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Amidst discussions about the use of Generative AI (GenAI) for academic research, their potential for doctoral research or literature reviews is an area beginning to be explored. This qualitative study explores doctoral students’ perceptions of the value of GenAI tools in the literature review process. The analysis of 26 participants’ reflections on their exploration of three GenAI technologies revealed benefits and challenges for the literature review process. Participants highlighted the potential of these tools as complementary to traditional database searches presuming users possess prior information literacy and research skills. They also perceived several challenges such as inaccuracies, usability and privacy and emphasised the importance and indispensability of a human review. This study highlights the need for guidance and strategies for doctoral students on the appropriate and ethical integration of GenAI in literature reviews. [ABSTRACT FROM AUTHOR]

Background: Since its academic inception in the 1960s, Germany's general practice has seen numerous dissertations, many of which are housed in the 'Archive of German language General Practice' (ADAM). Aim: This study aims to provide the first comprehensive overview of dissertation topics from the discipline of general- and family medicine in Germany, establishing a foundation for advancing research. Method: We employed a systematic review approach, examining 801 dissertations from both ADAM and online sources. Each topic was identified, categorized, and finalized through consensus by two independent reviewers. Results: Our analysis encompassed 486 dissertations from ADAM, 176 from the German national library, and 139 from university libraries. A total of 167 unique research topics were identified. The predominant themes included medical education (n = 49), medication orders (n = 39), frequent consultation issues (n = 33), complementary medicine (n = 32), and screening measures (n = 29). The use of qualitative methods was constantly rising, from no qualitative methods used from 1965–1974, up to 22% of dissertations in recent years. Conclusion: The diversity of 167 research topics underscores the vastness and complexity of general practice in Germany. This structured overview is pivotal for facilitating focused and interconnected research endeavors in the field. [ABSTRACT FROM AUTHOR]

Copyright of e-Education Research is the property of Northwest Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buletin Al-Turas is the property of Universitas Islam Negeri Syarif Hidayatullah Jakarta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective During the rapid expansion of postgraduate education, it is meeting more and more conflicts between enrollment scale and cultivation quality. The construction of a cultivation quality assurance system for postgraduates becomes an urgent task in the new situation. Methods The data was analyzed with SPSS 24.0, based on the anonymous review results of postgraduates’ dissertations by a three-A stomatological hospital during 2022-2023. Results The results showed that the overall evaluation of anonymous dissertation opinions in 2022 was better than that in 2023, and the passing rate of anonymous dissertation evaluation of doctoral students was higher than that of master students. Irregular forms of composition, low research workload, and insufficient innovation were found in failed postgraduates’ dissertations. Conclusion Strengthening the management of study style education and training process, and exploring cultivating mode of overlapping subjects, are necessary to improve the construction of cultivation quality assurance system of postgraduates.

Background Since its academic inception in the 1960s, Germany’s general practice has seen numerous dissertations, many of which are housed in the ‘Archive of German language General Practice’ (ADAM).Aim This study aims to provide the first comprehensive overview of dissertation topics from the discipline of general- and family medicine in Germany, establishing a foundation for advancing research.Method We employed a systematic review approach, examining 801 dissertations from both ADAM and online sources. Each topic was identified, categorized, and finalized through consensus by two independent reviewers.Results Our analysis encompassed 486 dissertations from ADAM, 176 from the German national library, and 139 from university libraries. A total of 167 unique research topics were identified. The predominant themes included medical education (n = 49), medication orders (n = 39), frequent consultation issues (n = 33), complementary medicine (n = 32), and screening measures (n = 29). The use of qualitative methods was constantly rising, from no qualitative methods used from 1965–1974, up to 22% of dissertations in recent years.Conclusion The diversity of 167 research topics underscores the vastness and complexity of general practice in Germany. This structured overview is pivotal for facilitating focused and interconnected research endeavors in the field.

Doctoral candidates' experiences with recruiting participants vary in many ways. While some execute plans with ease, others implement their strategic plan for recruitment only to find that it does not work well or does not work at all. While successful recruitment is rarely reflected upon, the candidate who experiences unexpected difficulty with recruitment has several potential negative effects including increased time to degree completion, increased program and recruitment costs, and increased potential for dropout. In this case study, we present a cautionary tale of sample engagement from the gaming community where a doctoral candidate experienced doxxing, social media banning, and long-lasting effects during recruitment for their qualitative study. In addition to the narrative account, we, as a former student-committee member team, reflect on the situation and provide recommendations for preventative measures to avoid similar situations. [ABSTRACT FROM AUTHOR]

Qualifying exams and thesis committees are crucial components of a PhD candidate's journey. However, many candidates have trouble navigating these milestones and knowing what to expect. This article provides advice on meeting the requirements of the qualifying exam, understanding its format and components, choosing effective preparation strategies, retaking the qualifying exam, if necessary, and selecting a thesis committee, all while maintaining one's mental health. This comprehensive guide addresses components of the graduate school process that are often neglected. [ABSTRACT FROM AUTHOR]

During the early years of the Turkish Republic, religious education experienced a period of stagnation, and the study of Ḥadīth during this period was limited and focused mainly on translation and explanation. The situation persisted until the opening of the Higher Islamic Institute in Ankara in 1949, and the intensification of academic studies in the field of Ḥadīth within the Faculty of Divinity began in 1957. The study revealed that the number of doctoral theses on Ḥadīth and its sciences conducted in Turkish universities between 1997 and 2024 reached 347 theses. The year 2017 was the most productive year, with 25 studies, and Ankara University was the university that contributed the most in this field, with 76 doctoral theses. This research deals with doctoral theses in Hadith and its sciences in Türkiye between the years 1997- 2024 in two sections. In the first section, it touched on the development of modern classifications in the Turkish Republic in general, and in the second section, the dissertations were distributed according to number, universities, and topics, with analyzes related to the content of the studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher art education in Ukraine is represented at three levels: the first (Bachelor's), the second (Master's), and the third (Doctoral). A series of national legislative acts regulate each level, with the third level being implemented in two equivalent forms: the educational-scientific ("Doctor of Philosophy") and the educational-creative ("Doctor of Arts"). Both of these forms are innovative in Ukraine but have long been established in Western Europe and the USA: the "Doctor of Philosophy" degree has been around for over 850 years, while the "Doctor of Arts" degree has existed for no less than 90 years. The third level of higher education in Ukraine is modeled after Western practices, with the forms including dissertation defenses for the "Doctor of Philosophy" degree and creative project defenses for the "Doctor of Arts" degree. While the procedures are generally similar in form, they differ significantly in content and internal requirements. The primary tasks of a candidate pursuing a "Doctor of Philosophy" degree include achieving scientific novelty and clearly defining a personal contribution to musicology. In contrast, a creative doctoral student obtaining the "Doctor of Arts" degree must integrate the project results into artistic practice. An analysis has been conducted on the Laws of Ukraine, Resolutions of the Cabinet of Ministers of Ukraine, and Orders of the Ministry of Education and Science of Ukraine, which pertain to the third level of higher education in its two equivalent forms: the educational-scientific and the educational-creative. The educational and methodological documentation developed by project teams of higher education institutions has been characterized, and the principles of organizing the educational process for assistant trainees, creative and scientific doctoral students have been identified. The peculiarities of attesting candidates for the "Doctor of Philosophy" and "Doctor of Arts" degrees in the form of dissertation defenses or creative art project defenses at meetings of specialized academic councils have been outlined. This scholarly article may be of interest to assistant trainees, creative and scientific postgraduate students, as well as candidates pursuing the second (Master's) level of higher art education, and to the academic and pedagogical staff of music, cultural and art, classical, and humanities-pedagogical higher education institutions. [ABSTRACT FROM AUTHOR]

This study examines gender disparities in research fields as measured by scientific output in dissertations at two levels within the Russian academic system: PhD and the more advanced Doctor of Science (DS). The data for this study were extracted from over 250,000 dissertations spanning from 2005 to 2016. The chosen data source offers several advantages over bibliometric data for the purpose of this study: (a) it provides representative data, including the Social Sciences and Humanities and STEM fields; (b) gender disambiguation is straightforward due to the gendered nature of Russian patronyms; (c) it allows for easier attribution of text, as there is no need to attribute it to the first author in multi-authored publications; (d) it provides insights into the career stage by differentiating between PhD and DS authors, as well as between PhD and DS mentors. The results of this study reveal a gender imbalance across research fields and academic career levels. Furthermore, our observations indicate that male mentors more frequently collaborate with male authors, and female mentors with female authors, exceeding what would be expected by random chance. This gender homophily is evident in most research fields. While the results largely confirm findings from studies conducted in other countries, the four advantages mentioned above make this study an essential extension of studies based on bibliometric data. This research sheds light on the gender structure within research fields in Russia and invites nuanced discussions about achieving gender equality in the context of identified gender homophily. [ABSTRACT FROM AUTHOR]

BackgroundNumerous barriers hinder health research training in Post-Graduate Medical Education Programs, especially in developing countries. Research training is pivotal for medical residency, providing essential knowledge and skills for dissertation completion, fostering evidence-based medical practice, and nurturing future independent clinical researchers. A holistic approach to research education is imperative to surmount these barriers. We describe here a dissertation-centric research curriculum, delivered longitudinally, an innovative strategy undertaken by Aga Khan University's Medical College in East Africa (AKU-MCEA) to deliver postgraduate research.MethodsA review of AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments' experience, institutional policies, and residency program output.Program implementationThe Master of Medicine program requires a well-executed dissertation for graduation. Residents undergo structured research training across four modules, with interactive sessions and workshops supporting their research milestones. Protected time allows residents to develop and report on their dissertation work. Faculty receive specialized training in dissertation supervision to ensure residents benefit from expert guidance in producing high-quality research.OutcomesThis approach achieves a dissertation completion and graduation rate of 98–100%. Notably, 68.5% (n = 126) of those who graduated in 2013–2023 have published two or more papers (i.e., range 2–36) in their current portfolio, demonstrating a commitment to ongoing research endeavors even after graduation. Residents' research covers diverse themes and is disseminated through departmental presentations, university-wide Faculty Academic Rounds, peer-reviewed journals, conferences, and the Annual Early Career Researchers symposium.Lessons learntA comprehensive approach featuring a structured research curriculum, longitudinal delivery with predetermined milestones, dedicated supervision, financial and resource support, protected research time, ongoing faculty development in dissertation supervision, and clear institutional research policies accelerates dissertation completion and enhances effective research dissemination.

The awarding gap between UK-domiciled full-time Black and white students is a significant problem at HE institutions across the country. This paper examines a case study of a dissertation writing retreat programme which sought to address this awarding gap at a university in the south of England. The programme was based on an innovative ‘three Cs’ framework which focused on three core areas: Community, Culture, and Curriculum. Inspired by the community-building and curriculum elements of the framework, the programme built trust and collaboration between specialists and students, aiming to empower Black students to excel in one of the most important and impactful aspects of their degree, whilst also providing them with a space to engage positively with their peers and the wider university community.

Copyright of ESTUDAM Public Health Journal is the property of ESTUDAM Public Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study extends the retrospective analysis of entries for the CCCC Outstanding Dissertation Award in Technical Communication (1999–2003) by Stuart Selber in 2004, focusing on the subsequent two decades (2004 to 2022), to identify the topical research areas and methodologies in technical and professional communication (TPC) via the winning entries of the award. Through descriptive content analysis of 29 dissertations and corresponding summary statistics, this study reports on TPC disciplinary emphases and growth based on the sponsoring institutions on these dissertations, featured topics and their research methods or methodologies, and projected implications for the field. Accordingly, this study reveals the state of TPC graduate research through the lens of the imminent award and what it means for doctoral researchers, their advisors, and programs. [ABSTRACT FROM AUTHOR]

Although the thesis is an integral part of the study programme, the way the guidance for this work is supervised can highly differ between supervisors. Writing the thesis is a complicated process requiring tailored guidance, that is often not feasible due to increasing numbers of students and need for efficiency. One possible solution is working with thesis circles: small collaborative groups in which students, together with one or more supervisors, conduct research on the same subject or theme. Thesis circles offer opportunities for self-regulated learning, (peer) feedback and prevention of feelings of loneliness. In this study we construct a typology for thesis circles aimed at supervisors following an Educational Design Research (EDR) approach. Based on a literature review and interviews, we formulate the boundaries of a thesis circle and identify 23 design characteristics that determine an instantiation of a thesis circle. This is developed into a typology, that is evaluated in a focus group. Avenues for future research are presented. [ABSTRACT FROM AUTHOR]

Globally the PhD is recognized as the apex of all academic qualifications. For a large part of the qualification's history, the only way to obtain it was by taking on the arduous journey of completing a dissertation. However, some changes in postgraduate education and the job market have led to a greater emphasis on published outputs and skills that can serve a lifetime of article writing. The PhD deserves all the prestige and rigour with which it is regarded, but these changes have left some asking whether the dissertation is the best way to drive the discipline and raise up researchers. Obtaining a PhD via the Thesis by Publication (TBP) mode is a well-established practice in the STEM fields and Medicine. In these fields, research progresses fast and needs to be disseminated speedily. Therefore, it makes sense to write articles to disseminate research and then put them together to form a thesis. With the above-mentioned changes in postgraduate education and the job market, the TBP is gaining ground in the humanities as well. What we propose in this article does not threaten the standards of the PhD. It might even better aid students in meeting them. If the desired outcomes are published outputs and research skills, then following a format that produces these outcomes during, rather than after, the completion of the PhD is advisable. In what follows we suggest that perhaps the time to tame the tome has now come. The article starts with a brief survey of the history of doctoral education and a look at the current status of the TBP. After that, approaching the issue from various angles, we discuss why the TBP is a good idea. Lastly, we also warn that the TBP should be approached with caution. [ABSTRACT FROM AUTHOR]

Objective: This study aims to compare the publication rates of audiology master's and doctoral theses completed in 2017 and to investigate the effectiveness of the "publication of theses before graduation" rule applied by some universities. Materials and Methods: The participants' age range, gender, degrees, graduation year, private/state university graduation, institutions where they proceeded to their business life, and publication status of their master's and doctoral theses were questioned using a survey consisting of 16 multiple-choice as well as two open-ended questions. The study comprised 71 participants who completed their master's or doctoral degrees in audiology in 2017 and later. The descriptive statistic and Chi-Squared test were used for statistical analysis using the Statistical Package for the Social Sciences (SPSS) version 23.0. Results: Thirty-five of the 62 (56.45%) master's theses were presented at an international (n=21, 33.87%) or national (n=14, 22.58%) congress as oral/poster presentations. Thirty-three of the 62 (53.22%) master's theses were published as articles in national and international peer-reviewed journals. Additionally, of the 16 doctoral theses, two (12.5%) were presented as oral/posters at a national and five (31.25%) at an international congress. Ten of the 16 theses (62.5%) were published in an international SCI/SCIE journal. Conclusion: The rate of publication of master's and doctoral theses in national journals has decreased while the rate of publication in international journals has more than doubled. It was concluded that the "publishing theses before graduation" rule significantly increased the publication rates in international journals. [ABSTRACT FROM AUTHOR]

A research topic is a subject or problem that an investigator is interested in research. The starting point of any research project that is successful is a well-defined subject of research. The selection of topics is an ongoing approach in which investigators analyse, describe, classify, and refine their ideas. For the ease of selection of topics particularly in the field of Ayurveda, Authors have created an acronym ‘TOPIC’ as a guiding tool for the selection of the area of research. The components of the TOPIC criterion are Textual & Time-bound; Objectivity & Outcome measures; Planning & Pragmatic; Innovative & Interesting and Contemporarily relevant & Consent, highlight useful points for the easy selection of the topic for the research by the novice.

The article considers four groups of results of intellectual activity of Russia, the USA, the European Union and China in the field of fish farming and fisheries for the period 2003–2022. The first group includes patents found according to the international patent classification for the A01K subclass. The second group is based on high–tech patents selected for the A01K subclass together with the G- physics class. The third group considers the commercialized patents of Russia, selected from the first group. The fourth group includes Russian patents from the first group and dissertations on scientific specialties 05.18.17 «Industrial fisheries», 06.04.01 «Fisheries and aquaculture». The analysis of these four groups is carried out, the features of innovative activity of organizations are identified, and the forecast of its development is made.

Cette recherche s’inscrit dans le domaine de la didactique du français langue étrangère (désormais FLE) et porte sur les difficultés de la rédaction des dissertations chez les étudiants de la deuxième année licence de français à l’université de Saida (Algérie). La dissertation est un genre académique souvent exigé à l’université, c’est une activité qui sert d’évaluation de la compétence scripturale des étudiants en FLE en ce sens qu’elle demande une réflexion approfondie, une argumentation structurée et une maîtrise de la langue française. Elle permet donc de développer des compétences d'analyse, de synthèse, de critique et de rédaction. Quelles sont donc les difficultés rencontrées par les étudiants de la deuxième année licence de français lors de la rédaction des dissertations ? Et dans quelle mesure les difficultés rédactionnelles entravent-elles la réussite de la dissertation chez ces étudiants ? Pour répondre à notre questionnement, nous avons mené une enquête composée d’une analyse d’un corpus de productions écrites et d’une analyse des déclarations des étudiants quant à leurs difficultés liées à la rédaction des dissertations.

This study compared the five-word lexical bundles (LBs) expressing gratitude in acknowledgments of dissertations written by Chinese and American PhD students of linguistics. Two corpora were built: (1) The Chinese University Dissertation Acknowledgments Collection (CUC) which contained 700 acknowledgments with a total of 300,686 tokens, and (2) the American University Dissertation Acknowledgments Collection (AUC) which contained 700 acknowledgments with a total of 493,045 tokens. We then retrieved five-word LBs, of which LBs expressing gratitude in CUC and AUC were identified, categorized, and compared with respect to frequency, forms and structures. Major findings were: (1) the Chinese students used a substantially greater number of gratitude LBs than the American students, (2) the two groups used considerably different gratitude LBs, and (3) the two groups mainly relied on verb phrase-based LBs to express gratitude, but the Chinese students used a larger proportion of noun phrase-yet a smaller proportion of verb phrase-based items than the American students, and (4) the two groups used dissimilar structures and words to construct gratitude LBs. These findings enrich our knowledge of linguistic patterns in dissertation acknowledgments as a unique genre of academic prose, and provide corpusbased learning materials for students tasked with properly expressing gratitude in their theses or dissertations. [ABSTRACT FROM AUTHOR]

The present article presents a discursive analysis of the statements in the essay section of the Universidade Federal de Santa Catarina entrance exam (1978-2024), which we denominate as archaeology, in light of Foucault (2022 [1969]). Thus, in the section The metaphor of the metaphor, we seek to establish an understanding of the theoretical foundation coined by Michel Foucault in The Archaeology of Knowledge, through which we aim to present the methodological aspect of archaeological practice. In the second part, in the section The archive of the exam papers, we emphasize the work with the archive, demonstrating the inquiries that were necessary for the comprehension of our object. In the final section, Delimitation of enunciative series in the UFSC entrance exam essay, we present some of the results of the excavations conducted in our enunciative field. We believe that the identification of the systems that govern and impact our object allows for the establishment of necessary and important reflections on the effects of the essay exam in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Business Law Journal / Administração de Empresas em Revista is the property of Administracao de Empresas em Revista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since 1992, information on graduate student degrees and family and consumer sciences research has been collected annually. Data collection for 2022 began in July 2023 when 549 e‐mail invitations were sent to contacts at 165 U.S. universities and colleges, inviting family and consumer sciences programs to report graduate program degree completions and research production through theses and dissertations. Twenty‐three institutions responded with data and reported 740 graduate degrees conferred collectively, with 123 master's theses, 184 dissertations, and 433 non‐thesis master's degrees completed. This review reports degree completion and highlights topical trends of the theses and dissertations completed by reporting programs. [ABSTRACT FROM AUTHOR]

Since 1992, completion of graduate student degrees and research in family and consumer sciences has been collected annually. Data collection for 2022 began in July 2023 when 549 e‐mail invitations were sent to contacts at 165 U.S. universities and colleges inviting family and consumer sciences programs to report graduate program degree completions and research production through theses and dissertations. Twenty‐three institutions responded with data. They reported 740 graduate degrees conferred collectively with 123 master's theses, 184 dissertations, and 433 non‐thesis master's degrees completed. This report presents submitted information on theses and dissertations organized into 17 subject‐matters categories and listed by degree level. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Business Ethics is the property of Economic Enterprise & Business Ethics Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the article the situation and trends in the development of dissertations in pedagogy have being analyzed, positive trends and reasons for the low quality of individual dissertations is indicated. The authors focus on methodological “omissions” that reduce the scientific value of dissertations. Authors include to that the construction by dissertators of key theoretical and methodological premises of the study – a research question, a hypothesis, a concept, novelty, a model of the process under study, an experimental substantiation of the conclusions, which reflect the “deficiencies” of the methodological culture of authors, the specifics of pedagogical research are not taken into account. The authors try to explain why these “conclusions” often cause mistrust among practicing teachers. Constructive recommendations for conducting a dissertation research are also made in the article.

This study explores student perspectives about the challenges and affordances of participating in two dialogic teaching initiatives (writing group and writing workshop) implemented in Argentina to improve doctoral students' academic writing. It seeks to understand if these pedagogical initiatives can open, widen, and deepen dialogic spaces that, in turn, can help advance the dissertation writing process. Data analysis yielded two categories as the most relevant to the initiatives' dialogic aspect: draft exchange and participants' disciplinary backgrounds. Exchanging drafts and interdisciplinary background of the participants seem to be major conditions to open spaces of dialogue, where members encounter new voices and viewpoints that can contribute to improve the drafts. Both categories are also associated with negative feelings, which seem to be attenuated as participants become increasingly involved in the dialogic spaces inaugurated by these pedagogical initiatives. [ABSTRACT FROM AUTHOR]

This article presents the findings of a study on the publication rates of medical postgraduate dissertations. The study found that only 20.27% of the dissertations submitted to the Institutional Ethics Committee between 2016 and 2018 were published. The study also examined the characteristics of the published dissertations, such as the specialty of the students, study design, and journals of publication. The article suggests that there is a need to improve research experience and provide more resources for publishing among postgraduate students. It recommends measures such as improving publication laws, infrastructure, financial possibilities, and involving academic staff in mentoring programs to increase publication rates. [Extracted from the article]

Objective: The study aimed to assess adherence to scientific writing principles in Social Sciences dissertations at Razi University between 2013 and 2019 based on desirable research criteria. Methods: This study is applied and utilized a descriptive-evaluative approach, examining 765 dissertations titles. A checklist was employed as the research measurement tool, validated for reliability and validity. Results: Findings indicated Economics and general psychology departments had the most dissertations. Adherence to content criteria was prominent in knowledge and information science, guidance and counseling, educational management-entrepreneurship, psychology, accounting, economics, sociology, and political science. Likewise, adherence to structural criteria was highest in guidance and counseling, psychology, knowledge and information science, educational management-entrepreneurship, accounting, economics, sociology, and political science. Dissertations' content primarily adhered to desirable criteria in the introductory section, research data, participants, and ethical considerations. Similarly, in the structure of dissertations, criteria were observed in presentation format, references-citation, and writing style. Conclusion: The results indicated significant differences in research criteria among faculty groups, with thesis content being weaker than structure. However, overall, the dissertations demonstrated higher adherence to scientific writing principles than the average level. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)