google phd thesis

Thesis and Dissertation Guide

• Starting your Dissertation/Thesis
• Dissertation/Thesis Resources
• Books That May Help
• Literature Reviews
• Annotated Bibliography
• We Don't Have It? / Interlibrary Loan
• Online Learning Study Tips
• Search Strategy
• Advanced Search Techniques
• Kemp Library Video Tutorials
• Find Articles / Journals / Databases
• What are...
• Database Video Tutorials
• Peer Reviewed
• How to confirm and cite peer review
• Primary/Secondary Sources
• Other Types of Sources (i.e. Newspapers)
• Legal Research Resources
• Evidence Based Practice/Appraisal Resources

Google Scholar

• Website Evaluation
• Internet Searching
• Apps You Didn't Know You Needed
• Who is citing me?
• Questions After Hours
• ESU Thesis Submission
• ESU Dissertation Submission
• How to Integrate
• How to Use It

What is Google Scholar and Why Should You Care?

Google Scholar is a special division of Google that searches for academic content. It is not as robust as Google, and as such it can be harder to search. However, if you are looking for a specific article it is a fantastic resource for finding out if you can access it through your library or if it's available for free.

Below are a few videos on how to use Google Scholar (you can skip the intros if you want) that will show you tips and tricks on how to best use Google Scholar.

Did you know that you can use Google Scholar in addition to Primo to help search Kemp library materials? You just have to add us to your Google Scholar and our results will show up in your searches showing you what you have access to as an ESU community member!

• Go to  Google Scholar 
• Make sure you're logged into your Google Account -  you'll see your initials or your icon in the top right hand corner of the screen if you're logged in. 
• Click on  Settings  (either from the top of the Scholar home page, or from the drop-down on the right hand side of the results page).

Choose  Library Links .

Type ‘East Stroudsburg University’ into the search box.

Click the boxes next to “ESU” and "Kemp Library"

Click  Save .

If you have other institutions you're affilitated with, or ResearchGate, you can add them too!

Getting to Google Scholar Settings:

The Library Link Screen: Search, Select and Save!

What your search results will look like: 

 Add / Reorder  

Databases have more sophisticated search features than Google Scholar , but if you have a one or two word topic Google Scholar can be useful.  You can also try using the Advanced Search in Google Scholar (see the first video below). 

However, if you're having trouble finding something specific, i.e. a specific article, try Google Scholar. For example you want " Game of Thrones and Graffiti" and you don't see it in a database, search the title of the article in Google Scholar (here you'd search "Game of Thrones and Graffiti"). You may find it freely available OR discover it is available through the library, but in a database you didn't look at. 

If we don't have it and you can't access it on Google Scholar, you can always request it via interlibrary loan .

"If Google Scholar isn’t turning up what you need, try an open Google search with the article title in quotes, and type the added filter “filetype:pdf”. This scours the open web for papers hosted somewhere, by someone, in PDF format. Google Books provides limited preview access to many copyrighted books. Other alternate services include  SemanticScholar ,  Microsoft Academic ,  Dimensions , or  GetTheResearch . Here too there are subject-specific portals like  EconBiz  or the  Virtual Health Library , some of which offer multilingual search options." -  Paragraph taken from A Wikipedia Librarian. 

The other services like Microsoft Academic mentioned above are also useful when looking for freely available journal article and research! Don't forget to cite everything you use in your paper/project/presentation/etc. 

Google Scholar Videos

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• Last Updated: Sep 20, 2024 11:36 AM
• URL: https://esu.libguides.com/thesis

Frequently asked questions

Questions about our outreach? Here are some answers.

• Award for inclusion research program
• Computer science education research awards
• CS research mentorship program
• General university FAQs
• PhD fellowships
• Research scholar program
• Trust & Safety research awards
• Visiting Researcher Program

I am employed full-time at a university, but I am not a professor. Can I apply?

The program is open to active professors at degree-granting institutions who are advising students and conducting research.

What is the proper format for an Award for Inclusion Research proposal?

Below is an example of what a proposal may look like (though the relative length of each section may differ by proposal). The full proposal should be a maximum of 5 pages:

• [Maximum 3 Pages] The proposal overview, proposal body, and data policy.
• [Maximum 2 Pages] The CV of the primary Principal Investigator, which is required for all applications.
• We would prefer proposals to respect a minimum 10pt font size and 1-inch (2.5-cm) margins. Our reviewers value readability.
• Proposal Title
• Principal Investigator full name, contact information (postal address, email address, phone), affiliation (university, school, college and/or department)
• Research goals and problem statement
• Description of the work you'd like to do, and expected outcomes and results.
• How will your research impact an underrepresented group?
• How does your research relate to prior work in the area (including your own, if relevant)? What makes you qualified to do this research work?
• References, where applicable.
• Our goal is to support work where the output will be made available to the broader research community. To that end, we ask that you provide us with a few sentences sharing what you intend to do with the output of your project (e.g. open sourcing code, making data sets public, etc.). Please note that the awards are structured as unrestricted gifts, so there are no legal requirements once a project is selected for funding. This is simply a statement of your current intentions.
• We require a CV for at least the primary Principal Investigator on the proposal. We will accept CVs from each of the Principal Investigators listed on the proposal (up to two are allowed). Each CV must be limited to two pages. Any submitted CV that is longer than 2 pages may be cut off at 2 pages before the proposal review process begins.

Please do not add a budget section on your proposal since it will not be considered.

Can I speak to someone from the team to understand if my research is eligible?

Yes. Please review former recipient proposals to see examples of eligible research previously funded by the program. Contact [email protected] if you have unanswered questions.

Can I submit a proposal outside of the featured research areas on the main webpage?

Yes, we have a miscellaneous area in the application. Feel free to submit a proposal in any research area, in computing and technology, that addresses the needs of historically marginalized groups globally.

Does the co-PI need to meet the same eligibility criteria as the primary PI?

Yes, the co-PI must meet the same eligibility criteria as the primary PI. We are providing an exception if the co-PI is a postdoctoral researcher.

Can I submit a proposal around pre college research efforts?

No, proposals should only be focused on higher education.

Can I submit a proposal around funding a larger program?

This is not applicable for the AIR program unless the proposal studies the efficacy and applies research to the larger program.

Open advice to Google Research Awards proposal writers

As a part of the group of engineers that review proposals for this program, we read a lot of proposals. We'd like to read more good proposals. Here's some advice on how you can improve the content of your short proposal and make reviewing it easier.

A good research grant proposal:

• Clearly specifies a problem. Good research is driven by a great problem or question, and a good proposal starts with a clearly specified one.
• Describes a specific, credible, relevant outcome. Try to identify a specific and appropriately sized outcome, to give us a clear notion of what the research award would be enabling. What will likely come to be that might otherwise not happen? While this outcome should be a decisive step towards achieving your vision, it generally won't be adequate to completely achieve it. It often helps to describe both the minimum that is likely to be accomplished and a potential best-case. Since picking the right datasets and test cases is often important, tell us which ones you plan to use.
• Crisply differentiates the proposed contribution from prior work. Please apply normal practices (citations, etc.) for documenting how your work will materially advance the state of the art. Make it clear how your work will be changing the state of the art, and not simply trying to match it.
• Tells us how the research challenge(s) will be addressed. Successful research projects combine a great problem with ideas for solutions, too. We recognize that all the answers won't be known yet, but we'd like to feel that the direction has been established, and a plausible path has been identified. (Try to avoid proposals of the form "We want to look at problem X".) It's hard to have a big impact without taking risks, but please identify what the difficulties are likely to be and how you plan to mitigate them. It may help to explain how you succeeded in addressing analogous problems in other projects.
• Puts the proposed work in context. Most projects we fund also have support from other sources. To help us understand the expected impact of Google support, please explain what funding you already have for this area of research and how the proposed work relates to your existing plans. Do you plan to build a capability for other research, provide a tool, reproduce a prior result, collaborate with others to try something out, follow up on a promising idea, or explore a new one? All are potentially of interest; we just want to know.
• Makes the case to a non-expert. While we try to have your proposal reviewed by a Google expert in your field, it will also be read by non-experts, so please make at least the motivation and outcomes broadly accessible.
• Tells us how this research impacts an underserved community and why you are qualified to do this research. It can be through social, cultural, or regional expertise, specifically related to the research to conduct successful work.
• The proposal should show promise that it will benefit society or advance desired societal outcomes.

What research areas do the CS-ER Awards support?

Priority research areas include, but are not limited to:

• Developmental readiness: What are effective instructional strategies for identifying whether a student is developmentally ready to learn particular CS concepts?
• Engagement: How does early CS experience impact future interest in CS?
• Equity: What interventions, supports, approaches or materials are most effective for increasing engagement and success for students from historically marginalized groups?
• Implementation: How can districts and states verify the effectiveness of their CS education implementations?
• Preservice education: What exemplary and scalable models exist for incorporating CS learning into teacher preparation programs?
• Professional development: What are the best practices for CS PD in terms of positively impacting student learning?
• Teaching CS: What models of CS content delivery provide the largest impact on students learning (after school, in school discrete courses, in school integrated into other disciplines)? How do we measure effective CS teaching?

Are students attending institutions outside the United States and Canada eligible?

No, students attending institutions outside the United States and Canada are not eligible for CSRMP at this time. We hope to expand to other regions/countries in future academic years.

What is considered an adjacent field for computer science?

CSRMP supports students from historically marginalized groups in their pursuit of computing research pathways. In order for students to have a beneficial experience in the program, students should be enrolled in a degree-granting program in Computer Science, an adjacent field (e.g., Computer Engineering, Electrical Engineering, Information Science, Information Systems, Information Technology), or a field that includes a programming/computer science foundation.

Will feedback be provided on the proposal that we submit?

No, applicants will not receive feedback on the proposal submitted.

Is it possible to receive an extension?

No, all applications must be submitted by 11:59:59pm on the day of the application deadline. Late submissions are not reviewed, and extensions are not granted.

What is considered a “historically marginalized group"?

The definition of who is historically marginalized is responsive to a specific region, context, and its nuances; the proposal should define the students from groups historically marginalized in computing research that the initiative aims to impact, and how the initiative will address their needs.

What opportunities do you have for university students?

You can find information on our programs for students on the Student Page of Google’s job site.

How can I find more information about recruiting, on-campus events, or other non-research topics?

You can visit our student site at google.com/students .

How can I submit an idea to Google.org?

For information on philanthropic initiatives at Google, visit the Google.org site.

Does Google have a program to supply professors with Android phones or Chrome OS devices for research or teaching purposes?

If a professor needs phones, tablets, or Chromebooks for research purposes, he or she can submit an application to our Faculty Research Awards program requesting the budget needed to purchase the devices. Google does not currently have a program to provide Android phones or other hardware to be used for teaching or classroom purposes.

I have a question I need additional help with. Who can I contact?

Please look through the entire FAQ above before writing in; we will not be able to respond to questions whose answers are contained in this document. For questions about students, recruiting, on-campus events, or other non-research topics regarding universities in North America, please email [email protected] . If you have questions specific to your region, you may send questions to [email protected] for universities in Europe, Africa, or the Middle East, or to [email protected] for universities in China. Please note that due to the high volume of emails we receive, we may not be able to respond to questions or requests that don't fall into one of the categories listed above.

What does the Google PhD Fellowship include?

Students receive named Fellowships which include a monetary award. The funds are given directly to the university to be distributed to cover the student’s expenses and stipend as appropriate. In addition, the student will be matched with a Google Research Mentor. There is no employee relationship between the student and Google as a result of receiving the fellowship. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If students wish to apply for a job at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

• Up to 3 year Fellowship
• US $12K to cover stipend and other research related activities, travel expenses including overseas travel
• Google Research Mentor

Australia and New Zealand

• 1 year Fellowship
• AUD $15K to cover stipend and other research related activities, travel expenses including overseas travel

Canada and the United States

• Up to 2 year Fellowship (effective from 2024 for new recipients)
• Full tuition and fees (enrollment fees, health insurance, books) plus a stipend to be used for living expenses, travel and personal equipment
• US $10K to cover stipend and other research related activities, travel expenses including overseas travel
• Yearly bursary towards stipend / salary, health care, social benefits, tuition and fees, conference travel and personal computing equipment. The bursary varies by country.

Early-stage PhD students

• Up to 4 year Fellowship
• US $50K to cover stipend and other research related activities, travel expenses including overseas travel

Late-stage PhD students

• US $10K to recognise research contributions, cover stipend and other research related activities, travel expenses including overseas travel

Latin America

• US $15K per year to cover stipend and other research related activities, travel expenses including overseas travel

Southeast Asia

• US $10K per year for up to 3 years (or up to graduation, whichever is earlier) to cover stipend and other research related activities, travel expenses including overseas travel

Is my university eligible for the PhD Fellowship Program?

Africa, Australia/New Zealand , Canada, East Asia, Europe and the United States : universities must be an accredited research institution that awards research degrees to PhD students in computer science (or an adjacent field).

India, Latin America and Southeast Asia : applications are open to universities/institutes in India, Latin America (excluding Cuba), and in eligible Southeast Asian countries/regions (Brunei, Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam).

Restrictions : All award payments and recipients will be reviewed for compliance with relevant US and international laws, regulations and policies. Google reserves the right to withhold funding that may violate laws, regulations or our policies.

What are the eligibility requirements for students?

All regions

• Students must remain enrolled full-time in the PhD program for the duration of the Fellowship or forfeit the award.
• Google employees, and their spouses, children, and members of their household are not eligible.
• Students that are already supported by a comparable industry award are not eligible. Government or non-profit organization funding is exempt.
• Past awardees from the PhD Fellowship program are not eligible to apply again.
• Grant of the Fellowship does not mean admission to a PhD program. The awardee must separately apply and be accepted to a PhD program in computer science (or an adjacent field) at an eligible institution.
• Grant of the Fellowship will be subject to the rules and guidelines applicable in the institution where the awardee registers for the PhD program.

Nominated students in Africa, Australia and New Zealand, Canada and the United States, East Asia and Europe.

Universities should only nominate students that meet the following requirements:

• Africa: Incoming PhD students are eligible to apply, but the Fellowship award shall be contingent on the awardee registering for a full-time PhD program in computer science (or an adjacent field) within the academic award year of the Fellowship award, or the award shall be forfeited.
• Australia and New Zealand : early-stage students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).
• Canada and the United States : students who have completed graduate coursework in their PhD by the academic award year when the Fellowship begins.
• East Asia: students who have completed most of graduate coursework in their PhD by the academic award year when the Fellowship begins. Students should have sufficient time for research projects after receiving a fellowship.
• Europe: Students enrolled at any stage of their PhD are eligible to apply.

Direct applicant students in India, Latin America and Southeast Asia

• Latin America : incoming or early stage-students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).

What should be included in an application? What language should the application be in?

All application materials should be submitted in English.

For each student nomination, the university will be asked to submit the following material in a single, flat (not portfolio) PDF file:

• Student CV with links to website and publications (if available)
• Short (1-page) resume/CV of the student's primary PhD program advisor
• Available transcripts (mark sheets) starting from first year/semester of Bachelor's degree to date
• Research proposal (maximum 3 pages, excluding references)
• 2-3 letters of recommendation from those familiar with the nominee''s work (at least one from the thesis advisor for current PhD students)
• Student essay response (350-word limit) to: What impact would receiving this Fellowship have on your education? Describe any circumstances affecting your need for a Fellowship and what educational goals this Fellowship will enable you to accomplish.
• Transcripts of current and previous academic records
• 1-2 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)

Canada, East Asia, the United States

• Cover sheet signed by the Department Chair confirming the student passes eligibility requirements. (See FAQ "What are the eligibility requirements for students?")
• Short (1-page) CV of the student's primary advisor
• 2-3 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)
• Research / dissertation proposal (maximum 3 pages, excluding references)
• Student essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Student essay response (350-word limit) to: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?)

India and Southeast Asia

Students will need the following documents in a single, flat (not portfolio) PDF file in order to complete an application (in English only):

• Student applicant’s resume with links to website and publications (if available)
• Short (one-page) resume/CV of the student applicant's primary PhD program advisor
• 2-3 letters of recommendation from those familiar with the applicant's work (at least one from the thesis advisor for current PhD students)
• Applicant's essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Applicant's essay response (350-word limit) to: What are your long-term goals for your pathway in computing research, and how would receiving the Google PhD Fellowship help you progress toward those goals in the short-term?

How do I apply for the PhD Fellowship Program? Who should submit the applications? Can students apply directly for a Fellowship?

Check the FAQ for details on eligibility and application requirements in your region before applying. Submission forms are available on the main Google PhD Fellowship Program page when the application period begins.

India, Latin America and Southeast Asia: students may apply directly during the application period.

Africa, Australia, Canada, East Asia, Europe, New Zealand, and the United States : students cannot apply directly to the program; they must be nominated by an eligible university during the application period.

How many students may each university nominate?

India, Latin America and Southeast Asia : applications are open directly to students with no limit to the number of students that can apply from a university.

Australia and New Zealand : universities may nominate up to two eligible students.

Canada and the United States : Universities may nominate up to four eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage additional nominees who self-identify as a woman, Black / African descent, Hispanic / Latino / Latinx, Indigenous, and/or a person with a disability.

Africa, East Asia and Europe : Universities may nominate up to three eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage the additional nominee who self-identifies as a woman.

*Applications are evaluated on merit. Please see FAQ for details on how applications are evaluated.

How are applications evaluated?

Applications are evaluated on the strength of the research proposal, research impact, student academic achievements, and leadership potential. Research proposals are evaluated for innovative concepts that are relevant to Google’s research areas, as well as aspects of robustness and potential impact to the field. Proposals should include the direction and any plans of where your work is going in addition to a comprehensive description of the research you are pursuing.

In Canada and the United State, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

A nominee's status as a member of a historically marginalized group is not considered in the selection of award recipients.

Research should align with Google AI Principles .

Incomplete proposals will not be considered.

How are Google PhD Fellowships given?

Any monetary awards will be paid directly to the Fellow's university for distribution. No overhead should be assessed against them.

What are the intellectual property implications of a Google PhD Fellowship?

Fellowship recipients are not subject to intellectual property restrictions unless they complete an internship at Google. If that is the case, they are subject to the same intellectual property restrictions as any other Google intern.

Will the Fellowship recipients become employees of Google?

No, Fellowship recipients do not become employees of Google due to receiving the award. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If they are interested in working at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

Can Fellowship recipients also be considered for other Google scholarships?

Yes, Fellowship recipients are eligible for these scholarships .

After award notification, when do the Google PhD Fellowships begin?

After Google PhD Fellowship recipients are notified, the Fellowship is effective starting the following school year.

What is the program application time period?

Applications for the 2024 program will open in March 2024 and close in May 2024 for all regions. Refer to the main Google PhD Fellowship Program page for each region’s application details.

A global awards announcement will be made in September on the Google Research Blog publicly announcing all award recipients.

How can I ask additional questions?

Due to the volume of emails we receive, we may not be able to respond to questions where the answer is available on the website. If your question has not been answered by a FAQ, email:

Africa: [email protected]

Australia and New Zealand: [email protected]

Canada and the United States: [email protected]

East Asia: [email protected]

Europe: [email protected]

India: [email protected]

Latin America: [email protected]

Southeast Asia: [email protected]

What is the evaluation criteria when assessing proposals?

To ensure fairness, we use a scoring rubric for consistency across reviews. We look at the criteria below to assess proposals. Proposals must comply with the required format and other Research Scholar Program guidelines.

• Faculty Merit : Faculty is accomplished in research, community engagement, and open source contributions, with potential to contribute to responsible innovation.
• Research Merit : Faculty's proposed research is aligned with Google Research interests, innovative, and likely to have a significant impact on the field.
• Proposal Quality : The research proposal is clear, focused, and well-organized, and it demonstrates the team's ability to successfully execute the research and achieve a significant impact.
• Broadening Participation : Faculty is committed to broadening participation in computing through their work on a variety of initiatives, including, for example, designing and deploying programs, and training and mentoring students from historically marginalized groups.
• AI Ethics Principles : The research proposal strongly aligns with Google's AI Principles .

What are the steps for the selection process?

• November: Applications open
• December/January: Proposal reviews and scoring
• February: Committee reviews proposals, scoring and make selections
• March: Approval process for selected proposals
• April: Applicants are notified of decision

We completely understand the desire to receive feedback and do our best to meet this request. However, due to the high volume of applications received, you may not receive feedback on your proposal. To ensure fairness, we use a scoring rubric for consistency across reviews.

How many times can I apply for the Research Scholar program?

Faculty may apply up to a maximum of 3 times within the 7 years they received their PhD.

Can I receive this award more than once?

Faculty can receive a Research Scholar award only once. Previous Faculty Research Award recipients are still eligible to receive a Research Scholar award.

Who is eligible to apply for the Research Scholar Program?

Institutions:

• We accept applications from full-time faculty at universities around the world. Funding is focused on supporting the faculty’s research. We do not allow applications from non-degree-granting research institutions.
• Since our funding is structured as unrestricted gifts to degree-granting Universities, we cannot process awards to other institutions (e.g. not-for-profits institutions, hospitals, non-degree-granting research institutes, etc) even if they are affiliated with a University. A Principal Investigator must apply in his or her capacity as a university professor and must be able to accept an award through that University.

Principal Investigator Requirements:

• Global faculty who have received their PhD less than 7 years from submission from degree-granting institutions who are doing research within fields relevant to Google.
• An applicant may only serve as Principal Investigator or co-Principal Investigator on one proposal per round, they cannot be listed on two separate proposals.
• We understand that titles may differ globally. In order for someone without the title of professor to apply, he or she must be a full-time faculty member at an eligible institution and serve as a formal advisor to masters or PhD students. We may, at our discretion, provide funding for Principal Investigators who advise undergraduate students at colleges that do not award advanced degrees.

Past Applicants:

• If an applicant’s proposal was not selected for funding the previous round, they are welcome to apply with a new proposal (or substantively revised proposal) the following round. A Principal Investigator can apply a maximum of 3 times within the 7 years post-PhD.

How do I apply for the Research Scholar Program?

The application process includes filling out an online form requesting basic information and uploading a PDF proposal via the form. As part of the online form, you will be asked to select a topic area. Please select carefully, as this will help us in ensuring your proposal is read by the appropriate reviewers. Do not send any confidential or proprietary information in your proposal. Any information you send us as part of your application will be considered not confidential regardless of any markings or designations on it.

I have a social science background, can I still apply?

Yes. We focus on funding social science research that looks at technology's implications and impacts on individuals and society. We typically review submissions from fields like human-computer interaction, psychology, and science and technology studies, as well as research in computer science fields with a strong emphasis on the human experience.

What is the proper format for a Research Scholar proposal?

• The proposal should be a maximum of 5 pages if you are a sole Principal Investigator.
• If you choose not to include the co-Principal Investigator’s CV then your proposal should only be 5 pages.
• The extra 2 pages will only accommodate for an additional CV, not for additional proposal content.
• The maximum page limit includes the 2-page CV of the primary Principal Investigator, which is required for all applications (again a 2-page CV for a co-Principal Investigator is optional).
• To be fair to you and others, we do not consider proposals longer than the maximum page limit.
• We request a Google Scholar profile link as part of the online application form. Our reviewers find it helpful to be able to easily reference a Principal Investigator's publication history to see how the current proposal relates to past work the Principal Investigator has done in relevant fields. The Google Scholar profile complements, but does not replace, the Principal Investigator's 2-page CV.
• We do not require a budget breakdown since we have flat funding amounts we will grant based on region.
• Below is an example of what a proposal may look like (though the relative length of each section may differ by proposal).

Proposal Format

• Research goals, including a problem statement.
• Description of the work you'd like to do, as well as the expected outcomes and results.
• How this relates to prior work in the area (including your own, if relevant)
• The maximum length of a Principal Investigator CV is two pages. Any submitted CV that is longer than 2 pages may be cut off at two pages before the proposal review process begins.
• We require a CV for at least the primary Principal Investigator on the proposal. We will accept CVs from each of the Principal Investigators listed on the proposal (up to two are allowed). Each CV must be limited to two pages.

Should I add a budget breakdown in my proposal?

Please do not include budget details in your proposal. We will be providing flat funding amounts based on the cost of student tuition on a regional basis.

How much funds will I get if I am awarded?

We provide support up to $60,000 USD depending on the cost of student tuition on a regional basis.

I am not eligible for this program, how can I apply to other programs?

Our website is consistently updated with new programs we offer. We encourage you to connect with our Google researchers at conferences to build more opportunities for applying to research grants.

Are Research Scholar Awards eligible for extensions?

The program is designed to support one year of work. If you are selected as a recipient of a Research Scholar award, we will partner you with a Google sponsor who can navigate the potential of an extension.

Can I speak to someone from the Research Scholar team to ask additional questions?

We will be providing limited email support via [email protected] . Due to the volume of emails we receive, we may not be able to respond to questions where the answer is available on the website.

What is the timeline?

• September 20, 2023: Applications close
• October 2023: Notification of proposal decisions

The program is open to active faculty members at degree-granting institutions who are advising students and conducting research and Principal Investigators employed at universities and academic research institutions.

What is the disclosure policy for the proposals?

Our goal is to support work where the output will be made available to the broader research community. To that end, we ask that you provide us with a few sentences sharing what you intend to do with the output of your project (e.g., publications, open sourcing code, making data sets public, etc.).

Can I submit a proposal outside of the areas of interest outlined above?

Yes, proposals directly applicable to Trust & Safety in technology research will be accepted.

Reviewers will do their best to provide limited feedback on submitted proposals.

Applications are evaluated on the strength of the research proposal, research impact, feasibility, and responsible research. Research proposals are evaluated for innovative concepts that are relevant to Google’s research areas, as well as aspects of robustness and potential impact to the field. Proposals should include the direction and any plans of where your work is going in addition to a comprehensive description of the research you are pursuing.

Do countries in the United Kingdom/Great Britain meet the grant preference for “projects that work within an EU context”?

While preference will be given to proposals addressing trust & safety issues in European Union (EU) member states, we are accepting and will consider proposals from all countries listed on the list of eligible countries in the application form.

No, all applications must be submitted by 11:59 pm PST, Wednesday, September 20. Late submissions will not be reviewed.

We will be providing limited email support via [email protected] . Due to the volume of emails we receive, we may not be able to respond to questions quickly.

Open advice to proposal writers

Here's some guidance on how you strengthen your short proposal. A good research grant proposal:

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What Exactly Is a PhD Thesis? Here’s the Truth You Should Know

A PhD thesis is a significant piece of academic writing that represents years of research and study. It showcases a student's original contributions to their field of study and is a key requirement for earning a doctoral degree. Understanding what a PhD thesis entails can help students navigate this challenging yet rewarding process.

Key Takeaways

• A PhD thesis is a major research project that shows your unique contributions to your field.
• It is different from other academic works because it requires original research and deep analysis.
• Writing a thesis takes careful planning, drafting, and revisions to ensure quality and clarity.
• Common challenges include managing time, dealing with writer's block, and responding to feedback from supervisors.
• The skills gained during the thesis process are valuable for future academic and career opportunities.

Understanding The Definition Of A PhD Thesis

Clarifying the concept.

A PhD thesis is a comprehensive document that presents your original research on a specific topic. It serves as a demonstration of your ability to conduct independent research and contribute new knowledge to your field. Essentially, it is the culmination of your academic journey, showcasing your skills and expertise.

Distinguishing From Other Academic Works

Unlike other academic papers, a PhD thesis is much more extensive and detailed. While essays or reports may summarize existing knowledge, a thesis requires you to engage deeply with your research question and provide substantial evidence to support your findings. This makes it distinct from shorter academic works, which often do not require the same level of original research.

The Role Of Original Research

The heart of a PhD thesis lies in original research . This means that you are expected to explore a topic that has not been thoroughly investigated before. Your findings should add value to the existing body of knowledge. For instance, a thesis might involve a consortium-based approach to the empirical dissertation , ensuring that the integrity of the overall research project is retained. This is crucial for establishing your credibility as a researcher and for making a meaningful contribution to your field.

In summary, a PhD thesis is not just a requirement for graduation; it is a significant academic endeavor that reflects your dedication and capability as a researcher. It is your opportunity to leave a lasting impact in your area of study.

The Purpose Of A PhD Thesis

Contributing To Knowledge

A PhD thesis is not just a requirement for graduation; it is a significant contribution to your field of study. Your research can fill gaps in existing knowledge and provide new insights that can influence future studies. This is your chance to make a mark in academia and beyond.

Demonstrating Research Skills

Writing a PhD thesis showcases your ability to conduct thorough research. It demonstrates your skills in gathering data, analyzing information, and presenting your findings clearly. This process is essential for your development as a researcher and can be a valuable asset in your future career.

Establishing Academic Credibility

Completing a PhD thesis establishes you as an expert in your chosen field. It signals to others that you have the knowledge and skills necessary to contribute meaningfully to academic discussions. This credibility can open doors for collaboration, teaching opportunities, and even positions in industry.

In summary, your PhD thesis serves multiple purposes: it contributes to knowledge, demonstrates your research skills, and establishes your academic credibility. As you embark on this journey, remember that resources like the [ Thesis Dialogue Blueprint ](https://www.researchrebels.com/products/thesis-dialogue-blueprint) can help you navigate the challenges of thesis writing, ensuring you stay focused and organized throughout the process.

By understanding these purposes, you can approach your thesis with a clear vision and a sense of purpose, making the most of this pivotal academic endeavor.

Key Components Of A PhD Thesis

Literature review.

The literature review is a critical part of your PhD thesis. It surveys existing research related to your topic, helping you identify gaps in knowledge. This section should clearly outline what has been done before and how your work fits into the larger academic conversation. A well-structured literature review not only supports your research but also demonstrates your understanding of the field.

Methodology

In the methodology section, you explain how you conducted your research. This includes the methods you used to collect data and why you chose them. It’s essential to justify your choices to show that your research is valid and reliable. This section should be detailed enough for others to replicate your study.

Data Analysis

Data analysis is where you present the findings of your research. You should clearly explain how you analyzed the data and what the results mean. Use tables or figures to summarize your findings effectively. For example:

This structured approach helps readers grasp your results quickly and understand their significance in the context of your research.

The conclusion wraps up your thesis by summarizing your findings and discussing their implications. It’s your chance to reflect on the research process and suggest areas for future study. A strong conclusion reinforces the importance of your work and its contribution to the field.

In summary, these key components—literature review, methodology, and data analysis—are essential for crafting a comprehensive PhD thesis. Each section plays a vital role in presenting your research clearly and effectively, ensuring that your work is recognized and valued in the academic community.

The Process Of Writing A PhD Thesis

Writing a PhD thesis is a significant undertaking that requires careful planning and execution. Understanding the process can make it more manageable. Here are the key stages you should follow:

Planning And Structuring

• Define Your Research Question : Start by clearly stating what you want to investigate. This will guide your entire project.
• Create an Outline : Organize your ideas into a structured outline. This will help you see the big picture and ensure that your thesis flows logically.
• Set a Timeline : Break your work into smaller tasks and set deadlines for each. This will help you manage your time effectively and avoid last-minute stress.

Drafting The Thesis

• Write Regularly : Aim to write a little every day. This will help you maintain momentum and make the process less overwhelming.
• Focus on One Section at a Time : Don’t try to write everything at once. Concentrate on completing one section before moving on to the next.
• Use Resources : Consider tools like the Thesis Action Plan to help you stay organized and focused on your goals.

Revisions And Feedback

• Seek Feedback Early : Share drafts with your supervisor or peers to get constructive feedback. This can help you identify areas for improvement.
• Revise Thoroughly : Don’t hesitate to make significant changes based on feedback. Revising is a crucial part of the writing process.
• Proofread : Before submitting, carefully proofread your thesis to catch any errors or inconsistencies.

By following these steps, you can learn how to write a thesis fast and effectively. Remember, the key is to stay organized and focused throughout the process. With dedication and the right strategies, you can successfully complete your PhD thesis!

Common Challenges In PhD Thesis Writing

Writing a PhD thesis can be a daunting task, and you are not alone in facing these challenges. Here are some common obstacles that many students encounter during the thesis writing process:

Managing Time Effectively

Time management is crucial when writing your thesis. Balancing your thesis work with other responsibilities can be tough. To stay on track, consider creating a schedule that prioritizes your tasks. Here’s a simple approach:

• Set clear deadlines for each section of your thesis.
• Break your work into smaller, manageable tasks.
• Allocate specific times for writing and research.

Overcoming Writer's Block

You may find yourself staring at a blank page, struggling to get your thoughts down. This is known as writer's block . To combat this, try the following strategies:

• Take short breaks to refresh your mind.
• Seek inspiration from other sources, like articles or books.
• Remember, even the best writers face this challenge.

Navigating Supervisor Feedback

Receiving feedback from your supervisor can be both helpful and overwhelming. It’s important to approach this feedback constructively. Here are some tips:

• Schedule regular meetings with your supervisor to discuss your progress.
• Keep a record of feedback and address it systematically.
• Don’t hesitate to ask for clarification if you don’t understand their comments.

By acknowledging these challenges and finding strategies to overcome them, you'll be well on your way to mastering the thesis writing process! For additional support, consider using resources like the [ thesis success essentials ](https://www.researchrebels.com/products/thesis-success-essentials-free-25-templates) which offers 25 free templates designed to alleviate student anxiety and streamline the thesis writing process.

Embrace these challenges as part of your academic journey, and remember that persistence is key!

The Importance Of A Strong Thesis Statement

A strong thesis statement is essential for your academic writing. It serves as the foundation upon which your entire paper is built. Without a clear thesis statement, your arguments may lack direction and coherence. Here’s why a strong thesis statement matters:

Defining The Research Focus

A thesis statement helps you define the main focus of your research. It allows you to articulate what you want to prove or explore. This clarity is crucial for guiding your research and writing process.

Guiding The Research Process

A well-crafted thesis statement acts as a roadmap for your paper. It outlines the main points you will discuss, helping you stay organized and focused. This structure is vital for ensuring that your arguments are coherent and logically presented.

Engaging The Reader

A strong thesis statement captures the reader's attention. It presents a clear and compelling argument that encourages the reader to continue exploring your work. Engaging your audience is crucial for making your research impactful.

Tips For Crafting A Strong Thesis Statement

• Be Specific : Avoid vague language. Clearly state your main argument.
• Be Debatable : Your thesis should invite discussion and analysis.
• Support With Evidence : Ensure that your thesis can be backed up with research and data.

By focusing on these elements, you can create a thesis statement that not only guides your writing but also enhances the overall quality of your research. For more structured guidance, consider using resources like the [ Thesis Action Plan ](https://researchrebels.com/products/thesis-action-plan) which offers step-by-step worksheets to help you navigate your thesis journey effectively.

In summary, a strong thesis statement is the key to a successful academic paper. It provides clarity, direction, and engagement, making it an essential component of your research.

Ethical Considerations In PhD Research

When you embark on your PhD journey, understanding the ethical implications of your research is crucial. Ethical considerations ensure that your work respects the rights and dignity of all participants.

Plagiarism And Academic Integrity

Plagiarism is a serious offense in academia. It involves using someone else's work without proper acknowledgment. To maintain academic integrity , always cite your sources accurately. Here are some key points to remember:

• Always give credit to original authors.
• Use plagiarism detection tools to check your work.
• Familiarize yourself with your institution's policies on academic honesty.

Informed Consent

Informed consent is essential when conducting research involving human participants. You must ensure that participants understand the purpose of your study and any potential risks involved. Here’s a simple checklist:

• Provide clear information about the study.
• Obtain written consent from participants.
• Allow participants to withdraw at any time without penalty.

Data Management

Proper data management is vital for protecting participant privacy. You should:

• Store data securely to prevent unauthorized access.
• Anonymize data to protect participant identities.
• Follow legal regulations regarding data protection.

By prioritizing these ethical considerations, you not only uphold the integrity of your research but also contribute positively to the academic community. Remember, ethical research practices are not just rules; they are fundamental to building trust and credibility in your work.

The Role Of Peer Review In Thesis Development

Peer review is a vital part of your PhD journey. It involves having experts in your field evaluate your work, which can significantly enhance the quality of your thesis. By engaging in peer review, you can identify and correct flaws in your research, making it stronger and more credible.

Receiving Constructive Feedback

Receiving feedback from peers is essential. They can offer fresh perspectives that you might not have considered. Here are some benefits of peer feedback:

• Identifying weaknesses in your arguments or methodology.
• Gaining insights that can help refine your thesis.
• Enhancing the overall clarity and coherence of your work.

Enhancing Research Quality

The peer review process helps ensure that your research meets high academic standards. It acts as a quality control mechanism, allowing you to:

• Validate your findings through expert evaluation.
• Improve the rigor of your research methods.
• Increase recognition for your work, as peer-reviewed research is often viewed as more credible. This can lead to greater recognition for researchers in your field.

In summary, incorporating peer review into your thesis development is not just beneficial; it is essential for producing a high-quality PhD thesis that stands up to scrutiny and contributes meaningfully to your field.

Preparing For The Thesis Defense

Understanding the defense process.

When you prepare for your thesis defense, it’s essential to understand the process. This is your opportunity to present your research and defend your findings before a committee. Being well-prepared can significantly boost your confidence.

Anticipating Questions

You should anticipate the questions your committee might ask. Review your thesis thoroughly and think about potential weaknesses or areas that might need further explanation. Familiarity with your work will help you clarify and argue your points effectively.

Presenting Your Research

Creating a clear and concise presentation is crucial. Your slides should highlight the key points of your research, including your research questions, methodology, findings, and conclusions. Practice your presentation multiple times to ensure you are comfortable with the material and can present it confidently.

Key Steps to Prepare:

• Create a Presentation: Focus on clarity and conciseness.
• Practice Delivery: Rehearse in front of friends or family to gain feedback.
• Utilize University Resources: Seek help from academic support services if needed.

By following these steps, you can approach your thesis defense with confidence and clarity, ensuring that you effectively communicate your research and its significance. Remember, this is not just a test; it’s a chance to showcase your hard work and dedication!

Post-Thesis Opportunities And Career Paths

After completing your PhD, you may wonder what comes next. The journey doesn’t end with your thesis; in fact, it opens up a world of possibilities. Exploring various career paths can lead to fulfilling opportunities.

Transitioning To Academia

Many graduates choose to continue their academic journey. This can include:

• Postdoctoral positions : These roles allow you to deepen your research experience.
• Teaching roles : You can share your knowledge with students at universities or colleges.
• Research positions : Engaging in further research projects can enhance your expertise.

Exploring Industry Roles

If you’re considering a shift to industry, there are numerous options available. Some popular roles include:

• Scientist/Researcher : Ideal for STEM graduates, this role allows you to apply your research skills in practical settings.
• Data Analyst : Utilize your analytical skills to interpret data and inform business decisions.
• Regulatory Affairs Specialist : Ensure compliance with regulations in various industries.

Entrepreneurship

Starting your own venture can be an exciting path. You can leverage your research to create innovative solutions or products. This route allows for creativity and independence.

Networking and Building Connections

Regardless of the path you choose, networking is crucial. Attend industry events, join professional organizations, and connect with peers. Building a strong network can lead to job referrals and mentorship opportunities.

In summary, the completion of your PhD thesis is just the beginning. Whether you pursue academia, industry, or entrepreneurship, there are many paths available. Embrace the opportunities that come your way and continue to grow professionally.

The Future Of PhD Research

Emerging Trends In Research

As you look ahead in your academic journey, it's essential to recognize the emerging trends in PhD research. These trends often reflect the evolving needs of society and advancements in technology. For instance, interdisciplinary research is becoming increasingly popular, allowing scholars to tackle complex problems from multiple perspectives. This approach not only enriches your research but also broadens its impact.

Interdisciplinary Approaches

Interdisciplinary approaches are vital in today’s research landscape. By collaborating with experts from different fields, you can enhance the depth and breadth of your work. This collaboration can lead to innovative solutions and new insights that might not be possible within a single discipline. For example, combining insights from education and technology can lead to groundbreaking findings in effectiveness research for teacher education .

The Impact Of Technology

Technology is reshaping the way research is conducted. From data collection to analysis, tools like IBM SPSS Statistics are essential for modern researchers. Utilizing such tools can streamline your research process and improve the accuracy of your findings. As you prepare for your PhD, consider how you can leverage technology to enhance your research capabilities. Resources like the guide on [ Discovering Statistics Using IBM SPSS Statistics ](https://example.com) can provide valuable insights into effective statistical analysis.

In summary, the future of PhD research is bright, with opportunities for interdisciplinary collaboration and technological advancements. Embrace these changes to make a meaningful contribution to your field.

As we look ahead, the landscape of PhD research is changing rapidly. With new tools and methods, students can tackle their projects more effectively than ever. If you're feeling lost or anxious about your thesis, don't worry! Visit our website to discover how our Thesis Action Plan can guide you through every step of your writing journey . Take control of your academic future today!

In summary, a PhD thesis is a significant piece of work that showcases a student's research and findings. It is not just a long paper; it is a detailed study that contributes new knowledge to a specific field. Writing a thesis requires careful planning, dedication, and a clear understanding of the research topic. It is a journey that helps students develop critical thinking and writing skills, which are valuable in both academic and professional settings. By completing a PhD thesis, students not only earn their degree but also make a meaningful impact in their area of study.

Frequently Asked Questions

What is a phd thesis.

A PhD thesis is a long piece of writing that shows what you have researched and learned about a specific topic during your PhD program.

How is a PhD thesis different from a dissertation?

In many places, the terms 'thesis' and 'dissertation' are used interchangeably, but a dissertation usually refers to the work done for a PhD, while a thesis is often for a master's degree.

What are the main parts of a PhD thesis?

A PhD thesis usually includes an introduction, literature review, methodology, results, discussion, and conclusion.

How long does it take to write a PhD thesis?

Writing a PhD thesis can take several months to a few years, depending on the research topic and the individual's pace.

What is the purpose of a PhD thesis?

The main purpose of a PhD thesis is to contribute new knowledge to a specific field and demonstrate the author's research skills.

Can I publish my PhD thesis?

Yes, many PhD graduates choose to publish their thesis as a book or in academic journals to share their findings with a wider audience.

What is a thesis defense?

A thesis defense is a meeting where the PhD candidate presents their research to a committee and answers questions about their work.

What happens after I submit my PhD thesis?

After submission, your thesis will be reviewed, and you will usually need to defend it before a committee to earn your degree.

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Is Google Docs an appropriate tool to write a PhD thesis?

I am quite early in my PhD program, and am deciding on what tool to use to write my documentation, principally my thesis. My prefered tool would be markdown / latex, but my primary supervisor really does not like it, to the point that collaboration with this involves printing the document, hand writing notes on it and me transcribing these notes to the original. My supervisors prefered tool is microsoft word, but I use linux and running a virtual box just to do my writing is a significant drain on the resources of my computer, I am often writing while running computations.

We are currently preparing a paper on the initial work of my PhD, and this is being done successfully through google docs. Would this be an appropriate tool to use for my whole thesis?

• 3 I have used libreoffice to import powerpoint presentations, and it is no end of trouble to maintain the formatting. I can imagine trying to maintain formatting of a large document that is frequently being converted between word and libreoffice being hard work. –  Dave Commented Jun 1, 2019 at 12:00
• 1 Do you have a plan for handling references and citations? –  Patricia Shanahan Commented Jun 1, 2019 at 12:03
• 3 Actually, if you read a docx into LibreOffice the default save format is the same, so it isn't quite the same as maintaining two versions. Since you prefer latex I'd think you are already familiar with separating the writing and the formatting. Why bother to strictly maintain formatting until nearly the end? Your experience with powerpoint may not carry over to word, but I can't say for sure. –  Buffy Commented Jun 1, 2019 at 12:21
• 4 Does your supervisor use Adobe Acrobat and its ability to add comments/markups? That’s how I use LaTeX in collaborations. The PDF is returned to me, I make revisions, and we iterate. That said, a colleagues used Google Docs for the preparation and collaboration then converted everything to LaTeX just before submitting to the graduate school. –  Joel Kulesza Commented Jun 1, 2019 at 12:26
• 3 Have you tried writing markdown and then "compiling" either to word or Latext/PDF, as needed, with pandoc-citeproc? –  henning no longer feeds AI Commented Jun 1, 2019 at 14:16

6 Answers 6

My prefered tool would be markdown / latex, but my primary supervisor really does not like it, to the point that collaboration with this involves printing the document, hand writing notes on it and me transcribing these notes to the original.

This is an excellent way to collaborate!

Google Docs is as good as Microsoft Word, LibreOffice, etc. Personally I think they are all awful for academic writing.

Perhaps your supervisor can use Overleaf ? You can then use LaTeX/git in the usual way.

• 1 Primary supervisor doesn't like LaTeX, though. –  henning no longer feeds AI Commented Jun 1, 2019 at 14:13
• 1 @henning Which flavour of LaTeX does the supervisor dislike? Maybe they'll consider Overleaf, especially in rich text mode ( overleaf.com/blog/… ) –  user2768 Commented Jun 1, 2019 at 17:32
• 10 Having been a tool fanatic in the past, I have seen the light and understood that falling in love with a particular tool is almost certainly wrong and one should always choose the right tool for the task at hand. In that spirit, Word is an awful system for longer pieces of work (I have seen whole theses being mangled irrecoverably shortly before submission; most unpleasant, even with backup), so if you can get your superviser to use pdf annotation, that would make it easy for him and easy for you. He never sees LaTeX source and you do never have to fiddle with Word. –  Captain Emacs Commented Jun 1, 2019 at 19:31

I just successfully defended my Ph.D. thesis, which was written entirely in Google Docs.

But I was able to do that because it worked well for my particular situation. I'm in bioinformatics, and my thesis didn't include any complex equations. So LaTeX didn't offer much of an advantage. And honestly I've tried it in the past and found myself far less productive. I'd often spend more time fiddling with markup than writing. This is consistent with research that suggests LaTeX is less productive than a GUI word processor when you're not using LaTeX for its strength (complex equations). For a while I wanted to move to LaTeX so I could track changes with source control like git. But then I realized Google Docs' edit history takes care of that in an arguably better interface.

But perhaps the most important factor is that my thesis advisor uses Google Docs too . That's what really made it a good idea to use it to write manuscripts and my thesis. If your collaborators don't use the same platform, you'll spend a lot of time doing conversions back and forth, and lose out on a lot of the advantages your platform offers. So remember to weigh that in. Maybe your preferred platform offers so much that it's worth the cost, but if your coauthors don't use it, that'll really raise the bar.

• 6 The study actually says that LaTeX is less productive if you do not use it for its intended purpose. "LaTeX users in our study attained better performance in the typesetting of mathematical equations, and it is not surprising that LaTeX users are typically in disciplines where mathematical formulas are frequent" –  Anonymous Physicist Commented Aug 17, 2020 at 1:03
• 2 There are some issues with that research as well. When they work out the continuous text copy rate they don't appear to account for past experience transcribing text. For example it may turn out that what they broadly showed was that people who don't use mathematics in their scholarly work (and thus less likely to use latex) then people who use mathematics in their scholarly work (and thus probably use latex). I doubt my copy/error rate would change between latex and word, but (being a physicist) I won't be able to copy text as well as a lawyer, who needs to precisely copy options from book. –  N A McMahon Commented Aug 17, 2020 at 8:49

it's a very convenient tool. You might use it for most of your drafts, work, and review. There's many easy ways to get at the docs, and you can name revisions (so that you don't have a bazillion copies).

You may find it doesn't have the layout features needed for your work, or expected of people in your field in order to look professional and similar to your peers and predecessors.

In all cases, you need to make backups in various places, and make those copies regularly. Set a calendar reminder. Google makes errors with google drive. I have lost files. No one will cut you slack. Google owes you nothing for a free service, and only marginally more if you pay them.

It is perfectly acceptable, if both of you agrees. My recommendation is to try to find a citation manager that can work with Google Docs, though. It makes life a lot easier.

On the other hand, you can also give online Microsoft Office (office 365) a try. Many universities provides free access, some Microsoft plans also. That could be a good trade-off as well.

If you do have a strong preference for Latex, you might have a look at Pandoc . It allows you to convert from Latex to Microsoft Word documents and back again.

It's not perfect (can get a bit tricky with bibliography etc), but I've found it pretty good for collaborators who refuse Latex. Best used if the conversions are infrequent (since it does require some troubleshooting), and if the person is commenting but not adding substantially new, formatted content. It sounds like this might match your use case though!

This really depends on your stakeholders: it is more a people problem than a technical problem. If your advisors / readers are set in their ways (MS-Word Client vs Web-Collaboration tools) then you are in all likeliness fighting an uphill battle that will prolong your tour in academia.

Only you know whether your advisor will support your bid to use Google-Docs or a particular tool. If your advisor has said "no", you would be well-advised to either use the prescribed tools or find another advisor.

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University Library

How to Find Dissertations and Theses

• Finding Dissertations and Theses
• University of Illinois Dissertations

Google Scholar

Proquest dissertations and theses, non-u.s. dissertations.

• Dissertation Tracking

Ask a Librarian

Google Scholar searches specifically for scholarly materials, including Open Access (freely available) dissertations and theses. Many institutions make their dissertations publicly available, making Google Scholar a great place to search.

See the Library's guide on Google for Academic Research for more information.

If the Library does not have a copy of a dissertation or a theses, use ProQuest Dissertations and Theses to obtain a citation for the dissertation. Most American and Canadian universities are represented in this database, as well as selected British and European universities. Dissertations completed at many major U.S. universities during the past 10 years (and sometimes earlier) are available as full-text downloads.

If full text is not available, you can request a dissertation through interlibrary loan.

• ProQuest Dissertations and Theses This link opens in a new window PQDT is a collection of citations to dissertations and theses worldwide from 1861 to the present day. Full-text is available for most of the dissertations added since 1997 and some of the older graduate works. PQDT is also the official digital dissertations archive for the Library of Congress. Also included are the citations to British and Irish dissertations and theses (PQDT: UK & Ireland) since 1761 and abstracts for content since 1986. Note: UIUC masters theses are not in PQDT. They are only found in IDEALS or in the library catalog .

A note on terminology for dissertations and theses: these words are used differently depending on the country (at least in the English speaking world). In the US, dissertations are for doctoral work while a thesis can be a for a bachelor’s or master’s degree. However, it’s often flipped in Europe, e.g., a master’s dissertation and a doctoral thesis.

• The DART-Europe E-theses Portal DART-Europe is a partnership of research libraries in Europe who are working together to improve access to European theses. Several hundred universities link their digital repositories to DART-Europe and link to full text theses.
• EThOS: e-theses online service A project by the British Library Board to provide access to all dissertations from institutions in the UK. This website indexes the dissertations and provides links to full text where available and provide assistance to institutions digitizing dissertations. If available, full text dissertations are free to download.
• Foreign Dissertations at the Center for Research Libraries Try here when looking for a dissertation outside of the United States and Canada. CRL acquires hundreds of non-US, non-Canadian doctoral dissertations a year to add to its 800,000+ collection of dissertations. Acquisitions are primarily through the demand purchase program . Because the University of Illinois at Urbana-Champaign is a member of CRL, loans to the U of I community are provided free of charge - just fill out a standard interlibrary loan request and put "Item held by CRL" in the notes field.
• Networked Digital Library of Theses and Dissertations This directory provides links to country-specific and international online libraries of electronic theses and dissertations. Many items, including those dating back to the early 1900s, are available in full text for free. For those not available in full text, fill out an interlibrary loan request.
• Theses Canada Portal A searchable catalog of all Canadian theses published since 1965, many of which are available in full-text electronic versions which can be downloaded free by students, scholars, and the public. You can also access and search for free full text electronic versions of Canadian theses and dissertations that were published from the beginning of 1998 to August 31, 2002.
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Announcing the 2022 PhD Fellows

Sep 01, 2022

[[read-time]] min read

In 2009, Google created the PhD Fellowship Program to recognize and support graduate students who are doing exceptional research in Computer Science and related fields, and who are poised to shape the future of technology. Since our first awardee cohort 13 years ago, these PhD Fellowships have helped support 654 graduate students from around the world across Africa, Australia & New Zealand, East Asia, Europe, India, North America and Southeast Asia.

Over the past 14 award cycles, our PhD Fellows have made some incredible contributions to their fields, and today we're checking in with three of our past alumni.

• Flora Tasse — Head of CV/AR Research at Streem specializing in AI applied to Computer Graphics and Vision problems faced in AR/VR
• Minsuk Kahng — Assistant Professor of Computer Science at Oregon State University whose research focuses on designing and developing novel visual analytics tools for people to interpret and interact with machine learning systems that use massive datasets
• Nicolas Papernot — Assistant Professor of Computer Engineering and Computer Science at the University of Toronto whose research interests span the security and privacy of machine learning

What was your motivation to apply to the program?

Flora: I started my PhD with the mission to seize every opportunity to surround myself with the best in the field and broaden my horizons. I was on the lookout for Fellowships that could provide that, and help me make an impact in my area of research. When I heard about the Google PhD Fellowship, I was impressed with all the support that went well beyond the financial. I was initially hesitant to apply because it is such a prestigious program. Thankfully, I did submit my application and it is one the best things I have ever done for my career.

Minsuk: Receiving a Google PhD Fellowship is a great honor for computer science PhD students. I deeply appreciated that Google recognized my research. I was particularly interested in applying for Google’s Fellowship program because Google researchers have been actively conducting research on human-centered approaches to Artificial Intelligence (AI), which is something I’m passionate about. The program provided me with an exciting opportunity to interact with them.

Nicolas: At the time, there were very few people working on my research topic (adversarial examples) so I wanted to apply to the Google Fellowship to find mentors and colleagues to discuss my ideas with. The Fellowship was a great accelerator for my research because it allowed me to meet with a number of people who ended up shaping my understanding of machine learning. This increased the pace of my research and led me to discover new areas of research that I am passionate about.

What impact did the Google PhD Fellowship have on your career trajectory and on technology?

Flora: The Google PhD Fellowship was a turning point in my career. It not only validated the research work I was doing, but also gave me visibility and support that opened so many doors. Through this experience, I formed valuable collaborations and expanded my professional network which proved fruitful in building my career. Thanks to my internship at Google Zurich, I gained valuable insights into innovation and the productization of research. I currently apply my research skills at Streem, where we are making the phone's camera intelligent. Acquired by Streem, my start-up Selerio was building AI agents that could understand images/videos and augment them with relevant interactive objects. This technology made a tangible difference in remote collaboration between experts and consumers to solve product issues which was particularly impactful at the height of the Covid-19 pandemic.

Minsuk: The Fellowship has allowed me to have a wonderful career. Thanks to invaluable advice from my mentors at Google, I completed my PhD with a Dissertation Award from Georgia Tech. I have recently decided to join Google’s People + AI Research (PAIR) team after working as faculty for three years. I have been developing data visualization tools for people to interpret AI systems. Along with my colleagues at Google I’ve created and open-sourced GAN Lab , an interactive tool for people to learn the inner-workings of deep learning models. It significantly broadens people's education access to AI, as learners can use it just with their browsers without the need for specialized backend. I look forward to pursuing research that can help people everywhere.

Nicolas: The Google PhD Fellowship gave me a lot of freedom to pursue my own research ideas, spend time developing the CleverHans library , and collaborate with researchers at different universities and in other research communities. The opportunities I've had to work on differential privacy and machine learning with leading researchers at Google Brain were transformative to my career, and fundamental to bootstrapping my academic career at the University of Toronto and Vector Institute. During the program, I was able to implement privacy-preserving algorithms that are now used by product teams with lots of users. This was a great opportunity to have an immediate impact on technology. More generally, my research is by design seeking to understand the limitations of machine learning so that society can better trust it.

What advice do you have for current and future Google PhD Fellows?

Flora: Take advantage of the opportunities it provides, apply to Google internships, go to more conferences, collaborate and meet PhD Fellows in other fields. By becoming a Google PhD Fellow, you are joining a community of incredibly talented researchers and gaining influential mentors. As for the PhD, you will still go through the ups and downs of doctoral research. But it will be much easier as a Fellow. Stay the course. If you are an undergraduate considering a PhD pathway, invest energy and time in figuring out if there is a problem or a field that you care enough about to dedicate many years of your life to it.

Minsuk: My advice is to look for opportunities to cross the boundaries between disciplines. My work was made possible by collaborating with people across multiple research areas, such as information visualization, machine learning, human-computer interaction and databases. While research from different fields might seem unrelated at first, combinations of ideas can create unique research opportunities. Before starting my PhD, I conducted research on making recommendation algorithms more accurate, but found myself being much more motivated by different flavors of research. This experience led me to find my research direction and vigorously pursue it in my PhD.

Nicolas: I recommend that you do not optimize for short term rewards (like publishing papers) but instead focus on solving the problems that you find the most interesting. Research is often a random process and it is hard to predict what work will have an impact, so optimizing for short term rewards can quickly remove the “fun” out of doing research. While an undergraduate student, you have many opportunities to learn about topics that are diverse and possibly far away from the topic you will eventually choose to work on if you start a PhD. This breadth of knowledge will not only make you a more interesting person but help you in your research, because the most interesting research questions are often the ones that require an interdisciplinary approach to find an answer.

Announcing the 2022 Google PhD Fellows

Since 2009, the Google PhD Fellows have represented some of the best and brightest computer science researchers from around the globe, and we’re honored to support them as they make their mark on the world. Congratulations to all of this year’s awardees! See the complete list of Google PhD Fellowship recipients for 2022 .

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HOW TO WRITE YOUR Phd THESIS: THE EASY HANDBOOK

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• ISBN: 9789390620005

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• A Guide to Writing a PhD Thesis

Written by Ben Taylor

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

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

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

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

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Beginning your phd thesis.

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

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

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

PhD thesis research

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

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

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

PhD thesis vs dissertation

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

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

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

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

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

Can I use my Masters research in my PhD thesis?

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

PhD thesis structure

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

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

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

How long is a PhD thesis?

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

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

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

How many chapters should a PhD thesis have?

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

Writing up your PhD thesis

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

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

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

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

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

PhD thesis feedback

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

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

Finishing your PhD thesis

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

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

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

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

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

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

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

Take a look at our programme listings and find the perfect PhD for you.

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Ben worked in the FindAPhD content team from 2017 to 2022, starting as an Assistant Content Writer and leaving as Student Content Manager. He focused on producing well-researched advice across a range of topics related to postgraduate study. Ben has a Bachelors degree in English Literature from the University of Sheffield and a Masters from the University of Amsterdam. Having also spent a semester at the University of Helsinki through the Erasmus programme, he’s no stranger to study abroad (or cold weather!).

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Search for EMU Dissertations in Esearch

This search finds theses and dissertations completed at EMU:

Finding EMU Dissertations and Theses

In addition to the Esearch search above, there are two places to look for dissertations and theses by EMU students: EMU's Digital Commons and a database from the company Proquest.

There are three links to Digital Commons below: two links show a list of dissertations by specific COE departments and the 3rd link goes to the full EMU Digital Commons which will also include Masters Theses from all three COE departments.

The fourth (last) link goes to a ProQuest database of EMU theses. Although there is overlap coverage between Digital Commons and ProQuest, each will have unique theses not found in the other. 

• Leadership & Counseling Dissertations in Digital Commons
• Teacher Education Dissertations in Digital Commons
• Digital Commons @ EMU This link opens in a new window Digital showcase of scholarly and creative works by EMU students, faculty, and staff Subjects : Covers most subjects Info type : scholarly articles, theses, dissertations
• Eastern Michigan University Theses and Dissertations This link opens in a new window This has full text of EMU dissertations and theses. For years prior to 2011, it isn't possible to search by department in this database; however you can search by keyword or by advisor. To do this use the pulldown menu to change the search from "Anywhere except fulltext -- ALL" to "Advisor -- ADV".

Finding Dissertations and Theses Worldwide

If you know the name of a dissertation, one of the quickest ways to locate it might be to search the title in quotes in Google Scholar.

• Google Scholar with EMU Full Text This link opens in a new window Search for scholarly materials on any topic Info type: scholarly articles, books, research reports, theses, working papers, cited sources Access Tips: Use link above to get access to EMU subscriptions with Findtext+ links. If this link does not work and you receive an error message from Google then use this alternate link to Google Scholar and also set your Google Scholar preferences to show EMU library access links. Search Instruction: Google Scholar Video
• Dissertations & Theses Global Full Text This link opens in a new window Info type: full text dissertations and theses (1997- ), descriptions of dissertations and theses (1861- ).
• Open Access Theses and Dissertations - OATD This link opens in a new window Full text theses and dissertations from 600+ universities.
• NDLTD - Networked Digital Library of Theses and Dissertations A very large free database of dissertations and masters theses worldwide. Often there is a link to the full text.
• EBSCOhost OpenDissertations (formerly American Doctoral Dissertations) This link opens in a new window Citations for theses and dissertations from 1902 to the present, sometimes with links to full text in repositories.
• EThOS "EThOS is the UK’s national thesis service which aims to maximise the visibility and availability of the UK’s doctoral research theses."
• DART-Europe E-theses Portal DART (Digital Archive of Research Theses)-Europe allows you to easily search over 360,000 dissertations from over 500 European universities.

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• ERIC This link opens in a new window Key source for Education articles and reports Info type: scholarly articles, professional articles, dissertations, ERIC documents Brief how to video: ERIC Basics Look up Subject terms: Thesaurus on ERIC.gov
• PsycINFO This link opens in a new window Subjects: Psychology, Education, Business, Communication, Linguistics, Social Work Info type: scholarly articles, book info, conference papers, dissertations How To: ProQuest Basics Locating Quantitative and Qualitative Articles in PsycINFO PsycINFO Quick Reference Guide
• ProQuest One Business This link opens in a new window Key source for business articles. Subjects: Accounting, Auditing, Business, Communications, Economics, Ed Leadership, Entrepreneurship, Finance, Health Admin, Hotel Restaurant Mgmt, Management, Public Admin, Technology Info type: scholarly articles, professional articles, magazine articles, news, reports, dissertations Brief Instruction Video: ProQuest Basics

Getting the Full Dissertation

Try first to look in Google Scholar and Dissertations & Theses Global Full Text  (above) for digital fulltext of a dissertation. Many universities are now posting dissertations in repositories (like Digital Commons). Google Scholar includes Digital Commons and other repositories in its search. If that doesn't work, you might also try a regular Google search.

An effective way to search for the dissertation in Google Scholar or Google is to place the title in quotes, followed by the author last name. Example search: "Self-Efficacy and Instructional Leadership" Helber

For older dissertations, you may need to try to interlibrary loan the dissertation. You can get an idea of whether the dissertation is at a library by searching OCLC WorldCat . Or go to the web site for the library of the university where the author did the dissertation. Unfortunately, sometimes dissertations are not available via interlibrary loan. As a last resort, you may be able to purchase dissertations from ProQuest--see DissertationExpress  link below.

• WorldCat (via FirstSearch) This link opens in a new window Search for materials in libraries worldwide Info type: book info, library holdings
• Interlibrary Loan
• Dissertation Express For buying dissertations.
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/images/cornell/logo35pt_cornell_white.svg" alt="google phd thesis"> Cornell University --> Graduate School

Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

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• Dissertation & Thesis Outline | Example & Free Templates

Dissertation & Thesis Outline | Example & Free Templates

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

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

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

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

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

Table of contents

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

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

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

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

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

 Download Word template    Download Google Docs template

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

Example 1: Passive construction

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

Example 2: IS-AV construction

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

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

Example 3: The “I” construction

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

Example 4: Mix-and-match

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

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

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

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When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

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

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

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

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2023, November 21). Dissertation & Thesis Outline | Example & Free Templates. Scribbr. Retrieved September 27, 2024, from https://www.scribbr.com/dissertation/dissertation-thesis-outline/

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How To Write A Dissertation Or Thesis

By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020

How To Write A Dissertation: 8 Steps

• Clearly understand what a dissertation (or thesis) is
• Find a unique and valuable research topic
• Craft a convincing research proposal
• Write up a strong introduction chapter
• Review the existing literature and compile a literature review
• Design a rigorous research strategy and undertake your own research
• Present the findings of your research
• Draw a conclusion and discuss the implications

Step 1: Understand exactly what a dissertation is

This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.

So, what is a dissertation?

At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:

• Ask a very specific, well-articulated question (s) (your research topic)
• See what other researchers have said about it (if they’ve already answered it)
• If they haven’t answered it adequately, undertake your own data collection and analysis in a scientifically rigorous fashion
• Answer your original question(s), based on your analysis findings

In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:

• Started with a vague, poorly articulated question
• Not taken the time to see what research has already been done regarding the question
• Collected data and opinions that support their gut and undertaken a flimsy analysis
• Drawn a shaky conclusion, based on that analysis

If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.

The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.

If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!

Step 2: Find a unique, valuable research topic

As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…

A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:

Let’s take a closer look at these:

Attribute #1: Clear

Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.

Here’s an example of a clearly articulated research topic:

An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.

As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).

Need a helping hand?

Attribute #2:   Unique

Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).

For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.

One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.

Attribute #3: Important

Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.

For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.

So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊

Step 3: Write a convincing research proposal

Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.

So, what’s in a research proposal?

The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:

• You have a clearly articulated, unique and important topic (this might sound familiar…)
• You’ve done some initial reading of the existing literature relevant to your topic (i.e. a literature review)
• You have a provisional plan in terms of how you will collect data and analyse it (i.e. a methodology)

At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).

Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .

So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .

Step 4: Craft a strong introduction chapter

Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.

Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.

What’s the introduction chapter all about?

The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.

What goes into the introduction chapter?

This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:

• A brief background to the study, explaining the overall area of research
• A problem statement , explaining what the problem is with the current state of research (in other words, where the knowledge gap exists)
• Your research questions – in other words, the specific questions your study will seek to answer (based on the knowledge gap)
• The significance of your study – in other words, why it’s important and how its findings will be useful in the world

As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.

Step 5: Undertake an in-depth literature review

As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.

Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .

Literature Review Step 2: Writing up

Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:

• You need to synthesise the existing research , not just summarise it. In other words, you need to show how different pieces of theory fit together, what’s agreed on by researchers, what’s not.
• You need to highlight a research gap that your research is going to fill. In other words, you’ve got to outline the problem so that your research topic can provide a solution.
• You need to use the existing research to inform your methodology and approach to your own research design. For example, you might use questions or Likert scales from previous studies in your your own survey design .

As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .

But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .

Step 6: Carry out your own research

Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.

There are two steps here – designing your research strategy and executing on it:

1 – Design your research strategy

The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.

In this section, you’ll need to make firm decisions about your research design. This includes things like:

• Your research philosophy (e.g. positivism or interpretivism )
• Your overall methodology (e.g. qualitative , quantitative or mixed methods)
• Your data collection strategy (e.g. interviews , focus groups, surveys)
• Your data analysis strategy (e.g. content analysis , correlation analysis, regression)

If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.

2 – Execute: Collect and analyse your data

Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.

Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:

• If you carry out interviews or focus groups, you’ll need to transcribe your audio data to text (i.e. a Word document).
• If you collect quantitative survey data, you’ll need to clean up your data and get it into the right format for whichever analysis software you use (for example, SPSS, R or STATA).

Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.

The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:

• If your research if exploratory in nature, you’ll often use qualitative analysis techniques .
• If your research is confirmatory in nature, you’ll often use quantitative analysis techniques
• If your research involves a mix of both, you might use a mixed methods approach

Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.

Step 7: Present your findings

Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .

What’s the difference between the results chapter and the discussion chapter?

While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling  – in other words, it provides your interpretation of the results.

For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:

• Your results chapter would just present the results of the statistical tests. For example, correlation results or differences between groups. In other words, the processed numbers.
• Your discussion chapter would explain what the numbers mean in relation to your research question(s). For example, Factor 1 has a weak relationship with consumer trust, while Factor 2 has a strong relationship.

Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.

Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).

For example, if we look at the sample research topic:

In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .

Step 8: The Final Step Draw a conclusion and discuss the implications

Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.

What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.

Sticking with the consumer trust topic example, the conclusion might look something like this:

Key findings

This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:

While the following factors have a very limited impact on consumer trust:

Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…

Implications

The findings having noteworthy implications for British low-cost online equity brokers. Specifically:

The large impact of Factors X and Y implies that brokers need to consider….

The limited impact of Factor E implies that brokers need to…

As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.

Let’s recap – how to write a dissertation or thesis

You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.

To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:

• Understand what a dissertation (or thesis) is – a research project that follows the research process.
• Find a unique (original) and important research topic
• Craft a convincing dissertation or thesis research proposal
• Write a clear, compelling introduction chapter
• Undertake a thorough review of the existing research and write up a literature review
• Undertake your own research
• Present and interpret your findings

Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.

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20 Comments

thankfull >>>this is very useful

Thank you, it was really helpful

unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.

Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.

This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.

Very rich presentation. Thank you

Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!

Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation

It is an amazing comprehensive explanation

This was straightforward. Thank you!

I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.

Thanks for the feedback and suggestions 🙂

Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*

Very educating.

Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.

Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.

thank you so much, that was so useful

Hi. Where is the excel spread sheet ark?

could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification

my topic is “the impact of domestic revenue mobilization.

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Oxford theses

The Bodleian Libraries’ thesis collection holds every DPhil thesis deposited at the University of Oxford since the degree began in its present form in 1917. Our oldest theses date from the early 1920s. We also have substantial holdings of MLitt theses, for which deposit became compulsory in 1953, and MPhil theses.

Since 2007 it has been a mandatory requirement for students to deposit an electronic copy of their DPhil thesis in the Oxford University Research Archive (ORA) , in addition to the deposit of a paper copy – the copy of record. Since the COVID pandemic, the requirement of a paper copy has been removed and the ORA copy has become the copy of record. Hardcopy theses are now only deposited under exceptional circumstances. 

ORA provides full-text PDF copies of most recent DPhil theses, and some earlier BLitt/MLitt theses. Find out more about Oxford Digital Theses, and depositing with ORA .

Finding Oxford theses

The following theses are catalogued on SOLO (the University libraries’ resource discovery tool) :

• DPhil and BLitt and MLitt theses
• BPhil and MPhil theses 
• Science theses

SOLO collates search results from several sources.

How to search for Oxford theses on SOLO

To search for theses in the Oxford collections on SOLO :

• navigate to the SOLO homepage
• click on the 'Advanced Search' button
• click the 'Material Type' menu and choose the 'Dissertations' option
• type in the title or author of the thesis you are looking for and click the 'Search' button.

Also try an “Any field” search for “Thesis Oxford” along with the author’s name under “creator” and any further “Any field” keywords such as department or subject. 

Searching by shelfmarks

If you are searching using the shelfmark, please make sure you include the dots in your search (e.g. D.Phil.). Records will not be returned if they are left out.

Oxford University Research Archive (ORA)

ORA was established in 2007 as a permanent and secure online archive of research produced by members of the University of Oxford. It is now mandatory for students completing a research degree at the University to deposit an electronic copy of their thesis in this archive. 

Authors can select immediate release on ORA, or apply a 1-year or 3-year embargo period. The embargo period would enable them to publish all or part of their research elsewhere if they wish. 

Theses held in ORA are searchable via  SOLO , as well as external services such as EThOS and Google Scholar. For more information, visit the Oxford digital theses guide , and see below for guidance on searching in ORA.

Search for Oxford theses on ORA

Type your keywords (title, name) into the main search box, and use quotes (“) to search for an exact phrase.

Refine your search results using the drop-downs on the left-hand side. These include:

• item type (thesis, journal article, book section, etc.)
• thesis type (DPhil, MSc, MLitt, etc.)
• subject area (History, Economics, Biochemistry, etc.)
• item date (as a range)
• file availability (whether a full text is available to download or not)

You can also increase the number of search results shown per page, and sort by relevance, date and file availability. You can select and export records to csv or email. 

Select hyperlinked text within the record details, such as “More by this author”, to run a secondary search on an author’s name. You can also select a hyperlinked keyword or subject. 

Other catalogues

Card catalogue  .

The Rare Books department of the Weston Library keeps an author card index of Oxford theses. This includes all non-scientific theses deposited between 1922 and 2016. Please ask Weston Library staff for assistance.

ProQuest Dissertations & Theses

You can use ProQuest Dissertations & Theses Global  to find bibliographic details of Oxford theses not listed on SOLO. Ask staff in the Weston Library’s Charles Wendall David Reading Room for help finding these theses. 

Search for Oxford theses on ProQuest Dissertations & Theses Global

Basic search.

The default Basic search page allows for general keyword searches across all indexes using "and", "and not", "and or" to link the keywords as appropriate. Click on the More Search Options tab for specific title, author, subject and institution (school) searches, and to browse indexes of authors, institutions and subjects. These indexes allow you to add the word or phrase recognised by the database to your search (ie University of Oxford (United Kingdom), not Oxford University).

Advanced search

The Advanced search tab (at the top of the page) enables keyword searching in specific indexes, including author, title, institution, department, adviser and language. If you are unsure of the exact details of thesis, you can use the search boxes on this page to find it by combining the key information you do have.

Search tools

In both the Basic and Advanced search pages you can also limit the search by date by using the boxes at the bottom. Use the Search Tools advice in both the Basic and Advanced pages to undertake more complex and specific searches. Within the list of results, once you have found the record that you are interested in, you can click on the link to obtain a full citation and abstract. You can use the back button on your browser to return to your list of citations.

The Browse search tab allows you to search by subject or by location (ie institution). These are given in an alphabetical list. You can click on a top-level subject to show subdivisions of the subject. You can click on a country location to show lists of institutions in that country. At each level, you can click on View Documents to show lists of individual theses for that subject division or from that location.

In Browse search, locations and subject divisions are automatically added to a basic search at the bottom of the page. You can search within a subject or location by title, author, institution, subject, date etc, by clicking on Refine Search at the top of the page or More Search Options at the bottom of the page.

Where are physical Oxford theses held?

The Bodleian Libraries hold all doctoral theses and most postgraduate (non-doctoral) theses for which a deposit requirement is stipulated by the University:

• DPhil (doctoral) theses (1922 – 2021)
• Bachelor of Divinity (BD) theses
• BLitt/MLitt theses (Michaelmas Term 1953 – 2021)
• BPhil and MPhil theses (Michaelmas Term 1977 – 2021)

Most Oxford theses are held in Bodleian Offsite Storage. Some theses are available in the libraries; these are listed below.

Law Library

Theses submitted to the Faculty of Law are held at the Bodleian Law Library .

Vere Harmsworth Library

Theses on the United States are held at the Vere Harmsworth Library .

Social Science Library

The Social Science Library holds dissertations and theses selected by the departments it supports. 

The list of departments and further information are available in the Dissertations and Theses section of the SSL webpages. 

Locations for Anthropology and Archaeology theses

The Balfour Library holds theses for the MPhil in Material and Visual Anthropology and some older theses in Prehistoric Archaeology.

The Art, Archaeology and Ancient World Library holds theses for MPhil in Classical Archaeology and MPhil in European Archaeology.

Ordering Oxford theses

Theses held in Bodleian Offsite Storage are consulted in the Weston Library. The preferred location is the Charles Wendell David Reading Room ; they can also be ordered to the Sir Charles Mackerras Reading Room .

Find out more about requesting a digitised copy, copyright restrictions and copying from Oxford theses .

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The thesis by publication (TBP) – a collection of standalone articles aimed at publication and accompanied by an explanatory narrative – has grown in popularity over the last two decades. Although research on the TBP is beginning to emerge, it is thus far fragmented. We carried out a scoping review of the literature on the TBP for the years 2000–2020 to assess the current state of knowledge about the TBP and emerging knowledge needs. We identified 65 studies that met our criteria and analyzed what kind of research is emerging (as well as where it is emerging from), what topics are covered, and what recommendations are called for. Our analysis shows that the literature has been dominated by studies focusing on individual TBP experiences and on solving practical challenges surrounding the TBP. We argue that important next steps in research on the TBP will be to move from micro-level analysis of individual experiences to more conceptual studies that seek to analyze the TBP from a meso or macro level – exploring the links between thesis format, doctoral education, and the production of knowledge in a longitudinal perspective.

• Doctoral education
• doctoral writing
• doctoral thesis
• thesis by publication
• scoping review

Doctoral education evolves continually throughout the world (Boud & Lee, Citation 2009 ; Thomson & Walker, Citation 2010 ). Massification, professionalization, and increased accountability through various types of quality assurance schemes have characterized some of the major forces for change in recent years (Andres et al., Citation 2015 ). These forces have led to an increased number of doctoral students worldwide (Shin et al., Citation 2018 ) and the diversification of doctoral programs, with the establishment of the professional doctorate, the practice-based doctorate, and the industrial doctorate, among others (Park, Citation 2005 ; Usher, Citation 2002 ). They have also led to curricular changes with increased emphasis on ‘transferrable skills’, career development, and working life relevance (Bao et al., Citation 2018 ). Research analyzing these trends has framed these developments in light of the knowledge economy – where knowledge is the product driving economies and societies – raising the question of how to make the doctoral thesis ‘fit for purpose’ for the current academic workplace (and beyond).

In the public mind, a PhD thesis has traditionally been synonymous with a monograph, a book-length text consisting of several chapters (Kelly, Citation 2017 ). As Paltridge and Starfield ( Citation 2020 ) highlight, however, the structure and formats of PhD theses have always been diverse across time, institutions, and disciplines. Although there has been room for considerable variety in what a monograph looks like or includes, the idea of a book-length coherent text has been dominant. The suitability of the monograph format as the default mode through which to display the skills and features of doctoral work, however, has been contested – and more vocally so in recent years – in academic texts (e.g., Cassuto, Citation 2015 ; Paré, Citation 2019 ), policy reports (e.g., CAGS, Citation 2018 ; Hasgall et al., Citation 2019 ) and newspapers (e.g., Jump, Citation 2015 ; Parry, Citation 2020 ). Digital formats, various hybrid formats, or monographs accompanied by published articles are among the alternatives that have emerged (Christianson et al., Citation 2015 ). Amidst the calls for new approaches, the thesis by publication (TBP) – also referred to as article-based thesis, cumulative thesis, manuscript dissertation, manuscript option, integrated format, among others – has become one of the most popular alternative formats to the monograph. Although there are different variants of the TBP depending on institutional and disciplinary context, a key feature is that it comprises several stand-alone texts, rather than a single book-length study. In most cases, local policies dictate that one or more of these must be published, while the others may be in various stages of the submission process, or simply deemed of ‘publishable’ quality. These stand-alone texts are usually accompanied by a narrative that explains the significance of the individual articles and how they represent a coherent body of knowledge. In other words, the TBP is a doctorate in pieces – and the subject of debate about what form it should take, and its role in the changing landscape of academia.

As several scholars have pointed out, the doctoral thesis conceived as a collection of stand-alone texts rather than one book-length study is not ‘new’. Dong ( Citation 1998 ) shows that this variety has been available for doctoral students in the sciences in the US since at least the early 1990s. In some contexts, what is known as the ‘PhD by Published Work’, where scholars can apply for a doctorate based on submitting previously published material, has existed alongside traditional PhD programs for decades (Green & Powell, Citation 2005 ). What makes it ‘new’ in the context of the changing doctorate, however, is the shift from this retrospective form to a prospective TBP, where the articles are conceived as part of a single, coherent PhD project from the start (and must be completed, if not published, during candidature).

The emergence of the prospective TBP thesis format has taken different paths in different fields and geographical contexts. For example, in the US and UK it is still a rarity; in Scandinavia it has been the norm for the last decade or so; and in Australia and New Zealand, it is not quite the norm but considered a valid option. And throughout all these regions, it is more common in STEM fields than in the social sciences and humanities. Perhaps because of these different paths, the format remains unsettled: there is no general agreement about the number of texts required, the genres permitted, the role of the narrative, or publication status of the texts submitted.

Given the unsettled nature of the format and its increasing uptake over the last two decades, researchers of higher education, HE institutions, and policy makers will need to be able to critically assess its implications. Although research is beginning to emerge, it is thus far fragmented. The goal of this literature review is therefore to assess the current state of knowledge about the TBP and emerging knowledge needs. We aim to identify what kind of research is emerging (as well as where it is emerging from), what topics are covered, and what recommendations are made.

Publication trends: What are the basic trends with regard to (i) when the research has been published, (ii) disciplinary context, (iii) geographic context, and (iv) type of TBP examined?

Thematic content: What are key characteristics of research on TBP in terms of research focus, methods, and theory?

Recommendations: What are the recommendations for practice or further research reported in the literature?

Our analysis shows that the literature has been dominated by studies focusing on individual TBP experiences and on solving practical challenges surrounding the TBP. We argue that important next steps in research on the TBP will be to move from micro-level analysis of individual experiences to studies that seek to analyze the TBP from a meso or macro level. While current literature can tell us what writing a TBP means for individuals, we need more studies that ask what the TBP means for disciplines and institutions. We also need more studies with a sustained theoretical engagement that attempt to conceptualize the links between thesis format, doctoral education, and the production of knowledge in a longitudinal perspective.

We drew our sample from databases covering a wide range of fields and disciplines: Web of Science (including Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index, Emerging Sources Citation Index), ERIC (Education Resources Information Center – a database specializing in education research), MEDLINE (U.S. National Library of Medicine's database) and CINAHL (Cumulative Index to Nursing and Allied Health). Because there is no agreement on terms used to describe this kind of thesis, our search terms and search string attempted to account for the diversity in terminology: ((PhD OR doctor*) AND (dissertation OR thesis)) AND ((manuscript-style) OR (article-style) OR (manuscript-model) OR (manuscript-option) OR (by publication) OR (by portfolio) OR (Scandinavian model) OR (sandwich model) OR (article-compilation) OR (integrated) OR (article-based) OR (alternative format)).

The search was conducted in April 2021 and limited to studies published between 2000–2020 to capture the period when the TBP has emerged as a commonly used alternative. Inclusion criteria were peer-reviewed research articles and chapters in edited anthologies with an explicit focus on the prospective or retrospective TBP.

We excluded studies that were not published in English because we wanted to ensure that the dataset in our analysis would be possible to evaluate by readers of this English langauge publication. Moreover, our research team lacked the linguistic competence to conduct reliable searches and content analysis in languages beyond English and our own languages (Danish, Norwegian, Swedish), which would have introduced an additional bias in the data. We realize that this decision increases the likelihood that the contexts of the reviewed studies lean heavily towards geographic areas where English is the main language. This bias is a limitation with significant implications which we discuss more in detail in our analysis. We also excluded studies that discuss thesis writing, theses or doctoral education in general, where the TBP was mentioned, but not the main topic of investigation.

Figure 1. Flow chart depicting records identified, excluded, and included.

Full bibliographic reference

Field of journal in which the study was published (as determined by journal title or journal's own description of disciplinary focus)

Disciplinary context of the material or participants studied

Geographical context of the material or participants studied

Prospective or retrospective TBP type

Term used for the TBP

Type of study: empirical/conceptual/combined

Theoretical framing/concepts

Argument/key findings

Implications/recommendations for policy/practice

Recommendations for research

The studies were first read and charted by each author individually. We then compared our analyses and discussed any disagreements. We resolved disagreements by re-reading the article in question together to reach consensus. None of the categories caused consistent disagreement, suggesting that we understood the categories in the same way.

We used the review matrix to identify the descriptive features of our sample. To classify the thematic content, KS identified the research question/aim and key findings/arguments of each study to pinpoint the aspect of the TPB under inquiry, arriving at three focus areas: experience (experiences, perceptions, opinions, practices of students, supervisors, and examiners), text (characteristics of the publications included, such as number of publications, authorship credit, publication rates, citation rates, and various forms of ‘impact’ or textual and linguistic features), and curriculum (curricular implications for doctoral programs, regional or national policies, and institutions). These categories, in addition to categories for recommendations and knowledge gaps, were reviewed and refined in discussion with LPN.

Figure 2. Number of articles grouped in 5-year segments.

The vast majority of the studies (52) focus on the prospective TBP, with only ten examining the retrospective TBP (and three unspecified). The overwhelming focus on the prospective thesis might indicate that while the retrospective version has existed as an alternative that has been in limited use for a number of years, particularly for those already employed at an academic institution (Green & Powell, Citation 2005 ), the prospective version is seen as a more fundamental and recent change targeting students enrolled in a doctoral program. It might be that researchers perceive the prospective TBP as signaling a shift in traditional doctoral education as an organized program of study writ large.

Figure 3. The disciplines investigated in the studies. HSS = Humanities and Social Sciences; EDU = Education; MULTI = Multidisciplinary; MED = Medicine and Health Sciences; STEM = Science, Technology, Engineering, Math; NS = Not specified.

Figure 4. Geographical contexts of the material or participants studied.

Our second research question attempts to map the key aspects of the identified studies in terms of research focus, and which methods and theories researchers have used. Below, we examine each of these separately.

Research focus

The studies in our sample explore a broad range of issues, which, as explained in our methods section, we sorted in three main categories: experience, text, and curriculum. Thirty-five studies examine experiences, 13 the thesis text itself, and 11 curricular implications of adopting a TBP. Six studies were difficult to place squarely in one category or the other, so we labeled those ‘combined’.

Within the ‘experience’ focus area, 20 studies in our sample examine experiences from a student perspective, while seven focus on joint explorations of students and supervisors. Three studies focus on the perspectives of examiners, while two examine the experiences of other members of disciplinary and academic communities. Studies focusing on experience typically identify and discuss the challenges and opportunities faced by individuals who have written or supervised a TBP, with the aim of offering advice for doctoral researchers, supervisors, or institutions. One illustrative example is Dowling et al. ( Citation 2012 ), where three doctoral researchers and a supervisor provide a co-written account with the aim of highlighting key issues and features of this thesis format for doctoral researchers and supervisors in their discipline.

In the ‘text’ focus area, bibliometric elements and various features of the stand-alone publications included in the thesis feature in 13 studies. For example, Hagen ( Citation 2010 ) investigates ‘How many papers does it take to make a PhD?’ and answers the question by conducting a bibliometric analysis of the authorship credit required in different fields and different institutions. Four studies in this focus area examine how the publications and the narrative are presented structurally. Mason and Merga ( Citation 2018 ), for instance, analyzed a corpus of 153 theses from Australian universities and identified 11 different ways to structure a TBP.

In the group of studies that examine various curricular aspects, seven look at developments within specific programs or disciplines, three studies focus on geographic regions or countries, and only one explores developments at a specific university. What these studies have in common is an interest in the TBP at a more aggregate level. For example, Graves et al. ( Citation 2018 ) analyze the uptake of the TPB in nursing programs in the United States, and Asongu and Nwachukwu ( Citation 2018 ) discuss whether the TBP can be seen as a possible way to close the gap in knowledge production between richer and poorer countries.

All studies in the combined category examine experiences in combination with either textual features or curricular issues, such as can be seen in Frick’s ( Citation 2019 ) use of her own personal experience to a conduct a more conceptual discussion of the development of doctoral policies and curriculum.

Methodological approaches

Fifty-seven of the 65 studies in the sample are empirical. (See Table S2 in the online supplementary material for classification of individual studies by methods.) The eight studies categorized as ‘conceptual’ primarily engage with existing literature and policy to provide commentary and analysis on some aspect of the TBP; seven of the eight conceptual studies focus on curricular issues. We further subdivided the empirical studies into those that used qualitative (36), quantitative (12), and mixed methods (9). The dominance of qualitative methods is not surprising given the large number of studies that explore experiences, perceptions, and practices – areas of inquiry that lend themselves to qualitative methods.

The most common qualitative approach used in our sample is autoethnography, or personal reflection, with 22 of the studies using some variant of this approach. In addition, the six studies that use a mix of different qualitative approaches rely on personal reflection as one of their methods. The authors of such studies often present themselves as pioneers in their institutional contexts, and the research aims to offer insight into a process considered new or unfamiliar (see e.g., Freeman, Citation 2018 ; Merga, Citation 2015 ; Nethsinghe & Southcott, Citation 2015 ). Nineteen of the autoethnographic studies are from education and other disciplines in HSS, while only one study in STEM and one in Medicine and Health Sciences draw on first-hand experiences (the final study using this approach does not specify the disciplinary context of the study). This trend likely reflects differences in research traditions, where the use of autoethnography and personal experience is a more common methodological approach in HSS than in other fields. The relative newness of the TBP in HSS might also explain the prevalence of first-hand accounts.

Seven of the 12 studies using a quantitative approach examine bibliometric data, often comparing the ‘traditional’ thesis with the TBP in terms of how likely work from the PhD is to be published across formats in order to establish which type of thesis is more ‘productive’ (see e.g., Martin et al., Citation 2018 ; Odendaal & Frick, Citation 2017 ; Urda-Cîmpean et al., Citation 2016 ). The remaining five quantitative studies use surveys to examine changing policies and perceptions and experiences of authorship issues.

Seven of the nine studies with a mixed-method design use survey questions that include both quantitative and qualitative elements, while the remaining two combine a quantitative survey with qualitative interviews. Six of the mixed-method studies focus on experiences of students or examiners, two analyze the thesis text, while one investigates curricular aspects.

In all approaches, there is a notable absence of studies with longitudinal designs. Of course, autoethnographies that retrace the doctoral experience have a longitudinal element, but apart from Gullbekk and Byström ( Citation 2019 ) who interviewed students at several points throughout their candidature, no studies have tracked experiences, thesis texts, or curricula over time.

Theoretical approaches

We identified 20 studies that include explicit discussion of theoretical frameworks or concepts. (See Table S2 in the online supplementary material for an overview of the theoretical approach of each article.) Fifteen of these studies adopt concepts related to experience and identity; three studies use concepts that address social and historical developments; and two use concepts primarily attempting to explain textual features.

Given the dominance of studies that explore experiences, the theoretical interest in experience (e.g., writing, or learning) and identity is not surprising. The overall rather low level of explicit theoretical engagement might be somewhat surprising given that a large portion of the sample have been published in education journals, where theorization is typically an important part of knowledge-building practices. However, a potential explanation is that descriptive studies might be considered of more immediate value as a way of documenting what is largely conceived as a new phenomenon and as a way of offering advice on how to write, supervise or assess such a thesis.

Our third research question seeks to map out the key recommendations for practice and research identified in the literature. All but two of the studies make some kind of recommendation for practice. In this context, ‘practice’ refers to policies and pedagogies surrounding the TBP and doctoral education more broadly. We inductively created three categories for the kinds of recommendations made in the studies: (1) the development of clearer institutional understandings and policies, (2) the development of TBP-specific pedagogies, supervisory practices, and institutional support, and (3) the adoption of the TBP on a wider scale. It should be noted that many studies made recommendations that fit into more than one category (see Table S2 in the online supplementary material for a more detailed overview).

In general, the studies overwhelmingly agree that the TBP is altogether a different proposition than other thesis types and that adopting this format requires the development of TBP-specific policies and pedagogical practices. Some of the most frequently mentioned recommendations include instituting supervisor training, guidelines for ethical issues surrounding co-authorship, writing courses for students, guidelines for examiners, guidelines for students in terms of publication requirements and for the format and content of the narrative. Nineteen studies explicitly position the TBP as a positive development in doctoral education, yet many caution that adoption needs to be carefully considered and that institutional policies and practices need to be in place. It is striking, however, that none of the studies conclude that they would not recommend the adoption of the TBP.

While almost all of the articles in our sample make recommendations for practice, only about half (34) explicitly articulate recommendations for future research. This imbalance in the kinds of implications outlined in the studies indicates that most TBP studies have been geared towards solving practical problems of policies and pedagogies rather than towards developing an area of research. We identified 13 areas that the studies pointed to as future directions, and these areas ranged from issues of research design and methodology to underexplored empirical areas (see Table S3 in the online supplementary material). Below we present and comment on the areas that were mentioned by five or more studies:

First, eight studies mention that there is a need for further exploration of how the emergence of the TBP is both shaped by and shapes conceptualizations of doctoral education. For example, Freeman ( Citation 2018 ) and Graves et al. ( Citation 2018 ) argue that we lack a sense of the overall prevalence of the TBP, or the reasons PhD programs adopt them; Thomas et al. ( Citation 2015 ) suggest we need more research on resistance to the TBP; and O’Keeffe ( Citation 2020 ) and Dowling et al. ( Citation 2012 ) raise the question of whether the TBP fosters a neo-liberal instrumentalist approach to research and doctoral education.

A second commonly named area for future research, mentioned by seven studies, is the career and publication trajectories of TBP writers – that is, how completing a TBP affects job prospects, career choices, or post-PhD publication patterns. Third, an equal number of studies call for more comparative work with respect to how policies, practices, pedagogies, texts, and experience compare across institutions and disciplines. Fourth, five studies point to the need for comparing potential differences between TBP writers and writers of other thesis formats. While several studies assume that writing a TBP is a different experience than writing a traditional thesis, few have used a comparative design (with the exception of de Lange & Wittek, Citation 2014 ; and Liardét & Thompson, Citation 2022 ). Finally, five studies point to a need for more research about particular aspects of student experiences: support for students writing a TBP (Mason et al., Citation 2020 ; Presthus & Bygstad, Citation 2014 ), co-authoring with supervisors (Thomas et al., Citation 2015 ), TBP writers’ publication practices (Merga et al., Citation 2019 ), and unsuccessful TBP writers (Mason et al., Citation 2020b ). The remaining eight areas for future research were mentioned by three studies or fewer.

This review set out to map current research on the TBP in order to consolidate the state of the field and identify avenues for further research. It should be noted that we have not assessed the quality of the studies, but instead attempted to provide an overview of areas of research interest and how these interests have been pursued, as well as some reasons for why we might be seeing these trends.

Our analysis shows that existing TBP research has been dominated by studies attempting to articulate suggestions for the kind of policies and pedagogical practices that must be in place for institutions and programs considering adopting a TBP. Overall, the conceptual implications of the TBP have not been as thoroughly examined as the more practical implications. This is in line with research on doctoral writing more broadly, which shows that a considerable amount of research in the field attempts to provide ‘solutions’ to writing ‘problems’ (Burford et al., Citation 2021 , p. 11). And given that so many of the studies document individual experiences, with the aim of sharing those experiences and offering advice to others, the emphasis on practical solutions stands to reason.

We argue that while such advice and recommendations are of great value, the time has come to complement this type of research with studies that ask different kinds of questions focusing on how the emergence of the TBP shapes our understanding of doctoral education and doctoral research. A way to move forward in this respect would be to conduct studies with a more sustained theoretical focus. While some of the studies in our sample connect individual experience to historical and social developments by framing individual experiences in terms of new public management, neo-liberalism or the knowledge economy, few attempt to theorize the TBP in a more sustained way at a macro or meso-level. Rigby and Jones ( Citation 2020 ) echo this observation and call for more discussion about the conceptual issues involved in moving from a thesis type that traditionally privileges the educational process over the knowledge product to a thesis type that tends to privilege the thesis as a knowledge product. What does this shift mean for knowledge-building traditions in different fields? Does the increased uptake of the TBP in, for example, the field of education, mean that different kinds of research questions or methodologies are becoming more common while others are becoming less common? And what does that mean for the production of knowledge in that field?

One way to approach these more conceptual questions is to design studies where institutions or disciplines are the main unit of analysis. This might include studies that examine meso-level dynamics of how the TBP shapes collective or disciplinary practices. For example, while the literature indicates that the TBP has been common within medicine for some time, we know little about the historical trajectory of this shift. Has this shift changed curricular practices or the relationship between course work and thesis? Has it had implications for the viva or oral defense (for contexts that have some form of oral defense as part of the thesis assessment)? Although there are a few studies of assessment practices, there is a great need for studying how examiners approach the assessment process and how the TBP shapes ideas of scholarly quality at the doctoral level. Has the emergence of this thesis format shaped the kind of projects deemed suitable and appropriate for a doctoral thesis? Or expectations about what function a thesis serves? In sum, studies that seek to explore insitutional or disciplinary history rather than personal experience would provide us with a focus that is currently not well analyzed. This type of research could help us understand not only how individual stories intersect with disciplinary and institutional structures, but also how the TBP shapes and is shaped by disciplinary and institutional knowledge-making practices. Given the ‘newness’ of the TBP, it is, of course, not surprising that such longitudinal conceptual approaches that we call for here are missing, but as the TBP is now gaining disciplinary and institutional histories in many contexts, we believe such perspectives are important to investigate.

Another way to address more conceptual questions is to explore voices, disciplines, and institutions that are critical of the TBP. While many of the studies in our sample mention wide-spread skepticism towards the TBP, such skepticism is more often used as a framing device to argue against, or at least to temper such critique, rather than acting as the subject of research in and of itself (O’Keeffe, Citation 2020 is one exception). It is clear, however, that the format is not universally embraced, as the studies that survey attitudes towards the TBP among faculty members in criminology and criminal justice (Bartula & Worrall, Citation 2012 ) and music (Sims & Cassidy, Citation 2016 ) suggest. To understand the TBP as a window into doctoral education more conceptually, the perspective of such voices should also be examined. In a study that is too recent to be included in our review, Skov ( Citation 2021 ) points out that the TBP tends to be intertwined in discourses that emphasize the doctoral thesis as a means to something else (an impressive CV, getting a job, a successful career), what she calls ‘instrumental’ discourses, whereas the traditional monograph is associated with ‘intellectual discourses’ that emphasize the doctoral thesis as an intellectual process of seeking truth and knowledge within a particular discipline. She is careful to highlight that these discourses are not mutually exclusive, and her research shows that doctoral researchers wrestle with these discourses and often construe their choice of format as choosing either instrumentalism or intellectualism, where they see the value of both. Skov's study indicates that the more conceptual work we call for is starting to emerge.

In addition to studies with a more conceptual and theoretical focus, we also see a need for more studies with research designs that rely less on personal experiences of the researchers. Because many of the accounts have been written by candidates or supervisors who have successfully completed a TBP, we know less about the experiences of students who have quit or changed formats (with the exception of Pretorius ( Citation 2017 ), who discusses a case where a supervisor recommended that a student switch from a TBP to a monograph). While many of the accounts of successful TBP writers do not shy away from describing challenges, the stories are, ultimately, success stores where the challenges were overcome, and the degree obtained. The prevalence of such first-hand ‘success stories’ might leave less successful stories unexamined, as also observed by Mason et al. ( Citation 2021 ). As noted by several studies in our sample, more studies with genuinely comparative research designs are also necessary.

Another key avenue for further research is to broaden the scope of analysis to include studies published in languages other than English. The scope of our study significantly limits what we are able to discern about research on the TPB in contexts where English is not the main language, so expanding the scope to be truly international should be a priority.

A final area we want to mention due to its pressing ethical nature is that in fields where co-authoring is common, more research on pedagogical practices and ethics surrounding co-authorship is needed. One study in medicine shows that as many as 53% of the respondents said they had experienced co-authoring practices that break with the Vancouver guidelines for co-authorship (Helgesson et al., Citation 2018 ). The TBP is likely to make co-authorship a part of the doctoral experience also in fields other than medicine, and this makes researching ethics and pedagogical issues of co-authorship practices particularly important.

In sum, the body of knowledge reviewed here has broken new ground to increase our understanding of the emergence and growing popularity of the TBP. We posit that deeper conceptual engagement and longitudinal perspectives are required for a fuller understanding of what the doctorate in pieces represents for doctoral education and for the production of knowledge more broadly.

Supplemental Material

No potential conflict of interest was reported by the author(s).

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EBSCO Open Dissertations

EBSCO Open Dissertations makes electronic theses and dissertations (ETDs) more accessible to researchers worldwide. The free portal is designed to benefit universities and their students and make ETDs more discoverable. 

Increasing Discovery & Usage of ETD Research

With EBSCO Open Dissertations, institutions are offered an innovative approach to driving additional traffic to ETDs in institutional repositories. Our goal is to help make their students’ theses and dissertations as widely visible and cited as possible.

EBSCO Open Dissertations extends the work started in 2014, when EBSCO and the H.W. Wilson Foundation created American Doctoral Dissertations which contained indexing from the H.W. Wilson print publication, Doctoral Dissertations Accepted by American Universities, 1933-1955. In 2015, the H.W. Wilson Foundation agreed to support the expansion of the scope of the American Doctoral Dissertations database to include records for dissertations and theses from 1955 to the present.

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Libraries can add theses and dissertations to the database, making them freely available to researchers everywhere while increasing traffic to their institutional repository.  ETD metadata is harvested via OAI and integrated into EBSCO’s platform, where pointers send traffic to the institution's IR.

EBSCO integrates this data into their current subscriber environments and makes the data available on the open web via opendissertations.org .

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