implementation, and evaluation. It is a systems-oriented approach wherein practitioners implement small changes and evaluate the efficacy and overall impact of these changes in a continuous way. Enacting this cycle repeatedly allows educators to better understand the systems of learning that their students encounter, the challenges students face, and the optimal processes to achieve reform.

In fact, according to the U.S. Department of Education, one of the key components of improvement science is the “Plan-Do-Study-Act (PDSA) inquiry cycle.” The PDSA cycle empowers educators to design and enact changes in their educational setting, record their observations of the results, and continually revise their implemented changes in order to work towards their goals for the population they wish to help. Improvement science is characterized by small-scale experiments or tests so that educators can move quickly. Rather than implementing a large project once and evaluating the results, improvement science breaks up the process into smaller cycles of change, observation, analysis, and further change.

An example of improvement science includes coordinating a writing skills development program for students wherein teachers continually assess students’ progress and use this data to further tailor lessons and activities to students’ needs. Another example could be testing a teacher support program where teachers get access to mentors and advisors and continually complete qualitative surveys on how this mentorship helps and how their needs evolve over time.

Evaluation research is a form of systematic inquiry that seeks to determine the feasibility, efficacy, and overall impact of a particular program, practice, and/or policy. It can be conducted prior, during, and after the implementation of an initiative, and plays an important role in helping practitioners determine whether a program should be enacted, continued, modified, or discontinued. Evaluation research incorporates both qualitative and quantitative methodologies, such as surveys, interviews, assessment scores, statistical modeling, and direct observation, and is used in the social, medical, and behavioral sciences, as well as in the education space. For example, in the medical field evaluation is used to assess the effectiveness of particular smoking cessation programs, STD prevention initiatives, and similar efforts.

In education, evaluation research is used to determine whether certain academic programs are returning on their required investments in terms of time and budget. Simply put, evaluation helps education leaders and stakeholders decide: 1) if a program is worth implementing, 2) the populations this program affects, and in what ways, and 3) what is working and not working for a program that has been implemented. Examples of evaluation research include student surveys asking about the aspects of learning that challenge them the most, teacher interviews to identify pain points with a particular education program or initiative, and analysis of standardized test scores to determine the efficacy of a math or reading proficiency program. Gathering and analyzing this relevant data empowers practitioners to then design or modify their educational programming to better serve their students and/or colleagues.

For more information on dissertations in practice and the kinds of research approaches and methodologies they use, please refer to our Ed.D. Dissertation Interview Series as well as our CPED Ed.D. Innovation Interview Series .

To learn more about the CPED, we conducted an interview with Dr. Jill Perry in which she discusses the history of CPED and how it has reshaped the EdD degree and brought schools of education nationwide together to discuss the continued advancement of the education doctorate towards a more socially impactful and professionally effective degree. Furthermore, our exclusive interview with Dr. Kimberlee Everson , Chair of CPED’s Dissertation in Practice Award Committee, offers a wealth of information about the evolution of the Dissertation in Practice and how Problems of Practice should drive students’ research methodologies and approaches.

• Evolution of the Dissertation in Practice, Impacting Education , Journal on Transforming Professional Practice
• EdD Research Guide: Improvement Science , University of Pittsburgh
• Evaluation Research: An Overview , ScienceDirect
• Introduction to Improvement Science , Regional Educational Laboratory Program
• What is Action Research , Scribbr

General Doctorate of Education FAQs

• What is an EdD degree? Is an EdD a terminal degree?
• What is an EdD in organizational leadership?
• What is the Carnegie Project on the Education Doctorate (CPED)?
• What is the difference between an EdD and a PhD in Education?
• What is the difference between an EdD and an EdS degree?
• What is the Difference between an EdD in Nursing Education and a DNP in Nursing Education?
• What is the difference between campus, online, and hybrid EdD programs?

Examining EdD Dissertations in Practice: The Carnegie Project on the Education Doctorate

IHR Note:  We are proud to present this second article in the fifth annual volume of the  International HETL Review  (IHR) with the academic article contributed to the February issue of IHR by  Drs. Valerie Storey, Mickey Caskey, Kristina Hesbol, James Marshall, Bryan Maughan and Amy Dolan . In this action research study, the authors, members of the Carnegie Project on the Education Doctorate (CPED) Dissertation in Practice Awards Committee have examined the format and design of dissertations submitted as a part of the reform of the educational doctorate. Twenty-five dissertations submitted as part of this project were examined through surveys, interviews and analysis to determine if the dissertations had changed as a result of the project and re-design with the participating programs. Their results raise questions about distinctiveness of Educational and professional doctorates, as compared to PhDs and the criteria to “demonstrate new knowledge” in the dissertation process.

Valerie A. Storey University of Central Florida, U.S.A.

Micki M. Caskey Portland State University, U.S.A.

Kristina A. Hesbol University of Denver, U.S.A.

James E. Marshall California State University, Fresno, U.S.A.

Bryan Maughan University of Idaho, U.S.A.

Amy Wells Dolan University of Mississippi, U.S.A.

In 2007, 25 colleges and schools of education (Phase I) came together under the aegis of the Carnegie Project on the Education Doctorate (CPED) to transform doctoral education for education practitioners. A challenging aspect of the reform of the educational doctorate is the role and design of the dissertation or Dissertation in Practice. In response to consortium concerns, members of the CPED Dissertation in Practice Awards Committee conducted this action research study to examine the format and design of Dissertations in Practice submitted by (re) designed programs. Data were gathered with an online survey, interviews, analyses of 25 Dissertations in Practice submitted in 2013 to the Committee. Results indicated few changes occurred in the final product, despite evidence of change in the Dissertation in Practice process. Findings contribute to debates about the distinctive nature of EdDs (and of professional doctorates generally) as distinct from PhDs, and how about the key criteria for demonstrating “new knowledge to solve significant problems of practice” are demonstrated through the dissertation submission.

Keywords : Dissertation in Practice, Professional Doctorate, Doctoral Thesis, Education Doctorate

Introduction

During the past decade, epistemological and philosophical debates have surrounded the EdD (Caboni & Proper, 2009; Guthrie, 2009; Shulman 2005, 2007; Zambo, 2011). These debates focus on the source, depth, and type of knowledge doctoral students need to become reflective practitioners and effective school leaders (Andrews & Grogan 2005; Evans 2007; Shulman 2005, 2007; Shulman, Golde, Bueschel, & Garabedian, 2006), and the different roles of the EdD (Doctor of Education) and PhD (Doctor of Philosophy) programs failing in delivering these outcomes (Caboni & Proper, 2009; Guthrie, 2009). Some postulated that the programs were indistinguishable in some higher education institutions (Guthrie, 2009; Shulman 2005, 2007; Shulman et al., 2006). Levine (2005) observed that the EdD lacked its own identity, failing to prepare school leaders who understand real school problems with the ability to take action and make effective, lasting change. Additionally EdD graduates often fail to impact students and teachers in their schools (Murphy & Vriesenga, 2005), declining to turn theory into practice, change practice, or challenge the status quo (Evans, 2007).

In 2007, institutional members of the Carnegie Project on the Education Doctorate (CPED) came together to re-imagine and redesign the EdD (Perry & Imig, 2008), clearly differentiating the Professional Practice Doctorate (EdD) from the PhD. A major outcome was the culminating EdD experience, validating the scholarly practitioner’s ability to solve Problems of Practice, and demonstrating the doctoral candidate’s ability “to think, to perform, and to act with integrity” (Shulman, 2005, p. 52).

In this article, we first set the study context, illustrating the epistemological and philosophical debates relating to the EdD, focusing on Dissertations in Practice (DiPs). Next, we discuss the developing design of DiPs, reflecting new models of educational research that emerge from Problems of Practice (PoPs). Finally, we report an action research study in which we investigated exemplar DiPs, nominated by 54 Phase I and II institutions, for the annual Dissertation in Practice Award. The purpose of the study was to generate valuable insights about the nature of professional practice doctorate dissertations.

The Association of American Colleges and Universities define the EdD as a terminal degree, presented as an opportunity to prepare for academic, administrative, or specialized positions in education. The degree favorably places graduates for leadership responsibilities or executive-level professional positions across the education industry (National Science Foundation, 2011). At most academic institutions where education doctorates are offered, the college or university chooses to offer an EdD, a PhD, or both (Osguthorpe & Wong, 1993). However, Shulman et al. (2006) contended that EdD and PhD programs are not aligned with their distinct theoretical purposes, and that poorly structured programs, marked by confusion of purpose, caused the EdD to be viewed as “PhD Light,” rather than a separate degree for a separate profession (p. 26).

Expanding Role of Influence

CPED encourages Schools of Education to reclaim the education doctorate (Shulman et al., 2006; Perry & Imig, 2008; Walker, Golde, Jones, Bueschel, & Hutchings, 2008) by developing EdD programs with scholarly practitioner graduates. The program design includes a set of courses, socialization experiences, and emphases that are distinct from those conventionally offered in PhD programs (Caboni & Proper, 2009; Guthrie, 2009). Bi-annual, three-day CPED convenings include graduate students, college deans, clinical faculty, teachers, college professors, and school administrators from member institutions. The first convening in Palo Alto, CA (June 2007), attended by 25 invited institutions, set the tone for future convenings by orchestrating an exchange of information with colleagues, grounded in a spirit of scholarly generosity, ethical responsibility, and integrity.

CPED Institutions, Phase 1, 2007-2010

A second group of institutions responded to a call for CPED membership in 2010. The call, open members of the Council for Academic Deans of Research Education Institutions (CADREI), included institutional commitments outlined in a Memorandum of Understanding. Identified as Phase II institutions, 26 new universities joined the consortium, beginning their work of EdD re-design at the fall convening held at Burlington, Vermont in 2011.

CPED Institutions, Phase II, 2011-2013

An ongoing discussion has centered on the nature of the final capstone of CPED influenced programs which Hamilton et al., (2010) suggest helps invigorate the use of a traditionalacademic tool. Many Phase 1 institutional members are farther into their programmatic implementation, with cohorts who have graduated and completed a DiP. Still, iterative questions abound among CPED institutions regarding the nature, scope, impact, and format of the DiP (Sands et al., 2013), as institutions learn from graduating cohorts (Harris, 2011).

CPED Institutions, Phase III, 2014

In April 2014, the consortium’s membership increased to 84, including two universities from Canada and one from New Zealand.CPED’s commitment to support institutional flexibility in the DiP design presents difficulty sorting out issues of rigor, and advancing common understandings about the nature of problems of practice (Sands et al., 2013). An informal survey of current CPED institutions (CPED, 2013) identified culminating projects including white papers, articles for publication, monographs, electronic portfolios, and the traditional five chapter dissertation document.

Not surprisingly, the consortium has struggled to reach consensus on a DiP definition. Several drafts have been distributed on the consortium’s web site inviting feedback and comment. The current version is, “The Dissertation in Practice is a scholarly endeavor that impacts a complex problem of practice” (CPED, 2014). What is agreed upon by the consortium is that the DiP is focused on practice, and that local context matters. Faculty in EdD programs must have a clear sense of the nature of problems in practice among their constituent base, appropriate types of inquiry used to address those issues, and the manner in which results can be conveyed in authentic, productive ways (Sands et al., 2013).

Key Principles and Components of an Innovative DiP

The nature and format of the DiP diverge (Archbald, 2008; CPED, 2012; Sands et al., 2013). The first major discussion about the attributes of the CPED DiP occurred at the second convening (Fall, 2007), at Vanderbilt University (Storey & Hartwick, 2010). Peabody College faculty and recent program graduates described their DiP’s client-based process. Faculty expressed that the DiP’s primary objective is to provide a program candidate with an opportunity to show they are informed and have the critical skills and knowledge to address complex educational problems (Smrekar & McGraner, 2009). They indicated that the EdD candidate could exemplify a skill set including deep knowledge and understanding of inquiry, organizational theory, resource deployment, leadership studies, and the broad social context associated with problems of educational policy and practice (Caboni & Proper, 2009). Faculty asserted that while DiPs may vary by focus area, geographical location, institutions (school, district, agency, association), and scope (case study, systematic review, program assessment, program proposal), all share common characteristics related to rigorous analysis in a realistic operational context (Smrekar & McGraner, 2009). In the convening’s keynote speech, Guthrie (2009) argued that if capstone requirements for research and practice are the same in EdD and PhD programs, then program purposes, research preparation, and practitioner professional training have been woefully compromised.

During the Fall 2012 convening, consortium members tackled the development of a set of standards and criteria to assess the DiP. Questions regarding the requirements of DiP remained, however. In response to a proposed standard that the DiP “is expected to have generative impact on the future work and agendas of the scholar practitioner” (CPED, 2012), members asked, “What is meant by generative impact? Is this doable in a dissertation capstone?” Members wondered if APA was the appropriate stylistic guide for the formatting of final products, and whether blogs, websites, graphic novel, or YouTube videos were appropriate products (Sands et al., 2013).

Participants at the 2009 convening developed six Working Principles to guide the consortium’s work (Perry & Imig, 2010):

The professional doctorate in education:

• Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
• Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.
• Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.
• Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.
• Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.
• Emphasizes the generation, transformation, and use of professional knowledge and practice.

These principles guide institutions as they develop the DiP’s conceptual foundation. Scholarly practitioners blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They disseminate work in multiple ways, with an obligation to resolve problems of practice by collaborating with key stakeholders, including the partners from schools, community, and the university. The second CPED principle, inquiry as practice, poses significant questions focused on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to improve problems of practice. Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens (Sands et al., 2013). The final CPED principle relates directly to the DiP as the culminating experience that demonstrates the scholarly practitioner’s ability to solve problems of practice and exhibit the doctoral candidate’s ability “to think, to perform, and to act with integrity” (Shulman, 2005, p. 5).

In 2012, CPED formed a DiP Award Committee to develop assessment criteria for DiPs nominated for the CPED DiP of the Year Award, and to review submitted DiPs for the award. To develop the assessment criteria, the committee drew on Archbald’s (2008) work, which specified four qualities that a reimagined EdD doctoral thesis should address: (a) developmental efficacy, (b) community benefit, (c) stewardship of doctoral values, and (d) distinctiveness of design. In arguing for a problem solving study, Archbald advised that unlike a research dissertation, findings are not the goal. Rather, the problem-based thesis’ goals are decisions, changed practices, and better organizational performances.

At the June 2012 convening, hosted by California State University (Fresno), the DiP committee guided members in a Critical Friends activity, “Defining Criteria for a Dissertation in Practice”. Subsequently, the 2012 DiP Committee developed and circulated the draft criteria, inviting feedback from CPED members.

At the October 2012 convening, hosted by at The College of William and Mary, the DiP Award Committee proposed their assessment criteria and requested additional feedback from CPED colleagues (CPED, 2013). The assessment rubric was revised, responsive to the feedback, and was circulated to a wider consortium membership for public comment on CPED’s website. Review of this feedback led to item criteria refinement along with performance indicators:

• Demonstrates an understanding of, and possible solution to, the problem of practice. (Indicators: Demonstrates an ability to address and/or resolve a problem of practice and/or generate new practices.)
• Demonstrates the scholarly practitioner’s ability to act ethically and with integrity. (Indicators: Findings, conclusions and recommendations align with the data.)
• Demonstrates the scholarly practitioner’s ability to communicate effectively in writing to an appropriate audience in a way that addresses scholarly practice. (Indicators: Style is appropriate for the intended audience.)
• Integrates both theory and practice to advance practical knowledge. (Indicators: Integrates practical and research-based knowledge to contribute to practical knowledge base; Frames the study in existing research on both theory and practice.)
• Provides evidence of the potential for impact on practice, policy, and/or future research in the field. (Indicators: Dissertation indicates how its findings are expected to impact professional field or problem.)
• Uses methods of inquiry that are appropriate to the problem of practice. (Indicators: Identifies rationale for method of inquiry that is appropriate to the dissertation in practice; effectively uses method of inquiry to address problem of practice.)

The DiP Award Committee conducted two rounds of review for the DiP Annual Award, applying the above assessment criteria.

What Makes a Professional Practice DiP?

In this section, we turn to the international community for guidance in answering two major issues concerning the CPED Award Committee as they wrestled with the assessment criteria. First, what should a DiP look like? Second, how should DiP potential impact be measured?

Numerous national and international bodies govern qualifications and specifications for what doctoral level work should look like, e.g., European University Association (2005), Council of Deans and Directors of Graduate Studies, Australia (2007), Council of Graduate Schools (2008), Quality Assurance Agency (2012). Common to all is the emphasis on critical assessment of the originality of findings presented in the dissertation in the context of the literature and the research. Fulton, Kuit, Sanders and Smith (2013) drew on their experience teaching in a Professional Practice Doctoral program at the University of Sunderland in England, concluding that the “ability to design research objectively and logically, and then to critically review and evaluate findings, is what makes it doctoral level, not the actual findings themselves” (p.152). In their view, the difference between a PhD and a Professional Practice Doctorate is the demonstration of knowledge production that makes a significant contribution to the profession. O’Mullane (2005) noted that while the structure of a DiP may be similar to that of a PhD dissertation, it should contain additional reflective elements relating to personal reflections on the learning journey. But the question remains, what should a DiP look like? O’Mullane (2005) identified six outputs currently used by universities to demonstrate a significant contribution to the profession:

• Thesis or dissertation alone;
• Portfolio and/or professional practice and analysis;
• A reflection and analysis of a significant contribution to knowledge over time or from one major work;
• Published scholarly works recognized as a significant and original contribution to knowledge;
• Portfolio and presentation (performance in music, visual arts, drama); and
• Professional practice and internship with mentors.

These six DiP designs can be found within CPED; a group DiP design is also being explored. Universities are offering several DiP design choices: (a) Baylor University’s DiP can be thematic, assessment, action research, or three articles; (b) California State University San Marcos’ DiP can be a policy brief, executive summary, or series of articles; (c) Rutgers University’s DiP can be thematic, assessment, three article, action research, portfolio, or 3 “products” tied together with an introduction and conclusion; and (d) the University of Arkansas’ DiP can be an executive summary and article submission for publication in a peer reviewed scholarly journal (CPED data, 2013). O’Mullane (2005) also identified the essentials of a DiP:

• Create new knowledge.
• Make a significant contribution to your profession.
• Explicit conceptual framework.
• Literature review should provide the context to the research question, and should demonstrate that the question is worth asking.
• Demonstrable evidence of how ideas have been synthesized in the light of experience and in the context of academic literature, and how this has created new knowledge.
• Demonstration that findings have been reflected on, logically planned, and progressed through the research.
• Independently construct arguments for and against the findings and use evidence to support your interpretation.
• A distinctive voice should be clearly heard although what is said should be supported by evidence.
• Use the university’s designated reference style consistently. (pp.149-150)

Fulton et al. (2013) suggested that “the creation of new knowledge and significant contribution” are critical, and likely to give any DiP assessor the most difficulty. Not only does “the creation of new knowledge and significant contribution” vary between professions, but the opportunity to influence a profession also tends to be based on position and length of service. To bring clarity to the problem of “significant contribution,” O’Mullane (2005) suggested two classifications, active or inactive, in terms of contribution to the profession. An active contribution generates new significant knowledge, which results in significant improvement in practice. An inactive contribution generates significant knowledge that has not yet been disseminated.

Current Rhetoric and Reality of DiPs: An Action Research Study Methods of the Study

For this action research study (Lewin, 1944; Stringer, 2007), we gathered data from an online survey from the eight member DiP Award Committee. Members came from a variety of institutions; four had previous Dissertation Award Committee experience with American Education Research Association special interest groups. The authors of this paper were among those who provided data.

Quantitative and qualitative data were gathered using a Qualtrics administered survey with Likert responses and assessors’ comments. Each survey item was scored 1 to 4, with 1 indicating “unacceptable,” 2 “developing,” 3 “target,” and 4 “exceptional”.

Each member of the committee responded to an email invitation to complete a blind review of four DiP synopses submitted by the nominated candidate. Two committee members assessed each synopsis against the assessment item criteria, with a third assessment by the committee chair, as needed. Based on the quantitative scores and qualitative comments of the synopses, the pool was narrowed from 25 to 6 DiPs. A second blind review of the full text of the six DiPs was conducted with each committee member reading the full DiP and submitting criteria assessment data in Qualtrics.

Limitations

The authors of this paper are DiP Award Committee members, which could cause bias in interpretation. The committee members’ initial judgments were based on the submitted synopses; some may not have adequately represented the overall DiPs quality. The sample was neither random nor sufficiently large to draw generalizable conclusions. 14 DiPs came from three Phase 1 institutions. While not surprising that most submissions came from Phase 1 institutions, multiple submissions from any institution was unexpected.

Data Analysis

Descriptive statistics were calculated for each DiP synopsis assessed on the six CPED assessment items (Table 1). Item means ranged from 2.78 to 2.94 with an overall mean of 2.86. The median was 3 (“Target”) for each of the six items and the mode was 3 (“Target”) for all items except item #5, where the mode was 2.

Table 1. Item Statistics for the DiP Award Assessment Survey

Across the range of 300 individual responses (2 reviewers x 25 dissertations x 6 survey items), a 1 (Unacceptable) was selected only four times, while 4 (Exceptional) was selected 50 times. The remaining 246 responses were either a 2 (Developing) or 3 (Target), indicating considerable restriction of range at both ends of the scale. As for measures of central tendency, the median of 3 (Target), and a grand mean of 2.86, indicate that overall, reviewers found the DiP to be near “Target” based on the review criteria.

Figure 1 shows a frequency distribution of total scores for the 25 DiPs submitted for review. The numbers on the X-axis represent a unique identifier for the 25 reviewed DiPs. The scale ranged from 0-48 possible points (6 items of the survey x 4 maximum points allowed x 2 reviewers). The observed scores ranged from 25 to 45 with no obvious natural breaks in the distribution.

Figure 1 . Frequency distribution of scores across 25 DiPs synopses. Prior to scoring, the DiP Award Committee predicted that an analysis of the score distribution might reveal a natural break that could be useful to narrow the pool for further review. Because there were no obvious natural breaks, the committee, after careful review of both the quantitative and the qualitative data, agreed that the top six scoring DiPs would move forward for a full text review.

The format of 24 DiPs was the traditional (five chapter) dissertation, with one non-traditional chapter. All had single authors. Two submissions implemented results of their study and showed immediate impact. The average page length of the 25 DiPs was 212, with a range of 85-377 pages. Four studies used quantitative methods, 17 used qualitative methods, and four used mixed methods. The methodology used in 10 studies was action research, case studies, grounded theory, and phenomenology.

In additional to numerical rating, the DiP Committee members commented on quality and overall alignment with the DiP assessment criteria. For DiPs that received similar, or identical marks, committee members reviewed the reflective comments, re-read the synopses, and continued meetings via Skype, Adobe Connect, or by phone. The inclusion of quality data provided a point of reference to triangulate perspectives regarding the eventual five finalists.

Critical reflections and subsequent comments can often appear somewhat tenuous. Elements of ambiguity may exist in such reviews, and reviewers may be guilty of overgeneralizing. As the process continued, a clear inter-rater agreement (Creswell, 2013) was evident among committee members.

The qualitative data confirmed the quantitative findings. Regarding those dissertations where the mean was closer to the “exceptional” category, some reviewers stated:

• A timely paper and excellent report
• Good example of an important problem of practice
• High potential for impact
• Meaningful and insightful
• Well-developed
• Important examples of a problem of practice
• Good interdisciplinary foundation

A characteristic of all submitted DiPs was addressing immediate needs in practice. Some were assessments of existing programs; others delved into theoretical constructs and inquired about their applicability to educational issues within the local, regional, or national context. Among these studies, a few took their inquiry directly into the classroom. While the DiPs that rose to the top during the review process were regarded by their submitting institutions as exemplary, not all addressed all of the assessment criteria in their synopsis.

Critical assessment of the DiPs indicated that most CPED member institutions remain unclear about what constitutes an exemplary DiP. While the conclusions drawn from the 2009 Peabody convening asserted that all share a set of common characteristics related to rigorous analysis in a realistic operational setting (Smrekar & McGraner, 2009), the DiP Award Committee’s analysis of 25 submissions revealed a continuum of alignment to the Working Principles for Professional Practice Programs.

Discrepancy in alignment to the Working Principles may be indicative of an analogous disconnect between the central principles that were developed by the consortium to guide all programs in 2009 and what is, in reality, being practiced currently among Phase I and II CPED institutions. The assumption that these principles would be tested during Phase II seems to be flawed, borne out by the analysis of the 2013 data.   Alternately, the discrepancy in alignment to the Working Principles may also reflect the need for additional refinement and discussion around the rubric used for review by the DiP Award Committee. Again, because the rubric evolved from a community-based process, further refinements may require similar processes of discussion and recommendation from the broader constituency.

Many of the DiP submissions lacked clear evidence of impact on practice, a characteristic that is foundational to the Working Principles. While submissions demonstrate the author’s ability to generate solutions, whether a complex problem of practice had been identified in the studies was unclear in a majority of the submissions. Additionally, it was unclear in most submissions whether the author included implications for generative solutions at the local and/or broad context. Drawing on the work of Bryk, Gomez, and Grunow (2010), the six Core Principles of Improvement Science suggest the following:

• Make the work problem-specific and user-centered.
• Variation in performance is the core problem to address.
• See the system that produces the current outcomes.
• We cannot improve at scale what we cannot measure.
• Anchor practice improvement in disciplined inquiry.
• Accelerate improvements through networked communities.

Concluding Remarks

The analysis of DiPs and the narrative presented is indicative of both the challenges institutions face and their pervasiveness, as faculty wrestle with the design of a professional practice doctorate program. While challenging, the identification of common issues provides an opportunity for institutions to engage in conversation with others that appear to have found solutions to some of the challenges. Such conversation is a start to ensuring program rigor and consistency at both a national and international level. Learning in situ develops praxis in education. At the core, the creation of generative knowledge forms a substantive epistemology that guides the construction of meaning and builds confidence in decision makers.

To re-imagine and redesign the EdD will require innovation, a commitment that has now been made by the growing membership of CPED, now collaborating on a global stage to rethink the fundamental purpose of doctoral education with specific focus on the professional practice doctorate, the EdD.

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This feature article was accepted for publication in the International HETL Review (IHR) after a double-blind peer review involving three independent members of the IHR Board of Reviewers and two revision cycles. Accepted for publication in July 2014 by Dr. Lorraine Stefani (University of Auckland, New Zealand), IHR Senior Editor.

Suggested citation:

Storey, V. A., Caskey, M. M., Hesbol, K. A., Marshall, J. E., Maughan, B., & Dolan, A. W. (2014). Examining EdD dissertations in practice: The Carnegie Project on the Education Doctorate. International HETL Review , Volume 5, Article 2. https://www.hetl.org/examining-edd-dissertations-in-practice-the-carnegie-project-on-the-education-doctorate

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• Dissertation

What Is a Dissertation? | Guide, Examples, & Template

A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program.

Your dissertation is probably the longest piece of writing you’ve ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating to know where to begin.

Your department likely has guidelines related to how your dissertation should be structured. When in doubt, consult with your supervisor.

You can also download our full dissertation template in the format of your choice below. The template includes a ready-made table of contents with notes on what to include in each chapter, easily adaptable to your department’s requirements.

Download Word template Download Google Docs template

• In the US, a dissertation generally refers to the collection of research you conducted to obtain a PhD.
• In other countries (such as the UK), a dissertation often refers to the research you conduct to obtain your bachelor’s or master’s degree.

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Table of contents

Dissertation committee and prospectus process, how to write and structure a dissertation, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your dissertation, free checklist and lecture slides.

When you’ve finished your coursework, as well as any comprehensive exams or other requirements, you advance to “ABD” (All But Dissertation) status. This means you’ve completed everything except your dissertation.

Prior to starting to write, you must form your committee and write your prospectus or proposal . Your committee comprises your adviser and a few other faculty members. They can be from your own department, or, if your work is more interdisciplinary, from other departments. Your committee will guide you through the dissertation process, and ultimately decide whether you pass your dissertation defense and receive your PhD.

Your prospectus is a formal document presented to your committee, usually orally in a defense, outlining your research aims and objectives and showing why your topic is relevant . After passing your prospectus defense, you’re ready to start your research and writing.

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The structure of your dissertation depends on a variety of factors, such as your discipline, topic, and approach. Dissertations in the humanities are often structured more like a long essay , building an overall argument to support a central thesis , with chapters organized around different themes or case studies.

However, hard science and social science dissertations typically include a review of existing works, a methodology section, an analysis of your original research, and a presentation of your results , presented in different chapters.

Dissertation examples

We’ve compiled a list of dissertation examples to help you get started.

• Example dissertation #1: Heat, Wildfire and Energy Demand: An Examination of Residential Buildings and Community Equity (a dissertation by C. A. Antonopoulos about the impact of extreme heat and wildfire on residential buildings and occupant exposure risks).
• Example dissertation #2: Exploring Income Volatility and Financial Health Among Middle-Income Households (a dissertation by M. Addo about income volatility and declining economic security among middle-income households).
• Example dissertation #3: The Use of Mindfulness Meditation to Increase the Efficacy of Mirror Visual Feedback for Reducing Phantom Limb Pain in Amputees (a dissertation by N. S. Mills about the effect of mindfulness-based interventions on the relationship between mirror visual feedback and the pain level in amputees with phantom limb pain).

The very first page of your document contains your dissertation title, your name, department, institution, degree program, and submission date. Sometimes it also includes your student number, your supervisor’s name, and the university’s logo.

Read more about title pages

The acknowledgements section is usually optional and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you. In some cases, your acknowledgements are part of a preface.

Read more about acknowledgements Read more about prefaces

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The abstract is a short summary of your dissertation, usually about 150 to 300 words long. Though this may seem very short, it’s one of the most important parts of your dissertation, because it introduces your work to your audience.

Your abstract should:

• State your main topic and the aims of your research
• Describe your methods
• Summarize your main results
• State your conclusions

Read more about abstracts

The table of contents lists all of your chapters, along with corresponding subheadings and page numbers. This gives your reader an overview of your structure and helps them easily navigate your document.

Remember to include all main parts of your dissertation in your table of contents, even the appendices. It’s easy to generate a table automatically in Word if you used heading styles. Generally speaking, you only include level 2 and level 3 headings, not every subheading you included in your finished work.

Read more about tables of contents

While not usually mandatory, it’s nice to include a list of figures and tables to help guide your reader if you have used a lot of these in your dissertation. It’s easy to generate one of these in Word using the Insert Caption feature.

Read more about lists of figures and tables

Similarly, if you have used a lot of abbreviations (especially industry-specific ones) in your dissertation, you can include them in an alphabetized list of abbreviations so that the reader can easily look up their meanings.

Read more about lists of abbreviations

In addition to the list of abbreviations, if you find yourself using a lot of highly specialized terms that you worry will not be familiar to your reader, consider including a glossary. Here, alphabetize the terms and include a brief description or definition.

Read more about glossaries

The introduction serves to set up your dissertation’s topic, purpose, and relevance. It tells the reader what to expect in the rest of your dissertation. The introduction should:

• Establish your research topic , giving the background information needed to contextualize your work
• Narrow down the focus and define the scope of your research
• Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
• Clearly state your research questions and objectives
• Outline the flow of the rest of your work

Everything in the introduction should be clear, engaging, and relevant. By the end, the reader should understand the what, why, and how of your research.

Read more about introductions

A formative part of your research is your literature review . This helps you gain a thorough understanding of the academic work that already exists on your topic.

Literature reviews encompass:

• Finding relevant sources (e.g., books and journal articles)
• Assessing the credibility of your sources
• Critically analyzing and evaluating each source
• Drawing connections between them (e.g., themes, patterns, conflicts, or gaps) to strengthen your overall point

A literature review is not merely a summary of existing sources. Your literature review should have a coherent structure and argument that leads to a clear justification for your own research. It may aim to:

• Address a gap in the literature or build on existing knowledge
• Take a new theoretical or methodological approach to your topic
• Propose a solution to an unresolved problem or advance one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework. Here, you define and analyze the key theories, concepts, and models that frame your research.

Read more about theoretical frameworks

Your methodology chapter describes how you conducted your research, allowing your reader to critically assess its credibility. Your methodology section should accurately report what you did, as well as convince your reader that this was the best way to answer your research question.

A methodology section should generally include:

• The overall research approach ( quantitative vs. qualitative ) and research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment )
• Details of where, when, and with whom the research took place
• Any tools and materials you used (e.g., computer programs, lab equipment)
• Your data analysis methods (e.g., statistical analysis , discourse analysis )
• An evaluation or justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. You can structure this section around sub-questions, hypotheses , or themes, but avoid including any subjective or speculative interpretation here.

Your results section should:

• Concisely state each relevant result together with relevant descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Briefly state how the result relates to the question or whether the hypothesis was supported
• Report all results that are relevant to your research questions , including any that did not meet your expectations.

Additional data (including raw numbers, full questionnaires, or interview transcripts) can be included as an appendix. You can include tables and figures, but only if they help the reader better understand your results. Read more about results sections

Your discussion section is your opportunity to explore the meaning and implications of your results in relation to your research question. Here, interpret your results in detail, discussing whether they met your expectations and how well they fit with the framework that you built in earlier chapters. Refer back to relevant source material to show how your results fit within existing research in your field.

Some guiding questions include:

• What do your results mean?
• Why do your results matter?
• What limitations do the results have?

If any of the results were unexpected, offer explanations for why this might be. It’s a good idea to consider alternative interpretations of your data.

Read more about discussion sections

Your dissertation’s conclusion should concisely answer your main research question, leaving your reader with a clear understanding of your central argument and emphasizing what your research has contributed to the field.

In some disciplines, the conclusion is just a short section preceding the discussion section, but in other contexts, it is the final chapter of your work. Here, you wrap up your dissertation with a final reflection on what you found, with recommendations for future research and concluding remarks.

It’s important to leave the reader with a clear impression of why your research matters. What have you added to what was already known? Why is your research necessary for the future of your field?

Read more about conclusions

It is crucial to include a reference list or list of works cited with the full details of all the sources that you used, in order to avoid plagiarism. Be sure to choose one citation style and follow it consistently throughout your dissertation. Each style has strict and specific formatting requirements.

Common styles include MLA , Chicago , and APA , but which style you use is often set by your department or your field.

Create APA citations Create MLA citations

Your dissertation should contain only essential information that directly contributes to answering your research question. Documents such as interview transcripts or survey questions can be added as appendices, rather than adding them to the main body.

Read more about appendices

Making sure that all of your sections are in the right place is only the first step to a well-written dissertation. Don’t forget to leave plenty of time for editing and proofreading, as grammar mistakes and sloppy spelling errors can really negatively impact your work.

Dissertations can take up to five years to write, so you will definitely want to make sure that everything is perfect before submitting. You may want to consider using a professional dissertation editing service , AI proofreader or grammar checker to make sure your final project is perfect prior to submitting.

After your written dissertation is approved, your committee will schedule a defense. Similarly to defending your prospectus, dissertation defenses are oral presentations of your work. You’ll present your dissertation, and your committee will ask you questions. Many departments allow family members, friends, and other people who are interested to join as well.

After your defense, your committee will meet, and then inform you whether you have passed. Keep in mind that defenses are usually just a formality; most committees will have resolved any serious issues with your work with you far prior to your defense, giving you ample time to fix any problems.

As you write your dissertation, you can use this simple checklist to make sure you’ve included all the essentials.

Checklist: Dissertation

My title page includes all information required by my university.

I have included acknowledgements thanking those who helped me.

My abstract provides a concise summary of the dissertation, giving the reader a clear idea of my key results or arguments.

I have created a table of contents to help the reader navigate my dissertation. It includes all chapter titles, but excludes the title page, acknowledgements, and abstract.

My introduction leads into my topic in an engaging way and shows the relevance of my research.

My introduction clearly defines the focus of my research, stating my research questions and research objectives .

My introduction includes an overview of the dissertation’s structure (reading guide).

I have conducted a literature review in which I (1) critically engage with sources, evaluating the strengths and weaknesses of existing research, (2) discuss patterns, themes, and debates in the literature, and (3) address a gap or show how my research contributes to existing research.

I have clearly outlined the theoretical framework of my research, explaining the theories and models that support my approach.

I have thoroughly described my methodology , explaining how I collected data and analyzed data.

I have concisely and objectively reported all relevant results .

I have (1) evaluated and interpreted the meaning of the results and (2) acknowledged any important limitations of the results in my discussion .

I have clearly stated the answer to my main research question in the conclusion .

I have clearly explained the implications of my conclusion, emphasizing what new insight my research has contributed.

I have provided relevant recommendations for further research or practice.

If relevant, I have included appendices with supplemental information.

I have included an in-text citation every time I use words, ideas, or information from a source.

I have listed every source in a reference list at the end of my dissertation.

I have consistently followed the rules of my chosen citation style .

I have followed all formatting guidelines provided by my university.

Congratulations!

The end is in sight—your dissertation is nearly ready to submit! Make sure it's perfectly polished with the help of a Scribbr editor.

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At Marymount University, we aim to elevate your Online Doctorate in Education (Ed.D.) experience and empower you to make a meaningful impact. You will grow professionally and personally as you delve into meaningful research and leadership topics that will propel your career trajectory.

Gain an advanced understanding of the theory and skills required to become a more confident and strategic leader. Our renowned team of professors and faculty mentors will give you the tools and guidance you need to design solutions for a real-world problem you are passionate about solving. Upon graduation, you will be a published author contributing to the academic and research community for years to come.

Learn more about our innovative Online Ed.D. program that gives you scaffolded support, an embedded dissertation experience and a high-impact community to guide you every step of the way.

Complete The Form to Connect With an Advisor

Dissertation in Practice

Unlike a traditional dissertation, Marymount Online Ed.D. students complete a dissertation in practice (DiP) that emphasizes the application of research and theory to provide a solution to a problem of practice that your organization or industry is facing. A DiP provides a practical and applied focus to actively solve problems in your community or organization. This is in comparison to a traditional dissertation grounded in academic theory, usually associated with prolonged programs and Ph.D. degrees.

The chart below outlines general and key distinctions between each type of dissertation.

Your own research journey may take unexpected and inspiring turns. To give you a glimpse of the exciting possibilities that await, here are some of the dissertation topics Marymount students have completed:  

• Empowering Leaders for Effective Organizational Change: Unveiling the SPY2 Methodology  
• Leadership Matters: Affecting Social Transformation in Africa
• The Lack of Hispanic Leadership in Higher Education: A Qualitative Study of Current Leaders at U.S. Universities
• The Relationship Between English Language Proficiency Level and Growth in Reading: A Quantitative Analysis of English Learners in First, Second, and Third Grade

Next application deadline:

• July 26, 2024 Fall 2024

Next start date:

• September 3, 2024 Fall 2024

Access Program Guide For Full Curriculum

One of the biggest advantages of studying online with Marymount is the exceptional faculty support. The dissertation process is embedded into course assignments and scaffolded throughout the Online Ed.D. program, allowing you to receive feedback from distinguished faculty and your committee. This also allows for an expedited timeline for completion as you are working on your dissertation while you are completing relevant courses.

Play the video to hear more details about the Dissertation in Practice, Lead Doctoral Faculty Mentor program and high-impact online community at Marymount.

View Faculty Profiles

What’s a Lead Doctoral Faculty Mentor? 

You are strategically paired with a Lead Doctoral Faculty Mentor (LDFM) in Semester 4, prior to your Applied Methods course. Your LDFM will not only be your dissertation chair but also a mentor and guide throughout the dissertation process. LDFMs are highly trained through Marymount and introduced earlier than dissertation chairs in other programs to ensure that sufficient progress can be made on your dissertation alongside your coursework.

All LDFM’s are practicing scholars with diverse backgrounds specifically assigned to students through an in-depth matching process based on personal working styles, research design, topic and methodology. Throughout the program, you will connect with your LDFM, discuss your intended topic and continuously map out the next stages of your dissertation journey. You may even attend the same virtual events together, like sync sessions, office hours, professional writing labs, retreats, seminars —and more.

View All LDFM Faculty Profiles

A Carnegie Project on the Education Doctorate 

Marymount is a proud member of the Carnegie Project on the Education Doctorate (CPED). Our LDFM program is proactively designed to encompass CPED’s mentorship best practices that include: 

• Mutual respect 
• Equity and inclusion 
• Dynamic learning 
• Empathy and flexibility 
• Individualized attention 
• Continuous improvement

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Frequently Asked Questions

A DiP is an alternative to the traditional research-based dissertation. It emphasizes addressing real-world problems in a practical context.

Yes — a DiP showcases your practical problem-solving skills, collaboration with practitioners and real-world impact. This gives you applied expertise that is valued in academia, organizations and in leadership roles.

Supporting you is our top priority. You will be paired with a Lead Doctoral Faculty Mentor (LDFM) who will guide, mentor and coach you throughout your dissertation and doctoral journey.  

Any field with practical challenges that require real-world solutions will work. Your lead doctoral faculty mentor will help you narrow in on a suitable topic that is important to you.

Methodologies may include focus groups, phenomenological studies, content analysis, surveys, participatory research, case studies and mixed methods.     These methodologies facilitate a close connection between research and practice.

Yes, you are required to publish your dissertation.     After a successful Final Presentation, you will submit your manuscript to ProQuest where it becomes a published document that will further the academic community and your field of study.

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If you don’t meet this requirement but would still like further information, please contact us .

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International Perspectives on Designing Professional Practice Doctorates pp 213–232 Cite as

Dissertation in Practice: Reconceptualizing the Nature and Role of the Practitioner-Scholar

• Valerie A. Storey &
• Bryan D. Maughan  

439 Accesses

3 Citations

The richness of dialog about the differing approaches to doctoral educational research from the viewpoint of a scholar and from the viewpoint of the professional has been inspiring and continues to shed new light on the role of the practitioner who performs research under the aegis of the academe (Butlerman-Bos, 2008; Drake & Heath, 2011; Hochbein & Perry, 2013; Jarvis, 1999b; Shulman, Golde, Bueschel, & Garabedian, 2006). However, there continues to be a curious lack of understanding about the signature product of a practitioner performing scholarly research who must satisfy the demands of both viewpoints (Dawson & Kumar, 2014; Willis, Inman, & Valenti, 2010). Accountability to traditionally disparate institutions—the academe and professional practice stakeholders (decision-makers)—decries innovative approaches to the capstone product—the dissertation. We will continue this discussion by outlining the unique characteristics of the dissertation produced by a practitioner who performed educational research. We refer to a dissertation produced by a practitioner while in practice as the Dissertation in Practice (DiP) (ProDEL, 2012; Storey & Maughan, 2014). We continue the discussion about how methodologies of applied or practice-oriented research assists the researcher in professional preparation, public service, outreach, and organizational change (Shulman, 2010).

• Professional Practice
• Doctoral Program
• Educational Leadership
• Scholarly Research
• Doctoral Education

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Storey, V.A., Maughan, B.D. (2016). Dissertation in Practice: Reconceptualizing the Nature and Role of the Practitioner-Scholar. In: Storey, V.A. (eds) International Perspectives on Designing Professional Practice Doctorates. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137527066_13

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Evolution of the Dissertation in Practice

This article introduces the special issue on the evolution of the dissertation in practice, presenting a brief overview of the history of the EdD cand the concerns raised over professional doctorates, that triggered efforts to redefine the education doctorate through the leading role of the Carnegie Project on the Education Doctorate.

Adams, A., Bondy, E., Ross, D., Dana, N., & Kennedy-Lewis, B. L. (2014). Implementing an online professional practice doctoral program in a PhD environment: Managing the dilemmas. Journal of School Public Relations, 35(3), 363 - 382.

Adams, A., Bondy, E., Ross, D., Dana, N., & Kennedy-Lewis, B. L. (2014). Implementing an online professional practice doctoral program in a PhD environment: Managing the dilemmas. Journal of School Public Relations, 35(3), 363-382.

Archbald, D. (2011). The emergence of the nontraditional doctorate: A historical overview. New Directions for Adult and Continuing Education,129(Spring), 7-19. https://doi.org/10.1002/ace

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CPED (2021). Carnegie Project on the Education Doctorate (CPED). https://www.cpedinitiative.org/cped-improvement-groups

Dill, D. D., & Morrison, J. L. (1985). EdD and PhD research training in the field of higher education: A survey and a proposal. The Review of Higher Education, 8(2), 169-186. https://doi.org/10.1353/rhe.1985.0027

Hawkes, D., & Yerrabati, S. (2018). A systematic review of research on professional doctorates. London Review of Education, 16(1), 1-27. https://doi.org/10.18546/LRE.16.1.03

Kot, F. C., & Hendel, D. D. (2012). Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: A comparative analysis. Studies in Higher Education, 37(3), 345-364. https://doi.org/10.1080/03075079.2010.516356

Leist, J., & Scott, J. (2011). Differentiation ... but to what degree? The Ed.D. and Ph.D. in higher education programs. Academic Leadership (15337812), 9(3), 1-15.

Lester, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), 757-770. https://doi.org/10.1080/0307507042000287249

Perry, J. A. (2016). The EdD and the scholarly practitioner: The CPED path. Information Age Publishing, Inc.

Perry, J. A., Zambo, D., & Crow, R. (2020). The improvement science dissertation in practice: A guide for faculty, committee members, and their students. Myers Education Press.

Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming Education’s Doctorates: A Critique and a Proposal. Educational Researcher, 35(3), 25-32. https://doi.org/10.3102/0013189X035003025

Storey, V. A., & Hesbol, K. A. (2014). Can the dissertation in practice bridge the researcher-practitioner gap? The Education Professional Practice Doctorate and the impact of the Carnegie Project on the Education Doctorate Consortium. Journal of School Public Relations, 35(3), 324-347. https://doi.org/10.3138/jspr.35.3.324

Taysum, A. (2006). The distinctiveness of the EdD within the university tradition. Journal of Educational Administration and History, 38(3), 323-334. https://doi.org/10.1080/00220620600984255

Dill, D. D., & Morrison, J. L. (1985). EdD and PhD research training in the field of higher education: A survey and a proposal. The Review of Higher Education, 8(2), 169–186. https://doi.org/10.1353/rhe.1985.0027

Kot, F. C., & Hendel, D. D. (2012). Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: A comparative analysis. Studies in Higher Education, 37(3), 345–364. https://doi.org/10.1080/03075079.2010.516356

Leist, J., & Scott, J. (2011). Differentiation ... but to what degree? The Ed.D. and Ph.D. in higher education programs. Academic Leadership (15337812), 9(3), 1–15.

Lester, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), 757–770. https://doi.org/10.1080/0307507042000287249

Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming Education’s Doctorates: A Critique and a Proposal. Educational Researcher, 35(3), 25–32. https://doi.org/10.3102/0013189X035003025

Storey, V. A., & Hesbol, K. A. (2014). Can the dissertation in practice bridge the researcher-practitioner gap? The Education Professional Practice Doctorate and the impact of the Carnegie Project on the Education Doctorate Consortium. Journal of School Public Relations, 35(3), 324–347. https://doi.org/10.3138/jspr.35.3.324

Taysum, A. (2006). The distinctiveness of the EdD within the university tradition. Journal of Educational Administration and History, 38(3), 323–334. https://doi.org/10.1080/00220620600984255

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What Is a Dissertation? | 5 Essential Questions to Get Started

Published on 26 March 2020 by Jack Caulfield . Revised on 5 May 2022.

A dissertation is a large research project undertaken at the end of a degree. It involves in-depth consideration of a problem or question chosen by the student. It is usually the largest (and final) piece of written work produced during a degree.

The length and structure of a dissertation vary widely depending on the level and field of study. However, there are some key questions that can help you understand the requirements and get started on your dissertation project.

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When and why do you have to write a dissertation, who will supervise your dissertation, what type of research will you do, how should your dissertation be structured, what formatting and referencing rules do you have to follow, frequently asked questions about dissertations.

A dissertation, sometimes called a thesis, comes at the end of an undergraduate or postgraduate degree. It is a larger project than the other essays you’ve written, requiring a higher word count and a greater depth of research.

You’ll generally work on your dissertation during the final year of your degree, over a longer period than you would take for a standard essay . For example, the dissertation might be your main focus for the last six months of your degree.

Why is the dissertation important?

The dissertation is a test of your capacity for independent research. You are given a lot of autonomy in writing your dissertation: you come up with your own ideas, conduct your own research, and write and structure the text by yourself.

This means that it is an important preparation for your future, whether you continue in academia or not: it teaches you to manage your own time, generate original ideas, and work independently.

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During the planning and writing of your dissertation, you’ll work with a supervisor from your department. The supervisor’s job is to give you feedback and advice throughout the process.

The dissertation supervisor is often assigned by the department, but you might be allowed to indicate preferences or approach potential supervisors. If so, try to pick someone who is familiar with your chosen topic, whom you get along with on a personal level, and whose feedback you’ve found useful in the past.

How will your supervisor help you?

Your supervisor is there to guide you through the dissertation project, but you’re still working independently. They can give feedback on your ideas, but not come up with ideas for you.

You may need to take the initiative to request an initial meeting with your supervisor. Then you can plan out your future meetings and set reasonable deadlines for things like completion of data collection, a structure outline, a first chapter, a first draft, and so on.

Make sure to prepare in advance for your meetings. Formulate your ideas as fully as you can, and determine where exactly you’re having difficulties so you can ask your supervisor for specific advice.

Your approach to your dissertation will vary depending on your field of study. The first thing to consider is whether you will do empirical research , which involves collecting original data, or non-empirical research , which involves analysing sources.

Empirical dissertations (sciences)

An empirical dissertation focuses on collecting and analysing original data. You’ll usually write this type of dissertation if you are studying a subject in the sciences or social sciences.

• What are airline workers’ attitudes towards the challenges posed for their industry by climate change?
• How effective is cognitive behavioural therapy in treating depression in young adults?
• What are the short-term health effects of switching from smoking cigarettes to e-cigarettes?

There are many different empirical research methods you can use to answer these questions – for example, experiments , observations, surveys , and interviews.

When doing empirical research, you need to consider things like the variables you will investigate, the reliability and validity of your measurements, and your sampling method . The aim is to produce robust, reproducible scientific knowledge.

Non-empirical dissertations (arts and humanities)

A non-empirical dissertation works with existing research or other texts, presenting original analysis, critique and argumentation, but no original data. This approach is typical of arts and humanities subjects.

• What attitudes did commentators in the British press take towards the French Revolution in 1789–1792?
• How do the themes of gender and inheritance intersect in Shakespeare’s Macbeth ?
• How did Plato’s Republic and Thomas More’s Utopia influence nineteenth century utopian socialist thought?

The first steps in this type of dissertation are to decide on your topic and begin collecting your primary and secondary sources .

Primary sources are the direct objects of your research. They give you first-hand evidence about your subject. Examples of primary sources include novels, artworks and historical documents.

Secondary sources provide information that informs your analysis. They describe, interpret, or evaluate information from primary sources. For example, you might consider previous analyses of the novel or author you are working on, or theoretical texts that you plan to apply to your primary sources.

Dissertations are divided into chapters and sections. Empirical dissertations usually follow a standard structure, while non-empirical dissertations are more flexible.

Structure of an empirical dissertation

Empirical dissertations generally include these chapters:

• Introduction : An explanation of your topic and the research question(s) you want to answer.
• Literature review : A survey and evaluation of previous research on your topic.
• Methodology : An explanation of how you collected and analysed your data.
• Results : A brief description of what you found.
• Discussion : Interpretation of what these results reveal.
• Conclusion : Answers to your research question(s) and summary of what your findings contribute to knowledge in your field.

Sometimes the order or naming of chapters might be slightly different, but all of the above information must be included in order to produce thorough, valid scientific research.

Other dissertation structures

If your dissertation doesn’t involve data collection, your structure is more flexible. You can think of it like an extended essay – the text should be logically organised in a way that serves your argument:

• Introduction: An explanation of your topic and the question(s) you want to answer.
• Main body: The development of your analysis, usually divided into 2–4 chapters.
• Conclusion: Answers to your research question(s) and summary of what your analysis contributes to knowledge in your field.

The chapters of the main body can be organised around different themes, time periods, or texts. Below you can see some example structures for dissertations in different subjects.

• Political philosophy

This example, on the topic of the British press’s coverage of the French Revolution, shows how you might structure each chapter around a specific theme.

This example, on the topic of Plato’s and More’s influences on utopian socialist thought, shows a different approach to dividing the chapters by theme.

This example, a master’s dissertation on the topic of how writers respond to persecution, shows how you can also use section headings within each chapter. Each of the three chapters deals with a specific text, while the sections are organised thematically.

Like other academic texts, it’s important that your dissertation follows the formatting guidelines set out by your university. You can lose marks unnecessarily over mistakes, so it’s worth taking the time to get all these elements right.

Formatting guidelines concern things like:

• line spacing
• page numbers
• punctuation
• title pages
• presentation of tables and figures

If you’re unsure about the formatting requirements, check with your supervisor or department. You can lose marks unnecessarily over mistakes, so it’s worth taking the time to get all these elements right.

How will you reference your sources?

Referencing means properly listing the sources you cite and refer to in your dissertation, so that the reader can find them. This avoids plagiarism by acknowledging where you’ve used the work of others.

Keep track of everything you read as you prepare your dissertation. The key information to note down for a reference is:

• The publication date
• Page numbers for the parts you refer to (especially when using direct quotes)

Different referencing styles each have their own specific rules for how to reference. The most commonly used styles in UK universities are listed below.

You can use the free APA Reference Generator to automatically create and store your references.

APA Reference Generator

The words ‘ dissertation ’ and ‘thesis’ both refer to a large written research project undertaken to complete a degree, but they are used differently depending on the country:

• In the UK, you write a dissertation at the end of a bachelor’s or master’s degree, and you write a thesis to complete a PhD.
• In the US, it’s the other way around: you may write a thesis at the end of a bachelor’s or master’s degree, and you write a dissertation to complete a PhD.

The main difference is in terms of scale – a dissertation is usually much longer than the other essays you complete during your degree.

Another key difference is that you are given much more independence when working on a dissertation. You choose your own dissertation topic , and you have to conduct the research and write the dissertation yourself (with some assistance from your supervisor).

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

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

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

At the bachelor’s and master’s levels, the dissertation is usually the main focus of your final year. You might work on it (alongside other classes) for the entirety of the final year, or for the last six months. This includes formulating an idea, doing the research, and writing up.

A PhD thesis takes a longer time, as the thesis is the main focus of the degree. A PhD thesis might be being formulated and worked on for the whole four years of the degree program. The writing process alone can take around 18 months.

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How To Write A Professional Practice Dissertation

What is a professional practice dissertation.

A professional practice dissertation is a dissertation that has a practical focus and is often used in practice focussed Masters Courses. The aim of it is to give you the opportunity to demonstrate originality in tackling and solving problems taking into account practical considerations, acting autonomously in planning and implementing tasks, whilst advancing your own knowledge and understanding. It is also aimed to develop independent learning and research skills that are required for continuing professional development.

Key considerations

The first thing to consider is what your title will be, it is important to pick a topic that will enable you to adequately consider the subject from a practical perspective and ultimately provide insightful recommendations to practitioners. As a professional practice dissertation is typically in the form of a report its contents should be practically focussed with recommendations that would assist those practising in the field. For this reason you should choose a topic which you think has a reasonable amount of literature and content that you can use for research. You should also consider people who practice in those areas and see what they are writing about in their blogs.

Research your Dissertation

A professional practice dissertation just like any type of dissertation will require extensive research. You should consider a wide range of different types of sources. It is important not to over rely on any one source or type of source.

It is also important that you show familiarity with, and engagement with, the range of academic writing and content that is relevant to your project, as well as contextualising these into a practical context. It is important that you go beyond relying on a small number of textbooks. Crucially you will need to show that you have sought out journal articles, especially from peer reviewed journals. Material published in peer reviewed journals may well be more up to date and more focused than some other sources. Also if the journal is peer reviewed then the article will have been examined by one or two experts anonymously prior to publication, so there is a guarantee of quality.

A professional practice dissertation like other types of dissertations will normally be structured around chapters (or maybe sections), including introductory and concluding chapters. Within chapters headings and even sub-headings may be used. A table of contents, a title page, an abstract page and an acknowledgements page. If there are no University guidelines as to formatting then see if you can obtain a copy of a good quality dissertation example to see how it is set out.

It is also a good idea to use signalling to help the reader understand how the chapters, sections, paragraphs are linked. Thus the beginning of a chapter may refer back to the previous chapter and the overall argument; the end of a chapter might want to refer to the next stage of the argument. Moreover, check each paragraph: Does it link to the next paragraph?

Bibliography

You will usually be expected to include a bibliography. Again each institution may have its own version of how this should be presented. A few matters to bear in mind: Any bibliography should distinguish between primary and secondary sources. Most importantly, make sure you use the citation system precisely and consistently.

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Home » Dissertation – Format, Example and Template

Dissertation – Format, Example and Template

Table of Contents

Dissertation

Definition:

Dissertation is a lengthy and detailed academic document that presents the results of original research on a specific topic or question. It is usually required as a final project for a doctoral degree or a master’s degree.

Dissertation Meaning in Research

In Research , a dissertation refers to a substantial research project that students undertake in order to obtain an advanced degree such as a Ph.D. or a Master’s degree.

Dissertation typically involves the exploration of a particular research question or topic in-depth, and it requires students to conduct original research, analyze data, and present their findings in a scholarly manner. It is often the culmination of years of study and represents a significant contribution to the academic field.

Types of Dissertation

Types of Dissertation are as follows:

Empirical Dissertation

An empirical dissertation is a research study that uses primary data collected through surveys, experiments, or observations. It typically follows a quantitative research approach and uses statistical methods to analyze the data.

Non-Empirical Dissertation

A non-empirical dissertation is based on secondary sources, such as books, articles, and online resources. It typically follows a qualitative research approach and uses methods such as content analysis or discourse analysis.

Narrative Dissertation

A narrative dissertation is a personal account of the researcher’s experience or journey. It typically follows a qualitative research approach and uses methods such as interviews, focus groups, or ethnography.

Systematic Literature Review

A systematic literature review is a comprehensive analysis of existing research on a specific topic. It typically follows a qualitative research approach and uses methods such as meta-analysis or thematic analysis.

Case Study Dissertation

A case study dissertation is an in-depth analysis of a specific individual, group, or organization. It typically follows a qualitative research approach and uses methods such as interviews, observations, or document analysis.

Mixed-Methods Dissertation

A mixed-methods dissertation combines both quantitative and qualitative research approaches to gather and analyze data. It typically uses methods such as surveys, interviews, and focus groups, as well as statistical analysis.

How to Write a Dissertation

Here are some general steps to help guide you through the process of writing a dissertation:

• Choose a topic : Select a topic that you are passionate about and that is relevant to your field of study. It should be specific enough to allow for in-depth research but broad enough to be interesting and engaging.
• Conduct research : Conduct thorough research on your chosen topic, utilizing a variety of sources, including books, academic journals, and online databases. Take detailed notes and organize your information in a way that makes sense to you.
• Create an outline : Develop an outline that will serve as a roadmap for your dissertation. The outline should include the introduction, literature review, methodology, results, discussion, and conclusion.
• Write the introduction: The introduction should provide a brief overview of your topic, the research questions, and the significance of the study. It should also include a clear thesis statement that states your main argument.
• Write the literature review: The literature review should provide a comprehensive analysis of existing research on your topic. It should identify gaps in the research and explain how your study will fill those gaps.
• Write the methodology: The methodology section should explain the research methods you used to collect and analyze data. It should also include a discussion of any limitations or weaknesses in your approach.
• Write the results: The results section should present the findings of your research in a clear and organized manner. Use charts, graphs, and tables to help illustrate your data.
• Write the discussion: The discussion section should interpret your results and explain their significance. It should also address any limitations of the study and suggest areas for future research.
• Write the conclusion: The conclusion should summarize your main findings and restate your thesis statement. It should also provide recommendations for future research.
• Edit and revise: Once you have completed a draft of your dissertation, review it carefully to ensure that it is well-organized, clear, and free of errors. Make any necessary revisions and edits before submitting it to your advisor for review.

Dissertation Format

The format of a dissertation may vary depending on the institution and field of study, but generally, it follows a similar structure:

• Title Page: This includes the title of the dissertation, the author’s name, and the date of submission.
• Abstract : A brief summary of the dissertation’s purpose, methods, and findings.
• Table of Contents: A list of the main sections and subsections of the dissertation, along with their page numbers.
• Introduction : A statement of the problem or research question, a brief overview of the literature, and an explanation of the significance of the study.
• Literature Review : A comprehensive review of the literature relevant to the research question or problem.
• Methodology : A description of the methods used to conduct the research, including data collection and analysis procedures.
• Results : A presentation of the findings of the research, including tables, charts, and graphs.
• Discussion : A discussion of the implications of the findings, their significance in the context of the literature, and limitations of the study.
• Conclusion : A summary of the main points of the study and their implications for future research.
• References : A list of all sources cited in the dissertation.
• Appendices : Additional materials that support the research, such as data tables, charts, or transcripts.

Dissertation Outline

Dissertation Outline is as follows:

Title Page:

• Title of dissertation
• Author name
• Institutional affiliation
• Date of submission
• Brief summary of the dissertation’s research problem, objectives, methods, findings, and implications
• Usually around 250-300 words

Table of Contents:

• List of chapters and sections in the dissertation, with page numbers for each

I. Introduction

• Background and context of the research
• Research problem and objectives
• Significance of the research

II. Literature Review

• Overview of existing literature on the research topic
• Identification of gaps in the literature
• Theoretical framework and concepts

III. Methodology

• Research design and methods used
• Data collection and analysis techniques
• Ethical considerations

IV. Results

• Presentation and analysis of data collected
• Findings and outcomes of the research
• Interpretation of the results

V. Discussion

• Discussion of the results in relation to the research problem and objectives
• Evaluation of the research outcomes and implications
• Suggestions for future research

VI. Conclusion

• Summary of the research findings and outcomes
• Implications for the research topic and field
• Limitations and recommendations for future research

VII. References

• List of sources cited in the dissertation

VIII. Appendices

• Additional materials that support the research, such as tables, figures, or questionnaires.

Example of Dissertation

Here is an example Dissertation for students:

Title : Exploring the Effects of Mindfulness Meditation on Academic Achievement and Well-being among College Students

This dissertation aims to investigate the impact of mindfulness meditation on the academic achievement and well-being of college students. Mindfulness meditation has gained popularity as a technique for reducing stress and enhancing mental health, but its effects on academic performance have not been extensively studied. Using a randomized controlled trial design, the study will compare the academic performance and well-being of college students who practice mindfulness meditation with those who do not. The study will also examine the moderating role of personality traits and demographic factors on the effects of mindfulness meditation.

Chapter Outline:

Chapter 1: Introduction

• Background and rationale for the study
• Research questions and objectives
• Significance of the study
• Overview of the dissertation structure

Chapter 2: Literature Review

• Definition and conceptualization of mindfulness meditation
• Theoretical framework of mindfulness meditation
• Empirical research on mindfulness meditation and academic achievement
• Empirical research on mindfulness meditation and well-being
• The role of personality and demographic factors in the effects of mindfulness meditation

Chapter 3: Methodology

• Research design and hypothesis
• Participants and sampling method
• Intervention and procedure
• Measures and instruments
• Data analysis method

Chapter 4: Results

• Descriptive statistics and data screening
• Analysis of main effects
• Analysis of moderating effects
• Post-hoc analyses and sensitivity tests

Chapter 5: Discussion

• Summary of findings
• Implications for theory and practice
• Limitations and directions for future research
• Conclusion and contribution to the literature

Chapter 6: Conclusion

• Recap of the research questions and objectives
• Summary of the key findings
• Contribution to the literature and practice
• Implications for policy and practice
• Final thoughts and recommendations.

References :

List of all the sources cited in the dissertation

Appendices :

Additional materials such as the survey questionnaire, interview guide, and consent forms.

Note : This is just an example and the structure of a dissertation may vary depending on the specific requirements and guidelines provided by the institution or the supervisor.

How Long is a Dissertation

The length of a dissertation can vary depending on the field of study, the level of degree being pursued, and the specific requirements of the institution. Generally, a dissertation for a doctoral degree can range from 80,000 to 100,000 words, while a dissertation for a master’s degree may be shorter, typically ranging from 20,000 to 50,000 words. However, it is important to note that these are general guidelines and the actual length of a dissertation can vary widely depending on the specific requirements of the program and the research topic being studied. It is always best to consult with your academic advisor or the guidelines provided by your institution for more specific information on dissertation length.

Applications of Dissertation

Here are some applications of a dissertation:

• Advancing the Field: Dissertations often include new research or a new perspective on existing research, which can help to advance the field. The results of a dissertation can be used by other researchers to build upon or challenge existing knowledge, leading to further advancements in the field.
• Career Advancement: Completing a dissertation demonstrates a high level of expertise in a particular field, which can lead to career advancement opportunities. For example, having a PhD can open doors to higher-paying jobs in academia, research institutions, or the private sector.
• Publishing Opportunities: Dissertations can be published as books or journal articles, which can help to increase the visibility and credibility of the author’s research.
• Personal Growth: The process of writing a dissertation involves a significant amount of research, analysis, and critical thinking. This can help students to develop important skills, such as time management, problem-solving, and communication, which can be valuable in both their personal and professional lives.
• Policy Implications: The findings of a dissertation can have policy implications, particularly in fields such as public health, education, and social sciences. Policymakers can use the research to inform decision-making and improve outcomes for the population.

When to Write a Dissertation

Here are some situations where writing a dissertation may be necessary:

• Pursuing a Doctoral Degree: Writing a dissertation is usually a requirement for earning a doctoral degree, so if you are interested in pursuing a doctorate, you will likely need to write a dissertation.
• Conducting Original Research : Dissertations require students to conduct original research on a specific topic. If you are interested in conducting original research on a topic, writing a dissertation may be the best way to do so.
• Advancing Your Career: Some professions, such as academia and research, may require individuals to have a doctoral degree. Writing a dissertation can help you advance your career by demonstrating your expertise in a particular area.
• Contributing to Knowledge: Dissertations are often based on original research that can contribute to the knowledge base of a field. If you are passionate about advancing knowledge in a particular area, writing a dissertation can help you achieve that goal.
• Meeting Academic Requirements : If you are a graduate student, writing a dissertation may be a requirement for completing your program. Be sure to check with your academic advisor to determine if this is the case for you.

Purpose of Dissertation

some common purposes of a dissertation include:

• To contribute to the knowledge in a particular field : A dissertation is often the culmination of years of research and study, and it should make a significant contribution to the existing body of knowledge in a particular field.
• To demonstrate mastery of a subject: A dissertation requires extensive research, analysis, and writing, and completing one demonstrates a student’s mastery of their subject area.
• To develop critical thinking and research skills : A dissertation requires students to think critically about their research question, analyze data, and draw conclusions based on evidence. These skills are valuable not only in academia but also in many professional fields.
• To demonstrate academic integrity: A dissertation must be conducted and written in accordance with rigorous academic standards, including ethical considerations such as obtaining informed consent, protecting the privacy of participants, and avoiding plagiarism.
• To prepare for an academic career: Completing a dissertation is often a requirement for obtaining a PhD and pursuing a career in academia. It can demonstrate to potential employers that the student has the necessary skills and experience to conduct original research and make meaningful contributions to their field.
• To develop writing and communication skills: A dissertation requires a significant amount of writing and communication skills to convey complex ideas and research findings in a clear and concise manner. This skill set can be valuable in various professional fields.
• To demonstrate independence and initiative: A dissertation requires students to work independently and take initiative in developing their research question, designing their study, collecting and analyzing data, and drawing conclusions. This demonstrates to potential employers or academic institutions that the student is capable of independent research and taking initiative in their work.
• To contribute to policy or practice: Some dissertations may have a practical application, such as informing policy decisions or improving practices in a particular field. These dissertations can have a significant impact on society, and their findings may be used to improve the lives of individuals or communities.
• To pursue personal interests: Some students may choose to pursue a dissertation topic that aligns with their personal interests or passions, providing them with the opportunity to delve deeper into a topic that they find personally meaningful.

Advantage of Dissertation

Some advantages of writing a dissertation include:

• Developing research and analytical skills: The process of writing a dissertation involves conducting extensive research, analyzing data, and presenting findings in a clear and coherent manner. This process can help students develop important research and analytical skills that can be useful in their future careers.
• Demonstrating expertise in a subject: Writing a dissertation allows students to demonstrate their expertise in a particular subject area. It can help establish their credibility as a knowledgeable and competent professional in their field.
• Contributing to the academic community: A well-written dissertation can contribute new knowledge to the academic community and potentially inform future research in the field.
• Improving writing and communication skills : Writing a dissertation requires students to write and present their research in a clear and concise manner. This can help improve their writing and communication skills, which are essential for success in many professions.
• Increasing job opportunities: Completing a dissertation can increase job opportunities in certain fields, particularly in academia and research-based positions.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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