Rethink the format of student dissertations, urge academics

The rationale for and format of final-year academic dissertations require a rethink, some academics and educators in Rwanda have said, also questioning the relevance and quality of these research outputs which are required for graduation in many higher education systems.

Instead of individual research dissertations – the current format – some academics are calling for a shift towards project-based group dissertations requiring in-depth research on topics that have the potential to make an impact on society.

Some experts say the way in which dissertations are done at the moment does not contribute to the development of the individuals working on them or benefit their higher education institutions.

A change is required that will mean dissertations, upon completion, do not fade into obscurity but contribute more productively to institutions’ research output.

“For many years, dissertations were done just as an academic requirement, and little has been done to [become more innovative] and make them more valuable,” said a librarian from a Kigali-based private university. According to the librarian, the university kept dissertations that scored above 70% on the library’s shelves, while others were archived as few “are of academic use”.

Students and lecturers shared this sentiment and highlighted some of the requirements to enhance the quality of the dissertations.

“For students to produce quality dissertations, there is a need for financial support and more vigilance in supervision,” says Diane Mushinzimana, a second-year student in clinical psychology at the University of Rwanda.

In the past, the public University of Rwanda funded students who conducted research to write dissertations in a bid to facilitate their studies and ensure good quality. But this practice ended.

The discontinuation of financial support for research has left students reliant on their own means, often resulting in shallow research and a dependence on internet sources.

“Students are not motivated, and the outcome is that the quality is too poor to be used to solve any problem that affects society,” said an education expert who teaches at several higher education institutions.

Experts argue that the shift some are calling for should be project-based assignments that encourage students to work on real-world challenges and propose practical solutions to societal problems.

How dissertations have changed

According to Dr Papias Musafiri Malimba, the deputy vice-chancellor for academic affairs and research at East African Christian College, students, despite their potential, lack enthusiasm for research.

“Students do not read and carry out research, and yet they have all it takes,” he noted.

He reflected on the evolving landscape of dissertations over the past few decades, noting that, 30 years ago, “dissertations were a grand affair… Students would even have their presentations recorded on television. However, the essence of these dissertations was often lost in time.”

Musafiri further emphasised the rigour of these academic outputs in the past. “Back then, students had to toil diligently, immersing themselves in countless books and articles to craft their dissertations. It was a true test of one’s ability to master the subject matter,” he said, noting that the dissertation could also have a great impact on society.

He concurred that students often lack the thirst for conducting meaningful research and producing dissertations that can have a genuine impact on society.

“A project-based approach, involving, not one student, but teams of students tackling practical challenges collaboratively, would be a refreshing change,” said Musafiri.

Plagiarism

He contrasts this with present-day practices, whereby students can simply turn to Google, download vast amounts of content and stitch that together with minimal effort.

“Plagiarism runs rampant, with more than 80% of research dissertations consisting of internet-sourced material and recycled work from colleagues,” he added.

Musafiri emphasised the need for a transformation in the way dissertations are approached. His perspective highlights the importance of restoring the originality, substance and practical value that have been overshadowed by the prevalence of plagiarism and the ease of internet research in today’s academic landscape.

Professor Callixte Kabera, the vice-chancellor of the East African University and the president of the Private Universities Association in Rwanda, underscores the urgency of redefining the purpose of dissertations.

“We can’t claim to be grooming students capable of producing work that addresses real-world issues when it comes to dissertations,” he admitted.

“To achieve that, universities should have the will to dedicate more time to work with students and forget that dissertations should only serve as an academic routine to get a degree.”

Kabera noted that, in an era where the pursuit of knowledge must extend beyond academia, there is a need to shift from individual assignments to project-based assignments, also looking at ideas and projects that impact societies.

“Project-based dissertations offer a pathway to a brighter future, whereby graduates are equipped, not only with degrees, but also with the ability to make a meaningful impact on the world,” said Kabera.