Thesis and Dissertation Writing in a Second Language: a handbook for Supervisors

What universities and examiners expect of theses
and dissertations
While theses and dissertations may be written differently in different areas of
study, universities typically apply the same criteria to their examination.
Many universities send examiners a list of criteria to refer to while they are
reading a student’s thesis or dissertation. These often vary according to the
level of study. They are normally, however, some kind of variation on the fol-
lowing list of points:
●
an awareness and understanding of relevant previous research on the
topic;
●
a critical appraisal of previous research on the topic;
●
a clearly defined and comprehensive investigation of the topic;
●
the appropriate application of research methods and techniques;
●
a thorough presentation and interpretation of results;

---

●
appropriately developed conclusions and implications that are linked to
the research framework and findings;
●
a high standard of literary quality and presentation;
●
a contribution to knowledge on the particular topic.
The last of these points, contribution to knowledge, is especially important
at the PhD level where examiners are often asked if the thesis ‘makes a sub-
stantive original contribution’ to knowledge in the particular area. It is
helpful to discuss these criteria with students early on in their candidature
so they can consider how they impact on how they carry out and write up
their research.
A special edition of the International Journal of Educational Research pub-
lished in 2004 addressed the issue of doctoral thesis examination. The study
by Holbrook et al. (2004) published in this issue looked at 803 examiners’
reports on 301 theses from three different universities. From their analysis
they identified the list of qualities shown in Table 1.3 (on p.19) as being
characteristic of ‘high quality’ PhD theses. Their definition of a high qual-
ity thesis was one that was accepted for the degree by all examiners without
requiring any revisions. These qualities include the significance of the stu-
dent’s research topic, potential of the thesis for publication, use of the
research literature in the design of the study and writing of the thesis, logic
18
Introduction
The academic institution
The academic discipline
The level of study
The writing task
The student
The thesis or dissertation
Figure 1.1 Text and context in academic writing
Source: adapted from Samraj 2002

---

and clarity of the reporting and discussion of findings, and the extent to
which the findings can be applied in the field.
Holbrook and her colleagues also identified characteristics of ‘low qual-
ity’ PhD theses. Low quality theses were defined as theses that were
required to be revised and resubmitted for re-examination by at least half of
the examiners. The characteristics of these theses are also shown in Table
1.3. With low quality theses there was a wider range of agreement amongst
examiners. The reports written for these theses were much longer than
those that were written for high quality theses. They contained a prepon-
derance of instructed comment, more negative judgment, and a greater
emphasis on editorial errors and inaccuracies in the referencing of the liter-
ature than was the case for high quality thesis reports.
Introduction
19
Table 1.3 Characteristics of high and low quality theses
General criteria
Specific criteria
High quality theses
Low quality theses
Thesis topic and approach
Significance and challenge
Questionable integrity
of the topic
of the approach of 
Fusion of originality of the
thesis or presentation
approach with realization 
of findings
of a significant contribution
to the field
Literature review
Expert use of the literature
Inadequate coverage or 
in design of the study and 
focus of the literature in
discussion of the findings
relation to the study
Thorough, clear and incisive
Inaccuracies and 
reporting of the literature
omissions in referencing
Communicative Manifest 
editorial
competence
inadequacies
Publications arising
Recognized need for early
publication of/from the 
study
Source: Holbrook et al. 2004: 117