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Dissertation Committee: Roles, Functions, and How to Choose

The path to a dissertation is filled with choices that determine the quality of your experience as a student as well as the future strength of your professional network. 

Choosing your dissertation committee is one of the most important decisions–and one of the most fraught–that you’ll make as a graduate student. With the stakes being so high, many doctoral students worry about making a misstep and getting it wrong. 

Fear not! Putting together your dissertation committee becomes easier once you know the right questions to ask: of potential committee members, of your dissertation chair, and of yourself. While forming your dissertation committee can be challenging, striking the right balance will lead to a richly rewarding academic experience that will pay dividends throughout your career. Do your homework, and you’ll be just fine. 

Dissertation Committee Questions

• What does a dissertation committee do?
• Who serves on your dissertation committee?
• How do you choose dissertation committee members?
• What can you expect from your dissertation committee? 

What Does a Dissertation Committee Do?

The basic function of your dissertation committee, which typically consists of five members, is to guide you through the process of proposing, writing, and revising your dissertation.  

Dissertation committee members serve in a mentoring capacity, offering constructive feedback on your writing and research, as well as guiding your revision efforts. They are also the gatekeepers of the ivory tower, and the ultimate judges of whether or not your dissertation passes muster. 

The dissertation committee is usually formed once your academic coursework is completed. It is not uncommon in the humanities and social sciences for dissertation committee members to also write and evaluate qualifying exams, and of course serve as faculty. By the time you begin working on your dissertation, you may know the faculty members who will serve on your dissertation committee quite well. 

Who Serves on Your Dissertation Committee? 

To a degree, who serves on your dissertation committee is up to you. Dissertation committees usually consist mostly of faculty members from the doctoral student’s home department, though this can vary due to the rise of interdisciplinary programs. 

Some universities also allow an outside expert–a former professor or academic mentor from another university–to serve on your committee. It’s advisable to choose faculty members who know you and who are familiar with your work. 

While it’s a good idea to have a mix of faculty members, it’s also important to be mindful about the roles they can play. For instance, I always advise graduate students working in quantitative fields to have a statistician on their committee. When there’s big data to crunch, it never hurts to have a stats expert in your corner. You’ll also want at least one faculty member–besides your chair–whose research is in the same relative area as yours, or adjacent to it. 

How to Choose Dissertation Committee Members

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Checklist for Dissertation Chairs

The dissertation committee chair, working with department administrative staff, helps steer the student through the intellectual stages and institutional requirements of doctoral degree work. Advising practices vary from discipline to discipline. However, the outline that follows provides widely applicable guidelines to a chair’s key responsibilities.

The Student-Advisor Relationship

• Coach the student about your working style and what the student can do to contribute to a good working relationship. (See and refer the student to, How to Get the Mentoring You Want , especially “How to Be a Good Protege,” in Chapter VIII.)
• If you become aware of significant problems or weaknesses (e.g., in the student’s writing, research-related skills, or personal life), refer the student to appropriate resources .
• Be aware of students’ individual situations and working style. Occasionally assess how they are doing (e.g., whether they are working well with you and seeking appropriate mentoring from others). See Part Two of Rackham’s, How to Mentor Graduate Students: A Guide for Faculty in a Diverse University .

The Dissertation

• Help the student to select and refine the dissertation topic, avoiding overly ambitious goals and expectations.
• Help the student formulate a long-term plan for the research and writing of the dissertation, including a timetable and tentative completion date. Ask the student to revise the plan, if needed.
• Reach agreement with the student as to how often they will consult with you and submit work for you to critique.
• Seek a progress report from the student at least once a term.

The Dissertation Committee

• Assist the student with selecting faculty members to serve on the dissertation committee ( membership guidelines ).
• (For Co-Chairs) Consult with each other to divide up your supervisory responsibilities, and then inform the student.
• Make sure everyone on the committee is familiar with the roles of Chair or Co-Chair, cognate, and the other members. How closely and frequently members other than the Chair(s) engage with the student’s work varies, all should be in regular contact.
• Work with the student to schedule and plan for committee meetings, taking into account the norms of the department or program.
• If a member of the committee is not responding to the student’s communication or failing to review the draft sections of the dissertation in a reasonable amount of time, coach the student about how to proceed, or intervene directly if the problem is severe. If all efforts fail, encourage the student to consider finding a replacement.
• Take responsibility for dealing with conflicts among committee members. (e.g., personal conflict and intellectual disputes that create a roadblock for the student).

Supervising Research

• Emphasize data collection and record keeping.
• Go over ethical issues, including human subject and animal care protections.
• Build backup ideas into any research project.
• Follow the student’s development and make adjustments in assignments.
• Be aware of conflicts in a research group, and when they arise, take steps to mediate.

Administrative Matters

• Tell the student to work with the department or program administrative staff to meet Rackham requirements such as filing an up to date Dissertation Committee Form .
• Where feasible, assist the student in securing funds, such as fellowships, GSIs, GSRAs, research and travel funds.
• If the Candidate needs to petition Rackham for an extension to the seven-year time limit, provide the necessary support but require the student to develop a plan for completing the degree.

The Oral Defense

• Tell the student to seek help from the department or program administrative staff about fulfilling Rackham requirements in the final stages of earning the degree.
• Be sure the student and the committee know that Rackham policy requires that the oral defense must be conducted as a public event, (except for the Committee’s private deliberations either before or after the defense), open to all interested persons.
• Before the student schedules the oral defense date, be sure the student knows the date in the term of final registration by which the defense must be held. Also, the student must be able to give the entire dissertation to the committee sufficiently in advance of the meeting. This must be at least two weeks before the defense but can be as much as three or four weeks, depending on the Committee.
• If the student is unable to meet the aforementioned deadline for distributing the dissertation, ask the student to postpone the defense unless you are certain all committee members have critiqued earlier drafts and, therefore, should be able to submit the oral defense evaluation forms on time. It is devastating when a student learns about major concerns shortly before the oral defense because the faculty member hadn’t read the student’s work previously .
• Prepare the student for the oral defense, in accordance with the traditions of the department and/or the wishes of the committee. (Note: The committee will need to decide how long the defense itself will last; there are no prescribed guidelines.)
• If you learn that one or more members of the committee have not submitted the Oral Defense Evaluation Form by the Rackham deadline, contact the committee member(s) immediately.
• If there appear to be serious concerns about the student’s work, advocate for a delay in the oral defense. Dissertations should be approved based on the quality of the work, not because of other pressures (e.g., a job offer contingent upon completion; the expense of registering for a further term, etc.).
• Before the defense begins, the committee must review all the members’ written evaluations and identify the topics they will raise and their sequence. If any of these activities has not been done in advance, excuse the student and others from the room to do so.
• At the defense, make sure it’s clear which committee member(s) will sign off on the required revisions.
• After the defense, submit the completed Oral Defense Examination Form, and, if no revisions or corrections are needed, the Dissertation Completion Form.
• If revisions and/or corrections are required, make sure the Dissertation Completion Form is submitted as soon as possible after the dissertation has been completed and approved.

Launching the Student’s Career

• Ask students to do tasks they will need to do after they get into the field.
• Encourage students to attend professional meetings, and when the two of you attend the same meeting, actively help them to network.
• Speak honestly to students about their strengths and weaknesses (e.g., not everyone can succeed as a faculty member).
• If appropriate to your field, call people to help students seek positions and be deliberate and careful about treating them fairly in this regard.
• Prepare students to consider the full range of career possibilities appropriate to their field.
• If the student’s dissertation is outstanding, consider nominating it for the ProQuest Distinguished Dissertation Award .

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How to Communicate with Your Dissertation Chair

“Be sincere, be brief, be seated.” This is the advice that Franklin D. Roosevelt gave his son on how to make a public speech. I believe this is generally good advice for how we should communicate. Can you imagine if everyone was sincere, to the point, and composed when communicating?

Several of my clients recently asked me a variation of the following question: What is the best way for me to communicate with my dissertation chair? Keeping Roosevelt’s advice in mind, I would also like for you to consider the following six tips for communicating effectively with your dissertation chair:

• What is your typical turnaround time for responding to emails?
• How should I reach you if something urgent comes up?
• What is your typical turnaround time for reviewing drafts and providing feedback?
• When are your “out of office” hours?
• How frequently do you recommend that we meet?
• Ask your chair if there are periods of time when they do not review drafts.  Mark these dates on your calendar and incorporate them into your writing deadlines.
• Establish a regular meeting schedule.  I recommend meeting with your chair at least once a month. Setting a regular meeting schedule is important for two reasons. First, it communicates to your chair that you are serious about staying on track with your writing and meeting your goals. Second, it will help you hold yourself accountable to your writing deadlines.
• Ask your chair to schedule a collaborative review session the first time they conduct a review of your work.  Meeting with your chair the first time they provide feedback on a draft will help you understand how your chair provides feedback and give you the opportunity to ask questions if you do not understand their comments or edits.
• Be professional. You are a scholar and should conduct yourself accordingly. This means being reasonable with your requests (e.g., do not ask for same-day feedback on a draft) and going straight to the source when you have a problem.
• Learn how to receive constructive feedback.  Part of being an advanced learner means being able to receive constructive feedback. Period. Do not act defensively if you do not agree with the feedback provided by your chair. In these cases, I recommend waiting 24 hours before expressing your disagreement. You might feel differently after this cool off period.

Author:  Jessica Parker, EdD

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Trapped in dissertation revisions?

Choosing a dissertation chair, published by steve tippins on september 5, 2022 september 5, 2022.

Last Updated on: 7th September 2022, 05:44 am

Choosing your dissertation chair is one of the most important decisions that you’ll make in graduate school. Your dissertation chair will in many ways shape your experience as you undergo the most rigorous intellectual challenge you’ve had up to this point, and guide you as you navigate the murky waters of a major original research project. When the stakes are this high, you’ll want to make sure you’re working with the right person. 

But what should you be looking for in a dissertation chair? It’s a question that nags at many Ph.D. students when they’re on the precipice of this decision. Have no fear, we’re here to help. These are frequently asked questions that graduate students have about choosing their dissertation chair:

• What type of faculty member makes a good dissertation chair?
• How do I ask a faculty member to chair my dissertation?

What Makes a Good Dissertation Chair?

When it’s time to think about a dissertation chair, many graduate students are tempted to ask the most well-known professor on their program’s faculty to serve in the role. On the surface, this seems like a sound decision. After all, a scholar who has made a name for themselves in their discipline clearly knows what they’re doing, right? And it certainly wouldn’t hurt to have a bit of their stardust on your CV, of course. 

Not so fast. While a very successful scholar definitely excels at research, they might not be what you’re looking for, and they might not have the time to dedicate themselves to your project. An ideal chair is a faculty member that you have good existing rapport with, and one who is excited to work with you. An ideal chair is someone who will be a good mentor and advocate for you and your research, and someone who you know will be by your side for the long haul. 

The Big Ask

For something that is a very common practice in academia, many graduate students have anxiety about approaching a faculty member to be their dissertation chair. While it may feel to you like a lot to ask, keep in mind that chairing dissertations is part of a full-time faculty member’s job. They signed up for this, and they expect these kinds of requests. 

Meet with the faculty member you’re hoping to work with and be clear about your intentions. Ask them about their experiences chairing dissertations, what their expectations are, and be prepared to pitch your project idea to them, or at least the general topic or problem you want to work on. They might say yes immediately, or they may know of another scholar in the department whose research is right in your wheelhouse. 

Either way, you’ll leave the meeting having made progress. Do not take it personally if the first faculty member you ask to chair your dissertation says no. Chances are, if they decline, it’s because they know they don’t have the time to work with you right now and they don’t want you to be at a disadvantage with a neglectful chair. Thank them, and move on to the next candidate. You’ve got this! 

Steve Tippins

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

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How to Manage Your Dissertation Chair and Committee Members

Updated: Jan 15, 2021

When you think about writing a dissertation and all it entails, you think predominantly of planning your project, finding literature relevant to your theory, determining the best approach to conduct your research, and how to best portray your findings once the study is over. Each part of a dissertation presents their own unique challenges, but the comforting thing about them all is you are in control.

Dissertation Chair and Committee Roadblocks

What happens when you do all you can on your end but do not get a timely response from your advisor? Or, a committee member is dragging their feet because they do not agree with one piece of your approach and will not budge until your study has been modified. What about when your advisor or committee wants you to add additional components to your topic, thus generating a greater mountain of work?

Problems that arise due to your advisor and committee are not often discussed, but they do occur. The truth of the matter is that the dissertation is your responsibility and priority, but it may not be theirs. Professors are often sidetracked by their personal priorities, such as applying for research grants, teaching, or preparing research paper submissions for publication.

Some of the most common difficulties when working with your dissertation advisor and committee are:

Lack of communication and feedback

Unreachable committee members

Disagreement on course of action to complete the dissertation

Unreasonable requests for revisions to the dissertation

Ensuring everyone is on the same page

Best Approach to Manage your Dissertation Advisor and Committee

I have encountered my fair share of issues when working with my advisor and committee on my dissertation, all of which could have been alleviated by adopting a collaborative mindset, determining expectations up front, open communication, and setting boundaries. These actions may not be the remedy for every problem, but they will be helpful in managing your dissertation advisor and committee.

Adopt a Collaborative Mindset

You are the owner of your dissertation, though working with experts in their relative field presents a unique challenge, as you have to ensure everyone’s recommendations are taken into consideration and applied when possible. Adopting the mindset that you are collaborating with your advisor and committee to develop the best dissertation possible will ultimately please everyone and set you up for a successful dissertation defense.

Determine Expectations Up Front

I have heard countless stories from students that in the oral proposal defense or oral dissertation defense, a committee member was disappointed that something was not included, an analysis wasn’t performed, or the level of quality was not up to par. Sitting down with your advisor and committee members to discuss their expectations for your project at the beginning will minimize the likelihood that something comes up later that forces you to scramble to meet deadlines or expand your timeline. Determining expectations in the beginning also helps your advisor and committee members know specific deadlines you need to meet (i.e., a signature is needed on a formal document for your school or the dissertation submission deadline) and your expectations for communication, feedback, and involvement in the project.

Open Communication

An open communication policy between you and your advisor while writing your dissertation will ease any frustrations or issues you encounter and help the process move along more smoothly. With this type of policy, you will feel more comfortable expressing your needs and concerns with your advisor, and in turn, he/she will be able to help and advocate for you.

Set Boundaries

Boundaries are a safeguard from receiving unreasonable requests and suggestions from your advisor and committee. By setting boundaries for your study up front, through discussions at the development stage and through formal sign-off at the proposal defense, you are confirming that everyone is aware of the parameters of the study and what can reasonably be accomplished for the dissertation.

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Forming an Interdisciplinary Dissertation Committee

Doctoral students in interdisciplinary programs face unique challenges in forming dissertation committees. Based on our experience as directors of three such programs (Public Health Genetics, Urban Design and Planning, and Astrobiology), we offer the following suggestions.

Your first challenge

Find the optimal set of members — especially the right chair (or two co-chairs) for your committee. Committee members need to:

• be the best match for your intellectual interests
• have the expertise to help you succeed in designing and completing your dissertation
• be able to help you prepare for your career

In planning for a dissertation, you should consult extensively with faculty members in your program for guidance about:

• potential research questions
• planning/timing methodology
• potential committee members

The role of the committee

The final decision about the appropriate content of your project rests with the dissertation supervisory committee. You should work closely with the committee (especially the chair) to determine your project’s scope and content. The committee will guide your research and should meet regularly with you. Being sure you and your committee agree on what is meant by “regular” meetings is also a good idea. You may find it useful to meet individually with the members and obtain their feedback at several stages of your dissertation process. The interdisciplinary nature of your work may require that feedback at an advanced stage of your dissertation will be provided by the committee in an integrated form. You may want to discuss with your chair how the committee could produce a collective memo integrating their shared feedback.

The composition of dissertation committees

The dissertation supervisory committee must have at least four members, including the chair and the Graduate School representative (GSR). At least three committee members (including the chair and the GSR) must be UW graduate faculty members with an endorsement to chair doctoral committees; a majority of your committee members must be graduate faculty members, identifiable through the  Graduate Faculty Locator .

Committee members should include faculty expertise in your dissertation’s core fields. You might consider having five members, especially if your project involves different disciplines requiring advice and guidance in all areas. Four committee members must attend general and final exams — so having five on your committee provides flexibility if one member cannot attend. However, having more than four committee members may make it more difficult for them to find time to work together.

Selecting a Graduate School representative

You must select the Graduate School representative for your committee by consulting with your chair, other committee members, and/or program directors. The GSR votes and represents the interests of the Graduate School. GSR requirements:

• be a graduate faculty member
• have an endorsement to chair doctoral committees
• no conflict of interest with you or your committee chair

Also, the GSR may not have an official faculty appointment within your committee chair’s department(s) or the department in which your program is housed. This can be challenging for students in interdisciplinary programs. Exceptions to this rule can be made, with appropriate justification, by petition to the dean of the Graduate School.

by Professor Emeritus Melissa Austin, Public Health Genetics; Marina Alberti, professor, Urban Design and Planning; and Woody Sullivan, professor, Astrobiology

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I’m Chairing My First Dissertation. What Do I Do?

Many faculty members moving into a position that requires guiding doctoral students through the dissertation process have no blueprint, writes Ramon B. Goings.

By  Ramon B. Goings

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Here’s a common conversation I find myself having with new faculty members.

I ask, “What training and support do you think would be helpful for you as a new faculty member in your department?”

The new faculty member responds, “I need help on creating a consistent program of research and teaching my classes effectively so I can earn tenure.”

So then I ask, “I see you have doctoral students you will have to advise, as well. Would training on how to be a dissertation chair be helpful?”

And the faculty member exclaims, “Wow! I hadn’t thought about that and have no clue where to start. I mean, I did go through the dissertation process myself and know how to do research. Isn’t that enough ?”

For many faculty members, including myself, who have transitioned or will transition in the upcoming semester to a position that requires mentoring and guiding doctoral students through the dissertation process, there is often no blueprint. Think about your doctoral experience. After you finished, did you receive any training or support on chairing your own doctoral students?

When I talk with other faculty members I often ask, “How did you learn how to be a dissertation chair?” The most common response is, “I learned by doing it.” While on-the-job training has value, and that is how I also learned, I have always pondered the question: “ Why isn’t there more training for faculty members on how to effectively guide doctoral students through the dissertation process?”

Based on that question and my experience serving on more than 40 dissertation committees as both chair and committee member—and supporting over 150 doctoral students across disciplines through my training related to the dissertation process—I have been able to witness both effective and ineffective strategies for chairing dissertations. And I’d like to share some of the insights I gained and wish I’d had when I started with faculty members who are just beginning their journeys chairing dissertations.

Recognize the dissertation experience of your advisees doesn’t have to be the same as yours. Every dissertation is different. As faculty members, we do not have to put our students through the process that many of us went through. This mindset shift is vital to make. If we approach how we advise our students in a way that mimics our own doctoral experience, it is easy to have unrealistic and sometimes unfair expectations of our doctoral students. That can potentially transform what should be a positive learning process into one that is unnecessarily difficult and riddled with friction. It may also deter many of our brightest minds from contributing to academia as a whole through their research after finishing the dissertation process.

Part of our work as chair is doing some internal reflection on our personal doctoral journey and understanding how our experiences influence our views on advising. For example, some doctoral students I encounter have dissertation chairs who see the dissertation process as a sink or swim exercise where the student needs to figure out everything on their own and should only reach out to their chair when they have completed work to share. In some of these situations, the student was only subjected to this mentorship approach because it was the way their dissertation chair was trained. Meanwhile this approach has left them isolated and unsure of themselves as scholars.

Contrastingly, I also encounter students who have dissertation chairs that encourage conversation with them and find opportunities to explaining the dissertation process, so the student knows they have a supportive faculty member to rely on. Every doctoral student has different needs at different stages of the dissertation process, so we should be open as faculty to adapting our style to meet the needs of our students.

Discuss expectations early and often. When I take on the responsibilities as chair, one of the first conversations I have with students focuses on our mutual expectations of the process. Why? Because, I have seen relationships go awry when expectations aren’t clear. When thinking about communicating expectations, here are a few topical areas that could help start your conversation.

Communication and meeting cadence:

• Discuss your preferred mode of communication. Email? Phone? Text?
• Share your typical response time to advisee questions.
• Determine how often you plan to meet. Weekly? Bi-weekly? Monthly?
• Communicate the days and times will you be unavailable.

Writing feedback and turnaround time:

• Decide how you want to review the dissertation. Chapter by chapter? Entire dissertation proposal?
• Share your typical turnaround time on feedback. Determine what happens if you are not able to meet the agreed-upon turnaround time.

Selecting committee members:

• Review the guidelines for committee composition.
• Decide, if in a co-chairing situation, who should be the first point of contact.

Engaging in this conversation with your advisee shows that you are human and understand that, as two busy people, you can figure out how to work together. While it’s important to have this discussion at the beginning of the dissertation process, you should continue to revisit your expectations with your students regularly.

Create your own system for managing students and the process. Having gone through the tenure and promotion process, I certainly understand the concerted effort it takes to be a productive scholar and teacher while also building a national or international presence in your field through various service opportunities. Given the demands on your time, it is helpful to create a system for how you manage your advisees and their progress, because it can be easy to lose sight of what they are working on and the upcoming deadlines that are important to their degree completion timeline. This is especially important if you are chairing many doctoral students.

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One effective approach I and other chairs have implemented when we’ve had several advisees is to establish a designated time each week where students can drop in to talk about their work in a group format. That not only helps you manage your schedule, but also allows your students to build support and camaraderie among themselves.

To make best use of these meetings, I also recommend that you ask each student to create an agenda that has the key items they would like to discuss during their time with you. Having an agenda allows you time to prepare, if necessary, and also provides documentation of what was discussed so you can stay on top of everyone’s progress.

The dissertation is a repeatable process, so when starting out, create templates for aspects of the process that do not change. For example, if you know you will need to send an email to the committee members to schedule a defense date, create the email one time and save it as a template in your email system. That way, when looking to schedule future defenses, you already have a place to start from.

Other aspects of the process that you could build templates for include, but are not limited to:

• Dissertation defense PowerPoints
• Committee member emails offering feedback
• Dissertation-defense announcements

You should also recognize that not all doctoral programs recognize and compensate faculty members appropriately when chairing dissertation committees, and that having systems in place will allow you to use your time effectively and still maintain focus on your research and teaching responsibilities.

Understand both the spoken and hidden rules. When chairing dissertations in a new department, make sure that you have access to any policy documents that govern the dissertation process at your university. In particular, create a spreadsheet or calendar of all of the important submission dates at your department, college and university level. This becomes important when talking with your advisees about their anticipated timeline for completion.

Being aware of deadlines allows you to help your student by recognizing, for example, that while graduation might occur in May, their dissertation has to be defended by March 15th. That March 15th deadline signals that the student may need to be done writing their dissertation and have a draft to the committee by February 1st to give them a month to review. Depending on the bureaucracy of your institution, such dates vary and drastically impact a student’s timeline, so it is important to stay on top of the rules.

In fact, one of the key challenges as a new faculty member in a department is that you don’t always know the unspoken rules of your department’s dissertation process. For instance, when I was a doctoral student, it was often the responsibility of the chair to communicate with the committee when sending over chapters for review or getting folks scheduled for a defense. However, in my current doctoral program, many of our students actually help in leading that process with the support of the chair. I value that they have ownership of the process, but that was something unspoken that I had to learn along the way.

Some questions that you may want to ask to understand which unspoken rules you should consider are:

• How long does our department give committee members to review a dissertation?
• At what point do we send dissertations to the committee? After chapter completion? Or only when a complete proposal or final dissertation is ready?
• If a dissertation committee member is unresponsive, how is that typically handled?
• Does our department allow a student to write their dissertation in a language other than [insert language]?

As a new faculty member, chairing doctoral students through the dissertation process is an important role, but one that we are least prepared for in our doctoral training. My mission is to have more conversations about ushering students through the dissertation process, so I can improve it for everyone involved.

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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• 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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How to select a dissertation committee member wisely?

I'm currently developing my dissertation proposal, and am in the process of choosing my committee members. I have heard that one should carefully choose their committee members, since they ultimately judge if and when your PhD work is done. As far as I can tell, a committee member should at least have some expertise in my research topic. I'm sure there's more to it than that, but I want to know what other qualities should I look out for? What qualities in a committee member should I avoid? I imagine these other qualities are subtle and difficult to judge at first. Nonetheless, how do I know if they are a good fit for the success of my PhD?

• thesis-committee

2 Answers 2

First, ask your adviser . He/she likely knows more about most of your department faculty than you do. You don't have to do exactly as you're told. But if you don't, this should be an intentional choice on your part, and you should have a good reason for that choice. Beyond that, I see at least 3 broad areas to consider. You want committee members who will

• strengthen your professional network : introduce you to potential collaborators, and possibly help with your search for a postdoc or tenure track position; and/or write a letter of recommendation for you
• give valuable feedback on your work : you think they'll actually read your thesis (you might be surprised how uncommon this is), and might have something constructive to say
• be easy to work with in the defense process: likely to be flexible on the date of your defense, and likely to sign off on your dissertation without demanding lots of changes (fitting into 4 schedules besides your own can be a nightmare; it's nice to have a few committee members who are easy to work with on this)

Which of these contributions you value most will depend on what you're hoping to do after your PhD. If you're looking to move into industry, many of your professors' contacts may be less valuable to you than if you hope to stay in academia. Do you plan to stay research active? In the field of your dissertation? Practically, you may have limited options. At the very least, you should weigh 1, 2, and 3, and estimate how you think each candidate will contribute in each area.

• 13 Only one thing I would add to this excellent answer: At least one committee member should take you out of your professional comfort zone. Do not choose committee members only from your subfield, your department, or even your university. Part of defending your research, especially if you are continuing into academia, is being able to explain your work and defend its importance to people outside your narrow academic circles. –  JeffE Commented Oct 13, 2012 at 16:00
• @JeffE: One caveat to the suggestion of an external reviewer—try to avoid someone who's geographically far away. Scheduling committee meetings is hard enough as it is; it's exponentially more difficult if you have to organize them around the schedule of someone who needs to fly in for the meetings! –  aeismail Commented Sep 11, 2014 at 8:08
• 1 @aeismail: That's what Skype is for. I've been in more than one defense where the committee was spread across multiple continents. –  JeffE Commented Sep 11, 2014 at 10:59

This is certainly a very important question. Here is the make up of my committee and its pitfalls. This isn't the best committee but has its advantages. You could easily extrapolate from my experience:

Adviser/Committee member 1:

• I have a fantastic adviser who always stands by me and supports my work. He essentially fights for me if things go awry.
• He is also the PI of the project I am working on so my successful graduation and publications do interest him.

Co-adviser/Collaborator/Committee member 2/Extradepartmental committee member:

• He champions the the ideas behind my research and has done so for the last 20+ years. So there is no problem that I'll get support from him

Committee member 3:

• Doesn't have anything invested in my research but since it is generally related to his work, he is on board.
• He is sitting on the fence as far as criticism goes.

Committee member 4:

• He doesn't like my work since his adviser didn't like this work and its implications.
• However, since I have a generally pro-me committee, I should be alright but not without breaking a sweat.
• If I convince him of the merit of my work, I'll have no problem in the future convincing any other detractors See comment by JeffE .

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Frequently Asked Questions about Writing a Thesis or Dissertation

How do i begin.

• The first step on your road to writing your thesis/dissertation is the selection of a committee chairperson. From there, you and your chair will select the rest of your committee. Your committee chair can help you make sure you complete all of the required forms before you start your research. If you have any questions, you can always contact the Thesis-Dissertation office in the School of Graduate Studies and Research (120 Stright Hall) or email [email protected] .
• Funding is available, on a competitive basis, through the graduate research grant. Funding is also available for graduate students to present their research at professional meetings. See the graduate student research funding information .
• All students completing a thesis or dissertation must submit an RTAF and it must be received by the School of Graduate Studies and Research before the applicable deadline . Many students will also need IRB or IACUC approval. Once you have submitted the RTAF and IRB/IACUC (if applicable) documents, the School of Graduate Studies and Research will review these documents for approval. You may not commence research until after you receive an official notification from the School of Graduate Studies and Research indicating your RTAF has been approved. The notification will be sent to your IUP email address.
• RTAF stands for Research Topic Approval Form. You must fill this out after you form your committee, but before you begin the actual work on your thesis/dissertation.
• Log in to MyIUP and go to Discover.
• Search for "graduate" and click on Graduate Student Resources.
• Click on Research Topic Approval Form.
• Follow the on-screen instructions. Note: This form is not compatible with Internet Explorer.
• Theses/dissertation deadlines can be found here .

Committee 

• You should choose a committee chairperson when thesis or dissertation work begins. The chairperson must be qualified to serve as a chairperson according to the IUP School of Graduate Studies and Research Criteria for Teaching Graduate Courses policy for graduate faculty membership. Members of a dissertation committee must also be approved under this policy. See the Current List of Eligible Faculty Members .
• Doctoral students wishing to have a committee member from outside the APSCUF bargaining unit may apply to have an outside reader serve as the third or fourth member of their committee.  Instructions to request an outside reader
• If your committee changes, you will need to submit a new electronic RTAF through your MyIUP account.  Email [email protected] to inform them of the reason for the new RTAF submission.
• Your thesis/dissertation committee chair may continue to serve as your chair for one year after their date of retirement if certain criteria have been met.  You will need to defend your dissertation/thesis within that one-year time frame; if you do not, a new RTAF will need submitted with an active IUP faculty member who has current graduate teaching eligibility status, listed as committee chair.

If your thesis/dissertation committee chair will no longer be serving then you will need to select a new committee chair, which may be a member already serving on your committee or a new member to the committee. They will need to be an active IUP faculty member who has current graduate teaching eligibility status.

 For doctoral students, a faculty member must have current doctoral level graduate eligibility status to chair a dissertation committee.

 For master's students, a faculty member must have current masters' level graduate eligibility status to chair a thesis committee.

• Please see FAQ About Faculty Compensation for Chairing Thesis and Dissertation Committees.

Copyright Issues

• No. The only exception would be if your ETD required a licensed application or reader program in order to make your ETD readable or useful. In that case, you would need to consult the licensing agreement to see if you must obtain permission from the copyright owner.
• Since a dissertation or thesis is published for nonprofit educational purposes, the author is permitted limited use of copyrighted material under the guidelines of "fair use." The purpose, amount, nature, and effect of the work reproduced determine whether or not one must seek permission from the copyright owner.
• Items that you would want to pay special attention to would be materials such as graphs, charts, data, pictures, maps, illustrations, long quotations, questionnaires, journal articles, music, archival material, unpublished works, computer software, and creative works such as poetry, novels, and plays.
• You can find more information on our Copyright Information page .

Submitting Your Thesis/Dissertation

• Yes, once it is approved by your committee. Please keep in mind that we only review content for format and compliance. You may want to submit your thesis/dissertation to the Graduate Editing Service at the IUP Writing Center prior to submitting it to us.
• No. Please email your copy either as a Word document or PDF. That way we all save some paper.
• By preparing an ETD and submitting it electronically, you may be able to better convey the message of your dissertation in an electronic document. Color diagrams, color images, hypertext links, audio, video, animations, spreadsheets, databases, simulations, and virtual reality worlds can be included in your document.
• Submitting electronically makes your research available to a global audience and not sequestered on a shelf in our library.
• Furthermore, you will learn about electronic document preparation and about digital libraries. These skills can help prepare you for your future role in the Information Age, whether you teach, conduct research, or use the research results of others.
• Yes. Here is information for obtaining paper copies for binding .
• You will need Microsoft Word 2007, Adobe Acrobat, or their equivalent.
• Also, a free, 30-day trial version can be downloaded here .
• Mac users will need to download Adobe Creative Suite 4 Master Collection trial .
• One other option is to download CutePDF Writer , which is a free program.
• The text-based portion of the dissertation must be a PDF file. You may use the following additional permitted file types already approved and supported by ProQuest's UMI division for electronic dissertations: image files as .gif, .jpeg, or .tif; video files as .mov, .mpg, or .avi; and audio files as .aif, .midi, .snd, .wav, or as CD-DA, CD-ROM/XA, or MPEG-2.
• No. Only one PDF is allowed.
• No. However, to ensure that readers will be able to download and use your ETD in the future, it is important to keep the size to a minimum. The average size of ETDs is less than 5 MB.

The Thesis/Dissertation Review Process

• We will check that your formatting complies with your chosen style manual and the university's formatting templates for front matter. We will also confirm that you have obtained all necessary approvals to conduct research, including but not limited to RTAF, IRB, IACUC, and outside readers. Additionally, we will review the document for plagiarism using iThenticate software. You will receive an electronic copy of the iThenticate report with your format revision notes.
• When you send your thesis or dissertation to the SGSR for review, we will upload it to iThenticate. The iThenticate software will compare your document to over 32 billion web pages and 125 million content items, including 34 million published works. iThenticate will automatically generate a report flagging sections of the thesis or dissertation that bear some percentage of similarity to published content. Each student will be sent an electronic copy of the iTHenticate report along with the other formatting documents already sent by the SGSR. The SGSR will carefully review the report produced by iThenticate and notify the student of possible missed citations and trivial errors. If it appears that there is a significant amount of potentially plagiarized material, the student, committee chair, graduate coordinator, and assistant dean for research will be notified for further investigation and for possible noncompliance with the university's Academic Integrity Policy .
• No. The iThenticate software allows the SGSR to set filters to exclude quotations and bibliographic information.
• No. Your thesis/dissertation will NOT be added to any iThenticate databases during the review process.
• Unfortunately, the SGSR's iThenticate license does not provide enough submissions for students to check their work.
• We will email you revision notes. We do not make any corrections to your thesis/dissertation.
• That's not necessary unless there were significant formatting issues, but we would be happy to look over your corrected thesis/dissertation if you so wish. We review your thesis/dissertation after you have submitted it to Proquest, and additional edits may be required at that time.

Citing and Publishing ETDs

• You can't. If you need to make corrections, you must contact the Thesis/Dissertation Office.
• Citations depend on the style manual you chose on your RTAF. Select for approved style manuals .

Please address all thesis and dissertation questions to [email protected] .

• School of Graduate Studies and Research
• 101 Stright Hall 210 South Tenth Street Indiana, PA 15705
• Phone: 724-357-4511
• Fax: 724-357-2715

EdDPrograms.org

What is an Ed.D. Dissertation? Complete Guide & Support Resources

Wondering how to tackle the biggest doctoral challenge of all? Use our guide to the Ed.D. dissertation to get started! Learn about the purpose of a Doctor of Education dissertation and typical topics for education students. Read through step-by-step descriptions of the dissertation process and the 5-chapter format. Get answers to Ed.D. dissertation FAQs . Or skip to the chase and find real-world examples of Doctor of Education dissertations and websites & resources for Ed.D. dissertation research.

What is an Ed.D. Dissertation?

Definition of an ed.d. dissertation.

An Ed.D. dissertation is a 5-chapter scholarly document that brings together years of original research to address a problem of practice in education. To complete a dissertation, you will need to go through a number of scholarly steps , including a final defense to justify your findings.

Purpose of an Ed.D. Dissertation

In a Doctor of Education dissertation, you will be challenged to apply high-level research & creative problem-solving to real-world educational challenges. You may be asked to:

• Take a critical look at current educational & administrative practices
• Address urgent issues in the modern education system
• Propose original & practical solutions for improvements
• Expand the knowledge base for educational practitioners

Topics of Ed.D. Dissertations

An Ed.D. dissertation is “customizable.” You’re allowed to chose a topic that relates to your choice of specialty (e.g. elementary education), field of interest (e.g. curriculum development), and environment (e.g. urban schools).

Think about current problems of practice that need to be addressed in your field. You’ll notice that Ed.D. dissertation topics often address one of the following:

• Academic performance
• Teaching methods
• Access to resources
• Social challenges
• Legislative impacts
• System effectiveness

Wondering how others have done it? Browse through Examples of Ed.D. Dissertations and read the titles & abstracts. You’ll see how current educators are addressing their own problems of practice.

Ed.D. Dissertation Process

1. propose a dissertation topic.

Near the beginning of a Doctor of Education program, you’ll be expected to identify a dissertation topic that will require substantial research. This topic should revolve around a unique issue in education.

Universities will often ask you to provide an idea for your topic when you’re applying to the doctoral program. You don’t necessarily need to stick to this idea, but you should be prepared to explain why it interests you. If you need inspiration, see our section on Examples of Ed.D. Dissertations .

You’ll be expected to solidify your dissertation topic in the first few semesters. Talking to faculty and fellow Ed.D. students can help in this process. Better yet, your educational peers will often be able to provide unique perspectives on the topic (e.g. cultural differences in teaching methods).

2. Meet Your Dissertation Chair & Committee

You won’t be going through the Ed.D. dissertation process alone! Universities will help you to select a number of experienced mentors. These include:

• Dissertation Chair/Faculty Advisor: The Chair of the Dissertation Committee acts as your primary advisor. You’ll often see them referred to as the Supervising Professor, Faculty Advisor, or the like. You’ll rely on this “Obi Wan” for their knowledge of the field, research advice & guidance, editorial input on drafts, and more. They can also assist with shaping & refining your dissertation topic.
• Dissertation Committee:  The Dissertation Committee is made up of ~3 faculty members, instructors and/or adjuncts with advanced expertise in your field of study. The Committee will offer advice, provide feedback on your research progress, and review your work & progress reports. When you defend your proposal and give your final defense , you’ll be addressing the Dissertation Committee.

3. Study for Ed.D. Courses

Doctor of Education coursework is designed to help you: a) learn how to conduct original research; and b) give you a broader perspective on your field of interest. If you take a look at the curriculum in any Ed.D. program, you’ll see that students have to complete credits in:

• Practical Research Methods (e.g. Quantitative Design & Analysis for Educational Leaders)
• Real-World Educational Issues (e.g. Educational Policy, Law & Practice)

When you’re evaluating possible Ed.D. programs, pay attention to the coursework in real-world educational issues. You’ll want to pick an education doctorate with courses that complement your dissertation topic.

4. Complete a Literature Review

A literature review is an evaluation of existing materials & research work that relate to your dissertation topic. It’s a written synthesis that:

• Grounds your project within the field
• Explains how your work relates to previous research & theoretical frameworks
• Helps to identify gaps in the existing research

Have a look at Literature Review Guides if you’d like to know more about the process. Our section on Resources for Ed.D. Dissertation Research also has useful links to journals & databases.

5. Craft a Dissertation Proposal

During the first two years of your Doctor of Education, you’ll use the knowledge you’ve learned from your coursework & discussions to write the opening chapters of your dissertation, including an:

• Introduction  that defines your chosen topic
• Literature Review of existing research in the field
• Proposed Research Methodology for finding the answer to your problem

When you’re putting together these elements, think about the practicals. Is the topic too big to address in one dissertation? How much time will your research take and how will you conduct it? Will your dissertation be relevant to your current job? If in doubt, ask your faculty advisor.

6. Defend Your Dissertation Proposal

About midway through the Ed.D. program, you will need to present your proposal to your Dissertation Committee. They will review your work and offer feedback. For example, the Committee will want to see that:

• Your research topic is significant.
• Your research methodology & timeline make sense.
• Relevant works are included in the literature review.

After the Committee approves your proposal, you can get stuck into conducting original research and writing up your findings. These two important tasks will take up the final years of your doctorate.

7. Conduct Original Research into Your Topic

As a Doctor of Education student, you will be expected to conduct your own research. Ed.D. students often use a qualitative, quantitative, or mixed methods (quantitative/qualitative) approach in this process.

• Quantitative Research: Collection & analysis of numerical data to identify characteristics, discover correlations, and/or test hypotheses.
• Qualitative Research: Collection & analysis of non-numerical data to understand & explain phenomena (e.g. questionnaires, in-depth interviews, focus groups, video artifacts, etc.).

Your Ed.D. coursework will ground you in research methods & tools, so you’ll be prepared to design your own project and seek IRB approval for any work involving human subjects.

Note: Occasionally, universities can get creative. For example, the Ed.D. program at San Jose State University asks students to produce a documentary film instead of conducting traditional research.

8. Write the Rest of Your Dissertation

Once you have written up the first few chapters of your dissertation (Intro, Literature Review & Proposed Methodology) and completed your research work, you’ll be able to complete the final chapters of your dissertation.

• Chapter 4 will detail your research findings.
• Chapter 5 is a conclusion that summarizes solutions to your problem of practice/topic.

This is where you and your faculty advisor will often have a lot of interaction! For example, you may need to rework the first few chapters of your dissertation after you’ve drafted the final chapters. Faculty advisors are extremely busy people, so be sure to budget in ample time for revisions and final edits.

9. Defend Your Dissertation

The final defense/candidacy exam is a formal presentation of your work to the Dissertation Committee. In many cases, the defense is an oral presentation with visual aides. You’ll be able to explain your research findings, go through your conclusions, and highlight new ideas & solutions.

At any time, the Committee can challenge you with questions, so you should be prepared to defend your conclusions. But this process is not as frightening as it sounds!

• If you’ve been in close contact with the Committee throughout the dissertation, they will be aware of your work.
• Your faculty advisor will help you decide when you’re ready for the final defense.
• You can also attend the defenses of other Ed.D. students to learn what questions may be asked.

Be aware that the Committee has the option to ask for changes before they approve your dissertation. After you have incorporated any notes from the Committee and addressed their concerns, you will finalize the draft, submit your dissertation for a formal review, and graduate.

Ed.D. Dissertation Format: 5 Chapters

Chapter 1: introduction.

Your Doctor of Education dissertation will begin with an introduction. In it, you’ll be expected to:

• Provide an overview of your educational landscape
• Explain important definitions & key concepts
• Define a real-world topic/problem of practice
• Outline the need for new studies on this topic

Chapter 2: Literature Review

The literature review is a summary of existing research in the field. However, it is not an annotated bibliography. Instead, it’s a critical analysis of current research (e.g. trends, themes, debates & current practices). While you’re evaluating the literature, you’re also looking for the gaps where you can conduct original research.

Sources for a literature review can include books, articles, reports, websites, dissertations, and more. Our section on Resources for Ed.D. Dissertation Research has plenty of places to start.

Chapter 3: Research Methodology

In the research methodology, you’ll be expected to explain:

• The purpose of your research
• What tools & methods you plan to use to research your topic/problem of practice
• The design of the study
• Your timeline for gathering quantitative & qualitative data
• How you plan to analyze that data
• Any limitations you foresee

Chapter 4: Results & Analysis

Chapter 4 is the place where you can share the results of your original research and present key findings from the data. In your analysis, you may also be highlighting new patterns, relationships, and themes that other scholars have failed to discover. Have a look at real-life Examples of Ed.D. Dissertations to see how this section is structured.

Chapter 5: Discussions & Conclusions

The final chapter of your Ed.D. dissertation brings all of your work together in a detailed summary. You’ll be expected to:

• Reiterate the objectives of your dissertation
• Explain the significance of your research findings
• Outline the implications of your ideas on existing practices
• Propose solutions for a problem of practice
• Make suggestions & recommendations for future improvements

Ed.D. Dissertation FAQs

What’s the difference between a dissertation and a thesis.

• Dissertation: A dissertation is a 5-chapter written work that must be completed in order to earn a doctoral degree (e.g. Ph.D., Ed.D., etc.). It’s often focused on original research.
• Thesis: A thesis is a written work that must be completed in order to earn a master’s degree. It’s typically shorter than a dissertation and based on existing research.

How Long is a Ed.D. Dissertation?

It depends. Most Ed.D. dissertations end up being between 80-200 pages. The length will depend on a number of factors, including the depth of your literature review, the way you collect & present your research data, and any appendices you might need to include.

How Long Does it Take to Finish an Ed.D. Dissertation?

It depends. If you’re in an accelerated program , you may be able to finish your dissertation in 2-3 years. If you’re in a part-time program and need to conduct a lot of complex research work, your timeline will be much longer.

What’s a Strong Ed.D. Dissertation Topic?

Experts always say that Doctor of Education students should be passionate about their dissertation topic and eager to explore uncharted territory. When you’re crafting your Ed.D. dissertation topic , find one that will be:

• Significant

See the section on Examples of Ed.D. Dissertations for inspiration.

Do I Have to Complete a Traditional Dissertation for an Ed.D.?

No. If you’re struggling with the idea of a traditional dissertation, check out this guide to Online Ed.D. Programs with No Dissertation . Some Schools of Education give Ed.D. students the opportunity to complete a Capstone Project or Dissertation in Practice (DiP) instead of a 5-chapter written work.

These alternatives aren’t easy! You’ll still be challenged at the same level as you would be for a dissertation. However, Capstone Projects & DiPs often involve more group work and an emphasis on applied theory & research.

What’s the Difference Between a Ph.D. Dissertation and Ed.D. Dissertation?

Have a look at our Ed.D. vs. Ph.D. Guide to get a sense of the differences between the two degrees. In a nutshell:

• Ed.D. dissertations tend to focus on addressing current & real-world topics/problems of practice in the workplace.
• Ph.D. dissertations usually put more emphasis on creating new theories & concepts and even completely rethinking educational practices.

How Can I Learn More About Ed.D. Dissertations?

Start with the section on Examples of Ed.D. Dissertations . You can browse through titles, abstracts, and even complete dissertations from a large number of universities.

If you have a few Doctor of Education programs on your shortlist, we also recommend that you skim through the program’s Dissertation Handbook . It can usually be found on the School of Education’s website. You’ll be able to see how the School likes to structure the dissertation process from start to finish.

Ed.D. Dissertation Support

University & campus resources, dissertation chair & committee.

The first port of call for any questions about the Ed.D. dissertation is your Dissertation Chair. If you get stuck with a terrible faculty advisor, talk to members of the Dissertation Committee. They are there to support your journey.

University Library

An Ed.D. dissertation is a massive research project. So before you choose a Doctor of Education program, ask the School of Education about its libraries & library resources (e.g. free online access to subscription-based journals).

Writing Center

Many universities have a Writing Center. If you’re struggling with any elements of your dissertation (e.g. editing), you can ask the staff about:

• Individual tutoring
• Editorial assistance
• Outside resources

Mental Health Support

It’s well-known that doctoral students often face a lot of stress & isolation during their studies. Ask your faculty advisor about mental health services at the university. Staff in the School of Education and the Graduate School will also have information about on-campus counselors, free or discounted therapy sessions, and more.

Independent Dissertation Services

Dissertation editing services: potentially helpful.

There are scores of independent providers who offer dissertation editing services. But they can be expensive. And many of these editors have zero expertise in educational fields.

If you need help with editing & proofreading, proceed with caution:

• Start by asking your Dissertation Chair about what’s permitted for third party involvement (e.g. you may need to note any editor’s contribution in your dissertation acknowledgments) and whether they have any suggestions.
• The Graduate School is another useful resource. For example, Cornell’s Graduate School maintains a list of Editing, Typing, and Proofreading Services for graduate students.

Dissertation Coaches: Not Worth It

Dissertation coaches are defined as people who offer academic & mental support, guidance, and editorial input.

• That means the person who should be your coach is your Dissertation Chair/Faculty Advisor. Remember that faculty members on the Dissertation Committee can also provide assistance.
• If you’re looking for extra support, you might consider consulting a mentor in your line of work and collaborating with fellow Ed.D. students.

But hiring an independent Ed.D. dissertation coach is going to be an absolute waste of money.

Dissertation Writing Services: Just Don’t!

Universities take the dissertation process  very seriously . An Ed.D. dissertation is supposed to be the culmination of years of original thought and research. You’re going to be responsible for the final product. You’re going to be defending your written work in front of a phalanx of experienced faculty members. You’re going to be putting this credential on your résumé for everyone to see.

If you cheat the process by having someone else write up your work, you will get caught.

Ed.D. Dissertation Resources

Examples of ed.d. dissertations, dissertation databases.

• Open Access Theses and Dissertations
• ProQuest Dissertations & Theses
• EBSCO Open Dissertations

Ed.D. Dissertations

• USF Scholarship Repository: Ed.D. Dissertations
• George Fox University: Doctor of Education
• UW Tacoma: Ed.D. Dissertations in Practice
• Liberty University: School of Education Doctoral Dissertations
• University of Mary Hardin-Baylor: Dissertation Collection

Ed.D. Dissertation Abstracts

• Michigan State University: Ed.D. Dissertation Abstracts

Ed.D. Dissertation Guides & Tools

General ed.d. guides.

• SNHU: Educational Leadership Ed.D./Ph.D. Guide

Dissertation Style Manuals

• Chicago Manual of Style

Style manuals are designed to ensure that every Ed.D. student follows the same set of writing guidelines for their dissertation (e.g. grammatical rules, footnote & quotation formats, abbreviation conventions, etc.). Check with the School of Education to learn which style manual they use.

Examples of Ed.D. Dissertation Templates

• Purdue University: Dissertation Template
• Walden University: Ed.D. Dissertation Template

Each School of Education has a standard dissertation template. We’ve highlighted a couple of examples so you can see how they’re formatted, but you will need to acquire the template from your own university.

Literature Review Guides

• UNC Chapel Hill: Writing Guide for Literature Reviews
• University of Alabama: How to Conduct a Literature Review

Resources for Ed.D. Dissertation Research

Journal articles.

• EBSCO Education Research Databases
• Education Resources Information Center (ERIC)
• Emerald Education eJournal Collection
• Gale OneFile: Educator’s Reference Complete
• Google Scholar
• NCES Bibliography Search Tool
• ProQuest Education Database
• SAGE Journals: Education

Useful Websites

• Harvard Gutman Library: Websites for Educators
• EduRef: Lesson Plans

Educational Data & Statistics

• Digest of Education Statistics
• Education Policy Data Center (EPDC)
• ICPSR Data Archive
• National Assessment of Educational Progress
• National Center for Education Statistics (NCES)
• UNESCO Institute for Statistics

• Alumni & Giving
• Faculty/Staff Directory

The Graduate School of Education and Human Development

• Accreditation
• Faculty & Staff Directory
• Counseling & Human Development
• Curriculum and Pedagogy
• Educational Leadership
• Human and Organizational Learning
• Special Education and Disability Studies
• Individualized Master's Program
• PhD in Education
• Online Programs
• Prospective Students
• Request Info
• How to Apply
• International Applicants
• Funding Your Education
• Admissions Events
• Visit Campus
• Admitted Students
• Career Services
• Dates & Deadlines
• Student FAQs
• New Student Orientation
• New Student Guide

Dissertation Guide

• Research Lab
• UNESCO Chair & Fellowship
• Futrell Scholars
• EdFix Podcast
• Feuer Consideration
• Refer a Student

DISSERTATION

A Central Resource for Crafting Your Dissertation

A dissertation is the culminating, integrative, scholarly experience of doctoral study. The purpose of the dissertation research is to: (a) make an original contribution to knowledge in the candidate’s field of specialization, (b) demonstrate an advanced command of research skills, and (c) demonstrate an advanced ability to communicate findings.

The stated information applies to all GSEHD doctoral degree programs, but each doctoral program may also have additional considerations. Please be sure to contact your program faculty for additional program-specific information.

Your Student Success Coach can answer questions about your doctoral studies or direct you to appropriate and helpful resources across the university. For more information, contact the Office of Student Success at [email protected] or 202-994-9283.

Due Dates/Timeline

Assembling Committee

Dissertation Proposal

Research Phase

Complete Written Dissertation

Oral Defense

Dissertation Defense Calendar

Final Submission Steps

Support/Resources

 Dissertation Due Dates & Timelines

Please note: The posted due dates below are driven by the university’s ProQuest submission deadlines (the date by which the university requires you to submit the final, approved version of your dissertation in order to graduate). The date of your ProQuest submission determines your graduation semester, regardless of when you defend.

If you have any questions, please contact Dr. Dannels, Associate Dean for Doctoral Studies, at [email protected] .

   Summer 2024 Due Dates at a Glance

The following pathways apply for the summer 2024 semester only, and exceptions or extensions will not be granted.

Timeline 1: Graduate in Summer 2024

• View a list of all required materials >
• July 19 : Last day to defend for a summer 2024 graduation
• In order to graduate this semester, all final steps must be completed and your final document must be uploaded to ProQuest by August 15 at 5pm. Please be aware this is a fixed deadline, so you will have less time to make your final edits if you choose a later defense date.
• If you do not submit your final dissertation before the ETD deadline, you will have to wait until the next semester to graduate.

Timeline 2: Graduate in Fall 2024

• August 15 : Last day to hold a defense during the summer semester (materials due 30 days in advance)

A student who is unable to meet the deadline for summer graduation may still submit materials and/or defend later in the summer semester as a fall 2024 graduate.

Any student submitting materials between July 20 and August 15, and/or defending between July 20 and August 15, will be a fall 2024 graduate and eligible to enroll in Continuous Enrollment (CE), a zero-credit, no-cost option, for the fall 2024 semester. This option is designed to allow students greater financial flexibility as they plan their defense timelines. ( Please note: international students living in the US are not eligible for CE; instead, they may take a reduced course load.)

You are not required to follow timeline 2 in order to graduate in fall 2024, unless you wish to enroll in CE (or for international students, a reduced course load). A student who submits materials after August 15 can still defend and graduate in the fall 2024 semester, but will enroll in and pay for normal dissertation research credits.

Steps for Dissertation Research

 step 1: assemble dissertation committee.

The dissertation committee guides the candidate in development of the dissertation research proposal, makes final judgments about the adequacy of the proposal, is available for consultation during the research work, guides the candidate in preparation of the dissertation document, and decides when the dissertation is ready for defense. It is the student’s responsibility to maintain regular contact with their chair and meet deadlines for drafts or deliverables.

• The three-member dissertation committee includes a dissertation chair and two additional committee members.
• The committee is formally constituted when all three members have signed a Dissertation Committee Membership form and submitted it to the Office of Student Life.
• Prior to the dissertation defense, two additional examiners join the committee.

Your primary advisor might serve as chair of the committee, or another faculty member may assume that position. The chair does not vote at the time of oral defense.

The role of the dissertation committee chair is to :

• Guide the candidate in the preparation of the dissertation proposal, including specification of the research problem, the literature review that helps point the way toward the research, the questions or hypotheses for investigation, and the methodology.
• Guide the candidate in selection of two additional committee members.
• Establish procedures regarding proposal development and dissertation draft review.
• Provide guidance on the research proposal structure and content and set clear expectations for timely completion of the proposal.
• Provide guidance on the dissertation structure and content and set clear expectations for high quality writing.
• Set clear expectations for timely completion and guide the candidate toward achieving a high level of quality (technical and ethical) in the dissertation research and document.
• In consultation with the candidate, select additional examiners (i.e., readers) for the oral defense of the dissertation.
• Prepare the candidate for the oral defense process.
• Encourage the candidate to publish their dissertation after successful completion.

The dissertation committee chair must have the following qualifications:

• Hold an earned academic doctorate.
• Hold a GSEHD regular faculty appointment, either full- or part-time (visiting faculty not permitted). Selection of dissertation chairs who do not hold a regular faculty appointment or are outside the program area require approval by the Dean’s Office. In this case, a member of the candidate’s program faculty must participate as a member of either the research committee or the examining committee at the point of defense.
• Have expertise that matches the candidate’s topic area.
• Have an active research agenda as characterized by the departmental personnel guidelines.
• Either (a) have experience serving as a member in no fewer than two dissertation committees, including the defense of the dissertation, or (b) in the absence of such experience, be mentored by an experienced GSEHD dissertation chair selected by the faculty member’s department chair.

What happens if your chair retires or departs GSEHD?

Emeritus and departing faculty may continue to serve as the dissertation chair for a period of two years, if the student has an approved proposal at the time of their departure. After two years, the student must reconstitute the dissertation committee by selecting a new chair.

The role of the two other dissertation committee members is to guide the candidate, in conjunction with the chair, through development of their independent research and the achievement of a high-quality product and oral defense. Both are voting members at the time of oral defense.

These committee members must have the following qualifications:

• Hold an earned academic doctorate, or an earned terminal degree, and a faculty appointment for at least one year prior to joining the committee.
• Have expertise that matches the candidate’s topic area and research.
• Among the chair and the two committee members, at least one is to be knowledgeable about the methodology to be used in the dissertation research and designated as taking responsibility for guiding the research methodology.
• It is strongly recommended that one committee member come from outside the candidate’s home program; he or she may also come from outside of GSEHD and even outside of GW. Check with your program to see their requirements for committee membership.
• Committee members must not have a relationship with the candidate that poses a potential conflict of interest (for example, serving as the candidate’s job supervisor, friend, or colleague).
• If not a current GW regular-status member, a copy of the committee member’s curriculum vitae must be submitted to the Office of Student Life.

If you need to substitute a committee member:

To make a change in committee membership after it has been formally constituted via the Dissertation Committee Membership form , the chair, the candidate, and the committee members being dropped and added should sign a memorandum indicating their concurrence with the requested change and send the memorandum to the Office of Student Life.

Please note that committee members generally require a reasonable amount of time to review drafts and provide feedback, particularly if they receive a draft during certain times of the year. With that in mind, please discuss deadlines and schedules with your committee in advance.

Two additional examiners (voting) are selected by the dissertation chair on the basis of their expertise and interest in the candidate's topic area, and must:

• Hold a doctorate for at least one year prior to the defense.
• Have a professional background and experience that is relevant to the candidate's topic area.
• Not have a relationship with the candidate that might pose a conflict of interest.
• If not a current GW faculty member, a copy of their curriculum vitae must be submitted to the Office of Student Life.

    Key Action Items:

• Form 3-person committee
• Submit Dissertation Committee Membership form

  Step 2: Draft and Defend Your Dissertation Proposal

Your dissertation proposal forms a working plan that is used by you and the committee to guide the research, evaluate progress, and provide ongoing feedback.

• Your dissertation committee will provide guidance/approval to proceed with research following a dissertation proposal defense, as detailed below.
• Please note: You will not collect data during this phase. As noted by the GW Office of Human Research policies, you may not begin actual data collection until you have all the necessary written approvals following the proposal defense . Noncompliance may result in a prohibition against the use of the data in your dissertation and possibly misconduct charges.

   The GSEHD Dissertation Content and Style Guide provides an in-depth description of each section included within a dissertation. Please note, these are guidelines only and alternative formats may be allowed, with permission .

Content : The dissertation proposal should include those elements normally found in Chapters 1 to 3 and the References of the dissertation. It should state the research questions, position the expected research in the existing literature, indicate expected results, outline the structure of the dissertation, and indicate the time frame for carrying out the research tasks. Under certain circumstances, the Associate Dean of Doctoral Studies may allow approval of a proposal with less information with a formal request .

Style/Formatting : The proposal should be prepared according to a recognized scholarly format, usually the Publication Manual of the American Psychological Association (Seventh Edition). University Formatting Requirements apply to the font type and size, page margins, page numbering, page order and line spacing for the entire document and to the content and formatting of the front pages. The chair of your dissertation committee and the instructor of your Pre-Dissertation Seminar (8998) will also provide guidelines for the proposal.

Styles for formatting bibliographies, footnotes, and/or endnotes should be consistent with the chosen style used to format the body of your document. For more information on citation styles and citation tools, visit GW's Writing Styles webpage. The GW Libraries provide free access to RefWorks , a cloud-based tool for organizing your research and creating bibliographies.

Template : Download the GSEHD Dissertation Title Page to Abstract Page template.

• Under the Review tab, click on "Restrict Editing."
• A dialogue window will open on the right side of the screen.
• Uncheck "Highlight the regions I can edit."
• The square parenthesis will be removed.
• Example: Download a Dissertation Sample Format (GSEHD) . This is for illustrative purposes only. Do not use it as a template.

Direct questions about school-specific guidelines to [email protected] .

Proposal Approval Process

First: defend dissertation proposal.

Before conducting dissertation research, your research proposal must be reviewed in an open forum (the proposal defense) and approved by your dissertation committee.

The committee has a responsibility to review the proposal and ensure that it will produce worthwhile and high-quality research.

The proposal defense is an informal proceeding, and the format is at the discretion of the dissertation chair. Please ask your chair for a briefing on the format.

During the defense, you may be asked about your rationale for certain aspects of the proposal, asked for more details about the literature or the proposed methods, or challenged about the appropriateness of proposed procedures. Your competency with the research methods will be assessed. During this consultation, the committee might suggest, and sometimes require, changes to improve the research. Those changes may be reviewed by the full committee or just the chair, depending on their feedback and directions.

Please work with your dissertation chair to schedule your proposal defense, as each program has different policies regarding when and how proposal defenses take place.

Note: Students must be enrolled in courses in the semester in which they defend their proposal.

Formal approval is indicated by committee members’ signatures on the Dissertation Proposal Approval form . This form, along with the CV of any committee member who is not on the GSEHD faculty, must be submitted to the Office of Student Life ( [email protected] ) to become an official part of your academic record.

Next: Obtain Permission to Collect Data after the Proposal Defense

Following an approved proposal defense, you must determine if your study requires Office of Human Research (OHR) / Institutional Review Board (IRB) review and seek appropriate approval to proceed with research.

The Office of Human Research assesses whether (a) the proposed research will expose human participants to risks, (b) practical precautions have been taken to minimize and inform the participants of those risks, and (c) the remaining risks are justified by the potential benefits of the research.

You are not authorized to collect data for your dissertation until you have received OHR/IRB approval.

This section outlines the IRB process. Before submitting a proposal to the IRB, the student (and chair or whoever is acting as the PI for the study) must complete Collaborative Institutional Training Initiative (CITI) online training .

Step 1 Signed Dissertation Proposal Approval Form is submitted to [email protected]

Step 2 Determine if your study requires IRB approval (see below)

Step 3 If IRB approval is needed, work with dissertation chair to submit forms via the online GW iRIS system

Step 4 Dissertation chair, and then departmental rep review and approve via GW iRIS system

Step 5 OHR reviews and approves via GW iRIS system

Note: You will use the online GW iRIS system to submit all required documentation to get your study approved by IRB.

To determine if your study requires IRB review, submit a Human Research Determination form in the GW iRIS system.

• If it is determined that your research does not warrant IRB oversight, complete the Certification of Research Exclusion form and submit it to IRB.
• If your study requires IRB approval, please work with your dissertation chair to prepare and submit your electronic IRB approval forms via the GW iRIS system.

The Office of Human Research may communicate directly with you to ask for further clarifications or additional protections for human participants.

If you do not receive approval , you should consult with your dissertation committee chair about how to proceed.

If you need to make changes to your study after it has been approved, you must file a request with the IRB to modify your study. No modifications can be made until you receive approval.

Students who have an IRB designation of “expedited” or “full review” must submit a Continuing Review form to the Office of Human Research every 12 months.

• Download the GSEHD Dissertation Content and Style Guide for reference
• Draft Proposal
• Work with chair to schedule proposal defense
• Submit Dissertation Proposal Approval form
• If no IRB oversight required, complete Certification of Research Exclusion form
• If IRB approval is required, work with chair to submit required forms via iRIS system

  Step 3: Enter the Research Phase

Once you have received approval from your dissertation committee and OHR/IRB, you may enter the research/data collection phase of the project.

Candidates will enroll in CNSL, CPED, EDUC, HOL, SEHD, or SPED 8999 while conducting dissertation research. Candidates will take a minimum of 12 and maximum of 24 credits of 8999 , at a rate of three or six credit hours each fall and spring semester, until they successfully defend their dissertation or reach a total of 24 credits. Summer registration is optional.

After completing 24 credit hours of 8999, candidates can register for one credit hour of Continuing Doctoral Research (CNSL, CPED, EDUC, HOL, SEHD, or SPED 0940) each fall and spring semester until they defend their dissertations. Registration in 0940 for dissertation research is not permitted until you have completed 24 credits of 8999.

Half- or Full-Time Certification : GSEHD can certify students as half- or full-time while they are enrolled in Dissertation Research using a Half-Time/Full-Time Certification Form . For most forms of financial assistance, this will make you eligible to either receive aid or defer previous loans. Please work with the Financial Aid Office to confirm that this applies to your situation. GSEHD can also certify international students as full-time for visa purposes while they are enrolled in Dissertation Research; please reach out to the International Services Office for more information.

• Enroll in CNSL, CPED, EDUC, HOL, SEHD, or SPED 8999
• Submit Half-Time/Full-Time Certification Form if needed
• Conduct Research

  Step 4: Complete Written Dissertation

Continue building on your dissertation proposal, using the same template and formatting ( as detailed again below ).

The GSEHD Dissertation Content and Style Guide provides an in-depth description of each section included within a dissertation.

• Please note, these are guidelines only and alternative formats are permitted, with permission. Write the body of the manuscript (chapters, bibliography and appendices) in a style appropriate for your field of study or GSEHD's school-specific guidelines.
• University formatting requirements apply to the font type and size, page margins, page numbering, page order and line spacing for the entire document and to the content and formatting of the front pages.
• Ensure that your document is accessible for everyone, including people with disabilities, by following standard guidelines. Learn more about creating an accessible dissertation >

In addition, you are required to use a recognized scholarly format for the dissertation, typically the Publication Manual of the American Psychological Association (Seventh Edition).

When planning a thesis defense, keep in mind university ProQuest submission deadlines , the time that the examining committee requires to read the thesis, as well as time needed after the defense for revisions. You'll want to begin planning with your committee to determine the timeline for review/approval in order to meet your desired graduation date and the associated deadlines.

Start with your final deadline and back up from there to determine a deadline for each step. Work with your chair/committee to determine availability and feasibility and set firm dates.

• Start with the ProQuest submission deadline for the semester you plan to graduate. We strongly recommend that you upload your dissertation at least one week prior to the deadline to allow sufficient time to make any required formatting changes to your document.
• Work with your committee to schedule the date for your oral examination ( note the "last day to defend" deadline ), ensuring there is enough time to make any needed edits before the ProQuest deadline. ( If you do not submit your final dissertation before this deadline, you will have to wait until the next semester to graduate .)
• The final dissertation and Request for Dissertation Defense Form must be submitted at least 30 days prior to the desired defense date .
• The committee must review and approve the written dissertation document before you can submit the request form. You'll want to allow at least 30 days for the committee to review your proposed final draft, provide their feedback, make needed edits, and complete the cycle as needed.
• This timeline should provide the date that you need to have your finalized draft completed. You might work with your chair to set milestones and deadlines throughout the writing process as well.

If your dissertation includes extended quotations, published scales or tests, or other material owned by others, be sure to seek permission from the author(s) or publisher ( view sample letter ).

If you intend to use your own previous or future publications , including co-authored works, the publisher must grant you permission, and it may impact your ETD publishing options.

Find additional information about your rights and responsibilities in ProQuest’s copyright guide .

It is recommended that you begin considering several publication issues, such as copyrighting your work and copyright compliance, creative commons licenses, publishing options, etc., before you are ready to submit your final draft.

Because obtaining copyright permissions takes time, start this process long before you are ready to submit your manuscript to the ProQuest ETD Administrator. For guidance on copyright, direct your questions to the Libraries’ Compliance Officer.

Learn more about preparing for publication >

• Determine Final Deadlines/Timeline
• Complete written dissertation
• Begin preparing for final submission

  Step 5: Defend Your Dissertation in an Oral Examination

Once your dissertation document is completed and approved by your committee, you will complete an Oral Examination (AKA Oral Defense or Dissertation Defense). This is a formal presentation and examination of your research and findings to a five-member committee. You will demonstrate your competency and understanding of the subject matter and the significance of your research contribution, as well as your ability to think critically, respond to questions, and engage in scholarly discourse with experts in the field. The committee will determine if the dissertation is acceptable and whether you satisfactorily defended it.

In order to defend, students must:

Submit all dissertation materials at least 30 days in advance of the defense and by the posted deadlines .

Have completed all program requirements, including at least 12 credits of dissertation research (8999), and successfully defended their proposal (IPGs in 0940, 8998, and 8999 are permitted).

Be registered and in good academic standing in the semester of defense.

Students will usually be registered in 8999 or 0940 during their defense. They may also occasionally be registered in Continuous Enrollment (CE), a zero-credit, zero-cost option.

Not have an active academic standing or time limit hold on their account. If students do have one of these holds, they must appeal to PMAC to either resolve the academic standing issue or receive a time extension before becoming eligible to defend.

Receive approval from their chair and committee that the dissertation document is ready to defend.

Step 1 : If you have met the above requirements and your committee has approved your written dissertation document, you must submit the Request for Dissertation Oral Examination .

• Dissertation Approval Form
• CVs of any committee members who are not current GW faculty members, if not previously submitted
• Once the dissertation is submitted to the Office of Student Life, no changes can be made to the document before the oral examination.
• Please note, these materials must be submitted in full at least 30 days before your dissertation defense. Partial submissions cannot be accepted.
• -OR- For students following timeline 2, submit a Continuous Enrollment Form for the following semester to [email protected] , then submit the application to graduate by that semester's deadline.

Students can choose between two formats to defend their dissertation:

A virtual defense, which will be conducted via a scheduled Webex meeting.

An in-person defense, which will be conducted on either the Foggy Bottom or VSTC campus.

During an in-person defense, no more than one committee member may participate virtually, and the candidate and the chair must be present at the site of the examination.

The dissertation oral examination is in an open meeting that is publicly announced ( see the calendar below ). Guests may attend, and you may wish to attend another student’s defense before your own to familiarize yourself with the format. Please notify the candidate if you plan to attend a defense.

The dissertation oral examination committee includes five members:

The dissertation committee chair (nonvoting)

The two other committee members

Two additional examiners (The dissertation chair contacts and secures the additional examiners.)

If desired, the student can ask an additional GSEHD faculty member to participate as a nonvoting, non-questioning presider. Students may choose to do so if there is a faculty member who they would like to be involved without taking on official committee duties.

All committee members and examiners must agree on a date, time, and format (in-person or virtual) for the defense.

See the " committee " section above for additional details and requirements.

Presider : One of the committee members, other than the chair, will serve as the presider. The presider directs the defense using the instructions set forth in the Presider Memo (linked below).

The committee member serving as presider may be an active examiner, participating in the questioning of the candidate and the votes.

-OR- The presider may not be a member of the examining committee and are present solely to moderate. (They do not have a voting or examining role.)

The presider must be a GSEHD faculty member (tenure track, contract, or visiting).

   Download the Presider Memo for an In-Person Defense >    Download the Presider Memo for a Virtual Defense >

Chair Responsibilities :

Assist candidate in completing and submitting the following forms to the Office of Student Life at least 30 calendar days in advance of the dissertation defense and in agreement with all specified deadlines .

Request for Dissertation Oral Examination form (online form)

Dissertation Approval Form (submitted through online form above). Before signing the Dissertation Approval Form, committee members should be satisfied that the document is ready to defend. Once the dissertation is submitted to the Office of Student Life, no changes can be made to the document before the oral examination.

The chair, usually in collaboration with the candidate, is to arrange for additional examiners to join the committee and arrange a date and time for the oral examination. These steps are indicated on the Request for Dissertation Oral Examination form.

Doctoral Candidate Responsibilities :

Submit all materials via the Request for Dissertation Oral Examination form online at least 30 calendar days in advance of your dissertation defense and in agreement with all specified deadlines . ( see "eligibility" section above for more information )

Distribute copies of the final dissertation to the members of the examining committee at least 30 days before the scheduled date of the oral examination.

Office of Student Life Responsibilities :

Review the student’s academic history and report any discrepancies to the student. Any remaining grades of “IPG” in 8998, 8999, or 0940 will be converted to grades of “credit” as part of the review process.

Review the membership of the proposed dissertation oral examination committee for compliance with GSEHD regulations.

Make logistical arrangements for the defense by reserving the physical room or creating the virtual meeting.

Set-up of the room

Candidate and chairperson at one end of table, presider at other end, examiners along sides, any observers along walls.

Examination Session

Open the examination by indicating name of the candidate and degree

Statement of the purpose of the examination, which is to determine whether the dissertation is acceptable and whether the candidate satisfactorily defends it.

These decisions will be made at the conclusion of the examination by the four examiners. (The chair is present but does not participate in the examination or the decision.)

Permit the candidate to make a brief introductory statement

Keep the statement to about five minutes (optional). It is not necessary to summarize the content of the dissertation. Tell the examiners anything that may be helpful to them in understanding the research, your background, or the relationship between the two.

Each examiner will be given an opportunity to introduce questions. Once a question has been introduced, any other examiner who is interested in the same general area may feel free to enter the questioning at that point.

It is hoped that the initial questioning will proceed expeditiously enough that there will be an opportunity for a second round.

Decision Period

The candidate and all observers will leave the room, or enter a breakout room if the defense is being conducted virtually, while the committee considers the acceptability of the dissertation document.

The committee will discuss their decision. There will be a motion, and when that motion is seconded, a vote will take place. Two negative votes defeat a motion.

After decision is made – bring the candidate and guests back into the room and announce the results.

At the conclusion of the examination phase of the defense, the candidate and all observers are asked to leave the room while the committee considers the acceptability of both the dissertation defense and the dissertation document.

Possible decisions:

Accept : All errors are corrected, and recommendations which had consensus in the course of the examination are incorporated. The examiners delegate to the chairperson the responsibility for seeing that this is done.

Accept conditionally : Any examiner who cares to do so may withhold his or her approval until the revised document has been submitted to him or her and is approved.

Reject conditionally : The examiners establish conditions under which the dissertation may be reconsidered and accepted. This may or may not include another oral exam.

Reject : The dissertation is judged totally unacceptable. The candidate has no alternative except to produce a new study, if permitted to continue.

If the dissertation defense is successful , the student must make any required edits and submit the final version of the document to ProQuest before the ETD deadline . ( see " final steps " section below for more information ).

A student who is unable to make the required revisions before the deadline may enroll in Continuous Enrollment (CE)* in the subsequent semester to finish and submit the revisions. If the revisions are accepted, the student will graduate that semester. A student who does not have final committee approval for the dissertation within two semesters will be terminated from the doctoral program.

*Please note: CE status, a zero-credit option, is limited to two semesters. International students living in the US are not eligible for CE and should enroll in 0940 if they require an additional semester to make edits to their dissertation document.

If the dissertation document is acceptable but the oral defense is unsuccessful , the student may request a second oral defense. On the second attempt, a student must pass the oral defense and have the dissertation voted acceptable by the committee. If the student fails both oral defenses, the student is automatically removed from the doctoral program, and must appeal to the Post-Master’s Appeals Committee for reinstatement if interested in continuing.

• Enroll in 8999 or 0940 course or CE for semester
• Receive approval from chair/committee to proceed with defense via Dissertation Approval Form
• Submit Request for Dissertation Oral Examination and all required documentation and distribute copies of final dissertation to examining committee (at least 30 days before defense)
• Submit Application for Graduation -or- Continuous Enrollment Form for next semester

 Scheduled Dissertation Defenses

• Once a defense has been scheduled, it will be placed on the calendar below.
• Guests may attend, but please notify the candidate if you plan to attend a defense.

 Step 6: Final Steps Following Dissertation Oral Exam

Once you have successfully completed the oral defense, you must:

• Work with chair to make edits : Make any final edits to the document based on your committee’s feedback, and, if necessary, obtain approval/signatures from committee members.
• Decide whether you want to copyright your work : GW generally discourages students from copyrighting their dissertation unless the research has some commercial value. Please see the GW Electronic Thesis and Dissertation (ETD) Best Practices for more information regarding open access vs. traditional publishing and copyright. Direct questions to the Libraries’ Compliance Officer. ProQuest will assess a $95 fee for open access publishing.
• Submit Electronic Thesis and Dissertation (ETD) Approval Form : After your chair/committee approves the final draft, both you and your chair must sign the ETD Approval Form and submit it to [email protected] . If you do not yet have an ETD submission number when you are filling out the form, you may leave that item blank.
• Doctoral Candidates Only, Complete the Certification Page (this replaces the signature page in the electronic document): Insert it in the electronic dissertation immediately after the title page ( view sample ). Fill in the date of your dissertation defense and the names and professorial titles of the members of your committee (Only include your dissertation director(s) and the two readers who are members of the core research proposal committee).
• A dissertation or thesis should only be uploaded AFTER the faculty adviser has signed off on the final, approved version of the thesis or dissertation.
• The Steps in ETD Submission website will guide you through the process of electronically submitting your dissertation to ProQuest.
• The document must be converted to a PDF before uploading. Be sure to check your PDF page by page to make sure the conversion worked correctly with no missing pages, errors in images or fonts, etc. Refer to ProQuest's tips on preparing manuscripts , including how to embed fonts in your document.
• Submit the completed ETD Access Approval Form to [email protected] when you have uploaded your dissertation to ProQuest.
• We strongly recommend that you upload your thesis or dissertation at least one week prior to the ETD Approval Deadline to allow sufficient time to make any required formatting changes to your document. (Note: a single formatting review takes about 2 business days to complete. If you have substantial formatting edits to make, this approval process can take several business days.)
• ProQuest’s instructions for revising and re-submitting your manuscript appear on their page ETD Administrator: FAQs .
• View the ETD Approval Workflow for an overview of the process.
• To check the status of your submission, log into your ETD Account and click on the tab labeled My ETDs. The status is displayed as a hyperlink next to the Status field.
• Submit Survey of Earned Doctorates : The University requires students to submit the Survey of Earned Doctorates (SED) before clearing you for graduation. Please complete the questionnaire online and send your certificate of completion to [email protected] .
• Finalize IRB logistics : If required, complete the Study Closure Form to terminate your research and submit it to the Principal Investigator (PI) for signature. Exempt studies do not require a closure form. You should submit this form through the iRIS system and reach out to the IRB office directly with any questions at 202-994-2715 or [email protected] .
• Finalize GSEHD logistics : Notify GSEHD’s Office of Student Life ( [email protected] ) if the title of your dissertation has changed, or if you have any questions about the process. Otherwise, you will receive your graduation clearance from us after Gelman Library accepts your submission.

 Dissertation Support Resources

Dissertation Support Group

The GSEHD Dissertation Support Group (DSG) provides doctoral students a repository of materials to refer to while writing a dissertation. Each semester the DSG hosts several workshops designed to assist students in the research and writing process, as well as online support sessions where doctoral students, faculty, and alumni provide mutual support. For questions, email Doctoral Student Services at [email protected] .

GW Libraries

The library is here to support you in all stages of your research, including research strategy, finding materials and sources, analyzing data, citation management, and more. Access their " Get Research Help " page for a comprehensive list of support resources.

In addition, review the GW Libraries' guide developed to help doctoral students in researching and writing their dissertation. The guide provides resources for choosing your topic, finding examples of other dissertations written by GW students, publications to guide you through the process, and funding opportunities.

If you're conducting a literature review and are interested in other ETD authors' findings on your topic, the library has you covered. Search library and web resources for Dissertations and Theses from GW and other national and international institutions.

GW Writing Center

The GW Writing Center offers free, peer-based support to students and faculty from across the university. Schedule a consultation for one-on-one support for support at all stages of the writing process.

Student Research Commons

The Student Research Commons is a hub for finding research fellowships, funding opportunities, and other related resources.

ETD Submission

• For technical assistance with submitting your thesis or dissertation, submit an online support request to ProQuest or call (877) 408-5027.
• Electronic Theses and Dissertations Submission (ETD) Guide : Central resource for all of your ETD needs from formatting your manuscript to submission using the ProQuest ETD Administrator.
• Review a glossary of ETD Terms and Definitions .
• View full list of contacts >

How to Choose a Dissertation Topic

Table of Contents

Working on and successfully submitting a dissertation is an important task that all early career researchers and PhD students have to complete during their research journey. That is why choosing a dissertation topic is considered to be a vital decision. A carefully considered dissertation topic not only shapes the trajectory of a student’s research but also impacts their academic and professional future. It is critical therefore that students take sufficient time and careful thought when choosing their dissertation topic .  

Key considerations to keep in mind to help when choosing a good dissertation topic  

While various factors can influence early career researchers in their choice of a dissertation topic , it is important to ensure that the topic, while being original, balances personal interests with academic rigor and practicality . Therefore, experts suggest choosing a topic that you genuinely find interesting. This will help keep you motivated and engaged throughout the research process.  

Keeping yourself updated on new trends and innovations in your field of study is also crucial. This will help you gain valuable insights on developments in your area of study, enable you to identify potential gaps in existing literature and consequently, will help in elevating the quality of your research.  

Considering the areas of interest from your course modules or assessing if past conference papers or projects could be developed into a dissertation topic is also helpful. Additionally, critically thinking through topical issues discussed in journals, seminars, and conferences can provide you with innovative and contemporary insights that you can build on.  

Importantly, when choosing a topic for your dissertation, always keep your long-term career goals in mind. Be well informed on current demands in academia and industry. This will help you offer potentially impactful, fresh perspectives on existing issues.  

Finally, consider the feasibility of your topic. Evaluate whether it is manageable within the set time frame with available resources. It is also a good idea to ensure that the choice of your dissertation topic aligns with your supervisor’s expertise so that you are able to benefit from their knowledge and experience.  

Steps on how to choose a dissertation topic    

Here are some key steps to keep in mind when choosing a dissertation topic :  

Understand program requirements

Make sure that you understand departmental requirements with regard to writing your dissertation. Specific departmental guidelines can be in relation to word count, methodological approach, data analysis, undertaking field work or meeting specific deadlines. These are important considerations to determine the scope of your research and ultimately to narrow down on your research topic.  

Choose from broad fields of study

Identify topics from broader fields of study based on your academic background – for example, climate change or the use of AI in biotechnology, and then narrow down on a niche that might be interesting enough to work on. Review most-cited articles and important journals and make a list of interesting ideas that can be developed into potential topics for your dissertation.   

Evaluate the relevance of your topic:

While narrowing down on your topic, evaluate whether it is relevant in terms of its contribution to subject matter knowledge, policy changes or in aiding or improving current practices. This will ensure that your topic is better received.  

Define your research question carefully:

Based on preliminary research, formulate a clear and focused research question that will help you stay on track. Also, assess whether you have access to resources and required data to conduct the research.   

Seek feedback:

It is important to seek feedback from your advisor, faculty, and peers right at the very beginning. This will help you in choosing a topic and developing a proposal that is both relevant and feasible. Such feedback is also essential in refining your topic and proposal to academic standards.  

Once you have made a choice regarding your dissertation topic , how do you ensure that you have made the right choice?   

The following are some key elements to bear in mind.   

• Make sure that the dissertation topic you choose is not outdated.   
• Ensure that the dissertation topic is original, clear, and specific. Avoid broad or vague questions.  
• The topic should be relevant and evoke interest in the academic field.  
• It should address existing knowledge gaps and offer solutions to critical questions and problems being faced by society.    

Choosing the right dissertation topic will ensure that you embark on your PhD journey research journey on a solid footing.  Following the steps outlined above will not only help you move in the right direction but will also enable you to embark on your research with confidence and clarity.   

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€725m RTÉ funding plan leaves long-term questions unanswered

Business Editor

"Over the last ten years, we have pointed to RTÉ's growing over-reliance on commercial revenue. Consistently, we have made the case for a core level of index-linked public funding to enable us to guarantee the Irish people the range and quality of broadcasting services they are entitled to expect."

At first glance, you’d be forgiven for thinking this might have been a statement uttered in the last few weeks or months by a member of RTÉ’s senior management or board, or a politician.

But in fact, these were the words of the late Paddy Wright, writing in his capacity as chairman of the RTÉ Authority in the 2001 annual report.

Fast forward a decade and in the 2011 annual report, then chairman Tom Savage wrote of RTÉ’s funding position, "cost control by itself is no longer enough and the scale of the problem calls for a fresh vision of how a national public service media organisation should serve Ireland in the coming years".

While writing of the outlook and need to adapt and innovate in the 2022 annual report, then RTÉ Board chair, Siún Ní Raghallaigh, said: "It is almost impossible to fully consider the possibilities without a proper resolution to the issue of funding public service media in Ireland, something I am committed to in my role as Chair."

Because, for many decades, successive leaders of the national broadcaster have bemoaned the station’s broken funding model.

The situation has become ever more acute over the last ten years or so, with the rise of social media and the internet, which has eaten much of the commercial advertising lunch of "traditional" media, RTÉ included.

Back in 2007, at the height of the Celtic Tiger, RTÉ took in €246m in commercial revenue.

In 2022, the most recent year for which accounts have been published, that figure was €152m - a decrease of 38%.

And yet, despite this dramatic shrinking of income from the commercial side of the business, there has been no compensatory increase in public funding for RTÉ in the interim.

The television licence fee has remained frozen at €160 a year since 2008, despite legislation being there to allow it to be index linked by ministerial order.

In 2007, RTÉ’s income from the fee was around €196m and that figure rose to around €200m over the following few years.

Yet fifteen years later in 2022, despite an 18% increase in the population of the country in the intervening years and increases in the cost of living, licence fee income remained broadly the same, at €195m (before falling to €178m last year following the payments controversy at the broadcaster).

Indeed, the number of TV licences purchases each year has been in steady decline over recent years, falling from 1,038,986 in 2018, to 961,277 in 2020 and then just 824,278 last year.

Even though its income has fallen, RTÉ’s mandate has remained broadly the same over the decades and it is still expected to fulfil its core obligations around public service content, despite seismic changes in that time in the manner in which that content is produced, delivered and consumed.

But in recent years, it has become increasingly apparent that if the funding trajectory were to remain the same, that task would grow ever more difficult to fulfil.

Successive Governments have failed to grasp the nettle when it comes to addressing the issue, cognisant that imposing an extra funding burden either directly on the public, or indirectly on it via the exchequer, would be a hard and controversial sell to the electorate.

The crisis that unfolded rapidly at the station in June of last year, didn’t help RTÉ’s cause, shattering audience trust.

But it also led to a fall off in licence fee income and a bailout, pushing the current Government into a situation where it had to commit to finally tackle the funding challenge.

Last week, true to its word, ahead of the Dáil summer recess, the Cabinet agreed a new hybrid funding model that will provide some certainty for RTÉ over the next three years.

It will see RTÉ receive a guaranteed €225m in funding from both the licence fee and the exchequer next year, rising to €240m in 2026 and €260m in 2027.

That means the exchequer may have to stump up around €50m in funding for RTÉ next year alone and without a significant recovery in licence fee income that will rise further in the following two years.

In return, RTÉ will be expected to push through its reform agenda in the form of its recently published five years strategic plan, including reducing headcount by 400, moving production of certain flagship programmes offsite, embracing new technology and overhauling corporate governance and transparency.

It will also fall under the remit of the Comptroller and Auditor General and continue to be scrutinised by NewEra and Comisiún na Meán.

"What has been agreed today provides financial stability for RTÉ for future years, coupled with reformed fee collection methods," said media minister, Catherine Martin on Wednesday.

"This is unprecedented."

"Guaranteeing that funding, that future, is an accomplishment that will serve viewers, listeners and audiences - that will serve all of our society."

The TV licence, though, will continue in its current outdated form, based on the existence of a TV in a property.

The Government plan does include additional funding of €6m for An Post to improve how it collects the fee and ensure compliance.

A TV licence Technical Working Group will also be reconvened to consider how to make the collection system more effective.

With an evasion rate of about a fifth, there is plenty of work to be done on that front.

An Post’s database of properties needs to be enhanced, as currently around 20% of the addresses are anonymous.

Were that resolved, fixed penalty notices could then be used as a better alternative to court summons, to prevent the legal system being flooded with TV licence cases as enforcement is beefed up.

While statutory declarations for premises without a TV could also perhaps be made mandatory, it has been suggested by Catherine Martin, and these would be the focus of inspections.

The funding boost is still some €55m less than what RTÉ had said it needed over the next three years.

But there’s no doubt the multi-annual commitment has provided the organisation with the short to medium-term certainty it needs to get on with its much needed programme of reform and rebuilding shattered public trust.

The increases will also enable it to do new things, while also doing existing things better.

"The Board of RTÉ is satisfied that the funding suggested will enable RTÉ to continue the critically important process of organisational change and reform already well under way in RTÉ," current chair of the organisation’s board, Terence O’Rourke said in response to the news.

"In particular, I welcome the commitment on the part of Government to a multi-annual funding model. This will help provide an ongoing and suitably stable environment in which the organisation can make the medium and long-term strategic decisions that are integral to its future."

'Kicking the can down the road'

But the plan has also been met with significant criticism from a number of angles, amid accusations that the Government "bottled it" and has only "kicked the can down the road".

It is clear that the plan is very much a compromise and politically driven.

There was a big opportunity there to take on board the recommendations of the Future of Media Commission and the Oireachtas Joint Committee in 2017.

There was also a chance to emulate one or more of the different models already in use across Europe to fund public service media, like the media tax in Finland or the household charge used by Switzerland and Germany.

But there were differing opinions within the coalition about the best model to choose - with Catherine Martin favouring a fully exchequer funded option, but the Minister for Public Expenditure, Paschal Donohoe, as well as senior Fianna Fáil figures, arguing for retention of the licence fee, so that other Government spending would not have to be compromised.

The prospect of a universal charge on all households, regardless of whether they have a TV or not and which perhaps could have been collected by Revenue, was also resisted, because of concerns it could have created a political flashpoint ahead of the general election.

So, what we got instead was a political fudge - a hybrid model that stabilises and secures RTÉ’s finances for at least three years and leaves the next or subsequent Governments with the problem of what to do then.

But this decision to retain the current licence fee system was viewed as a "grave disappointment" by the National Union of Journalists (NUJ).

"It is an outmoded system which has not been properly resourced," said Séamus Dooley, NUJ Irish Secretary.

"Its replacement was advocated by the Future of Media Commission, by the joint Oireachtas committee and even by the Minister herself. Today’s announcement means that an anachronistic is to be retained rather than a modern, funding system."

"There is a supreme irony in the fact that having ignored a series of expert reports the government is to establish an expert, technical group to review the funding model."

Even within Government circles, there is a private acceptance that the outcome, while pragmatic, will far from resolve the RTÉ funding question into the long-term future.

What happens as the number of homes with a traditional TV inevitably falls further, for example? Should support for paying the TV licence not improve, what then?

Were the plans to tackle the evasion rate not to work, will there be an appetite for ongoing exchequer subvention? What happens if future Governments adopt a more hostile attitude to funding RTÉ than the current one?

If the economy takes a nosedive and hard decisions need to be made, will RTÉ funding be seen as a low resistance target for spending cuts?

"The writing is on the wall for the TV licence," said Louise O’Reilly from Sinn Féin, which had backed a direct exchequer funding model.

"It is long past time it was scrapped. Today’s decision is indicative of a Government with no backbone. Instead of reform and change, they cling to the status quo."

The independent media sector is also unhappy with the plan, but for different reasons.

The Government did announce as part of the package that it would increase funding to the Broadcasting and Media Funds next year, which serves wider public service media.

But Virgin Media Ireland criticised what it said was the Government’s failure to "financially recognise and support" its public service broadcasting remit.

"Not only does today's announcement disregard our 25-year record of delivering extensive Public Service content and the 93% of the population that we reach on an annual basis, it also further distorts the market," said Áine Ní Chaoindealbháin, Managing Director of Virgin Media Television.

"RTÉ will now be in a more dominant position than ever before where it will receive a guaranteed €725m from the taxpayer over the next three years while continuing to benefit from the largest share of commercial revenue."

"In short, it is a reward for inefficiency and all-round bad practice. In view of the decision Virgin Media Television has no alternative but to review all options including our position with regards to our existing Public Service Broadcasting commitments."

While the Independent Broadcasters of Ireland (IBI) pointed out that they face the same requirements of balance, fairness and impartiality as RTÉ and must provide 20% of their output as news and current affairs, yet the market doesn’t support that.

IBI chairman, John Purcell, said just as RTÉ has had an "existential crisis" over the last 12 months, local, regional and national independent radio is in "something of a crisis in relation to continuing to provide our news services, so we believe due regard needs to be given to that".

And so, after a tumultuous 13 months for the national broadcaster, finally RTÉ appears to be turning a corner.

Scandals all unearthed, investigations all complete, reform plans all drawn up and under way and funding all secured (for now), it and the audiences that it is there to serve, can look forward to a better future.

But the long-term funding question hasn’t gone away.

And one wonders whether, in 10 years’ time or even less, RTÉ Board chairs will once again be writing about the challenges of financing the organisation in its annual reports.

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CFP: SKLAC Dissertation Prize

2024 SKLAC Dissertation Prize, Call for Submissions  On behalf of the Steering Committee of the Forum for Science and Knowledge in Latin America and the Caribbean (SKLAC), of the History of Science Society, we would like to announce the very first SKLAC Dissertation Prize. Going forward the SKLAC Dissertation Prize will be awarded biennially to the dissertation in English, Spanish, or Portuguese judged to make the most significant contribution to the history of science, knowledge, and medicine in Latin America and the Caribbean. The SKLAC Dissertation Prize will rotate with the SKLAC Article Prize (awarded for the first time in 2023). This first SKLAC Dissertation Prize will consider dissertations defended in 2022 and 2023, and will be awarded at the History of Science Society’s annual meeting in November 2024 in Mérida, Mexico. To nominate or self-nominate a dissertation for the award, please submit a digital copy of your dissertation via the below form before the award’s submission deadline of Sep. 1, 2024. Any questions can be addressed to SKLAC chair Tim Lorek at [email protected] . Submit your dissertation here: https://forms.gle/dBP72yWmmaHNK5jGA

Timothy Lorek

• Award or Prize

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