Dissertation summaries and research overviews

Ismail & Hussain 2010

This self-reflective dissertation investigates and illustrates the necessity of adequate and supportive research supervision and critical response in the creation of a dissertation, especially for graduate students without prior experience in such a compilation and production. The researchers used their own experiences with their own specific (and singular) supervisor in a case study format in order to determine the levels and mechanisms of influence that the research/dissertation supervisor has on the dissertation researching and writing process, and the manners by which these interactions inform the process as a whole (Ismail & Hussain 2010). Key influences include the creation of greater clarity and focus in the definition of research questions and the presentation of findings, as well as increased rigor in data analysis derived from questioning and criticism that is ultimately rooted in greater research experience and cannot be effectively taught except on a case-by-case basis, though adequate supervisor-researcher relationships (Ismail & Hussain 2010). The mentor-like relationship that develops between researchers and their supervisors in such situations (when engagement by both parties is sufficient enough) has long-term benefits of increasing overall research perspectives and skills, as well (Ismail & Hussain 2010).

Krase 2007

This researcher analyzes the difficulties and unique situations faced by foreign and ESL/EFL graduate students and their advisers during the creation of a thesis or dissertation project, especially when such a project is based on original empirical research, from an institutional, cultural, and social as well as practical and academic perspectives. Many of the challenges encountered by graduate students studying in English-language institutions for whom English is not a native language are highly unique, and can have a demonstrable effect on success with the thesis/dissertation project and the success of the student in their ongoing academic and professional careers (Krase 2007). Institutional support is often severely lacking, and this can also lead to a lack of adequate support from supervisors, especially in situations when it is the students' responsibility to develop research proposals and projects, and to find supervisors on the faculty to support these efforts (Krase 2007). From understanding and communicating basic research practices and findings to developing a greater sense of belonging and support that intrinsically as well as pragmatically assists research efforts, ESL graduate students face many unique challenges in the dissertation process that are often underreported and under-acknowledged in current institutions of higher education, and indeed in the higher education system as a whole (Krase 2007).

Rubdy 2005

This researcher utilizes a similar case study approach as that used by Krase (2007), but with the specific intent of developing a multi-thrust approach to assisting ESL/EFL graduate students in the design, carrying out, and presentation of dissertations and research-based projects that is geared towards understanding the different academic and social difficulties that might arise for these students during the process (Rudby 2005). Rudby (2005) specifically identifies organizational and generic difficulties that might be encountered as a part of the cultural disparity that exists between many non-native English speakers and the institutions wherein they earn advanced degrees, noting that it is far more than a simple linguistic barrier that makes the proper collation and presentation of research questions and data difficult for EFL and ESL students. Simple writing modules that emphasize theoretical underpinnings and practical techniques, and that incorporates other areas of academic knowledge and research as well, have proven especially effective in supporting ESL/EFL dissertation efforts and leading to greater clarity and reliability in the presentation of results and in the results and findings of ESL/EFL dissertations themselves (Rudby 2005). Though built on a single case study, the conclusions and recommendations made herein are also largely supported by previous and more general research (Rudby 2005).

Reynolds 2005