Preparation of the PhD thesis for examination

Hazel Hall | @hazelh | www.hazelhall.org | h.hall@napier.ac.uk
Preparation of the PhD thesis for examination
Professor Hazel Hall

The target

In this account of the doctoral study the
candidate has convinced me that a novel and
original contribution to knowledge, that is
significant (i.e. will exert influence on the
academic field and/or practice), has been
derived from a robust analysis conducted by
someone who has a thorough understanding of
research design and implementation.

• Emphasised in the
Abstract, Introduction,
and Conclusion
• Prefaced in the
Literature Review – gap
in literature
• Prefaced in RQs
• ‘Punchline’ of Discussion
with reference to
Literature Review
content

• Value emphasised in the
Abstract, Introduction,
and Conclusion
• Evidence provided in
appended outputs
published or presented
over the course of
registration

• The analysis of methods
and procedures
demonstrates that
research was completed
in an appropriate way –
approach justified and
contextualised with
reference to research
philosophy
• The account of ‘tools’
deployed to answer
research questions is clear

Assessment

Assessor provides
300 word report, plus answers to the following questions:
• Does the thesis represent an original contribution to knowledge?
• Does the the thesis represent a significant contribution to knowledge?
• Does the the thesis represent an independent contribution to knowledge?
• Does the the thesis represent an appropriate understanding of research
methods?
• Is the presentation of the thesis satisfactory?
• Does the thesis demonstrate an appropriate understanding of the
literature?
• Is the abstract satisfactory?
Yes
To some extent
Not entirely
No

Napier thesis requirements
Research Degrees Framework
document
• Section 8, pp. 54-57
• Specific instructions on
layout in the document
• Template from Frances
• Word count 50,000-100,000
• Aim for around 80,000

Samples of theses – Hazel as DoS

Iris Buunk, 2020 (Hall & Smith)
Social media as facilitators of tacit knowledge
sharing practices amongst public sector
employees
• Napier-funded, full-time
• Passed with minor corrections
• Iris now works as a Chief of Scientific
Information for a confederation of Swiss
universities

Leo Appleton, 2020 (Hall, Raeside & Duff)
The 21st century public library in England
and Scotland: epistemic, community and
political roles in the public sphere
• Employer-funded, part-time
• Leo now works as a Lecturer in the
Information School at the University of
Sheffield

Lyndsey Middleton, 2020 (Hall, Raeside & Muir)
Exploring the development of innovative work
behaviour of employees in multiple workplace
contexts
• ESRC/SDS-funded, full-time
• Lyndsey now works as a Senior Assistant
Statistician for the Scottish Government

Frances Ryan, 2019 (Hall, Lawson & Cruickshank)
Reputation management in a digital world: The
role of online information in the building,
management, and evaluation of personal
reputations
• Napier-funded, full-time
• Frances now works as a Lecturer in SCEBE at
Edinburgh Napier University

John Mowbray, 2018 (Hall, Raeside & Robertson)
The role of networking and social media tools
during job search: an information behaviour
perspective
• ESRC/SDS-funded, full-time
• John now works as a Social Researcher for the
Scottish Government

Thesis chapters

Intro 4%
Literature review 23%
Methodology &
methods 16%
Findings 38%
Discussion 15%
Concl 4%
Thesis chapter portions
SECTION WORDS
Introduction 3,200
Literature review 18,400
Methodology &
methods
12,800
Findings 30,400
Discussion 12,000
Conclusion 3,200
TOTAL 80,000

Exercise: What goes where?
Discuss the following questions
1. What should be introduced in the Introduction chapter?
2. How should you organise the content of the Literature Review chapter?
3. What’s the difference between ‘methodology’ and ’methods’?
4. How do the contents of the Findings chapter differ from the contents of
the Discussion?

Q1. Introduction
• The Introduction chapter is an introduction to the thesis as a document
• (The function of Introduction chapter is NOT to introduce the topic of
your research)
• Include here contextual information required for the reader to make
sense of the contents of the thesis (e.g. policy context explained in John’s
thesis, pp. 16-17)
• Include here definitions of key terms used in the thesis (e.g. Table 1 on p.
8 of Frances’ thesis)
• Include clear navigational information - as narrative (e.g John), in a table
(e.g Iris), or bulleted list (e.g. Frances)

Q2. Literature review
• The presentation of the core material should be thematic
• It should fit with the title of your thesis
• It should NOT be presented author-by-author – it’s an analytical review,
not a catalogue
• Some PhD candidates present their theoretical framework towards the
end of the Literature review chapter; others present it in a separate
chapter

Iris’ main literature review headings
Social media as facilitators of tacit
knowledge sharing practices amongst public
sector employees
• Knowledge
• Knowledge sharing
• Social technologies
• Understanding the public sector
• Tacit knowledge sharing and social media in
the public sector

Lyndsey’s main literature review headings
Exploring the development of innovative work
behaviour of employees in multiple workplace
contexts
• Organisational learning, employee-led
innovation, and workplace learning
• The development of innovative work
behaviour

John’s main literature review headings
The role of networking and social media tools
during job search: an information behaviour
perspective
• Social networks, and informal channels of
information during job search
• Networking as an information seeking
behaviour during job search
• The adoption of social media tools

The place of key theory and
concepts in the thesis: options
• John and Lyndsey: discuss established theory of relevance to their
studies in Theoretical Framework chapters
• Leo: presents 4 established theories in ‘Theoretical considerations’ at
the end of his Literature review chapter
• Frances: presents ‘Theoretical framework developed and used in this
study’ at the end of her Literature review chapter
• Iris: uses concepts from Literature Review - including established theory
– to feed into a conceptual framework at the end of her Literature
review chapter

Q3. Methodology and methods
• When writing about Methodology, you present the overarching approach
to your research, with reference to your own theoretical
perspective/position on conceptualisations of reality/truth (ontology) and
the relationship between the observer and the observed (epistemology),
i.e. your research philosophy
• The write-up of Methods (i.e. specific tools/procedures used to collect
and analyse data, for example interviews, surveys, focus groups) focuses
on the implementation of your empirical study
• The two elements are linked: the write-up of Methodology serves as a
justification for the deployment of particular methods - see the beginning
of Chapter 4 of Lyndsey’s thesis for an example.

Methodology & methods
chapter pointers
• Research philosophy (short)
• Research design
• Research implementation
• Fieldwork
• Data analysis
• Ethical considerations
Implementation details
• Give plenty of detail – who, what,
where, when
• Diagrammatic explanations of
processes undertaken are very
helpful
• Use appendices to full advantage

Q4. Findings and Discussion
• In the Findings chapter (or chapters) you present the outcome of
analysing the data collected for your empirical study
• In the Discussion chapter you discuss the meaning and implications of
your findings with reference to the body of extant knowledge
presented in your literature review
• Two common options for presenting the content of the Discussion
chapter are by research question (Iris, Lyndsey, John), or by
contribution (Leo, Frances)
• In terms of chapter length, the Findings chapter (or chapters) is
usually at least double that of the Discussion

Discussion chapter ‘recipe’ 1
• First remind the reader of extant knowledge (literature) on the
specific point of interest. Here you are mining your literature review
for Discussion chapter content. For example:
In prior work it has been found that… [summarise extant knowledge on the
specific point of interest from literature review], [cross references to pages in
the literature review chapter where the full detail can be found; if there is a
particular researcher who is important to your line of argument, add the
reference, otherwise give an example]
• OR, if nothing exists on this topic, say so. For example:
• Researchers in this domain have not previously focused their attention on the
topic of xyz.

• Then remind the reader of the knowledge on this point of interest
from your findings, as related in the earlier chapters of your thesis.
Here you are mining your Findings chapter(s) for Discussion chapter
content. For example:
The findings from this research show that… [summarise detail of your findings
on this point of interest] [cross references to pages in the Findings chapter(s)
where the detail can be found]

• Next provide commentary on the meaning/implications of the
similarities/differences between extant knowledge (as reported in full
in your literature review chapter) and the new knowledge from your
empirical study for this point of interest
• This is the important new content in the Discussion chapter (as
opposed to that just presented, which simply reminds the reader
about relevant material in the Literature review and Findings
chapters); it underpins your ‘contribution’
• The format of the line of argument varies according to the relationship
between (a) your findings and (b) prior knowledge as summarised in
your Literature review chapter

Discussion chapter ‘recipe’ 4a
• If your findings don’t really add anything new:
These findings from the empirical work undertaken for this doctoral study are
largely in line with prior work, adding to the body of evidence presented by
other scholars such as [add main references] that [xyz].

Discussion chapter ‘recipe’ 4b
• If your findings extend prior knowledge:
While largely in line with prior work, the findings presented here add a further
dimension to the question of [xyz] in that [abc]. This research can therefore be
seen to extend the understanding of [xyz] in the context of [topic of research]. It
[give details of the extension to knowledge, why it is important, its implications
for research/practice/policy as appropriate].

Discussion chapter ‘recipe’ 4c
• If your findings are in opposition to extant knowledge:
In contrast with the main message from the literature, here it is seen that [xyz].
This can be accounted for [add the reason(s) why your work has come up with
findings that do not align with those in the literature. Explain the significance of
this, e.g. it could be to do with the methods deployed in your study, the source
of the data that you analysed]. The implications of this finding is/are [add the
implication(s) – for research/practice/policy as appropriate].

Discussion chapter ‘recipe’ 4d
• If your findings are completely new:
These findings demonstrate a novel contribution to research in this domain. As
well as having value in their own right, they open up new areas for investigation
such as [elaborate your ideas].

Discussion chapter ‘recipe’ in
action: Iris’ Chapter 6
Recipe 1
Recipe 2-4

Organising your findings

Iris: 7 chapters
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Findings – questionnaire
• Chapter 5: Findings – interviews
• Chapter 6: Discussion
• Chapter 7: Conclusion
Findings split by
means of data
collection

Leo: 9 chapters
• Chapter 4: Findings overview (by
focus group, all phases)
• Chapter 5: Findings – RQ1
Findings split by
RQ, with separate
overview

Lyndsey: 9 chapters
• Chapter 3: Theoretical framework
• Chapter 5: Findings - case study 1
Findings split by
case study

Frances: 8 chapters
• Chapter 4: Findings – theme 1
Findings split by
theme

John: 9 chapters
• Chapter 3: Theoretical framework
• Chapter 5: Findings – interviews
and focus groups with young
people
• Chapter 6: Findings – questionnaire
• Chapter 7: Findings – focus group
with careers advisors
Findings split by
means of data
collection (like Iris)

Exercise: Presentation of findings
What’s the best way for you to split your
findings?
• By means of data collection?(Iris and John)
• By themes developed during data analysis? (Frances)
• By research question? (Leo)
• By site of data collection? (Lyndsey)

Exercise: Presentation of discussion
What’s the best way for you to organise the
content in your Discussion chapter?
• By research question (Lyndsey, John, Iris)
• By contribution
• Frances – 2 contributions
• Leo – 1 main contribution that covers 3 themes
• Regardless of means of organisation, the line of argument must make
frequent reference to extant knowledge presented in the analysis of
Chapter 2

Order of chapter write up & ‘budget’

Chapter Content Approximate
word count
Thesis
%
Notes Order of
completion
1 Introduction 3,200 4% Contingent on completion of Chapters 2-6 5th
2 Literature
review
18,400 23% RD5 version updates contingent on completion of
Findings chapter(s), and access to material
published since RD5
3rd
3 Methodology
and methods
12,800 16% RD5 version updates contingent on details of
implementation of data collection and analysis
2nd
4 Findings 30,400 38% Contingent on completion of data collection and
analysis
1st
5 Discussion 12,000 15% Contingent on completion of Chapter 2 4th
6 Conclusion 3,200 4% Contingent on completion of Chapters 1-5 6th
Totals 80,000 100%

Intro 4%
Literature review 23%
Methodology 16%
Findings 38%
Discussion 15%
Concl 4%
Thesis chapter portions
How long will it take to write?
• 75% Findings
• 20% Discussion
• 5% Literature Review, Methodology,
Conclusion, and Introduction

Exercise: Pre-existing thesis content
How much thesis material do you already
have written up?
Conference paper
on methodology
Conference paper on
preliminary findings

Importance of the abstract

Assessor provides
300 word report, plus answers to the following questions:
• Does the thesis represent an original contribution to knowledge?
• Does the the thesis represent a significant contribution to knowledge?
• Does the the thesis represent an independent contribution to knowledge?
• Does the the thesis represent an appropriate understanding of research
methods?
• Is the presentation of the thesis satisfactory?
• Does the thesis demonstrate an appropriate understanding of the
literature?
• Is the abstract satisfactory?

Thesis abstract ‘recipe’
This work is concerned with [broad topic].
The main contributions of the research relate to [sub-areas of broad topic].
The findings extend knowledge of [xyz].
The findings derive from [brief explanation of approach to data collection and analysis].
The main contributions of the research are [state contributions, both theoretical and
practical]. These contributions are significant because [state reasons].

Satisfactory presentation

Satisfactory presentation depends on a strong line of argument, in
writing that is:
• Concise
• Precise
• Focussed
• Grammatical
• Not reliant on artificial means of emphasis
• Often quite simply presented
• Organised according to conventions of the format in question

Can you make this sentence more concise?
‘The research was carried out in order to establish whether or not
information technology helped or hindered the work of employees in
the workplace.’

Can you make this sentence more concise?
‘The research was carried out in order to establish whether or not
information technology helped or hindered the work of employees in
the workplace.’
‘The research was carried out to establish whether information
technology helped employees.’

Can you make this sentence more precise?
‘The project was overseen by an advisory board representing funders,
senior academics, and policy makers.’

Can you make this sentence more precise?
‘The project was overseen by an advisory board representing funders
such as the Scottish Government, senior academics including four
professors, and policy makers from Skills Development Scotland.’
Or
‘The project was overseen by an advisory board representing
stakeholders.’

Can you make this sentence more focussed?
‘This participant served on her school open day committee in 2022
and helped run the information desk on the day of the event. She also
undertook school work experience at a local museum in 2021. This
role involved answering visitor enquiries. Then for her summer job in
she worked as a silver service waiter. She also helps out working in
the shop of my parents’ business whenever they are short-staffed.’

Can you make this sentence more focussed?
‘This participant held customer-facing roles in the hospitality and
retail sectors. She also offered experience of dealing with the public
through a volunteer role at school, and work experience in a
museum.’

Can you make these sentences grammatical?
‘The team were sent to London.’
‘The data was collected in three phases.’
‘This thesis presents an account of the research project’

Can you make these sentences grammatical?
‘The team were sent to London.’
‘The data was collected in three phases.’
‘This thesis presents an account of the research project’
‘The team was sent to London.’
‘The data were collected in three phases.’
‘An account of the research project is presented in this thesis’

Can you identify the artificial means of emphasis to be removed?
‘Interestingly, these findings show that…’
‘Obviously, academic libraries provide a core service in all
universities.’

Can you identify the artificial means of emphasis to be removed?
universities.’
universities.’

Can you present this information more simply to make it more easily
read?
‘The setting chosen for this study is Scotland’s national career service
– Skills Development Scotland (SDS) – which supports individuals of
all ages into further learning opportunities and employment, and
develops their career management, work-based and employability
skills.’

Can you present this information more simply to make it more easily
read?
‘The setting chosen for this study is Scotland’s national career service
– Skills Development Scotland (SDS). SDS supports individuals of all
ages into further learning opportunities and employment. This body
also develops career management, work-based and employability
skills of the Scottish workforce.’

Remember to follow the conventions of the format in question –
different outputs have different requirements
Journal article PhD thesis
Presentation of content In sections
Length Strict word limits
Literature review Succinct summary
Account of empirical
work
Short
Account of findings Selective

Remember to follow the conventions of the format in question –
different outputs have different requirements
Journal article PhD thesis
Presentation of content In sections In chapters
Length Strict word limits Lengthy
Literature review Succinct summary Comprehensive analysis
Account of empirical
work
Short Full, with examples of
‘workings’
Account of findings Selective Complete

And when you have recovered from
the thesis write-up, you’ll be ready to
write the ‘big’ paper from your
doctoral study!

Preparation of the PhD thesis for examination

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