A Dissertation Guide Written for YOU

Does the world need another book about academic research methods? The standards and practices of research writing have been defined and established for decades, and seldom, if ever, is there anything new to write about. Most of the seminal works in this arena have been revised and refined four or five times, and names such as Creswell and Graff have become synonymous with research writing. So why undertake the process of creating another text that covers the same material that has long been established and defined as a common approach in higher education? There are many answers to this question!

Firstly, this text is designed to do more than outline and introduce the parts of the dissertation; it is also designed to introduce novice researchers to the purposes and best practices of researching a topic and writing a literature review–something we too often assume that students are prepared to do with little formal training. The ability to gather and analyze twenty or thirty sources and compile them into key themes while also attempting to identify a gap in the research is not commonly developed prior to writing a dissertation. Students are often overwhelmed and unsure of themselves when tackling this task for the first time. The first few chapters are dedicated to supporting them through this process.

Secondly, while the tenets of doctoral research writing have been broadly applied and accepted, the application and practice are unique to every institution. If you compare sample outlines of qualitative or quantitative research studies, some components are universal, while others may vary from university to university. Even then, some of those terms that are universally used are not universally applied or understood. A secondary purpose of this text is to identify the key practices and components of doctoral writing as they are applied in the dissertation process at the Caulfield School of Education at Saint Peter’s University. The goal of writing this text is not to exhaust all that has been written or known about the best practices in assembling research questions or establishing a hypothesis and null hypothesis; rather, it is to apply what has been established to the dissertation layout and process at Saint Peter’s University. The Saint Peter’s University student will find this textbook to be a precise and effective companion to the Caulfield School of Education Dissertation Procedural Handbook. A student can readily find multiple sources that explain best practices in research writing in general; however, they will not find an external framework to apply those practices in their context. This text fills that gap.

Finally, compiling this book as an Open Education Resource means that this collection can be freely shared, revised, and adapted to be made specific to other institutions and doctoral programs. It is our hope as authors that the impact of this resource is felt beyond Saint Peter’s University and that others may see the value in adapting this book and adding information specific to their own university’s dissertation process. This creates a pathway for a valuable, specific resource to be made available to students at no charge, not just at Saint Peter’s University but at any other institution that wishes to adopt it.

You Are Here

The beginning of the dissertation process. Imagine a large sign saying You Are Here. Standing at the threshold of a great challenge…one final hurdle that stands between You and Doctor You. But exactly what is this hurdle? Have any of these questions already crossed your mind?

How long does it have to be?

How many references do I need?

What am I supposed to write about?

How am I ever going to be able to write so much?

Often, students get apprehensive and possibly even feel overwhelmed before even putting pen to paper (or in more modern terms, fingers to keyboard). Why is that? What is it about this step that makes it feel like such an insurmountable task?

It’s because they are focusing on the final product, not the process. And if you’re focused too much on the end product, it’s time to remind yourself:

What does it mean? When facing a seemingly insurmountable task, don’t think in terms of the end result. Think of it in terms of its parts. What can I do today?

You can’t write a dissertation today. But you can start a list of challenges you see in your professional life that merit further research today.

You can’t write a dissertation today. But you can find and read an article on a topic you’re interested in researching today.

You can’t write a dissertation today. But you can take notes on an article you’ve read, and identify the areas they suggest for future research today.

The Process…One Step at a Time

So why do students get so focused on the product and not the process? The answer is twofold. Firstly, the product is tangible. It’s been held in front of them as a necessary task since they began their doctoral journey. They’ve likely read other dissertations and research studies, so they are familiar with the end result. Secondly, nobody has ever explained exactly what the process is! It’s hard to focus on something you haven’t been exposed to. So let’s take a moment to put into very human terms exactly what the process of writing a dissertation involves. The dissertation can be explained at a high level by these seven steps. These steps are not formal stages or parts of the dissertation, and they are not one-and-done; they are often visited (recursive). But they do help you conceptualize how the process of writing a dissertation happens. It’s also important note that these steps are not a one-to-one match to the chapters of your dissertation, but they are woven throughout the writing process and your research paper.

Selecting a Topic

Selecting a Topic is one of the most simple and straightforward tasks, and it can take a minute or year. No further steps can ensue until this one is accomplished. However, topics can be tested, refined, revised, or dismissed. When you advance to the next step and find yourself at an impasse, you may decide that it is the proverbial “time to go back to square one.” Well, selecting a topic is square one! The topic should be something that balances academic value and personal motivation. Ideally, it is also something that is researchable and related to your profession.

Research the Topic

Once you have identified a topic, it’s time to become an expert in the topic. Start collecting and summarizing research studies that have already been written on the topic. What problems have been identified? What solutions have been proposed? What holes or “gaps” remain in the existing literature? If you’re not finding much, you can expand your topic. If you’re finding too much, you can narrow it. If you’re getting frustrated and unsure whether this is the right topic, it’s OK to go back to square one.

Identify a Gap

In conducting your research, you will ultimately craft a narrative. What do we already know about the topic, based on the research you found? What are the themes in the literature? What do we still need to know—what hasn’t research answered yet? When you find the answer to this question, you have found a “gap.” When you have found a gap that you believe you can fill with your own research study, you’re ready to proceed. Consider your study to be a puzzle piece, designed to fit into an existing puzzle that isn’t complete. Your piece is similar but not identical to the pieces around it; it’s necessary to complete the big picture.

Communicate What You’ve Found

This begins with writing your literature review, and it continues with writing the introductory materials in Chapter One of your dissertation. Yes, the literature review is found in Chapter Two—but it’s the groundwork for your study, and must be conducted first.

Create a Study

Now that you’ve identified the gap in the research that merits study, and have shared why it is necessary, it’s time to craft a study designed to fill that gap. What questions need to be answered? What theoretical lens elucidates the issue? What is the right method to find the answer to the questions? What tools will be used to get those answers, and how will they be applied? This is addressed in the elements of Chapter One and elaborated on in Chapter Three—picked up in Dissertation Seminar II.

Conduct the Study

This is Chapter Four of the dissertation, and takes place after the student’s preliminary work is approved by the Internal Review Board (IRB) at Saint Peter’s and at any other institution included in the study. The study should follow the exact parameters laid out in Chapter Three, and takes place on an appropriate timeline as determined by the researcher.

Share your Findings

Once the study is complete, Chapter Five of the dissertation reports the results of the study and the conclusions drawn by the researcher. It pulls everything together, and points the reader toward any needs for future research.

Now that you see the process, the final product should seem less daunting. You can’t write a dissertation today, but you can evaluate where you are in the process, and take the next step toward completing that phase today. Be mindful of where you are, and commit yourself to always moving forward, even if that movement can be measured in millimeters rather than miles.

Chapter Guide: What to Expect

You are now ready to begin your journey. This textbook is designed to be your guide. As you begin, here’s an overview of what you can expect to find in each chapter.

Academic Research

In this chapter, readers will learn how to “enter the scholarly conversation” by conducting purposeful, organized, and thorough literature research for their dissertation. It explains how to identify key concepts, scholars, and theories; locate and evaluate peer-reviewed sources; use search strategies and tools effectively; track and organize findings; and recognize themes and gaps in the existing research to position their own study as a meaningful contribution.

Writing Chapter Two: The Literature Review

In this chapter, readers will learn what a literature review is —a carefully organized, objective synthesis of research that identifies themes, acknowledges differing perspectives, and situates the dissertation topic within the scholarly conversation. The chapter guides students through evaluating and organizing sources, recognizing research gaps, selecting effective structural approaches, and writing with clarity and balance, all while avoiding common pitfalls such as mere summary, persuasion, or disjointed reporting.

Overview of Research Methods: Qualitative, Quantitative, or Mixed Methods

This chapter helps students understand how to choose the right research approach—qualitative, quantitative, or mixed methods—based on their research problem and questions. Through clear explanations, examples, and fictional student journeys, it shows the strengths, limitations, and common designs for each method, as well as the ethical and practical considerations involved. By the end, students will be equipped to align their methodology with their goals and begin planning the structure of their dissertation research.

Writing Chapter One

This chapter introduces Chapter One of the dissertation as a roadmap that orients readers to the study’s background, purpose, and rationale. It explains how this opening chapter identifies where the research is starting, where it aims to go, and why the chosen path makes sense. By framing the dissertation’s direction from the outset, it helps both writer and reader stay focused and aligned throughout the research journey.

Summary

In short, if you follow the textbook to conclusion, you will be fully equipped to write a proposed draft of the first two chapters of your dissertation. If you follow through appropriately with the advice of the textbook, your draft will be developed to the point that it is ready to share with your mentor for first review. You’ll also have a solid footing to advance to Dissertation Seminar II where you will complete Chapter Three and prepare for IRB Review.