Experiential Learning Guide: Alternative Dissertation
Where does this sit on the Experiential Learning Continuum?
Learning in work: a longer experience where students apply their subject knowledge and/or disciplinary & future skills developed as part of their studies within the workplace.
What is it?
The undertaking of a substantive piece of independent research in the form of a dissertation is long-established feature of UK undergraduate and postgraduate education. Typically, in the form of a 10,000-20,000-word written research report, the traditional dissertation functions as a marker of individual achievement, knowledge and research expertise that can be communicated to future employers (Whittaker and Greenhalgh, 2022). Despite this, the traditional dissertation is not necessarily the most appropriate output for the differing motivations and needs of students, particularly those using their studies to develop applied knowledge and skills and to progress their career ambitions (Hammond, 2021).
Students are asked to complete their dissertation in a format other than the traditional long-form academic thesis. These alternatives allow students to demonstrate disciplinary knowledge, research capability and critical thinking while also applying their skills in ways that mirror real-world contexts.
There is a wide range of alternative options currently in use within the current regulatory framework at the university with the notion of an alternative dissertation applied across different dimensions – e.g., structure, supervision, outputs and assessment. Some of the forms that alternative dissertations can take are:
- Challenge-based (or applied) – working with an external partner on a real-world brief, typically producing outputs such as a policy paper, strategy document or evaluation report
- Group project – students collaborate on a shared research or applied problem, often producing a joint output alongside individual reflections or another form of individual component
- Capstone project – integrative assignments that synthesise learning from across a degree, often with a practical or professional focus
- Independent research project (or MSc project) – individual investigations that follow academic research conventions but may allow for creative formats, mixed methods or applied outputs
These approaches are adaptable across disciplines and can be tailored to suit students’ professional aspirations. It should be noted that any alternative dissertation formats which are introduced should typically be offered as options and not be made compulsory (Crowther and Hill, 2012; Hill et al, 2011).
How does it work?
Lecturers design or approve project formats that meet programme learning outcomes while offering flexibility in outputs. These practical alternatives to the traditional dissertation still evidence a student’s ability to engage deeply and meaningfully in the academic discourse and apply appropriate research methods and skills, but also speak to the needs of meaningful assessment, which is vocationally relevant, practical and can be applied to other contexts.
Assessments will vary depending on format, but might include:
- A shorter written dissertation combined with an applied output (policy brief, strategy report).
- A portfolio of evidence, including reflective elements.
- A presentation or viva alongside a written report.
Typically, assessment criteria will balance academic standards with recognition of creativity, application and professional relevance. The alternative dissertation may be conducted individually or in groups, with varying levels of partner involvement.
Supervision supports both disciplinary and research skills (literature review, methodology, critical analysis) and future skills (communication, teamwork, stakeholder engagement).
When deciding to offer an alternative dissertation, you should:
- Be transparent about what all formats have in common (rigour, critical engagement, research skills) and what is flexible (output type, partner involvement, teamwork).
- Start small - pilot one alternative format before scaling wider.
- Set clear expectations with students / partners on deliverables and timelines.
- Support development and communication of skills - help students understand how skills like research, analysis and communication transfer across dissertation formats and into their future.
- Balance freedom and structure - give students space to explore but provide scaffolding and exemplars.
- Celebrate outputs - share student projects with partners, employers, or the wider university to demonstrate impact.
Does it work?
You should consider offering an alternative dissertation for the following reasons:
- To accommodate the University’s drive towards meaningful assessment and applied, challenge-based and experiential learning, as well as student motivations and employability aspirations.
- To reduce staff supervision burden and increase opportunities for peer-to-peer support, group and structured supervision to be more widely utilised. Staff-led topics, such as those currently in use in many of the science disciplines, offer examples and possibilities here.
- To foster a better link to external partners and graduate employers whilst enhancing employability opportunities for students. This could also lead to exploring potential work-placement options or other forms of experiential learning (guest speakers, workplace visits, problem-based learning etc.).
- To improve student integration into the university’s research community (especially for students wishing to progress to PhD studies) consider adding options of journal-style dissertations for appropriate programmes.
- Research shows alternative dissertations can increase student engagement, satisfaction and perceived relevance of final-year projects
- They allow students to demonstrate a wider range of future skills than a traditional dissertation.
- Employers often value outputs that resemble professional deliverables (e.g., briefs, reports, portfolios).
- External partners benefit from fresh perspectives and evidence-based insights from students.
What do I need?
- To consider course approval process, timescales and workload model.
- A clear framework and rationale for offering alternatives, ensuring all formats align with programme ILOs.
- Assessment rubrics that recognise both academic rigour and applied outputs.
- Guidance for students on choosing between options and understanding expectations.
- Training or resources on producing professional-style outputs (policy briefs, reports, presentations).
- Structures for supervision and, where relevant, external partner collaboration.
- Access to potential external partners (consider contacting your College Careers & Employability Manager for support).
References and further reading
Crowther_Dissertation_by_Portfolio_journal_SHU_revised.pdf