leeds university dissertation examples

Dissertations and Projects

Your dissertation or research project is the culmination of your course, it is an important piece of work which allows you to focus your area of interest. This page will guide you through that process as well as signposting you to the resources and documents you will need.

If you need help choosing a topic, critical thinking or structuring your work, you can use Skills@Library's online resource Dissertations: The Final Chapter , which also includes best practice student case studies.

Write and submit

If you are unsure on how to format and present your Dissertation or Project our Dissertation format regulations will help.

You can also download your Dissertation Coversheet from Forms and Guidance.

For a step by step guide on how to submit your dissertation visit our submitting assignments page.

Exceptional circumstances

If you experience significantly disruptive or unexpected events which are beyond your control and affect your ability to work on your dissertation – please contact the Student Support Team.

More information on what to do if you are experiencing personal difficulties, can be found on our Student Support pages.

Information for Taught Postgraduates

Absenses during dissertation period, attending meetings.

Taught Postgraduate students should attend all arranged Dissertation Supervision meetings. Students should make contact with their supervisor at least once every three weeks.

These meetings will take place face to face by default. A maximum of two meetings can take place online if it is agreed between the supervisor and the student.

Absence from meetings

Supervisors record your attendance at Dissertation Supervision meetings. If you miss a meeting the LUBS Attendance Team will contact you to request an explanation. If you need further support the Team can offer this as required.

Repeated failure to attend supervision meetings could have implications for Student Visa holders.

Recording an absence

If you are unable to attend a supervision meeting, you should take the following actions:

1. Submit an absence request in Minerva using the normal process

2. Inform your Dissertation Supervisor that you cannot attend the meeting.

More information about absence from the University can be found on our Attendance pages .

Risk Assessment for Fieldwork and Research away from Leeds

Off-campus fieldwork.

All students should remain in Leeds to complete their dissertation.

Before conducting any off-campus fieldwork you must first complete this health and safety questionnaire . 

Risk ratings

The University’s Health and Safety Team will review your answers and assign a risk of low, medium or high.

Low risk - you will be informed by email that no further action is required, and you will be able to conduct your fieldwork as planned.

Medium or high risk - together with your Dissertation Supervisor will be asked by the Health and Safety Team to provide some additional information about the fieldwork. You may be required to complete a Fieldwork Risk Assessment, with guidance from the Health and Safety Team

Please note that a fieldwork questionnaire and/or risk assessment only approve a student to be away from Leeds for the sole purpose of fieldwork and for the specific time period required to conduct it.

Change of Location

By registering on a Masters programme, students agree to remain in Leeds for the full 12-months .

Under exceptional circumstances it may be possible to leave Leeds early. If this applies to you, please contact the Attendance Team at [email protected] for advice. You will be required to complete a change of location form , which must be signed and approved by your Dissertation Supervisor and the LUBS Student Education Service

Forms are only accepted after 11 August - please do not submit a form before this date

International Students

By leaving Leeds early, international students may have their sponsorship withdrawn. Please contact the International Student Advice Team for further information before completing the change of location form.

Welcome to White Rose eTheses Online

White rose etheses online.

Welcome to White Rose eTheses Online, a shared repository of electronic theses from the University of Leeds, the University of Sheffield and the University of York.

Student from the University of Leeds, Sheffield or York? Need to upload your thesis? Start by creating an account , or login to your account

If you are unsure if this is the right place for you, check the FAQs .

Recent additions for Leeds , Sheffield , York or all recent additions .

What is White Rose eTheses Online?

This repository gives access to theses awarded by the Universities of Leeds, Sheffield and York. The available repository content can be accessed for free, without the need to log on or create an account, as per the instructions of the depositing author. We also make the content available through aggregator sites via harvesting mechanisms.

There are many ways to structure your research project. You may be given an exact structure to follow from your supervisor or you may have to decide on the structure that most suits your project. You should always consult your module handbook and your supervisor when deciding on the structure of your project .

In this section you will find some general advice about creating a coherent structure, some examples of common structures and some guidance to the type of content that is usually included in the different sections of a research project. You will not need to include all of the sections covered below; instead choose the parts relevant for your specific project.

Click below to see some example structures for different types of project:

Literature-based structure

If you are using a literature-based structure, you might look at:

Introduction

• Themed Chapters
• Reference List/Bibliography

Research report structure

If you are writing a research report, you might look at:

• Literature Review
• Methodology/Methods
• Findings/Results and Discussion

Business report structure

If you are writing a business report, you might look at:

• Executive Summary

Technical report structure

If you are writing a technical report, you might look at:

There are different chapter combinations depending on your type of project – consult your supervisor if you are unsure. There are more example structures within the advice about creating a coherent structure directly below.

• Creating a Coherent Structure

Creating a coherent structure

You will need to consider both the overall structure of your project and the structure within each chapter/section. It will be easier to understand and identify your key points if your work is organised in a logical and coherent manner. This means thinking about your reader; what do they need to know and in what order? You should have a clear idea of the questions you are answering and the argument(s) that will build throughout your project. Each chapter/section should link together with a common theme that underpins the whole of your work, and should lead towards a logical conclusion.

It can be useful to outline the overall structure as part of your introduction particularly if you are not using a prescriptive structure (i.e. intro, literature review, methodology, findings, discussion, conclusion). Explain briefly to the reader what will be in each chapter and why. Outline your key arguments and the order in which they will be presented. It can also be useful to include a short introduction and conclusion within each chapter.

Use meaningful headings and sub-headings to guide your reader through your written work. The examples below show tables of contents for different types of research project. You will notice that each project uses very specific headings to inform their reader of what to expect in that section. This will help the reader, but also helps you to plan your content and ensure it is in a logical order and directly relevant to your topic.

Video - What does a coherent structure look like? View video using Microsoft Stream (link opens in a new window, available for University members only).

• Abstract/Executive Summary

Abstract or executive summary

Presented at the start of your research project after the title page, the abstract provides a brief summary of your whole project and should be written at the end of the process. It should include:

• The purpose of the research project and the question you are attempting to answer
• The methods you used to conduct your research
• The main findings and conclusions

If you are writing a business report you may be expected to include an executive summary instead of an abstract. Written last, it will be presented after the title page and will provide a summary of the report. It will usually be longer than a research abstract (approx. 2 paragraphs), and will:

• Outline the key problem
• Identify the scope and objectives
• Emphasise the main findings and conclusions
• Highlight the crucial recommendations

The Introduction

This is where you will set the scene for the rest of your project. There is not one way to write it, but asking yourself these questions can help you to present a clear and well-structured introduction:

What are you doing?

Why are you doing, how are you going to do it.

If you are not incorporating a separate literature review or background chapter you might include a review of relevant current literature in your introduction.

The use of themed chapters is common in arts and humanities, or if you are undertaking a literature-based project. These chapters are where you will present and build your arguments. Each chapter should deal with a major aspect of your subject but link together. Remember you are constructing an argument, not just reporting your research or the research of others. You should analyse and evaluate the primary evidence, arguments ideas and conclusions presented.

Give your chapter clear titles, not just chapter 1, chapter 2 etc. Your title should accurately reflect the content and should be consistent in terms of tone and writing style.

Literature review

You will probably find that you have a lot of material to read through for your research project, and that can feel overwhelming. There are different strategies that you can use to help make your reading more efficient and to decide which sources are relevant to your project.

Video - What is a literature review and why is it an important part of a research project? View video using Microsoft Stream (link opens in a new window, available for University members only).

A literature review IS NOT :

• A descriptive list or summary of sources, such as books and journals
• An exhaustive bibliography on everything ever written on the topic - you need to make decision about what to include

A literature review SHOULD :

• Demonstrate an in-depth understanding of your topic area, including key concepts, controversies or debates, significant authors, terminology, theories and definitions
• Identify what research has been conducted and identify any gaps or limitations in the research to help you formulate your own research question
• Identify the main research methodologies in your subject area
• Provide a context and justification for your own work

Video - What did you find most difficult about doing your literature review? View video using Microsoft Stream (link opens in a new window, available for University members only).

Structure of a literature review

Every literature review is different; how you structure your review will depend on the type of final year project you are writing and what subject you are studying. It is a good idea to seek guidance from your supervisor.

Below are some common structures that could be considered, and it may be appropriate to combine these approaches. You may want to check with your supervisor about which structure(s) would be most appropriate for you.

Thematically

Chronologically, methodologically/theoretically.

Once you have decided on the structure of your review, you can develop headings and subheadings.

When deciding on the structure of your literature review, you may want to think about the degree of depth that you need to go into when discussing previous research. You could structure your review by starting off with general references to the literature in the topic area, then move closer to the literature that is directly relevant to your study. This is sometimes referred to as a funnel structure.

Medium Shots

Funnel model adapted from Succeeding with your doctorate by Wellington et al., 2005.

Longs shots and close ups adapted from Surviving your dissertation by Rudestam, 2007.

Introduction to a literature review

The introduction to your literature review may include:

• Why the topic you are looking at is important - is it an area of current interest?
• Has the topic been widely researched or not?
• Any significant gaps in the research
• Any debates of controversy about the topic, or whether there is a consensus?
• The scope of the review - what aspects of the topic are you going to cover in your review?
• How is the review organised, e.g. chronologically, thematically or methodologically?

Checklist adapted from Writing a Literature Review session, delivered by Dr Hazel Kent and Jane Sharp, Bishop Grosseteste University College, Lincoln, 2011.

Writing critically in the literature review

When you start to write your literature review, you need to draw on the critiques you have developed during the critical reading stage . You should be writing critically about the literature which can include:

• Comparing and contrasting different theories, concepts etc., and indicating the position you are taking for your own work
• Showing how limitations in others’ work creates a research gap for you
• Strategic and selective referencing to support the underpinning arguments which form the basis of your research
• Synthesising and reformulating arguments from various sources to create a new/more developed point of view
• Agreeing with/defending a point of view or finding
• Accepting that current viewpoints have some strengths, but qualifying your position by highlighting weaknesses
• Rejecting a point of view with reasons (e.g. lack of evidence)
• Making connections between sources

List adapted from Ridley, D. 2008. The literature review: A step-by-step guide for students. London: SAGE .

The Conclusion of a literature review

Conclude your literature review with a statement that summarises your review and links this to your own research/current issues.

Reviewing your literature review

This checklist will help you assess your literature review. Writing a literature review is an iterative process, so be prepared to re-visit it if you feel you haven’t addressed all of these questions:

• Does your review show a clear understanding of the topic?
• Have all key landmark studies been cited and most of them discussed?
• Is there a suitable structure and logical development to the review?
• Does the review state clear conclusions about previous research, using appropriate evidence?
• Does the review show the variety of definitions and approaches to the topic?
• Does the review reach sound recommendations, using a coherent argument that is based on evidence?
• Is the text written in a clear style, free of spelling and grammatical errors and with complete references?
• Does the review show a gap in existing knowledge?

Anticipate readers’ questions, do not leave your work open to questions such as:

• “What is your point here?”
• “What makes you think so?”
• “What is your evidence?”

Methodology / Methods

The methods section would usually appear after your literature review. For more information about what goes into this section, please see Researching Your Topic .

Findings / results and discussion

You might combine your findings and discussion into one chapter, or you might present them in two separate chapters.

Findings/results

You should provide an objective description of the key findings that help you to answer your research question(s). Even if your findings/results section is separate from your discussion, it is usually appropriate to highlight any significant results, indicating whether they confirm, partially support, are inconclusive, or contradict your hypothesis or previous research.

You need to consider the best way to organise your results, such as under the headings that reflect your research questions or by importance; consult your supervisor if you are unsure.

You should consider using headings and sub-headings to help your reader navigate your results.

Where appropriate, use tables, graphs or other visual aids to help your reader understand your results. Make sure they are clearly labelled and that you explain them in your text. You don’t need to present all of your data/results in this section, just highlight the key trends and use your appendix to provide the rest of the data.

You need to interpret and critically analyse your results and explain to what extent and in what way they answer your research questions. You need to set your findings within the context of existing research that you will have discussed earlier in your project, usually in the literature review. It might be helpful to consider the following questions:

• Do your findings reflect, contradict or build on existing knowledge?
• Do they confirm, partially support, are inconclusive or contradict your hypothesis?
• Are there any anomalies?
• Were your findings unexpected and why that might be?
• What are the implications of your findings?

Here you can return your writing to the context of the wider academic debates. This should draw everything together and reiterate your main argument(s). Don’t bring in any new ideas/theories into your conclusion; anything you write about here should already have been discussed in the main body.

• What have you found? Remind the reader of your research problem, including your aims and objectives and research questions
• Synthesise your main findings. This will involve highlighting the main themes and showing how they fit together (rather than repeating all of your points). What is your overall conclusion?
• How does your work correspond with, or differ from, other studies or theories?
• What has your research added to the academic debate in this area? Do you have any recommendations for future research, or implications for the real world?

Reference list / bibliography

You need to include a list of all the material you have cited throughout your project. Check with your school which referencing style you should use. For more information on referencing see Writing Up Your Project .

This is supplementary material that the reader may want to see, but does not fit into the main body of your project e.g. example questionnaire, consent forms, complete raw data. Clearly label your appendices (e.g Appendix A, Appendix B etc.) and use these labels when referring to your appendices in your project, e.g. "Appendix A shows…". Appendices are usually not included in your word count but make sure you check this with your supervisor.

Coherent structure in chapters Example

The following is from a School of Languages, Cultures and Societies master's dissertation entitled 'Antoinette's construction of the Self in Wide Sargasso Sea'.

Click to view and print this example .

Intro to Chapter 2

The second chapter of my research project focuses on the identity of the controversial character Antoinette in the 1966 - postcolonial novel Wide Sargasso Sea. While investigating the reasons that make Rhys’ masterpiece a rewriting of the canonical novel of Jane Eyre, I will also examine the intertextual relationship between Jane Eyre and Wide Sargasso Sea in order to explain how the Caribbean author managed to comply with her intention of restoring Antoinette’s identity; in fact, ‘remaining faithful to Brontë's plot line, Rhys exhibits the differences between the two sides of the Atlantic, the differences across the Sargasso Sea.

Furthermore, aided by Spivak’s and Lacan’s theorisations of the Other in relation to the Self, I will delve into the challenging task of comprehending the affirmation of an in-between identity such as that of Antoinette. This unit will, thus, lay the foundation for the analysis of subjectivity in letters which will be presented in the third chapter of this dissertation.

Conclusion to Chapter 2

The second chapter of the present research has offered an unusual interpretation of the construction of Antoinette’s identity in contrast to the latest critics of the impossible affirmation of the mad woman’s Self over the Other. Drawing on James’s and Sarup’s theorisations of the identity together with the Hegelian contribution to the subject, this chapter has demonstrated how Rhys has successfully accomplished her original aim of giving a life and an identity to Antoinette through the deconstruction of the oppressed character of Jane Eyre’s Bertha. The final chapter of this piece of research will attempt to prove the same through the analysis of the primary resource of Wide Sargasso Sea.

Intro to Chapter 3

If the second chapter of my piece of research tried to defend Rhys against her fierce critics who maintain that her attempt of Antoinette’s identity construction in the post- colonial novel of Wide Sargasso Sea is unsuccessful, the third one will aim to outlining the literary devices used by the author to construct Antoinette’s identity. While bearing in mind Lacan’s and Hegel’s approaches to the Self/ Other couplet, introduced in the previous chapter, this unit will analyse the relationship of power between Antoinette and Rochester in the heroine’s appropriation of the Self and it will give proof of Antoinette’s construction of subjectivity through the linguistic analysis of letters in Wide Sargasso Sea.

Click below to highlight areas of this introduction commented on by a tutor:

• The student provides a short introduction to this chapter by referring back to themes they have introduced in the previous chapter, and then then detailing how these will be explored more specifically in this chapter
• At the end of the chapter the student provides a brief conclusion which provides a recap on the main themes covered and then links forward to the next chapter
• Here the student makes a very clear connection for the reader between the previous chapter and current chapter. They provide an explanation of how the ideas connect, and what the reader can expect from reading this chapter

Table of Contents Example 1

The following table of contents is from a School of Law undergraduate dissertation entitled 'The potential effects of reduced street lighting on crime: an empirical study of the 'selective part-night street lighting' scheme in Leeds'.

Acknowledgements

Chapter 1: background.

• Leeds City Council’s ‘selective part-night street lighting’ scheme
• Selective part-night street lighting’s potential impacts on crime
• Reductions in street lighting and crime displacement

Chapter 2: Empirical study

• Preliminary concerns
• Research methods

Chapter 3: Summary of results

• Primary data: street level crime trends
• Secondary data: ward level crime trends

Chapter 4: Discussion

• Research limitations
• Appendix 1: Supplementary evidence
• Appendix 2: Raw primary research data
• Appendix 3: SPNSL site maps
• Appendix 4: Raw secondary research data

Table of Contents Example 2

The following table of contents is from a School of Mathematics undergraduate project entitled 'The dynamics of accretion discs'.

General introduction

Physical preliminaries.

• Position, velocity and acceleration
• Cylindrical polar coordinates
• Newton's laws of motion
• Linear and angular moment
• Newton’s law of gravity and gravitational field
• Equations of envy

The motion of particles in space

• Two body problem
• Reduction to a one body problem
• Minimum energy state

Further dissipation of energy

• Angular momentum transportation
• Mass transportation
• Summary of discrete particle analysis

Astrophysical fluid dynamics equations

• Introduction to a fluid element
• Lagrangian description of fluids
• Conservation of mass
• Forces on a fluid
• Equation of a motion
• Conservation of mass analysis
• Equation of motion analysis
• Derivation of the surface density diffusion equation
• Analysis of the diffusion equation
• Discussion of solution and steady state disc
• Keplerian assumption validation
• Accretion rates and luminosities of a steady disc
• Confrontation with observations

Magnetohydrodynamics equations

• Introduction to MHD
• The induction equation
• Ideal MHD equation of motion
• Summary of ideal MHD equation

Magnetised accretion disc

• Linear perturbation analysis
• MHD Waves and the origin of instability
• Discussion of linear stability analysis

Conclusion of the dynamics of accretion discs

Expressions in cylindrical coordinates, vector calculus identites, table of contents example 3.

The following table of contents is from a School of History undergraduate dissertation entitled 'Celebrities of an Age of War, 1739-1815'.

Chapter 1: The Martial Hero as a Celebrity

Chapter 2: structuralism and celebrity in eighteenth-century britain, chapter 3: context, character, and the importance of the public image, table of contents example 4.

The following table of contents is from a School of Civil Engineering undergraduate research project entitled 'The Effects of Cement Prehydration on Engineering Properties'.

• Prehydration of Cement
• Manufacture of Cement
• Hydration of Ordinary Portland Cement
• Hydration of C3S/C2S
• Hydration of C3A
• Hydration of C4AF
• Mechanism of Hydration
• Carbonation
• Properties of Fresh Cement
• Properties of Hardened Cement

Laboratory work

• Specimen preparation
• Thermogravimetric Analysis
• Conduction Calorimetry
• Compressive Strength Test
• X-Ray Diffraction
• Fourier Transform Infrared - Attenuated Total Reflectance (FTIR-ATR)
• Scanning Electron Microscope
• VICAT Penetration Test
• Standard Consistency
• Setting Time
• Flow Table Test

Results and Discussion

Abstract example 1.

The following abstract is from a School of Politics and International Studies student journal entitled 'Does corruption create additional challenges for Non Governmental Organisations (NGOs) in their partnership work with the Cambodian government (in education)?'.

Both ‘corruption in education’ and ‘partnership work’ have been given increased attention in international development sector over the last 20 years. This dissertation brings these issues together with a focus on the impact of corruption on NGO-government partnership work in Cambodia. This paper outlines challenges to NGO-government partnerships work under four key themes - definition, authority and legitimacy, advocacy and identity, and effectiveness. Cambodia is then put forward as a case study as it suffers from widespread systematic corruption in the education sector. The country has also had significant input to rebuild its education system through outside organisations, including significant support from NGOs. This dissertation draws on academic work, grey literature and eight interviews with NGOs manages to discuss “Does corruption create additional challenges for Non Governmental Organisations (NGOs) in their partnership work with the Cambodian government (in education)?”. It concludes that numerous additional challenges can be identified when looking at NGO-government partnerships through the ‘lens of corruption’ and partnership may not be the most appropriate model for addressing issues of corruption in education.

Abstract Example 2

The following abstract is from a School of Physics and Astronomy undergraduate dissertation entitled 'Quantum effects in biology'.

Recently, there has been a growing interest and controversy about the role that quantum effects might play in some biological processes. Here, two heavily studied examples of such effects are discussed: The impact of quantum coherence in the efficiency of energy transport in photosynthesis and the radical pair mechanism in the magnetic compass of birds. In this study, a review of theoretical and experimental work that has aided understanding these effects, provides the ground for discussion regarding their biological relevance. The findings of this work suggest that quantum coherence might be crucial for the efficiency of energy transfer in photosynthetic systems, whereas more evidence are needed to support the idea of a magnetic compass based on the radical pair mechanism. In addition, gaps in the current research in these two fields are identified and recommendations for further work are made.

Abstract Example 3

The following abstract is from a School of Languages, Cultures and Societies master's dissertation entitled 'An Investigation into Language and Cultural Planning in the Basque Country'.

This dissertation explores the efficacy of language and cultural policy in the Basque Country. It explores how Catalonia succeeded in reviving the Catalan language and culture after decades of oppression under General Franco’s dictatorship and whether a similar framework would be suitable for the Basque Country. The weaknesses in the administrative departments of the Basque government are exposed in addition to the inconsistencies of legislation in different Basque Provinces. The central issue concerns a lack of ideological agreement among political parties and members of the community which has hindered progress in increasing the number of speakers of the Basque language and encouraging interest in the Basque culture. The models of language and cultural policy used in Quebec and Wales are used as further comparisons to the Basque Country in order to establish whether it would be appropriate to explore policy outside of the Spanish context. Finally, the conclusion discusses how several separate problems have slowed the development of adequate policy in the Basque Country.

Executive Summary Example

The following executive summary is from a Leeds University Business School undergraduate report.

With recent budget concerns in the health service, the need to assess performance and accountability in regional hospitals has become even more important. This report was commissioned to assess whether a Balanced Scorecard (BSC) approach to performance management could be used in Eastham Hospital. The BSC tool was seen to be appropriate as it provides an overview of the risks and benefits of strategic and operational decisions. The information gathered from scorecard results will provide a means of accountability and support the health planning process. Based on the willingness of the board and employee attitude, it was also concluded that the BSC could be successfully used if the following recommendations are met:

• strengthening communication between senior management and hospital ward teams
• ensuring management are committed to the use of the BSC
• coordinating a target setting and reward system for staff

Introduction Example

The following introduction is from a School of History undergraduate research project entitled '“Uganda’s children are being sodomised left and right!”: change and continuity in perceptions of homosexuality in uganda, 1876-2014'.

On the 24th February 2014, President Yoweri Museveni signed The Anti - Homosexuality Act, an act prohibiting the occurrence, recognition or promotion of same-sex relations in Uganda. This is the apex of a state-driven, religion-endorsed homophobia which, since the Anglican Communion’s Lambeth Conference, 1998, has swept across the nation and embedded itself within public consciousness. Taxi drivers decorate their bumpers with stickers proudly proclaiming diatribes instructing people to ‘Say No 2 Sodomy’ whilst leading clergy implore citizens to ‘stand firm’ in their opposition to homosexuality. Across the rest of Africa these messages are the norm, not the exception; thirty-seven other African countries have anti-homosexuality laws. In 1995, two weeks after refusing to allow the organisation Gay and Lesbian Zimbabwe (GALZ) from taking part in a book fair, Robert Mugabe declared that homosexuality was ‘sub-human behaviour’, ‘worse than [that of] dogs and pigs’. More recently, in Zambia, Bishop Joshua Banda has claimed that same-sex couples ‘are doing it the wrong way’. With Museveni pronouncing that the Act was incited by ‘arrogant [...] Western groups [...] coming into our schools and recruiting young children’, it is clear that there are three major tropes within African perceptions of homosexuality; that it is (i) unnatural; (ii) un-Christian; and (iii) un-African.

Homosexuality has been presented as foreign to the African continent, since the late eighteenth century. However, it was not until the arrival of Christian missionaries in Buganda in the late 1870s, that this perception became cemented with their condemnation of Kabaka Mwanga’s homosexual relations. The Christian anthropologist, John Roscoe, had soon defined the sexuality of both the Banyoro and the Baganda as exclusively heterosexual. For the rest of the twentieth century, this presumption went largely unchallenged by anthropologists, and when homosexuality was mentioned, it was passed over swiftly or clarified as an anomaly. This continuing silence was punctuated only by the accounts of historians, who whilst writing about the pre-colonial Buganda, left the foreign assumptions of the missionaries unchallenged. Although the human immunodeficiency virus (HIV) had been seen as a homosexual pandemic in the West, it was, and still is, seen as exclusively heterosexual in Africa. This silence was finally broken by T. Dunbar Moodie in 1994, who revealed that homosexual mine marriages were an integral part of a distinctly patriarchal microcosm in South Africa’s gold mines in the 1970s. This neatly coincided with the African National Congress including ‘sexual orientation’ in the equality clause of their new constitution.

With this barrier now broken, scholarship has been primarily focused on refuting the alienating claims of the increasingly homophobic rhetoric of African leaders. Marc Epprecht has been at the forefront of this research, perceiving homophobia, not homosexuality, as un-African. Recently, scholars have focused on trying to explain why virulent homophobia has emerged now; pointing their proverbial fingers at a multitude of factors ranging from fears of neo-imperialism, to the influence of the US evangelical Christian Right, and perceived threats to patriarchal heteronormative norms. While scholars may have answered the question of why now, they have been guilty of not delving deep enough into the past to explain why, a society they contend as traditionally having rather fluid notions of sexuality, has now unified behind homophobic principles.

Apart from being dismissed as the source of ‘un-African’ perceptions, little has been done to show how the Christian morality instilled by the European missionaries in pre-colonial Uganda is connected with the anti-homosexual sentiment of today. This is likely resulting from the fact that there is a distinct lack of African “voices” discussing homosexuality in the pre-colonial period. Outside of the unreliable quotes included in the plentiful accounts of the missionaries, the earliest mention of homosexuality by Baganda sources is within two histories written in the early 1900s. Although, they were written by two prominent converts, and as such repeat the moral language of the missionaries, by looking at their silences and using them alongside Luganda proverbs, we are able to explore how Christian mores transposed traditional notions of sexuality. Like anthropological research, colonial records are mostly devoid of reference to irregular sexualities. However, records relating to a series of disturbances at King’s College, Budo in 1942, reveal that homosexuality was prevalent amongst the students. Again, while authentic African opinion is limited, perceptions can be ascertained through careful analysis of the correspondence and reports of colonial officials. In direct contrast, the explosion of social media in recent years means that today’s “voices” are now easily accessible. Nevertheless, must remember that with homosexuality now a rather controversial topic, much of what Uganda’s leaders say deliberately creates or upholds certain perceptions.

With this in mind, it is important to define what ‘homosexuality’ means in this essay to avoid any confusion. Whilst Epprecht sees the term ‘homosexuality’ as embodying a wide variety of sexualities, it is defined by The Anti-Homosexuality Act as ‘same gender or same sex sexual acts’. However, it is clearly understood within Ugandan society as male-male relations, with current rhetoric distinguishing it from ‘lesbianism’. Therefore, although the male ‘homosexual’ relations discussed by the missionaries were not described as such, the term has been used throughout the essay in the interests of continuity.

This dissertation will attempt to provide a new insight into why perceptions of homosexuality are so adverse in Uganda today. In doing so, it will highlight how these perceptions have been marked by continuity and change over the past one hundred and forty years. We begin by exploring how the Baganda reacted to the Christian morality of the missionaries. Even though their narratives are limited, it is clear that this morality created an inflexible mesh of sexual virtues. This led to homosexuality becoming identified as a dangerous foreign immorality. Chapter II traces how, by the 1940s, this identity had developed, becoming associated with criminality and focuses on a period of disturbances which occurred within the grounds of the prestigious boarding school, King’s College, Budo. The final chapter explores how this multifaceted perception of abnormality forms a significant basis for the homophobic torrent espoused by Uganda’s leaders today.

• The student draws on legislation, journal articles, published reports and websites to set the context of the dissertation. They go straight into explaining relevant background about Uganda so it is clear to the reader why the student has focused on Uganda when researching this topic
• They also include relevant historic background about the recognition of homosexuality in Africa
• The student discusses and refers to current scholarship and where research is currently focussed. They reveal the gaps and weaknesses in this research
• The student continues to analyse in more depth the gaps in the current scholarly debates in this area
• The student uses the literature to provide a definition for homosexuality that will be used throughout the dissertation
• In the last paragraph the writer summarises how they are attempting to fill this research gap, outlining clearly the structure for the rest of the dissertation

Themed Chapters Example

The following is from a School of History undergraduate research project entitled '“Uganda’s children are being sodomised left and right!”: change and continuity in perceptions of homosexuality in uganda, 1876-2014'.

By characterising homosexual Ugandans as ‘mercenaries’, they become an embodiment of Western sexual immorality, prostituting themselves for a ‘gay agenda’.

With homosexuality foreign to cultural values, there is an assumption that NGOs are recruiting their “army” financially; Martin Ssempa has claimed that over $48 million had been invested into the ‘homosexual agenda’ over the past year. Although characteristically hyperbolic, Sssempa’s claim reflects a long-standing assumption within Ugandan society which connects homosexuality with financial transactions.

In 2003, after publicly defending homosexuality, a Ugandan academic received a text message from a friend congratulating her, stating that she was now ‘on [her] way to becoming a millionaire’ with all the money she was going to receive from the West.

One woman from Kumi District congratulated Museveni for having ‘served our people of’ Uganda, whilst signs at an organised celebratory event thanked the Government whilst declaring ‘Museveni, we the children thank you for saving our future’. This does nothing but enhance the perception that homosexuality is foreign, as with homosexuals now forced to go underground to survive, focus has begun to shift to the fight against ‘Obama, [...] the American Ambassador [and] Ban Ki-Moon’.

Homophobia thus forms part of a political discourse proliferated by both state and religious leaders in an attempt to assert the moral authority of Uganda’s postcolonial identity over a neo-imperialistic West.

The present incumbent, Rev. Simon Lokodo and his predecessor, James Buturo, have appeared frequently in mass media over the past decade, always presenting homosexuality as a foreign, aggressive malevolence within society. These public denouncements have become common place in a number of media outlets helping to construct a heavily sexualised ‘moral panic’ within Ugandan society.

Click below to highlight areas of this example commented on by a tutor:

• The student uses primary evidence (legislation) to put forward their argument that legislation led to homosexuality being perceived as a western concept and that financial gain and homosexual activity were inextricably linked
• Here the student is using primary evidence (appearance on a TV show) to expand upon this argument further. She does not just summarise what Ssempa had said but analyses it to reveal the significance of what he said
• The student then uses an example from a secondary source to illustrate their point further (an article from a journal article)
• Overall, in this paragraph the student has synthesised primary evidence and secondary literature to provide an analysis of their argument. This makes they have shown why they think what they think. They haven’t just presented the thoughts of others
• The student then evaluates this argument in more detail. Using literature (journal article) to show the significance of the argument being made in the previous paragraph
• The student ends by again drawing from the secondary literature to move their argument forward

Literature Review - Subheadings Example

The following is from a School of Geography undergraduate research project entitled 'Second homes: Investigating local perceptions and impact on communities in Cornwall'.

Literature Review (Chapter 2)

2.1 introduction, 2.2 the growth of second homes, 2.3 the emergence of british second homes in literature, 2.4 defining second homes, 2.5 the impacts of second-home ownership, 2.5.1 housing demand and local housing markets, 2.5.2 local services, employment and economic demand, 2.5.3 community interactions, 2.6 conclusion and gaps for further study, literature review - introduction example 1.

The following is an introduction to a literature review from a research project entitled 'An area based or a people based approach to measuring social deprivation within a national park? The case of Copeland'.

This review will examine the literature available on the main approaches towards measuring rural deprivation, with the view that literature overemphasises material deprivation at the expense of social deprivation. The review is comprised of two parts. The first focuses on the conceptualisation of rural deprivation, assuming that in order for it to be measured it first needs to be understood in terms of its absence from policy. The second focuses on ways of measuring rural deprivation and has three sections. Firstly, indicators of deprivation will be summarised and criticised in terms of their overrepresentation of the urban. Secondly two methodological approaches in measuring rural deprivation are reviewed; conventional area based approaches against recent people based approaches. Finally the policy implications of the two differing approaches towards measuring deprivation are examined with relation to a current inclusion of social capital in policy.

Click below to highlight the different areas of this introduction:

• Gaps in research
• Scope of the review
• Structure of the review

Literature Review - Introduction Example 2

The following is an introduction to a literature review from a research project entitled 'Life changes and experiences of international postgraduate student dependents: a feminist perspective'.

There has been very little academic or governmental re-search concerning female dependents of international students. Scholarship on migrant dependents concentrates on women with low human capital (Fechter, 2010; George, 2005; Yeoh & Willis, 2005) or the partners of elite migrants, including ex-pats and global businessmen (Walsh, 2006). The highly skilled, educated women who pause their careers to migrate as dependents rarely appear in the highly skilled migration field. (Purkayastha, 2005). Thus, this review will draw upon literature concerning a diverse range of migrant women who shaped my ideas of the issues a female international student dependent may negotiate.

Literature Review - Introduction Example 3

The following is an introduction to a literature review from a research project entitled 'BMI and Health: a u-shaped relationship?'.

More difficult to find is literature relating low BMI to health i.e. underweight and the health problems that are associated with underweight. This literature review aims to evaluate the information that is available regarding the u-shaped relationship between BMI and health, looking at both ends of the BMI scale. It also aims to discuss the use of BMI as an indicator of health and debate whether or not it deserves the high regard by which it is held by both national and international health organisations In order to overcome the lack of information about the relationship between BMI and health, this literature review will not limit itself by simply investigating studies that have linked BMI and health. It will explore research that has looked at the factors that influence BMI as well as factors (including BMI) that influence health.

Literature Review - Conclusion Example

Three principal inadequacies have been identified, illustrating the need for further investigation. Firstly, the amount of literature on second homes is very limited; widely neglected as a focus by a number of academics. The varied and dispersed nature of second-home literature means that it has not been able to develop as a mature literary realm (Haldrup, 2009; Hogart, 2001; McIntyre et al. 2006).

Secondly, research on the second-home impacts is widely based on assumption. Hypotheses are one-dimensional, assuming a simplistic relationship between second homes and host communities that can be summarised in a universal theory. The need for context and studies on individual communities is extensive; “actual impacts...should be seen as an empirical question rather than assumed to result from a standard cause-effect relationship” (Paris, 2009, p.306). Thirdly, second homes are often blamed entirely for negative impacts; in reality there are other factors that come into play. These include retirement migration, globalisation, inadequate housing, internet shopping and supermarkets, low wages, and the decline of ‘traditional’ industries (CRC, 2010; Gallent et al., 2001; 2005; Oram et al., 2003; Shucksmith, 2000).

The content of many previous studies can also be identified as insufficient: a number of academics still focus too heavily on profiling second-home owners, mapping distributions, and finding universal trends (Thornton, 1996). Field research on the impacts of second homes on host communities is almost non-existent. Local knowledge is very important to understand the complexities of such a phenomenon, but many researchers have not used this as a resource. The studies that do look at host communities have tended to aggregate ‘locals’ and ‘second-homers’ into categories regardless of their interests or opinions (Paris, 2009). Others ignore assessing the attitudes of second-home owners all together (Girard and Gartner, 1993).

Although a number of contemporary studies attempt to develop new theories about the implications of second-home ownership, there does not seem to be much progression away from ‘traditional’ studies discussed in Section 2.3. Many realms remain unexplored and questions go unanswered; this provides an agenda for my own research.

Findings / Results and Discussion Example 1

The following is a School of Psychology master's dissertation entitled 'An Investigation into the Representation of Muslims in The Sun Newspaper and its Effects'.

Findings / Results and Discussion Example 2

The following is a School of Media and Communication undergraduate project entitled 'An Investigation into the Relationship between Early Exposure and Brand Loyalty'.

Conclusion Example 1

The following is from a Leeds University Business School undergraduate research project entitled 'Dressed to Disrupt: Motivations Behind Millennial Women Consuming Feminist Fashion'.

This thesis answers the research question set out at the beginning: to understand the underlying values that are driving the surge in millennials consuming feminist fashion. Using laddered interviews, this research extracted eight value chains that revealed seven underlying values, fulfilling Research Objective 4 (R.O.4). These underlying values have been used as a basis to identifying consumer segments within the feminist fashion market.

The most dominant underlying value (based on the sum of direct and indirect links) is ‘Educating others/Raising awareness’ of feminism, suggesting an opportunity for successful marketing campaigns targeting educators. This finding achieves Research Objective 3.

Respondents noted their preferences for social media platforms with a more accepting cohort of users (such as Instagram), thus addressing Research Objective 2 (R.O.2). Despite literature debate that millennials are paying virtual lip-service to feminism (Schuster, 2013), this research finds that these young women are actually driven by their underlying value of educating others and raising awareness of feminism, through their visible (and sometimes costly) fashion consumption choices. Previously researched prosocial behaviours (Kristofferson et al., 2014) were found to be driven by the desire to present a positive image to others and to remain consistent with one’s values. This research extends Kristofferson et al.’s (2014) framework to include the fact that the consumption of feminist fashion is also driven by the underlying desire to disrupt the status quo.

• Here the student reminds the reader of the research problem and the research they carried out.
• The student emphasises the main finding from their research.
• The student highlights how their conclusions links with existing literature and frameworks. They could have also included some recommendations for future research to further understanding of this area.

Conclusion Example 2

The following is from a Leeds University Business School undergraduate research project entitled 'Exploring Social Perceptions of Women Leaders at Work: How does the Double Bind of Appearance and Personality Impact Women's Opportunities to make it to the Top?'.

The methods employed to facilitate this research have generated a deeper understanding of how the ‘double bind’ impacts women’s opportunities to make it to the top. Not only this, but enabled an exploration of the social perceptions of women leaders. Findings have indicated that authentic leadership, which is growing in popularity amongst organisations, may help women’s career progression.

The first aspect of the ‘double bind’, personality, was confirmed as women who adopted ‘masculine’ leadership styles such as: assertiveness and confidence were valued in executive positions. This supported existing theory that feminine styles of leadership are undesirable in organisations. However, this may change as women leaders reported the growing popularity of ‘authentic leadership.’ It appears that authentic leadership may improve women’s representation in executive positions, as organisations become more educated about its benefits.

The objective of comparing and contrasting viewpoints of women was also established during interviews. Both groups indicated a desire for authentic leadership. Despite this, massive contrasts between the two emerged, as many women at the lower end of the organisation held negative opinions on women leaders. This was due to leaders adhering to stereotypical forms of masculine leadership, which caused resentment. However, women leaders who adhered to stereotypical feminine forms of leadership were positively perceived by other women.

Establishment of barriers beyond the ‘double bind’ were also discussed. Motherhood and a lack of ‘real models’ in organisations contributed as barriers. Without the ‘double bind’, the above barriers would still hinder women’s progression, thus equality for parental rights and rewarding more working mothers would be an adequate response to this problem.

The research has mainly proven existing theory that the ‘double bind’ exists in organisations. However, this is statement is extremely difficult to generalise to all organisations, in particular industries. Although this research has contributed in identifying existing barriers to career progression, as well as a more covert form of the ‘double bind’, industries and sectors must be analysed separately to understand whether the perceptions of the ‘double bind’ are equally applicable to all industries.

• The student reminds the reader of their research area, and the main finding from their research.
• Here the student highlights their findings, and explains how these relate to the literature.
• The student highlights how their research has contributed to the academic debate in this area, and makes suggestions for further research to be carried out.

Research proposals

Your research proposal is a key part of your postgraduate application. It's your opportunity to demonstrate your knowledge of your subject and how you intend to influence your desired research area.

We match your research proposal with the appropriate supervisors to make sure you have the best support during your research degree.

Before you apply, find out which researchers are working in your subject area and contact them with any questions. Or  contact the relevant graduate school to find out more about available supervisors. Don't worry if your research idea isn't fully formed when you get in touch. It's quite usual to firm up your ideas as you further explore the topic and talk with others in your field.  

Do you need to write a proposal?

You may not need to if you are applying for a funded project. Before you apply you should contact your academic department to check:

• Do you need a proposal?
• How long does the proposal need to be?
• Do you need any additional evidence? 

Proposal structure

Your research proposal should normally include the following information, but this may vary according to which school you are applying to: 

A working title of your research; this will change over the course of your research as your project develops but it is good to have a starting point.    

Context and literature

Set the scene of your research clearly. Show that you understand the research area and have started to develop an understanding of your research topic.  

Make sure that you:

Show awareness of current knowledge and debates 

Review current literature related to your intended project and make reference to key articles and texts to demonstrate understanding of the subject

Demonstrate your own expertise gained from previous study or employment 

Explain where there is a gap in current understanding and how your original research can push knowledge forward. 

If you have identified academics involved in your research area you should contact them to discuss their work. This would be a good opportunity to get further advice about your proposal and to potentially start building a supervisor relationship. 

Aims of your research

Your research aims show the overall purpose of your study and you should consider them carefully. Keep your research proposal concise, focus on one or two key research aims and how research questions can achieve the aims. This will help you, and potential supervisors, to decide if they are achievable.

Methodology

Consider how you will carry out your research, and address this in your proposal.

What type of data do you require, for example qualitative, quantitative or a combination?

How are you going collect and analyse the data?

How will these methods address your research aims, relating to current literature?

Plan your timescale

Plan a realistic timescale for your project so that your potential supervisors can make sure they are available to support you. This will also demonstrate that your research project is achievable. You should consider:  

Possible challenges and how you aim to overcome them

What will be the milestones of your research 

What you wish to achieve each year of your research project.

Expected outcomes

You should explain your potential outcomes to show you have thought through your research and why it is important. You may include how your research builds on current knowledge and what new understanding you will bring to your field. 

Focus your reading so that your references are relevant and up-to-date. Use Harvard referencing style . 

Proofreading your proposal

Your research proposal is your chance to show you can present information accurately, coherently and concisely.

When proofreading, ask yourself:

• Is your proposal clear and easy to understand?
• Have you written in a focused and concise way? 
• Does your proposal follow a logical progression that tells the reader a short story about your research aims, why they are important, your methods, and what you hope to find out?

After submission

The research proposal you submit is the start of the research process. Once you are accepted onto a PhD programme, you will refine and develop your original proposal as your knowledge grows and regular discussions begin with your supervisory team. 

Related links

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Research report writing: proposals, dissertations, and academic writing

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Research output : Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Access to Document

• 10.4018/978-1-6684-5602-6.ch029 Licence: Unspecified

Fingerprint

• Academic Dissertations Medicine & Life Sciences 100%
• Ethics Medicine & Life Sciences 16%
• Data Analysis Medicine & Life Sciences 12%

T1 - Research report writing

T2 - proposals, dissertations, and academic writing

AU - Tshabangu, Icarbord

AU - Ba', Stefano

AU - Madondo, Silas Memory

PY - 2022/3

Y1 - 2022/3

N2 - This chapter discusses the critical aspects necessary to produce a research report from a study undertaken. Since research is based on a systematic endeavour which seeks to establish valid findings, the chapter addresses notions of criticality that ought to be espoused by the inquirer and the need to present findings being mindful of the demands related to academic writing. Furthermore, the chapter outlines the structures and steps that are necessary to produce a good enough proposal, ethical issues, gaining consent and ultimately how to produce a dissertation report at the end of all research activities and data analysis. It is noted in this chapter that a good proposal is most likely to end as a plausible research output. An informative study need not be diminished by a lack of academic writing skills, poor organisation, and unethical conduct.

AB - This chapter discusses the critical aspects necessary to produce a research report from a study undertaken. Since research is based on a systematic endeavour which seeks to establish valid findings, the chapter addresses notions of criticality that ought to be espoused by the inquirer and the need to present findings being mindful of the demands related to academic writing. Furthermore, the chapter outlines the structures and steps that are necessary to produce a good enough proposal, ethical issues, gaining consent and ultimately how to produce a dissertation report at the end of all research activities and data analysis. It is noted in this chapter that a good proposal is most likely to end as a plausible research output. An informative study need not be diminished by a lack of academic writing skills, poor organisation, and unethical conduct.

U2 - 10.4018/978-1-6684-5602-6.ch029

DO - 10.4018/978-1-6684-5602-6.ch029

M3 - Chapter

SN - 9781668456026

BT - Research anthology on doctoral student professional development

A2 - Khosrow-Pour, Mehdi

A2 - Clarke, Steve

A2 - Jennex, Murray E.

A2 - Anttiroiko, Ari-Veikko

A2 - Kamel, Sherif

A2 - Lee, In

A2 - Kisielnicki, Jerzy

A2 - Gupta, Amar

A2 - van Slyke, Craig

A2 - Wang, John

A2 - Weerakkody, Vishanth

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writing a research proposal

Writing your research proposal is an important element of your application for postgraduate research study with us..

Here are some tips to help you prepare a successful application.

What is a research proposal?

A research proposal is a concise summary of your proposed research that sets out the key issues or questions you plan to address. This is an opportunity to demonstrate the originality of your proposal by outlining the general area of study that your research falls under and referencing the current knowledge on this topic.

Your proposal is a chance to prove your ability to communicate complex ideas clearly, concisely and critically. It also helps us in The Graduate School to match your research interest with the right supervisor.

How long should my research proposal be?

Your research proposal should be approximately four sides of A4.

If you are applying to a specific funding body, please check its requirements as to word counts, which may be different to ours.

Research proposal template

What should you include in your research proposal? Use our recommended template below to get you started:

1. Working title

You can change your title once you get started on your project, but we recommend you sum up your proposed idea with a working title at this stage.

2. Research context

This explains the context in which you will conduct your research. Show how familiar you are with the field by including a brief overview of the general area of study, summarising the current state of knowledge and recent debates on the topic.

3. Research questions

What are the central aims and questions that will guide your research? Before writing your proposal, it is a good idea to reflect on the key issues and questions that your work will concentrate on. This will help to make sure your project is sufficiently focused for you to complete it within the time limits.

We also recommend outlining the approach you intend to take in answering your research questions: for example, will it be empirical, doctrinal or theoretical?

4. Research methods

What are the methods you plan use to conduct your research? This could include accessing specific archives or libraries, field work or interviews.

If your proposed research is library-based, explain where your key resources (for example, law reports and journal articles) are located. If you plan on doing field work or collecting empirical data, provide details about this (for example, if you want to do interviews, who you will interview and how many interviews you will do). You should also explain how you are going to analyse your research findings.

5. Significance of your research

Tell us why your proposed research is original and important. How will it add to existing knowledge in the field? Why is it timely to research your proposed topic?

6. Scale and scope of the proposed research

You will need to outline how you will be able to complete on time.

7. Bibliography

Be sure to include a short bibliography citing the most relevant works for your topic.

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Funded Phds and studentships

Did you know? You can actually get paid to study your area of interest.

Funded PhD opportunities across our academic schools give you the chance to work on a specific research project and have your fees funded by our university and/or an external partner organisation. They may also include a bursary.

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Realise your research ambitions and influence the future for everyone.

At The Graduate School, our specialist team aim to foster an environment for a high quality postgraduate study experience. Facilitating collaboration and innovation, our staff support scholars and researchers in the delivery of research excellence and real world impact.

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