example of project context in thesis

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Chapter I INTRODUCTION Project Context

Technology is an essential part of our lives today and few cannot imagine living without it. Nowadays people are using a smart phone for their everyday lives. An android phone that has a many applications or games that installed to it. Game is one of it. Games have the particularity that you do not need to do it, but for fun, you try to overcome some obstacles. So playing games would be a voluntary effort to overcome unnecessary obstacles. In game fun is very important. In the Philippine, due to limited resources of toys of the Filipino children, they usually come up on inventing games without the need of anything but the players themselves. With the flexibility of a real human to think and act makes the game more interesting and challenging. Because it is tradition for Filipinos to play in a bigger and spacious area, most games are usually playing outside the house. But in modern generation, people especially children and young adults are starting to forget and set aside Pinoy games (like sipa) So we propose an android game entitled " hopscotch " for some entertainment and challenge. This will enhance the hand and the eye coordination of users as well as improve their response to instinct, calculation and timing.

Related Papers

heni sulastri

The traditional Bentengan game is one of Indonesia's popular cultural heritages from the 1980s to the 1990s. Aside from being a cultural heritage, this game has benefits including for sports, training for concentration, or just for public entertainment. However, in the present where technology has become widespread, this game has begun to be almost forgotten and replaced by digital games. Therefore, we need a way to keep the game sustainable by utilizing the existence of technology, namely by changing the concept of traditional to modern. In this research the transformation process from traditional to modern games will be carried out using the ATUMICS method. The results of the transformation were developed into a 3D android game with additional online multiplayer features. Alpha test results using a black box showed that most of the application functions were running as expected, and the beta testing showed satisfactory results with an average overall rating of respondents sayi...

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In this paper we present the idea of Exer-learning games - integrating the element of exercise into serious games. The combination of motion, learning and playing is assumed to facilitate intrinsic motivation and learning achievements. For the application of exer-learning games, the concept of HOPSCOTCH is introduced that is inspired by the popular childrens game. Two demonstrators of this concept have been realized and evaluated: HOPSCOTCHpad and HOPSCOTCHmobile. First results show a positive feedback from scholars and teachers. Finally, future directions for our research on HOPSCOTCH are described that could model research on exer-learning games as well as their application in the classroom.

Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi)

irvan naufali

Motor development is the result of changes caused by physical growth, muscle strengthening, and the ability to interact with the environment. There are two types of motor development, namely gross motor and fine motor. The best age for a child for motor development is 0 to 8 years. At the age of 4 to 6 years mostly of children's gross motor activities related to balance and coordination. Child’s development of gross motor can be achieved by stimulating using games. Hopscotch is type of game that implements balance and coordination skills that support the development of gross motor skills. In Indonesia, children aged 4 years to 6 years have started to enter the Early Childhood Education and Kindergarten level. When the child is at school, parents cannot provide motor stimulation and must wait for the child's motor development reports submitted by the teachers. In this study we implemented system to stimulate the development of gross motor balance and coordination in children ...

malik malik

English is the global lesson studied in every single of education system nowadays. In fact, it is quite difficult to learn for the Indonesian people, especially for Elementary school students. One of the ways to improve their desire to learn is to combine educational elements into the game itself. This final project comes to answer that learning problem of children or elementary students by creating the alternative game. The research question was “Is there a Hopscotch Game to learn vocabulary for Elementary School Students. The purpose of the study was to make a Hopscotch Game to learn vocabulary for Elementary School Students. The method used in this study was descriptive research. It explained the problems qualitatively to uncover solutions. The result of this study was a game which was developed from traditional games namely Hopscotch game. Application of English element in this game is the manufacturing of cards which contains some vocabulary and picture that represents the voca...

2015 Science and Information Conference (SAI)

Jawaria Khan

Revista Brasileira de Computação Aplicada

Estevan Ruschel

ACTIVE: Journal of Physical Education, Sport, Health and Recreation

Dilli Dwi Kuswoyo

The purpose of this research is to develop and produce a learning model for kindergarten students in Malind District in the form of Jump games. This method is a development research that refers to the Borg & Gall which has conducted, namely: (1) Conducting Preliminary Research and Gathering Information, (2) Developing Initial Product Forms, (3) Evaluation, (4) Revise First Product, (5) Field trials (20 students), (6) Revise Final Product and (7) Final Results through field trial revision. The questionnaire is used in collecting the data; the results obtained were expert evaluation, small group trials, and field trials. Data in the form of production results regarding product quality, product improvement, and the results of questionnaires by the students. Descriptive percentage used in analyzing data to reveal the psychomotor, cognitive, and affective aspects of students after using the product. Based on the results of the trials obtained, were 82% of Physical Education Experts (Good...

Environment-Behaviour Proceedings Journal

Hafizah Rosli

Smartphones and video games are the most common activity among children to pass the time. Nevertheless, the traditional games are still necessities relevant within today generation. Ketingting is a traditional game that is both entertaining and beneficial for the players' mental and physical development. As most people spend most of their time at home during this pandemic, this study proposes an expanding look. It feels like traditional Malaysian games based on new interface design and material. This new attractive approach, it will encourage children to play traditional games as an indoor activity. Keywords: Ketingting; Traditional Game; Heritage; Culture Preservation eISSN: 2398-4287 © 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviou...

Muhammad Muzamil

Congkak board game has been a traditional board game played among Malaysian. Unfortunately, like any other traditional games, there is a great decline of interest among younger Malaysia generation due to popularity of multimediabased games. The objective of this project is to improvise the traditional board game by developing an electronic based board game that gives the interactive element those most multimedia-based games, yet keep the traditional kinesthetic and human to human element. The project uses Arduino Mega as controller, seven segment displays to indicates number of marbles in each hole, and push button for the user to select which hole to select. A survey consists of six questions was done among the young Malaysians to verify whether the electronic board game is better than the traditional board game. The result indicates that the electronic board game proved to be popular among the young generation.

ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture

Ariesta Kartika Sari

Context of the Study – Writing Guide and Examples

Table of Contents

Context of the Study

The context of a study refers to the set of circumstances or background factors that provide a framework for understanding the research question , the methods used, and the findings . It includes the social, cultural, economic, political, and historical factors that shape the study’s purpose and significance, as well as the specific setting in which the research is conducted. The context of a study is important because it helps to clarify the meaning and relevance of the research, and can provide insight into the ways in which the findings might be applied in practice.

Structure of Context of the Study

The structure of the context of the study generally includes several key components that provide the necessary background and framework for the research being conducted. These components typically include:

Introduction : This section provides an overview of the research problem , the purpose of the study, and the research questions or hypotheses being tested.
Background and Significance : This section discusses the historical, theoretical, and practical background of the research problem, highlighting why the study is important and relevant to the field.
Literature Review: This section provides a comprehensive review of the existing literature related to the research problem, highlighting the strengths and weaknesses of previous studies and identifying gaps in the literature.
Theoretical Framework : This section outlines the theoretical perspective or perspectives that will guide the research and explains how they relate to the research questions or hypotheses.
Research Design and Methods: This section provides a detailed description of the research design and methods, including the research approach, sampling strategy, data collection methods, and data analysis procedures.
Ethical Considerations : This section discusses the ethical considerations involved in conducting the research, including the protection of human subjects, informed consent, confidentiality, and potential conflicts of interest.
Limitations and Delimitations: This section discusses the potential limitations of the study, including any constraints on the research design or methods, as well as the delimitations, or boundaries, of the study.
Contribution to the Field: This section explains how the study will contribute to the field, highlighting the potential implications and applications of the research findings.

How to Write Context of the study

Here are some steps to write the context of the study:

Identify the research problem: Start by clearly defining the research problem or question you are investigating. This should be a concise statement that highlights the gap in knowledge or understanding that your research seeks to address.
Provide background information : Once you have identified the research problem, provide some background information that will help the reader understand the context of the study. This might include a brief history of the topic, relevant statistics or data, or previous research on the subject.
Explain the significance: Next, explain why the research is significant. This could be because it addresses an important problem or because it contributes to a theoretical or practical understanding of the topic.
Outline the research objectives : State the specific objectives of the study. This helps to focus the research and provides a clear direction for the study.
Identify the research approach: Finally, identify the research approach or methodology you will be using. This might include a description of the data collection methods, sample size, or data analysis techniques.

Example of Context of the Study

Here is an example of a context of a study:

Title of the Study: “The Effectiveness of Online Learning in Higher Education”

The COVID-19 pandemic has forced many educational institutions to adopt online learning as an alternative to traditional in-person teaching. This study is conducted in the context of the ongoing shift towards online learning in higher education. The study aims to investigate the effectiveness of online learning in terms of student learning outcomes and satisfaction compared to traditional in-person teaching. The study also explores the challenges and opportunities of online learning in higher education, especially in the current pandemic situation. This research is conducted in the United States and involves a sample of undergraduate students enrolled in various universities offering online and in-person courses. The study findings are expected to contribute to the ongoing discussion on the future of higher education and the role of online learning in the post-pandemic era.

Context of the Study in Thesis

The context of the study in a thesis refers to the background, circumstances, and conditions that surround the research problem or topic being investigated. It provides an overview of the broader context within which the study is situated, including the historical, social, economic, and cultural factors that may have influenced the research question or topic.

Context of the Study Example in Thesis

Here is an example of the context of a study in a thesis:

Context of the Study:

The rapid growth of the internet and the increasing popularity of social media have revolutionized the way people communicate, connect, and share information. With the widespread use of social media, there has been a rise in cyberbullying, which is a form of aggression that occurs online. Cyberbullying can have severe consequences for victims, such as depression, anxiety, and even suicide. Thus, there is a need for research that explores the factors that contribute to cyberbullying and the strategies that can be used to prevent or reduce it.

This study aims to investigate the relationship between social media use and cyberbullying among adolescents in the United States. Specifically, the study will examine the following research questions:

What is the prevalence of cyberbullying among adolescents who use social media?
What are the factors that contribute to cyberbullying among adolescents who use social media?
What are the strategies that can be used to prevent or reduce cyberbullying among adolescents who use social media?

The study is significant because it will provide valuable insights into the relationship between social media use and cyberbullying, which can be used to inform policies and programs aimed at preventing or reducing cyberbullying among adolescents. The study will use a mixed-methods approach, including both quantitative and qualitative data collection and analysis, to provide a comprehensive understanding of the phenomenon of cyberbullying among adolescents who use social media.

Context of the Study in Research Paper

The context of the study in a research paper refers to the background information that provides a framework for understanding the research problem and its significance. It includes a description of the setting, the research question, the objectives of the study, and the scope of the research.

Context of the Study Example in Research Paper

An example of the context of the study in a research paper might be:

The global pandemic caused by COVID-19 has had a significant impact on the mental health of individuals worldwide. As a result, there has been a growing interest in identifying effective interventions to mitigate the negative effects of the pandemic on mental health. In this study, we aim to explore the impact of a mindfulness-based intervention on the mental health of individuals who have experienced increased stress and anxiety due to the pandemic.

Context of the Study In Research Proposal

The context of a study in a research proposal provides the background and rationale for the proposed research, highlighting the gap or problem that the study aims to address. It also explains why the research is important and relevant to the field of study.

Context of the Study Example In Research Proposal

Here is an example of a context section in a research proposal:

The rise of social media has revolutionized the way people communicate and share information online. As a result, businesses have increasingly turned to social media platforms to promote their products and services, build brand awareness, and engage with customers. However, there is limited research on the effectiveness of social media marketing strategies and the factors that contribute to their success. This research aims to fill this gap by exploring the impact of social media marketing on consumer behavior and identifying the key factors that influence its effectiveness.

Purpose of Context of the Study

The purpose of providing context for a study is to help readers understand the background, scope, and significance of the research being conducted. By contextualizing the study, researchers can provide a clear and concise explanation of the research problem, the research question or hypothesis, and the research design and methodology.

The context of the study includes information about the historical, social, cultural, economic, and political factors that may have influenced the research topic or problem. This information can help readers understand why the research is important, what gaps in knowledge the study seeks to address, and what impact the research may have in the field or in society.

Advantages of Context of the Study

Some advantages of considering the context of a study include:

Increased validity: Considering the context can help ensure that the study is relevant to the population being studied and that the findings are more representative of the real world. This can increase the validity of the study and help ensure that its conclusions are accurate.
Enhanced understanding: By examining the context of the study, researchers can gain a deeper understanding of the factors that influence the phenomenon under investigation. This can lead to more nuanced findings and a richer understanding of the topic.
Improved generalizability: Contextualizing the study can help ensure that the findings are applicable to other settings and populations beyond the specific sample studied. This can improve the generalizability of the study and increase its impact.
Better interpretation of results: Understanding the context of the study can help researchers interpret their results more accurately and avoid drawing incorrect conclusions. This can help ensure that the study contributes to the body of knowledge in the field and has practical applications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

Dissertation structure and layout - the basics

The Caveat

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.

Overview: S tructuring a dissertation or thesis

Acknowledgements page
Abstract (or executive summary)
Table of contents , list of figures and tables
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Results
Chapter 5: Discussion
Chapter 6: Conclusion
Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

The introduction chapter presents the core research question and aims .
The literature review chapter assesses what the current research says about this question.
The methodology, results and discussion chapters go about undertaking new research about this question.
The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

A dissertation's structure reflect the research process

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

Succinct (not overly lengthy or verbose)
Specific (not vague or ambiguous)
Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

The broader area of the research (i.e. the overarching topic)
The specific focus of your research (i.e. your specific context)
Indication of research design (e.g. quantitative , qualitative , or mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

Your dissertation supervisor or committee.
Any professors, lecturers or academics that helped you understand the topic or methodologies.
Any tutors, mentors or advisors.
Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

Your research questions and aims – what key question(s) did your research aim to answer?
Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
Your findings – following your own research, what did do you discover?
Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

What will you be investigating (in plain-language, big picture-level)?
Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
What is the scope of your study? In other words, what will and won’t you cover ?
How will you approach your research? In other words, what methodology will you adopt?
How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

What does the literature currently say about the topic you’re investigating?
Is the literature lacking or well established? Is it divided or in disagreement?
How does your research fit into the bigger picture?
How does your research contribute something original?
How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

Exactly HOW will you carry out your research (i.e. what is your intended research design)?
Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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The acknowledgements section of a thesis/dissertation

36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

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Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

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1.3 Project Context

Learning objectives.

Identify the effect of organization type on time horizons.
Compare project management and operations management.
Describe the organizational options for managing projects.

The project is affected by the type of organization in which the project is conducted and how the organization is organized to manage projects.

Organizational Priorities

Organizations fulfill a societal role to meet economic, religious, and governance functions. Local factories, churches, and hospitals are all organizations that provide some social or community need. Factories create wealth and jobs, churches provide spiritual and common social needs for communities, and government organizations provide regulations and services that allow for an orderly society. These organizations have different views of time and each organization develops an operational approach to accomplishing the purpose of the organization over that time horizon. For example, a religious group might begin construction of a cathedral that would take several lifetimes to complete, government performance is reviewed at election time, and a publicly owned company must justify its use of money each year in the annual report.

Organizations operate to effectively and efficiently produce the product or service that achieves the organization’s purpose and goals as defined by the key stakeholders —those who have a share or interest. An organization seeks to develop stable and predictable work processes and then improve those work processes over time through increased quality, reduced costs, and shorter delivery times. Total quality management, lean manufacturing, and several other management philosophies and methodologies have focused on providing the tools and processes for increasing the effectiveness and efficiency of the organization. Historically, these methodologies focused on creating incremental and continuous improvement in work processes. More recently, organizations are increasingly focused on step changes that take advantage of new technologies to create a significant improvement in the effectiveness or efficiency of the organization.

Often, these initiatives to increase organizational effectiveness or efficiency are identified as projects. Economic organizations will initiate a project to produce a new product, to introduce or revamp work processes to significantly reduce product costs, or to merge with other organizations to reduce competition or lower costs and generate additional profits. A social organization, such as a hospital, may build a new wing, introduce a new service, or design new work processes to reduce costs. A government organization may introduce a new software program that handles public records more efficiently, build a new road to reduce congestion, or combine departments to reduce costs.

Each of the initiatives meets our definition of a project. Each is a temporary endeavor and produces a unique product or service. Managing these projects effectively entails applying project management knowledge, skills, and tools.

Operations Management versus Project Management

One way to improve understanding of project management is to contrast project management with operations management. Whether in an economic, socioreligious, or government organization, managers are charged with effectively and efficiently achieving the purpose of the organization. Typically, a manager of an economic organization focuses on maximizing profits and stockholder value. Leaders with socioreligious organizations focus on effective and efficient delivery of a service to a community or constituency, and governmental managers are focused on meeting goals established by governmental leaders.

Operations managers focus on the work processes of the operation. More effective work processes will produce a better product or service, and a more efficient work process will reduce costs. Operations managers analyze work processes and explore opportunities to make improvements. Total quality management, continuous process improvement, lean manufacturing, and other aspects of the quality movement provide tools and techniques for examining organizational culture and work processes to create a more effective and efficient organization. Operations managers are process focused, oriented toward capturing and standardizing improvement to work processes and creating an organizational culture focused on the long-term goals of the organization.

Project managers focus on the goals of the project. Project success is connected to achieving the project goals within the project timeline. Project managers are goal directed and time sensitive. Project managers apply project management tools and techniques to clearly define the project goals, develop an execution plan to meet those goals, and meet the milestones and end date of the project.

An operations manager may invest $10,000 to improve a work process that saves $3,000 a year. Over a five-year period, the operations manager improved the profitability of the operations by $5,000 and will continue to save $3,000 every year. The project manager of a one-year project could not generate the savings to justify this kind of process improvement and would not invest resources to explore this type of savings.

An operations manager creates a culture to focus on the long-term health of the organization. Operations managers build teams over time that focus on standardizing and improving work processes, that search for and nurture team members who will “fit in,” and that contribute to both the effectiveness of the team and the team culture. Project managers create a team that is goal focused and energized around the success of the project. Project team members know that the project assignment is temporary because the project, by definition, is temporary. Project team members are often members of organizational teams that have a larger potential to affect long-term advancement potential. Project managers create clear goals and clear expectations for team members and tie project success to the overall success of the organization. Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.

Organizing to Manage Projects

Because project management is different from operations management, projects are handled best by people who are trained in project management. This expertise can be obtained by hiring an outside consulting firm that specializes in project management or by developing an in-house group.

Some organizations are designed to execute projects. Often entities contract with engineering and construction companies to design and build their facilities or hire software companies to develop a software solution. The major work processes within these organizations are designed to support the acquisition and execution of projects. Functional departments such as estimating, scheduling, and procurement create and maintain core competencies designed to support projects. The ability of these types of organizations to successfully manage projects becomes a competitive advantage in the marketplace.

Organizations designed to produce products or services also use projects. Major activities outside the normal work of the organization’s department or functional units or major activities that cross functional boundaries become a project (a temporary task undertaken to create a product or service that is unique). As economic pressures increase the speed in which organizations must change and adapt to new environmental conditions, leaders are increasingly chartering projects to enable the organization to more quickly adapt. The application of a project management approach increases the likelihood of success as organizations charter a project to facilitate organizational change, to increase the development and introduction of new products or support the merger or divesture of organizational units.

Project management offices (PMOs) have emerged to facilitate development of organizational knowledge, skills, and tools to internally charter and manage projects within the organization. The PMO varies in structure and responsibility depending on the project management approach of the parent organization. On one end of the spectrum, the PMO has complete responsibility for projects within an organization from the criteria and selection of appropriate projects to accountability for project performance. In organizations that make a large investment in the PMO, a large number of new product or process improvement projects are submitted, and the project office develops a portfolio of projects to manage over a given period that maximizes the use of organizational resources and provides the greatest return to the organization.

PMOs can provide various functions for an organization. Some possible functions include the following:

Project management . Some organizations maintain the project manager within the PMO, assign project managers from other departments, procure contract project managers, or practice a combination of all three.
Center of excellence . The project office can maintain the organization’s project management policies and procedures, maintain a historical database, maintain best practices, and provide training and specialized expertise when needed.
Portfolio management . The project office actually supervises the project managers and monitors project performance. Portfolio management also includes prioritizing projects on the basis of value to the organization and maintains an inventory of projects. Portfolio management balances the number and type of projects to create the greatest return from the entire portfolio of projects.
Functional support . The project office maintains project management expertise to support the project. Estimating, project scheduling, and project cost analysis are examples of functional support.

Key Takeaways

The purpose of an organization can affect its view of the time allowed for projects.
In an organization, project management can be used to make step changes to take advantage of new technologies or make significant improvements in effectiveness or efficiency.
Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.
Projects can be handled by outside contractors or by an internal group in a PMO.
The type of organization can influence the ____ frame allowed for projects.
Operations managers are focused on __________, while project managers are focused on the goals of the project.
If projects are routinely handled internally, the group that manages the projects might be called the ______ ______ _____ (three words).
A friend of yours has a forty-five-minute commute to work. She decides to spend some time evaluating the different options she has for routes and possible carpooling to reduce the cost or time it takes to get to work. Is this task an example of something that uses the skills of an operations manager, or does it need the additional skills of a project manager? Explain your answer and refer to the definitions provided.
Business managers focus on improving efficiency and effectiveness, but sometimes they use a project management approach to make significant changes. What often prompts them to use the project management approach? What would be an example?

Operations versus Project Management

The manager of a sales department must meet annual sales goals, manage personnel in the department, and develop and deliver product training for clients. How is this type of operations management different from project management? Address each of the following issues in your answer:

How is the relationship between the operations manager and the sales staff different from the relationship between a project manager and the project team members?
Which of the duties described above is most like project management and might be contracted to an outside firm?
What is the biggest difference between project management and the sales manager’s job?

Project Management from Simple to Complex Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners (2021)

Chapter: chapter 1 - project context, research objectives, and approach.

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5Â Â 1.1 Introduction Many transportation agencies are facing challenges attracting qualified, technically competent, culturally sensitive, and motivated planning staff. Others are able to attract employees, but report that they often lose mid-level supervisors and managers to competition from other organizations that offer more defined career paths or higher salaries. The mid-level supervisors are perhaps the most valuable staff resource due to their experience and knowledge of agency practices. The com- petitive factors, for example, higher salaries, are often very difficult if not impossible for public agencies to match given civil service and, if present, union requirements. There is also a sense among many groups that the staff in many transportation planning units do not reflect the diversity of the communities they serve. The cumulative capabilities of an agencyâs staff are one of the most important strengths of any organization. NCHRP Project 08-125, âAttracting, Retaining, and Developing the Transportation Workforce: Transportation Planners,â was motivated by a concern that transportation agencies were facing challenges attracting, professionally developing, and retaining qualified planning staff. These challenges could be exacerbated in the future given continuing societal, technological, and environmental changes. Transportation agencies will likely need different planning capabilities to meet these future challenges. [1,2,3] In particular, the ability to plan effectively will depend on developing agency planning capabilities and transportation planning staff with requisite talents, including KSAs, that enable the agency to address emerging planning challenges. The research was based on several themes that reflect the nature of the first 20Â years of the 21st century as a transformative period in the history of transportation (see, for example, [4]). Although the exact nature of this transformation is not entirely clear, the initial clues are revealing. Rapidly evolving transportation and information technologies include connected and automated vehicles, and new ways of providing mobility (for example, Mobility as a Service (MaaS)). In many instances these new mobility strategies are provided via new business models (for example, trans- portation network companies (TNCs) and docked and dockless bicycle and scooter companies). These technology-based mobility options are heralding a new revolution in personal mobility. [5] This research found that the following key themes associated with a changing planning envi- ronment will likely affect desired staff KSAs. Strategic PerspectiveâThe Long View The need for a strategic perspective on future transportation challenges and on the types of professionals and skill sets needed is especially strong in the field of transportation planning. Understanding the likely characteristics of the world we will live in and of the future role of the transportation system becomes a critical point of departure for creating a credible transportation C H A P T E R 1 Project Context, Research Objectives, and Approach

6 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners planning capability. In transportation planning, by its very nature, one looks out 20 to 25Â years to identify the key characteristics of the world we will likely live in (although some agencies have adopted 40- and 50-year planning horizons). This research adopted such a future orientation, and focused on what different futures might mean to a transportation agencyâs planning staffing and required skills sets. The configuration and focus of future transportation agencies and of their planning functions will likely be very different than what exists today. All one needs to do is look back 20 years to see what transportation planners were considering as part of the then planning process and compare this to todayâs challenges and opportunities to see how dramatically the planning environment can change. To better prepare for these changes, planning professionals not only need to evaluate their core competencies, but also their ability to anticipate what the future likely holds. Some transportation research has examined possible âgame changersâ in the evolution of society, their consequences to the transportation system, and thus challenges to transporta- tion agencies. NCHRP Report 798: The Role of Planning in a 21st Century State Department of TransportationâSupporting Strategic Decisionmaking, for example, focused on possible future planning challenges to state departments of transportation (DOTs): Although their responsibilities may have changed over time, planners should continue to have an impor- tant role to play in supporting strategic decision-making. While DOT leaders are dealing with more tactical responsibilities and overseeing the day-to-day operation of the department, they need planners who can stay ahead of the emerging issues, consider the âwhat if?â scenarios, lead thoughtful evaluations of strategic trade-offs, and communicate the importance of the DOT to the stateâs economy and quality of life. [5] Broader Role for Technology The emergence and proliferation of advanced technologies are impacting the transportation system and society in general, in particular in changing the way we plan, move around, and manage communities. The most prominent changes are being driven by the underlying technological trends related to digitalization, electrification, automation, shared use of assets, and interpersonal and data connectivity. These changes also affect consequent business and financial models related to the development of new infrastructure while also filling existing gaps in funding at the federal, state, and local levels. Technology trends also impact both transportation planning as a process (for example, new technology-based means of communicating to a range of diverse groups), as well as an agencyâs technical capabilities (for example, large-scale data collection and data management). In the next 5Â years, important technology trends affecting transportation will likely include more robust internet and wireless communications, increased electrification of vehicles, higher integration of advanced driver assistance capabilities, changes to freight and logistics resulting from smart manufacturing (first mile/last mile solutions and drone delivery), improved and per- sonalized information access, an uptick in personal mobility devices, and microtransit. Post-2025, electric vehicles will likely continue to be an important trend in transportation system use, putting pressure on an efficient allocation of energy through smart grids. Smart mobility, expanded trav- eler information systems, adoption of wireless traffic management systems, and higher penetra- tion of automated vehicles and shared use technology are all forecasted to impact transportation systems and associated institutional arrangements. Each of these will affect the types of issues that will be considered as part of the transportation planning process. Planning Support for Policy and Decision-Making Needs As part of the planning process, transportation officials anticipate and respond to a range of societal concerns, evolving characteristics of the transportation system, and changing economic,

Project Context, Research Objectives, and Approach 7Â Â demographic, and cultural contexts for transportation decisions. Examples of consequential policy issues identified by the TRB in its Critical Issues in Transportation 2019 Policy Snapshot [6], included: â¢ Transformational technologies and services: Steering the technology revolution â¢ Serving a growing and shifting population â¢ Energy and sustainability: Protecting the planet â¢ Resilience and security: Preparing for threats â¢ Safety and public health: Safeguarding the public â¢ Equity: Serving the disadvantaged â¢ Governance: Managing our systems â¢ System performance and asset management â¢ Funding and finance: Paying the tab â¢ Goods movement: Moving freight â¢ Institutional and workforce capacity â¢ Research and innovation: Preparing for the future It seems likely that planning efforts in states, regions, or local areas could well have their own, in many cases similar, concerns that would need to be reflected in the planning process. The Impact of Changes on Essential Knowledge Transportation planning has evolved considerably since its professional origins in the middle of the 20th century. Transportation planners of the future will likely be expected to ensure that transportation plays a supportive and proactive role in improving a regionâs economic, social, and environmental well-being even more so than it does today. Transportation system/ personal use technologies will likely transform the concept of personal travel. Innovations in goods manufacture and delivery could have dramatic effects on freight flows (e.g., 3-D printing). [7] Changing demographics will influence all aspects of society, with a strong focus on equity and transportation for diverse populations. Concerns for transportation system equity, resilience, and public health, which are emerging issues today, could very well be commonplace in 10 to 15Â years, with planners spending considerable time identifying transportation system and popu- lation vulnerabilities. The Increasingly Diverse and Dispersed âClientsâ of Planning Activities The range of transportation issues, both for mobility demand and infrastructure/service supply, is increasingly responsive to the broad range of socioeconomic, racial, ethnic, and cultural diversity in society. [8] Developing appropriate transportation solutions requires recognizing key differ- ences, not only in transportation habits and needs and relevant solutions, but also a planning process that can effectively depict key differences and communicate with the broadest range of constituents. Agency Culture and Organization Influence on Workforce Recruitment Development and Retention This research recognized that, taken together, the range of planning issues noted above can have a critical impact on needed planning workforce capabilities (in terms of KSA), but also on the workforce itself in terms of their interests, values, and desired work and life styles. There are distinct differences in these characteristics and in terms of motivation and expectations as

8 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners one considers different generational cohorts, for example, baby boomers, millennials (Gen Y), Gen X, and Gen Z. As noted later, the literature review found that the characteristics of Gen X and Gen Z employees include such things as: â¢ Work attitudes trending toward entrepreneurial and collaborative approaches and multitasking; â¢ More familiarity and interest in digital and internet-based work tools and working remotely; â¢ Career orientation trending toward personal fulfillment and tempered by skepticism about public sector employment; â¢ Interest in career vectors offering personal development and continuous learning opportunities; â¢ Explicit consideration of public versus private sector employment opportunities; â¢ Willingness to move to new jobs that offer greater quality of life benefits and flexibility; and â¢ Expectation of culturally competent, diverse, and inclusive agency staff and leadership. These factors could be at considerable odds with many current workplace environments in both the public and private sectors. In public agencies these factors become even more important when work environments are often characterized by required credentialing for advancement, narrow position descriptions, rigid hierarchy, concentrating talents and skills in position descriptions, minimal opportunities for cross disciplinary enrichment, and narrow recruitment targets. In some cases, these factors are dictated by civil service and/or union requirements. The workforce develop- ment challenge therefore goes well beyond the identification of needed capabilities; it goes to the importance of organizational structure and culture, career opportunities, on-the-job training and enrichment, and quality of life considerations. 1.2 Project Objectives The purposes of this project were to (1) develop knowledge, skills, abilities, education, and experience (KSAEE) characteristics and talent profiles for transportation planners at all levels of planning applications that reflect current needs and capabilities likely needed to meet future work efforts; and (2) provide guidance to transportation agencies on how to attract, develop, manage, and retain future transportation planners. There are multiple audiences for the results of this research most importantly including agency and planning program managers. Other important audiences include university transportation programs and human resource managers who have responsibilities in preparing, attracting, and developing an agencyâs staff resources. The results could also be useful for others not familiar with the planning profession. Developing and retaining planning staff with the competency to identify and address future needs depends on: â¢ Analyzing future transportation planning trends and issues as a determinant of planning workforce talent requirements; â¢ Identifying the KSAs relevant to developing a planning process and planning products that anticipate, understand, and meet emerging trends; â¢ Attracting, competing for, and retaining staff that have the requisite KSAs; â¢ Creating a work environment that recognizes the learning, working, and interpersonal commu- nications styles needed for todayâs planners; â¢ Providing professional development opportunities that will provide experienced planners with an exposure to new skills and tools to enhance their capabilities; â¢ Providing an attractive work environment and work conditions that meet the organizationâs mission while meeting staff needs; â¢ Providing a career plan and professional development opportunities that are competitive with other career paths;

Project Context, Research Objectives, and Approach 9Â Â â¢ Offering a flexible and structured human resource program that supports and encourages fulfilling career paths for transportation planners; and â¢ Attracting transportation planners that reflect the characteristics of the society they serve. These factors were considered as part of the research and are reflected in the approach that guided the research. 1.3 Research Approach FigureÂ 1 shows the steps in the research approach. The approach started with an understand- ing of talent profiles characterized by KSAs. Of note, only KSAs were examined at this point in the research given that the education and experience (EEs) factors were really qualifying criteria for a job and thus not part of the core knowledge and abilities to be successful in the job. An ability to add EEs to a talent profile was later added for those agencies that might want to create job descriptions, which were based on the full set of KSAEEs. The range of desired KSAs was based on a literature review of transportation planning and the âfuturesâ literatures, and a review of transportation agency websites. In order to understand how these driving forces related to agency planning needs and capabilities, the literature review was augmented with outreach efforts that included: â¢ Surveys of â A large engineering/planning consulting firm â AASHTO members of the Committee on Planning 1. Project Management/Interaction with Stakeholders Throughout Project Figure 1. Research approach.

10 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners â ITE Planning Council â WTS (Womenâs Transportation Seminar) â¢ Focus Group â Conference of Minority Transportation Officials (COMTO) â¢ Interviews of â Directors of university transportation centers â Program directors of university-based training programs â Program staff for the National Transit Institute (NTI) â¢ Workshop â Session at the 2019 TRB Annual Meeting The results of this data collection led to the identification of the KSAs considered most impor- tant for current and expected future characteristics of transportation planning. Talent profiles represent a new way (for public agencies) of portraying a positionâs desired competencies. One of the key points for Task 5, developing talent profiles, was that transportation planning is not considered the same across agencies. Transportation planning consists of many different analysis and data collection efforts, information-producing tasks, interaction with key stakeholders and the public, and conducting multimodal studies as well as mode-specific plan- ning (for example, active transportation). Transportation planning needs also will likely differ for small rural states as compared to large urban states. Task 5 developed a typology for the KSAs reflecting these diverse perspectives that became part of the talent profile template used through- out the research. In other words, the approach toward developing talent profiles was based modularly so that an agency can pick which KSAs will be most relevant to their needs. The planning talent profiles: â¢ Reflect the current relationships among stakeholders regarding the range of planning activities, including conventional transportation planning in areas related to data analysis, forecasting, impact analysis, and evaluation; â¢ Array the appropriate set of distinctly different planning activities defined in terms of differ- ences in needed KSAs and related background in education and expertise; â¢ Reflect differences in positions by function and role including agency director, manager, analyst, specialist, and technician. Common KSAs were identified for every planning position, no matter what role it has in the agency. For example, it was found that âfamiliarity with trans- portation planning principlesâ was considered critical for every position in a planning unit. In addition, position-specific KSAs were identified for those that often interact with many dif- ferent agency functions or that require special knowledge, for example, transportation system operations, asset management, access and mobility improvement, system resilience, public health, and the like; â¢ Give special attention to critical planning contexts requiring special talents (non-planning disciplines, work experience, and the like) currently unavailable; and â¢ Represent a range of KSAs relating to a set of driving forces that could influence future trans- portation planning. The results of the initial research tasks led to the development of an Agency Talent Profile Tool (Tool) that could be used by agency managers to develop talent profiles quickly and effec- tively. A separate Tool was developed for use by employees. The draft Tool was piloted with four agencies: the Atlanta Regional Commission (ARC), the metropolitan planning organization (MPO) for the Atlanta, Georgia metropolitan area; the Minnesota Department of Transpor- tation (MnDOT); the Montana Department of Transportation (MDOT); and the New Jersey Department of Transportation (NJDOT). These pilots obtained feedback from transportation planning officials and human resource staff on the substance, usefulness, and form of the Tool.

Project Context, Research Objectives, and Approach 11Â Â This Tool was incorporated into a QRG that included a step-by-step process for agency offi- cials, primarily human resource and planning managers, to do the following: â¢ Identify prospective planning KSAs for their agencies in light of current and likely future planning needs; â¢ Develop talent profiles given external and internal (to the agency) driving forces that have been identified in their agency; â¢ With the addition of EEs requirements, develop position or job descriptions based on these talent profiles; and â¢ Identify strategies for assuring a strong and capable planning staff today (e.g., training and professional development needs), attracting the staff of tomorrow, and retaining both. The final QRG is presented in Appendix C and also is available as a separate PDF on the TRB website. The research approach faced significant challenges caused by the 2020 COVID-19 pandemic. Many of the data collection strategies had to be modified to reflect the changing demands on transportation agency staff and limitations on physical interaction. For example, it was origi- nally planned to survey COMTO members, but given the demands on transportation officials in responding to the pandemic, it was decided that a more focused, internet-based group discussion would be more effective. COVID-19 also affected the plan for conducting pilot studies of the Tool developed for this research, which had been originally envisioned as in-person pilot studies. All of the transportation agencies contacted to participate in the pilots were requiring staff to work remotely and were not allowing in-person meetings from outside individuals. As a result, the pilots were conducted on-line as facilitated, interactive, 1-hour discussions with transportation plan- ning and human resource officials. The discussions focused on the draft Tool, which participants received in advance to allow them to understand how the Tool was structured. Although COVID-19 has affected the work style of many DOT staff, the QRG is still valid in that such external factors are part of the organizational assessment that is part of the QRG pro- cess. The QRG will continue to be valid as work spaces change.

For public agencies, attracting qualified, technically competent, culturally sensitive, and motivated planning staff can be challenging in a competitive landscape.

The TRB National Cooperative Highway Research Program's NCHRP Research Report 980: Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners presents an assessment of current and emerging forces that are shaping transportation planning practice and the transportation planning workforce.

Supplemental to the report are downloadable tools (one for employees and one for employers ), an implementation memo , a Quick Reference Guide , and a Summary .

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BUS605: Strategic Project Management

Project Scope and Context

As you read, consider the importance of a clear scope statement in avoiding scope creep throughout the project.

Project Context

The realities of externalities.

One term closely related to context is externality . It refers to a "consequence of an economic activity that is experienced by unrelated third parties". An externality can involve "a loss or gain in the welfare of one party resulting from an activity of another party, without there being any compensation for the losing party". For example, a sudden rise in oil prices could be a devastating externality in a project that depends on a steady and economical fuel supply. Some externalities are positive – for example, Ireland's decision to make public college education essentially free for all citizens made an already highly educated workforce even more attractive to pharmaceutical and software companies, which increased their investment in the country.

You and your project team have no control over externalities. But your job, as a project manager, is to be on the lookout for them at every turn, and to respond quickly and decisively when they do.

According to Merriam-Webster, the term context refers to "the situation in which something happens: the group of conditions that exist where and when something happens". All projects occur within multiple contexts – within an organizational context (both yours and the customer's), a market context, a technical context, and a social context. All of these can change over the life of a project, and in the permanent whitewater of the modern business world, they probably will. Good project managers pay attention to changing context. They realize that, as contexts change, the project will probably need to be adjusted. Completing the project in accordance with the original objectives could end up being a terrible outcome, if it turns out that the original objectives no longer fit the context of the organization.

The potential for changing contexts means that no two projects are the same. Even if you think you've completed an identical project recently, you'll almost certainly find that differences in context will force you to alter your approach in some way or another. For example, the fact that you successfully built a hospital in Detroit can't completely prepare you for the experience of building a hospital in San Francisco, where the area's volatile seismic activity means you need to consider a host of issues related to earthquake-resistance. In product development, you might find that the customer did not fully understand their needs at the outset. As you begin to learn what the customer wants, you might see the project in a much broader, more complicated context. Likewise, the introduction of new technology can increase the complexity of a project in ways you couldn't foresee during initiation. To deal with these changes, you need to be able to rely on a flexible project team that can adapt as the project unfolds.

An article by James Kanter in the New York Times describes the construction of two European nuclear power plants that were supposed to be "clones" of each other, with both built according to rigid standards specifying every aspect of the projects down to "the carpeting and wallpaper". The similarity of the projects was supposed to lead to clear sailing for both, but a host of unforeseen technical problems resulted in major delays and cost overruns. This is a perfect example of how contexts – one reactor was in Finland, the other in France – can dramatically affect the outcomes of supposedly identical projects. Problems at the Finnish site included a foundation that was too porous and therefore likely to corrode, inexperienced subcontractors drilling holes in the wrong places, and communication problems arising from a workforce composed of people speaking eight different languages. At the supposedly identical French site, a different array of problems included cracks in the concrete base, incorrectly positioned steel reinforcements, and unqualified welders. According to UniStar Nuclear Energy, the company behind the Finnish and French projects, a fleet of similar reactors are in the works around the world. Who knows what risks will arise on those projects. After all, France and Finland are at least stable, geologically speaking. But as Kanter points out, "Earthquake risks in places like China and the United States or even the threat of storm surges means building these reactors will be even trickier elsewhere".

Context is especially important in product development, where the backdrop for a new product can change overnight. In a paper arguing for a more flexible approach to product development, M. Meißner and L. Blessing discuss the many ways context influences the product development process:

Designers are influenced by the society in which they live, and their decisions depend on political, social, and financial pressures. The technological environment and the accelerating rate of change is a characteristic of modern times. Changing conditions produce new needs and thereby encourage new developments, innovation is rewarded, and new artifacts are created. Some products require design activity on a far larger scale than others. Huge one-off products such as power plants or oil platforms require an immense and skillfully organized design operation. Less complex products such as hand tools or toys can be designed by a single person…. The designer could be working in a small company, carrying a variety of responsibilities including the marketing, design, and manufacturing of the product. Or he could be working in a larger company where many people work on a single design project with specified areas of activity and a hierarchy of responsibilities.

In changing contexts, flexibility is key. In his studies of successful project managers, Alexander Laufer found that the best project managers

deviate from the common "one best way" approach and adjust their practices to the specific context of their project. Avoiding the "one best way" approach does not imply, however, that there are no "wrong ways," that "anything goes," or that you must always "start from scratch". There is always the need to strike a balance between relying on the accumulated knowledge of the organization, on the one hand, and enhancing the flexibility and creativity within each individual project on the other.

Laufer argues that modern project managers need to employ a modern, more flexible approach than their predecessors:

The classical model of project management, in which standards are developed for virtually all situations, expects the project manager to serve primarily as a controller: to ensure that team members adhere to the established standard. This role entails only a minimal requirement for judgment and no requirement for adaptation. In reality, the project manager must constantly engage in making sense of the ambiguous and changing situation, and he must adjust the common practices to the unique situation. This process requires a great deal of interpretation and judgment based on rich experience.

In Lesson 5, we'll talk about the value of building diverse teams that bring together people with complementary skills – ideally, people of varying ages and levels of experience. But how can new project managers, who lack that all-important "rich experience," increase their overall understanding of their projects' multiple contexts? Start by researching past projects with similar characteristics, consulting with mentors, and, generally, checking as many formal and informal sources regarding lessons learned from previous projects as you can find. It also helps to stay well-informed – about your organization, your customers, your industry, and the world in general. For instance, if you were working on a construction project in the healthcare field in the past decade, you would have experienced a pronounced change in context, away from a doctor-centered system to a patient-centered system that seeks to empower patients to define value on their terms. If you were new to managing projects in that field, you would be wise to learn all you could about that shift. In the living order, such seismic changes are the norm, not the exception, in nearly all industries.

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
Makes a promise to the reader about the scope, purpose, and direction of your paper.
Is focused and specific enough to be “proven” within the boundaries of your paper.
Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

Franco first tried to negotiate with the Axis
Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

The simile compares Simoisius to a tree, which is a peaceful, natural image.
The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

This paper will look at modern language to see if it reflects male dominance or female oppression.
I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

nature = peaceful
war matériel = violent (competes with 1?)
need for time and space to mourn the dead
war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

although most readers of _______ have argued that _______, closer examination shows that _______.
_______ uses _______ and _____ to prove that ________.
phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

Ask if your draft thesis addresses the assignment
Question each part of your draft thesis
Clarify vague phrases and assertions
Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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1.3: Project Context

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Learning Objectives

Identify the effect of organization type on time horizons.
Compare project management and operations management.
Describe the organizational options for managing projects.

The project is affected by the type of organization in which the project is conducted and how the organization is organized to manage projects.

Organizational Priorities

Operations Management versus Project Management

Organizing to Manage Projects

PMOs can provide various functions for an organization. Some possible functions include the following:

Project management . Some organizations maintain the project manager within the PMO, assign project managers from other departments, procure contract project managers, or practice a combination of all three.
Center of excellence . The project office can maintain the organization’s project management policies and procedures, maintain a historical database, maintain best practices, and provide training and specialized expertise when needed.
Portfolio management . The project office actually supervises the project managers and monitors project performance. Portfolio management also includes prioritizing projects on the basis of value to the organization and maintains an inventory of projects. Portfolio management balances the number and type of projects to create the greatest return from the entire portfolio of projects.
Functional support . The project office maintains project management expertise to support the project. Estimating, project scheduling, and project cost analysis are examples of functional support.

Key Takeaways

The purpose of an organization can affect its view of the time allowed for projects.
In an organization, project management can be used to make step changes to take advantage of new technologies or make significant improvements in effectiveness or efficiency.
Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.
Projects can be handled by outside contractors or by an internal group in a PMO.
The type of organization can influence the ____ frame allowed for projects.
Operations managers are focused on __________, while project managers are focused on the goals of the project.
If projects are routinely handled internally, the group that manages the projects might be called the ______ ______ _____ (three words).
A friend of yours has a forty-five-minute commute to work. She decides to spend some time evaluating the different options she has for routes and possible carpooling to reduce the cost or time it takes to get to work. Is this task an example of something that uses the skills of an operations manager, or does it need the additional skills of a project manager? Explain your answer and refer to the definitions provided.
Business managers focus on improving efficiency and effectiveness, but sometimes they use a project management approach to make significant changes. What often prompts them to use the project management approach? What would be an example?

Operations versus Project Management

How is the relationship between the operations manager and the sales staff different from the relationship between a project manager and the project team members?
Which of the duties described above is most like project management and might be contracted to an outside firm?
What is the biggest difference between project management and the sales manager’s job?

How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

Kelly Louise Preece

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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole.

Infographic with steps on how to draft your PhD thesis

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation.

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can find out more about tiny texts and thesis abstracts on Thomson’s blog.

Writing tips for higher education professionals
Resource collection on academic writing
What is your academic writing temperament?

Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

This chapter will argue that…
This section illustrates that…
This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

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Chapter I INTRODUCTION Project Context
Download Free PDF. View PDF. Chapter I INTRODUCTION Project Context Technology is an essential part of our lives today and few cannot imagine living without it. Nowadays people are using a smart phone for their everyday lives. An android phone that has a many applications or games that installed to it. Game is one of it.
Chapter 1: PROJECT CONTEXT, RESEARCH OBJECTIVES, AND APPROACH
This chapter introduces the project context, research objectives, and approach of a study on resilience in transportation systems. It explains the need, purpose, and scope of the study, as well as the main research products: a Resilience Guide and Self-Assessment Tool and a RISE Summit.
Context of the Study
The context of the study in a thesis refers to the background, circumstances, and conditions that surround the research problem or topic being investigated. It provides an overview of the broader context within which the study is situated, including the historical, social, economic, and cultural factors that may have influenced the research ...
How to Write a Thesis or Dissertation Introduction
Overview of the structure. To help guide your reader, end your introduction with an outline of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.
How to Write a Research Proposal
Example research proposal #1: "A Conceptual Framework for Scheduling Constraint Management" Example research proposal #2: "Medical Students as Mediators of Change in Tobacco Use" Title page. Like your dissertation or thesis, the proposal will usually have a title page that includes: The proposed title of your project; Your name
Dissertation Structure & Layout 101 (+ Examples)
Time to recap…. And there you have it - the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows: Title page. Acknowledgments page. Abstract (or executive summary) Table of contents, list of figures and tables.
Introduction, background to and context of the project
The context will show the gaps in information and so the need for the study. Finally, this section should clearly and explicitly state the aims and objectives of your project, and you may also need to give some guide to the overall structure of the work you have carried out within your project if this is not self-evident. A few notes regarding ...
1.3 Project Context
Learn how project management differs from operations management and how organizations are structured to manage projects. Explore the effect of organization type and time horizons on project goals and success.
Chapter 1
Project Context, Research Objectives, and Approach 11Â Â This Tool was incorporated into a QRG that included a step-by-step process for agency offi- cials, primarily human resource and planning managers, to do the following: â ¢ Identify prospective planning KSAs for their agencies in light of current and likely future planning needs; â ...
How to Write a Thesis Statement
Placement of the thesis statement. Step 1: Start with a question. Step 2: Write your initial answer. Step 3: Develop your answer. Step 4: Refine your thesis statement. Types of thesis statements. Other interesting articles. Frequently asked questions about thesis statements.
Project Scope and Context: Project Context
All projects occur within multiple contexts - within an organizational context (both yours and the customer's), a market context, a technical context, and a social context. All of these can change over the life of a project, and in the permanent whitewater of the modern business world, they probably will. Good project managers pay attention ...
(PDF) Student's Guide For Final Year Project Thesis: BSc ...
Abstract. A final year project represents a demonstration of a student's ability to integrate the knowledge they acquired from more than one course and subject, to produce a final work that ...
Developing a Thesis Statement
A thesis statement . . . Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic. Makes a promise to the reader about the scope, purpose, and direction of your paper. Is focused and specific enough to be "proven" within the boundaries of your paper. Is generally located near the end ...
A Guide to Writing a Senior Thesis in Engineering
Your senior thesis is a formal research report that summarizes the work you have conducted in the laboratory. Important goals of your thesis are: 1) to review the relevant background in your specific subfield field; 2) to describe how your work fits into the larger scientific context; 3) to clearly describe
Writing the Project Context: A Sample Proposal on ...
Learn how to write the project context of a proposal by breaking it into three parts: challenges, opportunity and why now. See a sample proposal on women's sustainable livelihood development in the West Bank.
PDF CHAPTER 1 THE RESEARCH CONTEXT
THE RESEARCH CONTEXT 1.1 Introduction This chapter sets the scene for this research and is divided into seven sections. The first two parts discuss the development of studies in service sector generally and the banking industry in particular in Malaysia since its independence until the present.
1.3: Project Context
Project managers are goal directed and time sensitive. Project managers apply project management tools and techniques to clearly define the project goals, develop an execution plan to meet those goals, and meet the milestones and end date of the project. An operations manager may invest $10,000 to improve a work process that saves $3,000 a year.
What Is a Thesis?
Revised on April 16, 2024. A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master's program or a capstone to a bachelor's degree. Writing a thesis can be a daunting experience. Other than a dissertation, it is one of the longest pieces of writing students typically complete.
PDF Project Plan for your Bachelor- or Master-thesis
This project plan serves the purpose of making sure that you are ready to start working on the thesis. The plan can be developed in several iterations of feedback and discussion. In the end, the plan should be sufficiently detailed that I can be confident that it is feasible as a bachelor's or master's project. The project plan should consist ...
How to write a PhD thesis: a step-by-step guide
Following another of Pat Thomson's exercises, write a "tiny text" thesis abstract. This doesn't have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure: The first sentence addresses the broad context.
How to Write a Thesis or Dissertation Conclusion
Step 2: Summarize and reflect on your research. Step 3: Make future recommendations. Step 4: Emphasize your contributions to your field. Step 5: Wrap up your thesis or dissertation. Full conclusion example. Conclusion checklist. Other interesting articles. Frequently asked questions about conclusion sections.
How to Write a Problem Statement
Step 3: Set your aims and objectives. Finally, the problem statement should frame how you intend to address the problem. Your goal here should not be to find a conclusive solution, but rather to propose more effective approaches to tackling or understanding it. The research aim is the overall purpose of your research.
Dissertation Table of Contents in Word
Place your cursor where you would like your table of contents to go. In the "References" section at the top, locate the Table of Contents group. Click the arrow next to the Table of Contents icon and select "Custom Table of Contents.". Here, you can select which levels of headings you would like to include.

Chapter I INTRODUCTION Project Context

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Muhammad Hassan

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

*The Caveat *

Overview: S tructuring a dissertation or thesis

Acknowledgements

Abstract or executive summary

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Table of contents

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1.3 Project Context

Organizational Priorities

Operations Management versus Project Management

Organizing to Manage Projects

Key Takeaways

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Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners (2021)

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BUS605: Strategic Project Management

Project Scope and Context

Project Context

What is a thesis statement?

Identify a topic

Consider what your assignment asks you to do

Sample assignment 1

Sample assignment 2

Developing a Thesis Statement–Additional information

Derive a main point from topic

Look for patterns in your evidence

Purpose statement

Derive purpose statement from topic

Compose a draft thesis statement

Question-to-Assertion

What to keep in mind as you draft an initial thesis statement

Refine and polish the thesis statement

Sample Assignment

Complete the final thesis statement

Writing Process and Structure

Getting Started with Your Paper

Creating an Argument

Working with Sources

Drafting Your Paper

Revising Your Paper

Finishing Your Paper

Writing Collaboratively

Margin Size

1.3: Project Context

Learning Objectives

Organizational Priorities

Operations Management versus Project Management

Organizing to Manage Projects

The Caveat