You are on page 1of 16

M.Sc.

Education and Training


Management
(e-Learning and Leadership Strands)
DISSERTATION GUIDELINES
Academic year 2008/2009

School of Education Studies


Dublin City University

THE DISSERTATION
The final stage of the M.Sc. Education and Training programme is the completion of
the dissertation. The dissertation provides the opportunity for you to engage, in some
depth, with an issue of professional or intellectual interest. In carrying out the
dissertation, you will have the opportunity to read extensively, but with focus, and to
develop new understandings of an area. You will have the chance to show originality
through the exercise of independent critical and creative thinking. There are a number
of different types of studies that can be undertaken. You must decide the most
appropriate form of study. This will depend on your area of interest and the particular
types of skills that you would like to develop in carrying out your dissertation.
Before you start the dissertation, it is necessary for the Programme Board to approve
your proposed research topic and to appoint an appropriate supervisor. This will take
place upon the successful completion of the taught modules in the second year of the
programme.
The dissertation must consist of your own account of your investigations and how you
are advancing the study of education and training management in eLearning or
leadership.
THE ROLE OF THE DISSERTATION SUPERVISOR
The Supervision Process
The following are some notes on the student-supervisor relationship.

You should ensure that only good draft material is submitted to your
supervisor. This means that the material should be checked for spelling,
grammar and any typographical errors.
You should let the supervisor know what they should focus on and how the
current draft has developed from the earlier draft.
You should prepare for your supervision meetings / tutorials and give your
supervisor advance warning of any areas/issues that you wish to discuss
during the supervision meeting.
Supervisors expect students to be honest when reporting on their progress. If
you are falling behind, do let your supervisor know.
You should not submit the soft-bound copies of your dissertation for
examination without showing it to the supervisor.
When in doubt about any regulations, research method etc., consult your
supervisor.

INTRODUCING SOURCE MATERIAL


Material from sources should be integrated smoothly into your work and should not
be used merely for effect. It should clarify the material for the reader and inform the
line of thought being pursued by the writer. Please reference source material at all
times even if you only mention a writer. For example: Subsequent research by Bentley
(1994) and Prenderville (1995) supports the work of Hart (1992).
Source material must be referenced. To fail to do so is fundamentally dishonest
and may leave you open to charges of plagiarism. DCU has a strict policy on
plagiarism. http://www.dcu.ie/registry/examinations/plagiarism.shtml
There are three ways of introducing sources other than your own into the dissertation.
These include:

Quotation
Paraphrase
Summary

Quotations: When you take the words directly from a source without making any
changes you must acknowledge this as a direct quote. Direct quotes should not
dominate your written material.
Quotation: Handling the in-text citation
When quoting directly from another author you must give the author, year and page
number and ensure the full reference is given in the reference list.

Normally quotations should be enclosed in single inverted commas in the text.

Use double inverted commas only for a quote within a quote.


Quotations over about forty words in length should not be enclosed in inverted
commas but block indented from the left and typed in single line spacing.

Paraphrase: To paraphrase you restate the authors idea or line of argument in your
own words. It is best to use a paraphrase when:

You feel the authors expression may confuse the reader.


To clarify that you have read and understood the material.
For variety, to alternate with quotes.

Summary
A summary is a synopsis of what you have read. It allows the writer to bring together
what has been written on a particular theme and to argue or agree with the point of
view expressed. A summary is a shortened version of the original and it takes time
and practice to do it well.

THE WRITING PROCESS


You will find various guide books on how to write a Masters dissertation. It is
important to remember that writing takes time. You should build this into your time
plan. The drafting of work is important and does show the development of your
ideas.
Acronyms: Acronyms should be spelt out in full on first usage, for example European
Union (EU) and can be referred to as EU for the remainder of the paper. Omit full
stops in abbreviations consisting of capitals. For example: DCU.
Avoid the use of abbreviations such as e.g. i.e. in your writing. These are forms of
shorthand.
Non English words should be italicised (per se, per diem).
Numbers: Numbers of less than ten should normally be spelt out.
Percentages: Use per cent in the text and % in tables.
Pagination: Page numbers where used should be at the bottom of the page and in the
center.
Figures and Graphs: Figures and graphs should have a title and be numbered
according to chapter and in order of appearance.
Tables should have a title and be numbered in the same way as figures and graphs.
The source of the table should always be given.
Footnotes and Endnotes: While these are used in some departments, it is the policy
of Education Studies to avoid their use if possible.
FORMAT OF DISSERTATION
This section gives an overview of the structure of a dissertation. Please note that a
dissertation (soft or hard copy), which is not submitted in the appropriate format or
without a signed declaration, will not be accepted for examination by the University.
To satisfy the examination requirements of the dissertation phase of the degree,
candidates are required to submit two copies of their dissertation. These copies should
be in temporary binding pending completion of the examination process.
Please note that two hard bound copies must be submitted to the School of Education
two weeks before Graduation. (There are two Graduations per year November and
March)

Overview of physical formatting:

The dissertation must be typed.


The dissertation must be on good quality white A4 Paper.
Printed on one side only.
One and a half line spacing.
Standard font size Times New Roman size 12.
Left margin at binding edge 40mm.
All other margins should be 20mm.
Pages must be numbered consecutively throughout the text.
Page numbers should be located centrally at the bottom of the page, about
10mm above the edge of the page.
Appendices should be named alphabetically and each appendix paginated
consecutively but separately from the main text and from each other.
The order of the initial pages is as follows:

Title Page to include: title (at least 24pt), authors name, M. Sc.
Education and Training Management (strand name), university, year,
name of supervisor.
Table of Contents.
Declaration page. (see attached on final page)
Acknowledgements (if any).
Abstract around 300 words detailing the dissertation, outlining its
content, method used, results and conclusion.

Referencing and citation guidelines are available from the DCU Library booklet
Citing and Referencing: A Guide for Students. The School of Education Studies uses
the Harvard style of referencing.
ETHICAL GUIDELINES FOR DISSERTATION
You are advised to check the DCU Research Ethics Committee Guidelines as research
projects must be conducted in accordance with the law, and also according
to acceptable ethical standards http://www.dcu.ie/research/research_ethics.shtml
BERA Guidelines on educational research can be accessed at
http://www.bera.ac.uk/publications/guides.php

THE DATE FOR SUBMISSION OF YOUR DISSERTATION IS


30TH JUNE
If you are deferring your dissertation you will need to complete an R33 application
form.
This form must be submitted prior to 30th June.
In September you will need to register as a deferred student.
The next submission date for dissertation is
30th NOVEMBER
Please check with Registry for deferral form.
Please check with Finance Office for deferral fee.
DEFERRALS
Students should note that the dissertation deferral system is for use in exceptional
circumstances only. Deferrals are not automatically granted and applications for
same must be substantiated.

GUIDELINE FOR DISSERTATION (LEADERSHIP)


Organisation of Chapters
Each chapter in the dissertation builds from the previous chapter. Each chapter should
contain an introduction to help the reader and a summary of each chapter to remind
the reader of the key ideas, issues themes that were covered in the chapter. Each
chapter should be subdivided to help the reader to follow your argument. Do not overorganise your chapters with so many headings and sub-headings that the flow of the
text is fractured.
Chapter One
Introduction and Background
This chapter should offer an introduction to the substantive area of study, why it was
selected, why it is relevant and important to you. This is an opportunity to
explain what the dissertation is about, the ways in which the research was
undertaken and any key issues or concerns presented by the dissertation.
Chapter Two
Literature Review
The purpose of the literature review is to provide a concise overview of the literature
relevant to your research questions. You must evaluate not just describe what others
have written. The coherent argument in the literature review will be demonstrated in
the way the work of others is used to underpin your research questions and methods.
This chapter should show accuracy of reading and of reporting and accuracy in citing
references and in quoting material. It should demonstrate ability to synthesise
material and sift key themes as well as an ability to evaluate differing sources.
Chapter Three
Research Approaches
This chapter should discuss:
(i)
the evolution of research
(ii)
the reason(s) for the approach adopted
(iii)
the precise research methods undertaken
(iv)
the methodology used to analyse data
(v)
issues relating to: ethics, access, limitations of research, validity.
Chapter Four
Presentation and analysis of findings
The key to this chapter is the analysis of the data collected. This means that
similarities and differences must be explored and comparisons must be made.
Quotations must be used only to illustrate points made. Comparisons should be made

between data found and that offered by other writers in your literature review (Ch.
Two) and an attempt should be made to account for this.
Chapter Five
Conclusion
Key themes arising from the research are outlined in this chapter as well as
implications for practice and, if required, recommendations for further research.
Reading the conclusion, a reader should have a clear sense of what the dissertation
has been about, what has been discussed within it and what you have made of it.
The dissertation should have added to the above:
References a list of all the books, articles or web sites referred to in the dissertation.
Bibliography a list of all the above as well as those you have consulted but not
referred to in the dissertation.
Appendices the appendices add to what you are saying in the body of your
dissertation. You can include policy documents, photographs, and other relevant
documents in your appendices. Appendices should be named alphabetically.

GUIDELINES FOR DISSERTATION (e-LEARNING)


Organisation of Chapters
Each chapter in the dissertation builds from the previous chapter. Each chapter should
contain an introduction to help the reader and a summary of each chapter to remind
the reader of the key ideas, issues themes that were covered in the chapter. Each
chapter should be subdivided to help the reader to follow your argument. Do not overorganise your chapters with so many headings and sub-headings that the flow of the
text is fractured. The same deadlines apply for submission of a research-based
eLearning dissertations or practicum.
Supervision Process
Validation meetings will take place throughout the research process. The purpose of
the validation meeting is to give participants the opportunity to present evidence of
their own learning and influence on the learning of others, through peer validation
meetings. A final validation meeting will be organised before the final submission of
research and this will involve a presentation of the research work. The use of Moodle
online learning environment will also assist practitioner-researchers to explore the
values related to practice and for generating peer support. The reflective processes
will help deepen student understanding of the complex issues involved in their
individual area of study. The approach is designed to create a community of learners
who are engaged in developing their critical thinking and professional skills
Within the e-Learning stream there are two options that satisfy the dissertation
requirement.
Option One: Complete a practicum, which provides an opportunity to apply new
concepts and skills from the programme modules and consequently reflect on
individual learning. The completed practicum will consist of any artefact prepared
(e.g. online training/educational resources or any product that uses electronic
technology to support and enhance learning) and a written report of not more than
10,000 words.
Option Two: Research-based Dissertation. Complete a traditional research-based
20,000 word dissertation on a relevant topic.
Option One: Practicum
Introduction
Establishment of the practicum as a partial requirement for the M.Sc. in Education &
Training Management (E-learning) is based on the assumption that it provides special
opportunities for learning, which are supportive and supplementary to the in-class
aspects of this academic programme. The goal is to offer course participants the
opportunity to integrate the theory and knowledge of course content with the
application of principles and practices in a work environment.

The practicum is a practical project, which demonstrates the application of learning


from the programme modules and integrates all of the skills acquired in a real-world
e-learning context. A written report must accompany the finished project and should
provide evidence of the range and depth of a participants overall learning, technical
skills, and knowledge of the issues involved in completing the project.
The report should be a complete detailing of the process you went through in
completing the practicum, from the idea formulation all the way through to your
recommendations. The report should be in chapter format however you may choose
to produce a different structure if it makes sense to do so.
REPORT FORMAT FOR PRACTICUM
Chapter 1: Problem Statement.
Chapter 2: Literature.
Chapter 3: Methodology.
Chapter 4: Implementation and Evaluation
Chapter 5: Conclusion
Work to be undertaken
Before beginning work on the practicum you are required to receive formal approval
of the practicum proposal from the programme chair. The choice of content for the
practicum is at the discretion of the course participants but must however be practical
in nature and have an e-learning component. The proposal will be used as a guide
when assigning an appropriate practicum supervisor.
The practicum proposal might address the following questions:

Why have you chosen this particular area of study?


How will your practicum contribute to your professional development?
How is your practicum related to the course modules you have studied so far?
How do you intend to carry out your project?
What are the practical consequences of your practicum?

Information collection is considered an essential element of the practicum project.


'Information' can take many forms: quantitative (surveys, questionnaires, etc.),
qualitative (unstructured interviews, observations, focus groups, etc.) and many other
sources, as well. You analyse this information (data) to produce evidence that
supports your actions, conclusions and recommendations. The goal is that you will
not just come up with some useful ideas but that you will also test those ideas against
the real world.
In the enquiry learning process, your engagement with the literature is part of the
process of your learning and should be integrated within the narrative. The
educational influences of learning from literature should be included where
10

appropriate as part of the explanation of your educational influences in your own


learning and in the learning of others, as you produce the artefact.
Practicum Presentation
In addition to the design and development of an artefact, you should produce an
evidence-based narrative/explanation of your learning for a 10,000 word practicum
report
Participants who complete a practicum are required to present their practicum. The
format of the presentation will be a platform presentation. A platform presentation is
a presentation of scholarly work using different forms of media to support your
presentation.
The presentation will be open to the public and may be attended by the External
Examiner and other invited guests. Each participant is allotted an agreed period of
time for the presentation. This includes a period of time during which the work is
presented and a short period of time to answer questions from the audience.
Practicum Submission
Following presentation of the practicum, participants are required to be submit:
1. The practicum document. You should submit the practicum in the format in
which it is designed to be used (e.g. CD, video, URL to a website, an
instructional manual, etc.)
2. An accompanying practicum report of not more than 10,000 words.
Option Two: Research-based eLearning Dissertation
The following are some guidelines on the role of each chapter in the eLearning
dissertation.
Chapter 1: Problem Statement. This should be a clear and simple statement of what
the initial problem, question, issue, project, or concern seems to be. It should also
contain essential context information to help the reader properly understand all the
related issues surrounding the case.
Chapter 2: Literature. This should NOT be exhaustive. Rather, it is important you
can demonstrate that you can access published material related to the initial problem,
as well as related factors. But it is NOT necessary to find sources pertaining to every
conceivable or peripherally-related area of interest.
Chapter 3: Methodology. This will necessarily vary according to the initial question
posed. It is NOT a good idea, though, to choose your methods first (e.g., certain
quantitative or qualitative approaches), before delineating the investigation's
questions. With that in mind, you should be able to defend your choices of methods
based on the questions you framed.

11

Chapter 4: Implementation and Evaluation. The analysis techniques you select


should be appropriate to the questions asked. This is where you clarify the process
by which you extracted meaning from the data. Within a living educational theory
form of research you should provide evidence of your own learning and/or evidence
of influence in the learning of others and/or education of social formations in which
you live and work.
Chapter 5: Conclusion. This is where the 'full circle' connects itself. The number one
priority in this chapter is that you can refer back to the original problems stated in
chapter 1, and to the guiding questions and try to answer them. This should happen
right away at the beginning of Chapter 5 and be very clearly focused.
The dissertation should have added to the above:
References a list of all the books, articles or web sites referred to in the
Dissertation.
Bibliography a list of all the above as well as those you have consulted but not
referred to in the dissertation.
Appendices - this add to what you are saying in the body of your dissertation. You
can include policy documents, photographs, and other relevant documents in your
appendices. Appendices should be named alphabetically.
These guidelines are adapted from guidelines provided by the School of Education
Studies, DCU, School of Computer Applications, DCU and the University of Bristol.
Revised by Dr. Margaret Farren, Chair M.Sc Education and Training Management.
September 2007.
Contact Names
Dr. Margaret Farren
Programme Chair & Co-ordinator eLearning
Education and Training Management
Tel: (01) 700 5539
Email: margaret.farren@dcu.ie
Dr. Senan Cooke,
Co-ordinator Leadership
Education and Training Management
Tel: (01) 700 7817
Email: senan.cooke@dcu.ie

12

APPENDIX A
Verbs for introducing summaries, paraphrases and quotations.

Author is neutral
Comments
Describe
Explains
Illustrates
Notes
Observes
Points out
Records
Relates
Reports
Says
Sees
Thinks
Writes

Author infers or
suggests
Analyses
Asks
Assesses
Concludes
Considers
Finds
Predicts
Proposes
Reveals
Shows
Suggests
Supposes

Author argues
Claims
Contends
Defends
Disagrees
Holds
Insists
Maintains
Author agrees
Admits
Agrees
Concedes
Concurs
Grants

Author is uneasy or
disparaging
Belittles
Bemoans
Complains
Condemns
Deplores
Deprecates
Derides
Laments
Warns
Speculates

Source: The Little, Brown Handbook (1995:558)

13

School of Education Studies


Dissertation Assessment Criteria
This mark sheet will be used for the assessment of the M.Sc dissertation
research

A
70-100%
Grade
A
B
C
D
E
Grade
A
B
C
D
E
Grade
A
B
C
D
E

B
60-69%

C
50-59%

D
40-49%

E
0-39%

Organisation 10 Marks (Planning, Structure and Topic Development


A logical and well planned structure providing an appropriate framework for
the orderly development of the assignment.
A well planned study which develops the discussion in a clearly defined
framework appropriate to the topic.
Appropriately organised structure including a clearly discerned line of
argument or development of the topic.
A satisfactory organisational structure allowing for a reasonable development
of the topic
Lacking an appropriate organisational framework and the full development of
the topic under discussion
References 10 Marks (Use of reading, lecture input and reflection on
personal experience)
Skilled selection and synthesis of material drawn from lectures, tutor input,
current sources and personal experience including critical evaluation of and
appropriate quotation from this material
Good selection and critical interpretation of a range of current sources
including lecture inputs appropriate reading and personal experience
Use of sufficient range of sources demonstrating familiarity with key texts,
articles, lectures/seminars
Use of an adequate range of sources demonstrating reasonable knowledge of
essential reading in the subject
Incomplete breadth of reading of relevant literature and inadequate use of
lecture input and personal experience
Analysis 40 Marks (Identification, Understanding and Development of
Key Elements, Themes and Issues in relation to the topic)
Skilfully and carefully developed identification and analysis of the key
elements, themes and issues in relation to the topic demonstrating evidence of
critical and creative thinking
Well developed interpretation and understanding of essential elements, themes
and issues in relation to the topic
Adequate appraisal and understanding of important elements, themes and
issues in relation to the topic
Satisfactory demonstration of knowledge and understanding of the key
elements, themes and issues in relation to the topic
Incomplete knowledge and understanding of the key elements, themes, issues.

14

Grade
A
B
C
D
E

Grade

A
B
C
D
E

Grade
A
B
C
D
E

Relevance 10 Marks (Relevant to the assignment given and linked to the


needs and experience of the student)
Intelligently linked to professional needs and experience and fully relevant to
the topic under discussion
Makes good use of personal and professional experience and maintains a strong
degree of relevance to the given assignment
Adequate application to professional and personal experience and reasonably
relevant to the topic
Limited application of personal and professional experience and tendency to
include irrelevant material
Linkage between assignment and professional experience incompletely
developed and significant passages of no immediate relevance to the topic
under discussion
Methodology 20 Marks (Identification, Understanding and Development
of Research methodology and methods in relation to the dissertation)
Skilled rationale for selection and justification of research methodology and
methods. Skilled understanding shown of critical understanding of chosen
research methodology and methods in research study.
Good rational and justification for selection and justification of research
methodology and research methods. Good understanding shown of research
methodology and methods in research study.
Sufficient rationale for selection and justification of research methodology and
methods. Sufficient understanding shown of research methodology and
methods in research study.
Adequate rationale for selection and justification of research methodology and
methods. Adequate understanding shown of research methodology and
methods in research study.
Incomplete knowledge and understanding of research methodology and
research methods in research study.

Presentation 10 Marks(quality of writing, use of language, academic


conventions, layout and design)
Skilful and exact use of language, high quality presentation, and accurate
applications of academic convention
Well presented, fluent, readable and accurate
Appropriately presented, ideas clearly communicated, use and accuracy of
language satisfactory, academic conventions complied with adequately
Presentation satisfactory, reasonable clarity of expression and use of language,
satisfactory use of academic conventions
Expression and presentation not of a minimum acceptable standard

15

Grade
A
B
C
D

Overall 100%
Work of high quality combining extensive knowledge, in-depth analysis, excellent
standard of presentation and evidence of critical, original and creative thinking
Work of very good quality showing evidence of reading, reflection and careful
planning and presentation
Work of good quality, demonstrating an adequate level of knowledge and
understanding with evidence of reading, reflection and a reasonable standard of
presentation
Satisfactory work showing evidence of a reasonable level of understanding and
knowledge, adequate reading and reflection and an acceptable level of presentation
and language use

16

You might also like