Identifying a topic for a psychology dissertation: A process map for students

Abstract

Identifying a ‘promising’ topic for a psychology dissertation is widely recognised as one of the most important, challenging, and stressful parts of the research process. Students are required to work in a relatively unstructured way (compared with other modules) to independently identify a topic that is not only appropriate, of personal interest, ethical, and achievable, but also rooted in psychological literature, methodologically sound, and with originality (for higher marks and publication potential). This typically occurs concomitantly with other modules, assessments, and obligations, within a restricted timeframe, placing heavy demands on students (and sometimes their supervisors). Although there are extensive resources on ‘doing a psychology project’ and on ‘choosing a dissertation topic’ we feel there remains scope to more effectively support students’ topic selection in a way that does not circumvent the independent nature of the activity and process. In this article, we present a ‘process map’ (the first of its hind to our knowledge) that may assist students to independently identify a ‘promising’ topic for their psychology dissertation. We believe this will be ofgreat value to undergraduate and postgraduate psychology students, dissertation supervisors, and other module and course teams. Given the timing and importance of the dissertation module, this resource may also lead to enhancement of the overall student experience.

How to make a ‘promising’ start to your dissertation: Development of a process mapping approach

“…Recommendations suggested accounting for the degree of independence of selecting a topic (student or supervisor led), when to introduce the process map in the programme (e.g., in prior research methods teaching) and to account for different modes of conducting the projects (individual or group projects). We believe these modifications are compatible with the original 'map' (Figure 1, see also Holliman & Jones, 2018); but suggest three additional considerations (amendments) to maximise user effectiveness.…”

“…The original 'map' (Holliman & Jones, 2018) was principally developed for 'student-led projects' i.e., where students are required to develop a dissertation idea for themselves. However, it is becoming increasingly common for students to join 'staff advertised projects' whereby they commence work on an 'already designed study' (although the rigidity and flexibility of that study may vary).…”

“…The original 'map' (Holliman & Jones, 2018) was also principally developed for 'individual projects' (i.e., one researcher, one topic); however, it is often more economical for students (and their supervisors) to work together on a dissertation project. Although students may need to take extra care to ensure they avoid plagiarism and/or collusion (which is heightened during group projects), working together can lead to bigger and more meaningful research projects.…”

“…In an effort to support students to identify a 'promising' topic for a dissertation in a way that does not circumvent the independent nature of the activity and process (thus, maintaining student empowerment and self-determination), a 'self-guiding navigation tool' (process map) was developed (Figure 1). This was designed to support students to navigate through three major steps that culminate in a supervisory meeting (see Holliman & Jones, 2018, for a comprehensive summary of the 'map' along with a rationale for its development):…”

“…In their article, Holliman and Jones (2018) provide some anecdotal evidence of its utility and effectiveness; but highlight the need for further (and more empirical) evaluation via consultation with, and data collection from, the different stakeholder groups. In this paper, we provide the first empirical evaluation of this 'self-guiding navigation tool' (process map) using a sample of academics who have vast experience of the supervisory process.…”