This paper aims to address the gap in the extant literature examining the support offered to, and required by, students in light of the changing nature of the undergraduate dissertation and the changing nature of the student undertaking it. For many, it will be the first time they will have undertaken a self-directed, major research project. The focus of this paper is to present the neuro-linguistic programming (NLP) framework for setting well-formed outcomes that was offered to students in the initial session of a pilot dissertation workshop support programme, initially targeting students completing dissertation projects on marketing topics within the Business School. Unlike modules on Research Methods the focus of this programme was not on methodology, but on soft skills such as goal setting, time management and motivation, along with practical skills such as those required to take advantage of developments in data processing technology. The paper also presents the findings of qualitative data gathered from responses of students in focus groups and in-depth interviews designed to explore students’ on-going motivation throughout the dissertation process. The paper concludes with a comparison of the results of those students who took part in the workshop sessions with those that did not.