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The 2011 SIOP Graduate Program Benchmarking Survey Part 7: Theses, Dissertations, and Performance Expectations Robert P. Tett, Cameron Brown, and Benjamin Walser University of Tulsa Editor’s Note: In the interest of space, the authors agreed to have many of their tables hosted on SIOP’s website rather than reproduced in the article. I thank them for their flexibility. Readers who want to download all of the tables in a single convenient file can find a link at the end of the article. snapshot of theses, dissertations, and other performance expectations in I-O/ OB graduate programs in terms of over 100 distinct features. As in the previous installments, we pre- sent overall norms as well as those bro- ken out by degree type (master’s, doc- toral) and department type (psychology, business/management). Non-US data are excluded due to questionable repre- sentativeness, and the 2 x 2 breakouts further exclude other departments and online-only programs. We also describe distinctive features of Gibby, Reeve, Grauer, Mohr, and Zickar’s (2002) most productive doctoral programs and Kraiger and Abalos’s (2004) top master’s and doctoral programs, based on stu- dent ratings, relative to peer programs (e.g., other psychology-based doctoral programs for both Gibby et al. and Kraiger and Abalos doctoral). Norms for nominal and continuous variables are presented separately and statistical re- sults are provided for the 2 x 2 break- outs as cell sizes permit. In this, the penultimate installment of the report on the 2011 survey of I-O psy- chology graduate programs, norms are provided on master's theses, doctoral dissertations, and other student per- formance expectations. Theses and dis- sertations are classic benchmarks of scholarly success, reflecting years of learning in substantive, methodological, and other domains (e.g., technical writ- ing, departmental politics). Marking in- dependence from mentors, they are rites of passage in the maturing of intel- lectual, professional, and (often) scien- tific competence. Beyond such generali- ties, standards regarding what counts as a full and proper thesis/dissertation and the procedures guiding its execution are of mostly unknown quality, magnitude, and consistency across degrees, depart- We start with basic thesis/dissertation ments, and institutions. This section of features (e.g., page length), then con- the survey afforded a high-resolution sider expectations regarding content 62 April 2014 Volume 51 Issue 4