sample phd abstract

• How to Write an Abstract for a Dissertation or Thesis
• Doing a PhD

What is a Thesis or Dissertation Abstract?

The Cambridge English Dictionary defines an abstract in academic writing as being “ a few sentences that give the main ideas in an article or a scientific paper ” and the Collins English Dictionary says “ an abstract of an article, document, or speech is a short piece of writing that gives the main points of it ”.

Whether you’re writing up your Master’s dissertation or PhD thesis, the abstract will be a key element of this document that you’ll want to make sure you give proper attention to.

What is the Purpose of an Abstract?

The aim of a thesis abstract is to give the reader a broad overview of what your research project was about and what you found that was novel, before he or she decides to read the entire thesis. The reality here though is that very few people will read the entire thesis, and not because they’re necessarily disinterested but because practically it’s too large a document for most people to have the time to read. The exception to this is your PhD examiner, however know that even they may not read the entire length of the document.

Some people may still skip to and read specific sections throughout your thesis such as the methodology, but the fact is that the abstract will be all that most read and will therefore be the section they base their opinions about your research on. In short, make sure you write a good, well-structured abstract.

How Long Should an Abstract Be?

If you’re a PhD student, having written your 100,000-word thesis, the abstract will be the 300 word summary included at the start of the thesis that succinctly explains the motivation for your study (i.e. why this research was needed), the main work you did (i.e. the focus of each chapter), what you found (the results) and concluding with how your research study contributed to new knowledge within your field.

Woodrow Wilson, the 28th President of the United States of America, once famously said:

The point here is that it’s easier to talk open-endedly about a subject that you know a lot about than it is to condense the key points into a 10-minute speech; the same applies for an abstract. Three hundred words is not a lot of words which makes it even more difficult to condense three (or more) years of research into a coherent, interesting story.

What Makes a Good PhD Thesis Abstract?

Whilst the abstract is one of the first sections in your PhD thesis, practically it’s probably the last aspect that you’ll ending up writing before sending the document to print. The reason being that you can’t write a summary about what you did, what you found and what it means until you’ve done the work.

A good abstract is one that can clearly explain to the reader in 300 words:

• What your research field actually is,
• What the gap in knowledge was in your field,
• The overarching aim and objectives of your PhD in response to these gaps,
• What methods you employed to achieve these,
• You key results and findings,
• How your work has added to further knowledge in your field of study.

Another way to think of this structure is:

• Introduction,
• Aims and objectives,
• Discussion,
• Conclusion.

Following this ‘formulaic’ approach to writing the abstract should hopefully make it a little easier to write but you can already see here that there’s a lot of information to convey in a very limited number of words.

How Do You Write a Good PhD Thesis Abstract?

The biggest challenge you’ll have is getting all the 6 points mentioned above across in your abstract within the limit of 300 words . Your particular university may give some leeway in going a few words over this but it’s good practice to keep within this; the art of succinctly getting your information across is an important skill for a researcher to have and one that you’ll be called on to use regularly as you write papers for peer review.

Keep It Concise

Every word in the abstract is important so make sure you focus on only the key elements of your research and the main outcomes and significance of your project that you want the reader to know about. You may have come across incidental findings during your research which could be interesting to discuss but this should not happen in the abstract as you simply don’t have enough words. Furthermore, make sure everything you talk about in your thesis is actually described in the main thesis.

Make a Unique Point Each Sentence

Keep the sentences short and to the point. Each sentence should give the reader new, useful information about your research so there’s no need to write out your project title again. Give yourself one or two sentences to introduce your subject area and set the context for your project. Then another sentence or two to explain the gap in the knowledge; there’s no need or expectation for you to include references in the abstract.

Explain Your Research

Some people prefer to write their overarching aim whilst others set out their research questions as they correspond to the structure of their thesis chapters; the approach you use is up to you, as long as the reader can understand what your dissertation or thesis had set out to achieve. Knowing this will help the reader better understand if your results help to answer the research questions or if further work is needed.

Keep It Factual

Keep the content of the abstract factual; that is to say that you should avoid bringing too much or any opinion into it, which inevitably can make the writing seem vague in the points you’re trying to get across and even lacking in structure.

Write, Edit and Then Rewrite

Spend suitable time editing your text, and if necessary, completely re-writing it. Show the abstract to others and ask them to explain what they understand about your research – are they able to explain back to you each of the 6 structure points, including why your project was needed, the research questions and results, and the impact it had on your research field? It’s important that you’re able to convey what new knowledge you contributed to your field but be mindful when writing your abstract that you don’t inadvertently overstate the conclusions, impact and significance of your work.

Thesis and Dissertation Abstract Examples

Perhaps the best way to understand how to write a thesis abstract is to look at examples of what makes a good and bad abstract.

Example of A Bad Abstract

Let’s start with an example of a bad thesis abstract:

In this project on “The Analysis of the Structural Integrity of 3D Printed Polymers for use in Aircraft”, my research looked at how 3D printing of materials can help the aviation industry in the manufacture of planes. Plane parts can be made at a lower cost using 3D printing and made lighter than traditional components. This project investigated the structural integrity of EBM manufactured components, which could revolutionise the aviation industry.

What Makes This a Bad Abstract

Hopefully you’ll have spotted some of the reasons this would be considered a poor abstract, not least because the author used up valuable words by repeating the lengthy title of the project in the abstract.

Working through our checklist of the 6 key points you want to convey to the reader:

• There has been an attempt to introduce the research area , albeit half-way through the abstract but it’s not clear if this is a materials science project about 3D printing or is it about aircraft design.
• There’s no explanation about where the gap in the knowledge is that this project attempted to address.
• We can see that this project was focussed on the topic of structural integrity of materials in aircraft but the actual research aims or objectives haven’t been defined.
• There’s no mention at all of what the author actually did to investigate structural integrity. For example was this an experimental study involving real aircraft, or something in the lab, computer simulations etc.
• The author also doesn’t tell us a single result of his research, let alone the key findings !
• There’s a bold claim in the last sentence of the abstract that this project could revolutionise the aviation industry, and this may well be the case, but based on the abstract alone there is no evidence to support this as it’s not even clear what the author did .

This is an extreme example but is a good way to illustrate just how unhelpful a poorly written abstract can be. At only 71 words long, it definitely hasn’t maximised the amount of information that could be presented and the what they have presented has lacked clarity and structure.

A final point to note is the use of the EBM acronym, which stands for Electron Beam Melting in the context of 3D printing; this is a niche acronym for the author to assume that the reader would know the meaning of. It’s best to avoid acronyms in your abstract all together even if it’s something that you might expect most people to know about, unless you specifically define the meaning first.

Example of A Good Abstract

Having seen an example of a bad thesis abstract, now lets look at an example of a good PhD thesis abstract written about the same (fictional) project:

Additive manufacturing (AM) of titanium alloys has the potential to enable cheaper and lighter components to be produced with customised designs for use in aircraft engines. Whilst the proof-of-concept of these have been promising, the structural integrity of AM engine parts in response to full thrust and temperature variations is not clear.

The primary aim of this project was to determine the fracture modes and mechanisms of AM components designed for use in Boeing 747 engines. To achieve this an explicit finite element (FE) model was developed to simulate the environment and parameters that the engine is exposed to during flight. The FE model was validated using experimental data replicating the environmental parameters in a laboratory setting using ten AM engine components provided by the industry sponsor. The validated FE model was then used to investigate the extent of crack initiation and propagation as the environment parameters were adjusted.

This project was the first to investigate fracture patterns in AM titanium components used in aircraft engines; the key finding was that the presence of cavities within the structures due to errors in the printing process, significantly increased the risk of fracture. Secondly, the simulations showed that cracks formed within AM parts were more likely to worsen and lead to component failure at subzero temperatures when compared to conventionally manufactured parts. This has demonstrated an important safety concern which needs to be addressed before AM parts can be used in commercial aircraft.

What Makes This a Good Abstract

Having read this ‘good abstract’ you should have a much better understand about what the subject area is about, where the gap in the knowledge was, the aim of the project, the methods that were used, key results and finally the significance of these results. To break these points down further, from this good abstract we now know that:

• The research area is around additive manufacturing (i.e. 3D printing) of materials for use in aircraft.
• The gap in knowledge was how these materials will behave structural when used in aircraft engines.
• The aim was specifically to investigate how the components can fracture.
• The methods used to investigate this were a combination of computational and lab based experimental modelling.
• The key findings were the increased risk of fracture of these components due to the way they are manufactured.
• The significance of these findings were that it showed a potential risk of component failure that could comprise the safety of passengers and crew on the aircraft.

The abstract text has a much clearer flow through these different points in how it’s written and has made much better use of the available word count. Acronyms have even been used twice in this good abstract but they were clearly defined the first time they were introduced in the text so that there was no confusion about their meaning.

The abstract you write for your dissertation or thesis should succinctly explain to the reader why the work of your research was needed, what you did, what you found and what it means. Most people that come across your thesis, including any future employers, are likely to read only your abstract. Even just for this reason alone, it’s so important that you write the best abstract you can; this will not only convey your research effectively but also put you in the best light possible as a researcher.

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The Dissertation Abstract: 101

How to write a clear & concise abstract (with examples).

By:   Madeline Fink (MSc) Reviewed By: Derek Jansen (MBA)   | June 2020

So, you’ve (finally) finished your thesis or dissertation or thesis. Now it’s time to write up your abstract (sometimes also called the executive summary). If you’re here, chances are you’re not quite sure what you need to cover in this section, or how to go about writing it. Fear not – we’ll explain it all in plain language , step by step , with clear examples .

Overview: The Dissertation/Thesis Abstract

• What exactly is a dissertation (or thesis) abstract
• What’s the purpose and function of the abstract
• Why is the abstract so important
• How to write a high-quality dissertation abstract
• Example/sample of a quality abstract
• Quick tips to write a high-quality dissertation abstract

What is an abstract?

Simply put, the abstract in a dissertation or thesis is a short (but well structured) summary that outlines the most important points of your research (i.e. the key takeaways). The abstract is usually 1 paragraph or about 300-500 words long (about one page), but but this can vary between universities.

A quick note regarding terminology – strictly speaking, an abstract and an executive summary are two different things when it comes to academic publications. Typically, an abstract only states what the research will be about, but doesn’t explore the findings – whereas an executive summary covers both . However, in the context of a dissertation or thesis, the abstract usually covers both, providing a summary of the full project.

In terms of content, a good dissertation abstract usually covers the following points:

• The purpose of the research (what’s it about and why’s that important)
• The methodology (how you carried out the research)
• The key research findings (what answers you found)
• The implications of these findings (what these answers mean)

We’ll explain each of these in more detail a little later in this post. Buckle up.

What’s the purpose of the abstract?

A dissertation abstract has two main functions:

The first purpose is to  inform potential readers  of the main idea of your research without them having to read your entire piece of work. Specifically, it needs to communicate what your research is about (what were you trying to find out) and what your findings were . When readers are deciding whether to read your dissertation or thesis, the abstract is the first part they’ll consider. 

The second purpose of the abstract is to  inform search engines and dissertation databases  as they index your dissertation or thesis. The keywords and phrases in your abstract (as well as your keyword list) will often be used by these search engines to categorize your work and make it accessible to users. 

Simply put, your abstract is your shopfront display window – it’s what passers-by (both human and digital) will look at before deciding to step inside. 

Why’s it so important?

The short answer – because most people don’t have time to read your full dissertation or thesis! Time is money, after all…

If you think back to when you undertook your literature review , you’ll quickly realise just how important abstracts are! Researchers reviewing the literature on any given topic face a mountain of reading, so they need to optimise their approach. A good dissertation abstract gives the reader a “TLDR” version of your work – it helps them decide whether to continue to read it in its entirety. So, your abstract, as your shopfront display window, needs to “sell” your research to time-poor readers.

You might be thinking, “but I don’t plan to publish my dissertation”. Even so, you still need to provide an impactful abstract for your markers. Your ability to concisely summarise your work is one of the things they’re assessing, so it’s vital to invest time and effort into crafting an enticing shop window.  

A good abstract also has an added purpose for grad students . As a freshly minted graduate, your dissertation or thesis is often your most significant professional accomplishment and highlights where your unique expertise lies. Potential employers who want to know about this expertise are likely to only read the abstract (as opposed to reading your entire document) – so it needs to be good!

Think about it this way – if your thesis or dissertation were a book, then the abstract would be the blurb on the back cover. For better or worse, readers will absolutely judge your book by its cover .

How to write your abstract

As we touched on earlier, your abstract should cover four important aspects of your research: the purpose , methodology , findings , and implications . Therefore, the structure of your dissertation or thesis abstract needs to reflect these four essentials, in the same order.  Let’s take a closer look at each of them, step by step:

Step 1: Describe the purpose and value of your research

Here you need to concisely explain the purpose and value of your research. In other words, you need to explain what your research set out to discover and why that’s important. When stating the purpose of research, you need to clearly discuss the following:

• What were your research aims and research questions ?
• Why were these aims and questions important?

It’s essential to make this section extremely clear, concise and convincing . As the opening section, this is where you’ll “hook” your reader (marker) in and get them interested in your project. If you don’t put in the effort here, you’ll likely lose their interest.

Step 2: Briefly outline your study’s methodology

In this part of your abstract, you need to very briefly explain how you went about answering your research questions . In other words, what research design and methodology you adopted in your research. Some important questions to address here include:

• Did you take a qualitative or quantitative approach ?
• Who/what did your sample consist of?
• How did you collect your data?
• How did you analyse your data?

Simply put, this section needs to address the “ how ” of your research. It doesn’t need to be lengthy (this is just a summary, after all), but it should clearly address the four questions above.

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Step 3: Present your key findings

Next, you need to briefly highlight the key findings . Your research likely produced a wealth of data and findings, so there may be a temptation to ramble here. However, this section is just about the key findings – in other words, the answers to the original questions that you set out to address.

Again, brevity and clarity are important here. You need to concisely present the most important findings for your reader.

Step 4: Describe the implications of your research

Have you ever found yourself reading through a large report, struggling to figure out what all the findings mean in terms of the bigger picture? Well, that’s the purpose of the implications section – to highlight the “so what?” of your research. 

In this part of your abstract, you should address the following questions:

• What is the impact of your research findings on the industry /field investigated? In other words, what’s the impact on the “real world”. 
• What is the impact of your findings on the existing body of knowledge ? For example, do they support the existing research?
• What might your findings mean for future research conducted on your topic?

If you include these four essential ingredients in your dissertation abstract, you’ll be on headed in a good direction.

Example: Dissertation/thesis abstract

Here is an example of an abstract from a master’s thesis, with the purpose , methods , findings , and implications colour coded.

The U.S. citizenship application process is a legal and symbolic journey shaped by many cultural processes. This research project aims to bring to light the experiences of immigrants and citizenship applicants living in Dallas, Texas, to promote a better understanding of Dallas’ increasingly diverse population. Additionally, the purpose of this project is to provide insights to a specific client, the office of Dallas Welcoming Communities and Immigrant Affairs, about Dallas’ lawful permanent residents who are eligible for citizenship and their reasons for pursuing citizenship status . The data for this project was collected through observation at various citizenship workshops and community events, as well as through semi-structured interviews with 14 U.S. citizenship applicants . Reasons for applying for U.S. citizenship discussed in this project include a desire for membership in U.S. society, access to better educational and economic opportunities, improved ease of travel and the desire to vote. Barriers to the citizenship process discussed in this project include the amount of time one must dedicate to the application, lack of clear knowledge about the process and the financial cost of the application. Other themes include the effects of capital on applicant’s experience with the citizenship process, symbolic meanings of citizenship, transnationalism and ideas of deserving and undeserving surrounding the issues of residency and U.S. citizenship. These findings indicate the need for educational resources and mentorship for Dallas-area residents applying for U.S. citizenship, as well as a need for local government programs that foster a sense of community among citizenship applicants and their neighbours.

Practical tips for writing your abstract

When crafting the abstract for your dissertation or thesis, the most powerful technique you can use is to try and put yourself in the shoes of a potential reader. Assume the reader is not an expert in the field, but is interested in the research area. In other words, write for the intelligent layman, not for the seasoned topic expert. 

Start by trying to answer the question “why should I read this dissertation?”

Remember the WWHS.

Make sure you include the  what , why ,  how , and  so what  of your research in your abstract:

• What you studied (who and where are included in this part)
• Why the topic was important
• How you designed your study (i.e. your research methodology)
• So what were the big findings and implications of your research

Keep it simple.

Use terminology appropriate to your field of study, but don’t overload your abstract with big words and jargon that cloud the meaning and make your writing difficult to digest. A good abstract should appeal to all levels of potential readers and should be a (relatively) easy read. Remember, you need to write for the intelligent layman.

Be specific.

When writing your abstract, clearly outline your most important findings and insights and don’t worry about “giving away” too much about your research – there’s no need to withhold information. This is the one way your abstract is not like a blurb on the back of a book – the reader should be able to clearly understand the key takeaways of your thesis or dissertation after reading the abstract. Of course, if they then want more detail, they need to step into the restaurant and try out the menu.

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17 Comments

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Sample Dissertation Abstracts

One of the best ways to determine your fit in a PhD program is familiarizing yourself with the research done by faculty and students in the institute. Students in the Sloan PhD Program study a wide variety of topics and the abstracts below will give you examples of the topics they have chosen to study.

Dissertation Abstracts by Research Group

Selected Dissertation Abstracts by recent PhD Program graduates

BEHAVIORAL & POLICY SCIENCES

• Economic Sociology 
• Institute for Work & Employment Research
• Organization Studies
• Technological Innovation, Entrepreneurship, & Strategic Management

ECONOMICS  FINANCE & ACCOUNTING

MANAGEMENT SCIENCE

• Information Technology
• System Dynamics

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• Dissertation
• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

Published on 1 March 2019 by Shona McCombes . Revised on 10 October 2022 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a dissertation or research paper ). The abstract concisely reports the aims and outcomes of your research, so that readers know exactly what your paper is about.

Although the structure may vary slightly depending on your discipline, your abstract should describe the purpose of your work, the methods you’ve used, and the conclusions you’ve drawn.

One common way to structure your abstract is to use the IMRaD structure. This stands for:

• Introduction

Abstracts are usually around 100–300 words, but there’s often a strict word limit, so make sure to check the relevant requirements.

In a dissertation or thesis , include the abstract on a separate page, after the title page and acknowledgements but before the table of contents .

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Table of contents

Abstract example, when to write an abstract, step 1: introduction, step 2: methods, step 3: results, step 4: discussion, tips for writing an abstract, frequently asked questions about abstracts.

Hover over the different parts of the abstract to see how it is constructed.

This paper examines the role of silent movies as a mode of shared experience in the UK during the early twentieth century. At this time, high immigration rates resulted in a significant percentage of non-English-speaking citizens. These immigrants faced numerous economic and social obstacles, including exclusion from public entertainment and modes of discourse (newspapers, theater, radio).

Incorporating evidence from reviews, personal correspondence, and diaries, this study demonstrates that silent films were an affordable and inclusive source of entertainment. It argues for the accessible economic and representational nature of early cinema. These concerns are particularly evident in the low price of admission and in the democratic nature of the actors’ exaggerated gestures, which allowed the plots and action to be easily grasped by a diverse audience despite language barriers.

Keywords: silent movies, immigration, public discourse, entertainment, early cinema, language barriers.

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You will almost always have to include an abstract when:

• Completing a thesis or dissertation
• Submitting a research paper to an academic journal
• Writing a book proposal
• Applying for research grants

It’s easiest to write your abstract last, because it’s a summary of the work you’ve already done. Your abstract should:

• Be a self-contained text, not an excerpt from your paper
• Be fully understandable on its own
• Reflect the structure of your larger work

Start by clearly defining the purpose of your research. What practical or theoretical problem does the research respond to, or what research question did you aim to answer?

You can include some brief context on the social or academic relevance of your topic, but don’t go into detailed background information. If your abstract uses specialised terms that would be unfamiliar to the average academic reader or that have various different meanings, give a concise definition.

After identifying the problem, state the objective of your research. Use verbs like “investigate,” “test,” “analyse,” or “evaluate” to describe exactly what you set out to do.

This part of the abstract can be written in the present or past simple tense  but should never refer to the future, as the research is already complete.

• This study will investigate the relationship between coffee consumption and productivity.
• This study investigates the relationship between coffee consumption and productivity.

Next, indicate the research methods that you used to answer your question. This part should be a straightforward description of what you did in one or two sentences. It is usually written in the past simple tense, as it refers to completed actions.

• Structured interviews will be conducted with 25 participants.
• Structured interviews were conducted with 25 participants.

Don’t evaluate validity or obstacles here — the goal is not to give an account of the methodology’s strengths and weaknesses, but to give the reader a quick insight into the overall approach and procedures you used.

Next, summarise the main research results . This part of the abstract can be in the present or past simple tense.

• Our analysis has shown a strong correlation between coffee consumption and productivity.
• Our analysis shows a strong correlation between coffee consumption and productivity.
• Our analysis showed a strong correlation between coffee consumption and productivity.

Depending on how long and complex your research is, you may not be able to include all results here. Try to highlight only the most important findings that will allow the reader to understand your conclusions.

Finally, you should discuss the main conclusions of your research : what is your answer to the problem or question? The reader should finish with a clear understanding of the central point that your research has proved or argued. Conclusions are usually written in the present simple tense.

• We concluded that coffee consumption increases productivity.
• We conclude that coffee consumption increases productivity.

If there are important limitations to your research (for example, related to your sample size or methods), you should mention them briefly in the abstract. This allows the reader to accurately assess the credibility and generalisability of your research.

If your aim was to solve a practical problem, your discussion might include recommendations for implementation. If relevant, you can briefly make suggestions for further research.

If your paper will be published, you might have to add a list of keywords at the end of the abstract. These keywords should reference the most important elements of the research to help potential readers find your paper during their own literature searches.

Be aware that some publication manuals, such as APA Style , have specific formatting requirements for these keywords.

It can be a real challenge to condense your whole work into just a couple of hundred words, but the abstract will be the first (and sometimes only) part that people read, so it’s important to get it right. These strategies can help you get started.

Read other abstracts

The best way to learn the conventions of writing an abstract in your discipline is to read other people’s. You probably already read lots of journal article abstracts while conducting your literature review —try using them as a framework for structure and style.

You can also find lots of dissertation abstract examples in thesis and dissertation databases .

Reverse outline

Not all abstracts will contain precisely the same elements. For longer works, you can write your abstract through a process of reverse outlining.

For each chapter or section, list keywords and draft one to two sentences that summarise the central point or argument. This will give you a framework of your abstract’s structure. Next, revise the sentences to make connections and show how the argument develops.

Write clearly and concisely

A good abstract is short but impactful, so make sure every word counts. Each sentence should clearly communicate one main point.

To keep your abstract or summary short and clear:

• Avoid passive sentences: Passive constructions are often unnecessarily long. You can easily make them shorter and clearer by using the active voice.
• Avoid long sentences: Substitute longer expressions for concise expressions or single words (e.g., “In order to” for “To”).
• Avoid obscure jargon: The abstract should be understandable to readers who are not familiar with your topic.
• Avoid repetition and filler words: Replace nouns with pronouns when possible and eliminate unnecessary words.
• Avoid detailed descriptions: An abstract is not expected to provide detailed definitions, background information, or discussions of other scholars’ work. Instead, include this information in the body of your thesis or paper.

If you’re struggling to edit down to the required length, you can get help from expert editors with Scribbr’s professional proofreading services .

Check your formatting

If you are writing a thesis or dissertation or submitting to a journal, there are often specific formatting requirements for the abstract—make sure to check the guidelines and format your work correctly. For APA research papers you can follow the APA abstract format .

Checklist: Abstract

The word count is within the required length, or a maximum of one page.

The abstract appears after the title page and acknowledgements and before the table of contents .

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

The abstract can be understood by someone without prior knowledge of the topic.

You've written a great abstract! Use the other checklists to continue improving your thesis or dissertation.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarises the contents of your paper.

An abstract for a thesis or dissertation is usually around 150–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis or paper.

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

The abstract appears on its own page, after the title page and acknowledgements but before the table of contents .

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Sample Dissertation Abstracts

Amy K. Anderson , 2014

“Image/Text and Text/Image: Reimagining Multimodal Relationships through Dissociation”

“W.J.T. Mitchell has famously noted that we are in the midst of a “pictorial turn,” and images are playing an increasingly important role in digital and multimodal communication. My dissertation addresses the question of how meaning is made when texts and images are united in multimodal arguments. Visual rhetoricians have often attempted to understand text-image arguments by privileging one medium over the other, either using text-based rhetorical principles or developing new image-based theories. I argue that the relationship between the two media is more dynamic, and can be better understood by applying The New Rhetoric ’s concept of dissociation, which Chaim Perelman and Lucie Olbrechts-Tyteca developed to demonstrate how the interaction of differently valued concepts can construct new meaning. My dissertation expands the range of dissociation by applying it specifically to visual contexts and using it to critique visual arguments in a series of historical moments when political, religious, and economic factors cause one form of media to be valued over the other: Byzantine Iconoclasm, the late medieval period, the 1950’s advertising boom, and the modern digital age. In each of these periods, I argue that dissociation reveals how the privileged medium can shape an entire multimodal argument. I conclude with a discussion of dissociative multimodal pedagogy, applying dissociation to the multimodal composition classroom.”

Holly F. Osborn , 2014

“Apparitional Economies: Spectral Imagery in the Antebellum Imagination”

“ Apparitional Economies is invested in both a historical consideration of economic conditions through the antebellum era and an examination of how spectral representations depict the effects of such conditions on local publics and individual persons. From this perspective, the project demonstrates how extensively the period’s literature is entangled in the economic: in financial devastation, in the boundaries of seemingly limitless progress, and in the standards of value that order the worth of commodities and the persons who can trade for them.  I argue that the space of the specter is a force of representation, an invisible site in which the uncertainties of antebellum economic and social change become visible. I read this spectral space in canonical works by Nathaniel Hawthorne, Edgar Allan Poe, Herman Melville, and Walt Whitman and in emerging texts by Robert Montgomery Bird, Theophilus Fisk, Fitz James O’Brien, and Edward Williams Clay.  Methodologically, Apparitional Economies moves through historical events and textual representation in two ways: chronologically with an attention to archival materials through the antebellum era (beginning with the specters that emerge with the Panic of 1837) and interpretively across the readings of a literary specter (as a space of lack and potential, as exchange, as transformation, and as the presence of absence). As a failed body and, therefore, a flawed embodiment of economic existence, the literary specter proves a powerful representation of antebellum social and financial uncertainties.”

Michael Todd Hendricks , 2014

“Knowing and Being Known: Sexual Delinquency, Stardom, and Adolescent Girlhood in Midcentury American Film”

“Sexual delinquency marked midcentury cinematic representations of adolescent girls in 1940s, 50, and early 60s. Drawing from the history of adolescence and the context of midcentury female juvenile delinquency, I argue that studios and teen girl stars struggled for decades with publicity, censorship, and social expectations regarding the sexual license of teenage girls. Until the late 1950s, exploitation films and B movies exploited teen sex and pregnancy while mainstream Hollywood ignored those issues, struggling to promote teen girl stars by tightly controlling their private lives but depriving fan magazines of the gossip and scandals that normally fueled the machinery of stardom. The emergence and image of the postwar, sexually autonomous teen girl finally began to see expression in mainstream melodramas of the late 50s, and teen girl stars such as Sandra Dee and Natalie Wood created new, “post-delinquent” star images wherein “good girls” could still be sexually experienced. This new image was a significant departure from the widespread belief that the sexually active teen girl was a fundamentally delinquent threat to the nuclear family, and offered a liberal counterpoint to more conservative teen girl prototypes like Hayley Mills, which continued to have cultural currency.”

Emily A. Dotson , 2014

“Strong Angels of Comfort: Middle Class Managing Daughters in Victorian Literature”

“This dissertation joins a vibrant conversation in the social sciences about the challenging nature of care labor as well as feminist discussions about the role of the daughter in Victorian culture.  It explores the literary presence of the middle class managing daughter in the Victorian home.  Collectively, the novels in this study articulate social anxieties about the unclear and unstable role of daughters in the family, the physically and emotionally challenging work they, and all women, do, and the struggle for daughters to find a place in a family hierarchy, which is often structured not by effort or affection, but by proscribed traditional roles, which do not easily adapt to managing daughters, even if they are the ones holding the family together.  The managing daughter is a problem not accounted for in any conventional domestic structure or ideology so there is no role, no clear set of responsibilities and no boundaries that could, and arguably should, define her obligations, offer her opportunities for empowerment, or set necessary limits on the broad cultural mandate she has to comfort and care others.  The extremes she is often pushed to reveals the stresses and hidden conflicts for authority and autonomy inherent in domestic labor without the iconic angel in the house rhetoric that so often masks the difficulties of domestic life for women. She gains no authority or stability no matter how loving or even how necessary she is to a family because there simply is no position in the parental family structure for her.  The managing daughter thus reveals a deep crack in the structure of the traditional Victorian family by showing that it often cannot accommodate, protect, or validate a loving non-traditional family member because it values traditional hierarchies over emotion or effort.  Yet, in doing so, it also suggests that if it is position not passion that matters, then as long as a woman assumes the right position in the family then deep emotional connections to others are not necessary for her to care competently for others.”

Virginia B. Engholm , 2014

“The Power of Multiplying: Reproductive Control in American Culture, 1850-1930”

“Prior to the advent of modern birth control beginning in the nineteenth century, the biological reproductive cycle of pregnancy, post-partum recovery, and nursing dominated women’s adult years. The average birth rate per woman in 1800 was just over seven, but by 1900, that rate had fallen to just under than three and a half. The question that this dissertation explores is what cultural narratives about reproduction and reproductive control emerge in the wake of this demographic shift. What’s at stake in a woman’s decision to reproduce, for herself, her family, her nation? How do women, and society, control birth?  In order to explore these questions, this dissertation broadens the very term “birth control” from the technological and medical mechanisms by which women limit or prevent conception and birth to a conception of “controlling birth,” the societal and cultural processes that affect reproductive practices. This dissertation, then, constructs a cultural narrative of the process of controlling birth. Moving away from a focus on “negative birth control”—contraception, abortion, sterilization—the term “controlling birth” also applies to engineering or encouraging wanted or desired reproduction. While the chapters of this work often focus on traditional sites of birth control—contraceptives, abortion, and eugenics—they are not limited to those forms, uncovering previously hidden narratives of reproduction control. This new lens also reveals men’s investment in these reproductive practices.  By focusing on a variety of cultural texts—advertisements, fictional novels, historical writings, medical texts, popular print, and film—this project aims to create a sense of how these cultural productions work together to construct narratives about sexuality, reproduction, and reproductive control. Relying heavily on a historicizing of these issues, my project shows how these texts—both fictional and nonfictional—create a rich and valid site from which to explore the development of narratives of sexuality and reproductive practices, as well as how these narratives connect to larger cultural narratives of race, class, and nation. The interdisciplinary nature of this inquiry highlights the interrelationship between the literary productions of the nineteenth and twentieth century and American cultural history.

Amber M. Stamper , 2013

“Witnessing the Web: The Rhetoric of American E-Vangelism and Persuasion Online”

“From the distribution of religious tracts at Ellis Island and Billy Sunday’s radio messages to televised recordings of the Billy Graham Crusade and Pat Robertson’s 700 Club, American evangelicals have long made a practice of utilizing mass media to spread the Gospel. Most recently, these Christian evangelists have gone online. As a contribution to scholarship in religious rhetoric and media studies, this dissertation offers evangelistic websites as a case study into the ways persuasion is carried out on the Internet. Through an analysis of digital texts—including several evangelical home pages, a chat room, discussion forums, and a virtual church—I investigate how conversion is encouraged via web design and virtual community as well as how the Internet medium impacts the theology and rhetorical strategies of web evangelists. I argue for “persuasive architecture” and “persuasive communities”—web design on the fundamental level of interface layout and tightly-controlled restrictions on discourse and community membership—as key components of this strategy. In addition, I argue that evangelical ideology has been influenced by the web medium and that a “digital reformation” is taking place in the church, one centered on a move away from the Prosperity Gospel of televangelism to a Gospel focused on God as divine problem-solver and salvation as an uncomplicated, individualized, and instantaneously-rewarding experience, mimicking Web 2.0 users’ desire for quick, timely, and effective answers to all queries. This study simultaneously illuminates the structural and fundamental levels of design through which the web persuades as well as how—as rhetoricians from Plato’s King Thamus to Marshall McLuhan have recognized—media inevitably shapes the message and culture of its users.”

Devjani Roy , 2013

“Randomness, Uncertainty, and Economic Behavior: The Life of Money in Eighteenth-Century Fiction”

“My dissertation argues that fiction produced in England during the frequent financial crises and political volatility experienced between 1770 and 1820 both reflected and shaped the cultural anxiety occasioned by a seemingly random and increasingly uncertain world. The project begins within the historical framework of the multiple financial crises that occurred in the late eighteenth century: seven crises took place between 1760 and 1797 alone, appearing seemingly out of nowhere and creating a climate of financial meltdown. But how did the awareness of economic turbulence filter into the creative consciousness? Through an interdisciplinary focus on cultural studies and behavioral economics, the dissertation posits that in spite of their conventional, status quo affirming endings (opportunists are punished, lovers are married), novels and plays written between 1770 and 1820 contemplated models of behavior that were newly opportunistic, echoing the reluctant realization that irrationality had become the norm rather than a rare aberration. By analyzing concrete narrative strategies used by writers such as Frances Burney, Georgiana Cavendish, Hannah Cowley, and Thomas Holcroft, I demonstrate that late eighteenth-century fiction both articulates and elides the awareness of randomness and uncertainty in its depiction of plot, character, and narrative.”

George Micajah Phillips , 2011

“Seeing Subjects: Recognition, Identity, and Visual Cultures in Literary Modernism”

“ Seeing Subjects plots a literary history of modern Britain that begins with Dorian Gray obsessively inspecting his portrait’s changes and ends in Virginia Woolf’s visit to the cinema where she found audiences to be “savages watching the pictures.” Focusing on how literature in the late-19 th and 20 th centuries regarded images as possessing a shaping force over how identities are understood and performed, I argue that modernists in Britain felt mediated images were altering, rather than merely representing, British identity. As Britain’s economy expanded to unprecedented imperial reach and global influence, new visual technologies also made it possible to render images culled from across the British world—from its furthest colonies to darkest London—to the small island nation, deeply and irrevocably complicating British identity. In response, Oscar Wilde, Joseph Conrad, T. S. Eliot, and others sought to better understand how identity was recognized, particularly visually. By exploring how painting, photography, colonial exhibitions, and cinema sought to manage visual representations of identity, these modernists found that recognition began by acknowledging the familiar but also went further to acknowledge what was strange and new as well. Reading recognition and misrecognition as crucial features of modernist texts, Seeing Subjects argues for a new understanding of how modernism’s formal experimentation came to be and for how it calls for responses from readers today.”

Aparajita Sengupta , 2011

“Nation, Fantasy, and Mimicry: Elements of Political Resistance in Postcolonial Indian Cinema”

“In spite of the substantial amount of critical work that has been produced on Indian cinema in the last decade, misconceptions about Indian cinema still abound. Indian cinema is a subject about which conceptions are still muddy, even within prominent academic circles. The majority of the recent critical work on the subject endeavors to correct misconceptions, analyze cinematic norms and lay down the theoretical foundations for Indian cinema. This dissertation conducts a study of the cinema from India with a view to examine the extent to which such cinema represents an anti-colonial vision. The political resistance of Indian films to colonial and neo-colonial norms, and their capacity to formulate a national identity is the primary focus of the current study.”

Kenneth Carr Hawley , 2007

“The Boethian Vision of Eternity in Old, Middle, and Early Modern English Translations of De Consolatione Philosophi”

“While this analysis of the Old, Middle, and Early Modern English translations of De Consolatione Philosophiandamp;aelig; provides a brief reception history and an overview of the critical tradition surrounding each version, its focus is upon how these renderings present particular moments that offer the consolation of eternity, especially since such passages typify the work as a whole. For Boethius, confused and conflicting views on fame, fortune, happiness, good and evil, fate, free will, necessity, foreknowledge, and providence are only capable of clarity and resolution to the degree that one attains to knowledge of the divine mind and especially to knowledge like that of the divine mind, which alone possesses a perfectly eternal perspective. Thus, as it draws upon such fundamentally Boethian passages on the eternal Prime Mover, this study demonstrates how the translators have negotiated linguistic, literary, cultural, religious, and political expectations and forces as they have presented their own particular versions of the Boethian vision of eternity. Even though the text has been understood, accepted, and appropriated in such divergent ways over the centuries, the Boethian vision of eternity has held his Consolations arguments together and undergirded all of its most pivotal positions, without disturbing or compromising the philosophical, secular, academic, or religious approaches to the work, as readers from across the ideological, theological, doctrinal, and political spectra have appreciated and endorsed the nature and the implications of divine eternity. It is the consolation of eternity that has been cast so consistently and so faithfully into Old, Middle, and Early Modern English, regardless of form and irrespective of situation or background. For whether in prose and verse, all-prose, or all-verse, and whether by a Catholic, a Protestant, a king, a queen, an author, or a scholar, each translation has presented the texts central narrative: as Boethius the character is educated by the figure of Lady Philosophy, his eyes are turned away from the earth and into the heavens, moving him and his mind from confusion to clarity, from forgetfulness to remembrance, from reason to intelligence, and thus from time to eternity.”

Douglas Larue Reside , 2006

“The Electronic Edition and Textual Criticism of American Musical Theatre”

“For many, contemporary theatre is represented by the musical. The form remains, however, virtually unstudied by literary scholars. In part, this may be a result of the difficulty of accessing the texts. Reading a musical from a traditional codex is no easy matter. The integration of text and music in a musical make it inappropriate to separate the two. One can try to follow along with a cast recording. In most cases, though, this is awkward. Many cast albums record a significantly modified version of the score and lyrics and few include the entire work. Further, musical theatre texts often exist in many different versions. This work begins with a summary of the problems one encounters when editing a multi-authored text (musicals often have a lyricist, librettist, and composer) which may be revised for practical (rather than aesthetic) reasons. The merits of restoring the material changed during the production process are debated. In this discussion some attempt is made to identify who should be considered the dominating collaborator (or auteur) of a musical. Ultimately, this dissertation argues that the notion of trying to restore an "authorial Ur-Text" makes little sense given the multitude of collaborators involved in the process of making musicals. Instead, an electronic variorum edition is presented as an alternative means of studying and teaching musical theatre texts. The study concludes with a narrative of the authors own work on an electronic edition of the 1998 Broadway musical Parade and ends with a critical introduction to this text.”

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Trapped in dissertation revisions?

How to write a dissertation abstract, published by steve tippins on may 25, 2020 may 25, 2020.

Last Updated on: 3rd June 2022, 04:27 am

The abstract is where you “sell” your dissertation. In over 95% of the cases, the first thing people see will be your dissertation’s abstract. If others (such as potential employers or fellow researchers) are going to be looking at your dissertation, you have to get their interest in the abstract. 

How do you get people’s interest? Think about what you wanted to know when you were searching, and that’s what needs to be in the abstract (in addition to anything that your school requires). 

Normally dissertation abstracts are a page or less. You’ll want to include the problem you were looking at, the questions you wanted to answer, and the methodology you used. Also include what you found and what it means (the implications). For a more in-depth explanation of what to include, see the sample outline below.

Advice for Writing a Dissertation Abstract

Every word is important in a dissertation abstract. Because the space you have is so limited, you want to make sure that every word and phrase helps the reader understand what they’re going to gain when they read the entire document. On the other hand, you don’t want to put everything in the abstract because you want them to read the actual paper.

Avoid the temptation to make it more than a page long. The truth is, people aren’t going to read a multiple-page abstract, which means they won’t read your dissertation. Don’t think of it as condensing 100+ pages of material down into one page. Rather, think of it as giving an introduction to what is contained in the pages of your dissertation.

Some schools have a rubric to follow. If they do have one, follow it to the letter. This will save you time and help you please your committee more easily. There’s also usually a good reason behind the requirements they set out, so it will improve the quality of your abstract overall.

While it takes a certain artfulness to be concise, the abstract should be a relatively easy section to write. Basically, you just have to tell people what you did. You don’t need to report any new information or do anything you haven’t already done while writing your dissertation.

Dissertation Abstract Sample Outline

Traditionally, abstracts are less than a page in length, are not indented, and contain no citations. While different universities may have slightly different requirements, most want to see some variation of the following:

• Introduce the study topic and articulate the research problem.
• State the purpose of the study
• State the research method 
• Concisely describe the overall research design, methods, and data analysis procedures.
• Identify the participants.
• Present key results 
• Outline conclusions and recommendations

What Comes After Writing Your Dissertation Abstract?

Writing your dissertation abstract means you’ve completed your study. Congratulations! As you move through the final phases of getting your degree and into your new career path, you may need support navigating today’s competitive job market. 

Academic jobs are more competitive than ever, and starting your own business is best done with the guidance of someone who’s done it before. Take a look at my academic career coaching services and book a free 30-minute consultation .

If you’re still working on your dissertation, I also offer dissertation coaching and dissertation editing services.

Steve Tippins

Steve Tippins, PhD, has thrived in academia for over thirty years. He continues to love teaching in addition to coaching recent PhD graduates as well as students writing their dissertations. Learn more about his dissertation coaching and career coaching services. Book a Free Consultation with Steve Tippins

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GSLC Dissertation Support Guide

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• Dissertation Titles and Online Discovery

Abstract Requirements

Selecting keywords & subject headings.

• Multimedia /Data Set Inclusion - Supplemental Files
• Author Introduction - Multimedia Option
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The Dissertation Abstract

The abstract is your dissertation's calling card to the world.  The abstract is usually your first connection with every potential reader.   It also is a key feature in discovery of your dissertation through search engines.

Abstract Requirements and Checklist :

• Number of paragraphs  : Abstract should be ONE PARAGRAPH  [no returns]
• CC License Option: If you have chosen a Creative Commons License , this must specified in the abstract mentioning the type of license and linking back the the CC License page.
• how many supplemental files
• type of file
• whether or not they are also accessible within the PDF.  
• T his includes the author video abstract
• Length:  Abstracts no longer have length requirements in UMI/Proquest, but the print version of the database will cut off at 350 words MAXIMUM.   APA Style calls for 150-250 words, which is most reasonable.    The shorter, the better.
• Final Sentence :  To enhance discovery every abstract must carry this sentence at the end

  This dissertation is available in open access at AURA: Antioch University Repository and Archive, https://aura.antioch.edu/  and OhioLINK ETD Center, https://etd.ohiolink.edu/

Keywords are also essential to your dissertation being discovered online.

Keyword Guidelines:

• Place the keywords a few lines below the Abstract in your dissertation
• Your Keyword field is limited to 350  characters
• The Keywords in the Final Submission Form must match the Keywords in the Dissertation

Selecting Keyword :

Consider:   Which words would someone interested in my dissertation use? 

• ​ Language/ Jargon  used in your academic field? e,g, community of practice, best self
• Synonyms and Related Terms:  e.g. non-profit, not-for-profit, third sector / eating disorders,  anorexia, bulimia
• Alternate Spellings :  e.g. organisation, organization
• Methodology : e.g. grounded theory, qualitative, etc.
• Population:   e.g.  teachers, executives, African Americans, college students, grandparents
• Venue:   e.g.  workplace, corporations, elementary schools

Test your Keywords in Google and Google Scholar to see if they yield the items similar to your dissertation.

Subject Headings

On the Final Submission Form you will also be able to select Subject Headings for the Ohiolink ETD Center Archive;

• These subject headings DO NOT go into your dissertation
• This is a "Controlled Vocabulary" List.    You cannot change or add to the list.  There is no Subject Heading for LEADERSHIP. So add 'leadership' in your keyword list.
• Choose the most appropriate subject headings for your dissertation.  

Attached below is the current list from which you will choose.

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Writing for Publication: Abstracts

An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study or course paper, similar to the text on the back cover of a book. When submitting your work for publication, an abstract is often the first piece of your writing a reviewer will encounter. An abstract may not be required for course papers.

Read on for more tips on making a good first impression with a successful abstract.

An abstract is a single paragraph preceded by the heading " Abstract ," centered and in bold font. The abstract does not begin with an indented line. APA (2020) recommends that abstracts should generally be less than 250 words, though many journals have their own word limits; it is always a good idea to check journal-specific requirements before submitting. The Writing Center's APA templates are great resources for visual examples of abstracts.

Abstracts use the present tense to describe currently applicable results (e.g., "Results indicate...") and the past tense to describe research steps (e.g., "The survey measured..."), and they do not typically include citations.

Key terms are sometimes included at the end of the abstract and should be chosen by considering the words or phrases that a reader might use to search for your article.

An abstract should include information such as

• The problem or central argument of your article
• A brief exposition of research design, methods, and procedures.
• A brief summary of your findings
• A brief summary of the implications of the research on practice and theory

It is also appropriate, depending on the type of article you are writing, to include information such as:

• Participant number and type
• Study eligibility criteria
• Limitations of your study
• Implications of your study's conclusions or areas for additional research

Your abstract should avoid unnecessary wordiness and focus on quickly and concisely summarizing the major points of your work. An abstract is not an introduction; you are not trying to capture the reader's attention with timeliness or to orient the reader to the entire background of your study. When readers finish reading your abstract, they should have a strong sense of your article's purpose, approach, and conclusions. The Walden Office of Research and Doctoral Services has additional  tutorial material on abstracts .

Clinical or Empirical Study Abstract Exemplar

In the following abstract, the article's problem is stated in red , the approach and design are in blue , and the results are in green .

End-stage renal disease (ESRD) patients have a high cardiovascular mortality rate. Precise estimates of the prevalence, risk factors and prognosis of different manifestations of cardiac disease are unavailable. In this study a prospective cohort of 433 ESRD patients was followed from the start of ESRD therapy for a mean of 41 months. Baseline clinical assessment and echocardiography were performed on all patients.  The major outcome measure was death while on dialysis therapy. Clinical manifestations of cardiovascular disease were highly prevalent at the start of ESRD therapy: 14% had coronary artery disease, 19% angina pectoris, 31% cardiac failure, 7% dysrhythmia and 8% peripheral vascular disease. On echocardiography 15% had systolic dysfunction, 32% left ventricular dilatation and 74% left ventricular hypertrophy. The overall median survival time was 50 months. Age, diabetes mellitus, cardiac failure, peripheral vascular disease and systolic dysfunction independently predicted death in all time frames. Coronary artery disease was associated with a worse prognosis in patients with cardiac failure at baseline. High left ventricular cavity volume and mass index were independently associated with death after two years. The independent associations of the different echocardiographic abnormalities were: systolic dysfunction--older age and coronary artery disease; left ventricular dilatation--male gender, anemia, hypocalcemia and hyperphosphatemia; left ventricular hypertrophy--older age, female gender, wide arterial pulse pressure, low blood urea and hypoalbuminemia. We conclude that clinical and echocardiographic cardiovascular disease are already present in a very high proportion of patients starting ESRD therapy and are independent mortality factors.

Foley, R. N., Parfrey, P. S., Harnett, J. D., Kent, G. M., Martin, C. J., Murray, D. C., & Barre, P. E. (1995). Clinical and echocardiographic disease in patients starting end-stage renal disease therapy. Kidney International , 47 , 186–192. https://doi.org/10.1038/ki.1995.22

Literature Review Abstract Exemplar

In the following abstract, the purpose and scope of the literature review are in red , the specific span of topics is in blue , and the implications for further research are in green .

This paper provides a review of research into the relationships between psychological types, as measured by the Myers-Briggs Type Indicator (MBTI), and managerial attributes, behaviors and effectiveness. The literature review includes an examination of the psychometric properties of the MBTI and the contributions and limitations of research on psychological types. Next, key findings are discussed and used to advance propositions that relate psychological type to diverse topics such as risk tolerance, problem solving, information systems design, conflict management and leadership. We conclude with a research agenda that advocates: (a) the exploration of potential psychometric refinements of the MBTI, (b) more rigorous research designs, and (c) a broadening of the scope of managerial research into type.

Gardner, W. L., & Martinko, M. J. (1996). Using the Myers-Briggs Type Indicator to study managers: A literature review and research agenda. Journal of Management, 22 (1), 45–83. https://doi.org/10.1177/014920639602200103

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How to Write an Abstract for a Dissertation or Thesis: Guide & Examples

Table of contents

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A dissertation abstract is a brief summary of a dissertation, typically between 150-300 words. It is a standalone piece of writing that gives the reader an overview of the main ideas and findings of the dissertation.

Generally, this section should include:

• Research problem and questions
• Research methodology
• Key findings and results
• Original contribution
• Practical or theoretical implications.

You need to write an excellent abstract for a dissertation or thesis, since it's the first thing a comitteee will review. Continue reading through to learn how to write a dissertation abstract. In this article, we will discuss its purpose, length, structure and writing steps. Moreover, for reference purposes, this article will include abstract examples for a dissertation and thesis and offer extra guidance on top of that.

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What Is a Dissertation Abstract?

Dissertation abstracts, by definition, are summaries of a thesis's content, usually between 200 and 300 words, used to inform readers about the contents of the study in a quick way. A thesis or dissertation abstract briefly overviews the entire thesis. Dissertation abstracts are found at the beginning of every study, providing the research recap, results, and conclusions. It usually goes right after your title page and before your dissertation table of contents . An abstract for a dissertation (alternatively called “précis” further in the article) should clearly state the main topic of your paper, its overall purpose, and any important research questions or findings. It should also contain any necessary keywords that direct readers to relevant information. In addition, it addresses any implications for further research that may stem from its field. Writing strong précis requires you to think carefully, as they are the critical components that attract readers to peruse your paper.

Purpose of a Dissertation or Thesis Abstract

The primary purpose of an abstract in a dissertation or thesis is to give readers a basic understanding of the completed work. Also, it should create an interest in the topic to motivate readers to read further. Writing an abstract for a dissertation is essential for many reasons: 

• Offers a summary and gives readers an overview of what they should expect from your study.
• Provides an opportunity to showcase the research done, highlighting its importance and impact.
• Identifies any unexplored research gaps to inform future studies and direct the current state of knowledge on the topic.

In general, an abstract of a thesis or a dissertation is a bridge between the research and potential readers.

What Makes a Good Abstract for a Dissertation?

Making a good dissertation abstract requires excellent organization and clarity of thought. Proper specimens must provide convincing arguments supporting your thesis. Writing an effective dissertation abstract requires students to be concise and write engagingly. Below is a list of things that makes it outstanding:

• Maintains clear and concise summary style
• Includes essential keywords for search engine optimization
• Accurately conveys the scope of the thesis
• Strictly adheres to the word count limit specified in your instructions
• Written from a third-person point of view
• Includes objectives, approach, and findings
• Uses simple language without jargon
• Avoids overgeneralized statements or vague claims.

How Long Should a Dissertation Abstract Be?

Abstracts should be long enough to convey the key points of every thesis, yet brief enough to capture readers' attention. A dissertation abstract length should typically be between 200-300 words, i.e., 1 page. But usually, length is indicated in the requirements. Remember that your primary goal here is to provide an engaging and informative thesis summary. Note that following the instructions and templates set forth by your university will ensure your thesis or dissertation abstract meets the writing criteria and adheres to all relevant standards.

Dissertation Abstract Structure

Dissertation abstracts can be organized in different ways and vary slightly depending on your work requirements. However, each abstract of a dissertation should incorporate elements like keywords, methods, results, and conclusions. The structure of a thesis or a dissertation abstract should account for the components included below:

• Title Accurately reflects the topic of your thesis.
• Introduction Provides an overview of your research, its purpose, and any relevant background information.
• Methods/ Approach Gives an outline of the methods used to conduct your research.
• Results Summarizes your findings.
• Conclusions Provides an overview of your research's accomplishments and implications.
• Keywords Includes keywords that accurately describe your thesis.

Below is an example that shows how a dissertation abstract looks, how to structure it and where each part is located. Use this template to organize your own summary. 

Things to Consider Before Writing a Dissertation Abstract

There are several things you should do beforehand in order to write a good abstract for a dissertation or thesis. They include:

• Reviewing set requirements and making sure you clearly understand the expectations
• Reading other research works to get an idea of what to include in yours
• Writing a few drafts before submitting your final version, which will ensure that it's in the best state possible.

Write an Abstract for a Dissertation Last

Remember, it's advisable to write an abstract for a thesis paper or dissertation last. Even though it’s always located in the beginning of the work, nevertheless, it should be written last. This way, your summary will be more accurate because the main argument and conclusions are already known when the work is mostly finished - it is incomparably easier to write a dissertation abstract after completing your thesis. Additionally, you should write it last because the contents and scope of the thesis may have changed during the writing process. So, create your dissertation abstract as a last step to help ensure that it precisely reflects the content of your project.

Carefully Read Requirements

Writing dissertation abstracts requires careful attention to details and adherence to writing requirements. Refer to the rubric or guidelines that you were presented with to identify aspects to keep in mind and important elements, such as correct length and writing style, and then make sure to comprehensively include them. Careful consideration of these requirements ensures that your writing meets every criterion and standard provided by your supervisor to increase the chances that your master's thesis is accepted and approved.   

Choose the Right Type of Dissertation Abstracts

Before starting to write a dissertation or thesis abstract you should choose the appropriate type. Several options are available, and it is essential to pick one that best suits your dissertation's subject. Depending on their purpose, there exist 3 types of dissertation abstracts: 

• Informative
• Descriptive

Informative one offers readers a concise overview of your research, its purpose, and any relevant background information. Additionally, this type includes brief summaries of all results and dissertation conclusions .  A descriptive abstract in a dissertation or thesis provides a quick overview of the research, but it doesn't incorporate any evaluation or analysis because it only offers a snapshot of the study and makes no claims.

Critical abstract gives readers an in-depth overview of the research and include an evaluative component. This means that this type also summarizes and analyzes research data, discusses implications, and makes claims about the achievements of your study. In addition, it examines the research data and recounts its implications. 

Choose the correct type of dissertation abstract to ensure that it meets your paper’s demands.

How to Write an Abstract for a Dissertation or Thesis?

Writing a good abstract for a dissertation or thesis is essential as it provides a brief overview of the completed research. So, how to write a dissertation abstract? First of all, the right approach is dictated by an institution's specific requirements. However, a basic structure should include the title, an introduction to your topic, research methodology, findings, and conclusions. Composing noteworthy precis allows you to flaunt your capabilities and grants readers a concise glimpse of the research. Doing this can make an immense impact on those reviewing your paper.

1. Identify the Purpose of Your Study

An abstract for thesis paper or dissertation is mainly dependent on the purpose of your study. Students need to identify all goals and objectives of their research before writing their précis - the reason being to ensure that the investigation’s progress and all its consequent findings are described simply and intelligibly. Additionally, one should provide some background information about their study. A short general description helps your reader acknowledge and connect with the research question. But don’t dive too deep into details, since more details are provided when writing a dissertation introduction . Scholars should write every dissertation abstract accurately and in a coherent way to demonstrate their knowledge and understanding of the area. This is the first section that potential readers will see, and it should serve as a precise overview of an entire document. Therefore, researchers writing abstracts of a thesis or dissertation should do it with great care and attention to details.

2. Discuss Methodology

A writer needs to elaborate on their methodological approach in an abstract of PhD dissertation since it acts as a brief summary of a whole research and should include an explanation of all methods used there. Dissertation and thesis abstracts discuss the research methodology by providing information sufficient enough to understand the underlying research question, data collection methods, and approach employed. Additionally, they should explain the analysis or interpretation of the data. This will help readers to gain a much better understanding of the research process and allow them to evaluate the data quality. Mention whether your methodology is quantitative or qualitative since this information is essential for readers to grasp your study's context and scope. Additionally, comment on the sources used and any other evidence collected. Furthermore, explain why you chose the method in the first place. All in all, addressing methodology is a crucial part of writing abstracts of a thesis or dissertation, as it will allow people to understand exactly how you arrived at your conclusions.

3. Describe the Key Results

Write your abstract for dissertation in a way that includes an overview of the research problem, your proposed solution, and any limitations or constraints you faced. Students need to briefly and clearly describe all key findings from the research. You must ensure that the results mentioned in an abstract of a thesis or dissertation are supported with evidence from body chapters.  Write about any crucial trends or patterns that emerged from the study. They should be discussed in detail, as this information can often provide valuable insight into your topic. Be sure to include any correlations or relationships found as a result of the study. Correlation, in this context, refers to any association between two or more variables.  Finally, write about any implications or conclusions drawn from your results: this is an essential element when writing an abstract for dissertation since it allows readers to firmly comprehend the study’s significance.

4. Summarize an Abstract for a Dissertation

Knowing how to write an abstract for dissertation is critical in conveying your work to a broad audience. Summarizing can be challenging (since precis is a summary in itself), but it is an essential part of any successful work. So, as a final step, conclude this section with a brief overview of the topic, outline the course of your research and its main results, and answer the paper’s central question.  Summarizing an abstract of your dissertation is done to give readers a succinct impression of the entire paper, making an accurate and concise overview of all its key points and consequent conclusions. In every PhD dissertation abstract , wrap up its summary by addressing any unanswered questions and discussing any potential implications of the research.

How to Format an Abstract in Dissertation

Format depends on the style (APA, MLA, Harvard, Chicago), which varies according to your subject's discipline. Style to use is usually mentioned in the instructions, and students should follow them closely to ensure formatting accuracy. These styles have guidelines that inform you about the formatting of titles, headings and subheadings, margins, page numbers, abstracts, and tell what font size and family or line spacing are required. Using a consistent formatting style ensures proper readability and might even influence paper’s overall structure. Another formatting concern to consider when writing dissertation and thesis abstracts is their layout. Most commonly, your paper should have a one-inch margin on all sides with double spacing. Be sure to familiarize yourself with the right guidelines to get the correct information on how to write dissertation abstract in APA format and ensure that it meets formatting standards.

Keywords in a Dissertation Abstract

When writing thesis abstracts, it is essential to include keywords. Keywords are phrases or words that help readers identify main topics of your paper and make it easier for them to find any information they need. Keywords should usually be placed at the end of a dissertation abstract and written in italics. In addition, include keywords that represent your paper's primary research interests and topics. Lastly, use keywords throughout your thesis to ensure that your précis accurately reflect an entire paper's content.

Thesis and Dissertation Abstract Examples

When writing, checking out thesis and dissertation abstracts examples from experts can provide a valuable reference point for structuring and formatting your own précis. When searching for an excellent sample template, engaging the assistance of a professional writer can be highly beneficial. Their expertise and knowledge offer helpful insight into creating an exemplary document that exceeds all expectations. Examples of dissertation abstracts from different topics are commonly available in scholarly journals and websites. We also encourage you to go and search your university or other local library catalogue -  multiple useful samples can surely be found there. From our part, we will attach 2 free examples for inspiration.

Dissertation abstract example

Thesis abstract example

Need a custom summary or a whole work? Contact StudyCrumb and get proficient assistance with PhD writing or dissertation proposal help .

Extra Tips on Writing a Dissertation Abstract

Writing a dissertation or PhD thesis abstract is not an easy task. You must ensure that it accurately reflects your paper's content. In this context, we will provide top-class tips on how to write an abstract in a dissertation or thesis for you to succeed. Combined with an example of a dissertation abstract above, you can rest assured that you'll do everything correctly. Below are extra tips on how to write a thesis abstract:

• Keep it concise, not lengthy - around 300 words.
• Focus on the “what”, “why”, “how”, and “so what” of your research.
• Be specific and concrete: avoid generalization.
• Use simple language: précis should be easy to understand for readers unfamiliar with your topic.
• Provide enough relevant information so your readers can grasp a main idea without necessarily reading your paper in its entirety.
• Write and edit your abstract several times until every sentence is clear and concise.
• Verify accuracy: make sure that précis reflect your content precisely.

Bottom Line on How to Write a Dissertation or Thesis Abstract

The bottom line when it comes to how to write a dissertation abstract is that you basically need to mirror your study's essence on a much lower scale. Specifically, students should keep their précis concise, use simple language, include relevant information, and write several drafts. Don't forget to review your précis and make sure they are precise enough. In addition, make sure to include all keywords so readers can find your paper quickly. You are encouraged to examine several sample dissertation abstracts to understand how to write your own.

Are you still struggling with your abstract? Contact our dissertation writing service and our qualified writers will gladly help you with this uneasy task. They will make sure it is delivered strictly on time and meets all requirements!  

FAQ About Dissertation Abstract Writing

1. why is a dissertation abstract important.

Dissertation abstracts are important because they give readers a brief overview of your research. They succinctly introduce critical information and study’s key points to help readers decide if reading your thesis is worth their time. During indexing, an abstract allows categorizing and filtering papers through keyword searches. Consequently, this helps readers to easily find your paper when searching for information on a specific topic.

2. When should I write an abstract for a dissertation or thesis?

You are supposed to write a dissertation or thesis abstract after completing research and finishing work on your paper. This way, you can write précis that accurately reflects all necessary information without missing any important details. Writing your thesis précis last also lets you provide the right keywords to help readers find your dissertation.

3. What should a dissertation abstract include?

A dissertation abstract should include a research problem, goals and objectives, methods, results, and study implications. Ensure that you incorporate enough information so readers can get an idea of your thesis's content without reading it through. Use relevant keywords to ensure readers can easily find your paper when searching for information on a specific topic.

4. How to write a strong dissertation abstract?

To write a strong abstract for a dissertation, you should state your research problem, write in an active voice, use simple language, and provide relevant information. Additionally, write and edit your précis several times until it is clear and concise, and verify that it accurately mirrors your paper’s content. Reviewing several samples is also helpful for understanding how to write your own.

Joe Eckel is an expert on Dissertations writing. He makes sure that each student gets precious insights on composing A-grade academic writing.

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Sample Abstracts for Writing

These pages show two examples of typical abstracts from honours theses. Notice that the stages of the abstracts have been labelled, so that you can see the function of each sentence or part-sentence. You can also see that there are differences in the type of information that is included in each abstract, as well as differences in level of detail.

Sample 1: Genetic Mechanisms and Dissemination of Antibiotic Resistance

Abstract (Background statement)  The spread of antibiotic resistance is aided by mobile elements such as transposons and conjugative plasmids. ( Narrowing statement)  Recently, integrons have been recognised as genetic elements that have the capacity to contribute to the spread of resistance. ( Elaboration of narrowing) (statement)  Integrons constitute an efficient means of capturing gene cassettes and allow expression of encoded resistance. (Aims)  The aims of this study were to screen clinical isolates for integrons, characterise gene cassettes and extended spectrum b-lactamase (ESBL) genes.   (Extended aim)  Subsequent to this, genetic linkage between ESBL genes and gentamicin resistance was investigated.  (Results)  In this study, 41 % of multiple antibiotic resistant bacteria and 79 % of extended-spectrum b-lactamase producing organisms were found to carry either one or two integrons, as detected by PCR.   (Results)   A novel gene cassette contained within an integron was identified from Stenotrophomonas maltophilia, encoding a protein that belongs to the small multidrug resistance (SMR) family of transporters.  (Results)   pLJ1, a transferable plasmid that was present in 86 % of the extended-spectrum b-lactamase producing collection, was found to harbour an integron carrying aadB, a gene cassette for gentamicin, kanamycin and tobramycin resistance and a blaSHV-12 gene for third generation cephalosporin resistance.  (Justification of results)  The presence of this plasmid accounts for the gentamicin resistance phenotype that is often associated with organisms displaying an extended-spectrum b-lactamase phenotype. (Jones 2004, p.9)

Sample 2: Permeable Treatment Walls 

Abstract (Background statement)   A review of groundwater remediation in use today shows that new techniques are required that solve the problems of pump and treat, containment and in-situ treatment.   (Narrowing statement)  One such technique is the method that involves the use of permeable treatment walls.   (Elaboration)  These methods use a reactive medium such as iron to remediate contaminated groundwater.   (Aim*)  Several methods of implementing this remediation strategy have been described.   (Elaboration of aim)  These methods include injection and trenching.   (Specific focus of aim)  The use of a funnel and gate system via a trench has been examined in detail  (Methods)  using a groundwater modelling option of the FLAC program.   (Methods)  The modelling involved an analysis of the effect of changing the lengths of the walls and gate, varying the permeability, and varying the number of gates.   (Results)  The results showed that increasing the wall length, gate length and permeability increases the size of the plume captured.   (Key result)  An important factor in designing the walls is the residence time of the water in the gate or the contact time of the contaminant with the reactive media.   (Evaluation of results)  A sensitivity analysis has been conducted that shows that increasing the size of the capture zone decreases the residence time  (Limitations)  which will limit the design.   (Future applications and research)  The results of the modelling and sensitivity analysis are presented such that they can be used as an aid to the design of permeable treatment walls. (Dasey G. 1996 p.i) 

 *   This is the aim of the research, but it is not very clearly stated.  It might be better if the aim was made more explicit.

Sample 3: The Effects of Flouride on the Reproduction of Three Native Australian Plant Species

Note: This abstract is referred to as an Executive Summary (original 2 pages)

(Background statement)  No other form of environmental pollution has had as widespread detrimental effect on the growth and reproductive capacity of plants as air pollution.  (Narrowing statement)  Fluorides have long been recognized as highly toxic and research has shown that they are the most phytotoxic of all air pollutants.  (Elaboration of narrowing statement)  One of the most subtle impacts of fluoride on plant development is on their reproductive processes… There has been very little work directed towards forest trees, and especially native Australian species. (Broad purpose of study)  An understanding of the effects of fluoride on the reproductive processes of plant species within a forest community may help predict changes within the community following an increase in atmospheric fluoride arising from industrial sources. (Narrowing of purpose of study)  This study investigates the effects of increased atmospheric fluoride emissions from an aluminium smelter, on the reproductive processes of three native species, Banksia aemula, Bossiaea heterophylla and Actinotus helianthi. Elaboration of purpose Attention has also been paid to the soil seed reserve as an important resource for the replacement of adult plants within the community. (Results)  For Banksia aemula the study found that the reproduction of this fluoride-sensitive species may be affected in the close vicinity of the smelter… For the two ground layer species the study found that the fluoride may be affecting the Bossiaea heterophylla but having no discernible or very little effect on the Actinotus helianthi.** (Significance of results 1)  The implications of these results for the forest community are that sensitive native species such as the long-lived Banksia aemula and Bossiaea heterophylla will be removed from the plant community close to the smelter. This will reduce the resources they provide to the existing ecosystem but will, however, free more resources for the more resistant opportunist species such as Actinotus helianthi as well as the many introduced species.  (Significance of results 2)  The soil seed reserve study indicated that the seed reserve was very small in all areas. This would have several negative impacts on the natural regeneration of the area in the event of the closure of the smelter… (Future research)  Further research is recommended to assess the biochemical pathways for both the vegetative and reproductive processes and the mechanisms of the pollination of this important species… This may need to be repeated at certain intervals to monitor any further changes that may result from the higher fluoride emissions of the new expansion.

Exercise for sample 3

The abstract (executive summary) above has been summarised to focus on key stages. Some of the omitted text is reproduced below. Can you identify the stages?

• The effects of the fluoride for the forest species were assessed by measuring several reproductive and associated characteristics of the plants found within forest areas along a fluoride gradient. 

See answer:

This is the only sentence which outlines the Method of the study. It is the next sentence after the Elaboration of purpose.

• Bossiaea heterophylla shows more visible signs of fluoride stress close to the smelter. Insect damage to the Bossiaea heterophylla seed pods were observed in the background sites but not in the high fluoride sites indicating that the fluoride may be having an effect on the seed predators close to the smelter. 

This short text is part of the Results and follows on from the results section above.

• This study looked at the difference in visible structures associated with reproduction. Leaves of the Banksia aemula trees growing close to the smelter have accumulated large concentrations of foliar fluoride. Whether this is affecting the physiology and biochemical processes of the plan(which in turn may indirectly affect the reproduction potential of the plants) or the increased fluoride in the atmosphere is directly affecting the reproduction mechanisms is difficult to ascertain from this study.

This text is the first part of the concluding paragraph. The remainder of the paragraph discusses further research.

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School of Education

Dissertation abstracts, selected dissertation abstracts relating to education in the following small states.

• Aminath Shiyama, PhD 2020
• Terra Sprague, PhD 2019
• Karen Ione Best, EdD 2019
• Rhonda DiBiase, PhD 2016
• Aminath Muna, EdD 2014
• Michele Mills, PhD 2013
• Guy le Fanu, EdD 2011
• Abdulla Zameer, EdD 2010
• Beatrice Fulford, EdD 2008  
• Terra Sprague, MEd 2008  
• Harris Hadjithemistos, MEd 2008  
• Herbert Fulford, EdD 2008
• Nkobi Owen Pansiri, EdD 2008  
• Graham Fisher, PhD 2004
• Mark James, PhD 2003
• George Bristol, MEd 2003  
• Keith Holmes, PhD 2002
• Willy Yamuna Ako, EdD 2002
• Glynn Galo, EdD 2001
• Thomas Kuli Webster, EdD 1997
• Akhila Nand Sharma, EdD 1995  
• Gabatshwane Taka Tsayang, EdD 1995
• Calliopa Pearlette Louisy, PhD 1993

Primary teacher professional learning in the Maldives: An explorative study of science process skills pedagogies

Aminath Shiyama, PhD 2020, School of Education, University of Bristol

The teaching of science process skills (SPS), such as observing, measuring, hypothesising, and investigating, are integral to school science education and with constructivist pedagogies, those SPS can be taught with contextual contingencies. This study is focussed on the context of upper primary schools in the Maldives, where science is taught by generalist teachers. The aim of this study was to work in collaboration with those teachers to explore a contextually contingent approach to teach SPS in upper primary schools. The collaboration, informed by social learning theories, was designed as a form of continuing teacher professional development that allowed insights into teachers’ professional learning for teaching

SPS. Hence, exploring SPS pedagogies and teacher professional learning in tandem offers a nuanced view into the contextual contingencies of these practices.

An epistemological view of social-constructivism was adopted to explore the intricate and subjective processes of teacher learning. A participatory teacher research methodology comprising two phases of data collection and analysis was adopted as the research methodology. In the first phase, interview data from 14 generalist primary teachers was used to identify widespread practices of SPS pedagogies and teacher professional development. Focus group interviews with teacher educators and curriculum developers provided contextualisation for these practices. Findings from the first phase informed development of the second phase of data collection. The second phase engaged four generalist primary teachers in professional learning activities over a period of six months; the intervention focussed on the planning and implementing of inquiry-based investigation approaches as a form of SPS pedagogies. Acting as both professional learning facilitator and researcher, I gathered data through individual interviews, classroom observations, and group meetings; supplementing them with our co-developed teaching resources, and teacher-led classroom-based research inquiry. For this phase, narrative, thematic data analysis was conducted and combined with findings from the first phase, which provided a richly textured and complex picture of SPS pedagogies and teacher professional learning.

When generalist teachers instruct science classes, the SPS pedagogies that they can practice are variations of formalist pedagogies and progressive constructivist approaches. These seemingly opposite teaching strategies create tension between the enactment and experiences of the SPS pedagogies prescribed in the curriculum. Further, applying a social learning lens to teacher professional learning offers a contextually-situated understanding of the micro-processes and the micro-dynamics of teachers’ learning, pedagogical praxis, professionalism, and the incessant challenges in teaching outside of one’s specialism. These findings add to the existing empirical base that argues against ‘one-size-fits-all’ educational practices that are emblematic of uncritical borrowing in global education. Thus, this study highlights that SPS needs to be flexibly defined and taught as an integrated set of skills which are applied in learning the content of science using contextually sensitive pedagogies. In order to support generalists who are teaching science outside of their specialism, professional learning that is centred on their classroom is critical. Additionally, this study emphasises the importance of contextually contingent practices of professional development and pedagogical praxis; an approach that allows for flexibility and differentiation in teacher learning. Finally, this study highlights the crucial role of local researchers in bringing contextual realities and sensitivities to the forefront of comparative research.

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Conversing with Island Mangroves: Towards a New Story of Humanity’s Relationship with the Earth

Terra Sprague, PhD 2019, School of Sociology, Politics and International Studies, University of Bristol

The old story of humanity’s relationship with planet Earth, one characterised by domination, disposability and inattention to equilibrium, no longer serves us. Humanity needs a New Story about its relationship with the Earth for the age of the Anthropocene in order to cultivate responses to environmental change which are not rooted in fear. This thesis contributes to the project of writing that New Story through a narrative inquiry into the concerns and responses of islanders from Fiji, Mauritius and St Lucia to their changing environmental conditions.

Grounded in Deleuze’s concepts of multiplicity, the rhizome and mapping, the thesis draws further inspiration from Pacific Island concepts of Sokota (voyaging) and Talanoa (dialogic inquiry) methodology. The narrative analysis brings together the contributions of a range of participants, gathered over the course of six site visits to Fiji, Mauritius and St Lucia, by creating a set of conversations within a metaphorical mangrove forest. This mangrove forest represents the multiplicity of local perspectives in these islands and becomes the site of conversation and story-telling. As such, it becomes a literary tool through which the inquiry’s participants, who are otherwise mostly unknown to each other, are connected on the page through sharing folktales and discussion of current experiences and offering insights and messages to others.

The conversations answer three primary questions: what are the pressing environmental concerns in these island nations; what have been some of the responses to those concerns; and, what are the messages that islanders wish to convey to themselves and others regarding what actions need taking. Through these conversations, a number of themes arise, including trust in nature, resisting fear, identifying barriers to resilience, citizen led responses to environmental issues and an approach to blending different knowledges for strengthened responses.

As well as contributing elements of a New Story of humanity’s relationship with the Earth, the thesis offers a methodological contribution to the global pursuit of that New Story. It first listens to a multiplicity of perspectives, then engages in conversations before going deeper to acknowledge that matters of human equity underpin today’s environmental issues. It builds and presents its analysis using metaphor and through constructing dialogue in order to blend different knowledges. It argues that the development of a New Story about humanity’s relationship with the Earth is one that must be collectively written and shared in order to meet the environmental challenges of this day, and that narrative inquiry can help us to do this.

Gauging Stakeholders Perceptions on Policy Shifts in the Financing of Tertiary Education at the University of the West Indies - Cave Hill Campus, Barbados

Karen Ione Best, EdD 2019, University of Sheffield

My study sought to gauge stakeholders’ perceptions of policy shifts in the financing of tertiary education at the University of the West Indies - Cave Hill Campus, Barbados. The financing of tertiary education in Barbados has been borne by the government since 1966 with zero cost to the student. In September 2014, the government of Barbados introduced a 20% tuition fee paid by the student with the government paying the remaining 80% of the economic cost. The study employed individual and focus group interviews to determine the perceptions of the various categories of stakeholders on financing tertiary education at the University of the West Indies (UWI) Barbados. The research also documented the views of the stakeholders on alternative models of financing tertiary education for the university. The findings indicate that the stakeholders felt that the public financing of tertiary education resulted in the political, social and national development of the country while it also contributed to the increase in public expenditure. In response to the change in public funding, the participants felt that the new model could reduce the public expenditure but it could also have the potential to reduce the access to persons from the lower socio-economic strata. The stakeholders suggested alternative models with the mixed model of financing being the one most supported. Finally, based on the data emerging from the study, there is a need for a larger and more detailed evaluation of the current model of financing tertiary education because of its impact on access, sustainable financing for tertiary education and further research.

Investigating Active Learning Reform in The Small State of the Maldives: What works and under what circumstances?

Rhonda DiBiase, PhD 2016, Melbourne Graduate School of Education, The University of Melbourne

Globally, national governments and donor organisations have endorsed pedagogical reform in their efforts to improve the quality of education, yet disparity between policy and practice is well-documented. In the small state of the Maldives, UNICEF supported Child Friendly School’s project and the new National Curriculum both endorse active learning pedagogy, but implementation challenges have been widely acknowledged. The aim of this qualitative study was to investigate how teachers can enact active learning pedagogy in the Maldivian education system. It was conceived using design-based research, an interventionist methodology, which examines the conditions that influence how educational innovations work in real-life practice. The study was situated in an island school selected for offering optimum conditions for implementation of the pedagogical intervention, and was conducted over two phases: a contextual analysis phase; and an intervention phase.

Using an adaptation of the World Café (J. Brown & Isaacs, 2005), a participatory approach to data collection, the contextual analysis was undertaken with members of the school community — parents, teachers and school leadership — to identify local priorities and perspectives of active learning. The results from this phase revealed features of active learning considered important in the school community: the active participation of students; the use of group work to aid learning; emphasis on the role of teacher as facilitator; the necessity for a friendly classroom environment; and the potential of active learning to cater more equally for all students. Embracing these features of active learning, a pedagogical intervention was developed in collaboration with teachers and school management, to support teachers’ enactment of active learning in the school. The intervention, an instructional model, was then enacted in the island school with two groups of primary teachers and studied over eight months. Data on the teachers’ use of the instructional model were collected through multiple sources that included, teacher recording booklets, questionnaires, interviews and classroom observations.

The data revealed the factors that both supported and inhibited teachers’ use of the intervention. These were converted into design principles; an anticipated outcome of design-based research, highlighting three broad areas that revealed what worked in what circumstances, and represented the study’s key findings identifying the need to: develop a contextually relevant model of active learning that respects local priorities, fits with the circumstances of teachers’ work, and takes into account the available resources; and moves from conceptual ambiguity to operational clarity; support teachers’ knowledge-practice refinement by creating space for reform, providing on-going classroom-based support and drawing on available resources; and foster a change-welcoming school reform approach through an inclusive process that mobilises community participation.

The conceptual framework of design principles that evolved from the study can potentially guide like schools and communities engaging with reform around active learning pedagogy. It is recommended that future research explores the transferability of these design principles to other contexts.

The Evolution and Development of Tertiary Education in the Maldives

Aminath Muna, EdD 2014, Graduate School of Education, University of Bristol

Education has always been highly valued in the Maldives. Every historical document, from times ancient, testifies to the deference and respect that the learned person has received from the society. Historically, an education comprised of acquiring knowledge on the religion of Islam, which constitutes the foundations of culture and society in the country. For centuries, the purpose of education has been twofold: the proliferation and maintenance of religious knowledge in the country, and the transmission of essential skills for maritime people. The shape of the existing organized system of education began to emerge only in the latter half of the twentieth century.

The appearance of vocation-oriented postsecondary training centres has closely linked to the needs and priorities of programs for national development. The growth and amalgamation of these centres culminated in the establishment of the Maldives National University in 2011and led to the rise of private tertiary education providers.

This dissertation traces the historical progressions that led to the evolution and development of tertiary education in the Maldives within the framework of the small state’s paradigm. It investigates the economic, social and political forces that guided and steered the emergence of this sector. While many influences and trends that parallel those in other small states can be seen, some crucial differences exist. Vulnerability to climate change and the narrow economic base of the country are shared characteristics. On the other hand, the isolation of Maldives among a group of larger neighbouring states has profound implications for the development of the national university. Key issues of access, quality, governance and collaboration emerged from a detailed qualitative case study of the Maldives National University. The case study reveals the achievements, challenges and priorities of the new national university. In the light of this analysis, it is argued that there is a pressing need to strengthen tertiary education by creating a sustainable policy framework for transforming the sector to better cater for its growth, quality improvement, research profile, governance and autonomy. Unlike many small states, Maldives is isolated and consequently faces further challenges in exploiting the potential benefits of regional cooperation and alliances. This has related theoretical implications for tertiary education that are identified and that need to be explored and addressed in future studies on tertiary education in small states.

Dilemas and dynamics relating to selection for secondary schooling in Trinidad And Tobago

Michele Mills, Graduate School of Education-PhD (2013)

The high-stakes eleven-plus placement examination has remained a feature of the education systems of many postcolonial Anglophone Caribbean territories. Originally based on a British model, it was introduced to the Republic of Trinidad and Tobago in 1961 and was perceived to be the fairest means of allocating the limited number of secondary school places. The expansion of the secondary sector and the achievement of universal secondary education, however, have had little impact on the selection role and societal significance of the examination in the local context.

This qualitative study draws on concepts of cultural and social capital and power, and the theoretical work of sociological and educational researchers such as Bourdieu, Foucault, Bernstein, Dore and Broadfoot, to investigate whose interests are being served by maintaining the selective examination system. This is done with reference to implications that stem from the uncritical transfer of educational and assessment policies and practices to, and within, small states. More specifically, critical discourse analysis, and four detailed school case studies, are employed to examine the extent to which the Trinidad and Tobago eleven-plus reproduces patterns of power and social inequity in practice. In developing the arguments, the study draws upon experiential knowledge based on my own varied professional experience within the Trinidad education system. Metaphor informs the stages of data analysis and allows the voices of the research participants to be foregrounded in the presentation of the data. Additionally, metaphor offers an important bridge that connects the findings with the key theoretical concepts that guide the study.

The findings suggest that students are unequally positioned in terms of access to the cultural, social and linguistic capital that is taken for granted, and indeed required and rewarded, by the examination. It is argued that the linguistic and cultural competence demanded by the examination process requires initial familiarisation within the family and that those students who are better placed, in terms of the quantity and quality of such capital, have a better feel for the game and a significant advantage at the eleven-plus level. These findings are consistent with Bourdieu’s theory that education systems reproduce the unequal distribution of cultural capital and therefore contribute to the reproduction of inequities in the social structure. In concluding, it is argued that the eleven-plus examination symbolises and is located within the power struggles and ideological disconnections that marked its introduction to Trinidad and Tobago in the 1960s.

Exploring Leadership in Primary Schools in the Maldives: A Local Perspective

Abdulla Zameer, Graduate School of Education, EdD Student (2010)

This study offers an understanding of primary school head leadership in the Maldives, following an exploration of their perspectives and practices. More specifically, the study examines the relationship between the Head Teacher’s espoused leadership aspirations and accounts of their practice, what these practices are in reality, and asks the question, ‘What are the implications for ‘leadership’ when espoused theories and headship actions do not coincide?’

This study, the first of its kind on primary school head leadership in the Maldives, employs a qualitative approach. It uses biographical data and semi-structured interviews to understand the meanings school principals attribute to leadership, their actions, and the dilemmas they face as they operate in the public schooling sector. I also draw upon documentary evidence from school logs, school handbooks, personal diaries and memos.

The findings reveal that the principals readily associate leadership with concepts and theories of leadership that are prevalent in contemporary literature on educational management and leadership. These concepts include a sense of vision and goals, engaging the emotions of individuals in the organisation, involving others through a participative approach, relationship building, and responding to the challenges arising from the context. However, the data suggests that the Primary School Heads do not engage themselves in the perceived definitions of leadership. Rather, their definitions and concepts of leadership are largely rhetorical and barely deployed in practice.

It is argued in this thesis that the gap between their philosophical understandings and pragmatic reality is largely a product of the context that confines their practices to the particular social-political setting they are placed in. The role of school head is structured by more managerial modes of engagement imposed on them, so that their leadership actions are not guided by strong democratic principles based on a personal philosophy or a theoretical foundation expressed in literature. Instead, their practices tend towards fragmented, dysfunctional engagements as part of their bureaucratic obligations, stakeholder’s expectations, and personal goals and aspirations.

In conclusion, this study raises concerns over the quality of their leadership and its implications for schools in the local context. Several suggestions are put forward in this study for training and to improve policy practised in terms of school leadership in the Maldives.  

The transposition of inclusion: an analysis of the relationship between curriculum practice and curriculum prescription in Papua New Guinea

Guy le Fanu, Graduate School of Education, EdD Student (2011)

Guy's doctoral research focuses on the implementation of the new national curriculum in Papua New Guinea, a curriculum which is intended to promote inclusive education for students who at present are either marginalised within the education system or excluded from the education system altogether. The research explores the extent to which the new curriculum is being implemented in schools and the various factors explaining its implementation/ non-implementation. His research not only involves documentary analysis but carrying out a case study of two rural primary schools in the Eastern Highlands . The primary purpose of the research is to identify the barriers to and opportunities for inclusive education in Papua New Guinea and other developing countries, and to identify ways in which governments and international development organisation can overcome these barriers and make best use of these opportunities. However, the research also seeks to identify ways in which ethnographers can sensitively, insightfully and ethically research complex and unfamiliar social worlds.

  Factors impacting upon teacher recruitment and retention in small states with particular reference to the Turks & Caicos Islands

Beatrice Louise Fulford, Graduate School of Education, EdD Student (2008)

Globally, education systems are threatened by teacher shortages at a time when the demand for teachers is steadily increasing, and expectations of improved quality in education delivery and outcomes are higher than ever.  This has repercussions for small states that are already challenged by scarce human resources.  A country's inability to provide a steady supply of appropriately trained and experienced teachers threatens not only its education sector, but also the sustainability of its social and economic development.

In the light of insights derived from the related theoretical literature, this study seeks to identify those factors that impact upon teacher recruitment and retention in the Turks & Caicos Islands (TCI), a UK Overseas Territory.  The study largely adopts the methodological orientation of the interpretive/hermeneutic paradigm, but employs both qualitative and quantitative approaches to data collection.  These are supplemented by a review of primary and secondary source documents.  Semi-structured interviews were conducted with a cross section of education personnel and students within the TCI.  A purpose-built questionnaire was also administered to teachers who had served in the TCI Teaching Service (TCITS), but had left, or were about to leave.

The findings suggest that, locally, many young school leavers are not attracted to teaching because the profession currently suffers from al loss of prestige, student indiscipline, and low salaries and other disincentives.  The findings also suggest that  teachers are not being retained at satisfactory rates due to unfavourable teachers' personal circumstances, a poor image of the profession, lack of training and professional development opportunities, limited involvement in decision-making processes, challenges with school leadership and other staff relations, and student indiscipline.  Collectively, these make teaching unappealing and challenge teacher recruitment and retention policies and practices.

Simultaneously, opportunities in more appealing and lucrative professional fields are expanding, and are attracting the kind of knowledge, skills and attitudes that teachers possess.  The findings also draw attention to the negative impact that the departure of teachers from the classroom has on students' learning and overall development.

The research has distinctive implications for policy and practice in the Turks & Caicos Islands and other small states.  These implications, and those for the related theoretical literature, for capacity building in small states, and for future research are explored in the conclusions.

  EFL teachers'  perceptions and understandings of the unified school-leaving and university-entrance examination policy in the small, transitional state of Armenia

Terra L Sprague, Graduate School of Education, MEd Student (2008)

In a rapidly changing educational setting influenced by global and economic forces, the small transitional state of Armenia is implementing changes to its pupil assessment policy, including the introduction of a Unified School-leaving and University-entrance Examination.  This holistic, qualitative study investigates the Unified Examination Policy through the lens of teachers of English as a Foreign Language by seeking to identify their perceptions and understandings of this new policy, as implemented during the 2007-2008 academic year.

The study includes a theoretical literature review, critical documentary analysis and empirical fieldwork carried out in Armenia.  The fieldwork component consists of observation, semi-structured interviews and a focus group.  These dimensions involve a total of ten teachers and 11 additional stakeholders.  The study additionally benefits from the author's experiential knowledge gained from three years of professional work in Armenia as a teacher trainer.

The findings show that, while teachers share a positive opinion of the new Unified Examination Policy, they feel the pressure of heightened stakes and there is early evidence of backwash effects of examination standardisation which have significant cultural implications.  The findings also reveal internal contradictions within the Unified Examination Policy and external contradictions between this and other current education policies in Armenia.  Conflict between small states and transitional states contexts is highlighted, bringing an interesting dimension to the study and offering lessons for policy makers.

Conclusions both support and challenge existing theoretical literature relating to large-scale, high-stakes examinations and small states.  Future research that builds upon the study could help to better understand the backwash effects of the new Unified Examination and to assess to what extent it may impact upon Armenia's group culture and oral heritage.

  Maintaining identity in a globalisation world:  the case of the small state of Cyprus

Harris Hadjithemistos, Graduate School of Education, MEd Student (2008)

This study investigates the case of the small state of Cyprus relating to the debates about education and identity in a globalised world.  It argues that incorporating global values and agendas into the local education system might prove dangerous for the well grounded national identity of the island and the culture of its people.  However, it further argues that learning from various other sources and mobilising local resources, knowledge and expertise can help the island mediate external pressures and interventions and achieve change that is best suited to its cultural realities and conditions.

Human resource management and staff performance appraisal in small states:  a case study of the Turks & Caicos Islands

Hubert Fulford, Graduate School of Education, EdD Student (2008)

This dissertation examines the impact that Human Resource Management (HRM) strategies and Staff Performance Appraisal Systems (SPAS) have on public sector organisations.  The available literature suggests that, while there are strong advocates of SPAS, a number of critics also challenge such initiatives.  Three bodies of international literature are reviewed to provide a theoretical framework for the study.  These are related to:  international and comparative research, HRM, and education and development in small states.

In the light of the literature reviews, the research adopts a multi-layered approach for a case study of the SPAS in the Public Service of the Turks & Caicos Islands (TCI).  By examining recent initiatives pursued in the TCI, this study clarifies the ways in which SPAS strategies have been used to improve efficiency and effectiveness in the public service, along with the constraints that these new initiatives have encountered.  The time period covered for the case study deals with the implementation of two phases of SPAS, implemented from 1993 and 2003 respectively.  Two major research strategies were employed for the empirical part of the study.  The first, as indicated above, was to adopt a case study framework.  Secondly, a mixed methods approach to data collection was employed.  Data were collected from local TCI archives, from published and un-published reports, from qualitative interviews and from questionnaires administered to senior government officials in the TCI as well as staff they supervise.  Field work was also carried out in Jamaica and Saint Lucia where qualitative interviews were undertaken with senior personnel involved in HRM.

Findings suggest that SPS can be empowering instruments in human resource development, but their operation, in practice, can be both problematic and a very time consuming exercise.  Moreover the study suggests that, often, staff appraisal exercises are not accorded the level of attention they deserve.  This constraint is particularly evident in small states where administrators often have multifunctional roles.

Conclusions identify implications for policy and practice in the TCI, and for the theoretical literature related to HRM and educational development in small states.  At the broadest level, the study cautions against the uncritical international transfer of policies and practices, and highlights the importance of HRM strategies being carefully tailored to local cultural and contextual conditions.

School retention in basic education: a rural ethnic minority case study in Botswana

Nkobi Owen Pansiri, Graduate School of Education, EdD Student (2008)

Low retention in basic education in Botswana particularly in rural ethnic minority areas is a complex educational issue.  This study aims at identifying dominant factors and discourses that shape the behaviour of children and their commitment towards schooling.  The research is being carried out in two linked schools (primary and junior secondary) in the remote areas of the North West District in Botswana.  I draw my frame of reference from theories of ethnocentrism and social reproduction.  Ethnocentrism is applied to explore the place of indigenous knowledge in educational policies and practices - and how this impacts on behaviours of both parents and pupils towards schooling.  Education and social reproduction, is used to explore the implications of educational policies and practices at the school level.  Literature from both Western and African perspectives shows that school retention is still an unexplained educational problem.  This affects children from poor families and minorities more than the rich and dominant social groups.  Much literature has identified, policy related issues, in-school and out of school factors that contribute to low school retention. From the African perspective, common in-school factors are associated with perceived deficiencies in school cultures, guidance and teaching;  whereas out-of-school issues relate to health, indigenous culture and the low socio-economic status of parents. Most previous studies have used traditional research methodologies focused upon attitudinal assessments of children, teachers and parents. Many studies have taken hegemonic stances in which early school leavers are criticised for their decisions to disengage from schooling. There is, however, a growing critique of such methodologies, because they do not help to generate a clear and field-based understanding of the problems of low retention. There, therefore, is a renewed call for research that accommodates the ‘voice’ of the affected children. It is argued that client-based narratives could lead to the formulation of improved evidence-based educational policy making, which may make research more relevant for practitioners and specific contexts.

The potential and limitations of post-compulsory education in the overseas territories of the UK, with particular reference to the Cayman Islands and Montserrat

Graham Fisher, Graduate School of Education, University of Bristol - unpublished PhD (2004)

The UK Overseas Territories face many similar development challenges to those encountered by small states:  scale and isolation;  economic, political, social, environmental and cultural vulnerability;  the impact of rapid globalisation;  the implications of information and communications technologies;  and the growing importance of high skills economies.  Many writers argue that if small states are to fully utilise their limited human resources to cope with these challenges, take part in any global sharing and communication of knowledge, and exercise greater control over their own destiny, then the expansion of post-compulsory education is vital.  Despite the progress of the past 40 years, many small states nevertheless rely heavily upon external control and provision of post-compulsory education.

For the UK Overseas Territories these problems become more complex given their micro scale and constitutional status.  The UK Government is seeking to improve local government, increase local autonomy and economic self-sufficiency and end support to the territories, at a time of falling birth rates and increased migration for some of them.

This research adopts a combination of comparative and qualitative research strategies, and draws upon literature from the fields of international and comparative education, small states research and post-compulsory education. Existing work on the Overseas Territories is reviewed and focus is placed on a critical analysis of trends in policy and practice and an exploration of the potential and limitations for post-compulsory education in these contexts.  Detailed case studies of the Cayman Islands and Montserrat form the original fieldwork component of the research.  Implications for future policy and practice within the territories are examined in detail and broader conclusions are drawn concerning the related theoretical and methodological literature and priorities for future research.

Evaluating rural primary education development programmes in low income countries:  a comparative study of the nature and process of evaluatory activities and their role in improving quality

Mark James, Graduate School of Education, University of Bristol - unpublished PhD (2003)

There is a powerful international rhetoric concerned with the need for education, at present focused on the target of universal primary schooling.  The quality of that schooling has, however, been a subsidiary target, often poorly defined, and in reality seldom well implemented.  This study starts from the premise that this is a major weakness in the drive for Universal Primary Education, and investigates how to improve learning and teaching in low income country rural primary school systems.

An initial hypothesis is that an important route to better educated children is the quality of the evaluative activities that are used by the actors at various levels of the system.  Drawing on three bodies of research literature, concerned with donor supported country systems, classroom interaction, and evaluation, this dissertation tests the theory that failure to weave insights from all three perspectives together, when formulating policies, is a root cause of poor results.

The research applies a comparative case study approach, drawing on fieldwork in the Indian State of Andhra Pradesh, The Gambia and Tanzania, where donor funded programmes are being implemented.

The methodological orientation of the study is critical/hermeneutic, and though not formally collaborative, accepts as given the aims and objectives of the programmes under study.  In tune with the philosophy of illuminating what was happening in the programme, findings were shared with actors observed or interviewed.  Data are qualitative, consisting of classroom observation, semi-structured interviews and local documentation.

The study’s findings apply Riddell’s (1999) concepts of programme and evaluation capacity building success.  The analysis explores and compares issues within the levels of each system that support, challenge, or constrain attempts to improve teaching and learning.  The findings suggest that the school improvement paradigm holds real possibilities for quality improvement if evaluative activities are developed, not on their own, but as part of improved professionalism at teacher and administrative levels.

  Whose knowledge for educational development?  Research capacity in small states, with special reference to St Lucia

Keith Holmes, Graduate School of Education, University of Bristol - unpublished PhD (2002)

In recent years, governments, development agencies and civil society organisations have prioritised education. Strengthening ‘research capacity’ is high on their agendas in the global ‘knowledge economy’. Yet, while efforts to strengthen research capacity are underway worldwide, established modalities of social and educational research are being criticised for not contributing enough to the improvement of policy and practice. Indeed, orthodox modalities of social and educational research are widely challenged for not being suited to contemporary needs in the ‘North’ or the ‘South’.

Dilemmas arising from the uncritical international transfer of educational policies and practices are well documented in the subject field of international and comparative education. The cross-cultural transfer of research agendas, methodologies and paradigms is also problematic. For example, attempts to strengthen research capacity in the South often draw uncritically upon Euro-American modalities of research. This raises questions about how knowledge for educational development is produced and whose interests are served. These questions are critically explored here through an analysis of discourses relating to knowledge for educational development and ‘research capacity’ in small states, with special reference to St Lucia in the Caribbean.

A postcolonial analytical framework is developed from two bodies of theoretical literature. The first of these relates to knowledge, development and postcolonialism. The second relates to contemporary debates about the nature and purpose of social and educational research. Consistent with a postcolonial perspective, the case study of St Lucia utilises and tests a collaborative research methodology. Data from observations, interviews, focus groups and documentary sources are analysed in the interpretative tradition. Critical perspectives and themes emerge which highlight the complex interrelationships between cultures, research capacity and knowledge for educational development. Finally, implications for social and educational research in St Lucia, the Commonwealth Caribbean, other small states, metropolitan countries, and for the related policy and theoretical literature are considered.

Education policy priorities for the small states of the eastern Caribbean, with special reference to St Vincent and the Grenadines

George Bristol, Graduate School of Education, University of Bristol - unpublished MEd (2003)

This study examines the extent to which currently powerful international themes and agendas, promoted by the World Bank and other multi-lateral institutions, have impacted education policy priorities in the small nation-states of the Eastern Caribbean.

The study is conducted within the critical hermeneutics tradition and employs the method of documentary analysis in an intrinsic case study of St Vincent and the Grenadines.  A theoretical framework, which is developed in chapter two, guides the study.  It examines how the intensification of globalisation, combined with currently powerful agendas of multi-lateral developmental institutions, continue to create new and important challenges for education development in the Eastern Caribbean nation-states.

The study reveals that these small economies have turned to regionalisation and functional co-operation in an attempt to better prepare their citizens to take greater advantage of emerging global economic opportunities.  Functional co-operation provides mechanisms through which many of the unique and often problematic features of these small nation-states (now aggravated by the intensification of globalisation), could be more adequately addressed.  It also provides the platform from which OECS education reforms were initiated and co-ordinated, and through which the financial and technical assistance needed to realise the reforms were negotiated.

The analysis of the emerging education policy priorities, both at the local and sub-regional level reveal that, although the identification of these priorities benefits significantly from public inputs throughout the sub-region, they nonetheless show significant resemblance to many of the currently powerful themes promoted by development agencies such as the World Bank.  The analyses also reveal that local and sub-regional education policy-makers adapted many of these themes to suit their particular educational and developmental needs.  However, local and sub-regional education reforms were not limited to the narrow economic view of education promoted mainly by the World Bank.  These reforms incorporated important cultural components into local and sub-regional educational provisions which were geared towards the empowerment of the ‘Ideal Caribbean Person’.  Local adaptation of currently powerful global education themes and agendas is visible in the practice of educational policy-makers in St Vincent and the OECS, which demonstrates a strengthening of the existing dialectic of the global, the local and sub-regional.

Factors affecting the formulation and implementation of the 1993 educational reform in Papua New Guinea

Willy Yamuna Ako, Graduate School of Education, University of Bristol - unpublished EdD (2002)

This study investigates the policy-making and implementation of educational reforms in developing countries, and more specifically the nature and implementation of the 1993 Educational Reform in Papua New Guinea.  The study focused on the achievements and problems of this reform in the light of praise, from both the government of Papua New Guinea and the international donor agencies, that contrasts with the criticism from local stakeholders, such as teachers, children and parents.

The empirical part of the study was conducted at the national and provincial education offices in Port Moresby and Mendi, and in two case study primary schools in the Southern Highlands Province of Papua New Guinea.  Thirty key informants participated in the fieldwork.  The research strategy is largely hermeneutic and interpretive in nature.  It involved gathering, transcribing and interpreting data from a variety of sources, including document analysis, structured and unstructured interviews, observations and field notes.

The findings indicate that the reform initiative ‘mirrors’ the Jomtien Conference (1990) agendas and the aims of the Papua New Guinea Educational Sector Study (1991).  Both the Conference and the Sector Study were initiated and sponsored by the donor agencies.  The study reveals that the reform was largely centrally designed and the ability to fund it rests with the donor agencies.  The input and resources of the donor agencies thus outweigh those of the Papua New Guinea government.  It is argued that this resulted in the donor agencies being able to significantly influence the nature and implementation of the reform  This reflects theoretical literature that suggests that donor agencies are too influential in research, policy-making and implementation concerning educational reforms in many developing countries.  Data from the provincial and school levels in Papua New Guinea suggest that local personnel were not consulted with respect to the policy-making process.  This has inhibited the effective implementation, practicality and ownership of the reform by the local people.

The management and leadership roles of Solomon Islands headteachers:  perceptions, priorities and practices

Glynn Galo, Graduate School of Education, University of Bristol - unpublished EdD (2001)

The study examines the relevance of the international literature relating to school management and leadership for policy and practice in the Solomon Islands.  This is done with reference to two detailed case studies of community high schools in the Solomon Islands.  Detailed ethnographic fieldwork was carried out in these schools during 1999.  Focus was placed on identifying headteachers’ perceptions, priorities and practices in the arena of management and leadership.  Findings from the Solomon Islands’ fieldwork are compared and contrasted with key issues identified in the international literature.

Seven key themes emerged from the study and form the basis for the conclusions.  These explore the implications of the study for:  a) educational policy and practice in the Solomon Islands;  and b) the critique of the related international literature.  Above all, the study suggests that the uncritical international transfer of western management concepts and ideas can be wrought with much difficulty, if it is not anchored effectively enough to contextual realities and experiences.  The dissertation also highlights the need for context specific headteacher training in the Solomon Islands;  and for more relevant research of this nature to be conducted by local personnel if we are to better determine the needs of the headteachers in differing national and cultural contexts.

  International and national influences on universal primary education policies, with specific reference to Papua New Guinea

Thomas Kuli Webster, Graduate School of Education, University of Bristol - unpublished EdD (1997)

The study examines factors that have shaped policies for the universalisation of primary education in developing countries with specific reference to Papua New Guinea (PNG).  It explores the premise that ideas generated in international policy research influence and shape the educational priorities of developing countries.  A review of the related literature highlights the dominance of international donor agencies, particularly in directing the policy discourse that influences decisions on educational problems and possible solutions.  It is argued that many such policy prescriptions are increasingly seen to be contextually irrelevant and do not reflect the priorities articulated in context.  Nor can they be successfully implemented in the varying situations encountered.  A case study of universal primary education (UPE) policy formulation in PNG is undertaken to analyse critically the extent of international and national influences in the light of the theoretical review.

The case study analysis focuses on three contexts of influence:  the shaping of ideas;  the production of policy texts;  and the implementation of UPE policy.  In the context of influence, the study examines how national and international influences have competed for dominance in PNG.  In the second context, two key policy texts are analysed:  the Education For all (EA) Plan, where an international consultant was engaged;  and a more home-grown Education Sector Study.  Finally, the context of practice is explored, largely through reflections on experiential knowledge, qualitative interviews with senior administrative officers from the PNG National Department of Education and three provincial education administrators, and a brief survey of provincial education administrators.

In the light of the PNG research, a reconsideration of the theoretical literature relating to the concepts of UPE and the effect on policy choices is carried out.  A strong case is also made for the conduct and analysis of policy research in PNG and other developing countries.

  Management of the Vocational Education and Training Programme (VETP) in Fijian secondary schools

Akhila Nand Sharma, Graduate School of Education, University of Bristol - unpublished EdD (1995)

In the light of the international literature on the educational change process and that relating more directly to vocational education and training in developing countries, this dissertation examines the management of the Fijian Vocational Education and Training Programme (VETP) in selected secondary schools.  This is a two-year programme for early school-leavers and offers four courses:  Automotive Engineering;  Carpentry and Joinery;  Tailoring, Food and Catering;  and Secretarial Studies.  The study addresses three key questions:  a) what is the nature of the Fijian innovation;  b) how does it relate to similar initiatives in other developing countries; and c) how are its initiation, implementation and institutionalisation processes being managed?

Theoretical and conceptual frameworks derived from the international literature on the management of planned educational change (Fullan 1991) are adopted for the Fijian study.  This literature identifies three phases in the change process:  initiation;  implementation;  and institutionalisation.  Applying this framework for analysis, this investigation involves the study of change agents, users, the nature of innovation and internal and external environmental factors associated with the Fijian VETP.

The theoretical perspective that underpins the methodology and the data-collecting methods of this study is drawn from the phenomenological and qualitative case-study research literature.  An attempt is made to understand the management of the Fijian VETP from the perspectives of those involved in it at the Ministry of Education headquarters and in two case-study schools.  The data-collecting methods emphasise participant observation, in-depth interviewing and documentary analysis.

Based on the fieldwork findings, the study argues that:  a) the VET innovation is regarded by its clients as a second best option to mainstream education and that it receives less attention by policy-practitioners and members of the school community.  This is consistent with similar initiatives in many other developing countries;  b) the successful implementation of an innovation depends largely on its characteristics;  c) a Fijian secondary school context is not suitable for a separate stream of VET, although vocational education could be more effectively provided as a familiarisation programme in the mainstream secondary school curriculum;  d) the relevant international literature is helpful in studying, understanding and improving the management of educational innovations, although its relevance for developing country context and their incorporation in this body of international literature would strengthen its relevance significantly;  f) traditional ceremonies and practices, such as ‘talanoa’ and sevusevu’, can be gainfully employed to collect qualitative data in developing countries.

The study concludes by exploring various implications for Fijian educational policy-makers and practitioners and for the international literature on the management of education change.  Areas for further research are also identified.

An evaluation of community involvement in the implementation of the Community Junior Secondary School Partnership Policy (CJSSPP):  case studies in Botswana

Gabatshwane Taka Tsayang, Graduate School of Education, University of Bristol - unpublished EdD (1995)

This study is an evaluation of community involvement in the implementation of the Community Junior Secondary School Partnership Policy (CJSSPP) in Botswana.  This is carried out in the light of the argument that once government becomes involved in locally initiated projects in Botswana, community interest wanes.  The dissertation looks in detail at the experience of the six case study schools and argues that policy makers must better understand how policy is interpreted and implanted, if they are to improve their own potential to change educational practice.

The conceptual framework adopted for the study is drawn from a critical review of literature relating to community involvement in education in both developed and developing countries.  Secondly, the methodological underpinning of the study is derived largely from comparative and international orientations to research that draws attention to the importance of detailed qualitative fieldwork, and the observation and analysis of educational practice in context.  The study, therefore, documents various participants’ interpretation of the CJSSPP in six carefully selected community schools located in the Central District of Botswana

Data were primarily gathered through semi-structured, in-depth interviews;  through detailed observations;  and through the collection and analysis of relevant documentary evidence.  The findings of this study reveal that while board of governor members had a poor understanding of the partnership policy (and this constrained implementation), the professionals and policy-makers did little to help them understand it.  Evidence also indicated that, besides lay governor members, many professionals and policy-makers do not understand what is required for the success of their own policy in practice.  The use of a talent bank, an obligatory contribution of resources by the community and the training of all those involved in the partnership are suggested as possible ways to improve understanding and the chances of successful implementation.

The study concludes by drawing attention to more general and theoretical issues that emerge from the Botswana experience, including the value that developing countries can derive from the increased use of qualitative approached in educational research.

Tertiary education in St Lucia:  implications for small island states

Calliopa Pearlette Louisy, Graduate School of Education, University of Bristol - unpublished PhD (1993)

The expansion of tertiary education in small states is both problematic and controversial.  On the one hand, the international literature on small states has generally portrayed them as being constrained by size, remoteness and dependence on external factors.  Their economies have been regarded as open, constrained by a small internal market with limited demand for specialisation, and capable of sustaining only a small modern sector.  This, and the small size of their populations has been used as the rationale for discouraging the development of national tertiary education sectors and for the regional provision of higher education in large groupings of small states.  On the one hand, economic and political pressures are leading small states to challenge this received wisdom and to re-appraise their tertiary education capabilities.  Policies aimed at strengthening national capacity have, thus, re-opened the debate about the credibility and viability of national tertiary level institutions.

In the light of the small-state literature, the thesis critically evaluates recent developments in tertiary education in the two largest groupings of small states – the Caribbean and the South Pacific.  The study is based upon original fieldwork data collected for a detailed case study of the Sir Arthur Lewis Community College in St Lucia.  A comparative analysis of tertiary provision in the non-campus territories served by the two regional universities – the University of the West Indies and the University of the South Pacific – supplements the case study data.  The analysis identifies factors which have contributed to the establishment of national tertiary level institutions in both regions, and considers the policies that national authorities have adopted for the on-going expansion of in-country provision of tertiary education.

The thesis argues that the development of national tertiary education sectors is primarily motivated by issues of access, cost, control and human resource development needs.  National responses to a wide range of local needs have thus resulted in a multi-level tertiary sector which has the potential to be both politically and economically viable.  In both regions, parallel processes of centralisation and decentralisation are leading, on the one hand, to the establishment of national multi-purpose institutions, and, on the other, to a form of regional provision based on networks of mutually-supporting institutions.  In what can be considered new responses to the challenge of scale, isolation and dependence, small states are consolidating provision at the national level, establishing mechanisms for harmonising policy and practice at the regional level and strengthening international linkages.