lit final year project (fyp) guide honours baccalaureate

Approved by Academic Council - 6th October 2017 of 42

LIT Final Year Project (FYP) Guide

Honours Baccalaureate Level (8)

October 2017 – October 2020


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


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


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


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


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.


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


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.

http://www.lit.ie/LearningSupport

http://www.lit.ie/learningSupport

http://www.lit.ie/LearningSupport

mailto:[email protected]

mailto:[email protected]


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


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


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


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


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.


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.


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.


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


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.


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


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:


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?


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.


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.


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.


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.




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


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.


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].


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.

http://www.discoverireland.ie/


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.


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.


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.


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


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

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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


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.


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.


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.


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.

http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/information-literacy/information-literacy

