Is the Dissertation Past its Use-By Date?

The research process of the dissertation – discovering, collating, and critically analysing information – remains a valuable learning experience. However, with progressive introduction of capstones across the University and the emergence of AI tools, the dissertation as a written output is, in my view at least, at its sell-by date, with its use-by date fast approaching. Time to re-imagine the dissertation?  

What did you do and why did you do it?  

As the School of Biomedical Sciences embraced the capstone concept and broadened its portfolio of opportunities within its Final Year research project module, there was an increasing disconnect between the activity and its assessment. Even learners going onto careers in research were never going to write a dissertation again. There was a critical need to provide more authentic and appropriate assessment approaches which better aligned to learners’ individual capstone projects. In keeping the capstone concept of preparation for the workplace, we also needed to broaden our thinking, no longer viewing the final year or PGT project assessment as an endpoint or culminating assessment, but as an approach to facilitate their transition into the next stage of their career journey. 

The dissertation became a 4500 word academic paper. We added other workplace tasks/activities (systematic reviews, business reports, grant proposals, e-portfolios) as alternatives. More importantly, we gave learners choice of their principal written output. If it is not on our list, we work with them to co-create appropriate assessment criteria for their preferred output. 

What was the impact of your practice and how have you evaluated it? 

We have given learners ownership and responsibility for their assessment. They have voted with their feet, considering and making informed decisions as to which is the most appropriate choice for them. We recommend the one most suited to their individual capstone format, but also that best showcases their experiences, understanding and competencies to potential employers.  

In adopting authentic approaches, we have moved from assessing learning to the much more impactful learning through assessment. Learners are gaining workplace relevant experiences and developing competencies through completing the assessment.  

We have evaluated historical marks data. All the different formats of written output are academically equivalent; there is no difference in mean marks between formats. Even better, they are inclusive; the learning gain is exactly the same irrespective of gender, culture or socio-economic background. Capstones contribute to addressing awarding gaps and positively impact the student experience: 

The most impactful and fulfilling piece of learning in my education so far, my grand challenges capstone has allowed me to apply the learning from my degree to real life problems that the world faces today, developing my cultural awareness and competencies.

My capstone project has been a transformative journey of personal and academic growth and has revealed new avenues of opportunity that I had never before considered. 

We are creating an enhanced learning experience whilst simultaneously reducing assessment load for both learners and educators. 

How could others benefit from this example?  

As colleagues begin to introduce capstone projects alongside traditional disciplinary research projects into their undergraduate and Taught Postgraduate programmes, they should reflect on the different careers that individual opportunities prepare learners for. What tasks and activities do graduates undertake in these roles, and would these be a more appropriate assessment for their project instead of a dissertation? 

By broadening our assessment approaches and giving learners choice, we are empowering and supporting them in their transition to the next stage of their life-long learning journey. 

Author

David Lewis, d.i.lewis@leeds.ac.uk, Faculty of Biological Sciences

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