Institute of Physical Education and Sport
B.Sc Dissertation Committee
B.Sc Dissertation Guidebook
2014
B.Sc Dissertation Guidebook
pg. 1
B.Sc Dissertation Committee
The following members of staff of the Institute for Physical Education and Sport,
as members of the B.Sc Dissertation Committee, have contributed to discussing
and developing this B.Sc Dissertation Guidebook.
Dr Karl Attard (Chair)
Mr Andrew Decelis
Mr Ivan Riolo
Ms Lara Tonna
Editor
Dr Karl Attard
B.Sc Dissertation Guidebook
pg. 2
Acknowledgement
The University of Malta B.Ed(Hons) dissertation guidebook (2010) has served as a
very good starting point and served as a backbone for the completion of this
dissertation guidebook.
B.Sc Dissertation Guidebook
pg. 3
TABLE OF CONTENTS
1 Preface..........................................................................................................................................6
2 Rationale .....................................................................................................................................7
2.1 Why engage in research?...........................................................................................................7
3 The Role of the Supervisor and the Student ............................................................................9
3.1 Phase one: Proposal .................................................................................................................9
3.2 Phase two: Research and writing ...........................................................................................10
3.3 Phase three: Examination........................................................................................................11
4 Writing Up a Dissertation .......................................................................................................12
4.1 Suggestions for getting started on a dissertation.....................................................................12
4.2 Preparing the outline of the study ...........................................................................................13
4.3 Preparing and submitting the proposal ..................................................................................13
4.4 Writing up the dissertation.......................................................................................................14
4.5 Reviewing the title and preparing the abstract........................................................................15
4.6 Submitting the dissertation for examination............................................................................16
5 Types of Research.....................................................................................................................17
5.1 Issues to consider prior to conducting research .....................................................................17
5.1.1 Reflecting on what type of researh to choose: an example...................................................18
5.2 Common types of research.......................................................................................................18
6 Ethical Aspects of Research.....................................................................................................23
6.1 Considerations and procedures ..............................................................................................23
6.1.1 Planning ...............................................................................................................................23
6.1.2 Proposal writing....................................................................................................................24
6.1.3 Consent Forms......................................................................................................................25
6.1.4 Procedure for approval..........................................................................................................25
B.Sc Dissertation Guidebook
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6.1.5 Requesting permission to conduct research in various institutions......................................27
6.2 Ethical issues in sport and physical activity research.............................................................27
6.2.1 Risks to human participants .................................................................................................28
6.2.2 The anticipated benefits to the subject and others ...............................................................30
6.2.3 The anticipated value of the research....................................................................................30
6.2.4 Data protection provisions ...................................................................................................31
6.2.5 Additional safeguards for vulnerable participants ...............................................................31
6.3 Responsibilities to the community of sport and physical activity researchers........................32
7 Intellectual Honesty .................................................................................................................33
7.1 Honest reporting of information .............................................................................................33
7.2 Acknowledging sources ...........................................................................................................34
7.3 Ownership of data ...................................................................................................................35
7.4 Joint research studies .............................................................................................................35
7.5 Penalties ..................................................................................................................................35
8 Style and Presentation Guide ..................................................................................................36
8.1 Main subdivisions of a dissertation.........................................................................................36
8.2 Presentation.............................................................................................................................38
8.2.1 Pagination ............................................................................................................................38
8.2.2 Page layout............................................................................................................................38
8.2.3 Fonts and headings................................................................................................................39
8.2.4 Line spacing and paragraph formatting ...............................................................................39
8.2.5 Abbreviations, footnotes and references...............................................................................40
8.2.6 Numbering and bulleting .....................................................................................................40
8.3 Submission for examination ....................................................................................................40
B.Sc Dissertation Guidebook
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8.4 Final submission after the examination ..................................................................................41
9 Citing and Referencing ............................................................................................................42
9.1 Citing references .....................................................................................................................43
9.2 Reference listing ......................................................................................................................46
9.2.1 Referencing: Standard form..................................................................................................46
9.2.2 Referencing: General format.................................................................................................47
9.2.3 Italicising...............................................................................................................................49
9.2.4 Books ...................................................................................................................................49
9.2.5 Dissertations, theses and conference papers ........................................................................50
9.2.6 Periodicals.............................................................................................................................51
9.2.7 Electronic sources ................................................................................................................51
9.3 The Reference List of a dissertation ........................................................................................52
9.3.1 Common errors ....................................................................................................................52
9.3.2 Example of a Reference List.................................................................................................53
B.Sc Dissertation Guidebook
pg. 6
1
Preface
The B.Sc Dissertation Committee is happy to present the first edition of the B.Sc Dissertation
Guidebook. The purpose of the guidebook is to assist students and staff involved in the
Dissertation study-unit, which is valued at 12 ECTS (i.e. 300 hours of work). Normally, students
are expected to work on this study-unit from the second semester of the 3rd year of part-time
study till the last semester of their final year.
The rationale for the undergraduate Dissertation study-unit is to introduce students to academic
research and academic report writing in the area of sport studies. To this effect, this first
Dissertations Guidebook aims to provide guidance and advice with regard to report writing for
dissertations. Among other things directly related to the dissertation study-unit, this dissertation
guidebook includes important aspects such as information regarding Research Ethics,
Referening, Designs for different types of dissertations, and forms that students will need to
access and submit throughout the process of engaging in the dissertation study-unit.
We trust this guidebook will be of benefit to those engaged in B.Sc research and academic report
writing.
Dr Karl Attard
Chairperson
Dissertation Committee
(2014)
B.Sc Dissertation Guidebook
pg. 7
2
Rationale
2.1
Why engage in research?
The undergraduate dissertation is a compulsory component of the Institute of Physical Education
B.Sc programme, and is a highly challenging and rewarding part of the course. The range of
topics from which the area of study can be selected is extremely wide and varied. The
dissertation helps students develop their organisational, investigative and analytical research
skills, as well as their ability to present and write an academic report. The primary concern of the
Institute of Physical Education and Sport is to verify that the candidate has learnt from the
process and has acquired the necessary skills to conduct research.
It is important to note that contrary to popular belief, the dissertation does not necessarily have to
include empirical research. There are also literature type, investigative type and project type
dissertations, among others.
The dissertation is a process that requires self-discipline, initiative, creativity and commitment. It
allows students to choose an area for in-depth study. Supervisors will guide the students
throughout the process, but it is the students’ responsibility to read academic literature, to
research material, to collect data, to write up the report and to meet the deadlines.
Students should play a major role in selecting the topic of the dissertation, although supervisors
might suggest certain areas of interest where there is a potential for research to be carried out.
B.Sc Dissertation Guidebook
pg. 8
The process of research will generally include the following:
□ Choosing of an area of interest, generally related to sport, physical activity, and/or human
development;
□ Sourcing, acknowledgement and critical appraisal of the relevant literature;
□ Identification of the research question/s;
□ Design of a research project that can address the question/s;
□ Selection of the appropriate research methods;
□ Due and sensitive consideration of ethical issues;
□ Appropriate presentation of results;
□ Discussion of the research and/or product; and
□ Conclusions and recommendations.
Ultimately, the dissertation process should contribute to the general development of the students’
reflective and/or creative practice, as well as the development of academic writing skills.
B.Sc Dissertation Guidebook
pg. 9
3
The Role of the Supervisor and the Student
For the sake of brevity, and unless explicitly indicated otherwise, in the following pages the term
‘student’ refers to one or more students working together on the dissertation study-unit. The
Supervisor shall guide and assist the student in all the phases of the dissertation. The Supervisor
will tutor the student’s work, keep records of student’s progress and examine the dissertation. It
is the responsibility of students to seek advice and tutorship from their supervisor. The student is
also expected to request appointments for tutorials with the Supervisor and to attend any
meetings called by the Supervisor. The student is fully responsible for completing and presenting
the dissertation by the set deadline and in the stipulated formats.
There are three main stages during which the B.Sc Dissertation Supervisor will offer specific
guidance.
3.1
Phase one: Proposal
During this initial phase the Supervisor normally:
□ Helps the student formulate and write the research proposal;
□ Ascertains that the research exercise is a feasible piece of work in terms of the content, the
research methodology and the time-frame allotted; and
□ Confirms that the student has checked that the area of study is not an exact duplication of work
in current or past dissertations, or in other published or unpublished material, both in and outside
the Institute. This excludes cases in which, for research purposes, it may be legitimate to
replicate a study which has already been carried out in the past.
N.B. Deadline for your proposal is the 5th March 2015, as announced by the B.Sc
Dissertation Committee
B.Sc Dissertation Guidebook
pg. 10
3.2
Phase two: Research and writing
During this phase the Supervisor’s main responsibilities include advising on and guiding the
student’s research and as such include:
□ Participating in regular meetings and/or consultations with the student (though it is the
student’s responsibility to seek advice, make appointments and meet deadlines);
□ Planning with the student definite time-frames and deadlines for the presentation of the draft of
part/s of the dissertation and of the final write up / product.
□ Recommending the perusal of literature and other material related to the topic and, where
necessary, advising the student to attend other courses, seminars, activities (both at university
and/or elsewhere) which have a direct bearing on the work and which are essential for a proper
and a wider understanding of the topic under research;
□ Recommending to the student to request permission in writing from the B.Sc Dissertation
Committee to effect any major/minor amendments in connection with the officially accepted
proposal and title, and/or to request an extension in length/time or to embargo the submitted final
dissertation, stating clearly the reasons for such changes or requests;
□ Informing the B.Sc Dissertation Committee, as a matter of urgency, if a major difficulty occurs
which might prejudice the student’s presentation of the dissertation according to established
procedures. On the part of the student, this includes problems of health, problems of shared
responsibilities and workload - in cases where a dissertation is being written by more than one
student -- and other unpredictable circumstances. Supervisors on prolonged leave of absence are
to notify the B.Sc Dissertation Committee of arrangements which are being agreed with the
student or seek assistance from the B.Sc Dissertation Committee; and
□ Noting the student’s progress in writing on the Institute of Physical Education Dissertation
Progress Diary. In the case of dissertations involving more than one student, a Dissertation
Progress Diary is to be completed for each student. This should be updated by the student/s and
presented upon the supervisor’s request.
B.Sc Dissertation Guidebook
pg. 11
3.3
Phase three: Examination
The Supervisor, as member of the Examination Board, will contribute to the final evaluation of
the dissertation. S/he will:
□ Be present during the examination of the dissertation (which will also include a chairperson
and a member); and
□ Participate in the discussion leading to the compilation of the official Examination Report, as
well as agree on a final mark and grade for the dissertation.
The Supervisor will return the examined dissertation to the student. If there are any corrections to
be made, the Supervisor will guide the student accordingly. In such a case, the student will be
responsible to complete such corrections by a stipulated deadline. The students is required to
sign the Declaration of Completion of Corrections to B.Sc Dissertation form, confirming that the
final copy of the dissertation submitted contains the corrections as decided by the Examination
Board/Supervisor.
The official Examination Report will be given to the student by an administrative officer of the
B.Sc Dissertation Committee at an announced date or via mail. The student is then requested to
make two final copies of the dissertation and submit them to the Institute of Physical Education
and Sport by the stipulated deadlines and in the required formats for bound copies.
B.Sc Dissertation Guidebook
pg. 12
4
Writing Up a Dissertation
4.1
Suggestions for getting started on a dissertation
Owing to the amount of work that is involved in choosing, planning, executing and writing up a
good dissertation, the work has to be carefully planned and conducted in stages. In general,
students are advised to:
□ Choose the area and type of dissertation they wish to conduct;
□ Make a plan of the study;
□ Establish clearly the overall aim and specific objectives of the study;
□ Establish and work to a practical timeframe;
□ Collect data that can be processed to meet the objectives within the timeframe set;
□ Respect their Supervisor’s own timeframe and commitments;
□ Keep within the scope of an undergraduate dissertation; and
□ Regularly hand in proofread chapters or parts of the dissertation as completed, with
appropriate referencing according to established referencing guides. There are a variety of types
of undergraduate dissertations. The most suitable type of dissertation and the most appropriate
methodology to address the research question should be discussed with the Supervisor. The
following are some of the more common types of undergraduate dissertations:
1. Literature based study (such as researching a concept, or the contribution of a researcher to
knowledge in an area).
2. Investigative or empirical study (such as where data is collected using interviews,
questionnaires, observations, experimental design, ethnographic work or a combination of these).
3. Projects (such as the production of resources, portfolios, models; or planning, implementation
and evaluation of a programme).
The following provides an outline of typical stages involved in the choice, planning, execution
and writing up of a dissertation. Although unpublished, the dissertation is a document available
in the public sphere and the standard of research and writing should reflect its status.
B.Sc Dissertation Guidebook
pg. 13
4.2
Preparing the outline of the study
1. The area of study should be identified first. The Supervisors’ Areas of Research Interest
should be consulted. Other sources of inspiration include books and general articles found in
scholarly journals, as well as journals that are more specific to the area of interest. These can be
read in the UoM library or accessed electronically.
2. In order to ensure that there is no replication of previous research, students should also search
within the University of Malta library catalogue of dissertations. Knowing what has been
conducted previously helps to identify gaps, whilst also allowing for the possibility of
cumulative or comparative research, or the replication of studies that have been conducted in a
different context or in the remote past.
3. Students should then get in touch with a Supervisor and discuss the preliminary research idea.
At this point the type of dissertation to be conducted should also be considered.
4.3
Preparing and submitting the proposal
The proposal is a master plan for the research study. The proposal should be focused and should
help the B.Sc Dissertation Committee understand the objectives, the research question under
study and the design, methodology and tools proposed for conducting the research. The
following questions could be asked by the student, depending on the nature of the study, to guide
in the drafting of the proposal:
□ What is the provisional title for the dissertation?
□ What are the main issues in this area of research?
□ Which issue is of most relevance and concern to me as a researcher?
□ What is the main research question?
□ What do pertinent and relevant references state about the area of research?
□ How much is already known about this area of study?
□ Which methodology best fits the type of research?
□ What would be an appropriate sample and sample size?
□ What would be an appropriate age range of the participants?
□ How will the data be collected and analysed?
B.Sc Dissertation Guidebook
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□ How will production or the intervention take place?
□ What ethical issues need to be considered?
□ Who will need to be contacted to get permission and consent to carry out the study?
□ What documentation is needed for ethical considerations and permission to carry out the
research?
□ What is the timeframe of the study?
For the purpose of an undergraduate dissertation, students may use any one or a combination of
research methods. When more than one student and/or multiple methods are used, the sample
sizes ought to be adjusted as appropriate. The following guidelines are being suggested for
sample sizes (1 student dissertation):
□ Interviews 4 - 8
□ Focus Groups 2 - 4 sessions
□ Case Studies 1 - 5
□ Questionnaires/Standard Tests 50 - 300 (or as appropriate)
□ Experimental Teaching 2 – 10 sessions
The proposal is to be submitted on the official B.Sc Dissertation Proposal Form of the Institute
of Physical Education and Sport. It may be word processed or handwritten. In case where clear
ethical considerations need to be made, students are also required to seek approval of their
proposal from the University Research Ethics Committee by using the appropriate forms.
4.4
Writing up the dissertation
The next stages depend on the type of dissertation chosen. It is highly recommended that
students consult literature that explains in more detail the steps that need to be followed
generally in research. In the library as well as online, one can find a number of books and articles
that discuss methodological issues. Furthermore, it is strongly suggested that students take heed
of the suggestions that are put forward by their Supervisor.
The research process normally includes a number of stages. The order of the stages will vary
from one type of study to another. What is suggested here is not a prescribed list, but a mere
indicator.
B.Sc Dissertation Guidebook
pg. 15
Common stages of the research include:
1. Drafting and writing the chapters of the Introduction and Literature Review;
2. Developing the research instrument (identifying literature on a concept of research; producing
the method of collecting data; developing an instrument and/or resource; developing a program;
and so on);
3. Obtaining the appropriate permission to conduct the study;
4. Piloting the study and/or pre-testing resources or instruments;
5. Collecting the data and/or implementing a program and/or trialling resources or instruments;
6. Drafting and writing the chapter of the Methodology;
7. Processing and analysing the data and interpreting it;
8. Drafting and writing the chapters of the Production and/or Analyses of the Data/ Results and
of the Discussion of Results;
9. Refining the drafts of chapters; and
10. Writing the Conclusion, Recommendations and Abstract.
Throughout the research process, students are encouraged to work closely with their Supervisor.
It is the responsibility of the student to present and report materials in a clear and coherent
manner. It is recommended that before presenting drafts of chapters to the Supervisor, the work
is checked thoroughly, proof read and corrected for style, consistency of format and any
grammatical and syntactical errors. The help of someone who is very proficient in written
English is recommended for proof reading the text regarding the use of language. When the level
of written English is poor, Supervisors find it hard to understand the arguments being made, and
this detracts attention from the actual content of the chapter.
4.5
Reviewing the title and preparing the abstract
The title of the dissertation must accurately and clearly reflect the content. Towards the end of
the research process it may emerge that the provisional title submitted in the proposal may no
longer be appropriate. Nearing the end of the final year of study students will be asked to
complete the Exact Title Form, where they will have the opportunity to revise and modify the
title of the dissertation, if necessary.
Finally, students will be ready to write up the Abstract. The Abstract should include a brief
description of the dissertation and include: the objectives of the research, methods and sample
B.Sc Dissertation Guidebook
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size where applicable, and the main results and conclusions. The abstract should be as factual as
possible - explanations and opinions should be excluded. It is suggested that the Abstract should
be between 150-250 words. It should never be more than 1 page long.
4.6
Submitting the dissertation for examination
For the purpose of examination, students are to submit THREE loose (unbound) copies of the
dissertation on the 28th March 2017 as announced by the B.Sc Dissertation Committee.
B.Sc Dissertation Guidebook
pg. 17
5
Types of Research
5.1
Issues to consider prior to conducting research
The research topic we are interested in is usually informed by our personal lives and experiences,
by who we are and what we believe in. However, decisions regarding the type of research to
engage in involve more than a mere personal preference based on awareness of the different
techniques of gathering knowledge. The type of research one decides to engage in depends on
the research question or questions and on the methodological reflections about the best way to
develop knowledge in the area to which the research question or questions are related. This
section is an introduction to some of the established techniques of gathering knowledge, or in
other words, types of research. Yet, one must keep in mind that there are many types of research
that are continually being updated or coming into application. Therefore, the descriptions of the
research types below are not intended to replace reading the recent literature on research
methodology.
Of note is that the decision to engage in a particular type of research depends on a sound
understanding of why this type was chosen. One should be able to give the reasons for engaging
in a particular kind of research. In short, the questions one needs to ask are epistemological ones
(i.e. a question about knowledge). These include:
What kind of knowledge do I want to generate? E.g. I want to know what activities best motivate
adolescent girls to engage in physical activity and sport.
Why is the research type chosen suitable? E.g. A questionnaire with physical education teachers
and with coaches might be good, but interviews or questionnaires with 14-year old girls can
provide better data. This is because the data coming from the first example represents with
teachers and coaches believe, while data coming from the second example represents what
adolescent girls feel might motivate them to continue or start being physically active.
When answering these questions, researchers are considering their own particular theories related
to the subject, as well as their ethical and political outlooks as researchers. These questions often
help to develop a methodological account of the research which eventually needs to be included
in the final report. The researchers’ own theories and/or ethical and political outlooks will in fact
affect the whole research process and its various stages.
B.Sc Dissertation Guidebook
pg. 18
5.1.1
Reflecting on what type of research to choose: An example
If we are interested in coaches as a research topic, we might need to consider whether we would
like to do a study about coaches or with coaches. Both are very valid kinds of research, but the
choice depends upon: the research question; whether one wants to present coaches as active or
passive participants or knowledgeable participants; or whether one would like to give an
overview of the common problems of these coaches.
Maybe the goal is to explore the way coaches have been perceived throughout the years, or to
analyse the way a particular contemporary document related to sport participation affects
coaches and their work. This decision will be influenced by our own particular values. For
example, a feminist who strongly believes that women should be given space to voice their ideas
will shape the research to accommodate this principle. The research will most probably be
focused on female coaches’ ideas or their life stories. For this we might take up interview-based
research.
Alternatively, we might want to know the proportion of elite coaches who feel stressed and to
identify the common sources of stress for such coaches. This would involve survey research. The
question why many coaches are male (even those coaching female individual or team sports)
may involve the researcher in a historical study, content analysis and maybe some interviews
with those who employ such coaches.
A philosophical study might explore what it means to be a coach, or explore a question
concerning the kinds of relationship between coaches and their athletes. This would probably
draw on philosophers’ ideas about being in a position of authority, and how relations are formed.
This type of study could be solely literature based, reviewing research carried out so far.
5.2
Common types of research
The following is a descriptive list of some of the research types that one might wish to consider.
This list is not exhaustive. Clearly, decisions as to what kind of research one takes up should be
made after methodological aspects have been considered deeply.
•
Content analysis is a kind of research that involves the interpretational analysis of
cultural artefacts or events. The artefacts are texts that can be read and therefore anything
that can be read can be considered for analysis. Content analysis generally makes use of
texts that are not created for the purpose of the study and do not involve interaction with
those who produced them. Some examples of cultural artefacts include written texts or
records such as books, policy documents, the mission status of various clubs, fictional
stories, auto/biographies, athletes’ journals and diaries, essays, tattoos; audio recordings
such as recordings of narratives, speeches, radio or television sport programmes; as well
B.Sc Dissertation Guidebook
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as material culture and visual texts such as movies, television shows, advertisements,
magazines, newspapers, billboards, photos and music. This type of research is also
referred to as text analysis, discourse analysis or archival research. As with any other
kind of research, the theoretical and political interests of the researcher shape the analysis
of the text.
•
Narrative inquiry involves the content analysis of narratives. The researcher may be
involved in searching for and analysing narratives that have been written, or may pursue
the creation of narratives by the participants. Narrative inquiry is usually aimed at
capturing the interrelatedness between the personal, social and the political. Examples of
narrative inquiry include the analysis of stories written by children, or accounts of life
experiences by participants of the study (narratives of coaches or athletes that focus on
particular experiences), as well as autobiographies, and oral and life histories.
•
Philosophical inquiry is generally involved in the analysis of texts. The research involves
a conceptual and often critical and creative search into an area of study. Philosophical
research may include:
□ Questions of conceptual clarification: e.g. the idea of lifelong engagement with
physical activity; the impact of religion, race, and sexual orientation, on the opportunity
to be involved in sport; coaches’ identity formation;
□ Questions of justification and value: e.g. women’s autonomy through sport; learning to
be critical through sport situations; teaching through game situations;
□ Questions concerning social justice: e.g. children’s rights to decide for themselves;
parental pressures; systems of inclusion in the sport sphere;
□ A study of a particular philosopher: e.g. Vygotsky’s theory regarding the “Zone of
Proximal Development”
Philosophical inquiry is based on the exercise of argumentation and justification of
theories, viewpoints and positions. There is no template for philosophical research
because generally ideas and arguments evolve along the research process. The written
dissertation and structural presentation of ideas are part and parcel of the content one
wishes to present.
•
Historical research is concerned with researching the past; such as the study of
individuals, groups, movements, ideas or institutions. It involves the collection and
selection of suitable sources of data; the evaluation of the sources of data; and use of
primary and secondary sources including, for example, policy documents, reports,
timetables, photographs, journals and letters. A critical reading and analysis of the
B.Sc Dissertation Guidebook
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various sources of data may include an explanation of the causes of past events and the
impact of these causes on present and future events.
•
Survey research may include interview-based and questionnaire-based research among
others. It may involve using structured or unstructured interview guides, or
questionnaires with closed and/or open-ended questions to gather information or to
provide an outlook which is relevant to the research question/s. This kind of research
gives space for direct or indirect interaction between the researcher and the participant.
Researchers who are concerned about the implications of the power relations in the
production of knowledge and the possible silencing of voices through structured
interviews may adopt a more informal conversational approach.
•
Ethnographic research is characterised by the role of the researcher exploring real worlds
through multiple methods of data collection, especially interviewing and observation. In
ethnographic research the researcher enters into the social worlds of the participants over
an extended period of time and interacts with the contexts and the participants to
understand and give meaning to the latter’s particular and complex worlds. The key
aspects of ethnographic research include the processes of entry into the field, data
collection and data analysis, as well as deep critical reflection on these various processes.
•
Case study research is a form of ethnographic research which focuses on a particular
‘population group’ or phenomenon in real situations. Examples of such groups and
phenomena include children with special needs, physical education teachers, professional
athletes, sport coaches, or a particular sports club. Generally, case study research focuses
on one or a very limited number of individual groups or examples of a particular
phenomenon in order to construct an in-depth account of what happens or happened to
the individual or groups or during that instance. The emphasis here is on depth rather than
breadth of study.
•
Action research is a method of inquiry that is characterised by its commitment to bring
about improvement and change in the contexts and the people involved in these contexts.
It is based on the principle of working with others. Action research requires a process of
reflection and action by individuals as they are involved in the planning, execution and
evaluation of physical activities and exercises.
•
Evaluation research involves the acquisition of information and the assessment of that
information to give feedback about needs, programmes, policies, activities, technologies,
coaching resources, facilities, young athletes, and coaches. This knowledge contributes to
decision-making processes about the issue being investigated.
B.Sc Dissertation Guidebook
pg. 21
Important general evaluation research questions may include:
□ Who should conduct the evaluative research?
□ How should the researcher relate to the persons involved in the evaluative study?
□ Why is the programme, policy, activity, coaching resource, child etc. being evaluated?
□ What aspects of the programme, policy, activity, coaching resource, child etc. require
evaluating?
□ What are the data sources?
□ Where is the problem in the programme, policy, activity, coaching resource, child etc.?
What action is suggested to address the problem? How can it be implemented? How was
the action implemented? Was the action effective?
□ What was the impact of the evaluative research on the programme, policy, activity,
coaching resource, child etc.?
•
Correlational research attempts to determine whether, and to what degree, a relationship
exists between two or more numerical variables. It is important to remember however
that just because there is a significant relationship between two variables it does not
follow that one variable causes the other. The numerical data for correlational research is
often obtained via surveys and the researcher frequently uses a correlation coefficient to
report the results of correlational tests. When conducting this type of research it is
advisable to become familiar with computer-based statistical packages such as SPSS.
•
Experimental research involves two or more groups including a Control group (which is
not influenced by or exposed to any aspect of the area under study) and Experimental
group or groups (on whom the study will intervene directly). An example of such
research could include assessing the effectiveness of a new training program or coaching
method by registering its impact on the results of the Experimental group/s and
comparing these results with those of the Control group who were not exposed to the new
program or method.
•
Practice-based research expands the field of research to include processes of creative
enquiry and production. Studies of this sort can be undertaken in different disciplines,
including coaching. A practice-based dissertation includes both a written part and a nonwritten, creative part produced by the student presenting the dissertation. The written part
conforms to the normal regulations, while the production of creative work (e.g. drawings,
B.Sc Dissertation Guidebook
pg. 22
digital media, models, project program and resources) is documented in full and
presented as part of the dissertation.
In conclusion, when considering the different types of research to choose for a study, one should
note that sometimes it is useful to use a combination of types of research. However, one should
also ensure that such an approach adds value to the research and does not burden the researcher
or the research participants unnecessarily.
B.Sc Dissertation Guidebook
pg. 23
6
Ethical Aspects of Research
When carrying out research ethical conduct is of paramount importance. Though not all types of
research studies may require attention to ethical concerns and considerations, many often do.
Ethical issues in the design and execution of research projects could be related to the choice of
topic, to the timing of certain processes, to the choice, involvement and welfare of participants,
to the role of the researcher, to data collection and use, to trialling of products and resources, and
to presentation and reporting of results, just to mention a few.
This section focuses on a number of ethical issues which need to be considered, as well as
different ethics-related procedures which may need to be followed in carrying out the B.Sc
dissertation.
6.1
Considerations and procedures
6.1.1
Planning
In the planning phase, the value of the research needs to be assessed. One needs to ask if the
research question proposed:
□ Merits the scale of a dissertation or whether it is more of an investigative project;
□ Will be harmful (physically, psychologically, emotionally, socially) to any individual
involved, both during the research phase and afterwards;
□ Will jeopardise any other research currently being undertaken by other researchers with the
goal of improving an individual’s, group’s or societal well-being;
□ Will result in undue burden on an individual or organisation whether they participate or assist
in the research process;
□ Will prohibit access to benefits or services for an individual participating in the research;
□ Will result in undue favour towards an individual or group in the form of tangible items,
knowledge, skills, esteem;
□ Will unrealistically raise an individual’s or group’s expectations with regards to potential
outcomes and gains from the research; and
□ Has the potential of reaping enough benefits when compared to the ‘costs’ (human, physical,
or monetary resources) involved.
B.Sc Dissertation Guidebook
pg. 24
In this phase, one also needs to question availability of expertise. With regard to the research
question proposed, one needs to ask whether:
□ Expertise exists within the Institute of Physical Education and Sport, the University of Malta,
or elsewhere to supervise the research;
□ Any potential expertise will be biased as a result of commercial links or other affiliations;
□ One has the skills as a researcher to adequately carry out the research study without
jeopardising the safety of any individual or causing damage to equipment; and
□ One has enough knowledge and skills as a researcher in order to provide instruction or a
service, or develop a programme or resource which is central to the research study.
Finally, one also needs to consider the issue of permission: that is, who will need to be contacted
to obtain permission to carry out the study. This may include:
□ Permission to have access to a group of participants (e.g. children, adolescents, parents/legal
guardians, workers); and/or
□ Permission to use premises or equipment.
6.1.2
Proposal writing
With respect to appropriate ethical conduct, a number of factors have to be addressed during the
proposal writing stage. In addition to the items mentioned in 4.3, the proposal must explain
clearly and explicitly ethical issues related to:
□ The age group of any participants involved in the study;
□ Any tasks individuals will be required to undertake as part of the study; and
□ The role of the researcher in the research process, either during data collection and/or if
directly involved in execution of the study.
Depending on the type of research proposed, the supervisor than decides whether the research
needs ethical clearance from the Institute Research Ethics Committee and ultimately from the
University Research Ethics Committee. Such a decision is to be clearly marked on the proposal
form. If this is the case, once the B.Sc Dissertation Committee approves the proposed research,
the Research Ethics form entitled ‘Request for Approval of Human Subjects Research’ needs to
be filled as soon as possible.
B.Sc Dissertation Guidebook
pg. 25
6.1.3
Consent Forms
Full details on requirements for documentation of consent are available online in the University
Research Ethics Committee guidelines, as well as on the form mentioned previously.
After consultation with the Supervisor, students may need to produce one or more consent forms.
A Consent Form is required for research on any of the categories indicated in the University
Research Ethics Committee form (i.e. race or ethnic origin; political opinions; religious or
philosophical beliefs; trade union memberships; health; sex life; and genetic information) as well
as for research with:
□ Minors who will be involved in audio or video recordings;
□ Parents/guardians of minors who will be involved in audio or video recordings;
□ Minors involved in any therapy or ‘special’ programme;
□ Parents/guardians of minors involved in any therapy or ‘special’ programme’;
□ Identifiable adults; and
□ Others, according to the nature of the study.
Consent forms will need to be produced by the students as guided by the Supervisor and/or
University Research Ethics Committee.
6.1.4
Procedure for approval
The B.Sc Dissertation Committee will vet all B.Sc Dissertation Proposal Forms. Where relevant
the B.Sc Dissertation Committee will first check the supervisor’s decision on whether ethical
clearance is necessary. If the B.Sc Dissertation Committee has any reservations upon the
decision, it will directly contact the supervisor and discuss the matter. The decision taken by the
supervisor and the B.Sc Dissertation Committee is final. However, it is the student’s
responsability to obtain ethical clearance if this is requested.
Simultaneously, the B.Sc Dissertation Committee will evaluate all the B.Sc Dissertation Proposal
Forms. Within reasonable time, a copy of the B.Sc Dissertation Proposal Form will be returned
to the student and the Supervisor, indicating any of the following decisions in relation to the
proposal:
B.Sc Dissertation Guidebook
pg. 26
□ Accepted
□ To be amended as remarked. The student has to resubmit the proposal, endorsing the
suggestions and/or recommendations listed on the official part of the form.
□ Rejected, on grounds stated on the official part of the form. In this case the student has to
submit a new proposal (2nd proposal).
The B.Sc Dissertation Committee may request the student to submit the document Request for
Approval of Human Subjects Research form and copies of any necessary Consent Forms, during
any part of the research process, and this includes the time between final submission and issue of
the final mark.
The B.Sc Dissertation
recommendations.
Committee
may
also
communicate
other
suggestions
and
The B.Sc Dissertation Committee will review any new or re-submitted proposals and follow the
same procedure.
In cases where it is deemed necessary to fill in a Request for Approval of Human Subjects
Research form, the Institute Research Ethics Committee will make an assessment of the B.Sc
Dissertation Proposal Forms and accompanying ethics-related forms. The Institute Research
Ethics Committee will submit a report to UREC outlining its assessment of the research
proposals. This report will include the relevant B.Sc Dissertation Proposal Forms as well as the
accompanying ethics-related forms.
The University Research Ethics Committee will make the final assessment regarding ethics of
the B.Sc Dissertation Proposal Forms and the Request for Approval of Human Subjects Research
forms. The University Research Ethics Committee will report back to the Institute Research
Ethics Committee, who in turn will inform the students and the Supervisor of the final decision,
which is normally one of the following:
□ Acceptance of the research proposal as ethically sound and having all required documentation.
□ Refusal of the research proposal on ethical grounds, with no possibility of resubmission. In this
case a new B.Sc Dissertation Proposal Form will need to be submitted to the B.Sc Dissertation
Committee. All the previously explained process will need to re-start as necessary.
□ Conditional Acceptance of the proposal, where the student will have to write back to the
Institute Research Ethics Committee stating the changes which will be made to reflect the
recommendations of the University Research Ethics Committee. The FREC will subsequently
review any new or re-submitted Request for Approval of Human Subjects Research forms and
follow the same procedure.
B.Sc Dissertation Guidebook
pg. 27
Note that it is the sole responsibility of the student as researcher to consult and abide by the
University Research Ethics Committee Guidelines and to fulfil any guarantees listed in any
Consent Form used for the study.
6.1.5
Requesting permission to conduct research in various institutions
Students may need to obtain permission to conduct research in one or more institutions. They
need to plan well ahead for this and use the appropriate application forms. If for example, a
student needs permission to collect data from various clubs, permission might be needed from a
particular association apart from the clubs themselves. If for example, a student needs to carry
out research in schools, permission needs to be sought from the education directorate as well as
from college principles and heads of school. If for example, a student needs to collect data from
organisations such as MUSEUM, that student might need to collect permission from the superior
general of the said institution. All of this depends on what data is to be collected and how data is
going to be collected. Be wary of the fact that different institutions have different regulations and
policies of how to grant permission for the collection of data. It is the students’ responsibility to
get the necessary information and ultimately the necessary permission.
6.2
Ethical issues in sport and physical activity research
Sport and physical activity research is designed to promote and extend knowledge and
understanding of all aspects related to the field from the perspectives of learners, athletes,
coaches, parents, policy makers and any other stakeholders.
Sport and physical activity research will offer a number of different methodologies which are
valid for the topic being researched; these will often have corresponding ethical dimensions.
Most sport and physical activity research involves working with human participants, such as
children, coaches, parents, club administrators, policy makers and others. Working with human
participants demands a high degree of respect and responsibility towards participants. This
applies whether one is involved in large-scale survey data collection, or in qualitative research
involving face-to-face contact, usually in the participants’ natural setting. Students, as
researchers, have to work with an ethic of respect for:
□ The person;
□ Knowledge;
□ Democratic values;
B.Sc Dissertation Guidebook
pg. 28
□ The quality of research; and
□ Academic freedom.
The University Research Ethics Committee Guidelines, which should be consulted by each
student prior to submitting a B.Sc dissertation proposal, state that before human participants are
involved in research, proper consideration should be given to:
□ The risks to the participants;
□ The anticipated benefits to the participants and others;
□ The anticipated value of the research;
□ The informed consent process to be employed;
□ Data protection provisions; and
□ Additional safeguards for vulnerable participants.
6.2.1
Risks to human participants
Risks to human participants can range from the simple disruption of normal everyday life, to
allowing them (even inadvertently) to be identified, to having their privacy invaded, to making
them susceptible to undesirable labelling, to raising unpleasant and troublesome issues (such as
memories of painful incidents) and many others. It is usually understood that most research
should be designed to avoid these risks. However, even in the day-to-day participation in the
playground, court, gym, etc., and with the best of intentions, participants in research may easily
become ‘identified’ as different, or subject to scrutiny, both positive and negative, simply by
virtue of their participation in the research. Even when safeguards like informed consent and
confidentiality are applied, there might be difficulties.
Regarding consent, a minimum standard would include that consent should be freely given, be
specific and be informed. Therefore, the person giving the consent has to have adequate
information about the research project, has to have the capacity or competence to give the
consent, and is in a situation in which the choice can be made freely and without coercion or any
other pressure.
B.Sc Dissertation Guidebook
pg. 29
Information provided by the researcher should include:
□ Who the researcher is and how she or he can be contacted;
□ The nature of the research;
□ What rights participants have (such as being free not to participate in the study, to withdraw
from the study at any time even after giving consent, to see results, etc.);
□ Assurance that the participants will not be named in the study (except in the case of consent for
attributable data, where other ethical safeguards are also taken); and
□ Assurance that participation in the study is voluntary, and there is no prejudice to them
whether they participate or not.
Research with minors (children and adolescents under 18 years) sometimes requires the consent
of legal guardians, bearing in mind, however, that the minors still have the right to have
information and to choose not to participate. The latter also applies to vulnerable groups (e.g.
mentally disabled persons), or institutionalised groups (e.g. prisoners) who need information and
choice to be able to refuse to participate, even if a legal guardian or a ‘proxy’ has given consent
on their behalf. There is usually a power imbalance between those who hold proxies and those
who are not considered ‘competent’, which needs to be considered an ethical issue.
In addition, all foreseeable risks, discomforts or inconveniences should be discussed with
participants in a language which is accessible to the participants. This should include a
discussion of the time the research will take; a discussion of the types of activities the
participants will be involved in; any known benefits that may be derived from the research;
methods of securing the safety of the data collected; and some description of how the data results
will be disseminated and to whom (recognising that dissertations can enter the public domain and
even journalists can reproduce sections in the press).
It is frequently the case that even adults who have the competence to give consent have only a
vague idea of what research involves and how it can be used. Both adults and children often
disclose more than they need to, not realising the implications of disclosure. It is therefore up to
the researcher to constantly remind them that they are participating in research which will be
recorded and published. These reminders give them the opportunity to ‘talk off the record’, to
adjust ‘the record’, or even to discontinue their participation, should they so desire.
Moreover, vulnerable groups especially, but other participants also, often find participation in
research therapeutic, and may mistake the research relationship for a form of therapy.
Researchers are obliged to remind participants that the relationship is not a therapeutic one and
therapy or other support should be sought from appropriate individuals or agencies.
B.Sc Dissertation Guidebook
pg. 30
In sport and physical activity research, ethical behaviour includes not disrupting the training
sessions of athletes or physical activity time of children or adults by such practices as
withdrawing them from training sessions or organised physical activities. It is also unethical to
encourage coaches to single out children and/or athletes for the sake of research. It is also
unethical to to encourage the articulation of anti-democratic prejudicial language and attitudes
such as racist, sexist, or exclusionary discourses.
Qualitative research involves a degree of trust established over time. How one leaves the
research field, whether it is after just one conversation in which a participant has made a
discomforting disclosure or appears upset, or after a period in which the researched has become
close to the researcher, is an ethical issue. The researcher must prepare the participants for the
end of the conversation, or for exit from the field. Enough time to do this is needed.
Additionally, all participants must have contact details such as telephone numbers and e-mail and
other addresses, to permit them to clarify, correct or even withhold data, as well as to avoid
abrupt break-up of the research relationship.
6.2.2
The anticipated benefits to the subject and others
In research, there is usually a time-lag between doing the research and the research being used by
policy makers, sport program developers, coaches and others for the benefit of children, athletes,
teachers and the sporting community. It is therefore the case that much of this research is not of
direct benefit to the participants of the research. Because the research can be disruptive,
discomforting, or create unnecessary administrative burden on clubs, students should carefully
weigh the benefit of their research proposal, to ensure that the benefit would be greater than the
inconvenience. Steps must be taken to produce a final version and presentation format of the
B.Sc dissertation which can be used by the knowledge community, policymakers, clubs, coaches,
athletes and even children to achieve some benefit from the project.
6.2.3
The anticipated value of the research
In many places, but especially in a small place like Malta, there is the risk that clubs and
participants are over-researched. Prudence is therefore called for in planning a project, to ensure
that the type of knowledge that will result is indeed worthy of asking clubs to host researchers.
Students should remember that they have a responsibility towards the field of sport and physical
activity. They should be acutely aware that inappropriate behaviour in the field or overresearching or poorly designed projects with little contribution to knowledge, will spoil the field
for other researchers with more valuable research projects.
B.Sc Dissertation Guidebook
pg. 31
6.2.4
Data protection provisions
Students are required to read both the Data Protection Act and the University Ethics Research
Committee Guidelines to make sure they work within the limits imposed by law. Furthermore,
students should recognise that in a small place such as Malta, even giving pseudonyms may not
be sufficient to protect a club, staff or athletes/children from identification. Certain unique and
distinguishing features need to be concealed. At the same time, factors that are relevant to the
theoretical discussion, such as the sex of the participants or the nationality, may be included if
required. For those participants who cannot be protected by pseudonyms because they are
singular (e.g. President of an Association, or a top official within the Malta Olympic
Committee), then it should be negotiated with the participant or the informant what of the data
she or he provides should be attributable.
Students should also be aware that participants have a right to request that they be identified with
use of their original work or any inputs they may make to the study. However, as a researcher,
the student must advise them on the consequences of being identified.
6.2.5
Additional safeguards for vulnerable participants
Vulnerable participants include children, vulnerable young people and vulnerable adults.
Students, as researchers need to comply with Articles 3 and 12 of the United Nations Convention
on the Rights of the Child, which require that in all actions concerning children the best interests
of the child must be a primary consideration. Children who are capable of forming their own
view should have the right to express this view freely, including regarding participation in
research or withdrawal from research. They should be facilitated to give fully informed consent.
Researchers need to word their proposal in such a way that children can understand what the
research is for, what their contribution is to be, and how they can accept or withdraw. In other
words, the relative youth of children should not be a means of depriving them of the right to
decide for themselves whether to participate in research, nor should the consent of responsible
adults who act as guardians, be adequate or used to replace the rights of the child.
The above UN requirements should also apply to vulnerable adults, particularly individuals in
institutions. In the case of those whose age, intellectual capacity or other vulnerable
circumstances limits the extent to which they can be said to voluntarily take part in research, the
consent of guardians or responsible others must be sought. However, given the power
inequalities that exist in these relationships, the researcher needs to still ensure that the
participant is comfortable with the research process and will not suffer detriment or distress as a
result. Many guardians are not aware of the effect of research on those in their care, nor do they
recognise privacy and other rights as well as one would wish. It is up to the researcher to respect
these rights with vulnerable groups as much, if not more, as they would with other groups. Thus,
the consent of guardians is not in itself an adequate measure of an ethical position. Further
B.Sc Dissertation Guidebook
pg. 32
negotiation with the participant and sensitivity to the participant’s need and wishes must be
established, regardless of the consent of the guardian.
6.3
Responsibilities to the community of sport and physical activity researchers
The community of sport and physical activity researchers includes all those engaged in the field
of research directly or indirectly related to the field of sport and physical activity. This includes
academics, professionals, coaches, parents and children. A main objective of research is that it is
shared and published (a dissertation placed on the shelf of a library is a publication). Once
published, others may use this research for discussion, policy making, news reports and other
uses. It is therefore important that the standard of the research is high and is not misleading in
presentation of data, interpretation, discussion or recommendation.
Any of the following will bring research into disrepute and impact negatively on the research
community:
□ Falsifying research evidence or findings;
□ ‘Sensationalising’ findings in a manner that sacrifices intellectual capital for maximum public
exposure;
□ Distorting findings by selectively publishing some aspects and not others;
□ Criticising other researchers in a defamatory or unprofessional manner;
□ Undertaking work for which they are perceived to have a conflict of interest or where selfinterest or commercial gain might be perceived to compromise the objectivity of the research;
□ Undertaking work for which they are not competent;
□ Using work carried out with co-researchers as the basis of individual outputs without the
agreement of the co-researchers concerned; and
□ Using research for fraudulent or illegal purposes.
Students should not be disheartened by the number of ethical issues and procedures which they
may need to consider in planning and implementing their research. The guidance of their
Supervisor and various online documents should help them to carry out the research both
ethically and efficiently.
B.Sc Dissertation Guidebook
pg. 33
7
Intellectual Honesty
Intellectual honesty refers to honest practice in acquiring, analysing, interpreting and
transmitting ideas. Intellectual honesty in research practices is therefore concerned with respect
for truth and respect for persons. Students are to understand that as researchers they are expected
to achieve good scholarly standards and that they should do so by adhering to personal and
professional ethical conduct. Students are acting in an intellectually dishonest way when they
DO NOT:
□ Use and report information honestly;
□ Credit other people’s work used in the dissertation;
□ Correctly cite reference material;
□ Acknowledge the help of persons who have contributed to the research; and
□ Contribute equitably to the research project when working with others.
Any of the above behaviours will not be tolerated by the Institute of Physical Education and
Sport. Supervisors will seek to detect any such intellectual dishonesty and take immediate action.
However, it is the responsibility of students to stay away from such behaviour, and examination
boards will look into such aspects and take the necessary action where applicable.
7.1
Honest reporting of information
Reporting results or interpreting texts and results in a way that gives a false picture of the
readings or findings are examples of dishonest practice. Students must demonstrate that the
methods of research have been truly and honestly used and that the data reported is correct. It is
important that a detailed and accurate account of the method for gathering data is included in the
report. Fabrication of data, whether wholesale invention, or exclusion or alteration of data to
accommodate a desired conclusion undermines the credibility of research in general.
As researchers, students cannot claim to be ideologically objective. They should therefore clearly
explain the conceptual positions that structure their interpretation of data or texts. Students and
supervisors should avoid being involved in studies that could put them in situations of conflict of
interest, particularly where the interpretation of results is concerned.
B.Sc Dissertation Guidebook
pg. 34
7.2
Acknowledging sources
Students are expected to acknowledge their sources of information to enable the reader to clearly
distinguish which opinions and findings reported in the dissertation are the students’ and which
pertain to others. When students submit material as if it were their own, without acknowledging
the published and unpublished work of others, they are plagiarising.
Plagiarism includes:
□ Copying another’s work;
□ Using another’s ideas without acknowledgment, or presenting them as if they were one’s own;
□ Paraphrasing a source: i.e. summarising another’s work in one’s own words without
acknowledgment; and
□ Including more than a single phrase from another’s work without the use of quotation marks
and acknowledgment of source.
Plagiarism also involves using or buying the services of a commercial research corporation, or
any person other than the individual claiming to be the author, in this case, the student. These
practices are considered to be fraudulent.
Students must realise that every reference to a source of information, whether in the form of
printed material, images, electronic document, or verbal communication should carry a citation.
Students should be highly aware of the fact that lack of knowledge and carelessness in following
standard conventions of citation can be interpreted as acts of plagiarism.
Verbatim quotations should be indicated by the use of:
□ Quotation marks for in-line quotations (usually not exceeding 40 words); and
□ Indented block quoting for longer quotations (see Chapter 8 on Style and Referencing).
When referring to a secondary source (i.e. a source which they have only read about indirectly in
someone else’s work), students must make it clear that they have not actually read the source
themselves. Failure to do so is considered dishonest practice. Students must make sure to clearly
cite (within the text) BOTH the original source of the material AND the source from which they
obtained the reference.
B.Sc Dissertation Guidebook
pg. 35
7.3
Ownership of data
The storage and use of personal data must follow the legal requirements of the Data Protection
ACT XXVI of 2001, as amended by Act XXXI of 2002. Students should ensure that participants
know that they have a right to access the data they provide and that they have the right to
determine the access of this data by third parties.
As explained earlier in Chapter 6 on Ethical Aspects of Research, students should also ensure
that research participants have been informed about their rights related to their participation in
the research study. Participants are entitled to know why and how their contribution will be used
and to whom it will be disclosed and reported. It is good practice on the part of researchers to
present participants with the transcriptions of the conversations conducted with them. The
participants have the right to change the transcribed write-up, or to allow the researcher to use
only parts of the transcribed data.
7.4
Joint research studies
Students working together will be acting dishonestly if they do not contribute to the research as
pre-established, either by getting credit for the work done by the other as one’s own, or by
jeopardising the success of the other student and the research project. Representing the work of a
group as that of a single student is equally dishonest.
7.5
Penalties
Acting in an intellectually dishonest manner, as in plagiarism, is considered serious. In such
cases, the University of Malta can issue heavy penalties depending on the severity of the case.
B.Sc Dissertation Guidebook
pg. 36
8
Style and Presentation Guide
This chapter includes guidelines and details regarding the styling of the text of the dissertation
and other aspects of presentation. An overview of typical main subdivisions of a dissertation and
the presentation of the report is provided. Details regarding pagination, page layout, fonts,
formatting of paragraphs and headings, bullets and numbering, footnotes and references as
required for the dissertations are also given. What students need to submit for the examination of
the dissertation, and for the Supervisor and the library after the examination is also covered in
this section.
8.1
Main subdivisions of a dissertation
A dissertation is normally subdivided into the major sections outlined below; however, this may
differ slightly according to the type of research methodology used, resultant outputs, and the
preference of the author.
Title Page
The title page contains, from top to bottom and centred between the left and right margins:
□ The title of the dissertation;
□ The full name of the author or authors;
□ The statement: A Dissertation Presented to the Institute of Physical Education and Sport in
Part Fulfilment of the Requirements for the Degree of Bachelor in Science (Honours) in Sport
and Active Lifestyles at the University of Malta;
□ The month and year of presentation.
Abstract
The abstract page contains, from top to bottom:
□ The word ABSTRACT in bold uppercase letters in the top centre;
□ The full name of the author or authors;
□ The title of the dissertation;
B.Sc Dissertation Guidebook
pg. 37
□ The text of the abstract as a single paragraph of not more than 250 words in 1½ line spacing.
The abstract should offer the briefest possible description of the dissertation and a concise
summary of the main findings and conclusions;
□ The degree title B.Sc (Hons) in Sport and Active Lifestyles;
□ The month and year of the presentation of the dissertation;
□ 3 to 6 keywords (in English) in bold uppercase letters.
Author’s Declaration
The author’s declaration is a signed declaration by the author or authors regarding the originality
of the work.
Dedications and Acknowledgements
It is customary to at least acknowledge those who helped in the dissertation research, amongst
them the Supervisor, and the participants.
Table of Contents
The Table of Contents must, as a minimum, include all chapter headings and subheadings (up to
3 levels) and Appendices. Where applicable, the Table of Contents should also include a List of
Tables, a List of Figures, a List of Accompanying Material and a List of Abbreviations and
Symbols.
Main Text
Although the presentation of the main text varies from one dissertation to another, a dissertation
is typically organised around the following chapters:
□ Introduction or Background to the Study;
□ Literature Review;
□ Design and Methodology;
□ Analysis of Data;
B.Sc Dissertation Guidebook
pg. 38
□ Discussion of Findings;
□ Conclusions and Recommendations.
N.B.
Although this B.Sc dissertation guidebook presents “Analysis of Data” and “Discussion
of Findings” as two separate chapters, it is very common practice to combine these two
chapters into one chapter. This resides with the preference of supervisor and student, as
long as whichever choice is taken, does not have a negative impact upon the presentation
and flow of the final submission.
References
All sources cited in the text must be listed in the References section and vice versa. References
must be listed in alphabetical order by author’s surname. Works by the same author should be
listed in chronological order. More information about formatting of references is given in
Chapter 9 on Citing and Referencing.
Appendices
Supporting material (e.g. coaching session plans, interview transcripts, computer programme
listings, etc.) and material which is too long to include in the main text without breaking up
continuity should be placed in one or more appendices.
8.2
Presentation
8.2.1
Pagination
The Title page, Abstract, Author’s Declaration, and Dedication and Acknowledgement pages are
counted but should not be numbered. Numbering starts with the Table of Contents (usually page
v) in lower case Roman numerals. The rest of the dissertation should be numbered in a single
sequence in Arabic numerals (1, 2, 3, 4 etc.) starting again with 1 on the first page of the main
text. Illustrations, charts, diagrams and other graphics placed on a separate page within the text
of the dissertation should be paginated as if they were pages of text.
8.2.2
Page layout
The text and, wherever possible, all the material of the dissertation, including illustrations,
should be produced on A4-size paper and printed on one side only. In exceptional circumstances,
B.Sc Dissertation Guidebook
pg. 39
the B.Sc Dissertation Committee may give permission for the use of an alternative format. If it is
necessary to bind in material on a paper size larger than A4, it should be produced on paper that
can be folded to fit within the dissertation.
The upper, lower and right-hand side margins should be at least 2.45cm wide, while the left
margin should be 4cm wide to allow for binding. It is strongly recommended that the text is
justified for printed hard copies.
All dissertations should be word processed. Uniformity and consistency throughout the
Document is expected
8.2.3
•
•
Fonts and headings
For normal text it is recommended that Arial point size 12 or Cambria point size 12 is
used.
The recommended font and alignment for headings differs according to level:
□ Heading 1 should be used for Chapter Titles. Heading 1 should be at least 16 pt., be
Bold and be either aligned left or centred. Double spacing should be applied.
□ Heading 2 should be used for Sections in the Chapter. Heading 2 should be at least 14
pt., be Bold and left aligned. At least, 1.5 spacing should be applied.
□ Heading 3 should be used for Sub-Sections. Heading 3 should be at least 13 pt., be in
Italics and left aligned. At least, 1.5 spacing should be applied.
8.2.4
Line spacing and paragraph formatting
One-and-a-half line spacing should be used throughout the dissertation text, with the following
exceptions which should be single-line spaced:
□ The Table of Contents;
□ Long (blocked) quotations (typically longer than 40 words);
□ Computer programme listings;
□ Tables;
□ Footnotes and endnotes; and
□ References (although a blank line should be left between each reference).
B.Sc Dissertation Guidebook
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It should be clear when a new paragraph is starting. Either indent the first line of each paragraph
by 10-15mm, or leave extra space between paragraphs (one can use the paragraph formatting
features of the word processor to do this automatically).
Lengthy quotations (exceeding 40 words) should be formatted as a separate single-line-spaced
paragraph indented from the left margin by an additional 10-15mm and 20mm from the right
margin.
8.2.5
Abbreviations, footnotes and references
Abbreviations, footnotes, references and bibliographical entries should follow accepted
conventions. The conventions adopted should be followed uniformly and consistently throughout
the dissertation from cover to cover.
8.2.6
Numbering and bulleting
Arabic numerals should normally be used for numbering all sequences within a dissertation, with
the exception of page numbers in the front pages before the main text. To avoid excessive
nesting depth, not more than 3 levels of headings should be used, with chapter headings being at
level 1 and numbered sequentially as 1, 2, 3 etc. Level 2 headings (subheadings) should be
numbered as 1.1, 1.2, 1.3 etc. while level 3 headings should be numbered as 1.1.1, 1.1.2, 1.1.3
etc.
If more than one appendix is included, these should be numbered separately and consecutively as
Appendix 1, Appendix 2 etc.
Tables and Figures within the text should be numbered first according to the chapter and then
consecutively (e.g. Chapter 1: Table 1.1, Table 1.2, Table 1.3 and Figure 1.1, Figure 1.2. Chapter
2: Table 2.1, Table 2.2, and Figure 2.1, Figure 2.2 and so on).
It is important that, for standardisation issues, not more than 2 types of bullets are used
throughout the whole dissertation.
8.3
Submission for examination
When submitting the dissertation for examination, students should present three loose (unbound)
copies of their work. Where the dissertation includes resources or models, when realistically
feasible (physically and economically), copies should be made for each examiner (i.e. three
copies). This should be discussed with the Supervisor and the B.Sc Dissertation Committee
B.Sc Dissertation Guidebook
pg. 41
should also be consulted if necessary. When it is unrealistic to produce multiples of an item, the
students should present the original/prototype for examination purposes, together with
photographs plus a brief explanatory write-up of the same original/prototype.
8.4
Final submission after the examination
Following the examination phase, students are to present one hard bound copy to the supervisor
plus one hard bound copy for the Institute Library by the second half of July of the year of
examination. Students will be notified about the exact date through a notice issued by the B.Sc
Dissertation Committee on the Student notice board.
For bound copies, the title of the dissertation should be stamped horizontally in clear lettering on
the front cover. Beneath this there should be the full name of the author (or authors), and the
degree title B.Sc (Hons) in Sport and Active Lifestyles, followed by the year of presentation. The
degree title B.Sc (Hons) in Sport and Active Lifestyles followed by the year of presentation
should also be stamped on the lower part of the spine. It is permissible, in addition to the
requirement given above, to stamp on the spine the name of the author (or authors) and a short
title.
Some dissertations may include material that cannot conveniently be bound near the related text.
In this case the material should be packaged in such a way that it can be bound with the
dissertation (e.g. stored in a pocket attached to the inside back cover of the dissertation). A List
of Accompanying Materials should also be included in the Table of Contents.
B.Sc Dissertation Guidebook
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9
Citing and Referencing
In a dissertation, one often refers to or quotes from different documents or sources. This section
is a selective, quick reference indication of the main types of documents or sources used and that
therefore need to be properly cited in the text and listed in the References section. Several
systems, formats or styles, such as those of the American Psychological Association (APA), the
Chicago Manual of Style (CMS), the Modern Language Association (MLA) and the Institute of
Electrical and Electronics Engineers (IEEE) exist. Details for each of these may be found in
published manuals with extensive examples. Such manuals are usually available in libraries.
They may also be bought from or ordered through local bookshops or online.
It is essential in serious academic undertakings to properly document your work using the style
of one system only. Once a style has been adopted no mixing of styles is permitted, and
consistency is, therefore, paramount. For example, this chapter has used the style of the
American Psychological Association (APA) and any examples given attempt to be consistent
with that format.
Any information-carrying item (book, periodical, dissertation, thesis, newspaper article, video or
audio recording, electronic source, etc.) that may be used in academic work and that needs to be
quoted from or otherwise used in the dissertation, needs to be correctly identified and entered in
the References section. Citing is the process of quoting someone else's work and attributing the
source in text. This involves concisely but correctly naming that work in an identifiable way
within the main text of the dissertation. For example, if you need to use the following quotation
from the work of another person, you may do it within your own text, because it is brief (less
than 40 words), correctly followed by its proper reference in parentheses (round brackets).
Professional isolation is a fact of life for most educators. ‘Teachers seldom get to see the "big
picture" and rarely stand back and view their subject or profession in a philosophical manner’
(Simpson, 1995, p.50).
Reference Listing is the process of giving fuller details for each of the documents or sources
cited in your text. Listing of documents is normally done in alphabetical order at the end of the
document.
In dissertations, much use is made of material reported in the literature. This is not only desirable
but obligatory. Scholarship is expected to reflect mastery of the field in the wider sense of
knowledge, rather than only in the narrower acquisition of particular skills. As far as possible,
students are urged to consult primary sources, rather than secondary sources. That is, students
should strive to read and quote from the original book, article, report etc.
B.Sc Dissertation Guidebook
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9.1
Citing references
In most undergraduate dissertations, the name-date method of referencing is used within the
main text. The rules of the method are given below together with associated examples. Students
are urged to note the different procedures for in-text and off-text referencing.
a) In-text referencing is given as Name/s (Date).
A recent study by Henderson (1995) showed that the two groups were quite distinct.
b) Off-text referencing where the citation is not actually part of the text, is given as (Name/s,
Date).
A recent study (Henderson, 1995) showed that the two groups were quite distinct.
c) In in-text referencing, as in (a), no comma ever occurs between the name and the bracketed
date. A comma is inserted after the bracketed date only if a comma would normally follow the
name.
Brown and Bright (1997), in a follow‐up study, found that the effect…
d) Two or more references of the same year in in-text referencing are treated as separate -- which
they are.
The correct referencing reads:
Follow‐up studies by Green (1997) and Carter (1997) …
AND NOT
Follow‐up studies carried out by Green and Carter (1997)…
The latter example would mean that the student is referring to ONE source, written jointly by
Green and Carter.
e) Two or more references in off-text referencing are separated by semi-colons.
Follow‐up studies have been carried out (Carter, 1997; Green, 1997)…
f) When two or more references are given off text, as shown in (e) above, two strategies are
available. Firstly, they can be presented in alphabetical order, and in date order for references to
the same author (or group of authors).
Further summaries can be found in various publications (Adams, 1994; Brown and McIntosh
1993; Carter, 1997; Green, 1993; 1995a; 1995b; 1997; Winters and Last, 1992).
B.Sc Dissertation Guidebook
pg. 44
Secondly, the references can be presented in chronological order. This has the advantage of
putting the most recent reference in a consistent position, i.e. last in the list.
g) Where one author has several references, the name need only be given once, and the dates are
usually separated by semi-colons.
In a recent series, Brown (1992; 1994; 1995) ….’ Or ‘In a recent series (Brown, 1992;1994;
1995)…
In the References section, these references are organised in ascending date order (See example in
Section 9.3.2).
h) Where a publication has more than two authors, the first citation in the text should refer to all
the authors and the date (e.g. Heinich, Molenda, Russell, and Smaldino, 1996). In subsequent
citations in the text, write the name of the first author followed by et al. and the date.
Visuals provide information and attract and hold learner’s interest (Heinich et al., 1996).
In the References section, all authors need to be included. For the above example, the reference
would read as follows:
Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1996). Instructional media and
technologies for learning (5th ed). Merill, OH: Prentice Hall.
i) Where one author has more than one work of the same year, these items should be arranged in
the Reference List in chronological order of appearance. The suffixes (‘a’), (‘b’), etc., should be
added to the year, as in the example below.
Garton, A.F. (1983a). An approach to the study of determiners in early language development,
Journal Psycholinguistic Research, 12, 513‐525.
Garton, A.F. (1983b). Children’s language use in collaborative and conflict patterns of
interaction. Paper presented at the Third International Conference on Social Psychology and
Language, Bristol.
The references within the text should reflect what is found in the reference list. Therefore
(Garton, 1983a) and (Garton 1983b) should be found, and never Garton (1983).
j) When citing a chapter from an edited book, the author(s) of the chapter and the date of
publication appear in the text and not the editor of the book.
The attempts to implement assessments in PE have generated some educational and procedural
concerns (Macdonald and Brooker, 1999).
The Reference List should show the following entry:
B.Sc Dissertation Guidebook
pg. 45
Macdonald, D. and Brooker, R. (1999). Assessment issues in a performance‐based subject: a
case of Physical Education. In P. Murphy (Ed.), Learners, Learning and Assessment. London:
Paul Chapman.
k) When quoted text contributes more directly than rewriting, this may be put in quotation marks
forming a natural part of the text. If the text is longer than 40 words, the quotation should be
indented (approx. 20mm both from left and right margins) and given in single spacing. The use
of quotation marks are not required for longer indented quotations. The single most important
fact about quotations is that the source must be indicated for the reader to find the original
context without difficulty. Therefore, apart from the name and date, the page number from where
the quotation is taken, needs to be given.
If we allow our theory of action to remain unexamined indefinitely, our
minds will be closed to much valid information and the possibilities for
change will thus be minimal. In effect, if we are content with maintaining
our field of constancy we… only see what we want to see (Day, 1999:
p.24).
l) Note that an interview reported in a newspaper is cited in the text as follows:
SEC PE is contributing to an improvement in the standard of teaching of physical education (van
Vuuren‐Cassar quoted in Wood, 2001, p 28).
m) When citing text from electronic material the rules are continually being updated. When the
material does not include page numbers, one can include any of the following in the text to locate
the quotation:
1. A paragraph number, if provided; alternatively, you could count paragraphs down from the
beginning of the document.
2. An overarching heading plus a paragraph number within that section. See the Humphries
example below.
3. When no page or paragraph numbers are provided and the use of headings may be confusing,
just omit the location. The reader can locate the quoted material by making a word search.
“The diagnosis of autism is unlikely to be made on the basis of one examination, especially if the
child is very young.” (Humphries, 2000, Assessment, para. 4)
B.Sc Dissertation Guidebook
pg. 46
9.2
Reference listing
This section on referencing is strictly for guidance purposes only and is a selective representation
of a mere handful of commonly encountered documents and of ways of dealing with them, using
the APA style. As such, in no way is this brief guide meant to be a substitute for detailed
consultation of the latest version of the reference manual in use, which is highly recommended.
9.2.1
Referencing: Standard form
There must be no ambiguity or lack of clarity in the reference of a document or source. The
reader must be immediately aware of:
□ The author or authors;
□ The type of publication (book, journal, etc.);
□ The name of the publication;
□ The date of the publication;
□ The place of publication and publisher; and
□ Any other relevant information (e.g. page numbers of journal articles, or whether the
source is a chapter in a book edited by someone else).
Abbreviations of journal names should be avoided. There is a list of standard abbreviations of
journal titles, but the number of journals continues to increase rapidly. The recommended
practice is to give the journal title in full.
The use of standard form requires consistent usage. Slipping in and out of the use of standard
form may confuse readers. It is common for all the facts of publication (city, publisher, and date)
to be given except in the following cases:
□ Original classical and biblical works.
□ Legal works and some public documents which usually omit all but the date.
□ Dictionaries, general encyclopaedias and atlases when it is acceptable to omit all but edition
and date.
For the place of publication, give the city. This will often be sufficient; but if the city is not well
known, or may be confused, give more information (e.g. Cambridge refers to Cambridge in
England, but Cambridge, MA must be used for Harvard University Press in the USA.) For
B.Sc Dissertation Guidebook
pg. 47
foreign cities use the English version of the name, not the foreign one. It is permissible, when
two places are shown (e.g. London and New York) to use both, but in general this is to be
avoided. Just choose one.
The last date of copyright or the last edition date (which will be the same on books still in
copyright) that is shown in the book consulted is the date that you give for that book. Reprint or
new impression dates should not be given. If no date is evident, put 'n.d.' (no date).
9.2.2
Referencing: General format
It should be noted that standard form is something that has grown through requirements and
traditions, and does not derive from a theory of referencing. Thus, standard form is what is
familiar and expected, and not necessarily what is logically the most appropriate.
In the following example a precise format is used. This format is not obligatory, but any
variations from it must be consistently followed.
Simpson, C.M. (1995). Internet for Library Media Specialists. Worthington, OH: Linworth.
Note that the above reference to the book by Simpson, contains the following elements in the
following order:
□ Surname of author.
□ Initials of first and middle names. For the B.Sc dissertation, the initial of the first name is
enough.
□ Year of publication in parentheses (If you have more than one title by the same author
published in the same year, distinguish one from the other by adding lower case letters (a, b, c,
etc.) to the year of publication (1995a) (1995b), etc.
□ Title in italics and with each key word starting with a capital letter.
□ Place of publication (Name of city. In the case of cities in the US it is customary to also name
the State in abbreviated form. In this case, the State of Ohio is abbreviated in standard fashion to
OH. A full list of American State abbreviations can be found online.
□ Publisher's name (Leave out words such as Co., Ltd., Inc., etc. Therefore, not Linworth Inc.,
but Linworth).
B.Sc Dissertation Guidebook
pg. 48
The reference below is an example of a reference to a chapter in a book edited by Fletcher and
Ovens. The name of the chapter follows the name of the chapter author; the name of the book (in
italics) follows the name of the book editor. Note that the page numbers of the chapter are given
right after the name of the book, followed by the publisher.
Attard, K. (2014). Self-Study as Professional Development: some reflections from experience.
In, T.Fletcher & A.Ovens (Eds.) Self-study in Physical Education Teacher Education:
exploring the interplay of practice and scholarship (pp.29-43). New York: Springer
The following reference provides an example of a reference to a paper published in the European
Journal of Teacher Education. Note that the title of the journal is in italics. This is followed by
the volume number and the issue number in bracked “35(2)”.
Attard, K. (2012). Public Reflection within Learning Communities: an incessant type of
professional development, European Journal of Teacher Education, 35(2), 199-211.
The following two examples constitute a reference to a paper presented at a conference and to an
unpublished research report respectively.
Garton, A.F. (1983). Children's language use in collaborative and conflict patterns of
interaction. Paper presented at Third International Conference on Social Psychology and
Language, Bristol.
Girotto, V. (1991). Children's Performance in the Selection Test: plausibility and familiarity.
Unpublished research report, Open University, U.K.
The following conventions should be used in the dissertation’s reference list:
• Entries should be single-spaced.
• Entries should be separated by double-spacing.
• The first line of each entry should start flush with the left margin.
• If the entry runs beyond one line indent the second and subsequent lines as shown in the
examples above.
• Capitals should only be used as shown. If the title has a colon, the words after the colon are not
in capitals.
• Book titles and names of journals should have each word, begin with a capital letter, and the
titles of books and names of journals should be italicised.
B.Sc Dissertation Guidebook
pg. 49
• Quotation marks should not be used for any title except to pick out words so emphasised in the
original.
• Place of publication should precede the publisher and be separated by a colon as shown.
• Following the name of a journal there should be: a comma, the volume number,, the issue
number (in brackets), and the pages covered by the article.
9.2.3
Italicising
Using the reference examples given in the preceding section, note the following conventions in
the use of italics.
• Italicise only the titles of published books or the names of journals, newspapers, etc.
• Italicise titles of unpublished dissertations or unpublished work.
9.2.4
Books
The following are examples of referencing for books, chapters in a book and conference
proceedings.
•
A book with two authors
Donelson, K. L., & Nilsen, A. P. (1997). Literature for Today's Young Adults. New York:
Longman.
•
A book with three or more authors
Cachia, C., Mifsud, C., & Sammut, P, M. (1991). The Marine Shelled Mollusca of the
MalteseIslands: part one, archaeogastropoda. Marsa: Grima.
In the text, the first citation will be Cachia, Mifsud and Sammut (1991) and subsequent citations
will be Cachia et al. (1991). Note that ‘et al.’ is not in italics.
Note that an “ampersand” (&) or “and” always precedes the last author. A sub-title, when one
exists, should be stated. It is separated from the title proper by a colon and a space, as above.
•
A chapter in an edited book
Macdonald, D. and Brooker, R. (1999). Assessment issues in a performance‐based subject: a
case of Physical Education. In P. Murphy (Ed.), Learners, Learning and Assessment.
London: Paul Chapman.
B.Sc Dissertation Guidebook
pg. 50
Note that the title of the book from which the chapter was taken is in italics. The title of the
chapter itself is not in italics.
•
A corporate author
Workers' Participation Development Centre. (1992). Annual report for the years 1990 &
1991. Msida: Malta University Press.
In the above example, the corporate author is an institute of the University of Malta. A corporate
author can also be an organisation, a body, an association, etc., but is not usually a person.
•
Editions following the first edition
Blazek, R., & Aversa, E. (1994). The Humanities: A Selective Guide to Information Sources (4th
ed.). Englewood, CO: Libraries Unlimited.
The edition statement is placed in parentheses and follows the book title, as above.
•
Conference Proceedings
Gatt, S. (2000). Science in the Primary Curriculum. In J. Giordmaina (Ed.) National Curriculum
on its way: Proceedings of a conference of the implementation of the National Curriculum
Malta. Msida: Ministry of Education, Education Division, Faculty of Education, University
of Malta.
9.2.5
Dissertations, theses and conference papers
Dissertations, theses and conference papers are referenced as follows.
Lawer, D. (1993). Libraries for the people: a comparative study of the organisation
andmanagement of public library services in Malta and Cornwall. Unpublished master's
dissertation, University of Central England, England.
Imber, A. (2003). Applicant reactions to graduate recruitment and selection. Unpublished
doctoral thesis, Monash University, Melbourne, Victoria, Australia.
Wertsch, J.V. (1980). Semiotic mechanisms in joint cognitive activity. Paper presented at joint
US‐USSR Conference on the Theory of Activity, Moscow
In the three examples above, note that the titles of the dissertation, thesis and conference paper
are in italics.
B.Sc Dissertation Guidebook
pg. 51
9.2.6
Periodicals
Examples of referencing for articles in journals, magazines and newspapers are given below.
•
Journal article in a journal paginated by volume
Du Boulay, J. (1991). Strangers and gifts: Hostility and hospitality in rural Greece. Journal of
Mediterranean Studies, 1, 37‐53.
Note that the journal title, not the article title, are in italics. The volume and page numbers are
not in italics.
•
Journal article in a journal paginated by issue
Stutte, H. (1972). Transcultural child psychiatry. Acta Paedopsychiatrica, 38(9), 229‐231.
Note that the issue number is given in parentheses, but is not in italics.
•
Magazines and Newspapers
Tonna, T. (2014, October 26). Inclusive Education in Malta. The month, p. 8.
Decelis, D. (2009, August 7). Physical Activity Levels in Malta. The week, p. 12.
Riolo, R. (2012, June 25). Developing the Social Domain through Sport and Physical Activity.
The daily, pp. 17‐18
Wood, M. (2001, December 14). Malta needs a Sport School. The Times, p 28
The first three references are fictitious, and were made up to illustrate the methods of referencing
for different types of newspapers or magazines. Moving downwards from the first to the third
reference, they exemplify references to three articles published in a monthly magazine, a weekly
magazine and a daily newspaper respectively.
9.2.7
Electronic sources
Because of the rapidly changing environment within which electronic sources originate, it is
expected that their citation and referencing will continue to evolve with the emerging
technologies. If one is using APA style for the References section, the following basic
information should be included where available:
□ The author/editor's last name and first initial (if known);
□ The date (Year, Month Day) "published" in parentheses: include as much of the date as is
available, and use (n.d.) when no electronic publication date is available;
B.Sc Dissertation Guidebook
pg. 52
□ The full title of the work, paper or article;
□ The title of the complete work in italics;
□ The edition of the work in parentheses if relevant; and
□ The date of retrieval (i.e. when accessed) and internet source (i.e. the exact URL address).
Bohm, D. (1990). Meaning, Purpose and Exploration in Dialogue. Available online at
http://www.muc.de/~heuvel/dialogue/dialogue_exploration.html Accessed on 26th
February 2002.
Cooper, K., & McNab, S. (2002). Aesthetic Dissonance: fear and courage in questioning.
Available online at http://educ.queensu.ca/~russellt/sstep4/volume1.pdf Accessed on 2nd
June 2003.
Fernandes, L., (2002). Improving Science Education through Reflection. Available online at
http://educ.queensu.ca/~russellt/sstep4/volume1.pdf Accessed on 2nd June 2003.
Sparks, D. (2002). Taking Personal Responsibility for Professional Development that Improves
Student Learning. Available online at http://www.nsdc.org/educatorindex.htm Accessed on
12th December 2002.
9.3
The Reference List of a dissertation
The Reference List should only contain a list of those works cited in the text. If a work has been
consulted but not cited, it should not form part of the reference list.
The presentation of Reference Lists must consistently follow one of the standard forms or
accepted methods. Authors, books and journals must be listed accurately in the correct form.
Names of authors, books and journals must only be listed if the material has been read. Errors
will always lead to the suspicion that the student has not in fact consulted this source at all.
9.3.1
Common errors
Common errors in spelling and referencing in the Reference List are often referred to the student
for correction following the examination of the dissertation. Word processing has a convenient
spell check facility; however, this does not detect all typing errors (e.g. from instead of form), or
misspelling of surnames.
B.Sc Dissertation Guidebook
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Spelling must be in British and not in American. For example (e.g. color [American] vs. colour
[British]). At the Institute of Physical Education and Sport, British spelling is stongly suggested.
It is wise to conform to British English for the purpose of the dissertation. There are common
errors of usage for words, such as: affect-effect; data-date-datum; except-accept; homogeneoushomogenous; it’s-its; practice-practise; one’s-ones; and advice-advise.
The following are common errors that are often found in Reference Lists:
□ Incorrect order of items in entry;
□ Incorrect spelling of authors and titles;
□ Listing of books not referred to in the main dissertation text.
□ Omitting the title of a paper in a journal, or the name of the journal, or other detail;
□ Incorrect indication of the volume number and page number of journal articles;
□ Using abbreviations and not full titles of journals;
□ Generally inconsistent use of standard form.
9.3.2
Example of a Reference List
The specimen excerpt of a Reference List which follows should be studied carefully. Particular
attention should be paid to the setting out and details. The following points must always be
observed:
□ Capital letters must only be used as illustrated.
□ Each entry must be single-spaced.
□ Double-spacing must be used between entries.
□ Entries must be in strict alphabetical order.
□ Note how the eight entries for Wertsch and others are listed. The alphabetical order of the
second authors must be followed.
□ Note that the 1985 entries for Wertsch are listed in the order they have appeared in the text.
□ Titles of journal articles must be consistently shown in full.
□ Dates, volume numbers and pages must be shown consistently.
B.Sc Dissertation Guidebook
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□ The use of commas, colons and full-stops must also be consistent throughout.
Note: The reference system presented on the following pages is a model students are advised to
adopt.
Manguel, A., & Stephenson, C. (1996). Dangerous Subjects. Index on Censorship Lost Words:
the
stories
they
wouldn't
let
you
read.
Available
online
at
http://www.oneworld.org/index_oc/issue696/intro.html Accessed on 7th August 1996.
Warren‐Leubecker, A., & Bohannon, J.N. (1982). The effects of expectation and feedback on
speech to foreigners. Journal of Psycholinguistic Research, 11, 207‐215.
Wellman, H.M. (1990). The Child's Theory of Mind. Cambridge, MA: Bradford
Wells, C.G. (1985). Language Development in the Preschool Years. Cambridge: Cambridge
University Press.
Wells, C.G. (1987). The Meaning Makers. London: Hodder and Stoughton.
Wertsch, J.V. (1980). Semiotic mechanisms in joint cognitive activity. Paper presented at joint
US‐USSR Conference on the Theory of Activity Moscow.
Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. In B.
Rogoff & J.V. Wertsch (Eds.), Children's Learning in the `Zone of Proximal
Development` (pp. 28-44). San Francisco: Jossey Bass.
Wertsch, J.V. (1985a). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard
University Press.
Wertsch, J.V. (1985b). Adult‐child interaction as a source of self‐regulation in children. In S.R.
Yussen (Ed.), The Growth of Reflection in Children (pp.7-23). New York: Academic
Press.
Wertsch, J.V., McNamee, G.D., McLane, J.B., & Budwig, N.A. (1980). The adult‐child dyad as
a problem‐solving system. Child Development, 51, 1215‐1221.
Wertsch, J.V., Minick, N., & Arns, F. (1984). The creation of context in joint problem
solving. In B. Rogoff & J. Lave (Eds.), Everyday Cognition: Its Development in Social
Context (pp.126-155). Cambridge, MA: Harvard University Press
Wertsch, J.V., & Rogoff, B. (1980). Editor's notes. In B. Rogoff & J.V. Wertsch (Eds.),
Children's Learning in the `Zone of Proximal Development' (pp.250-251). San Francisco:
Jossey Bass.
B.Sc Dissertation Guidebook
pg. 55
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