1. THESIS WRITING & EXAMINER’S EXPECTATION
Abd Karim Alias
akarim@usm.my
Thursday, December 22, 2011
2. WHAT IS ATHESIS?
A product of scholarly
and professional study
of a subject.
Thursday, December 22, 2011
3. ROLE OF EXAMINERS
To carefully assess whether
the study has fulfilled what
it has intended to achieve
and what it intends to
contribute.
The scientific merits
The significance &
impact
The new contribution to
the research field
The research has been
communicated clearly
Thursday, December 22, 2011
4. COMMON EXAMINER’S REMARK
•“The presentation of the thesis falls
short...substantial proof reading”
•“The literature review...lack of critical
assessment...just a simple compilation...
incomplete...”
•“The experimental design was not
appropriate...”
•“Many vague statements...”
Thursday, December 22, 2011
5. WHAT MAKES AN
OUTSTANDINGTHESIS?
“The outstanding PhDs have beautifully
conceived ideas that open up a new area
or really answer an important question,
and are critical of previous work in the
area or make a critical assessment of their
own work”
Thursday, December 22, 2011
6. WHAT MAKES AN
OUTSTANDINGTHESIS?
•Novelty/originality
•Clear & specific objectives
•Cohesiveness - where it all fits together
•Clarity - clear line of thought &
presentation
•Elegance of design, synthesis & execution
Thursday, December 22, 2011
8. POORTHESIS
•Lack of novelty/originality
•Lack of coherence
•Lack of understanding of the theory
•Lack of confidence
•Lack of substantive data
•Lack of well-structured argument
•Researching the wrong problem!
Thursday, December 22, 2011
10. FIRST IMPRESSION COUNTS!
•Overall presentation
•No spelling & grammatical errors
in the title, abstract, table of content,
summary/conclusion (because examiners
will read these parts first!)
•Substantive both in quantity + quality
•The thesis tells a story - takes the reader
through a journey.
Thursday, December 22, 2011
11. DON’T LET EXAMINERS GUESS
•Structure (examiner will look at the
TOC)
•Chapter introduction & summary/
conclusion (clear prologue & epilogue)
•Rational of research approach
•Appropriate data analysis & presentation
•References
Make it easy for them to read and follow...
Thursday, December 22, 2011
12. RESEARCH PROBLEM
Why did you
undertake the research
in the first place?
How does your thesis
advance the
knowledge of the
subject?
Thursday, December 22, 2011
13. RESEARCH PROBLEM
•Sufficient background - so that examiner
appreciates the research problem
•Highlight the deficiencies in current
knowledge - put the work in proper
context or perspective.
•Specific research objectives: achievable,
measurable.
Thursday, December 22, 2011
14. RESEARCH PROBLEM
Do not leave the
examiner thinking...
WHY BOTHER?
Thursday, December 22, 2011
15. SCOPE OFTHETHESIS
Have the author
defined & articulated
the scope of the
current work clearly?
Important to avoid mismatch in the
examiner’s expectation and what is
actually delivered.
Thursday, December 22, 2011
16. LITERATURE REVIEW
•Comprehensive but concise
•Include KEY references (seminal
papers)
•Critical appraisal - summarize &
synthesize the current state of
knowledge
•Identify gaps in knowledge
•Need to address conflict or
controversial issues
Thursday, December 22, 2011
18. MATERIALS & METHOD
Are M&M detailed
enough to ensure the
work is reproducible?
Thursday, December 22, 2011
19. MATERIALS & METHOD
Are M&M detailed
enough to ensure the
work is reproducible?
MATERIAL: sample size, sample
population, sampling technique,
sample storage/treatment
Thursday, December 22, 2011
20. MATERIALS & METHOD
Are M&M detailed
enough to ensure the
work is reproducible?
MATERIAL: sample size, sample
population, sampling technique,
sample storage/treatment
INSTRUMENTATION:
specifications, calibration
Thursday, December 22, 2011
21. MATERIALS & METHOD
Are M&M detailed
enough to ensure the
work is reproducible?
MATERIAL: sample size, sample
population, sampling technique,
sample storage/treatment
INSTRUMENTATION:
specifications, calibration
INSTRUMENT: how questionnaire
developed? validity/reliability
check; proposed data analysis
Thursday, December 22, 2011
23. MATERIALS & METHOD
Commonly asked questions:
Is experimental design appropriate to achieve the objectives?
Thursday, December 22, 2011
24. MATERIALS & METHOD
Commonly asked questions:
Is experimental design appropriate to achieve the objectives?
What precautions were taken against likely sources of bias?
Thursday, December 22, 2011
25. MATERIALS & METHOD
Commonly asked questions:
Is experimental design appropriate to achieve the objectives?
What precautions were taken against likely sources of bias?
What are the limitations of the methodology?
Thursday, December 22, 2011
26. MATERIALS & METHOD
Commonly asked questions:
Is experimental design appropriate to achieve the objectives?
What precautions were taken against likely sources of bias?
What are the limitations of the methodology?
Is the methodology for analysis and data collection
appropriate?
Thursday, December 22, 2011
27. MATERIALS & METHOD
Commonly asked questions:
Is experimental design appropriate to achieve the objectives?
What precautions were taken against likely sources of bias?
What are the limitations of the methodology?
Is the methodology for analysis and data collection
appropriate?
Under given circumstances, has the best
methodology been chosen?
Thursday, December 22, 2011
29. DATA ANALYSIS & PRESENTATION
•What is the basis of choosing certain set
of data to include in the thesis?
Thursday, December 22, 2011
30. DATA ANALYSIS & PRESENTATION
•What is the basis of choosing certain set
of data to include in the thesis?
•Have the hypothesis been tested?
Thursday, December 22, 2011
31. DATA ANALYSIS & PRESENTATION
•What is the basis of choosing certain set
of data to include in the thesis?
•Have the hypothesis been tested?
•Do the solutions obtained relate
to the questions posed?
Thursday, December 22, 2011
32. DATA ANALYSIS & PRESENTATION
•What is the basis of choosing certain set
of data to include in the thesis?
•Have the hypothesis been tested?
•Do the solutions obtained relate
to the questions posed?
•Is the level and form of analysis
appropriate for the data?
Thursday, December 22, 2011
34. DATA ANALYSIS & PRESENTATION
•Could the presentation of results made
clearer?
Thursday, December 22, 2011
35. DATA ANALYSIS & PRESENTATION
•Could the presentation of results made
clearer?
•Are the pattern in the results
clearly identified and summarized
Thursday, December 22, 2011
38. DISCUSSION & INTERPRETATION
•Logical progression of ideas & arguments
•Ability to recognize & appreciate the
significance of the data
Thursday, December 22, 2011
39. DISCUSSION & INTERPRETATION
•Logical progression of ideas & arguments
•Ability to recognize & appreciate the
significance of the data
•Demonstrate higher level of thinking &
analysis
Thursday, December 22, 2011
40. DISCUSSION & INTERPRETATION
•Logical progression of ideas & arguments
•Ability to recognize & appreciate the
significance of the data
•Demonstrate higher level of thinking &
analysis
•Ability to recognize & deal
with contradiction
Thursday, December 22, 2011
42. DISCUSSION & INTERPRETATION
•Is the significance of results fully explored
in the context of current literature?
Thursday, December 22, 2011
43. DISCUSSION & INTERPRETATION
•Is the significance of results fully explored
in the context of current literature?
•Reflection - ability of the author to make a
critical assessment of their own work
Thursday, December 22, 2011
44. DISCUSSION & INTERPRETATION
•Is the significance of results fully explored
in the context of current literature?
•Reflection - ability of the author to make a
critical assessment of their own work
•Succinct writing without
excessive speculation
Thursday, December 22, 2011
47. THE END PART
•Succinct conclusion
•Have all the conclusions linked to the
results (i.e., based on available data)?
Thursday, December 22, 2011
48. THE END PART
•Succinct conclusion
•Have all the conclusions linked to the
results (i.e., based on available data)?
•Have all the stated objectives of the thesis
been addressed, regardless of the
outcome?
Thursday, December 22, 2011
49. THE END PART
•Succinct conclusion
•Have all the conclusions linked to the
results (i.e., based on available data)?
•Have all the stated objectives of the thesis
been addressed, regardless of the
outcome?
•Have the avenues for future work opened
up by the thesis been articulated clearly?
Thursday, December 22, 2011
50. FINAL ANALYSIS
Has the thesis
made a substantive
original contribution
to our knowledge &
understanding?
Thursday, December 22, 2011
51. FINAL ANALYSIS
Has the thesis
made a substantive
original contribution
to our knowledge &
understanding?
Development of new theory or
methodology?
Thursday, December 22, 2011
52. FINAL ANALYSIS
Has the thesis
made a substantive
original contribution
to our knowledge &
understanding?
Development of new theory or
methodology?
Generation of new body of
knowledge?
Thursday, December 22, 2011
53. FINAL ANALYSIS
Has the thesis
made a substantive
original contribution
to our knowledge &
understanding?
Development of new theory or
methodology?
Generation of new body of
knowledge?
Knowledge about or
understanding of an issue or
problem?
Thursday, December 22, 2011
54. FINAL ANALYSIS
Has the thesis
made a substantive
original contribution
to our knowledge &
understanding?
Development of new theory or
methodology?
Generation of new body of
knowledge?
Knowledge about or
understanding of an issue or
problem?
Proposal of new policy or practice
in a particular area?
Thursday, December 22, 2011
55. FURTHER READING
Mullins, G and Kiley, M. (2002) “It’s a
PhD, not a Nobel Prize”: how
experienced examiners assess research
theses, Studies in Higher Education, 27,
4, 369-386
Thursday, December 22, 2011
56. THANK YOU FOR YOUR ATTENTION!
Thursday, December 22, 2011