Moving the Goal Posts: Shifting Expectations in Thesis and Dissertation Requirements

Graduate students pursuing theses or dissertations often enter their programs with a clear understanding of the expectations and milestones they must meet to earn their degrees. Unfortunately, some students encounter a troubling phenomenon along the way: moving the goal posts. This refers to the practice of arbitrarily changing academic standards, requirements, or expectations—often without clear justification or

communication—leading to significant delays or obstacles in the degree completion process.

Understanding the Problem

When institutions or faculty members change the expectations for thesis or dissertation work midstream, it can disrupt a student’s academic progress and emotional well-being. Examples include:

• Requiring significant additional research after a project has already been approved
• Changing formatting or submission requirements late in the process
• Altering committee composition without student input, resulting in conflicting feedback
• Denying previously approved topics or methodologies based on new subjective
  criteria

Such changes often disproportionately affect students who are already marginalized within academic settings, including students of color, first-generation scholars, and international students. These unexpected hurdles can feel insurmountable, causing stress, financial strain, and, in some cases, attrition.

Legal and Institutional Accountability

While academic institutions have a degree of autonomy in setting academic standards, they are not above accountability when their practices become inconsistent, unfair, or discriminatory. Shifting academic requirements in a way that hinders student progress—particularly when motivated by bias or retaliation—can raise serious legal concerns.

Students impacted by moving goal posts may have grounds for legal recourse under:

• Title VI and Title IX: Protect against discrimination based on race, national origin, and sex in federally funded institutions.
• Americans with Disabilities Act and Section 504 of the Rehabilitation Act: Ensure fair treatment and reasonable accommodations for students with disabilities.
• Breach of Contract or Implied Covenant of Good Faith: If a university’s catalog or student handbook outlines degree requirements, and those are changed in a detrimental way, legal claims may arise.

Taking Action

Students who find themselves facing shifting academic expectations should:

1. Document Everything: Keep a record of all communications, approvals, and
   changes to requirements.
2. Consult University Resources: Reach out to ombudspersons, graduate
   schools, or equity offices for internal resolution.
3. File Formal Complaints: Use university grievance procedures to formally
   address inconsistent treatment.
4. Seek Legal Advice: When internal remedies fail or when discrimination is
   suspected, legal consultation is essential.

Conclusion

Graduate students deserve a fair and consistent pathway to completing their theses and dissertations. Moving the goal posts is not just an academic inconvenience—it can represent a serious breach of academic fairness or even discrimination.

If your academic progress has been derailed by sudden or unjustified changes to your thesis or dissertation requirements, we are here to support you. Our experienced legal team is dedicated to holding institutions accountable and advocating for students’; rights. Contact us today to schedule a consultation and take the first step toward justice and academic equity.