This page explains what a dissertation abstract should do, what to include, and how to structure one.

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Essential guidance

 

What is a dissertation abstract?

An abstract is a standalone description of your study, usually presented as a single paragraph. It should generally:

  • be 200-300 words long (check course-specific guidelines)
  • be factual, describing what you did and what you found
  • inform your reader of your study's key ideas, using the key terms from your dissertation
  • give a brief summary of each main section, including conclusions and recommendations

 

In general, write your abstract last, once you know your findings and conclusions.

 

 

How to structure an abstract

To write an abstract, consider these seven questions:

  • What topic did your study focus on?
  • What key terms must your reader understand?
  • What makes this topic important at the moment?
  • What were you aiming to discover? 
  • How did you find your answers? This will usually involve primary or secondary research.
  • What are your two or three main findings or conclusions?
  • Based on your findings, what do you recommend?

 

Your findings are what your study discovered. Your conclusions are what those findings mean. Use both to decide what belongs in your abstract.

 

Ask yourself…

  • What are my most interesting findings or conclusions?
  • If I only had about 100 words to explain my findings, what would I say?

You can be flexible about what you include and how you order your abstract. Covering all seven points is usually helpful, but not every study needs every part. For example, not all dissertations make recommendations.

The two examples below show these points in practice: one for a literature-based dissertation, one for primary research.

You can read abstracts from real University of Portsmouth dissertations in the Library's eDissertations collection.

 

 

Examples

Abstract

This dissertation examined the evolving role of teaching assistants (TAs) in rural primary schools.1 TAs support qualified teachers in the classroom, often working directly with individual pupils or small groups.2 However, the role of TAs has changed over the last 20 years due to government policy shifts and practices in schools. This has impacted the support given to children with specific learning needs. The recent introduction of Higher-level TA qualifications has raised professional standards but made entry into the TA role more challenging.3 Investigating these changes is crucial for developing a professional understanding of the TA role and its effectiveness in supporting learning in today's primary school climate.4 A literature review provided historical perspectives on the support role in schools, while government and Ofsted reports were used to examine current practices.5 There was a stark contrast between government and practitioner views on policies around the TA role. TAs prioritised instinct within a classroom situation over formal training. The study concluded that while government policies influenced changes, actual practices were more shaped by the needs of the children, suggesting that a responsive approach is most effective.6 Thus, a responsive approach to need is argued to be the most effective way forward.7

 

Key

  1. Focus Back to text, note 1
  2. Key terms Back to text, note 2
  3. Importance Back to text, note 3
  4. Aims Back to text, note 4
  5. Methods Back to text, note 5
  6. Findings/conclusions Back to text, note 6
  7. Recommendation Back to text, note 7

Abstract

This dissertation investigated first-year undergraduate students' sleep hygiene and how sleep tracking apps affect it.1 Sleep hygiene refers to the habits and routines that support good sleep.2 Poor sleep is increasingly linked to lower academic performance, and sleep tracking apps are now widely marketed to students. However, little research has examined how students actually use them.3 The study aimed to discover whether app use improves sleep hygiene or increases anxiety about sleep.4 A mixed methods approach was used. An online questionnaire was completed by 120 first-year students, and follow-up interviews were conducted with 12 of them. Questionnaire data were analysed statistically, and interview transcripts were analysed thematically.5 Most students reported that tracking made them more aware of their sleep habits. However, a third of interviewees described feeling anxious when their app reported poor sleep, and several had stopped using their app for this reason. The study concluded that sleep tracking apps can support better sleep hygiene, but only when students treat the data as a guide rather than a judgement.6 It is recommended that universities include guidance on healthy app use in student wellbeing programmes.7

 

Key

  1. Focus Back to text, note 1
  2. Key terms Back to text, note 2
  3. Importance Back to text, note 3
  4. Aims Back to text, note 4
  5. Methods Back to text, note 5
  6. Findings/conclusions Back to text, note 6
  7. Recommendation Back to text, note 7

 

 

Page last edited: 25 August 2026
Next review due: 12 August 2029