the dissertation supervisor

First meeting with your dissertation supervisor: What to expect

The first meeting with your dissertation supervisor can be a little intimidating, as you do not know what to expect. While every situation is unique, first meetings with a dissertation supervisor often centre around getting to know each other, establishing expectations, and creating work routines.

Why a good relationship with a dissertation supervisor matters

Writing a dissertation is an exciting but also intimidating part of being a bachelor’s, master’s or PhD student. A dissertation is often the culmination of several years of higher education, and the last step before graduating.

What is important to know is that the relationship that you establish with your supervisor can be a crucial factor in completing a successful dissertation.

Good communication with a dissertation supervisor is key to advancing your research, discussing roadblocks, and incorporating feedback and advice.

Getting to know each other during the first meeting

Many first meetings with a dissertation supervisor include a considerable amount of ‘small talk’. Thus, you can expect to engage in a casual conversation to get acquainted.

Getting to know the work environment during the first meeting

It is not uncommon for the dissertation supervisor to walk around with the new student and introduce him or her to colleagues and supporting staff.

Establishing a meeting and communication schedule

This particularly includes agreements on meetings and the frequency of communication. Even if your dissertation supervisor does not raise these issues during the first meeting, it can be helpful to raise them yourself.

Discussing your research idea with your dissertation supervisor

While you can expect a lot of Smalltalk, planning, and organisational issues to dominate the first meeting with your dissertation supervisor, it is common to also chat about your research idea.

Discussing expectations with your dissertation supervisor

It is normal to feel slightly lost during the first weeks of working on your dissertation.

Elsewhere, I have written a guide for first-year PhD students with some directions and advice . As a PhD student, you can use this guide as an inspiration and starting point to discuss your own supervisor’s expectations.

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How to Find the Right Supervisor for Your Dissertation?

Published by Owen Ingram at July 18th, 2023 , Revised On July 18, 2023

Where to find the perfect supervisor? How to find an experienced supervisor who has the same interests as you? How can you evaluate your potential supervisor?

Supervisors play a great role in determining the quality of one’s research. Hence it is important to find the most suitable supervisor for your dissertation. In this blog, we will discuss some points students should consider to find the right supervisor for their dissertation.

Researching Potential Supervisors

Researching the faculty profiles of potential candidates is crucial when looking for the ideal supervisor.

Explore the Faculty Profiles and Research Interests of Potential Supervisors

You can learn more about a person’s areas of competence and specialisation by looking at their areas of research interest. Understanding their area of research will let you judge whether your interests are similar to theirs and whether they have the skills and background needed to direct your dissertation properly.

Assess Their Expertise and Experience in Your Field of Study

It’s important to evaluate a possible supervisor’s knowledge and experience in your particular area of study. Check out their educational background, credentials, and prior research endeavours. Examine their knowledge of the ideas, procedures, and techniques pertinent to your field.

An experienced supervisor can significantly improve the calibre and success of your dissertation by bringing important ideas and critical thinking abilities.

Read Their Publications and Evaluate Their Research Contributions

The quality and significance of a potential supervisor’s research contributions can be evaluated by looking through their publications. Read their published articles, books, or conference papers to comprehend their scholarly work. Examine the accuracy, significance, and applicability of their research findings.

Seeking Recommendations And Advice

Consult with faculty members, advisors, or peers for recommendations.

Engaging with professors, advisors, or peers can result in helpful supervisor recommendations. These people are familiar with the academic environment and may recommend qualified supervisors based on their qualifications and mentoring approach.

Seek Advice From Senior Students

Senior students or graduates who have worked with possible supervisors in the past might provide insightful information and first-hand experiences. They can reveal details about the mentor’s approach to communication, availability, level of support, and general efficacy.

Utilise Online Platforms or Forums to Gather Insights and Recommendations

Insights and suggestions can be gathered using online discussion boards and platforms for academic topics and student experiences. By using these platforms, you can interact with a larger group of academics and students who can offer insightful criticism and suggestions based on their interactions with possible supervisors.

Considering Compatibility and Communication

Assess the supervisor’s communication style, availability, and responsiveness.

It’s critical to evaluate the supervisor’s interactions with the students. Are they rational and willing to have a conversation? Consider their accessibility and responsiveness to questions and issues, as timely and effective communication is essential for a positive student-supervisor relationship.

Evaluate Their Approach to Mentorship and Whether it Aligns with Your Needs and Expectations

Different managers have various mentoring approaches. Check if their method fits your preferred learning and working methods. Do they offer advice, encouragement, and helpful criticism? Consider whether their coaching approach will accommodate your unique requirements and expectations throughout the study.

Consider their compatibility with your working style, personality, and research interests. A productive working relationship depends on you and your potential supervisor being compatible. Check to see if their working style fits with yours. Consider personality compatibility because effective communication depends on a respectful and positive connection.

Meeting and Interviewing Potential Supervisors

Request meetings or interviews with potential supervisors.

It is possible to have more individualised contact by asking for meetings or interviews with potential supervisors to discuss your research interests and objectives. It allows you to express your ideas, get comments, and determine whether the supervisor is interested in your research.

Ask Questions About Their Mentoring Style, Expectations, and Support For Students

Understanding how they approach supervision requires asking questions about their mentoring style, expectations, and student support. You may decide if their mentoring approach suits your goals and if they can offer essential direction and support during your research journey by asking them about their preferred amount of engagement, communication frequency, and support in handling hurdles.

Evaluating Support and Resources

Evaluate the level of support and resources available to students .

A successful research experience depends on evaluating the level of assistance and resources available to students working under a certain faculty member’s direction. It entails considering variables, including financing prospects, accessibility to research facilities, and partnership possibilities. The student’s capacity to perform high-quality research is enhanced by adequate support and resources, advancing their academic and professional growth.

Consider Funding Opportunities, Access to Research Facilities, and Collaboration Opportunities

When choosing a supervisor, it is crucial to consider elements like financing possibilities, accessibility to research facilities, and collaboration chances. The availability of the resources required for research is ensured by adequate funding. Opportunities for collaboration promote networking, information sharing, and prospective research alliances, enhancing the research experience.

Considering Track Record and Success of Previous Students

Research the track record and success of previous students.

It is possible to gain knowledge about the outcomes and accomplishments of potential supervisors’ past pupils by researching them. This involves evaluating elements like publications, conference presentations, honours, and career developments that have been successful.

Evaluate Their Achievements, Publications, and Career Advancements

Understanding the effects of the supervisor’s mentorship can be gained by looking at past pupils’ accomplishments, publications, and career developments. The supervisor’s effectiveness in inspiring students to do high-quality research and supporting their professional development can be seen by evaluating the achievement of their pupils.

Trusting Your Instincts

Consider your gut feeling about the potential supervisor.

A successful working relationship depends on you following your gut and paying attention to how you feel about the possible boss. Using your instincts, you can determine whether the supervisor’s personality, communication style and mentoring method fit your needs and preferences.

Consider the Comfort Level During Interactions with Them

It’s important to consider your interactions with them and how comfortable you feel. Open communication, respect for one another, and a cooperative atmosphere are all fostered by good rapport. Being at ease, collaborating more effectively with your supervisor, and having fruitful conversations all contribute to a great study experience.

Seeking Feedback From Current or Former Students

Contact current or former students to gather their feedback and insights.

It is beneficial to speak with current or former students collaborating with the potential supervisor to get their thoughts and insights. You can talk to them to learn more about their experiences, including the support they received, the supervisor’s availability, and how satisfied they were with the supervision in general.

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Seeking Approval From the Department

Check if your department or program has specific guidelines or recommendations for selecting a supervisor. These recommendations can guide things to consider, ideal qualifications, and any particular needs or suggestions for selecting a competent supervisor for your dissertation or research project.

Seek Approval or Feedback From Your Department or Program Coordinator Regarding Your Chosen Supervisor

It is wise to ask your department or program coordinator for approval or input regarding the supervisor you have selected. Due to their familiarity with the professors’ teaching methods, they might offer insightful advice. Their comments can guarantee that the supervisor you’ve chosen adheres to the department’s standards and policies, promoting a fruitful research journey.

Making an Informed Decision

Weigh all the factors, feedback, and information gathered to decide on the right supervisor for your dissertation.

You can choose a supervisor who supports your aims, improves your research experience, and aids in completing your dissertation by carefully considering all the factors mentioned, including research interests, communication style, support, resources, and track record.

Frequently Asked Questions

Why is it important to find the right supervisor for the dissertation.

Finding the right supervisor for your dissertation is important for guidance, support, motivation, resource access, and career advancement.

How do I identify potential supervisors?

Research faculty profiles.
Explore their expertise.
Consider recommendations from advisors and peers.

What should I consider when assessing potential supervisors?

Evaluate their experience, track record, communication style, availability, compatibility, and alignment with your research interests.

How can I gather information about a potential supervisor?

Read their publications
Contact current or former students
Attend departmental events
Request meetings to discuss expectations

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Writing your dissertation - working with your supervisor

Posted in: dissertations

Your supervisor

Before you begin your dissertation, it is highly likely you will be assigned a supervisor to oversee your progress from first steps to completion. Your supervisor will help you formulate ideas and give you guidance on how best to develop your research topic and course of action. But you need to always remember that this is your project, and your supervisor will not provide you with content or additional lessons on a particular topic. Their role is to help you work out your own pathways to success.

Get organised

Lecturers are very busy people, and your dissertation is only a small part of the duties and responsibilities they have to carry out during the summer months. So in order to get the most out of your supervisor and maintain a positive and productive professional relationship with them, you need to get organised.

Here are some important guidelines to follow:

Agree a timetable of meetings at the start of your project and stick to it.
Ensure that each meeting has a focus e.g. “setting a research problem”, “analysing the data”, with a clear set of questions to ask.
your research plan
early results of your data collection
draft chapters.
Arrive on time to each meeting you have arranged. At the end of each supervision meeting agree some action points for you to focus on before the next time you meet.
Keep a record of what you decide in supervision sessions.
Don't bug your supervisor with emails in between your meetings. Save up your questions for your next scheduled appointment.

If you are not happy with an aspect of your supervision, discuss this with your supervisor. If this is too difficult or awkward, your personal tutor may also be able to offer advice.

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Resources for Dissertation Writers & Advisors

Dissertation Project: What to Expect
Guide to Dissertation Writing
Academic Writing
For Dissertators & Mentees: Seeking Support & Self-Care

About This Page

A checklist for phd supervisors, selected books on doctoral supervision & mentoring, web resources: for faculty.

Defense & Manuscript Clearance
After Dissertation
Dissertation & Thesis Retreat: Boot Camp & Writing Sessions This link opens in a new window
QEP Graduate Skills Workshops This link opens in a new window

FSU Resources

FSU Faculty Handbook
Office of Faculty Development and Advancement
Center for the Advancement of Teaching
Office of Research

The provision of effective dissertation supervision significantly enhances the quality of your student's dissertation and contributes to its successful completion. This page presents resources for faculty members, including both first-time dissertation supervisors and seasoned supervisors.

Are you careful to limit the number of students you accept for supervision to a manageable number? Thesis supervision is demanding of time and effort, and it is far worse for students to be cheated out of their legitimate expectations of their supervisor than to be turned down at the start.
Have you developed an understanding with your doctoral students concerning the mechanics of supervision, the kind and amount of advice you are able and willing to offer, the frequency and regularity with which you expect to see them, a “plan of campaign” (e.g., the timing of submission of a dissertation outline, of draft chapters), and your mutual expectation concerning the quality and originality of the completed dissertation?
Has the topic of research been refined in the initial stages of work? Is the scope of the dissertation project excessively ambitious? Too narrow? Are satisfied with the student’s progress and background knowledge of the subject?
Do you inform your students when you plan to be on research leave or absent for an extended period of time from the university? Have you made satisfactory arrangements for supervision of the student during this time?
Is your student aware of university, faculty, and program requirements and standards to which the dissertation is expected to conform?
Do you support your students in their effort to acquire external funding, to publish scholarly articles or to present conference papers?
Do you give top priority to returning work swiftly and commenting on it thoroughly? (A turn-around time of a couple of weeks for a chapter is usually reasonable unless a different understanding exists; a turn-around time of two months is professional negligence.)
When your students’ dissertations are complete or nearly complete, do you actively support their efforts to get a job, advise them on how best to sell themselves, and use your professional contacts to provide what help you can? Source: Graduate Supervision Guideline from Univ. of Toronto

Guidelines for Effective Graduate Student-Faculty Mentorship from the University of Missouri - Kansas City Best Practices and Mentoring in Doctoral Education from Rutgers University School of Graduate Studies Who wants Einstein? Supervision of PhD students from Science-Network.tv The first two parts of the three-part videos are about the supervision of PhD students. # Part 1 - The Good Example (41:45) 1. Ensure student work is fun 2. Clarify expectations and structure 3. Often no truth, just choices 4. Realize that student grows 5. Talk openly about disagreement 6. Have the right amount of supervisors 7. Students should decide pretty much 8. Supervisor must encourage and support # Part 2 -- Disagreements are OK (33:05) 1. Students lack of influence 2. Supervisor is not up to date 3. Sometimes bad advice is given 4. Student needs to mediate between supervisors 5. Personal chemistry and emotions Supplemented by a research article: Gunnarsson, R., Jonasson, G., & Billhult, A. (2013). The experience of disagreement between students and supervisors in PhD education: a qualitative study. BMC medical education , 13 (1), 134. Retrieved from http://www.biomedcentral.com/1472-6920/13/134

Halbert, K. (2015). Students’ perceptions of a ‘quality’ advisory relationship. Quality in Higher Education , 21 (1), 26-37. Retrieved from http://www.tandfonline.com/doi/full/10.1080/13538322.2015.1049439

Halse, C. & Bansel, P. (2012). The learning alliance: ethics in doctoral supervision, Oxford Review of Education 38(4), 377-392, DOI: 10.1080/03054985.2012.706219 Retrieved from http://dx.doi.org/10.1080/03054985.2012.706219 Polkinghorne, M., Taylor, J., Knight, F., & Stewart, N.(2023). "Doctoral Supervision: A Best Practice Review." Encyclopedia 3 (1), pp. 46-59. Retrieved from https://doi.org/10.3390/encyclopedia3010004

Seeber, M. & Horta, H. (2021), "No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?", Higher Education Evaluation and Development, 15 (1), pp. 2-18. Retrieved from https://doi.org/10.1108/HEED-10-2020-0044

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GETTING STARTED
Introduction
FUNDAMENTALS

Getting to the main article

Choosing your route

Setting research questions/ hypotheses

Assessment point

Building the theoretical case

Setting your research strategy

Data collection

Data analysis

CONSIDERATION ONE

Things to discuss with your supervisor.

From your supervisor's point of view, this may only be the second time you have met to discuss your dissertation, and it could have been a few weeks or a couple of months since you first discussed your dissertation with them (i.e., STAGE FOUR: Assessment point may have been your first meeting). Therefore, start by briefly recapping what your dissertation is about, including the research questions/hypotheses that you are going to answer.

Next, if you developed a theoretical model for your dissertation (i.e., during STEP FOUR: Set the theoretical model for your dissertation in STAGE FIVE: Building the theoretical case ), it is worth showing this to your supervisor. After all, theoretical models are useful frameworks to describe what you are studying in a clear, succinct, and visual way. More specifically, your theoretical model should: (a) set the boundaries/scope of the research project in terms of the theories and constructs that will be studied and measured; and (b) illustrate the research hypotheses to be tested, and the predictions that are being made (if any) about the relationship between the constructs under study.

If you didn't develop a theoretical model, you should focus on explaining the main constructs you will be studying, and the potential relationships between those constructs. This will help your supervisor to understand the theoretical case for your dissertation upon which your research strategy is based. It will also allow you to spend the majority of the meeting discussing your research strategy, which is the main thing you need to discuss with your supervisor. When you discuss your research strategy, remember to focus on the major aspects of your research strategy rather than the detail and justifications behind all of your decisions. You just won't have time to do this unless your supervisor has given you a long meeting.

During this meeting, we would suggest that you: (a) determine whether your research design, research method and sampling strategy are sufficient; (b) get advice on whether your research strategy is likely to be achievable in the time you have available; (c) check that your research strategy meets your dissertation and university's ethical guidelines; (d) present your measurement procedure, if you have time; and (e) defend the choice that you have made. Each of these considerations is discussed in turn:

Determine whether your research design, research method and sampling strategy are sufficient

The research strategy that you set determines how you are going to carry out (i.e., operationalize) your dissertation. In this respect, your research design, research methods and sampling strategy need to fit with the research hypotheses you have set and the theoretical case you have built for your dissertation. This is important for achieve a good mark. However, these components of your research strategy also have a significant impact on the effort that is required to complete a dissertation. By effort , we mean the practical aspects of going out and collecting your data, which includes everything from setting up your research design, to building a representative sample of your population, gaining access to such data, collecting the data using the research methods you have set, before analysing that data. Whilst effort is not going to get you a good mark by itself, there is a minimum amount of effort that will be expected of you when it comes to carrying out your dissertation. For example, the use of secondary research is often criticised because there is a general expectation that you will go out and collect data in the field (i.e., primary research ), unless the secondary research, and the statistical analysis of that research is substantial. Similarly, the effort of putting together a probability sample can clearly be recognized over a non-probability sample due to the time and care that this takes. A third example would be your sample size , with the effort of collecting larger samples, for the most part, providing you with the ability to carry out more rigorous and extensive data analysis that is not possible with smaller samples.

By examining you research design, research methods and sampling strategy, your supervisor should be able to tell you, often from experience, whether the research you plan to carry out is sufficient for a good grade. There is nothing worse than meeting your supervisor too late when you are getting close to the end of the dissertation process, and finding out that you have not done enough. It is often too late to recover at this stage because you simply run out of time to analyse your data and write up your dissertation.

Get advice on whether your research strategy is likely to be achievable in the time you have available

Just as you don't want your research strategy to be insufficient, you also have to be careful that you don't take on too much, especially when it comes to the data collection phase. There are a number of factors that can affect the achievability of your dissertation, including issues of access (i.e., to people, organisations, data, facilities, and information), the size of the sample that you want, the length of the data collection process, whether you can receive help collecting your data, and what skills you may have to learn. If you are an undergraduate student, some of these factors can be difficult to judge because this will be your first dissertation, but even amongst master's students, this can be difficult. When you explain the research strategy you are using, it's a good idea to ask your supervisor whether they think it will be achievable in the time you have available.

Check that your research strategy meets your dissertation and university's ethical guidelines

Having worked through STEP SIX: Research ethics of STAGE SEVEN: Setting the research strategy , you should understand the ethical requirements arising from your choice of research strategy. However, if you do not know whether your choice of research strategy means that you need to write an Ethics Proposal , complete an Ethics Consent Form , or get permission from an Ethics Committee , we would suggest that you pass your ethical design by your supervisor. By ethical design , we simply mean those components of your research strategy that could undermine the five basic ethical principles you should abide by (i.e., minimising the risk of harm, obtaining informed consent, protecting anonymity and confidentiality, avoiding deceptive practices, and providing the right to withdraw). For example, if the research design involves exposing some participants to situations that may be psychological challenging or invasive, if the research methods involve some form of covert or deceptive aspect, or if the population that you are studying involves collecting data from minors or vulnerable groups, these are the kinds of things you should discuss with your supervisor. Since there is a danger that such ethical designs could undermine one or more of the five basic ethical principles, your dissertation may have to receive either informal or formal ethical approval . If your supervisor feels that you will not be able to get ethical approval, or that such ethical approval could severely delay your dissertation (i.e., since you cannot start collecting data until you have it), your supervisor may be able to advise you how to make small changes to your research strategy and ethical design to reduce the potential problems you could face.

Present your measurement procedure, if you have time

You'll not always have enough time to discuss your measurement procedure, but if there's one thing of detail that's worth asking your supervisor to look over, it's the measurement procedure you've used. This is important because the quality of your data is highly contingent on the quality of your measurement procedure (i.e., the reliability and construct validity of your measurement procedure).

If you've followed Route A: Duplication or Route B: Generalisation , this is not so much of an issue because (a) the measurement procedure you are drawing on in the main journal article should have been shown to be reliable and (b) you will not have made many (if any) changes. However, if you have followed Route C: Extension , especially a method or measurement-based extension , there may have been many changes to the measurement procedure used in the main journal article. Therefore, it is worth asking your supervisor to look over these changes. Unless your supervisor is a subject matter expert, they may only be able to help you with the face validity of the measurement procedure, but this can still be useful to avoid glaring mistakes. Your supervisor may be able to give you advice on things like the statement you read out to research participants to tell them what the research it about, what their ethical rights are, and so forth. They may also be able to offer advice on things like survey length or the number of data points you are trying to record in a structured observation, but for the most part, you should look to the main journal article and literature to determine such things.

Defend the choices that you have made

You don't want to defend your choices for the sake of it. If your supervisor strongly suggests that you change a major component of your research strategy, it would be advisable to seriously consider this. At the same time, unless your supervisor is an expert in your area of interest, you will know the contents of your dissertation far better than your supervisor: the research hypotheses you want to answer, the background literature to your dissertation, the research strategy that you plan to follow, and the justifications for all these choices. Making major changes to the theoretical case or research strategy you have set could require a lot of work, and you don't want to make these changes without being sure they are correct. it's worth remembering that you may have only spent 20 minutes with your supervisor, so some of the judgements your supervisor is making may be based solely of the main points you've put across in a short space of time, rather than a detailed assessment of the theoretical case or research strategy you have built. Therefore, if your supervisor does strongly suggest that you make any major changes, it is worth taking the time to defend the choices you have made in case these changes are unnecessary.

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Working with Your Dissertation Supervisor

Writing a dissertation for dummies.

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The role of the dissertation supervisor is to guide you through the process of your research project. Your supervisor may or may not have taught you before, but what’s certain is that she’s done a dissertation (or two) before and will be able to help you with yours.

Most courses do their best to allocate a dissertation supervisor at an early stage. (If you don’t hear anything after the first few weeks back at university, contact the person leading the course to see if you’ve missed something or a problem has arisen.)

Communicating with your dissertation supervisor

Putting in a bit of effort in building rapport with your supervisor is going to make working on your dissertation a much more pleasant and enjoyable experience. Getting along well with your supervisor is good for your spirits and helps in keeping you motivated in seeing your dissertation through right to the end.

You’re likely to impress your supervisor if you first make contact with her by email or phone, giving an outline of your dissertation or at least offering some kind of work plan. Emphasise that your plan isn’t set in stone but that you’ve thought long and hard about your research question and done some preliminary reading. Providing your supervisor with this information shows initiative, but also shows you still need your supervisor’s valuable support.

Aim at always being polite and considerate when you’re with your supervisor. Don’t try to be too familiar – better to err on the side of formality until you've had a few meetings and got to know the way she works. Politeness goes a long way, as does enthusiasm! Put yourself in your supervisor’s place and imagine the effect your positive attitude has over a negative one.

Universities have different rules, guidelines and expectations for how supervisors and students work together. From your experience at school or college you’re likely to have some idea of how things run at your institution. A few things to sort out include:

Checking whether your tutors have drop-in times or whether you need to make an appointment to see your supervisor.

Making yourself known to your course administrators, who can help you to get in touch with your supervisor if she doesn’t get back to you after a long wait.

Finding out about what support systems are available for students with dyslexia and other disabilities.

Getting in touch with your supervisor – find out from your course administrator whether your supervisor prefers phone or email contact.

If you aren’t familiar with the way your university or institution operates for meeting with your supervisor and other tutors, find out right now, preferably from fellow students or from support staff. It’s your responsibility be clear about how your university works on a day-to-day basis.

Write your emails in proper English, using full sentences and capital letters, and avoiding text-`speak at all costs. Say what you have to say concisely and as briefly as possible. Don’t bombard your supervisor with lots of attachments or really long messages, but do remember to say that you’ve been getting on with some research, or preparation, and that you’re familiar with the course requirements.

Even if things aren't going too well for you and your dissertation, try to avoid just moaning and whining. Supervisors are generally keen to help and your supervisor isn’t going to be able to do anything for you unless you explain clearly that you have some problems.

General dissatisfaction, feeling that things just aren't working out, non-specific misery and being irritated are understandable, but you need to put your supervisor in a position to be able to help you. Analyse what's not working before your next session with your supervisor.

No one expects you to solve your problems on your own. Again, try some empathy – your supervisor is going to be more eager to help if you present her with all the facts in a calm and reasoned manner.

Ask sensible questions about your dissertation

If you need to get answers to questions about your dissertation most of the answers are likely to be found in the guidelines you’ve already picked up. If you can’t find the answer in the guidelines you can then ask your supervisor for help.

Although there’s no such thing as a stupid question when setting out into the unknown that is your dissertation you certainly shouldn’t ask your supervisor unnecessary, irritating and exasperating questions that only serve to wind up your supervisor and giving yourself a poor image.

For example, asking about the length of your bibliography is a reasonable question to ask your supervisor, because your bibliography is key to your project. But asking what the hand-in date is, or whether you need to put the course on the title page of your dissertation is, unsurprisingly, likely to annoy your supervisor.

When asking questions the general rule is to to try to find the answer to your question in the rules and regulations first. Ask your supervisor about the practical issues relating to your dissertation only if you’ve exhausted all other avenues. Make your questions specific, to show that you’ve been thinking about what to do.

Your supervisor is there to give you specific and useful commentary on your writing and ideas, and you need to note your supervisor’s suggestions and act upon them. A supervisor isn’t there to do your work for you.

Following your supervisor’s comments and advice is likely to improve your dissertation. You can expect your grades to rise by 5 to 10 per cent if you do what your supervisor suggests – a more dramatic improvement is unrealistic (although possible of course).

About This Article

This article is from the book:.

Writing a Dissertation For Dummies ,

About the book author:

Dr Carrie Winstanley is a Principal Lecturer in Education at Roehampton University, London, where she works with both undergraduate and postgraduate students. Carrie was recently named one of the Top 50 university teachers in the UK by the Higher Education Academy, for which she was awarded a national teaching fellowship.

This article can be found in the category:

Essential Networking when Writing a Dissertation
Obeying the Dissertation Rules and Regulations<b> </b>
Optimising Your Dissertation Writing
Organising Your Working Methods while Writing a Dissertation
Settling on Your Dissertation Research Question
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Supervising Dissertations

First Online: 13 January 2024

Cite this chapter

Katharina Rietig 2

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This chapter discusses central elements and steps in the research supervision process. The chapter proceeds to explore the key steps in the supervision process such as finding and specifying/narrowing down the topic, identifying the research question and contribution, discussing the research strategy and methods, the literature review and finding the path through the literature forest, identifying and selecting theoretical frameworks and theories, and subsequently proceeding to the case study/empirical part of the dissertation. It discusses the difference between primary/secondary literature-based dissertations (e.g., in philosophy or history) and case study-based dissertations that include the collection and/or analysis of primary/secondary empirical data. It reflects on different approaches and strategies around primary data collection through interviews, field work, and participant observation, as well as complying with risk assessment and research ethics in the process, and then proceeds to the analysis of quantitative/qualitative data. It closes with key considerations around writing the central discussion chapter that links the theoretical framework/theory to the empirical findings and discusses how they fit within the broader academic literature on the topic, before moving to the conclusion chapter that summarizes the contribution and offers broader implications for theory and policy/practice.

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The reflections offered in this chapter are based on supervising over 50 undergraduate and Master dissertations across environmental studies, political science, and international relations with a focus on empirical or case-study based dissertations.

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Rietig, K. (2023). Supervising Dissertations. In: Innovative Social Sciences Teaching and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-41452-7_8

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How to Strengthen the Relationship with Your Dissertation Supervisor

by Dr. Cara | Jun 26, 2023 | Dissertation Supervisor

Writing a dissertation isn’t supposed to be a solitary journey. Ideally, a strong support network guides you to success, just like a ship relies on a navigation system to get through rough waters. A well-structured support system is the backbone of your academic passage toward doctoral completion.

One of the most critical aspects of dissertation completion is establishing a solid and constructive relationship with your dissertation supervisor. This important connection plays a pivotal role in ensuring a smooth research and writing process, and (ultimately) your graduation.

Understanding the Role of the Dissertation Supervisor

Before delving into effective communication strategies, it’s crucial to understand the role of your dissertation supervisor. Supervisors provide guidance, support and expertise throughout the research process, playing a key part in helping students develop and refine key components of the research project and written dissertation. They also support students as they navigate the inevitable challenges that arise.

Equally important, supervisors can foster a conducive environment for your academic growth and success. This kind of ongoing, knowledgeable support can bolster confidence, keep procrastination at bay and increase accountability. ( For ideas on combatting procrastination, see this post.)

What happens, however, when the supervisory relationship is less than ideal? As a graduate student, what can you do when you feel as though you have been set adrift on the dissertation journey without a life raft or clear destination?

Try these ideas for building a better relationship with your dissertation supervisor:

1. Establish Clear Expectations

Setting crystal-clear expectations at the outset of the dissertation journey is vital for effective communication. Have an initial meeting with your supervisor to discuss project objectives, planned phases of the project and the frequency and mode of communication. Establishing a shared understanding of each other’s expectations ensures that both of you are on the same page and reduces the chances of miscommunication. Get some clear dates on the calendar with initial timelines for regular meetings and each phase of the dissertation journey.

2. Maintain Consistent Communication

As mentioned previously in this blog, maintaining regular communication with your supervisor is critical for progress and success. Take the initiative – don’t wait for your supervisor to contact you. Schedule regular meetings or check-ins to provide updates on your progress, discuss any challenges and seek input. Strive to strike a balance between being independent and seeking guidance when needed. Remember: Supervisors, although likely busy with their own teaching and research, are there to support you through the dissertation process. Do not avoid your supervisor due to procrastination or a lack of progress. That’s likely when you need to reach out more deliberately to set up a meeting.

3. Be Prepared for Meetings

Make the most of your meetings with your supervisor by coming prepared. Prior to your time together, organize your thoughts, questions and any specific issues you need to address. Consider what you want to get out of the meeting. Review your progress with your supervisor and provide updates on your work. Send any updates to your dissertation draft to your supervisor in a timely manner. Being well-prepared demonstrates your commitment to the project and your respect for your supervisor’s time, fostering a positive relationship.

4. Actively Seek Feedback

Feedback is an invaluable tool for improvement. Lean into feedback from your supervisor on your research, writing and overall progress. Be open to constructive criticism and use it as an opportunity for growth. Discuss your choices and be ready to negotiate with your supervisor regarding feedback you don’t agree with. Responding positively and actively to feedback shows your willingness to learn and adapt, which in turn strengthens the supervisor-student relationship.

5. Use Effective Email Communication

This is often overlooked but email communication matters. ( Check out this article to find out more !) In addition to face-to-face meetings, email communication is an integral part of the supervisor-student relationship.

When sending emails, ensure that your messages are concise, clear and professional. Use a professional tone and structure your emails with a greeting, body and closing. Keep in mind that your supervisor may have numerous responsibilities, so be mindful of their time and keep emails focused on the relevant topics. And definitely avoid sprawling emails with last-minute attachments!

6. Respect Deadlines and Timelines

This goes without saying but adhering to agreed upon deadlines and timelines (as much as possible) is essential in maintaining a positive relationship with your supervisor. Be realistic about your research goals and communicate any potential delays or challenges in advance. Above all, try not to avoid your supervisor when the going gets tough! When life goes awry, do your best to check in and provide an update. The key is to stay engaged in a regular way with your supervisor rather than going AWOL during the tough times. Otherwise, you may find yourself in the academic abyss longer than planned.

7. Address Challenges as they Arise

In any collaborative relationship, conflicts and challenges typically happen at some point. It’s normal and somewhat expected given all of the variables involved in a complex research project. It’s important to address these issues promptly and professionally. If you encounter difficulties with your supervisor, approach the situation with an open mind and a willingness to find a solution together. Seek common ground, listen attentively and express your concerns respectfully. Resolving conflicts effectively can strengthen the supervisor-student bond.

If working with your supervisor becomes an ongoing struggle, it’s important to address the issue proactively. First step: Assess the root cause of the problem.

Ask yourself whether the issue due to a difference in communication styles, conflicting expectations or a personality clash. Once you have identified the underlying issue, consider discussing your concerns with your supervisor.

Second step: Share your perspective, listen to your supervisor´s response and explore potential solutions together. If direct communication does not resolve the issue, you might need to seek guidance from the department’s graduate coordinator to mediate the situation.

In extreme cases where the conflict persists and significantly hampers your progress, it may be necessary to request a change of supervisor…but this should be a last resort. You don’t want to end up in the same scenario with someone else. Remember, you don’t have to “like” your dissertation supervisor but can you work with him or her? Can you find some benefit in working with someone who might have a completely different perspective? What are the “workarounds”?

The takeaway?

Establishing and maintaining a constructive, working relationship with your dissertation supervisor is crucial for the successful completion of your dissertation project. Effective communication, based on mutual respect and understanding, lays the foundation for a collaborative and DONE dissertation.

There’s more. Get in touch with us if you feel you could use additional support on your dissertation journey. At Dissertation Complete Coaching, we help dissertation writers get unstuck, move forward and, yes, graduate. We can help you!

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Get an insight into the minds of our academics and team of educational creatives here at Oxbridge Essays. From expert guidance and practical advice on essay and dissertation writing, to commentary on current academic affairs, our blog covers all things student-related, with the goal of helping you do better during your time at university.

10 tips on finding the right dissertation supervisor

Before you start writing your master’s dissertation it is extremely important to find the best possible supervisor to help and guide you through the dissertation writing process. When asking how to write a dissertation, many students forget that all highly graded dissertation examples have in common a strong and productive student-supervisor relationship . There are several important tips to remember when choosing a supervisor.

The right supervisor for your subject

It might sound obvious, but make sure your supervisor is the best possible person to help with your specific dissertation title. It might seem tempting to go for somebody you know already or somebody popular, but finding a dissertation supervisor who is an expert in the specific field you are writing your dissertation on is the most important criteria.

Their intimate knowledge of the topic itself and the academic field surrounding it will be indispensable as they guide you through the dissertation writing process.

A strong working relationship

If you are choosing from supervisors you have worked with before, for your master’s dissertation do choose one with whom you feel you had a strong and productive working relationship . It is best to avoid a supervisor who made you feel nervous or anxious, even if you respect them. When you are writing your dissertation you will need to be able to express your ideas openly and confidently to your supervisor, and to explore your full academic capability without being afraid of making mistakes.

In order to write the best dissertation example you possibly can, you need a supervisor who will allow you to feel supported and free to experiment with new ideas and to push the boundaries of your writing.

Equally, do not be tempted to choose a supervisor who is too laid-back and relaxed, even if you found them particularly easy going. The process of writing your master’s dissertation is intense and pressurised and you will need somebody who will gently push you and keep you motivated if you are going to get it done in time and to the best of your ability.

Good recommendations

The advice of students from previous years is usually invaluable – ask them honestly to share their own experiences with you, they may be able to provide you with excellent inside information about the style and expertise of various dissertation supervisors.

A supervisor with your best interests at heart

Many students tend to approach a dissertation supervisor whose profile is very high within the University or who is an important member of their college or faculty. Remember, although these supervisors may have a great deal of expertise, their schedules may already be tightly packed – make sure you find a supervisor who has enough time to truly provide you with all the support and attention your dissertation deserves.

A slightly less senior supervisor will often have just as much knowledge and skill in your dissertation area of study, but be more motivated to help you towards top dissertation marks to improve their own reputation and academic success as well as yours.

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Thesis & Dissertation Acknowledgements | Tips & Examples

Thesis & Dissertation Acknowledgements | Tips & Examples

Published on May 3, 2022 by Tegan George . Revised on July 18, 2023.

The acknowledgements section is your opportunity to thank those who have helped and supported you personally and professionally during your thesis or dissertation process.

Thesis or dissertation acknowledgements appear between your title page and abstract and should be no longer than one page.

In your acknowledgements, it’s okay to use a more informal style than is usually permitted in academic writing , as well as first-person pronouns . Acknowledgements are not considered part of the academic work itself, but rather your chance to write something more personal.

To get started, download our step-by-step template in the format of your choice below. We’ve also included sample sentence starters to help you construct your acknowledgments section from scratch.

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Who to thank in your acknowledgements, how to write acknowledgements, acknowledgements section example, acknowledgements dos and don’ts, other interesting articles, frequently asked questions about the acknowledgements section.

Generally, there are two main categories of acknowledgements: professional and personal .

A good first step is to check your university’s guidelines, as they may have rules or preferences about the order, phrasing, or layout of acknowledgements. Some institutions prefer that you keep your acknowledgements strictly professional.

Regardless, it’s usually a good idea to place professional acknowledgements first, followed by any personal ones. You can then proceed by ranking who you’d like to thank from most formal to least.

Chairs, supervisors, or defense committees
Funding bodies
Other academics (e.g., colleagues or cohort members)
Editors or proofreaders
Librarians, research/laboratory assistants, or study participants
Family, friends, or pets

Typically, it’s only necessary to mention people who directly supported you during your thesis or dissertation. However, if you feel that someone like a high school physics teacher was a great inspiration on the path to your current research, feel free to include them as well.

Professional acknowledgements

It is crucial to avoid overlooking anyone who helped you professionally as you completed your thesis or dissertation. As a rule of thumb, anyone who directly contributed to your research process, from figuring out your dissertation topic to your final proofread, should be mentioned.

A few things to keep in mind include:

Even if you feel your chair didn’t help you very much, you should still thank them first to avoid looking like you’re snubbing them.
Be sure to follow academic conventions, using full names with titles where appropriate.
If several members of a group or organization assisted you, mention the collective name only.
Remember the ethical considerations around anonymized data. If you wish to protect someone’s privacy, use only their first name or a generic identifier (such as “the interviewees”)/

Personal acknowledgements

There is no need to mention every member of your family or friend group. However, if someone was particularly inspiring or supportive, you may wish to mention them specifically. Many people choose to thank parents, partners, children, friends, and even pets, but you can mention anyone who offered moral support or encouragement, or helped you in a tangible or intangible way.

Some students may wish to dedicate their dissertation to a deceased influential person in their personal life. In this case, it’s okay to mention them first, before any professional acknowledgements.

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After you’ve compiled a list of who you’d like to thank, you can then sort your list into rank order. Separate everyone you listed into “major thanks,” “big thanks,” and “minor thanks” categories.

“Major thanks” are given to people who your project would be impossible without. These are often predominantly professional acknowledgements, such as your advisor, chair, and committee, as well as any funders.
“Big thanks” are an in-between, for those who helped you along the way or helped you grow intellectually, such as classmates, peers, or librarians.
“Minor thanks” can be a catch-all for everyone else, especially those who offered moral support or encouragement. This can include personal acknowledgements, such as parents, partners, children, friends, or even pets.

How to phrase your acknowledgements

To avoid acknowledgements that sound repetitive or dull, consider changing up your phrasing. Here are some examples of common sentence starters you can use for each category.

Common sentence starters
Major thanks	Big thanks	Minor thanks

Note that you do not need to write any sort of conclusion or summary at the end. You can simply end the acknowledgements with your last thank you.

Here’s an example of how you can combine the different sentences to write your acknowledgements.

A simple construction consists of a sentence starter (in purple highlight ), followed by the person or entity mentioned (in green highlight ), followed by what you’re thanking them for (in yellow highlight .)

Acknowledgements

Words cannot express my gratitude to my professor and chair of my committee for her invaluable patience and feedback. I also could not have undertaken this journey without my defense committee, who generously provided knowledge and expertise. Additionally, this endeavor would not have been possible without the generous support from the MacArthur Foundation, who financed my research .

I am also grateful to my classmates and cohort members, especially my office mates, for their editing help, late-night feedback sessions, and moral support. Thanks should also go to the librarians, research assistants, and study participants from the university, who impacted and inspired me.

Lastly, I would be remiss in not mentioning my family, especially my parents, spouse, and children. Their belief in me has kept my spirits and motivation high during this process. I would also like to thank my cat for all the entertainment and emotional support.

Write in first-person, professional language
Thank your professional contacts first
Include full names, titles, and roles of professional acknowledgements
Include personal or intangible supporters, like friends, family, or even pets
Mention funding bodies and what they funded
Appropriately anonymize or group research participants or non-individual acknowledgments

Don’t:

Use informal language or slang
Go over one page in length
Mention people who had only a peripheral or minor impact on your work

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In the acknowledgements of your thesis or dissertation, you should first thank those who helped you academically or professionally, such as your supervisor, funders, and other academics.

Then you can include personal thanks to friends, family members, or anyone else who supported you during the process.

Yes, it’s important to thank your supervisor(s) in the acknowledgements section of your thesis or dissertation .

Even if you feel your supervisor did not contribute greatly to the final product, you must acknowledge them, if only for a very brief thank you. If you do not include your supervisor, it may be seen as a snub.

The acknowledgements are generally included at the very beginning of your thesis , directly after the title page and before the abstract .

In a thesis or dissertation, the acknowledgements should usually be no longer than one page. There is no minimum length.

You may acknowledge God in your dissertation acknowledgements , but be sure to follow academic convention by also thanking the members of academia, as well as family, colleagues, and friends who helped you.

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A dissertation or research project is normally par for the course on degree programmes. In my experience, it is a source of anxiety for many students and I’m in no doubt that this one module can act as a barrier to undertaking a University degree course.

However, what students don’t often realise is that you will be allocated a supervisor to support you with this work. To help you understand the crucial supervisor-supervisee relationship, this article summarises what supervision is in this context, and highlights some of the characteristics of a good supervisor, as well as what makes a good supervisee. There are also tips for getting a dissertation going and managing your relationship with your supervisor. Hopefully this will make the prospect of completing a research dissertation less daunting and/or help you improve your existing supervisor-supervisee relationship.

What is supervision? There are so many answers to this question, it is hard to know where to start. Supervision transcends lots of roles and situations but, in the context of a University dissertation, your supervisor is the member of staff allocated to you to support you to complete your project. Typically, their role is to advise you on the project (e.g. research design, ethics, and comment on drafts). Note, they are not there to tell you what to do (although you might want to listen to their comments as these will be made with the aim to help you improve the project). Perhaps more importantly, they are not there to do the project for you (you’d be surprised how many students think this!). Often your supervisor will only have a limited number of hours allocated to support your work (e.g. 10 hours) so you need to use the time wisely.

What makes a good supervisor? When I asked my students this in a recent teaching session I was inundated with answers! They were getting close to handing in their dissertations so were quite far down the supervisory journey and had a lot to say about it. Here’s a summary of their thoughts on this:

Trustworthy
Encouraging
Approachable
Sensitivity – e.g. understand the contest in which the supervisee is working and whether there might be other factors that the supervisee may not be aware of
Communication is key – personally I would argue that being an “active” listener is one of the most important things I can do as a supervisor. For example, what is the student interested in? Have they got a workable idea for their project? For students, this extended to the more mundane (but equally important things) like answering emails quickly.
Does not misuse power – i.e. operates a non-oppressive supervisory process
Able to give constructive criticism
Experienced but open to learning – e.g. from supervisees, from new situations

What makes a good supervisee? When in class, this question often surprises students. There is often an emphasis on the supervisor “doing their job properly” and “providing support” but supervision is a two way relationship and we have expectations of you too. This includes (in no particular order):

Able to set goals and stick to them – the ability to set your own goals and work diligently to meet these agreed objectives is a key expectation. For example, if you say you are going to complete your ethics form by X date, then do it.
Good time keeping – if you organise a meeting with me, have the curtesy to turn up on time (or let me know if you are running late). Sometimes students work on the basis that because they pay fees I work for them. Whilst I appreciate this perspective, I cannot emphasise enough that this is not true. I work to support all students, not just one. My time is not indefinite and students should not take it for granted that I am available to meet them on a whim.
Good time keeping II – maybe this one should say patience. Basically if you want me to read a draft of something and comment on it, don’t send it to me the night before the deadline. Give me time and space to read it properly. Not only does this mean I’m more likely to do it and perhaps provide more detailed feedback as I have more time, it also allows you time to act on that feedback.
Respond to feedback – whilst we are on the topic of feedback, let’s talk about how important it is to make changes in response to feedback. I have lost count of the number of times I have spent hours reading a draft and providing detailed feedback on content, structure, writing style etc. only to find no changes are made in the final version. Ok, a student can choose whether to make changes or not (after all, it is their project) but it is hugely frustrating to feel you have wasted valuable time commenting on a draft (often when you were busy and could have been doing something else) only to find that changes are not made or (even worse) are limited to correcting typos and referencing errors.
Take criticism – no-one likes to receive criticism but a supervisor would be neglecting their role if they didn’t highlight weaknesses in your work. This can be hard to stomach but remember that by thinking objectively about the feedback and making changes will only act to strengthen your work.
Have the ability to identify their own strengths and developments – speaks for itself!
Open and honest – e.g. communicating any issues they are experiencing. You don’t have to tell me the details of your personal problems but knowing they exist helps.
Takes initiative – I love it when a student comes in with a brand new idea rather than rehashes a study already done many times before. It is much easier to get enthusiastic about your project if it is something new.
Considers ways to overcome problems – if something is challenging and you turn up to your meeting with your supervisor with some ideas on how to fix the problem, this is ideal.

Top tips After a (very informal!) canvas of colleagues’ views, here are some of the tips they had for making the most of your dissertation project and managing your supervisor-supervisee relationship.

Pick the right topic – choosing a dissertation topic can be daunting. However, in my experience, getting this right is half the battle with a dissertation project as it is 10 times easier to motivate yourself to work on something you are interested in! Don’t be afraid to think outside the box – you’ll get extra credit for being innovative and creative. “Hot Topics” can also be a good bet.
Be realistic – the most obvious example I can give here is topic selection. Is what you are suggesting likely to get ethical approval? Is it achievable in the timescales you have to complete the project? I think my favourite example of an undergraduate project which I did not allow a student to undertake was from a meeting which started with the immortal words “I want to interview serial killers…”
Don’t let it slide – dissertation deadlines fall at the end of the academic year and, despite early warnings that these deadlines will come around quickly, many students still have a mad panic close to the deadline trying to get everything finished.
Time management – related to the above but perhaps with some more practical pointers. Picture the scene, close to a deadline, a student has a crisis. They email their supervisor at 11pm on a Sunday evening when your deadline is Monday 4pm. Do you really expect an answer?!! Perhaps surprising, this happens all the time – just a few weeks ago I got a phone call at 9:30am asking why I had not responded to an email which had been sent in the early hours of that morning…
Be realistic II – Supervisors will typically aim to respond as quickly as they can. However, you need to be realistic about timescales for this. Especially over the summer. Especially when you are waiting for feedback. Remember it is unlikely your supervisor is only supervising you. Therefore, when you are thinking they only need to read you 5000 word draft, they might actually need to read 10 or 15 5000 word drafts (plus anything else they are working on).
Don’t wait until you are having a crisis before asking for support.
Be prepared – if you arrange a meeting with your supervisor, make sure you go prepared. You would be surprised how many supervisees I have who ask for a meeting but come with no agenda (and sometimes even no pen!)
Make notes – remember to keep a record of meetings, e.g. what was discussed, what your actions are, what your supervisors actions are. A dissertation is a long term project and it is likely you will forget the specifics agreed in early meetings if you don’t have a record of what was discussed.
Act on feedback provided – don’t just read it, act on it.
Keep in touch – provide your supervisor with regular updates (even if there is little to report). This gives them an oversight of your progress. Also, reply to your supervisor when they email you!

Conclusion A good supervisor – supervisee relationship can help ensure your dissertation journey is a positive one so it is important to work to ensure that you build and maintain a strong working relationship. Your supervisor is there to support you – just remember their role is to guide and support you, not to do your project for you.

Working with your dissertation supervisor By: Dr Amy Burrell

Amy holds a BSc in Applied Psychology, an MSc in Forensic Behavioural Science, and a PhD in Forensic Psychology. Amy is a Lecturer in Forensic Psychology at Coventry University and can be contacted on [email protected] She was previously the Training Manager for Perpetuity Training who specialise in security training (see www.perpetuitytraining.com ) and is also involved in the Crime Linkage International NetworK (C-LINK) (see www.crimelinkage.org )

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Dissertation supervision.

A dissertation supervisor provides regular guidance and support to a student undertaking a dissertation.

The supervisory relationship is built on clear communication and mutually agreed expectation in terms of progress. Working in partnership with the student a supervisor assists in the definition of a research topic the design of a programme of study and the implementation of this. They also provide expertise at the writing stage and support in the face of deadlines.

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Thesis Acknowledgements Examples

5 Examples For Your Inspiration

By: Derek Jansen (MBA) | Reviewers: Dr Eunice Rautenbach | May 2024

The acknowledgements section of your thesis or dissertation is an opportunity to say thanks to all the people who helped you along your research journey. In this post, we’ll share five thesis acknowledgement examples to provide you with some inspiration.

Overview: Acknowledgements Examples

The acknowledgements 101
Example: Formal and professional
Example: Warm and personal
Example: Challenge-centric
Example: Institution-centric
Example: Reflective and philosophical
FREE Acknowledgements template

Acknowledgements 101: The Basics

The acknowledgements section in your thesis or dissertation is where you express gratitude to those who helped bring your project to fruition. This section is typically brief (a page or less) and less formal, but it’s crucial to thank the right individuals in the right order .

As a rule of thumb, you’ll usually begin with academic support : your supervisors, advisors, and faculty members. Next, you’ll acknowledge any funding bodies or sponsors that supported your research. You’ll then follow this with your intellectual contributors , such as colleagues and peers. Lastly, you’ll typically thank your personal support network , including family, friends, and even pets who offered emotional support during your studies.

As you can probably see, this order moves from the most formal acknowledgements to the least . Typically, your supervisor is mentioned first, due to their significant role in guiding and potentially evaluating your work. However, while this structure is recommended, it’s essential to adapt it based on any specific guidelines from your university. So, be sure to always check (and adhere to) any requirements or norms specific to your university.

With that groundwork laid, let’s look at a few dissertation and thesis acknowledgement examples . If you’d like more, check out our collection of dissertation examples here .

Need a helping hand?

Example #1: Formal and Professional

This acknowledgement formally expresses gratitude to academic mentors and peers, emphasising professional support and academic guidance.

I extend my deepest gratitude to my supervisor, Professor Jane Smith, for her unwavering support and insightful critiques throughout my research journey. Her deep commitment to academic excellence and meticulous attention to detail have significantly shaped this dissertation. I am equally thankful to the members of my thesis committee, Dr. John Doe and Dr. Emily White, for their constructive feedback and essential suggestions that enhanced the quality of my work.

My appreciation also goes to the faculty and staff in the Department of Biology at University College London, whose resources and assistance have been invaluable. I would also like to acknowledge my peers for their camaraderie and the stimulating discussions that inspired me throughout my academic journey. Their collective wisdom and encouragement have been a cornerstone of my research experience.

Finally, my sincere thanks to the technical staff whose expertise in managing laboratory equipment was crucial for my experiments. Their patience and readiness to assist at all times have left a profound impact on the completion of my project.

Example #2: Warm and Personal

This acknowledgement warmly credits the emotional and personal support received from family, friends and an approachable mentor during the research process.

This thesis is a reflection of the unwavering support and boundless love I received from my family and friends during this challenging academic pursuit. I owe an immense debt of gratitude to my parents, who nurtured my curiosity and supported my educational endeavours from the very beginning.

To my partner, Alex, your endless patience and understanding, especially during the most demanding phases of this research, have been my anchor. A heartfelt thank you to my supervisor, Dr. Mark Brown, whose mentorship extended beyond the academic realm into personal guidance, providing comfort and motivation during tough times.

I am also thankful for my friends, who provided both distractions when needed and encouragement when it seemed impossible to continue. The discussions and unwavering support from my peers at the university have enriched my research experience, making this journey not only possible but also enjoyable. Their presence and insights have been pivotal in navigating the complexities of my research topic.

Example #3: Inclusive of Challenges

This acknowledgement recognises the wide range of support received during unexpected personal and academic challenges, highlighting resilience and communal support.

The path to completing this dissertation has been fraught with both professional challenges and personal adversities. I am profoundly grateful for the enduring support of my supervisor, Dr. Lisa Green, whose steadfast belief in my capabilities and academic potential encouraged me to persevere even during my lowest moments. Her guidance was a beacon of light in times of doubt.

I must also express my deepest appreciation for my family, who stepped in not only with emotional reassurance, but also with critical financial support, when unexpected personal challenges arose. Their unconditional love and sacrifice have been the foundation of my resilience and success.

I am thankful, too, for the support services at the university, including the counselling centre, whose staff provided me with the tools to manage stress and maintain focus on my academic goals. Each of these individuals and institutions played a crucial role in my journey, reminding me that the pursuit of knowledge is not a solo expedition but a communal effort.

Example #4: Institution-Centric

This acknowledgement succinctly appreciates the financial, academic, and operational support provided by the university and its staff.

This dissertation would not have been possible without the generous financial support from the University of Edinburgh Scholarship Programme, which enabled me to focus fully on my research without financial burden. I am profoundly grateful to my advisor, Professor Richard Miles, for his sage advice, rigorous academic guidance, and the confidence he instilled in me. His expertise in the field of microbiology greatly enriched my work.

I would also like to thank the staff at the university library, whose assistance was indispensable. Their patience and willingness to help locate rare and essential resources facilitated a thorough and comprehensive literature review. Additionally, the administrative and technical staff, who often go unmentioned, provided necessary support that greatly enhanced my research experience. Their dedication and hard work create an environment conducive to academic success.

Lastly, my peers’ encouragement and the intellectual environment at the university have been vital in completing my research.

Example #5: Reflective and philosophical

This acknowledgement reflects on the philosophical growth and personal insights gained through the support of mentors, peers, and family, framing the dissertation as a journey of intellectual discovery.

Completing this thesis has been not only an academic challenge but also a profound journey of personal and philosophical growth.

I am immensely grateful to my mentor, Professor Sarah Johnson, for encouraging me to explore complex ideas and to challenge conventional wisdom. Her guidance helped me navigate the philosophical underpinnings of my research and deepened my analytical skills. My fellow students in the Philosophy Department provided a supportive and intellectually stimulating community. Our discussions extended beyond the classroom, offering new insights and perspectives that were crucial to my thesis.

I am also deeply thankful for my family, whose intellectual curiosity and spirited philosophical debates at home sparked my interest in philosophy from a young age. Their continuous support and belief in my academic pursuits have been instrumental in my success.

This dissertation reflects not only my work but also the collective support of everyone who has touched my life academically and personally. The journey has taught me the value of questioning and the importance of diverse perspectives in enriching our understanding of complex philosophical issues.

Dissertation/thesis template for the acknowledgements section

FREE Acknowledgements Template

To help fast-track your writing process, we’ve created a free, fully editable template . This template covers all the necessary content for a generic thesis or dissertation acknowledgements section. If you’re interested, you can download a copy here .

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Advice for surviving your PhD dissertation

Tips for each step of researching, writing and refining a PhD dissertation

From initial research and writing to revision, defence and award, the journey to completing a PhD is often described as a marathon. Here, academics offer their insight on each step towards producing an original work of scholarship. Starting with choosing a supervisor and establishing healthy habits, the advice goes on to cover how to structure a PhD dissertation, establish a writing routine, write an abstract, prepare for a viva and beat procrastination when motivation flags.

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Student News

News, information, and events for your student life.

Your dissertation or final project: 8 tips to keep you on track

At this stage, only you will know exactly what still needs to be done and how you want to approach the weeks leading up to submission. In your push to the finish line it can be easy to get bogged down in the specifics of your project and forget that there are a few simple things you can do to squeeze the last few marks and ensure that your work hits submission day in peak condition.

1. Plan your time

Make a list of all the things standing between you and your dissertation being submitted and use this to plan the time you have left. You can schedule your days so that you get more done and save some last minute stress.

2. Write your introduction after your conclusion (or at least re-visit it)

Your introduction should introduce the argument you are going to make in your dissertation, while your conclusion should summarise how you have demonstrated or proven it throughout. So writing or re-writing your introduction after you’ve made and summarised your argument will ensure consistency in your work and a better flow.

3. Make sure your referencing is bulletproof

Checking your references can often be the most time consuming part of finishing your dissertation, but is also where students most commonly lose marks.

Check and double check that your bibliography and references match up and contain all the information they need to.

Ensure that you follow the referencing conventions of your school accurately and consistently, and make sure you confirm whether references are included in your word limit. Your supervisor will be able to advise you on which style to use, and guidance on them can be found in the Library’s handy referencing guide .

Do not leave all of your referencing to the end. Referencing can be a frustrating and time-consuming process, so whatever you do don’t leave it all until the final few days, as you’ll need that time for editing and proofreading. If you find referencing disrupts the flow of your writing, try doing a batch of referencing at the end of each day to keep on top of it.

4. Proof read, proof read, proof read!

Proofreading is much more than just ensuring you’ve passed the spell check on Word or having a quick read through to check for typos. You also need to think about structure, the flow of your argument and most importantly, whether you’ve answered the question!

So read through your work at least 5 times and not all in quick succession – try reading through twice, taking a break and coming back to it the next day or a couple of hours later.

It’s worth looking through this quick guide to proofreading from My Learning Essentials for exactly what to consider when proofreading and the Library are holding two in-person proofreading workshops in July .

5. Ask someone else to also read through your work

A fresh pair of eyes will often be able to highlight things you’ve missed, whether it’s a sentence that doesn’t make sense or a paragraph that would work better in another place. Even better is to ask a friend or family member that has little knowledge of the subject of your dissertation as they will be able to give you a more objective view.

Be aware not to ask course mates who have picked a similar topic though, to ensure you steer clear of plagiarism.

6. Follow formatting guidelines to the letter

Check for any specific formatting guidelines related to font, font size, paragraphing, margins, title pages and pagination. Make sure you check these guidelines for your school or course and follow them carefully. Failure to do so will cost you easy marks. If you’re unsure where to find these requirements, check with your supervisor or support hub.

7. Seek help where you can and whilst you can

Although you may only be allowed a limited number of meetings with your supervisor, if you have any pressing questions or are having difficulties with anything do not hesitate to drop them an email. If they can help, they will.

Make sure you revisit any feedback they have given and check how you’ve used it.

If you are having significant difficulties and do not feel you will be able to hand it in on time, it is even more important that you contact your supervisor or programme director as soon as possible to discuss any possible options. The University’s Student Support offers guidance on this process on mitigating circumstances if you feel this is appropriate.

Also, don’t forget the Library has lots of support available , including online and in person workshops as well as dedicated drop-in help sessions.

8. Finally… don’t panic

You are nearly there and you still have the chance to make real, valuable changes and additions to your work, regardless of the state it is in. Keep a clear head, allocate your time effectively, make sure you eat and make sure you sleep, and you will be amazed at what you can achieve.

Supporting Dissertation Writers Through the Silent Struggle

While we want Ph.D. students to be independent, our practices can signal that we’re not available to support them when they need it, writes Ramon B. Goings.

By Ramon B. Goings

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Consider the following discussion. A student tells me, “I have so much going on right now. I’m trying to write this dissertation, take care of my mom and raise my kids. I’m giving to everyone else and have nothing left to write.”

“Thanks for sharing,” I respond. “Have you reached out to your adviser to discuss what is happening and see what resources you might be able to access?”

“My adviser said they will meet with me when I have a document ready for them to review. They are too busy,” the student says. “I’ve just been struggling in silence and don’t know what to do.”

This conversation highlights the reality for many doctoral students—they may experience hardships in silence. The doctoral journey is an interesting experience during which students are provided structure through coursework and then, once they enter the dissertation phase, that structure is removed. They usually are in a position where they have to manage everything themselves.

As faculty members, we try to provide the space of intellectual curiosity for our students and allow them to explore their dissertation topics. However, while we want students to be independent, our practices can signal that we are not available to support them when they need it. What are some strategies that we should consider implementing to support our students who too often struggle in silence? Below are three that I have implemented in my chairing process.

Create an environment where students can share. Students want to meet our expectations and standards. Yet in efforts to not burden us, some students may choose not to reach out to us when they are experiencing challenges. In some instances, they also do not come to us due to the fear—and, at times, the reality—that they will face adverse consequence for doing so. While that can occur during the coursework phase, it is even more common when students are writing their dissertations, because they believe they must be independent scholars and figure everything out on their own.

To combat those situations, we as dissertation chairs must first create an environment where students can feel comfortable to share what they are going through. One simple way to foster that type of relationship is to first ensure that you make time to meet regularly with your advisees. While that may seem to be an obvious practice, I often hear from doctoral students, like the one in the opening vignette of this article, that they find it challenging just to get on their chair’s calendar. That can unintentionally signal to them that we as faculty members are not available. As a faculty member, I know we have many demands on our time. To support my students, I have dedicated times each week when students can meet with me as needed. Making the time consistent on my calendar allows me to ensure other activities do not get in the way of meeting with students. To be more efficient, I created a special Calendly meeting link that has time slots open for students to schedule.

Programs should also have regular faculty meetings to discuss student academic progress, along with any well-being challenges such as mental health and/or life challenges. Sometimes a student is more comfortable talking with a faculty member who is not on their dissertation committee, and having such conversations can provide a space for all faculty members to learn what is going on and potentially troubleshoot before a student’s difficulties gets worse.

Choose your words with care. As dissertation chairs, our words hold significant power with our advisees. Those words become even more important when our students are experiencing personal and/or professional challenges. To illustrate this point, I offer you one word that, when used, can be a trigger for students: concern.

Students have told me that if we use the word “concern” when talking with them, it signals something is drastically wrong with what they are doing. So if I am relaying information—especially feedback—to students, I ask myself the following before I speak:

Is what I need to share truly a concern? For example, some students receive a concern comment when minor or moderate editorial changes—grammar, syntax, formatting and the like—are needed. While those must be fixed, they don’t usually rise to the level of concern that impacts the integrity of the study, a misalignment between the research questions and methodology.
Can I express my thoughts in a more detailed way rather than just expressing concern? In the example above, if I thought the student’s editorial work needed updates, I would explain that to them and provide examples on how the student can make the changes that I am requesting.

I am certainly aware that interpretation is important, but while students can take feedback from us on their work, I have learned to be reflective about what I say. It can influence their self-confidence, a key component for completing the dissertation process.

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Understand your role is not a problem solver but solution facilitator. When I talk with other faculty members, some are quick to declare they are scientists, not therapists, so supporting their students’ distinct life challenges isn’t in their job description. I also agree that it’s not our role as faculty members to solve students’ problems for them. But we can provide a listening ear and, most of all, connect students to the various resources that can support them in their decision making.

For instance, a chair I know was advising a doctoral student who was communicative when writing their proposal and moved through the process fairly quickly. Then, after the student collected their data, the chair noticed that the student slowed down their progress and that when they met the student exhibited some uncharacteristic behaviors. Fortunately, the two had established a positive rapport, so the faculty member was able to learn that the student was unexpectedly taking on caregiving responsibilities for a sibling while experiencing some housing instability. In that case, the faculty member was able to connect the student with a campus resource for caregivers and, through it, the student was able to find housing support.

I know many faculty members are already engaging in the practices that I’ve suggested, but I continue to encounter doctoral students at the dissertation phase who are suffering in silence.

I invite you to share with me in conversations on X any other successful strategies you’ve implemented to support your doctoral students. My mission is to bring to light some of these ideas so we can make our graduate programs spaces where our students can flourish.

Ramon B. Goings ( @ramongoings ) is an associate professor in the language, literacy and culture doctoral program at the University of Maryland, Baltimore County, and founder of Done Dissertation .

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Doctoral Dissertation Presentation

Please join us on Friday, June 28, from 9:30 a.m. to 11:30 a.m. , for EdD candidate Theresa Gouveia’s dissertation presentation. Her phenomenological study examined special education teachers’ lived experiences with compassion satisfaction, compassion fatigue, and the influence of these on their professional quality of life.

See link and details on the flyer below.

Faculty Experts

Doctoral student is the first at TXST to receive NAEd/Spencer Dissertation Fellowship

STUDENT EXPERIENCE

Kate Malazonia | June 25, 2024

Lino Guajardo, a fifth-year doctoral student in mathematics education at Texas State University, has received the NAEd/Spencer Dissertation Fellowship. Guajardo is the first-ever TXST student to have received this prestigious write-up award from the National Academy of Education with financial support from the Spencer Foundation.

With over 400 alumni, who include many of today's leading education researchers, the fellowship encourages a new generation of scholars from various disciplines and professional fields to undertake research relevant to improving education. Fellows receive $27,500 for one academic year. Additionally, they participate in two professional development retreats. Lastly, fellows choose an NAEd member or another esteemed scholar as a mentor, providing guidance and support throughout the academic year.

NAEd/Spencer Fellows are working on dissertations that have the potential to bring fresh perspectives to the theory or practice of education. Guajardo was one of 35 fellows selected from a pool of over 380 scholars.

“It makes me feel honored and humbled to have received such a prestigious award,” Guajardo said.

Guajardo received a bachelor of science and a master of science in mathematics, both from TXST. However, Guajardo did not always know that mathematics education was a field they could pursue. Guajardo began their journey when they chose a mathematics major as an undergraduate student.

“I thought I would become a high-school teacher or mathematician,” they said. “I soon fell in love with the world of mathematical proof.”

During the summer before beginning their master’s degree, Guajardo was shown the world of mathematics education research by one of TXST’s faculty members, Cody Patterson, Ph.D.

“I like to describe mathematics education as the intersection between psychology and mathematics," Guajardo said. "I realized that not only could I work in mathematics, but I could listen to others talk about mathematics as well.”

Guajardo’s awards and accolades also include:

2023-2024 Graduate College Doctoral Research Support Fellowship
2022 Ross and Sarah Wayment Endowed Scholarship
2021 Rapid Fire Research-Math Education Scholarship
2020-2021 Texas State Doctoral Merit Fellowship

Guajardo is currently a research assistant for Paul Dawkins, Ph.D., with whom they are working on a grant focused on developing a curriculum for introduction to proof courses. Guajardo’s current research focuses on investigating how mathematics majors attempt to understand the proofs they see in their junior and senior-level proof-based courses.

“This area of research is important for my field, as current research has focused on the perspectives of mathematicians or mathematics education researchers or in comparing students to mathematicians,” they said. “Although this information is helpful, it is also important to consider the students’ perspectives on how they learn and attempt to understand. With this information, we can develop better interventions to help students succeed in their courses.”

In the future, Guajardo hopes to work at a Carnegie classified R1 or R2 institution where they can teach and continue their research to help support future students in their courses.

“I hope with my research, I can begin widening the ‘STEM pipeline’ in various ways,” they said. “This is an ultimate goal of mine, as mathematics should not be a barrier to those who wish to learn.”

The NAEd/Spencer Dissertation Fellowship application process required Guajardo to turn their 80+ page dissertation document into a 10-page narrative. Guajardo attributes their success to the importance of their research, their research advisor’s and dissertation committee's feedback, and that they could communicate their work to a general education audience.

Kristen Lew, Ph.D., Guajardo’s research advisor, had many positive remarks about them.

“Lino is a self-motivated and communicative individual with a remarkable work ethic and a genuine interest in and talent for mathematics education research,” Lew said. “I have had the pleasure to witness tremendous growth in Lino’s scholarly skills over the years. Lino is a superlative scholar with a passion for community building within the mathematics department.”

Guajardo advises future applicants to gain as much feedback on their applications as possible.

“If you are in a very niche field of education, have someone whose research is in more general education look over the narrative, focusing on clarity and terminology to someone who is not in the field,” they said.

Visit The Graduate College awards news page to read more about past awardees.

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COMMENTS

Sample emails to your dissertation supervisor
Making an appointment. Dear Dr. Janssen, The college has informed me that you will be my supervisor. I would therefore like to make an initial appointment to discuss my dissertation idea with you. I look forward to hearing from you as to when you would be available to meet with me. Sincerely,
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How to get the most from your dissertation supervisor
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PDF Supervising Master's Dissertations
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Writing your dissertation
Agree a timetable of meetings at the start of your project and stick to it. Ensure that each meeting has a focus e.g. "setting a research problem", "analysing the data", with a clear set of questions to ask. Keep your supervisor informed of progress. Before each meeting send relevant work to your supervisor. This could include:
What Is the Best Way to Work with my Supervisor?
Your supervisor should be your first port of call for anything to do with your dissertation. They are there for advice and guidance on any aspect of the dissertation including finding a suitable topic, getting ethical approval, selecting appropriate methodology, and helping with the writing up of the dissertation.
Resources for Dissertation Writers & Advisors
Research Supervision from Oxford Learning Institute, University of Oxford The "Being a Supervisor" section covers the following topics: new supervisors, experienced supervisors, graduate admissions, supervisory styles, student-supervisor relationships, co-supervision, giving and receiving feedback, monitoring student progress, avoiding potential difficulties, and improving your supervisory ...
Consideration 1: Things to discuss with your supervisor at this stage
CONSIDERATION ONE Things to discuss with your supervisor. From your supervisor's point of view, this may only be the second time you have met to discuss your dissertation, and it could have been a few weeks or a couple of months since you first discussed your dissertation with them (i.e., STAGE FOUR: Assessment point may have been your first meeting). ). Therefore, start by briefly recapping ...
Working with Your Dissertation Supervisor
The role of the dissertation supervisor is to guide you through the process of your research project. Your supervisor may or may not have taught you before, but what's certain is that she's done a dissertation (or two) before and will be able to help you with yours. Most courses do their best to allocate a dissertation supervisor at an ...
Supervising Dissertations
Dissertation supervision at the undergraduate, Master's, and PhD levels includes a close mentoring relationship between the student and supervisor (Fleming & Kowalsky, 2021; Todd et al., 2006; Todd & Smith, 2020).Developing the research project, mentoring, motivating, and providing feedback over several rounds is at the core of this relationship (Reguant et al., 2018), with broad scope for ...
Improve Your Dissertation Supervisor Relationship
Review your progress with your supervisor and provide updates on your work. Send any updates to your dissertation draft to your supervisor in a timely manner. Being well-prepared demonstrates your commitment to the project and your respect for your supervisor's time, fostering a positive relationship. 4. Actively Seek Feedback
PDF 7-A Supervisor'S Roles for Successful Thesis and Dissertation
Five supportive roles. of a supervisor involving the supervision system are specific technical support, broader intellectual support, administrative support, management, and personal support brings about the output of the study. A supervisor's roles. for successful thesis and dissertation is reported by using the survey on graduate students ...
Effective master's thesis supervision
Supervisor and student actions drive effective relationships and outcomes. ... Mastering the dissertation: Lecturers' representations of the purposes and processes of Master's level dissertation supervision. Studies in Higher Education, 31 (2) (2006), pp. 149-168, 10.1080/03075070600572017.
Dissertation Supervision
Dissertation Supervision. This article was originally published in the Spring 2001 issue of the CFT's newsletter, Teaching Forum. By Peggy Thoits, Professor of Sociology. During her career, Peggy Thoits has worked with graduate students at three major universities- Princeton, Indiana, and Vanderbilt- and supervised numerous dissertations.
10 tips on finding the right dissertation supervisor
Before you start writing your master's dissertation it is extremely important to find the best possible supervisor to help and guide you through the dissertation writing process. When asking how to write a dissertation, many students forget that all highly graded dissertation examples have in common a strong and productive student-supervisor relationship.
Thesis & Dissertation Acknowledgements
In the acknowledgements of your thesis or dissertation, you should first thank those who helped you academically or professionally, such as your supervisor, funders, and other academics. Then you can include personal thanks to friends, family members, or anyone else who supported you during the process.
Working with your dissertation supervisor
Supervision transcends lots of roles and situations but, in the context of a University dissertation, your supervisor is the member of staff allocated to you to support you to complete your project. Typically, their role is to advise you on the project (e.g. research design, ethics, and comment on drafts). Note, they are not there to tell you ...
dissertation supervision
A dissertation supervisor provides regular guidance and support to a student undertaking a dissertation. The supervisory relationship is built on clear communication and mutually agreed expectation in terms of progress. Working in partnership with the student a supervisor assists in the definition of a research topic the design of a programme ...
Thesis Acknowledgements Examples
The path to completing this dissertation has been fraught with both professional challenges and personal adversities. I am profoundly grateful for the enduring support of my supervisor, Dr. Lisa Green, whose steadfast belief in my capabilities and academic potential encouraged me to persevere even during my lowest moments.
Advice for surviving your PhD dissertation
Here, academics offer their insight on each step towards producing an original work of scholarship. Starting with choosing a supervisor and establishing healthy habits, the advice goes on to cover how to structure a PhD dissertation, establish a writing routine, write an abstract, prepare for a viva and beat procrastination when motivation flags.
Your dissertation or final project: 8 tips to keep you on track
Your supervisor will be able to advise you on which style to use, and guidance on them can be found in the Library's handy referencing guide. Do not leave all of your referencing to the end. Referencing can be a frustrating and time-consuming process, so whatever you do don't leave it all until the final few days, as you'll need that time ...
July 2024: Thesis and dissertation defences
Supervisor: Dr. matthew heinz; Please note: If you are interested in attending the defence remotely, you will need to contact the Theses and Dissertations Manager (a minimum of five working days in advance) to obtain log-in information.
PDF A Guide to Graduate Study in The Fau Neuroscience Graduate Program
a dissertation Supervisor based on their research area, style of lab management, and how they interact with their trainees. Students who do not secure their Ph.D. Supervisor by the start of the summer semester in year 1 will be dismissed from the program. 3.
Supporting Dissertation Writers Through the Silent Struggle
While we want Ph.D. students to be independent, our practices can signal that we're not available to support them when they need it, writes Ramon B. Goings. Consider the following discussion. A student tells me, "I have so much going on right now. I'm trying to write this dissertation, take care of my mom and raise my kids. I'm giving to everyone else and have nothing left to write ...
Doctoral Dissertation Presentation
Please join us on Friday, June 28, from 9:30 a.m. to 11:30 a.m., for EdD candidate Theresa Gouveia's dissertation presentation.Her phenomenological study examined special education teachers' lived experiences with compassion satisfaction, compassion fatigue, and the influence of these on their professional quality of life.
Doctoral student is the first at TXST to receive NAEd/Spencer
The NAEd/Spencer Dissertation Fellowship application process required Guajardo to turn their 80+ page dissertation document into a 10-page narrative. Guajardo attributes their success to the importance of their research, their research advisor's and dissertation committee's feedback, and that they could communicate their work to a general ...