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Vickers, Andrew J., and Claire Smith. "INCORPORATING DATA FROM DISSERTATIONS IN SYSTEMATIC REVIEWS." International Journal of Technology Assessment in Health Care 16, no. 2 (April 2000): 711–13. http://dx.doi.org/10.1017/s0266462300101278.
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Objectives: To determine whether unpublished dissertations are an important source of trials for systematic reviews.Methods: In a review of infant massage, we identified 17 dissertations. We recorded whether each dissertation was included in the review and, if so, whether it contributed data to any analyses.Results: Thirteen dissertations were excluded, 11 because of poor reporting of methodology. Three dissertations were also published as journal papers. The data from the remaining dissertation were not included in any analysis. Reviewing data on the Cochrane Library, only one of 878 reviews included data from a dissertation that might have changed a review's conclusions.Conclusions: Searching for and retrieving unpublished dissertations involves considerable time and effort and appears to influence the conclusions of a review only rarely.
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McIntosh, John L. "Doctoral Dissertations on Suicide From U.S. and Canadian Institutions of Higher Learning, 1990–1995." Suicide and Life-Threatening Behavior 26, no. 2 (June 1996): 198–214. http://dx.doi.org/10.1111/j.1943-278x.1996.tb00832.x.
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Doctoral dissertations on suicide from 1990 to 1995 appearing in Volumes 51–55 and the 1995 issues of Volume 56 of Dissertation Abstracts International are listed. A total of 214 dissertations from 119 North American institutions of higher learning (110 in the United States and 9 in Canada) are compiled and organized by the year in which the dissertation was completed. An average of 40 dissertations were completed annually for the years 1990–1994. The institutions granting the most doctorates are indicated. More than half of the doctoral projects involve topics of youth suicide, with only small numbers of dissertations on any other specific topic.
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Cross, John A. "A Half Century of Hazards Dissertation Research in Geography*." International Journal of Mass Emergencies & Disasters 16, no. 2 (August 1998): 199–212. http://dx.doi.org/10.1177/028072709801600204.
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Geographic study of hazards has gained considerable prominence in the fifty years since Gilbert White's Human Adjustment to Floods dissertation was published. Over 130 hazards dissertations have been written in the US. and Canada, and hazards articles have gained greater acceptance in major journals. Although White and several of his students served as advisors for nearly a fifth of these dissertations, most hazards dissertations represent efforts by students whose advisors have neither written nor advised a previous hazards dissertation. The majority of hazards dissertation writers obtain employment in positions where they are unable to advise future hazards dissertation writers, thus the production of the next generation of hazards geographers may be in peril.
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Silverman, Stephen, and Mara Manson. "Research on Teaching in Physical Education Doctoral Dissertations: A Detailed Investigation of Focus, Method, and Analysis." Journal of Teaching in Physical Education 22, no. 3 (April 2003): 280–97. http://dx.doi.org/10.1123/jtpe.22.3.280.
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As a part of their doctoral education, students complete a dissertation. Examining these dissertations can provide one analysis of research in a field. The primary purpose of this study was to analyze all physical education dissertations with a teaching focus that were completed between 1985 and 1999. All possible dissertations were examined through the electronic version of Dissertation Abstracts International. For the teaching dissertations (n = 201), each abstract was coded for (a) research type, (b) research focus, (c) student variable measured, (d) observation used, (e) interview used, (f) other methods used, (g) population, (h) general methodology, and (i) statistics reported/used. Most research on teaching dissertations addressed issues related to teacher effectiveness and focused on motor skill learning and attitude. There was an increase in qualitative methods from those reported in a previous study (Silverman, 1987). While there were methodological advances, many dissertations still used methods that were not informed by the research methods literature.
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Çelik, Nur Demirbaş, and Aycem Birand. "Study upon the Postgraduate Dissertations the Subject of which are Family Involvement in Pre-School Education in Turkey." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 3 (December 29, 2018): 149–56. http://dx.doi.org/10.18844/gjgc.v8i3.3879.
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Planning and implementation of services which shall make the family a part of the process in the construction of pre-school education services which were provided during early childhood that is one of the most critical periods of life are highly important in terms of child’s healthy development. Within this frame, study upon the dissertations about family involvement and family education in pre-school has become necessary. For this purpose, “family involvement” and “family education” indexes in the departments of Pre-school Education, Pre-School Teaching, Child Development and Education; and Primary School which have been carried out in the Institute of Educational Sciences and Institute of Social Sciences at Council of Higher Education Dissertation Centre have been scanned. As a result of this scan, 35 postgraduate dissertations have been found out. These dissertations have been analyzed by content analysis. This content analysis has been carried out according to specific criteria. These criteria include the year in which the dissertation was made; the level, paradigm, research design, target group, group size, data collection tools and the subject of the dissertation. The data obtained from the dissertations which were examined with content analysis were analyzed. 27 of these dissertations are postgraduate dissertations and 8 of them are doctoral dissertations. One of the remarkable findings of the research is that the percentage of the dissertations upon “investigation of the opinions” is 37%. The findings of the research have been discussed within the frame of literature and recommendations have been made for pre-school teachers.
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Белик, К. М., та Н. В. Гришина. "ПРЕДИСЛОВИЯ К ДИССЕРТАЦИЯМ ПО РУССКОЙ ИСТОРИИ ВТОРОЙ ПОЛОВИНЫ XIX – НАЧАЛА XX ВЕКА КАК ФОРМА ТРАНСЛЯЦИИ АКАДЕМИЧЕСКИХ КОНВЕНЦИЙ И ПРАКТИК". Диалог со временем, № 75(75) (12 травня 2021): 82–97. http://dx.doi.org/10.21267/aquilo.2021.75.75.001.
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Изучение научного языка и структурных элементов диссертации является важным аспектом в исследовании диссертационной культуры[2]. На рубеже XIX–XX в. формируются негласные правила написания вводного раздела диссертаций. Авторами предпринята попытка проанализировать процесс оформления академических конвенций. В статье проведен сравнительный анализ текстов предисловий диссертаций по русской истории представителей Московской и Петербургской школ. Были сделаны выводы о специфике вводного раздела диссертации в разрезе научных школ, выявлены особенности презентации отдельных компонентов введения. The study of the scientific language and the structural elements of the dissertations is an important aspect in the study of dissertational culture. At the turn of the 19th-20th centuries, unwritten rules were formed for writing the introductory section of dissertations. The authors attempted to identify the process of formulatingacademic conventions. The article provides a comparative analysis of the prefaces to the dissertations on Russian history written by scholars from Moscow and St. Petersburg. The authors make conclusions about specifics of the introductory section of the dissertation in the context of scientific schools, and the presentation features of the individual components of the introduction.
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Woods, Stephen, Kathleen Phillips, and Andrew Dudash. "Dissertations and Theses in Top Nursing Publications: A Bibliometric Study." Evidence Based Library and Information Practice 15, no. 4 (December 15, 2020): 68–82. http://dx.doi.org/10.18438/eblip29764.
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Objective - To investigate the overall prevalence of citations to theses and dissertations, as well as their prevalence in feature articles, editorials, and review articles in top research nursing journals. To evaluate differences between journals and to determine whether there was a change in use over time. Methods - Journals were selected from the Medical Library Association’s Nursing and Allied Health Resource Section’s 2012 Selected List of Nursing Journals. An evaluation was conducted of citations from 3,711 articles published in 2011 and 2018 in 7 top nursing journals. Thesis and dissertation citations were identified and categorized by type of scholarly communication: feature articles, reviews, and editorials. Analysis was conducted for the prevalence of citations for theses and dissertations based on percentage of overall citations and the percentage of articles with a thesis and dissertation citation. Results - Thesis and dissertation citations accounted for 0.41% of all citations. However, 9.43% of the articles contained at least one thesis and dissertation citation. Feature articles contained more thesis and dissertation citations than review articles and editorials. The Journal of Advanced Nursing, Journal of Clinical Nursing, and the Scandinavian Journal of Caring Sciences published a higher percentage of articles with at least one thesis and dissertation citation. Conclusion - The overall use of theses and dissertations in nursing scholarship is comparatively low compared to other forms of scholarly communication. However, this unique form of scholarship viewed from its impact on the percentage of scholarly articles in nursing demonstrates that theses and dissertations have made more of a contribution than previously reported. Our research provides libraries and the nursing academy with empirical evidence for the value of theses and dissertations. It provides librarians and the nursing academy justification for continuing efforts to preserve, enhance access through digital repositories, and to continue to explore strategies to promote the use of theses and dissertations in research.
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Zunoomy, M. S., and F. H. A. Shibly. "Challenges of Writing Dissertation among University Students: Based on South Eastern University of Sri Lanka." Shanlax International Journal of Arts, Science and Humanities 9, no. 2 (October 1, 2021): 89–92. http://dx.doi.org/10.34293/sijash.v9i2.4231.
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The undergraduates of Bachelor of Arts Honours degree have to write a dissertation in their fields. When they write it, they have been facing challenges. Therefore, this research sought to investigate the challenges of writing a dissertation as a requirement of the specialisation Bachelor Degree in the Arabic Language among those who are speaking Tamil as a mother tongue and who learning Arabic as a foreign language. This research is a qualitative study through the descriptive methodology. The researchers selected 30 dissertations randomly from the Faculty of Islamic Studies and Arabic Language, the South Eastern University of Sri Lanka and analysed them. The review of the documents focuses on students’ abilities to write dissertations. Also, 25 students who submitted their dissertations were selected randomly to fill the questionnaire to reveal the challenges they faced. Writing a dissertation in a foreign or second language is difficult than writing in a native language. As pointed out in the previous sections, there are challenges in writing dissertations such as the influence of the Tamil language, Lack of knowledge in research writing, Selecting a new topic, Lack of reading, Experience of using the software. At the same time, findings of the review of the dissertations reveal that language fluency and data analysis are the common errors observed in the dissertations.
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Kim, Kyeong-Ju, and Il-Bang Kim. "Research Trends of a Doctoral Dissertation Related to ‘Jeju Education’." Society for Jeju Studies 60 (August 31, 2023): 263–92. http://dx.doi.org/10.47520/jjs.2023.60.263.
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This study identified the trend of Jeju education-related research targeting doctoral
 dissertation. Doctoral dissertation were collected from ‘RISS’, ‘National Library of Korea’
 and ‘The National Assembly Library’, 70 papers were selected by reviewing whether or
 not they were related to Jeju education. And For keyword analysis, 466 keywords were
 derived and analyzed. The research results are as follows. 1) The first doctoral
 dissertation related to Jeju education was published in 1990. And since 2012, the
 frequency of dissertations publication has increased. From 1990 to 2007, 10
 dissertations were published outside of Jeju. Since 2008, dissertations has been
 published at Jeju National University. Of the total 60 dissertations published since 2008,
 48(80%) dissertations are published by Jeju National University. Doctoral dissertations
 are mostly related to science education and computer education. 2) The network
 attribute has low density between keywords. And the cluster coefficient is high. The
 structure of the network consists of ① keywords related to education programs, ②
 keywords related to humanities, arts, society, and nature in Jeju, which is expressed as
 'Jeju type' ③ keywords related to students & teacher ④ keywords related to curriculum
 and subject content, ⑤ keywords related to educational institutions and policies. Finally,
 based on the research results, the implications and directions of research related to Jeju
 education were suggested.
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George, Uchenna Eleje. "Forty Rules of Proposal and Dissertation Writing." Trop J Med Res 21, no. 1 (July 22, 2022): xix—xxii. https://doi.org/10.5281/zenodo.7111268.
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<strong>BACKGROUND</strong> Increasing attention is being paid to the integrity of scientific research proposals and dissertations in the fields of medicine and other healthcare or allied medicine fields. Therefore, it is vital for researchers, trainee resident doctors, undergraduate and postgraduate students in any healthcare field to be confident that the research methods and outcomes of their proposals and dissertations be trusted, reproducible and transparent. It appears that the number of unpublished output of dissertations is increasing and often constitute gray literature. [1] In one study, the publishing rates of dissertations in general surgery was low, with only 22% being published in Science Citation Index Expanded journals.[2] This may be due to low overall quality of the proposals and dissertations owing to poor preparation. This has led to failure rates in examinations and often led to prolonging the duration of postgraduate studies. Therefore, preparation of proposals and dissertations is often a challenging process that requires considerable effort and time.[3] Proposal and dissertation writing must continue to update and refine their processes in order to protect against examination failures and publication failures. It is of confidence that identifying these well-articulated 40 rules of proposal and dissertation writing will help to cement the easiness of the proposal and dissertation writing processes among undergraduate and postgraduate students. Although these rules are not exhaustive, the available 40 are based on experiences gathered over the years on supervising undergraduate and postgraduate students in proposal and dissertation writing. The rules could be general or specific.
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Oyibo, Ugbede Emmanuel. "More than Two Decades of Dissertation Writing in the Faculty of Surgery, National Postgraduate Medical College of Nigeria: How Many of These Dissertations Get Published in Peer-Reviewed Journals." Nigerian Journal of Medicine 33, no. 4 (October 2024): 279–82. https://doi.org/10.4103/njm.njm_109_24.
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Abstract Introduction: A dissertation is a document of scientific relevance, however, the concept of dissertation writing as a component of postgraduate surgical training has been the mainstay of many residency training programmes across the World but most importantly is its pivotal role in the qualification of surgical trainees for the award of fellowship. Nevertheless, if it is not published in a scientific journal, its visibility will be restricted and its objective will be defeated. Notwithstanding, the publishing rate in journals is low amongst dissertations, therefore we seek to investigate the publishing rates of surgery dissertations in journals and the conversion rates. Materials and Methods: This is a retrospective study of dissertations submitted to the National Postgraduate Medical College of Nigeria (NPMCN) between May 2012 and November 2022 which were retrieved from the college’s website and entered into an Excel sheet. The author checked whether the dissertations were published in a journal or not, by searching the dissertation in PubMed, AJOL, Google Scholar and Scopus with the names of their authors. Those specialities that are no more under the Faculty of Surgery and incomplete data were excluded from the study. Results: A total of 146 dissertations were received in the faculty of Surgery of the NPMCN, however, only 142 met the inclusion criteria for the study and were thus analysed. General Surgery and urology sub-specialties constituted 35.2% (50 of 142) and 26.1% (37 of 142), respectively, accounting for the specialty with the most submitted dissertations. The conversion rate of dissertations presented to the Faculty of Surgery of the NPMCN by November 2022 was 44.4% (63 of 142). The median time to publication of the dissertation in any peer-reviewed Journal was 29.00 months (range: 1–100 months). Amongst the articles published in peer-reviewed Journals, only 20.4% (29 of 142) were in PubMed/AJOL/Scopus-indexed Journals. The writer of the dissertation was the first author of 55 (91.6%) articles. Most of the dissertations were published in the first three years following submission to the college (55.5% or 35 of 63). Conclusion: The rate of publication of dissertations in Surgery is low, with only 44.4% being published in peer-reviewed journals. From our study, the duration between submission to the college and publication in a peer-reviewed journal was long, therefore conversion of the dissertation to publication in a peer reviewed journal should be a deliberate one and not viewed as a burden with incentives from training institutions and employers to the authors.
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Леонтьева, О. Б. "“Protect yourself, sir!”: About the dissertational culture of the scientific community of historians in pre-revolutionary Russia." Диалог со временем, no. 82(82) (April 21, 2023): 357–64. http://dx.doi.org/10.21267/aquilo.2023.82.82.023.
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В рецензии анализируется коллективная монография под редакцией Н.Н. Алеврас и Н.В. Гришиной «Диссертационная культура российского историко-научного сообщества: опыт и практики подготовки и защит диссертаций (XIX – начало XX в.)» (2022). Авторы исследуют нормативно-правовые, институциональные, методологические, коммуникативные и коммеморативные аспекты защиты диссертаций по историческим разрядам наук в дореволюционной России, прослеживают становление практик подготовки и защиты диссертации как форм профессиональной культуры ученых-историков. Заслугой авторов является формирование и детальный анализ базы данных о 280 диссертантах и 409 диссертациях по истории. This book review is devoted to the analysis of the collective monograph ed. by N.N. Alevras and N.V. Grishina “Dissertational culture of the Russian historical scientific community: experience and practice of writing and defending dissertations (XIX – early XX c.)” (2022). The authors examine the regulatory, institutional, methodological, communicative and commemorative aspects of the defense of dissertations in historical sciences in the Russian Empire, study the practices for writing and defending dissertationsas forms of the professional culture of historians. The merit of the authors is the formation and detailed analysis of the database, which includes data on 280 scientists and 409 dissertations in history.
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ASLAN, Aydin, and Ömer AÇIKGÖZ. "A Systematic Review and Bibliometric Analysis of the Turkish Doctoral Dissertations Completed in the Fields of Social Sciences and Humanities." Üniversite Araştırmaları Dergisi 6, no. 3 (July 4, 2023): 238–46. http://dx.doi.org/10.32329/uad.1310803.
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Dissertations conducted in the fields of social sciences and humanities should provide researchers and decision makers with solutions to the problems in academia and contribute to enhancing society's social and economic welfare. The number of scientific publications extracted from dissertations and citations on them is one way to determine how much dissertations contribute to academia, society, and the quality of doctoral education. Systematic review and bibliometric analysis were implemented to understand the contributions of the dissertations to their fields. Through the systematic review, 142 dissertations, completed at 12 Turkish public universities between 2014 and 2017, in the National Thesis Center database of the Turkish Council of Higher Education were derived. The scientific publications extracted from these dissertations and citations to these publications were searched in the databases CoHE Academic, Google Scholar, ResearchGate, ScienceDirect, SCOPUS and Web of Science. Findings of bibliometric analysis indicate that 105 scientific publications were extracted from 142 dissertations, and their citation count was 241. However, these publications were predominantly published and cited in the national low impact factor indexed journals. To understand the reason for this situation, the methods of each dissertation concerning research design, data collection, and data analysis were examined thoroughly. The findings reveal that qualitative research design and secondary data, mostly used in these dissertations, might be the reasons for this issue. Some suggestions were made to reduce the problems identified concerning the quality of the main dissertation outputs.
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Canan, TERZI, and ARSLANTURK Yalcin. "An Analysis of Dissertation Abstracts In Terms Of Translation Errors and Academic Discourse." International Journal of English Language and Translation Studies 02, no. 04 (December 7, 2014): 01–11. https://doi.org/10.5281/zenodo.15933.
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This study aimed at evaluating English abstracts of MA and PhD dissertations published in Turkish language and identifying translation errors and problems concerning academic style and discourse. In this study, a random selection of MA and PhD dissertation abstracts both from the dissertations of Turkish speaking researchers and English-speaking researchers were used. The corpus consists of 90 abstracts of MA and PhD dissertations. The abstracts of these dissertations were analyzed in terms of problems stemming from translation issues and academic discourse and style. The findings indicated that Turkish-speaking researchers rely on their translation skills while writing their abstracts in English. Contrary to initial expectations, the results of the analysis of rhetorical moves did not indicate great differences in terms of the move structures, from which we concluded that there might be some universally accepted and attended rhetorical structure in dissertation abstracts
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Zorina, Nataliya. "Dissertation researches of historical and pedagogical subject (1991—2021): bibliometric analysis." Вісник Книжкової палати, no. 10 (October 27, 2022): 19–25. http://dx.doi.org/10.36273/2076-9555.2022.10(315).19-25.
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The issue of presenting the achievements of domestic pedagogical science in dissertations defended in Ukraine during the years of independence is considered. The importance of dissertation research for the development of pedagogical science and practice is noted. The results of scientific research presented in dissertation papers largely characterize the development of pedagogical science in general, as well as certain stages of innovative trends in science. It is emphasized that bibliometrics plays an important role in evaluating the effectiveness of scientific activity — a scientific direction of research based on methods of quantitative analysis of bibliographic characteristics of documents that provide a basis for their qualitative assessment. The specialty 13.00.01 "General pedagogy and the history of pedagogy" is characterized as the basic for all pedagogical fields: the theoretical positions obtained in the studies of the specialty 13.00.01 are aimed at all education workers, and the results of these studies have the greatest impact on development of the pedagogic theory. The state of dissertation research in the field of pedagogical science conducted in Ukraine during the years of independence (1991—2021) is analyzed. The results of the bibliometric analysis of dissertations defended in Ukraine on the specialty 13.00.01 "General pedagogy and history of pedagogy" are presented, made in the process of creating a scientific auxiliary bibliographic index "Dissertations on Education (1991—2021)". Theses for obtaining the scientific degree of doctor and candidate of sciences in the above-mentioned specialty are researched and analyzed. Quantitative and chronological monitoring of dissertations was carried out according to various indicators: the dynamics of defense by year, the number of candidate and doctoral dissertations, dissertation topics, etc. It was concluded that the use of methods of bibliometric analysis of dissertations is expedient and promising for researching the state of pedagogical science and determining trends in its development.
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K. Weber, Roberta, and Ethan J Allen. "Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?" International Journal of Doctoral Studies 11 (2016): 403–17. http://dx.doi.org/10.28945/3609.
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American society faces complex educational issues which impact many facets of its national interests. Institutions of higher education are granting doctoral degrees to educational leaders, but it is not known to what extent their dissertation topics are aligned with both longstanding and critical issues in education. Using a theoretical framework synthesizing Paul and Elder’s critical thinking model and Kuhlthau’s information seeking process, this study examines a set of education doctoral dissertation topical selections and categorizes them by general themes in relationship to many of the recognized educational issues in the United States. Investigators categorized dissertations from four departments within the College of Education of their home institution. The dataset, retrieved from ProQuest Dissertations and Theses Global, consisted of 231 documents published between 2005 and 2014. Through an inter-rater process examining dissertation titles, abstracts, and keywords, the dissertations were assigned critical issue themes culled from nine editions of a college text, and then categorized under a broader topical scheme situated within a well-used educational research website. Findings indicated that most dissertations concentrated in studies that researched problems and issues within schools. Further, some of the issues considered longstanding were not studied by dissertation authors within the sample. For example, privatization of schools and classroom discipline and justice were not selected for study. Findings also suggest new directions for those responsible for dissertation supervision and topic selection. The study adds to the literature on dissertation topic selection that addresses existing educational issues.
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Hutchison, Paul D., and Ronald J. Daigle. "AIS Dissertations From 1986-2000: An Analysis Of Research Topic And Method." Review of Business Information Systems (RBIS) 10, no. 1 (January 1, 2006): 45–58. http://dx.doi.org/10.19030/rbis.v10i1.5306.
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This study identifies and examines accounting information systems (AIS) dissertations from 1986 through 2000 by research topic and method to provide insights into their contribution to accounting knowledge. This examination also identifies key universities where AIS dissertations have been produced by accounting faculty. AIS dissertation data are compared to Samuels and Steinbart (2002), which examines articles in the Journal of Information Systems (JIS) by AIS research topics and methods over the same period, as well as to articles in the International Journal of Accounting Information Systems (IJAIS) (formerly Advances in Accounting Information Systems). Results indicate evidence of mirror, lead, and lag effects over the timeframe of study between AIS dissertations and JIS and IJAIS articles with respect to research topics covered and methods utilized. Publication rates for these dissertations in JIS and IJAIS are also provided. Finally, this study presents comparisons to other accounting dissertation studies.
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Kull, Kalevi. "Dissertationes Semioticae Universitatis Tartuensis." Sign Systems Studies 50, no. 4 (December 31, 2022): 530–37. http://dx.doi.org/10.12697/sss.2022.50.4.07.
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Doctoral dissertations in semiotics have been defended at the University of Tartu since 1999; since the year 2000, these theses have been published as the series Dissertationes Semioticae Universitatis Tartuensis. The present paper provides an up-to-date bibliography of the dissertations.
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Vasilijević, Danijela, Biljana Alavanja, and Hadži Živorad Milenović. "(Innovative) Teaching Models in Doctoral Dissertations at the Faculty of Teacher Education in the Republic of Serbia." Društvene i humanističke studije (Online) 9, no. 1(25) (July 20, 2024): 699–722. http://dx.doi.org/10.51558/2490-3647.2024.9.1.699.
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Starting from conceptual definitions and theoretical framework of the research problem, this paper offers the findings of empirical non-experimental research on the global and fragmented approach: a) assessment of the representation of (innovative) models of class teaching within the university repository of defended doctoral dissertations in the Republic of Serbia, and b) assessment of the innovative characteristics of selected doctoral dissertations through the analysis of reports from professional committees evaluating completed doctoral dissertations. All 109 PhD dissertations defended at Serbia’s six state faculties of teacher education between 2005 and 2022 are included in the overall sample. The second component of the research specifies a fragmented or deliberate/ stratified sample that consists of 36 defended PhD dissertations and 36 evaluation reports for the approval of PhD dissertations that inherently include novel teaching models. Both quantitative and qualitative content analysis were used in the research. The units of analysis include: the title of the defended doctoral dissertation, keywords presented in the doctoral thesis (quantitative analysis), and the content of the Evaluation Report of the doctoral dissertation, specifically the segment on scientific contribution (qualitative analysis). Based on the analysis of dissertation titles and keywords, it was found that one-third of doctoral dissertations focus on research in the field of (innovative) teaching models. The analysis revealed that not all models are equally represented in different subject methodologies of class teaching, nor within individual methodologies. Content analysis showed that the selected theses are dedicated to the specified problem, they support the issue of the innovation of the teaching process and indicate that there is room for innovation in the teaching process in a creative sense. Future PhD dissertations with a thematic focus on innovative teaching models should be directed towards the affirmation of research on different work models (of the entire corpus) in subject methodologies, the synthesis of innovative teaching models within the same methodology of class teaching, exploration of learning material most suitable for implementing a specific innovative work model within various methodologies of class teaching...
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C Coker, David. "A Thematic Analysis of the Structure of Delimitations in the Dissertation." International Journal of Doctoral Studies 17 (2022): 141–59. http://dx.doi.org/10.28945/4939.
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Aim/Purpose: The purpose of the research was to examine the function and application of delimitations—what the researcher includes and excludes in a study—in the dissertation process. The aim was to map the delimitations process to improve research, rigor and relevance of findings, and doctoral completion rates using a formalized and standardized approach applied flexibly. Background: All research is bounded whether formally defined or not. Unlike limitations, which are issues which the researcher addressed after the completion of a study and cannot control, delimitations are what a researcher includes and excludes to make a project manageable and focused on the research question. Yet, there was no research identified which specifically discussed delimitations. Researching the structure and utility of delimitations in educational administration dissertations provided a systematic analysis of the formation of the scope and boundary of research in doctoral studies. Methodology: The structure of delimitations in dissertations were examined using descriptive quantitative statistics and a qualitative thematic analysis from 28 universities. The first stage included delimitations from 30 dissertations. Triangulation was conducted using the findings with a training set of delimitations in 15 dissertations with a rubric generated from the primary sample. Contribution: The thematic analysis presented a description and interpretation of the nature of delimitations and a systematic framework to improve the research process in dissertations. Mapping the delimitations process gave a detailed portrait of internal and external characteristics which could aid doctoral students in completing the dissertation. Doctoral attrition rates, poorly completed dissertations, and lack of relevance or applicability of results need remedied. Furthermore, the delimitations rubric provided a systematic method to focus communities of learners around a common goal. Findings: Findings suggested doctoral students used delimitations haphazardly and lacked a systematic application to research. Three major themes emerged from the delimitations sections: rituals, equifinality, and pragmatism. Topics within delimitations sections centered around two axes: the internal topics of sampling procedures and factors/variables and external topics of research design and conceptual/theoretical framework. Recommendations for Practitioners: Poorly understood and developed delimitations negatively impacted findings in dissertations, completion rates, and future research skills of doctoral students. By applying delimitations to a design of research framework in a community of learners, doctoral students and dissertation chairs could improve the dissertation completion process and improve research results using a Delimitations Evaluation Rubric. Recommendation for Researchers: Developing a rules-based process with a formalized and standardized process could give researchers a way to evaluate and plan the dissertation process. Developing and applying rubrics to delimitations could serve as a conduit to effective mentoring, feedback, and empowerment. Impact on Society: Improving doctoral completion rates in a timely manner would be beneficial to students’ long-term and personal interests. A well-defined delimitations process could improve the dissertation, and strengthened dissertations could add to the research base. Future Research: Delimitations are listed in one section, but the scope and boundaries are often fragmented and disjointed throughout a dissertation. By examining complete dissertations for delimitations, there could be further insight. Expanding rubrics as a tool to build a community of learners could develop a holistic approach to doctoral education.
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Shchegoleva, L. V., S. I. Pakhomov, and V. A. Gurtov. "Training of Highly Qualified Scientific Personnel in Pedagogical Sciences: Retrospective Analysis (2011–2020)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 11 (November 29, 2022): 30–46. http://dx.doi.org/10.31992/0869-3617-2022-31-11-30-46.
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Pedagogical sciences occupy a significant place in the system of training and certification of highly qualified scientific personnel. During the period from 2011 to 2020, about 10 thousand dissertations were defended in pedagogical sciences, which is 6.5% of the total number of defenses within the entire certification system. The subject of dissertations should correspond to the challenges of modern society and be aimed at the topical problems of youth education. The purpose of the study is a general assessment of the system of training and certification of candidates and doctors of pedagogical sciences, the development and testing of a method for identifying the mainstream in the subject of dissertation research and quantifying the implementation of priority pedagogical research directions in dissertation works for a ten-year retrospective period.The results of the analysis revealed a reduction in the number of dissertation defenses in pedagogical sciences, which is in line with the general trend of reducing defenses, aging of dissertation councils members, a small number of young doctors of sciences. Thematic analysis of dissertations has shown that research meets the challenges of modern society, while there is a slight thematic delay associated with the time duration of the procedure for preparing and defending a dissertation. The largest number of dissertations was devoted to various issues of higher education in comparison with the other levels of education. Among the academic disciplines, foreign language, mathematics, Russian language and computer science have gained the greatest popularity in the subject of dissertation research. The thematic mainstream includes the formation of professional and communication competencies.
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J Catalano, Amy, Marilyn M DePietto, Alexander J Lord, Susan T Radin, and Lydia Williams. "Methodological Quality and Publication of Doctoral Dissertations in Education: An Evaluative Study of Ten Years of K-12 Doctoral Dissertations in the United States." International Journal of Doctoral Studies 19 (2024): 010. http://dx.doi.org/10.28945/5343.
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Aim/Purpose: Despite an increase in the numbers of K-12 educators pursuing doctoral degrees, it is unclear if the field of education has been significantly impacted by the research resulting from their doctoral dissertations. Accordingly, the quality of doctoral programs and dissertations and rate of publication after defense, warrants examination. Background: There have long been discussions regarding concerns about the quality of doctoral dissertations that come in concert with an increase in degrees awarded. This paper presents findings from a study examining dissertation quality for K-12 education doctorates awarded over a ten-year period in the United States. Methodology: The researchers randomly selected and evaluated the methodological quality of more than 500 dissertations during the last ten years from the Proquest dissertation database using a rubric adapted from Ronau et al. (2014). Using this rubric, the team described the quality of dissertations with respect to sampling, design, and validity. Contribution: A new rubric was developed and tested to assess the quality of quantitative, qualitative, and mixed methods studies. These results provided large-scale data on dissertation quality that may be used to guide doctoral programs in implementing program changes. Findings: Although the majority of the dissertations studied used qualitative methods of inquiry, quantitative research had significantly higher quality scores. Regardless of the methods used, many studies failed to employ rigorous validity controls. Recommendations for Practitioners: Doctoral programs may wish to make use of these results to improve programming, particularly in methods courses. These results may also be used to guide dissertation advisors and dissertation committee members, along with increasing publication rates among doctoral students. Recommendation for Researchers: Researchers may wish to extend this study by looking more closely at the methodological quality in specific subject areas. Research is also needed to improve the rubric developed for this study further and to determine other metrics of impact beyond publication. Impact on Society: Stronger methods sections may lead to more publications of dissertation studies, which can improve impact on educational practice and evidence-based decision-making. Future Research: Future research should assess the quality of research in the context of usefulness, impact on practice beyond publication, and topic currency. Further, the motives behind publishing dissertation work in fields that do not require publication should be examined.
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Eremenko, T. V. "Domestic Dissertations in the area of Library and Information Science, Bibliography and Bibliology." Bibliotekovedenie [Russian Journal of Library Science], no. 2 (April 28, 2015): 30–36. http://dx.doi.org/10.25281/0869-608x-2015-0-2-30-36.
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The author presents the comparative analytical review of bibliometric studies of the domestic dissertations, defended in disciplines 05.25.03 - library and information science, bibliography and bibliology. There are revealed discrepancies in quantitative data and some contradictions in the findings of different authors on the periods of scientific activities. For the purpose of refining and updating information there was studied collection of dissertations on these disciplines for the period of 1986-2013, using such criteria of bibliometric analysis as a year of defending the thesis, academic degree for which dissertation was defended, content of dissertation (by the field of science specified in the passport of scientific discipline). There are determined periods of scientific activity in the formation of the collection of dissertations. On the basis of methods of mathematical statistics there is studied the uniformity of depositing thesis collection by annual flows.
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Eremenko, Tat’yana V. "Domestic Dissertations in the area of Library and Information Science, Bibliography and Bibliology [Ending]." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2015): 42–46. http://dx.doi.org/10.25281/0869-608x-2015-0-3-42-46.
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The author presents the comparative analytical review of bibliometric studies of the domestic dissertations, defended in disciplines 05.25.03 - Library and Information science, Bibliography and Bibliology. There are revealed discrepancies in quantitative data and some contradictions in the findings of different authors on the periods of scientific activities. For the purpose of refining and updating information there was studied collection of dissertations on these disciplines for the period of 1986-2013, using such criteria of bibliometric analysis as a year of defending the thesis, academic degree for which dissertation was defended, content of dissertation (by the field of science specified in the passport of scientific discipline). There are determined periods of scientific activity in the formation of the collection of dissertations. On the basis of methods of mathematical statistics there is studied the uniformity of depositing thesis collection by annual flows.
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Chernov, K. A. "Analysis of the global pool of dissertations in disaster medicine (1992–2020)." Medicо-Biological and Socio-Psychological Problems of Safety in Emergency Situations, no. 1 (June 16, 2022): 126–33. http://dx.doi.org/10.25016/2541-7487-2022-0-1-126-133.
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Relevance. The study of the global pool of theses and dissertations in disaster medicine can reflect the general structure of innovative research and will assist in reviewing current scientific literature in this field of knowledge. Intention is to analyze the structure and dynamics of the number of foreign dissertations in disaster medicine and compare them with similar indicators of Russian dissertations. Methodology. The object of study is the global pool of dissertations presented in the ProQuest Dissertations & Theses Global electronic database, Health & Medicine section, for the period 1992-2020 and an array of domestic dissertations in the scientific specialty 05.26.02 “Safety in emergency situations” (medical, biological and psychological sciences) for 1992-2020. The quantitative indicators of foreign and Russian dissertations in emergency medicine were compared. Results and Discussion. The electronic search made it possible to find 28,423 foreign doctoral (PhD) dissertations in the problems of disaster medicine. The polynomial trend with a very high coefficient of determination (R2 = 0.97) shows an increase in the annual number of dissertations for the period 1992-2020. The average annual number of dissertations in the period under review was 980 ± 386. Dissertations described general provisions (4.7 %), tasks and organization of the disaster medicine service (8.3 %), forecasting and modeling of the health consequences of emergencies (4.8 %), organization of medical-sanitary support (18.5 %), provision of medical care and treatment of victims (14.9 %), medical control, examination and rehabilitation of rescuers (2.3 %), training of disaster medicine specialists (12.8 %), biological issues (6.2 %), psychiatric and psychological security problems (28.1 %). The general array of dissertations was analyzed by leading countries and universities. Quantity and scope of foreign dissertations on the problems of disaster medicine were compared with those of Russian dissertations over time. Conclusion. More than 95 % of the analyzed pool of disaster medicine dissertations in the ProQuest Dissertations & Theses Global database are published in full text. Our study makes it possible to optimize scientific research in the field of disaster medicine and also shows possible approaches to dissertation analysis when preparing own manuscripts.
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Bednyi, B. I., N. V. Rybakov, and S. V. Zhuchkova. "The Effects of Institutional Transformations on the Russian Doctoral Education Performance." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 11 (November 29, 2022): 9–29. http://dx.doi.org/10.31992/0869-3617-2022-31-11-9-29.
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Currently, enhancement of doctoral education performance is becoming one of the central tasks for state policy in the field of science and education. In 2013–2015 Russian doctoral education experienced radical transformations aimed to increase the performance of doctoral programs and enhance the quality of dissertations. First, doctoral education moved towards the structured (educational) model. Second, norms and rules of the work of dissertation boards changed significantly. The purpose of this study is to explore how these reforms affected the performance of doctoral education. The empirical base for the study comprises the data on dissertations defense of graduates of 2018 at 12 Russian universities (N=1022), which were collected by the authors using the web scraping technique. The main findings obtained from the analysis of these data are threefold. First, time-to-degree has increased with most of the dissertations now being defended only after the completion of the programs. Second, in social sciences, this delay of defense has intensified abnormally (80% of dissertation in this field are defended after the program completion). Third, the actual performance, i.e., one that takes into account dissertations defended after the program completion, has decreased significantly in social sciences and humanities. These results show that the traditional practice to evaluate performance based on the proportion of graduates who defend their dissertations during the normative period of time does not reflect the reality. To made adequate managerial decisions regarding doctoral education, it is necessary to arrange the monitoring of dynamics of dissertations that are defended after the program completion both on institution and state levels.
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Salman, Huda D., and Nahi Y. Yaseen. "Writing scientific thesis/dissertation in biology field: Deviation in introduction context writing." Kufa Journal For Veterinary Medical Sciences 4, no. 1 (June 30, 2013): 1–10. http://dx.doi.org/10.36326/kjvs/2013/v4i13929.
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Writing a scientific articles or thesis or dissertations has vital role to impart the ideas of the researcher to interesting audience and to enhance scientific communication. Postgraduate students in the field of biology in Iraqi Universities must write and present a thesis or a dissertation as a partial fulfilment of the requirements to obtain their MSc or PhD degrees. Introduction chapter, in these thesis or dissertation, must be written clearly and aims to justify the significance of the research working and to link the work to other previous research. Introduction writing process is getting growing problem as it shows differed styles of writing not in compatible with standard guidelines. Hence, this article aimed to focus on the studying the context style of introduction chapter in biological thesis or dissertations. The study included analysis of 124 thesis and dissertations, and interviewing 114 postgraduate students to discuss the introduction writing process. Introduction writing context was analyzed and evaluated according to the standard guidelines for scientific writing. The interview focused on scientific background, knowledge and approaches of student to how to write introduction. The results revealed that students showed significant defect and very poor knowledge in introduction context writing. Deviation from standard guidelines was noticed in all thesis and dissertations introduction writing criteria. All students claimed that they hadn’t passed any syllabus concerning writing process, and their writing style depended on transferring or copying the styles of previous written thesis or dissertations even they were not correct. The study strongly recommends introducing specific syllabus for scientific research methods and scientific writing for postgraduate students before starting their thesis or dissertation writing.
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Zhang, Zhidong, and David Smith. "Consistency Examination of a Systematic Review and Data Analysis Report for a Social Justice Study—A Mixed Research Model." Journal of Education and Development 7, no. 4 (October 25, 2023): 65. http://dx.doi.org/10.20849/jed.v7i4.1389.
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This study aimed to investigate an approach for assessing the quality of doctoral dissertations, specifically focusing on the consistency between essential elements, namely the literature review and quantitative analysis results. To accomplish this, a mixed-methods design was employed.The qualitative data were analyzed using semantic network and thematic analysis techniques, while the quantitative data were processed using SPSS procedures.The study's findings demonstrated that this mixed-methods model effectively facilitates the examination of dissertation quality and consistency among key elements, such as the literature review and data analysis results. By integrating qualitative and quantitative approaches, researchers gain a comprehensive understanding of the dissertation's quality and the alignment between its different components.
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Khramkova, E. "SOME FEATURES OF DISSERTATION SOURCE STUDIES ON HISTORY GREAT PATRIOTIC WAR." PERSONAL FUNDS OF STATE ARCHIVES AS A SCIENTIFIC AND INFORMATION RESOURCE, no. 2 (2023): 459–68. http://dx.doi.org/10.18287/978-5-6049622-0-6-2023-57.
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The article characterizes dissertations of a source-based nature on the history of the Great Patriotic War, defended in the 1990s – 2000s. The relevance, target orientation, source base, subject area of research are considered, the novelty of the development of the problems of dissertation works is determined. Keywords: The Great Patriotic War, dissertations, methodology of source studies, specific source studies, problematic source studies.
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Antman, Francisca M., Kirk B. Doran, Xuechao Qian, and Bruce A. Weinberg. "Half Empty and Half Full? Women in Economics and the Rise in Gender-Related Research." AEA Papers and Proceedings 114 (May 1, 2024): 226–31. http://dx.doi.org/10.1257/pandp.20241116.
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Using the EconLit dissertation database and large-scale algorithmic methods that identify author demographics from names, we investigate the connection between the gender of economics dissertators and dissertation topics. Despite stagnation in the share of women among economics PhDs in recent years, there has been a remarkable rise in gender-related dissertations in economics over time and in many subfields. Women economists are significantly more likely to write gender-related dissertations and bring gender-related topics into a wide range of fields within economics. Men in economics have also substantially increased their interest in gender-related topics.
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Stock, Wendy A., and John J. Siegfried. "One Essay On Dissertation Formats In Economics." American Economic Review 103, no. 3 (May 1, 2013): 648–53. http://dx.doi.org/10.1257/aer.103.3.648.
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Dissertations in economics have changed dramatically over the past forty years, from primarily treatise-length books to sets of essays on related topics. We document trends in essay-style dissertations across several metrics, using data on dissertation format, PhD program characteristics, demographics, job market outcomes, and early career research productivity for two large samples of US PhDs graduating in 1996-1997 or 2001-2002. Students at higher ranked PhD programs, citizens outside the United States, and microeconomics students have been at the forefront of this trend. Economics PhD graduates who take jobs as academics are more likely to have written essay-style dissertations, while those who take government jobs are more likely to have written a treatise. Finally, most of the evidence suggests that essay-style dissertations enhance economists' early career research productivity.
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Fang, Kwoting. "An Assessment of Computer-Assisted Instruction Dissertations: 1988–1993." Journal of Educational Technology Systems 24, no. 1 (September 1995): 75–81. http://dx.doi.org/10.2190/1x5r-7gg9-m5j5-kulj.
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The purpose of this study is to highlight trends of types of modes, beneficiary, and thrust used in computer-assisted instruction (CAI) dissertations. A six-item summation chart was used to categorize the characteristics found in 322 CAI dissertations from 1988 through 1993. The following items were used in the categorization of dissertations: year, geography, academic area, mode, beneficiary, and thrust. The major portion of each item is listed as following: year—1990 (19.6%), geography—south (35.7%), academic area—technology (26%), mode—tutorial (72.7%), beneficiary—college students (33.5%), and thrust—analysis (47.5%). Doctoral dissertations provide the major contributions to the specific field. Therefore, it is beneficial for researchers to highlight some of the research trends, and find some of the challenges that they will face in CAI doctoral dissertation.
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Rudenko, K. A. "Tatar ASSR’s History of Writing and Defending Dissertations in Archeology during the 1920s–1950s." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 164, no. 6 (2022): 69–80. http://dx.doi.org/10.26907/2541-7738.2022.6.69-80.
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This article overviews the Tatar ASSR’s history of the culture of writing and defending dissertations on various archeological issues during the first three decades of Soviet power. Until 1918, universities followed the pre-revolutionary practice of awarding academic degrees, as it was with V.F. Smolin who defended his dissertation in 1918. M.G. Khudyakov, another talented student who studied archeology and V.F. Smolin’s colleague, dropped his research projects because he had been registered for the draft during the World War I to join the front-line army units; in 1918, he yet successfully passed the exams, but without defending a dissertation; although he had never submitted his work at any oral defense, he was awarded the degree of Doctor of History in 1936. Among the researchers who had received higher education before the revolution but defended their dissertations in archeology in the Soviet times, N.F. Kalinin stands out: he worked at the Institute of Literature of the Kazan Branch of the Academy of Sciences of the USSR and focused his research on the Stone and Bronze Ages of Tataria, but defended his dissertation in 1947, i.e., after the Great Patriotic War. At around that time, O.S. Khovanskaya and A.M. Efimova, both worked at the State Museum of Tatarstan, were writing their dissertations on the Middle Ages under the guidance of A.P. Smirnov; for many valid reasons, they did not present their works in front of the dissertation committee. In the 1950s, A.Kh. Khalikov and V.F. Gening, N.F. Kalinin’s post-graduate students, brilliantly defended their dissertations – on the Bronze and Early Iron Ages, respectively. V.F. Gening then moved from Kazan to Sverdlovsk, and the subsequent generation of archeologists in the Tatar ASSR was brought up and shaped by A.Kh. Khalikov. The results obtained show that a bulk of the dissertations in archeology were defended by the Tatar ASSR researchers in the late 1940s, most of them were based on the archeological expeditions in the republic and the excavations at the Bolgar settlement organized by A.P. Smirnov and N.F. Kalinin.
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Henry, Emmanuel Bassey, Henry Anhari Ojating, Orienweze Justina, and Asoquo, Umo Bassey. "Supervisors Teaching Variables and Students’ Performance in Post Graduate Thesis and Dissertation in Public Universities in Cross River State, Nigeria." East African Scholars Journal of Education, Humanities and Literature 7, no. 01 (January 2, 2024): 8–17. http://dx.doi.org/10.36349/easjehl.2024.v07i01.002.
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This study focus on investigating supervisors’ teaching variables and students’ performance in post graduate thesis and dissertation in Cross River State, Nigeria. The study adopted the ex-post facto research design. The stratified random sampling technique was used to select 406 theses and dissertations from a population of 3,912 using proportionality of 10.37% with Faculty as basis of stratification. Theses and Dissertations supervisor variables scale (TADSVS) was used to amass information from the respondents, while the Simple Linear Regression Analysis was used to analyse the date collected from the field. The first finding showed that there is no statistical significant influence of supervisors’ years of tertiary institution teaching experience on students’ performance in post graduate theses and dissertations. This means that students’ performance in their final year research work is the same (equal) for those supervised by the low, moderate and high experienced lecturers. The finding of the second hypothesis showed that Supervisors’ area of specialization significantly influences students’ performance in theses and dissertations in Cross River State, Nigeria. That is, thesis performance is not equal across supervisors’ specialization. Based on the foregoing findings, the study recommends the need to assign an experience supervisor to supervise post graduate students’ research theses and dissertation for excellent performance since supervisors’ years of tertiary teaching experience significantly influence students’ performance in post graduate research theses and dissertation among universities students in Cross River State, Nigeria.
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Thomas, Brychan, and Heather Skinner. "Dissertation to Journal Article: A Systematic Approach." Education Research International 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/862135.
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The aim of the paper is to elucidate a systematic approach to convert a Masters dissertation into a journal article. This approach has involved a fundamental thematic review of the literature concerning the conversion of dissertations into journal articles. From these sources pertinent approaches, processes, lessons, and guidance have been noted and analysed. By undertaking this distillation of relevant material, to enable the efficient conversion of dissertations into journal articles, appropriate procedures and conclusions have been compiled. Findings present current thinking on the conversion of a dissertation into a journal paper in terms of how dissertations differ from journal articles, reframing for publication, rethinking the material, trimming the length, time taken to rewrite the material, specific lessons, and adapting for publication. Recommendations provided in the paper will enable staff to take this course of action when developing their publication portfolio to become more research active and to make an important contribution to the publication output of their department/school/faculty, especially with regard to assessment exercises such as the Research Excellence Framework. The value of the paper is that by following appropriate approaches, processes, and procedures it is possible to convert a good dissertation into a ranked journal article.
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Ali, Azad, Umesh C Varma, and Shardul Pandya. "Qualitative vs Quantitative: The Difference in the Key Sections of Doctoral Dissertations – A Comparative Analysis and a Summary of Findings." International Journal of Doctoral Studies 19 (2024): 007. http://dx.doi.org/10.28945/5330.
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Aim/Purpose. The aim is to conduct a comparative analysis and summarize findings on the difference between the key sections of quantitative doctoral dissertations versus qualitative doctoral dissertations. A summary of the findings will be presented in a tabulated format with bullet points to help clarify the differences between the two approaches. Background. Doctoral students often face challenges in selecting a qualitative or quantitative doctoral approach for writing their dissertation documents. The challenge is usually faced at the outset of the process. Students contemplate which approach and the difference between them. The students also may not know the specific requirements for each section of the dissertation for each approach. Conducting a comparative analysis and providing a tabulated summary of the difference between the two approaches is deemed to be helpful to the students. Methodology. First, this research is an attempt to investigate and analyze the existing literature to establish a contextual framework for a structured and logical dissertation process applicable to both qualitative and quantitative research approaches. Second, the paper applies the framework to both approaches to guide doctoral students in the completion of the dissertation process. Unlike many other studies, this study provides doctoral students with a foundation to develop and build a research identity, leading to quality doctoral dissertations. This study is significant for doctoral students’ preparedness for the dissertation process as they move through different stages and apply appropriate pedagogical approaches to not only connect these stages but also scientifically and logically validate the relationships between these stages. Contribution. Developing a tabulated summary of findings based on comparative analysis for the differences between the key sections of qualitative and quantitative to be used as a reference for doctoral mentors/advisors as they guide their students on the choice between qualitative or quantitative dissertation approaches. This study is different from other studies published on the same topic for two reasons. First, this paper focuses on specific sections of the doctoral dissertation, namely seven sections that are considered “key” sections of the dissertation document. Second, the study provides a tabulated summary at the end. The one-page summary of keywords suggests what is included in each approach (qualitative vs quantitative). The summary of keywords could also initiate further discussion and research on the same topics. Findings. The outcome of this study is the presentation of a tabulated summary of findings on the difference in the key sections of qualitative doctoral dissertations versus quantitative doctoral dissertations. The findings of this research aim to help doctoral mentors/advisors guide students when contemplating the selection of research approach and doctoral students who are conflicted between the two approaches. Recommendations for Practitioners. Performing comparative analysis and presenting the findings in a tabulated summary to doctoral students is deemed helpful. It helps address the challenges the students face at the beginning of their dissertation writing when they contemplate the selection between the two study approaches. Recommendations for Researchers. More research is needed to give examples of the differences between qualitative and quantitative dissertations. Impact on Society. The findings of this research aim to help doctoral mentors/advisors guide students when contemplating the selection of research approach and doctoral students who are conflicted between the two approaches.
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Lehan, Tara, Heather Hussey, and Eva Mika. "Reviewing the Review: An Assessment of Dissertation Reviewer Feedback Quality." Journal of University Teaching and Learning Practice 13, no. 1 (January 1, 2016): 45–60. http://dx.doi.org/10.53761/1.13.1.4.
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Throughout the dissertation process, the chair and committee members provide feedback regarding quality to help the doctoral candidate to produce the highest-quality document and become an independent scholar. Nevertheless, results of previous research suggest that overall dissertation quality generally is poor. Because much of the feedback about dissertation quality provided to candidates, especially those in online learning environments, is written, there is an opportunity to assess the quality of that feedback. In this study, a comparative descriptive design was employed using a random sample of 120 dissertation reviews at one online university. Common foundational errors across dissertations and strengths and growth areas in reviewer feedback were noted. Whereas reviewer feedback quality was acceptable overall, there were significant differences across reviewers. Based on the findings, increased discourse, standardization of psychometrically sound measures that assess reviewer feedback quality, and ongoing training for faculty members who review dissertations might be warranted.
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Collie, W. Aaron, and Michael Witt. "A Practice and Value Proposal for Doctoral Dissertation Data Curation." International Journal of Digital Curation 6, no. 2 (July 25, 2011): 165–75. http://dx.doi.org/10.2218/ijdc.v6i2.194.
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The preparation and publication of dissertations can be viewed as a subsystem of scholarly communication, and the treatment of data that support doctoral research can be mapped in a very controlled manner to the data curation lifecycle. Dissertation datasets represent “low-hanging fruit” for universities who are developing institutional data collections. The current workflow for processing electronic theses and dissertations (ETD) at a typical American university is presented, and a new practice is proposed that includes datasets in the process of formulating, awarding, and disseminating dissertations in a way that enables them to be linked and curated together. The value proposition and new roles for the university and its student-authors, faculty, graduate programs and librarians are explored.
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EPPS, ALUN. "Let’s make dissertations masterful again!" Journal of Research in Emerging Markets 1, no. 3 (September 12, 2019): 55–66. http://dx.doi.org/10.30585/jrems.v1i3.350.
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This paper aims to enhance the supervision-level of post-graduate dissertations in a Middle East Branch Campus of a Transnational Higher Education Institution (HEI). For a number of years, the proposal stage of the dissertation had been more or less ignored and final dissertation results had been adequate. Then in one academic year, a series of initiatives comprising; focused workshops, formative assessment, one to one guidance, best practice panels and proposal grading, were developed and implemented. This resulted in a sustained passing rate and a significant elevation of grade classifications awarded. The author suggests that the practices contained herein could benefit similar dissertation programs offered both in the Middle East region and worldwide.
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Alevras, N. N. "DISSERTATIONISTS AND OPPONENTS: DISSERTATION DEFENCE MODELS AND OPPONENCY EXPERIENCE (THE 1930s AND 1940s)." Вестник Пермского университета. История, no. 1 (64) (2024): 124–35. http://dx.doi.org/10.17072/2219-3111-2024-1-124-135.
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This article explores the meaning and nature of the Opponents-Dissertationist communication models estab-lished in Soviet dissertation system, examining how they reflect the academic/professional, official, and personal interactions between scholars. The focus of the article is on the procedures for defending a doctoral dissertation. The key source of information for the research is the verbatim records (transcripts) of meetings of the academic councils at the educational institutions. By analyzing their content, the author identifies the types of interactions be-tween dissertationists and opponents that were typical during the period in question. The author reviews in detail the doctoral defense of A.V. Predtechenskiy, highlighting the specific communication between the opponents and the dissertationist, as well as between experts related to the dissertation in question. The opponents of this scholar were mainly representatives of the first generation of historians of the 1930s and 1940s trained in history at universities before the revolution. The author studies the reviews to determine the principles of expert analysis of dissertations. The interactions between the opponents and degree candidates were used to develop several dissertation defense models. These include the following: Equal among equal; Disciple dissertationists and patron/mentor opponents; and Opponents and dissertationists on a search for the meaning of historical studies. The author concludes that the Soviet dissertation system adopted pre-revolutionary academic traditions, and that dissertation opponency was viewed as a valid means of upholding professional standards and scholarly principles during the period in question.
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Saputro, M. Endy. "Indonesian Islamic Studies: Selected Dissertation Bibliography 2000-2016." DINIKA : Academic Journal of Islamic Studies 1, no. 3 (December 30, 2016): 387. http://dx.doi.org/10.22515/dinika.v1i3.582.
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The shifting of religious authority has been a primary issue of (un)published dissertations on Indonesian Islam. The collapse of Soeharto regime, more or less, takes salient effect on the rise of new religious authorities; while on the same time it provokes social change in the society. New religious mass organizations, such as Hizbut Tahrir Indonesia, Front Pembela Islam and Front Umat Islam, seem to be main critical discussion in certain dissertation in line with some topics which problematizes prominent Islamic organizations, Muhammadiyah and Nahdlatul Ulama, under new framework of analysis. New media and Islamic banking have to be other domain authorities that carefully discussed in some dissertation. Put it in another topics, gender issue take a untrivial position. In short, these dissertations topics tend to discuss more on Islam in popular authorities.Keywords:Islamic Studies, Bibliography, Dissertation, Indonesia
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Blagonravova, A. S., N. P. Loginova, M. M. Barkovskii, V. A. Artemeva, and D. Y. Sosnin. "SCIENTIFIC PUBLICATIONS AND DISSERTATION DEFENSE IN THE SPECIALTY 1.5.22 ‘CELL BIOLOGY’: THE CURRENT STATE OF THE ISSUE." Laboratornaya i klinicheskaya meditsina. Farmatsiya, no. 14 (2024): 55–68. https://doi.org/10.14489/lcmp.2024.04.pp.055-068.
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The article presents an analysis of dissertation councils accepting dissertations in the specialty 1.5.22 – cell biology and the publication activity of journals included in the List of peer-reviewed scientific publications in which scientific results of dissertations for the degree of candidate of Sciences, for the degree of Doctor of Sciences (as of 07/08/2024) should be published. The distribution of dissertation councils by federal districts of the Russian Federation and branches of science is shown. For periodicals, their attractiveness in publishing the results of scientific research is considered. The article presents the characteristics of journals from the point of view of choosing a publication for the placement of dissertation research materials, and also considers the attractiveness of periodicals for publishing the works of the teaching staff of scientific and educational institutions from the point of view of fulfilling an effective contract.
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Boyko, Oleh Viktorovych. "The annotative review of researches for applicants of the Doctor and the Candidate of the history specialities which were defended in the Oles Honchar Dnipropetrovsk National University in 2015." Dnipropetrovsk University Bulletin. History & Archaeology series 25, no. 1 (September 19, 2017): 225. http://dx.doi.org/10.15421/261724.
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A subject and maintenance of dissertations for the degree of Doctor and the Candidate of historical sciences which were defended in the specialized scientific advice D 08.051.14 in the Oles Honchar Dnipropetrovsk National University in 2015 is considered. For a year 2 dissertations for the degree of Doctor (specialty 07.00.01 "Нistory of Ukraine") and 4 dissertations for the degree of the Candidate (specialty 07.00.01 "Нistory of Ukraine" – 1 work, 07.00.06 "Нistoriography, a source study and special historical disciplines" – 3 works) were defended. All dissertations were ratified by the Department of education and science of Ukraine. It is given the following information on every research work: theme, specialty, place (department) of work implementation, date of defense of dissertation, scientific consultant (for doctoral thesis) or leader (for candidate's thesis), his scientific degree and rank, place of work, data about official opponents. Considerable attention is spared to the compressed review of the personal achievements of authors especially to scientific novelty of their researches.
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Zantsi, S., K. Sotsha, and T. Nkunjana. "How Sensitive Are South African Postgraduate Research to Pandemic Lockdowns? A Case of Agricultural Economics and Extension Dissertations." South African Journal of Agricultural Extension (SAJAE) 52, no. 1 (April 27, 2024): 139–66. http://dx.doi.org/10.17159/2413-3221/2024/v52n1a14410.
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The key to avoiding the next pandemic catastrophe is to be prepared. This research represents an attempt to understand the potential effects of lockdowns on completing Masters and PhD dissertations that focus on smallholder farmer's primary data, taking the example of COVID-19. A sample of four South African universities (Fort Hare, Limpopo, KwaZulu Natal, and Western Cape), which mainly research smallholder farmers using primary data, addresses the study objective. Dissertations completed in 2014-2019 (pre-pandemic) were retrieved from the respective universities’ repositories. An abstract appraisal was done to identify dissertations that focused on smallholders and used smallholder primary data. Hence, a smallholder dissertation index (SDI) was computed to measure the susceptibility of each university to lockdown interruptions. The results indicated that the master's and PhD research in the selected universities rely heavily on smallholder primary data (shown by >0.50 SDI), with varying proportions between the universities. Dissertations that used smallholder primary data obtained the data using face-to-face field interviews. This implies that in these institutions, the lockdowns could have negatively affected the writing of master's and PhD dissertations. Consequently, the study concluded that adopting online survey methods might help minimise the impact of lockdowns.
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Volkov, E. V. "REVIEW OF THE COLLECTIVE MONOGRAPH «DISSERTATION CULTURE OF THE RUSSIAN HISTORICAL AND SCIENTIFIC COMMUNITY: EXPERIENCE AND PRACTICE IN THE PREPARATION AND DEFENSE OF DISSERTATIONS (19th – EARLY 20th CENTURY)» (MOSCOW – SAINT PETERSBURG, 2022)." Bulletin of the South Ural State University Series «Social Sciences аnd the Humanities» 23, no. 3 (2023): 110–13. http://dx.doi.org/10.14529/ssh230313.
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The article contains a description and analysis of a collective monograph dedicated to the formation of professional historians in pre-revolutionary Russia. A description of the main definition of this work («dissertation culture») according to the authors of the monograph is presented. The monograph explored and reconstructed the main elements of dissertation culture: dissertation preparation, examination, and dispute (defense). The authors also showed the influence of dissertation defenses on the career of dissertators and their place in the historical and scientific community of pre-revolutionary Russia. The review contains a description of the types of sources used and some theoretical approaches, as well as the structure of the monograph. It is emphasized that the authors of the collective monograph created and analyzed a database of 409 dissertations on history defended at Russian universities in the 19th and early 20th centuries. An attempt was made to create a collective portrait based on the identified information about 280 dissertations authors. A quite convincing picture of the development of the scientific and historical community in pre-revolutionary Russia was obtained based on this metadata. Some comments are made on the content of the monograph, including aspects not studied by the authors. In general, this work deserves high praise and significantly contributes to the development of modern historiography as a direction of intellectual history about the formation of historians in pre-revolutionary Russia as well as the practices and experience of creating, examining and defending dissertations.
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Zagrebin, M. A., and V. D. Buchelnikov. "HISTORY OF THE DISSERTATION COUNCIL 24.2.431.01 (Ä 212.296.03) (2012–2022)." Челябинский физико-математический журнал 8, no. 3 (September 18, 2023): 436–57. http://dx.doi.org/10.47475/2500-0101-2023-8-3-436-457.
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The history of the work of Dissertation Council 24.2.431.01 (Ä 212.296.03) for the second decade of its existence, from 2012 to 2022, is presented. A detailed analysis of the work is given, brief abstract reviews of all doctoral and candidate dissertations defended in the dissertation council are made.
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Vesna, E. B., and V. V. Serikov. "Dissertation Research on Pedagogy: Situation, Problems, Resources." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 7 (July 31, 2023): 67–77. http://dx.doi.org/10.31992/0869-3617-2023-32-7-67-77.
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In the article the situation and trends in the development of dissertations in pedagogy have being analyzed, positive trends and reasons for the low quality of individual dissertations is indicated. The authors focus on methodological “omissions” that reduce the scientific value of dissertations. Authors include to that the construction by dissertators of key theoretical and methodological premises of the study – a research question, a hypothesis, a concept, novelty, a model of the process under study, an experimental substantiation of the conclusions, which reflect the “deficiencies” of the methodological culture of authors, the specifics of pedagogical research are not taken into account. The authors try to explain why these “conclusions” often cause mistrust among practicing teachers. Constructive recommendations for conducting a dissertation research are also made in the article.
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Piskunov, M. A. "Systematizing the array of dissertations in individual discipline based on chronologizing of Ph.D. defenses and title content-analysis. (Part 1)." Scientific and Technical Libraries, no. 5 (June 18, 2023): 39–57. http://dx.doi.org/10.33186/1027-3689-2023-5-39-57.
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The author explores the array of doctoral dissertations in the area of forest engineering, forestry technologies and machines, submitted in the period of 1955–2022 (190 dissertations). The bibliometrical analysis enabled to specify 5 time periods differing in their dynamics (1955–1962; 1963–1970; 1971–1989; 1990–1999; 2000–2022). Before 1993, there were two defense hubs, namely Moscow and Leningrad (now St. Petersburg); after 1993, regional hubs emerged. In 1993–2022, 68% dissertations were defended in the regions outside Moscow and St. Petersburg; 14% dissertations were defended in two disciplines. On average, 16 years were passing between scientist’s candidate and doctoral dissertations, however, since 1994, this difference may make less than 10 years – 24% papers in 2009–2022. In 1955–1982, the keywords “study”, “problems”, “basics” dominated in the titles, and since 1986 – “feasibility”, “increase”, and “improvement”. After 2006–2008, the number of titles including “feasibility” decreased, and the word combination “refining the theory (method)” became popular. Since 1986, the vector of studies changed from process and system studies toward their modernization and enhancement. Through classification by the research subject, 42 topical areas were specified, and then divided into two groups. Within the group one, the papers can be bundled (over 3 dissertations) and make subject fields where their own systematization is possible. In the group two, the dissertations make the individual studies (103 papers) that can hardly be consolidated into the array. Within several topical field, the cyclicism is observed – the dissertations are defended regularly. The content analysis of dissertation titles coupled with bibliometrical methods, reveals the more regular pattern within the individual specialty. The obtained findings will be demanded by researchers and professionals engaged in scientometrical and bibliometrical research.
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Piskunov, M. A. "Systematizing the array of dissertations in individual discipline based on chronologizing of Ph.D. defenses and title content-analysis. (Part 2)." Scientific and Technical Libraries, no. 6 (June 19, 2023): 40–57. http://dx.doi.org/10.33186/1027-3689-2023-6-40-57.
Pełny tekst źródłaStreszczenie:
The author explores the array of doctoral dissertations in the area of forest engineering, forestry technologies and machines, submitted in the period of 1955-2022 (190 dissertations). The bibliometrical analysis enabled to specify 5 time periods differing in their dynamics (1955–1962; 1963–1970; 1971–1989; 1990–1999; 2000–2022). Before 1993, there were two defense hubs, namely Moscow and Leningrad (now St. Petersburg); after 1993, regional hubs emerged. In 1993-2022, 68% dissertations were defended in the regions outside Moscow and St. Petersburg; 14% dissertations were defended in two disciplines. On average, 16 years were passing between scientist’s candidate and doctoral dissertations, however, since 1994, this difference may make less than 10 years — 24% papers in 2009–2022. In 1955—1982, the keywords “study”, “problems”, “basics” dominated in the titles, and since 1986 – “feasibility”, “increase”, and “improvement”. After 2006–2008, the number of titles including “feasibility” decreased, and the word combination “refining the theory (method)” became popular. Since 1986, the vector of studies changed from process and system studies toward their modernization and enhancement. Through classification by the research subject, 42 topical areas were specified, and then divided into two groups. Within the group one, the papers can be bundled (over 3 dissertations) and make subject fields where their own systematization is possible. In the group two, the dissertations make the individual studies (103 papers) that can hardly be consolidated into the array. Within several topical fields, the cyclicism is observed — the dissertations are defended regularly. The content analysis of dissertation titles coupled with bibliometrical methods, reveals the more regular pattern within the individual specialty. The obtained findings will be demanded by researchers and professionals engaged in scientometrical and bibliometrical research.
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Karagodina, Olena, and Tetyana Semigina. "FIRST DISSERTATION RESEARCH IN SOCIAL WORK IN UKRAINE: CRITICAL ASSESSMENT." Social work and education 9, no. 1 (April 30, 2022): 44–55. http://dx.doi.org/10.25128/2520-6230.22.1.3.
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In 2017, programs for training doctors of philosophy (PhD) in social work began to operate in Ukraine, in 2020 the first defences of PhD dissertations took place. The purpose of this paper is to present the results of analysis of dissertation texts for obtaining the degree of Doctor of Philosophy in Speciality 231 "Social Work".
 As of February 1, 2022, data on 18 PhD dissertations defended in specialized one-time councils in the speciality "Social Work" were found in the public domain. The content of 17 dissertations and one dissertation registration card is analysed. The results of qualitative content analysis are grouped into four topics: thematic focus; methodological approaches; theoretical basis, ethics and research methods; approbation of research results.
 It is established that the authors of a significant part of dissertations formulated the subject of research in accordance with the traditions of social pedagogy, focusing on target audiences of young age, forming an environment of professional training of social workers in higher education and socio-pedagogical aspects of solving tasks. It was found that most of the dissertation texts were presented in a manner typical of research in domestic social pedagogy. In these works, methodological approaches were not defined or formulated as a "systems approach", "interdisciplinary analysis" with further clarification of the thematic focus of the study. 
 The recommendations for further development include: meeting needs of academic supervisors and PhD applicants to master evidence-based approaches and research strategies inherent in social work; formation of an ethical culture of research that meets the global ethical principles of social work; strengthening the contacts of Ukrainian and foreign academics for the further development of social work in Ukraine.