Approved by Academic Council - 6th October 2017 Page 1 of 42
LIT Final Year Project (FYP) Guide
Honours Baccalaureate Level (8)
October 2017 – October 2020
Approved by Academic Council - 6th October 2017 Page 2 of 42
Document Control Record
Quality Assurance Handbook Volume 4:
Academic Regulations, Policies & Procedures
LIT Final Year Project Guide Honours Baccalaureate Level (8)
Identification No:
Item 4.8
Version No:
2.0
Document Owner:
Academic Council (Sub-Committee on Academic Quality)
Document Status:
Approved
Page 2 of 42 Language:
English
(Ireland)
Date of Approval Academic Council:
6th October 2017
Date of Approval Governing Body:
12th December 2017
Document Type:
Internal Regulations
Contact/Creator:
Vice President of Academic Affairs and Registrar
Revision History
Revision No.
Date Comments
1.0
13th May 2015
Approved by Academic Council for one year.
2.0
6th October 2017
Approved by Academic Council
Approved by Academic Council - 6th October 2017 Page 3 of 42
Table of Contents
LIST OF FIGURES ................................................................................................................................. 5
1 OBJECTIVE OF THIS GUIDE ........................................................................................................ 6
WHAT IS THE FINAL YEAR PROJECT (FYP)? ............................................................................... 6
THE SUPERVISION PROCESS...................................................................................................... 6
THE ROLE OF THE SUPERVISOR ................................................................................................. 7
THE ROLE OF THE STUDENT....................................................................................................... 7
FYP SUPPORT (LSU) ................................................................................................................ 8
2 GETTING STARTED – SELECTING A TOPIC & FINDING AND USING INFORMATION .......... 9
INFORMATION LITERACY............................................................................................................. 9
SELECTING A TOPIC FOR INVESTIGATION .................................................................................... 9
SOURCES............................................................................................................................. ... 10
QUALITY OF SOURCES ............................................................................................................. 11
READING................................................................................................................................. 11
2.5.1 How to Read Effectively ................................................................................................ 12
GETTING STARTED WITH THE WRITING ..................................................................................... 12
USING PARAGRAPHS FOR EFFECTIVELY STRUCTURING ARGUMENTS ......................................... 12
WRITING STYLE, PUNCTUATION AND PRESENTATION ................................................................. 13
2.8.1 Style .............................................................................................................................. 14
2.8.2 Punctuation ................................................................................................................... 14
2.8.3 Formatting ..................................................................................................................... 14
3 AN INDICATIVE OVERALL STRUCTURE OF THE FINAL YEAR PROJECT ........................... 16
ABSTRACT............................................................................................................................. .. 16
THE INTRODUCTION ................................................................................................................. 16
THE LITERATURE REVIEW ........................................................................................................ 17
METHODOLOGY-DECIDING ON AN APPROACH............................................................................ 19
3.4.1 The Methodology Section ............................................................................................. 19
3.4.2 Methods: Good Practice and Ethical Concerns ............................................................ 19
DESIGN & IMPLEMENTATION ..................................................................................................... 20
ANALYSIS & DISCUSSION ......................................................................................................... 21
PRESENTING DATA .................................................................................................................. 22
CONCLUSION........................................................................................................................... 23
4 REFERENCING, CITATIONS & PLAGIARISM ........................................................................... 24
REFERENCING & PLAGIARISM................................................................................................... 24
PLAGIARISM ............................................................................................................................ 24
THE HARVARD REFERENCING STYLE ........................................................................................ 24
USING SOURCES ..................................................................................................................... 25
4.4.1 Quoting Directly ............................................................................................................. 25
4.4.2 Paraphrasing or Indirect Quotation ............................................................................... 26
4.4.3 Quotation Marks ............................................................................................................ 26
4.4.4 Common Knowledge ..................................................................................................... 27
COMPILING A REFERENCE LIST ................................................................................................ 27
4.5.1 Referencing a Book ....................................................................................................... 27
4.5.2 Referencing a Chapter in a Book .................................................................................. 27
4.5.3 Referencing a Journal Article ........................................................................................ 27
4.5.4 Referencing an Online Journal Article .......................................................................... 27
4.5.5 Referencing a Webpage ............................................................................................... 28
REFERENCING TOOLS .............................................................................................................. 28
Approved by Academic Council - 6th October 2017 Page 4 of 42
5 PRESENTATION OF THE FINAL SUBMISSION ........................................................................ 29
LAYOUT OF THE FINAL DOCUMENT ........................................................................................... 29
5.1.1 The Title Page ............................................................................................................... 29
5.1.2 Acknowledgements ....................................................................................................... 29
5.1.3 List of Tables ................................................................................................................. 29
5.1.4 List of Illustrations.......................................................................................................... 30
5.1.5 Spacing & Font Size...................................................................................................... 30
5.1.6 Pagination (Numbering) ................................................................................................ 30
6 FINAL WORDS OF ADVICE ON THE TITLE .............................................................................. 31
APPENDIX A - THE MICROSOFT WORD REFERENCING TOOL: HARVARD STYLE ................... 32
APPENDIX B – ENDNOTE QUICK REFERENCING GUIDE .............................................................. 34
APPENDIX C – SAMPLE TITLE PAGE ............................................................................................... 37
APPENDIX D – CHECKLIST RELATING TO GOOD OR BAD PROJECT ........................................ 38
APPENDIX E - LIST OF USEFUL SOURCES ..................................................................................... 39
WORKS CITED..................................................................................................................................... 41
Approved by Academic Council - 6th October 2017 Page 5 of 42
List of Figures
Figure 1 Student’s responsibilities with regard to meetings with the supervisor..................... 8
Figure 2 Strategies for getting started ................................................................................. 10
Figure 3 Examples of Primary and Secondary sources based on Thomas (2013, p. 58-59) 11
Figure 4 Example of an effective paragraph structure based on Murray (2006, p. 159) ....... 13
Figure 5 Sample of a generic structure ............................................................................... 16
Figure 6 Suggested approach to the Literature Review ....................................................... 18
Figure 7 Language for Discussing adapted from Thomas (2009, p. 228) ............................ 22
Figure 8 Adapted from Collis, J. & Hussey, R. (2014) Business Research: a practical guide for
undergraduate and postgraduate students 4th ed. .............................................................. 38
Approved by Academic Council - 6th October 2017 Page 6 of 42
1 Objective of this Guide
The purpose of this guide is to provide information and guidance on writing a Final Year Project
(FYP). The information contained in this guide is general in nature. For more detailed
information on the specific requirements and subject-specific learning outcomes for your
course of study you will need to consult program specific material. This guide gives a broad
overview of the dominant modes of delivery, general principles of good practice and guidelines
on possible approaches. The information is not intended to be interpreted as ‘hard and fast’
rules, but to help you to find a suitable approach. Different disciplines adhere to different
conventions and these will help determine the nature of the final study.
What is the Final Year Project (FYP)?
You may hear the FYP referred to as a thesis, a dissertation, a research report or an extended
essay. The FYP refers to a student driven, small scale, research-based project, which is
conducted in the final year of study in preparation for the Bachelor’s degree level 8. The FYP
is designed to allow you to:
conduct research independently and under supervision with defined time and resource
boundaries
negotiate and take responsibility for managing personal learning
set goals, manage workloads and meet deadlines
benefit from the critical judgement of others
use advanced methods to source, interpret and apply appropriate and referenced
literature and other information sources
demonstrate an understanding of the theory, concepts and methods pertaining to a field
(or fields) of learning
demonstrate an ability to analyse, synthesise, summarise and critically judge material
demonstrate the necessary critical framework for a comprehensive understanding of
your field of study
reflect on your own practices
articulate reasoned argument through reflection, review and evaluation
articulate ideas and information clearly, in written, visual and/or oral forms
communicate effectively within the particular field of study and to external audiences.
The Supervision Process
At the beginning of the FYP module, students are assigned a supervisor who will help guide
them through the process. Guidance happens within the context of timetabled meetings or
tutorials. The meeting or tutorial is an essential element of the FYP process providing a
structured and supportive environment from which the student can develop their skills and
competencies, synthesise prior learning and reflect on their own learning.
Approved by Academic Council - 6th October 2017 Page 7 of 42
The Role of the Supervisor
The primary role of the supervisor is to:
advise you on the FYP process giving information on the main objectives, technical
requirements and conventions which are specific to your course of study
clarify expectations in terms of the student, supervisor and the program of study
develop the student’s ability to identify an area of investigation and formulate an
academically acceptable project
ensure that the project is feasible in scope and ethics - identifying potential limitations
identify alternative directions in which the topic might be approached
encourage a systematic approach to planning, organisation and time management
give constructive and positive feedback
help to identify appropriate research methodologies
read draft sections of the FYP and give feedback
approve any student request that is directed to external organisations
advise students with respect to the use of citation systems
provide motivation and encouragement
Please be mindful of the fact that the FYP is first and foremost the student’s responsibility. The
ability to effectively source appropriate material is one of the key skills which the student must
develop as part of the FYP experience. While supervisors may suggest reading, it is not the
responsibility of the supervisor to provide reading lists. It is also not the supervisor’s
responsibility to correct your spelling or grammar.
Please note that supervisors are not in a position to give students any indication of final marks
for FYP. Marks may not be disclosed until after completion of the examination process.
The Role of the Student
The FYP is a student driven learning experience aimed at developing the student as an
autonomous learner. With this in mind there are certain expectations with regard to the
student’s role in the supervision process. There is a strong onus on the student to ensure the
effectiveness of the tutorial or meeting.
Students are expected to conduct themselves in a professional manner and are required to:
attend meetings as arranged in consultation with your supervisor
prepare for meeting by determining an agenda
identify key issues which need to be addressed during the meeting
prepare for meetings by organising and reading material
collaborate with their supervisor to evolve a plan of work and to set realistic milestones
for the project
set targets in collaboration with the supervisor
meet goals and targets
Approved by Academic Council - 6th October 2017 Page 8 of 42
Attend the meeting
Read material in advance
Identify important issues to be discussed
Complete agreed tasks
Agree goals and tagets to be achieved
before the next meeting
Figure 1 Student’s responsibilities with regard to meetings with the supervisor
FYP Support (LSU) www.lit.ie/LearningSupport
If a student requires additional support for their FYP, the student may apply to the Learning Support Unit.
Students apply for tuition by filling in an application form available from the Receptions at all campuses or at www.lit.ie/learningSupport. Learning support tuition is based on active learning with the student leading the process. Service is available to registered students, without payment for up to four hours.
How to apply for Learning Support:
Fill in an LSU Support Request Form as soon as you feel you need help.
Forms are available at Main Reception in all campuses or at the LSU
You may apply online on the Intranet – http://www.lit.ie/LearningSupport
Email [email protected] for a form
Email: [email protected] Telephone: 061 293147
The student will receive an email introduction to a Learning Support tutor and may make arrangements to meet up at a suitable time.
Approved by Academic Council - 6th October 2017 Page 9 of 42
2 Getting Started – Selecting a Topic & Finding and Using Information
Information Literacy
As part of the FYP process you should actively endeavour to improve your skills in the area of
information literacy. ‘Information literacy is knowing when and why you need information,
where to find it, and how to evaluate, use and communicate it in an ethical manner’ (CILIP,
2014). Improving your skills in this area will most definitely contribute to your academic
success.
An information literate student is able to:
understand the need to use information and define the research topic
identify the range of information resources available
locate and access information using different library collections
use search tools to locate relevant information by applying effective search strategies
identify and use subject specific library databases
use information independently and critically
locate and evaluate quality information on the web
cite information and use it in a responsible and ethical manner
The library offers information skills training to students throughout the academic year.
Students are advised to familiarise themselves with resources, databases and facilities
available through the library services.
Selecting a Topic for Investigation
Students often find it difficult to identify a topic for investigation. At undergraduate level you
are not expected to come up with entirely new knowledge but it is important that your
approach to a topic is somewhat fresh. It is also important to find a topic which is of interest to
you. Your interest and curiosity about the subject will help to sustain your enquiry. Some
topics have been written about so much that it is difficult to do anything but represent other
people’s work. These types of topics are best avoided.
A typical mistake students make is identifying a topic for which they do not have the expertise
or the resources to deal with adequately. Another typical error is to define an area of
investigation too broadly. Endeavour to be extremely specific in your language when you are
phrasing your topic. A good test is to imagine asking somebody else to write on your topic as
you have defined it. If they will not be able to understand from your title the exact nature of
your intended investigation then you will probably need to refine your topic using more specific
terms. Some general guidelines when selecting a topic for investigation include making sure
that:
the question is not too broad and general
the kind of question you pose is answerable given the resources at your disposal
Approved by Academic Council - 6th October 2017 Page 10 of 41
there is sufficient information and literature available on the topic.
Your initial meeting with your supervisor will involve teasing out the feasibility of your proposal.
Figure 2 identifies some strategies for getting started.
Aim to be focused and specific rather
than broad and vague
Narrow the context focus on particular examples, cases, time periods or
locations
Settle on a provisional question and identify two or
three key aims of the project
Define your main concepts and
compile a list of search terms, looking for alterntive terms
Determine if there is a sound literature
base to support your investigation
Lay down a provisional structure, deciding on key areas of enquiry
Figure 2 Strategies for getting started
Sources
Approved by Academic Council - 6th October 2017 Page 11 of 41
During the course of your study you are likely to use a range of different material. Sources
can be divided into primary and secondary as outlined in Figure 2.1.
Primary Sources Secondary Sources
•autobiographies
•diaries
•government documents and statistics
•letters and correspondences (including email)
•photographs, visual artefacts, audio or video recordings
•reports from commercially produces surveys or other research (e.g. using focus groups)
•speeches
•technical reports
•Interviews
•Surveys
•Questionaires
•biographies
•dictionaries and encyclopedias
•review articles
•textbooks
•journals
Figure 3 Examples of Primary and Secondary sources based on Thomas (2013, p. 58-59)
Quality of Sources
Not all sources are created equal. You will significantly improve the standard of your work if
you pay attention to the quality of the information which you select to form the basis of your
enquiry. Examiners are looking to see scope and depth of research. Make a point of
consulting good quality authoritative sources - for example rather than using Google, use
Summon, LIT Library online databases and Google Scholar. Ensure that the information you
use has an identifiable author. Anonymous sources from the web are not likely to be
considered authoritative sources. Aim to consult publications from peer reviewed journals,
national or international reports, university presses or other reputable publishing companies.
A peer reviewed article is an academic article which appears in a scholarly journal. The article
has been reviewed by experts in the field and has been deemed of a sufficient standard to be
worthy of publication.
When sourcing information be aware of context. Ask questions as to where and when this
research was undertaken. A piece of research which was conducted in the 1970s in the US
may be out-dated and may not be relevant in a contemporary Irish context. While some older
studies may contribute to understanding within a field, it is wise to also look for the most
current thinking and writing on the subject.
Reading
Approved by Academic Council - 6th October 2017 Page 12 of 41
You will need to do some initial reading to sensitise yourself to the subject, however it is a
mistake to think that you need to read everything before you start writing. In fact sometimes
students can become so absorbed in the reading that they find it difficult to start writing. Do
not feel that you need to read everything before you can start. The writing should drive the
reading. As you write you will figure out where the gaps are in your knowledge and your
reading will become more focused.
2.5.1 How to Read Effectively
Sometimes it can be difficult to penetrate a text. The key to getting the most out of your
sources is being able to develop effective reading skills. Read actively.
Read abstracts of articles to decide if they are relevant to your topic
Skim and scan the article to get an overall feel for the structure of the argument, paying
attention to headings.
Using a highlighter and a pen make notes, taking one paragraph at a time.
Sum up the key point in each paragraph.
Look for patterns of ideas across the articles you read
Highlight difficult language and unpack terminology
Identify the writer’s agenda and underlying values
Getting Started with the Writing
A blank page can be very daunting but it is vital that you start writing from the very beginning.
Set daily or weekly goals so that you do a little often rather than binge writing. It is very
difficult to build up the momentum to start again after a long break. It is better to set aside
discrete time every day when you do some writing. By writing little and often you allow
yourself more time to critically reflect on your work. Try not to be precious about the initial
writing, aim to get words down on paper. Writing tends to flow more freely once you have
something written. These initial words may not appear in the final draft but they will serve their
purpose if they get you going.
A good place to start is by mapping out the overall structure of your project. Identify the key
headings and then make bullet points under each of these headings. These bullet points can
be worked up into paragraphs. It is important to have a solid underlying structure upon which
to hang your ideas.
Using Paragraphs for Effectively Structuring Arguments
Being able to use paragraphs effectively will significantly strengthen the quality of your work.
A paragraph is a stylistic tool which allows you to structure your discussion. A common error
for students is to randomly press the return key and begin on a new line for no good reason.
Paragraphs should not be too short as too many short paragraphs makes for a disjointed
structure. The main thing to keep in mind is that all paragraphs have a coherent purpose. A
Approved by Academic Council - 6th October 2017 Page 13 of 41
1
2
4
properly functioning paragraph is a device which allows the reader to consider one main
unified idea.
The first line or so of the paragraph should give the reader a clear indication of the issue about
to be discussed and should clearly signpost the direction of the argument. You should be able
to go through your document and summarise each paragraph into a key sentence.
The following are rules for formatting paragraphs:
If you are indenting your paragraphs start the next paragraph on the line immediately
below. (This method is now thought to be old-fashioned)
If you are not indenting your paragraphs, press return once and start the next paragraph
Be consistent when formatting your text. The quality of your text is compromised if the
formatting keeps changing from indented to not indented.
•Topic sentence-The first line should be a
signpost which indicates the topic
of the paragraph
•Elaborate/Define
your terms- what do you mean.....
3 •Give an example
•Say how your
example makes the point in your topic
sentence
Figure 4 Example of an effective paragraph structure based on Murray (2006, p. 159)
Writing style, Punctuation and Presentation
For most academic work you will be required to adopt a style which demonstrates rhetorical
neutrality. In some circumstances and in some disciplines a more personal voice may be
appropriate but for the most part it is advisable to keep some critical distance. Often students
adopt a style which is too journalistic and opinionated. Rather than aiming to give the reader
unsupported personal opinion aim to give the reader considered critical evaluation based on
close and detailed analyses of the evidence, data, literature or theories with which you are
working. Support your position with reference to the research of others. The examiners will
be able to determine your ability to think independently by evaluating the way in which you
have been able to analyse and critique your sources. The following advice is based on
addressing frequent errors which appear in student work.
Approved by Academic Council - 6th October 2017 Page 14 of 41
2.8.1 Style
Aim for a neutral, critical voice
Avoid styles which are journalistic, personal or overly opinionated
Avoid introducing your ideas by saying ‘in my opinion’ or ‘I think’. Instead identify the key
issues at stake or the questions raised and discuss with reference to good academic
sources
Do not talk of a generalised ‘we’ in ‘our’ world
Stay away from general claims about the nature of existence full stop
Do not use abbreviated forms such as ‘don’t’ or ‘can’t’, these are too informal
Anchor your opinions to the writings of others
Do not ask lots and lots of rhetorical questions. Rather than saying ‘I wonder why?’ and
leaving the question hanging in the air, it is better to say for example ‘this raises a
number of issues,’ and then attempt to indicate how these issues might be addressed
Communicate for clarity- often students attempt to impress examiners with complicated
sentence structures and unnecessary verbiage.
If the sentence is too long and complicated then it has become a ‘snake.’ The meaning
will get lost and the reader will have to work too hard to figure out what you are trying to
say. Shorten sentences when they become too unwieldy
Keep it simple, effective and clear
2.8.2 Punctuation
‘It’s’ (with an apostrophe) should not appear anywhere in your document. ‘It’s’ is short for
‘it is’ as such it is an abbreviated form and should not be there.
‘Its’ (with no apostrophe) refers to a property or quality of something (its colour, shape
etc.) It is grammatically similar to mine, yours, his, hers, theirs none of which take an
apostrophe
One space after a comma, two spaces after a full stop
2.8.3 Formatting
Do not cut and paste chunks of texts from other documents into yours- if you do the font
size, type, and word spacing may change and totally disrupt the integrity of your work-
examiners who see this happening in the text will begin to suspect plagiarism
The document should be double-line spaced, in size 12 font. Some areas will require
you to use a specific font type, you should check this with your supervisor
Formatting of paragraphs should be consistent.
Short quotes remain in the main body of the text, no italics, with quotation marks
Long quotes (more than 30 words) are separated out from the main body of the text,
reduce font, no quotation marks, single-line spaced, indented. Citation appears
underneath right side justified- Author, year and page number Remember to ‘back-up’ your work regularly saving it to a number of locations. Make sure that
the auto-save function is set up so that it saves versions of your work every few minutes as
you work.
Approved by Academic Council - 6th October 2017 Page 15 of 41
Finally when you work closely with a document for any length of time it becomes increasingly
difficult to spot errors. Therefore it is most important that you ask somebody to proof read
your work for spelling, punctuation and grammar.
Approved by Academic Council - 6th October 2017 Page 16 of 41
3 An Indicative Overall Structure of the Final Year Project
Some disciplines will use a generic structure but others may have a specifically defined
structure. The following is a general standard example of a generic structure, which is used in
the sciences and some humanities subjects. The following sections describe each element of
the generic structure.
Introduction
Literature Review Methodology
Design/Implementation/Fieldwork/Findings/Results
Analysis and Discussion
Conclusion & Recommendation(s)
Figure 5 Sample of a generic structure
Abstract
An abstract is a concise synopsis of your work which may contain crucial yet brief information
about the scope, purpose and content of the project. The abstract will contain key words
which form the basis of your argument. The purpose of the abstract is to allow a reader to
decide quickly whether your project is of interest. It prepares those who wish to read it for what
is to come. Normally the abstract will be written upon completion of the project/paper.
Generally abstracts can range between 50 to 200 words. Word length of abstracts may vary
depending on your discipline. Check with your supervisor to determine the requirement in
your course of study.
The Introduction
The introduction should be written after completion of the project. Do not write the introduction
as though you do not know what is going to be done. Do not use phrases like ‘I hope to’, ‘I am
going to’ in the introduction. It is better to say ‘this project looked into….’, ‘this project
investigated….’ The introduction is intended to frame the project for the reader. It can be
used to discuss the rationale for the project, the context or situation examined, the aims of the
project and it can justify your research question. The introduction can also be a good place to
‘unpack’ terminology. It is a good idea to define difficult language from the outset drawing on
Approved by Academic Council - 6th October 2017 Page 17 of 41
academic sources to support your definition. The purpose of the introduction is to frame the
reader’s reading providing a road map to your study.
The Literature Review
While not all FYPs will have a discrete or separate literature review section, all FYPs will
involve a review of literature. A review of literature is performed in order to ascertain the key
debates and issues pertaining to your chosen topic. By reviewing the most up-to-date
literature it is possible to identify gaps in our knowledge of particular fields. Also you should
look to the ‘key’ or seminal texts which inform the area of inquiry. The following are important
considerations with regard to the literature review.
The literature review should draw on good quality, academic sources which have
identifiable authors
When discussing sources it is important to be aware of the ‘context’ of the research you
are examining. In other words you need to be aware of where, when and why the
literature was produced.
Broadly speaking there are two approaches to the literature review, ‘author by author’ or
‘theme by theme.’ It is generally agreed that theme by theme can make for a more critically
engaging argument. Hold the research that you examine to account identifying themes,
dilemmas, inconsistencies, validity or credibility. You may critique the works from a particular
perspective bringing a theoretical lens to bear on your analysis. For example if you are in
social sciences or humanities you may look at the texts from a feminist or social justice point
of view. The important thing is that the literature review builds a picture of the area being
researched. Figure 3.2 is an outline on how to approach the literature review.
Approved by Academic Council - 6th October 2017 Page 18 of 41
Identify
the topic •What is it about?
Engage the reader
•State the relevance of the topic. Why do we need to know the research
Identify the
research
Synthesis
• Identify the research which is being evalutated
• How did you delimit the search in order to decide what wasn't needed
Critique
•Look for patterns, themes across the material
•Identify differences of approach or opinion
•Evaluate the quality of the research
•Determine the trustworthiness of the data
•Hold the research to account
Conclusion
•Summarise
•Make
Exposition
•Interpret for the reader •Discuss the theoretical constructs
•Where are the gaps in the research?
recommendations for futher research
Figure 6 Suggested approach to the Literature Review
Approved by Academic Council - 6th October 2017 Page 19 of 41
Methodology-Deciding on an Approach
The type of approach you adopt will be dictated by your area of study and the kind of question
that you have formulated. It is important to be realistic about what can be achieved during the
timescale of the module. At the same time you ought to be ambitious and realise that
undergraduates have, over the years, produced very interesting and valuable work.
Generally, research can fall into two main categories; quantitative research, which is research
using numbers and qualitative research, which investigates stories, perspectives and
situations. The type of research you elect to do will influence the choice of methods.
Somebody conducting quantitative research might conduct surveys to gather numerical data
whereas somebody conducting a qualitative study might elect to use unstructured interviews
or focus groups in order to access lived experiences. These different ways of gathering
information are referred to as methods. It is important to note that qualitative research does
not strive to be generalizable (true for everyone, everywhere), the truth it discovers is true of
the particular context being investigated.
Not every project will fit neatly into the definitions given above. Some researchers will use a
mixed methods approach while researchers in cultural studies and the liberal arts for example
can be heavily informed by theory. Quite often students working in these areas will engage in
the close and careful analysis of texts, cultural artefacts or a broad range of cultural
phenomena.
3.4.1 The Methodology Section
Methodology means a discussion of methods. Some projects will require a discrete or
dedicated section which deals with methodology. What you need to do in the methodology
section is to identify your approach to research and discuss the rationale which informs your
choice of methods. You will need to explain why the particular methods selected are
appropriate to your investigation. You will also need to discuss the ways in which you ensure
that the methods used are valid and reliable. Each method of gathering information or data
has its own protocol in terms of ethicality and best practice. For example there are a whole
range of guidelines with regard to the best way to conduct interviews. If you are thinking of
using a particular method then you will need to do some research and consult with your
supervisor regarding best practice.
3.4.2 Methods: Good Practice and Ethical Concerns
During the course of your study you may wish to administer questionnaires or surveys or
conduct interviews. You must consult with your supervisor with regard to good practice and
ethical issues which are likely to arise as a result of your study. All questionnaires and
surveys must be presented to your supervisor for approval before being administered.
In the case of interviews it is imperative that you are totally explicit with the interviewee with
regard to the nature of your study. The information given by an interviewee is a ‘gift’ and as
such you must treat the interviewee with the upmost courtesy and respect. The following are
guidelines of good practice for interviews:
Approved by Academic Council - 6th October 2017 Page 20 of 41
You must be professional, punctual, courteous and considerate in all your dealings with
interviewees
You must plan your interview so that you are not wasting people’s time
You must present the interviewee with a written document which identifies
o the nature and purpose of your study
o the context in which the interview data may be accessed (e.g. library, online,
published)
o the steps you are taking to securely store and/or dispose of the data
You must attain written consent from the interviewee
The interviewee may withdraw their consent at any time, no questions asked. If this
happens you must accept their decision with grace.
Once permission has been withdrawn you must not use any information you may have
gained up to that point
You must establish in writing whether or not you are at liberty to reveal the interviewee’s
identity
If the interviewee requests anonymity you must use a pseudonym and be vigilant not to
reveal any information in your study which might reveal the identity of the individual
Following the interview you must prepare a written account of the interview and send
this to the interviewee for approval. It is entirely possible that you could misapprehend
or misrepresent a person’s opinion. It is important to give the interviewee an opportunity
to redress any inaccuracies in your account.
If you are recording the interview you must gain the interviewee’s consent in writing in
advance.
If you are proposing to deal with children or vulnerable adults then you need to be extremely
vigilant with regard to the ethical implications of your study. Research of this kind must be
carefully reviewed by your supervisor and must not be undertaken without approval.
Finally when dealing with individuals outside of the Institute, it is most important that you do
not put your own safety at risk. If you are arranging to meet an individual off campus ensure
that you take steps to ensure your personal safety by meeting in a safe location.
Design & Implementation
This section will very much depend on the kind of project you have undertaken. In projects
which have an ‘action research’ or ‘practice-led’ element, this section is where you give
information about the context and implementation of the study answering questions such as:
What the study looked at?
Why was it important to look at this?
How was the study organised?
Who was involved?
Where did it happen/under what set of circumstances did it take place?
What were the constraints/limitations?
Approved by Academic Council - 6th October 2017 Page 21 of 41
It is important not to be overly tedious in this section and aim for clarity and coherence.
Analysis & Discussion
Your discussion section should commence by reiterating the aims of the study and by stating
the most significant findings or observations. Identify a number of key themes which have
emerged and use these as headings around which you can frame your discussion.
Remember to link back to your stated aims. You should relate your observations to relevant
literature in order to support the points that you make. Effective critical discussion moves
beyond description. As such your focus should be on ‘what things might mean’ and not on
what things are. Ask questions about what contributed to things being the way they are. The
objective here is to provide an analysis, interpretation and evaluation of data, findings,
theories etc. It is perhaps useful to consider the difference between ‘evaluating’ and
‘analysing.’
To ‘evaluate’ is to ascertain the value of something and to judge or assess its worth
To ‘analyse’ is to examine something in detail in order to discover its meaning
(Gray & Malins, 2004, p. 131)
Critically reflective writing will go beyond description and will identify and evaluate the issues
which lead to the outcome. A critical discussion is structured, focused and purposeful and
framed around clearly identified aims or themes. The piece will present more than one
viewpoint and will weigh up the merits and drawbacks of various positions. A critical writer will
look to clearly define terms exploring deeper or alternative interpretations of theories and
terms.
Approved by Academic Council - 6th October 2017 Page 22 of 41
recap, summarise, revisit, reiterate
develop, redevelop, formulate,
reformulate, deduce, speculate, construe, conclude, conjecture, guess,
hypothesis
explore, investigate, examine, illuminate,
look at, research into
contradict, disagree with, oppose, deny, challenge, conflict
ask, posit, argue, suggest, assume, put
forward, nots, highlight, draw
attention to, believe, assess
affirm, agree, verify, legitimate, validate,
support, confirm, uphold, sustain,
corroberate, endorse
disclose, reveal, uncover, suggest
that, point to
Figure 7 Language for Discussing adapted from Thomas (2009, p. 228)
Presenting Data
If you have a lot of data and information to present, consider using charts, flow charts or
tables. Be selective and include the most indicative examples moving other evidence which
you may have gathered or collated to the appendices at the back of the document.
Consider the best way to present your data. It is a good idea to do some research on the
most effective ways to present different kinds of data.
The same rule should be applied to presenting evidence from interviews. Do not attempt to
reproduce the entire interview within the text. Include a transcript in the appendices, selecting
out quotations for discussion which have afforded insight into your topic.
Approved by Academic Council - 6th October 2017 Page 23 of 41
If you are including imagery in your discussion then it is important to label and annotate the
images so that the reader knows what they are looking at. Do not include images which are
not discussed. If you have a lot of information of this kind you can present it in a visual
appendix selecting out the best examples for discussion. You must include citation
information for images which you have sourced from the web or publications.
Refer to Appendix E for a list of sources which provide more extensive guidance on how to
manage, present and interpret data.
Conclusion
The conclusion is a vital component of your FYP and should be given careful consideration. It
is useful to see the conclusion as a finding not an ending. This is where you step back from
the work and evaluate the broader implications of what you have discovered. The conclusion
should not be a list of what was done rather you should go through the whole project pulling
out the most interesting points. Take some time to synthesize these points into a discussion
and ask yourself ‘having examined this in detail what is the significance of what has been
done?’ Acknowledge the limitations of your study. Finally indicate any possible implications for
future study in the area.
Approved by Academic Council - 6th October 2017 Page 24 of 41
4 Referencing, Citations & Plagiarism
Students are advised that all FYPs are submitted to Turnitin. Turnitin is anti-plagiarism
software that checks your work to ensure that you are not representing the ideas of others as
your own.
Referencing & Plagiarism
It is standard practice at third-level to include references in all of your assignments.
Referencing acknowledges the sources you have used. It shows that you have read around
your subject area and protects you from any charges of copying or plagiarism. It is perfectly
acceptable to incorporate the writings of others into your work but you must make it absolutely
clear where your ideas begin and where their ideas end.
Failure to properly acknowledge the words and ideas of others, amounts to plagiarism.
Plagiarism
Plagiarism is the use of any published or unpublished work without proper acknowledgement. It
has been described as ‘passing off someone else's work, whether intentionally or
unintentionally, as your own for your own benefit.’ (Carroll 2002 p. 9). As a general principle, if
you quote or paraphrase the work of another person, you must give the author credit for it. If
not, you may be accused of plagiarising the work of others and of misleading others about the
origin of your ideas. Plagiarism is intellectual theft and falls under the Institute’s regulations
regarding cheating. Please refer to the Academic Council Regulations & Procedures (ACRP)
for information to do with policies and disciplinary procedures relating to this subject.
The Harvard Referencing Style
The Harvard Style is recommended at LIT. Refer to Write it Right: a guide to the Harvard
Referencing System for comprehensive guidelines on the Harvard Style. This guide is
available in hard-copy at the library desk and online on the library website -
http://mislibsrv.lit.ie/screens/writeitright.pdf
There are two parts to the Harvard system of referencing: 1. If you use an idea from a book, journal article, webpage etc. you must acknowledge this
by referring to the author and the date in the text or main body of your writing. This is
called citing or in-text referencing.
Approved by Academic Council - 6th October 2017 Page 25 of 41
Example:
……..Dublin is the capital of Ireland. According to one source ‘the city is small, easy to
get around, and offers no greater challenge than struggling to be cultural the morning
after the night before’ (Davenport 2008 p. 16). Dublin aims to become part of the
sustainable tourism drive. This relates to changes in behaviour patterns among
members of the public (Miller et al. 2010). The Discover Ireland website (Fáilte
Ireland 2009) outlines some of the main tourist attractions in Dublin…………
2. All of the resources referred to in the body of the writing must be listed in alphabetical
order in the reference list or bibliography at the end of the essay.
Using Sources
4.4.1 Quoting Directly
A quotation contains exactly the same words as those used in the original piece of work and
puts them in quotation marks. The Harvard system cites the author's name and the date of
publication of the source document. It also includes the page number the quote was taken
from.
Example: According to one source ‘the city is small, easy to get around, and offers no
greater challenge than struggling to be cultural the morning after the night before’
(Davenport 2008 p. 16).
Full details of the work are included in the reference list at the end of the essay.
Example: Davenport, F. (2008) Dublin: city guide. London: Lonely Planet.
When you use the writings of others ‘word for word.’
Make sure that you do not rely too heavily on the writings of others to make your
argument for you
Quotes should not be used to fill in for what you would like to say
Be careful not to string together quotes
If you incorporate quotes they should be introduced, discussed and evaluated in the
context of the point you are making
When discussing literature it is good practice to include the author’s name in the
discussion. ‘For example Kline (1999,p.13) maintains that …..’
Short quotes (shorter than 30 words should be kept in the main body of the text) with
quotations marks- no italics
Approved by Academic Council - 6th October 2017 Page 26 of 41
Long quotes should be separated out from the main text, in a reduced font, single-line
spaced and indented- no italics, no bold, no quotations marks needed
For long quotes which are separated and indented the citation appears underneath the
quote on the right hand side
You must include the page number in the reference if you are quoting word for word
4.4.2 Paraphrasing or Indirect Quotation
Paraphrasing means using an author's text, but rephrasing it in your own words (and therefore
without quotation marks) while keeping the same meaning.
When you paraphrase, you put someone else's ideas into your own words. Although you do
not need to include quotation marks or page numbers, you still need to give the author credit
by including a citation.
Example: Dublin aims to become part of the sustainable tourism drive. This relates to
changes in behaviour patterns among members of the public (Miller et al. 2010).
Full details of the work are also included in the reference list at the end of the essay.
Example: Miller, G., Rathouse, K., Scarles, C., Holmes, K., & Scribes, J. (2010)
Public understanding of sustainable tourism, Annals of Tourism Research, 37 (3) pp.
627-645.
Indirect quotation (paraphrasing) is when you take the words of other and put them into your
own words.
You must change the words substantially. If the original language is present, i.e. you
have only changed a few small words, then you are plagiarising
You must cite work which you have put into your own language
When discussing literature it is better to include the name of the researcher in your
discussion. For example it is better to say Smith (2001) makes the point that- rather than
making the point and putting the citation at the end
You do not need to include quotation marks or page numbers when you are
paraphrasing
4.4.3 Quotation Marks
The following are some rules for using quotations marks:
• Quotation marks are not needed for long quotes that are separated from the text
• For short ‘in text’ quotes you can use either single or double quotations marks - choose
one method and be consistent.
If you have a quote in a quote and are using single quotations marks then you use double for
the quote within the quote. If you are using double quotation marks then you use single
quotation marks for the quote within a quote.
Approved by Academic Council - 6th October 2017 Page 27 of 41
4.4.4 Common Knowledge
You do not need to give a reference for a fact which is common knowledge in your discipline
or which is general knowledge. This is because such information is widely known and is not
disputed.
Example: Dublin is the capital of Ireland.
Compiling a Reference List
4.5.1 Referencing a Book
Author surname, followed by first initial. (Year of publication) Title of book in italics. Place of
publication: Publisher.
Example: Davenport, F. (2008) Dublin: city guide. London: Lonely Planet. 4.5.2 Referencing a Chapter in a Book
As for No.1 above, but include author and title information about the chapter and the word ‘in’
before referencing the book. Add the page numbers of the chapter after the publication details.
Example: Gillespie, M.P. (2009) True grit: the evolution of feature-length Irish films in
the 1990s, in Flannery, E. and Griffin, M. (eds) Ireland in focus: film, photography and
popular culture. New York: Syracuse University Press, pp. 54-70.
4.5.3 Referencing a Journal Article
Author surname, followed by first initial. (Year of publication) Article title, Journal title in italics,
Volume (issue), page nos.
Example: Miller, G., Rathouse, K., Scarles, C., Holmes, K., & Scribes, J. (2010)
Public understanding of sustainable tourism, Annals of Tourism Research, 37 (3), pp.
627-645.
4.5.4 Referencing an Online Journal Article
Similar to above. Include the name of the database you accessed the article on [and the date
of access].
Example: Ellis, S. (2008) The historical significance of President Kennedy’s visit to
Ireland in 1963, Irish Studies Review, 16 (2), pp. 113-130, available: Academic
Search Premier [accessed: 18 October 2011].
Approved by Academic Council - 6th October 2017 Page 28 of 41
4.5.5 Referencing a Webpage
Name of author or organisation (Date of latest update) Title of page accessed in italics
[online]. available: URL [accessed: date].
Example: Fáilte Ireland (2009) Discover Ireland [online], available:
http://www.discoverireland.ie/ [accessed: 23 January 2014].
Referencing Tools
MS Word features a built‐in referencing tool that can automatically format in‐text citations and
generate a reference list for your work. See Appendix A for a step by step guide on how to use
this tool. The Institute provides access to Endnote referencing management software.
Endnote is available on all student and staff machines in LIT. See Appendix B for more
information on Endnote.
Note: Remember to reference sources as you go. It is very time consuming to enter citations
afterwards and so it is advisable to Cite While You Write (CWYW). Use a software application
to enter your sources rather than entering information manually. The Endnote software
package and the MS Word Referencing tool are useful resources in this regard. See Appendix
A: MS Word Referencing Tool & Appendix B: Endnote Quick Referencing guide for more
information on these tools.
Approved by Academic Council - 6th October 2017 Page 29 of 41
5 Presentation of the Final Submission
Poor presentation will detract from the quality of your work. If you feel that you lack the skills
to present your work effectively enlist the help of someone who can help with formatting and
proof-reading. It is essential that you have your work proof read before submission. Proof-
reading is not the role of the supervisor. It is nearly impossible to proof read your own work.
Engage the help of someone who will help you to identify typos and errors in spelling and
grammar. It is also a good idea to have a critical friend who can read your work to check for
clarity and coherence.
Layout of the Final Document
Title Page
Abstract (also known as an Executive Summary)
Acknowledgements
Table of contents
List of tables (if any)
List of illustrations (if any)
Main Text
List of References and/or Bibliography
Appendices (supporting materials)
A list of references also known as works cited- is a list of all the sources which are cited in
your text. A bibliography includes all the sourced referred to in the text with the addition of
other important references which may not have been referenced within the text. Consult with
your supervisor as to the convention in your area with regard to whether or not to include a
bibliography and a list of references.
5.1.1 The Title Page
Please refer to Appendix C for information regarding the title page.
5.1.2 Acknowledgements
It is customary to acknowledge any persons that provided help in any form towards the
preparation of the FYP, e.g. people who made time available, or who discussed findings to
clarify ambiguous points, etc. Do not include company or organisation names in the
acknowledgements. 5.1.3 List of Tables
This list (if present) should be on its own page, separate from the contents page(s). The
format should be the same as the contents page, i.e. Identification, Title, Page no.
Approved by Academic Council - 6th October 2017 Page 30 of 41
Each Table is numbered consecutively within a chapter, the number being prefixed by the
Chapter number, e.g. Table 2.1, followed by the title and citation (if needed).
5.1.4 List of Illustrations
This list, if present, should be on its own page, separate from the contents page(s). The format
should be the same as the contents page, i.e. Identification, Title, Page no.
Each Figure is numbered consecutively within a chapter, the number being prefixed by the
Chapter number, e.g. Figure 3.1, followed by the title and citation (if needed).
5.1.5 Spacing & Font Size
• Times New Roman, Courier, Helvetica or Ariel font, size 12, for the main body of the
text, larger for headings and chapter titles. Chapter titles should be in bold type.
• Double line spacing must be used except for indented quotations or footnotes where
single spacing may be used. Bibliography and appendices should be single spaced.
• Text should be left justified. Beware of right justification or alignment. It looks tidier but
sometimes interferes with the readability of the text, by inserting extra spaces, especially
if you have a tendency to use long words.
5.1.6 Pagination (Numbering)
• Preliminary pages i.e. Abstract, Acknowledgements, Table of Contents, List of Tables (if
any), and List of Illustrations (if any) should be numbered using lower case Roman
numerals.
• Pages shall be numbered consecutively through the main text from the first page of
Chapter 1 onwards, including images and/or diagrams, which are included as whole
pages, and also including reference material(Bibliography, Glossary, Index).
• Appendices should be named alphabetically, and each Appendix paginated
consecutively but separately from the main text and from each other using lower case
Roman numerals.
Approved by Academic Council - 6th October 2017 Page 31 of 41
6 Final Words of Advice on the Title
Probably the last thing you will do is to decide on the title of your FYP. Some students write
exceptionally long-winded titles which do not accurately describe the project. Titles should not
be more than 12 words. You can sometimes use a colon to add additional information. Write
a few variations to find the best title. Make sure that you allow enough time to consult with
your supervisor on the precise wording of the title.
Approved by Academic Council - 6th October 2017 Page 32 of 41
Appendix A - The Microsoft Word Referencing Tool: Harvard Style 1. About the MS Word Referencing Tool
Word (versions since 2007) features a built‐in referencing function. This is a powerful tool that can automatically format in‐text citations and generate a bibliography/reference list for
your work.
2. How can I use the tool?
• Click on the References tab on the top menu. The tool you will be using is Citations &
Bibliography
• The first thing you need to do is set the Style to Harvard • Click on the button to the right of Style • Select Harvard
3. How do I enter information from sources
Point the cursor at the point in the document (essay, report or dissertation) where you
want to add a citation
Click Insert Citation
Approved by Academic Council - 6th October 2017 Page 33 of 41
Click Add New Source
This opens a Create Source form where you can enter the details of your source
Start by choosing the Type of Source from the drop-down box – book, journal, website etc
Fill in the relevant details in each of the other boxes and click OK 4. How do I add a Bibliography / Reference List?
• When you have a list of the sources you wish to include in your work, you can use the
referencing tool to automatically generate a Bibliography/Reference List
• On the References tab click Bibliography • Click on a preferred template and Word will automatically generate a Bibliography for
you
' ,...
-
(6) •
#
Appendix B- EndNote Quick Referencing Guide
GET STARTED IN 5 STEPS. • !fllo """""""' Q-o... T......
•Ql -·'-···
J ll,...,........ w.., 3,.,.......,.....
21 '-'""•oso 0=
CREATE YOUR LIBRARY
. Go to theFile menu> New library.
Saveyour library inyour Documents folder. I'W••
.. Ooen
e= IMPORT YOUR PDFS
(lose llbrary Ctri+W ,. -, +
S&veAs••• (3) Seve a Copy...
(0) >rod vi
If you already haw POFsof full Fie...
>rod vi
text artides on your computer, you
Prnt...
Cb'I+P Folder..•
can stal1by importing them into p
your EndNote library. Withyour
libraryopengo to File> Import
Prnt
Stb.C>... • to import one PDFora folderof rrpr dl (.e
POFs, or set a folder for auto-
import of POFs in the preferences. El6t Cb'I+Q
Approved by Academic Counc ii- 6° October 2017 Page 34 of 41
Approved by Academic Council - 6th October 2017 Page 35 of 41
-•••
..._
_ -= -·-·-----·-------·..-.--·-----·--·_- ••
::- .
4): CITE REFERENCES IN WORD
Powered by patented CITE WHILE YOUWRITE"' tochnology
NOW' thatyouI'Wesorne references Illyour
EndNote Ubral',f youcan start to Cite them
In your aoc:uments.
OP£N ADOCUMENTINWOR.Oanduse tl'lt
roucwlng CiteWhileYouW'rltecommanas
to Insertcitations, ecntcltatlons,. and
--- -
changesttt.es asneeded:
-::::
,',.._.:;;;;;;o;;:,:.;;;; = ·-...J..- - ·-
... ... ••
=- =i.
..._.
===:··.;.:.-.. _ ....._ _····-
.. .......,_... _, .. .. ,
FIND&INSERT MY RE RENCESl
=-- -
-...--·--"-"'---·
wl'lereyouwt uldUkea Citation to
--..... ..-•·--------·------..-
Place the cursorlnyourdoc:ument
appear.Use thiscommand to search
tor a referenceInyourEndNote
:..•=........ ::';.:._
Ubrary ana Insert It Intoyourpaper.
Sl'YLE! use thestyledropaown to pua style from among your
fNorttest;'tes,. orc:hooseseted
Another Style to see a biggerustor
styLeS. More styleSarecwal\abte tor oowntoad at endnote com
;;.... ......
UOQII O!o;l
•w· ->'",
EDITAND MA.NACEOTATIONS:
use tiltscommand to ecnt specrnc:cttatfons:
cnange the rorrnatung or yourrn-textcitations.
Add a preftl(,sumx, ancvor pages toyourln-textcttattons.
Approved by Academic Council - 6th October 2017 Page 37 of 41
Appendix C – Sample Title Page
Title for Something Related to LIT Course of Study
Firstname Surname
A Final Year Project submitted in partial fulfillment of the requirements of Limerick Institute of Technology for the degree of XXXXX (Honours) in ZZZZZZ
Department of …….* Limerick Institute of Technology Month, Year
XXXXX = Award eg Bachelor of Science or Bachelor of Business ZZZZZZ = Award Title eg Business Computing, Computer Networks and Systems Management, etc. *Limerick School of Art and Design replaces Department
Approved by Academic Council - 6th October 2017 Page 38 of 41
Appendix D – Checklist Relating to Good or Bad Project
Criteria Good Project Poor Project
Research problem and scope
Sharply focused Related to academic debate
Unclear and unfocused
Literature review
Critical evaluation of relevant, up-to-date Literature
Linked to focused, feasible research
A list of items
Relevance unclear
Little or no evaluation
Research questions missing,
impractical or unfocused
Methodology Cohesive design Excellent review of research design options
Linked to literature
Little appreciation of research design
No justification of choice
Not linked to literature
Analysis and discussion
Clear findings discussed in
an analytical manner
Unclear findings, unrelated to research questions
Little or no attempt to discuss in relation to literature review
Conclusions Clearly linked to research questions Attention given to implications and limitations
Some conclusions but not linked to research question
Implications and limitations of results not addressed
Referencing All sources cited in the text and full bibliographic details listed at the end
Plagiarism through omission and inadequate referencing
Communication Clear flow of ideas Appropriate spelling and grammar
Difficult to follow
Many spelling and grammar mistakes
Figure 8 Adapted from Collis, J. & Hussey, R. (2014) Business Research: a practical guide for undergraduate and postgraduate students 4th ed.
Approved by Academic Council - 6th October 2017 Page 39 of 41
Appendix E - List of Useful Sources
The following is a list of useful resources. All items are available in the Institute Libraries.
Bell, J. (2010). Doing your research project. 5th ed. Milton Keynes: Open University Press.
Bradley, C. (2011). Plagiarism education and prevention: a subject-driven case-based
approach. Witney: Woodhead Publishing.
Cottrell, S. (2011). Critical thinking skills: developing effective analysis and argument. 2 ed.
Basingstoke: Palgrave MacMillan.
Davies, M.B. (2007). Doing a successful research project: using qualitative or quantitative
methods Basingstoke: Palgrave Macmillan.
Fadel, C. & Trilling, B. (2009). 21st century skills: learning for life in our times. Chicester: John
Wiley and Sons Ltd.
Gray, C. & Malins, J. (2004). Visualising research: a guide to the research process in art and
design. Burlington VT.: Ashgate Publishing Ltd.
Grix, J. (2010). The foundations of research. 2nd ed. Basingstoke: Palgrave MacMillan.
Hart, C. (1998). Doing a literature review: releasing the social science research imagination.
London: Sage.
Limerick Institute of Technology (2011). Write it Right. Limerick: Limerick Institute of
Technology.
Lynch, C. (2010) Doing your research project in sport. Exeter: Learning Matters.
Morris, N. & Cottrell, S. (2012). Study skills connected: using technology to support your
studies. Basingstoke: Palgrave Macmillan.
Murray, R. (2011). How to write a thesis. 2nd ed. Maidenhead: McGraw Hill.
Murray, R. (2013). Writing for academic journals. 3rd ed. Milton Keynes: Open University
Press.
Naoum, S. (2013). Dissertation research & writing for construction students. 3rd ed. New York
NY.: Routledge.
Neville, C. (2010). The complete guide to referencing and avoiding plagiarism. 2nd ed. Milton
Keynes: Open University Press.
Approved by Academic Council - 6th October 2017 Page 40 of 41
Oliver, P. (2012). Succeeding with your literature review: a handbook for students. Milton
Keynes: Open University Press.
Pears, R. & Shields, G. (2013). Cite them right: the essential referencing guide. 9th ed.
Basingstoke: Palgrave Macmillan.
Ridley, D. (2012). The literature review: a step by step guide for students. 2nd ed. London:
Sage Publications Ltd.
Roberts, C. (2010). The dissertation journey: a practical and comprehensive guide to
planning, writing, and defending your dissertation. 2nd ed. Thousand Oaks CA.: Sage.
Robson, C. (2002). Real world research: a resource for social scientists and practitioner
researchers. Oxford: Blackwell.
Rocco, T. & Hatcher, T. (2011). The handbook of scholarly writing and publishing. Chicester:
John Wiley & Sons.
Solomon, A., Wilson, G. & Taylor, T. (2011). 100% information literacy success. Belmont CA.:
Cengage Learning.
Summers, J. & Smith, B. (2009). Communication skills handbook. 3rd ed. Chichester: John
Wiley & Sons.
Thomas, G. (2013). How to do your research project: a guide for students in education and
applied social sciences. London: Sage.
Van Emden, J. & Becker, L. (2010). Presentation skills for students. 2nd ed. Basingstoke:
Palgrave Macmillan.
Weyers, J. & McMillan, K. (2011). How to write dissertations & project reports. 2nd ed. Harlow:
Pearson Education Limited.
Approved by Academic Council - 6th October 2017 Page 41 of 41
Works Cited
CILIP (2014). Information literacy – definition [online], available:
http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/information-
literacy/information-literacy [accessed 6 January 2015].
Cillis, J. & Hussey, R (2014) Business Research: a practical guide for undergraduate and
postgraduate 4th ed.
Gray, C. & Malins, J. (2004). Visualizing research: a guide to the research process in art and
design. Burlington: Ashgate Publishing Ltd.
Murray, R. (2006). How to write a thesis. 2nd ed. Maidenhead UK: Open University Press.
Thomas, G. (2013). How to do your research project: a guide for students in education and
applied social sciences. 2 ed. London: Sage.