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Academic Skills Advice service www.brad.ac.uk/academic-skills/

Academic Writing Writing Your Dissertation Report

& Other Long Assignments

The abstract and key words

The purpose of keywords is to allow readers to search and find your

report, or reference to your report, in both printed and electronic forms.

Keywords (if required) should be placed after the abstract in

alphabetical order. Think about the words a person might type into a

search engine to find the type of research you have done. The abstract

and keywords should cover a single page only.

The abstract offers an overview to the reader of the content of the

report so they can decide whether it is worth reading. This page should

be headed by your name and the title of the project, followed by an

abstract that must not exceed 250 words, and up to ten keywords (or

phrases) that highlight the subject matter. The abstract should detail

the content and key findings of the project in such a way that its aim,

approach and outcome(s) are clearly identifiable to the reader.

Example

Abstract

This aim of this dissertation examines Wal-Mart’s branding strategy in China. As China’s retailing industry is booming in recent years, many international retailers like Wal-Mart and Carrefour have entered the market and made the competition more intensive. As Wal-Mart’s brand name is associated with low prices and the company has put much stress on this image. The objective of this research is to measure the perception of Chinese consumers to the Wal-Mart image. A structured questionnaire was designed to test consumer perceptions and attitudes. The survey was conducted in Shenzin City, China, over a four week period with a sample of 133 people. Thirteen attributes have been raised to measure consumer attitudes and four other supermarkets selected to make a comparison with Wal-Mart.

Results of the research indicate that consumers have accepted Wal-Mart and rank it high on performance in several areas. But price is not the most important factor for customers when choosing a supermarket, since a low price strategy has been adopted by most of its competitors. Recommendations based on the survey results are made to Wal-Mart for its future development. As low price is no longer its unique competitive advantage, Wal-Mark must consider other strategies to reinforce its brand image. Keywords

Wal-Mart, China, Retailing, Supermarkets, Consumer Behaviour, Consumer Perception, Attitudes, Brand Image, Low Price Strategy, Customer Service

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The main body will be sub-divided into sections, and each section will lead

naturally in terms of structure to the next. Gradually your research report

reveals its sequence and contents to the reader. A research report will be

divided into broad sections as shown below:

Broad Sections Main Aim of Each Section

Introduction

The Introduction informs the reader what the research is about, and presents the overall research objective and specific research questions – and why. The introduction may also present and summarise the contents of the remaining sections to the reader

Background Information Section(s)

The background information section(s) puts the research into a particular social, commercial, theoretical or historical context. It puts your research into perspective and helps to explain the reasons for the research.

Literature Review

The aim of the literature review is to inform the reader what previous research has been done on the topic and how it has guided or informed your own research. For example, this can include how previous research it may have influenced your own methodology or how you may be building on what happened in previous research. The literature review will also summarise the main theoretical models, principles or practices that are relevant to your research.

Methodology

The Methodology section informs the reader what overall research methodology you adopted – and why - and what research tools (or methods) you adopted to gain and analyse your result. It can also involve discussing objectively the limitations of the methodology & methods used. It also describes the participants involved (how many/how they were selected/their characteristics etc).

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Result

The results section presents a summary of the data or other information you gathered. At this stage you just present and summarise the data or information without going into detailed discussion of the implications of your findings (this goes into the next section: ‘Discussion’).

Discussion

This section analyses & discusses the result, including implications, consequences, issues raised etc. It presents some resolution or answers to the main research questions. You may also want or need to connect the result in some way to the theories, models, practices etc you introduced in the literature review.

It may also include recommendations, although this could go into a separate ‘Recommendations’ section if there are a significant number of recommendations to be made.

Conclusion

The conclusion to the report reminds the reader of the main aim of your research, your methodology and the findings. You are also likely to point out the limitations of your research and how future research might take your findings a stage further.

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Choose Appropriate Sub-Headings

Although all research reports will include engagement with all the broad sections described on the previous page, the sub-headings chosen to label them with will vary from one report to the next. The order in which the information is presented may also vary a little; see four post-graduate research report examples below:

1. Title: Shopping in China – an Examination of Consumer Perception and Evaluation of Branding Strategy of Wal-Mart in China Sub-headings in main body of this report:

1. Introduction 2. Literature Review 3. Background 4. Methodology 5. Survey Findings 6. Discussion and

Recommendation 7. Conclusion

2. Title: To Develop a Human Resource Competency Framework for the Manufacturing Operation of Dunlop Latex Foam Limited Sub-headings in main body of this report

1. Introduction 2. Background: Human

Resources within Dunlop Latex Foam

3. Background: Competency and Skills Framework

4. Background: Delivering Strategic Aims

5. Summary of Key Literature 6. Key Performance Measures 7. Identifying a Framework for

Business 8. Business Benefits 9. Conclusions and

Recommendations

3. Title: Changing Personnel Management? An assessment of the personnel function leading business change in Small and Medium-sized Enterprises? Sub-headings in main body of this report:

1. Introduction 2. Scrutinising the Personnel

Function and the Search for Status (a background section divided into five sub-sections)

3. Methodology 4. Results 5. Discussion 6. Report Conclusions

4. Title: A Knowledge Management Strategy for a Leading Provider of E-Commerce Related Services Sub-headings in main body of this report:

1. Introduction (which included sub-sections on background, brief literature review & methodology)

2. Interviews 3. Interview Findings 4. Styles Survey 5. Survey Findings 6. Literature Search 7. Evaluation of Strategic

Options 8. Recommendations

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So, whilst all research projects will contain information that connect with

the broad section categories outlined on pages 9 & 10, they may be

included in an order best suited to assist the logical flow of ideas in the

report. It may be necessary too, to sub-divide long sections into sub-

sections to make the information more accessible and readable.

What to include in each section? The following is one approach to project

writing that can help you include all the relevant information into your sections.

The ‘5W & 1H’ Approach to Project Writing

This is a technique taught to journalists, and can work effectively for students who want to develop skills of critical analysis and report writing. It works by asking six interrogative questions of any theory, model, practice, or in this case, your research.

It can be used as a guide to help you focus on information you may need to present in each section. E.g.:

WHO? Who: might benefit/be disadvantaged/is or is not involved/developed the idea?

WHAT? What: are we taking for granted/assumptions are we making/ is implied that may not be true/ is missing/ is the background to this idea/is the wider significance/the advantages and negatives of the idea?

WHERE? Where: can it be applied/would it not be applicable/else could it be relevant?

WHY? Why: has this idea been developed/been introduced/should we pay any attention to it?

WHEN? When: is the idea applicable/not applicable/reasonable or unreasonable to apply/should we start or stop?

HOW? How: will the idea work in practice/be introduced/are people likely to react/will the idea be evaluated/we know or recognise success?

The grid on the following page will give you some examples of how these

questions can be applied to each of the broad sections of a research report.

These are just examples and there may be other questions you need to ask

because of the nature of your research.

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Introduction

What was the overall subject of your

research?

What was the main aim of your research?

What specific questions or issues did you

address in your research?

Why did you pursue these questions or

issues in your research?

Did you have any expectations of what you

might find out at the start of your research? If

so, what and why, and have these changed,

and why?

How is your report organised? What are the

main features of each section of your report?

What should the reader especially look out

for in your report (i.e. key points)?

What makes your research different to

previous research?

Background

Information

What are the main goods and services of

any company involved?

what is the historical/social/ or economic

background of any company or organisation

researched?

If relevant, who are the main people involved

in the research and their roles and

responsibilities?

What are the values, culture or policies

underpinning any organisation being

researched?

If relevant, why has a particular situation

arisen?

Literature

Review

What previous research has already been

done on this topic? Who did it, when and

why?

What conclusions did previous researchers

reach?

How relevant are these conclusions today

generally and for your own research?

How does your research build on previous

research? How is it similar or different?

How has previous research influenced your

research methodology and methods?

Who are the principal commentators &

theorists in the subject you researched?

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What theories, models or practices were

particularly relevant to prepare or analyse

your research topic and findings?

Methodology

What philosophical approach did you take to

your research, e.g.

positivistic/phenomenological?

Qualitative/quantitative?

Inductive/deductive?

Why did you adopt this approach?

In retrospect was this the correct approach?

What methods (to gather primary and/or

secondary data) did you decide to use and

why?

What criteria did you adopt for collecting this

data (e.g. target number, age, gender,

occupational etc) and why?

What was the target sample number? What

type of sample was it, e.g. a random

sample?

What was the actual number you achieved?

Why was there a shortfall?

Where did you collect the data?

When did you collect it?

Who was involved in the collection?

How did you collect it?

How did you analyse it?

What logistical or other problems did you

encounter in collecting or analysing it?

Results

What was the result of your findings?

Were the results affected in any way by any

event, situation or phenomenon?

If there was a shortfall in the amount of data

you gained, how have you compensated or

dealt with this situation?

How does the amount of data collected by

you compare or contrast with previous

research in this area of enquiry?

What is the best way of presenting these

results in the report?

Discussion

How do the findings connect with your

overall research aim and research

questions?

What do the findings mean in theory and/or

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practice?

How unexpected/expected were some or all

of the findings?

How can the findings be applied?

When can they be applied?

Who could apply them?

What recommendations can you make

based on your research findings?

Conclusion

The introduction of your report was the place to

tell the reader what you are going to say. The

conclusion is an opportunity to remind readers

what you have told them!

This sounds trite, but in fact, in a long report it is

important to do this, as the reader may need

reminding of important points you made earlier

in the report.

The conclusion pulls the threads of your

research together and leaves you and the

reader with a sense of achievement.

The concluding section therefore can contain

the following answers to these questions:

what are the main aims & findings of your

research? Remind the reader of these key

parts in your research.

What are the practical or applied applications

of your findings for others?

What were the unexpected problems that

arose and the limitations of the research?

How future research might build on where

you left off?

What will be the last sentence you will write?

Make it a good one.

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10 Writing Tips

1. Good writers have to continually revise and rewrite until they are satisfied

with the final result. Don’t underestimate the time this takes.

2. Talk to people about your research and explain it to them. By explaining it

to others you will explain it to yourself.

3. Always keep in mind your original research aims and research questions

and remind the reader of these at regular intervals: in the introduction,

literature review, methodology, findings – in virtually in every section - you

need to remind the reader (and yourself) what your research is about.

4. Always keep in mind the central point or findings of your report and

emphasise these in your writing. Emphasise them in the results section

and emphasise them again in the conclusion.

5. Start writing early. Write a section at a time as you complete them; don’t

try writing the report all at once. Show your supervisor each section at a

time as you write them, unless you have agreed another arrangement.

Give yourself plenty of time for revision, correcting and for formatting the

document – this can be very time-consuming.

6. In a long report, it is necessary to remind the reader of the main points in

each section. Summarise the main points made at the end of each

section and build the anticipation of the reader for what is to come in the

subsequent sections. The example below illustrates how a student

concludes his literature review and sets the scene to move on to the next

section.

The literature has demonstrated a range of views regarding change agency

and the extent of their adoption can now be assessed through a survey relating

to the role of the personnel management function in UK SMEs. This study will

now discuss, in the following chapter, the extent to which modern conceptions

of the personnel function, in particular business change, exist among UK

SMEs and the nature of such a business change role.

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7. Write with the ear. A sentence may look correct on paper, but often

sounds jumbled or rambling if read aloud. Listen to your sentences in your

head as you write, and do not write anything that sounds false or

uncomfortable to say aloud.

8. Write for the eye as well. Make the document visually appealing, and use

plenty of white space in margins, between sections and paragraphs to make

the document look good (see also guidelines on line spacing & type font in

Appendix 4).

9. Keep your writing clear and simple. Avoid long, convoluted sentences - and don’t fill them with jargon or pretentious waffle. For tips on good writing visit the Plain English Campaign website www.plainenglish.co.uk

10. If you are concerned about your spelling and grammar, try and get your

sections proof read before you hand them to your supervisor. This is not a

task you should expect your supervisor, tutor or any member of staff at the

university to do.

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Appendix or Appendices

What can be included in Appendices?

Copies of any questionnaires used

Source codes

Technical documentation produced during the solution process, e.g.

URD, SRD, DDD, or a User Manual

Lengthy tables of results or other data (you can include extracts from

these in the body of the main report)

Other information not absolutely necessary in the main body of the text,

but which provides additional insights and information to the background,

development or discussion stages of the report.

Bibliography

A bibliography is the total list of sources you consulted in preparation for your

report, whether you cited or referred directly to them or not in your report.

What evidence must be referenced?

The source of all statistics from external sources used in your report

The source of all quotations used

The source of specialist knowledge you have paraphrased or summarised

The source of any definitions quoted or paraphrased

The source of any previous external research summarised

The source of any theory, model, idea, or working practice that you refer

to in your text

However, you don’t need to reference:

Common knowledge (things that most people would know or easily find

out)

Undisputed historical facts

Your own opinions, observations, and ideas – but make sure you make it

clear in the report that they are your views. At those points in the report

you can take ‘ownership’ of them by using the term ‘I’; for example, “ I

would argue that…”; “It is my view that…” etc.

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Example of an introduction from a Masters level dissertation

Introduction

“It is our people who make the difference where it matters most…”

(Tesco 2002)

“This is a global success story made possible by the quality and

determination of over 100,000 people worldwide.” (Vodafone 2002)

“…we believe that competitive advantage is achieved through our

people…” (Kellogg 2002)

Employees are important to the competitive success of organisations and yet

the role of a business function dedicated to the management of people has

never been a glamorous one. Over the past 50 years in particular it has been

subject to heavy criticism and has sought to re-invent itself to attain the status

and the respect of other management functions.

Writing in 1955, Peter Drucker asked “Is Personnel Management Bankrupt?”

In concluding that it was not, he heavily criticised the state of the function.

Describing it a “…largely a collection of incidental techniques without much

internal cohesion.” (p243). Drucker demonstrated that the personnel function

had failed to deliver on the promise of relating how workers and work

elements may be managed (p253/4). Given this view, it is unsurprising that he

perceived personnel workers as constantly worrying about an inability to

prove their worth to the organisation (p243).

Consequently the function has sought to identify new ways in which a

valuable contribution can be made and demonstrated. The most recent trend

to emerge from this search has been a desire to become business change

agents and there is evidence suggesting that this approach has been adopted

in some large UK businesses.

This study assesses the extent to which a change agent role forms part of the

personnel management function1 in small and medium sized enterprises

(SMEs). It also aims to survey attitudes towards the effectiveness of, and

establish a future direction for, the function in this role. In doing this, the study

builds on the work of Storey (1992), Caldwell (2001) and others who identified

the presence of a change agent element in the responsibilities of the modern

personnel manager. However, unlike these studies of large organisations with

personnel specialists, this assessment considers a group of organisations

1 The term “personnel management” is used throughout to describe a function, or set of functions,

aimed at systematically managing people. The debate surrounding personnel and human resource

management is covered elsewhere in the literature and is not strictly relevant to this study, however the

main differences are outlined below in the section headed “The Search for Status”

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reported to be less sophisticated in their approach to people management

issues (Duberley and Walley, 1995).

Contents of this report

Chapter Two introduces personnel management in SMEs before considering

the function as viewed through academic literature. This will outline how the

challenges to its validity and business-worth have resulted in an “introspective

neurosis” (Guest 1991, p165). This concern with status as a theme of

personnel management is traced through the principal works of the past 25

years to the identification of business change as a factor of the role. The

nature of this new component is then contrasted with the views expressed by

authors working in the discipline of business change.

Having established the development and current state of the function, Chapter

Three is concerned with the survey methodology and Chapter Four presents a

report of key findings. Chapter Five has three broad sections. The first

establishes that SMEs perceive a need for business change capability and

consider the ability to change an important factor in their continuing business

success. In light of this, the second section looks at how effective the

personnel management function is thought to be at undertaking a spectrum of

change activities. In the final part of Chapter Five, the themes arising from the

preceding appraisal are compared with the literature surveyed in Chapter

Two, demonstrating the extent to which the survey findings break new ground.

This informs the identification of a new form of change agent.

Chapter Six forms a review of the key ideas outlined here, their practical

application, and a look towards how this research could be developed. This

includes a brief consideration of how this study is limited and how such issues

could be improved upon in subsequent work.

For tips on good writing visit the Plain English Campaign website www.plainenglish.co.uk

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