graduation thesis instructor

Dissertation and Thesis

Thesis & dissertation formatting process.

To complete your format check submission, you must complete every registration step and fully submit your thesis or dissertation to the website listed below.

Dissertations and theses turned in as a part of the graduation requirements at Loyola University Chicago must be formatted according to the rules laid out in the Format Manual for Theses and Dissertations created by the Graduate School.

Format Check Submission

To ensure that theses/dissertations are formatted correctly, each thesis/dissertation must undergo a format check by the staff of the Graduate School prior to the submission of final copies. You must  electronically  submit your manuscript for a format check to the Graduate School's  ProQuest ETD Administrator  website ON OR BEFORE the published format check deadline for the term in which you expect to receive your degree.

• May degree conferral format check deadline:  March 1st
• August degree conferral format check deadline:  June 1st
• December degree conferral format check deadline:  October 1st

On or before the format check deadline, please also submit the following items as supplemental pdf files to  ProQuest ETD Administrator  (do not submit them by email):

• One electronic copy of your completed, formatted manuscript
• Formatted approval sheet, with your director's name and space for their signature. You will ultimately replace this file with a scanned copy that's been signed by the director after the defense and after all final edits have been made. This form acts as confirmation that your director has read and approved the final copy.
• Extra title page, formatted as described in the Manual
• One extra abstract, formatted as described in the Manual

Final Copy Submission

Once your dissertation has been defended, formatted correctly, and approved by your committee, you will need to electronically submit your final copy to the Graduate School for approval. You will also need to replace the Approval Sheet with a scanned copy that has been signed by your director.

Your final electronic submission must be uploaded ON OR BEFORE the published final electronic copy deadline for the term in which you expect to receive your degree. The final electronic copy deadlines are as follows:

• May degree conferral final electronic copy deadline:  April 1st
• August degree conferral final electronic copy deadline:  July 1st
• December degree conferral final electronic copy deadline:  November 1st

If your materials are complete or inaccurate, the Graduate School will contact you with a list of required corrections. If required corrections are too extensive or take too long to complete, you may not graduate and the Graduate School will not confer your degree. For this reason, please make every effort to format your manuscript correctly, include all of the materials listed above, and to meet the published deadlines. Also, please keep in mind that a dissertation or thesis is only one of your degree requirements, and that the Graduate School will not confer your degree unless you meet all of these requirements.

Students must submit final copies with approved revisions within one semester of a successful defense (e.g., if a student’s defense falls within a Fall semester, their final copies must meet the Spring semester submission deadlines). After one full semester a student may be discontinued and be required to apply for reinstatement (Approved 4 May 2021)

Visit the  for answers to new questions about the electronic submission process.

• Format Manual for Theses and Dissertations  -  Note: The Formatting Manual was updated in September 2022. If you have any questions about the formatting guidelines, or if you need a copy of the former manual, please  email the formatting assistant , Danielle Richards.
• Format Checklist Copy (Clean)
• Formatting Examples

Questions regarding the format check and the final copy submission process should be directed  here .

Information Sessions

The Graduate School hosts two info-sessions each semester about the thesis and dissertation formatting process. Make sure to follow weekly Graduate School Announcements emails for more information.

Publishing Your Work: Thesis and Dissertation Formatting Workshop (Recorded January 14, 2021)

• Instructions for Thesis and Dissertation
• Approval Ballot for Text and Oral Defense

The Thesis/Dissertation Committee Form, Thesis/Dissertation Proposal Ballot, and the Request for Change in Degree-Seeking Status are located in the Graduate Student Progress System at  GSPS . Please log in to submit these forms. Medical Center Biomedical Science Students MUST Use LUHS Forms.

Publication

Before publication:.

LUC's University Libraries:  If relevant articles, book chapters, and books are not accessible through the library's online catalogue, they can be requested through InterLibrary Loan.

Zotero:  No matter what citation format you use, this free citation software can help save and format citations for use in your article.

Scimago Journal & Country Rank:  To find out the ranking of peer-reviewed journals in your particular discipline before you submit, go to this website.

LUC's Writing Center : Make an appointment with a graduate tutor to have your work reviewed at any stage of the writing or revision process. Often an article will be accepted for publication but an editor requires various corrections. An extra pair of eyes can be useful.

After publication:

GSPS:  Make sure to update publications through this LUC site; submitted entries will be reviewed, approved, and recorded by your GPD.

Google Scholar:  Various peer-reviewed articles and publications found on the internet will be linked to the student's account, which can be created by going to this site and clicking on "My Profile."

ORCiD:  Creating a free ORCiD ID will allow peer-reviewed publications to be linked across digital platforms with this persistent signifier.

Publishing conventions vary widely across disciplines; some graduate students may publish as single authors while others, particularly in the sciences, may be one of several authors collaborating on a project and its resulting published study. When seeking peer-reviewed publication opportunities, one of the best methods is to consult with professors in your department about how to publish and locate journals reputable in your field of study.

Besides helping you avoid scams and predatory publishing through their advice, faculty can also provide you with useful information about the publishing process and direct you to discipline-specific online listservs hosting frequent Calls for Papers.

The following list details other publication resources for graduate students:

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Honors Program

• Thesis Supervisor
• Online Submission Instructions
• Online Approval Instructions
• Thesis Extensions
• Publishing in Open Commons

Your choice of Honors thesis supervisor shapes how you personalize the final stages of your academic studies at UConn and in Honors. You will select a thesis supervisor who will work closely with you and serve as a scholarly guide throughout the development, implementation, and conclusion of your thesis project.

What does the thesis supervisor do?

Your thesis supervisor is an expert on your thesis topic and will work closely with you in all stages of your project. Your supervisor is an important mentor for the process of completing your thesis as well as your specific topic, but they are not expected to be knowledgeable about other aspects of Honors.

Your Honors advisor is generally not your Thesis Supervisor; both are important toward your completion of your Honors thesis. Your advisor is knowledgeable about Honors requirements for your major, but they may not know as much about your specific topic. Keep them informed throughout your thesis work, because your Honors advisor must approve both your Thesis Plan and your final thesis . Your Honors advisor will continue to provide advice and support in your final semesters, including your choice of coursework.

Your Honors advisor and your thesis supervisor may be the same person if (a) your thesis topic aligns with your Honors advisor’s research, or (b) your department’s policy is to switch your Honors advisor to your thesis supervisor.

Who can be a thesis supervisor?

Your official thesis supervisor must be a faculty member at UConn (including UConn Health or regional campuses). Graduate students may not serve as official thesis supervisors, although they may be directly and actively involved in your thesis process. Your Honors advisor will need to approve your selection of thesis supervisor.

You should consult faculty members and advisors in your field to find the best person to help guide you through the thesis process. Select someone you can envision working with for multiple semesters; this relationship is critical to the success of your thesis!

Tips for securing, retaining, and managing the relationship with your thesis supervisor:

• Although your thesis timetable will differ based on your department, in general  you should have secured a thesis supervisor no later than the 2 nd semester of your junior year. For some majors, especially the sciences, thesis research arrangements should be made by the end of your sophomore year or very early in your junior year.
• Use the steps in the suggested timeline to learn what faculty members in your department or related departments are working on.
• Request a meeting to discuss shared interests and determine if the partnership is a fit. This in-person meeting is critical; don’t ask someone to be your thesis supervisor via email. Learn more about the best ways to connect with faculty .
• During or after the meeting, confirm with the faculty member that they are willing to serve as your thesis supervisor . A faculty member who agrees to work with you on “Honors research” has not necessarily agreed to supervise your thesis!
• Create a timeline with your thesis supervisor and set expectations for how often you will communicate and meet, as well as any internal deadlines.
• Stay in touch with your thesis supervisor throughout the process. Stick to deadlines, but communicate and seek help when you need it.
• Ask questions about your thesis, your field, and their journey in the field. Make the most of having this mentor.

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Enrichment Programs

Individualized & Interdisciplinary Studies Program

Guide for thesis supervisors.

Thank you for supervising an individualized major senior thesis project. Your expertise is critical in guiding the student’s project and setting the criteria for its evaluation. The guidelines below outline some considerations particular to individualized major students. They are most appropriate for traditional research projects but may also be relevant to less traditional final projects.

All individualized majors complete a capstone, which provides them an opportunity to integrate knowledge they have acquired during the course of their majors. About 40-45 percent of individualized majors do so by completing a thesis. (The rest complete our capstone course or an approved alternative.)

Thesis projects usually take the form of a traditional research study, but other formats, such as a photo essay, film, website, or piece of creative writing are also possible. Thesis projects, whatever their form, should contribute to the development of knowledge or practice in new ways, involve significant background research, and require sustained attention in the implementation of the project. If the final product takes a less traditional form, it should include a piece of writing that describes the student’s learning process.

Thesis Courses

Some thesis projects will comprise six credits completed over the course of two semesters. This is mandatory for students completing Honors Scholar requirements in their individualized major. Non-honors students may complete a one-semester, three-credit thesis project. Students intending to complete a thesis project must submit a thesis proposal  which they have discussed with their thesis supervisor no later than the last day of classes of the semester before they begin their thesis.

In the social sciences and humanities : In the Fall semester of the senior year, students will typically begin their research by enrolling in a thesis-related research seminar, graduate course, or independent study in their thesis supervisor’s department. During the Spring semester, students will enroll in UNIV 4697W Senior Thesis (for which the thesis supervisor serves as instructor) in which they will complete the research and write the thesis. During this process, the student meets regularly with the thesis supervisor for feedback on data collection, evidence gathering, analysis, and writing.

In the sciences , students may follow a more extended sequence, perhaps two to three semesters of data collection and laboratory work (independent studies or research courses) followed by thesis writing (UNIV 4697W) in the final semester.

Learning Outcomes

Individual faculty will differ in expectations regarding research methodology, theoretical approaches, and presentation of findings. Nonetheless, there are some general criteria and intended learning outcomes for all individualized major thesis projects.

• The student’s research, analysis, and writing on the thesis project should be relevant to their individualized major and represent an opportunity for them to integrate and deepen at least several aspects of study in the major.
• A thesis should do more than summarize the existing literature on a particular topic. It should make an original contribution to the field of study, present new findings in the form of new data, or new, critical interpretations of existing material. It should reflect a good command of the research methodologies in the relevant discipline(s).

Upon completion of the thesis project the student should be able to:

• Define a research question and design a substantial research project.
• Select a methodological approach to address the research question.
• Identify appropriate sources and collect relevant and reliable data that addresses the research question.
• Analyze the strengths and limitations of different scholarly approaches to the question, and recognize the resulting interpretative conflicts.
• Develop an argument that is sustained by the available evidence
• Present that argument in a clear, well-organized manner.

Requirements for Honors Students

As noted above, all Honors students are expected to complete at least six credits of thesis-relevant coursework. In addition, all Honors students are expected to have a second reader and make a public presentation of their thesis project.

Public Presentation

Honors students are required to make a public presentation of their thesis research in a format negotiated with the thesis supervisor. Existing departmental exhibitions or “Frontiers in Undergraduate Research” make excellent venues for student presentations. If a student cannot find a venue for his or her presentation, please consult with IISP and we will help to coordinate one.

Note: Although non-Honors students who are completing a thesis are not required to have a second reader or make a public presentation, we would certainly welcome them to do so.

Honors Advising

An IISP staff member serves as Honors Advisor to each individualized major following an Honors Scholar plan of study. The staff member’s role as an Honors advisor is to coordinate and facilitate students’ plans for completing Honors Scholar requirements, including the thesis, and to monitor progress toward completion.

Thesis Course Registration

Specific instructions for registering for UNIV 4697W are available on the Capstone page .

We very much appreciate your willingness to supervise an individualized major’s senior thesis. If you have any questions about the Individualized Major Program or about supervising an individualized major thesis, please contact IISP staff .

Assisting University Students with Graduation Thesis Capstone Essays

This issue’s Teaching Assistance suggests ways in which the student assistant (SA) and teaching assistant (TA) can help undergraduate students successfully write and present graduation theses.

Strong structures have foundation stones, cornerstones, and a capstone affixed on the top. Comprehensive curricula have foundation subjects, required subjects, and a capstone thesis. The graduation thesis is a multifaceted assignment in a particular field of study. In undergraduate programs at universities in Japan, a graduation thesis can be referred to as the capstone. University curricula vary, but successful completion of seminars that lead to, and include the required capstone course and thesis can represent 20 credits of a 124-credit university degree program. Formulating a hypothesis, reading related literature, designing a research instrument, and writing up results is the culminating academic and intellectual experience for students. For many degree-holders, in addition to a diploma, a well-written and well-defended 30-page thesis can represent the tangible, crowning achievement of four years of study.

In Japan, instructors in charge of seminars usually provide students with advice on the process of writing a capstone paper in the particular field of study they specialize in. Teachers in the field of English education, for example, can begin these seminars in the freshman year and continue until graduation. Capstone papers written by English language majors are predominantly penned in Japanese, but a number of papers written in English can readily be found online (Kubo, 2018).

Some universities offer report and thesis writing workshops assisted by TAs and led by qualified writing instructors. Others have curricula that include 30-week thesis writing courses led by professors. Large universities sometimes open writing centers in which students can seek assistance from SA’s and TA’s throughout the school year.

Writing instructors can lead students through the process of prewriting, organizing information, writing, evaluating, setting titles, and rewriting a graduation thesis. SAs can refer students to theses in comparable fields of research written by peers. Libraries contain style guides that TAs can emulate to help authors learn the appropriate style as well as rules of quotation, citation, and how to write references.

Capstone course books, such as that by Kluge and Taylor (2018), can include guides which provide worksheets and easy-to-fill-in templates to explain the style and formats which are essential for academic writing in English. TAs with specialization in a particular field of study can readily guide undergraduate students (Hussain, 2015).

Writing a good research paper is challenging and consumes a lot of class and extra-curricular time. There are always some students, however, who attempt to write a final paper during the closing week of the final semester. The Internet has made it easy for students with wide ranging interests and shallow knowledge to amass information and piece together a report. Kluge and Taylor (2018) suggest the following example of a good thesis statement: “The Internet of Things first showed much promise for improving daily life and health, but now disturbing problems have emerged” (p. 39). With such a topic, as an advisor of dozens of undergraduate theses, I have observed how some students can come up with a report overnight with chapters on: The history of machine communication, The way wireless connections have developed, and The means by which the government has tried to protect users of such technology from hackers. Students can draft such essays by pulling out references in Wikipedia, copy-pasting from computer journal articles, and paraphrasing recommendations from government papers. Data charts and maps can be readily downloaded and pasted into the appendices. The resulting 20 pages might look cohesive and thorough on the surface, but anyone with access to broadband can come up with a similar paper. Gratton (2014) observed similar performances by her own 15-year old before asking, “But does my son actually know anything about [it]? In a sense he does–but this is generalist knowledge created from the scraps and scrapings of information from public sources” (p.205).

An evaluation rubric (Table 1) would assist the course evaluator to assess papers, and sort passable papers from those that are too general to be of value. The capstone paper needs to be assessed on whether it contains original thoughts, well-developed points of view, and valuable insights that others don’t have, or is plagiarized. The rubric could also assist students to clearly see how they need to write a passable capstone paper. The TA could help explain the rubric during class. By doing this, students can grasp step by step what they need to do to write higher quality graduation papers. The supervisor should assess and give a final grade.

Toward the end of the capstone thesis writing process, the author should be encouraged to share their findings with seminar classmates during a group presentation. A final presentation to the whole seminar would encourage students in lower grades to possibly follow in the presenter’s footsteps.

Integrating and coordinating a capstone presentation for undergraduate theses could help universities reach their fundamental goal of equipping students who can participate in society, start on a career, and create the future. As a specific strategic effort to attain this goal, departments and faculties could promote the presentations of research papers, graduation theses, and seminar reports by students at meetings with faculty, TAs, SAs, classmates, and invited guests. This could be an improvement over most final examination systems that give instructors only two options: requiring students to submit written papers or sit for written exams. Together with those who supported them to graduate, alumni would reap the rewards of having studied in a stronger university structure that placed freshman courses at its foundation, required courses at its corners, and a deserving capstone thesis on top.

Gratton, L. (2014). The Shift . London, England: William Collins.

Hussain, Z. (2015). Teaching assistance: Learning the biochemistry of English classes in Japan. The Language Teacher, 39 (6), 38-39.

Kluge, D., & Taylor, M. (2018). Basic steps to writing research papers (Second Edition). Tokyo: National Geographic Learning.

Kubo, S. (2018). Impressions of Canada held by a sampling of Japanese people . Retrieved from: https://mcmurrayuniversity.jimdo.com/graduate/shiori-k/

Thesis and Capstone Requirements for Teaching Programs

At the end of most teaching programs, students complete a capstone project or write a thesis to earn their degree. Both culminating experiences give students the opportunity to demonstrate mastery of their field. A student earns credits through their capstone course that count toward the total number of credits required for graduation. Postbaccalaureate programs often give students the option of completing a capstone project instead of writing a thesis. Local schools or community sites may also support capstone projects, and some schools allow a group of students to work together on their project.

At the end of most teaching programs, students complete a capstone project or write a thesis to earn their degree.

Students who opt to complete a capstone project must document their experience and submit a written summary of their work. Learners complete a more research-oriented thesis in addition to regular classes. Writing a thesis often includes an oral presentation or “defense” before a panel of academics familiar with the subject matter of the thesis.

What’s the Difference Between a Capstone and a Thesis in Teaching Programs?

Unlike a thesis, a capstone project addresses a practical problem or concern for which the student attempts to find a solution. A capstone project usually consists of an actionable proposal. A thesis, on the other hand, adds to the body of knowledge about much broader issues in the student’s field of study. Capstones involve developing a hypothesis, doing the necessary research to prove or disprove the hypothesis, drawing conclusions, and relating these to the core of existing knowledge on the subject matter. Undergraduate programs often include a capstone requirement for graduation, while postgraduate studies may require a thesis.

What Is a Capstone Like in Teaching Programs?

Teaching capstone format.

Most schools assign a minimum of three credits to an undergraduate capstone course. Students must select a topic or problem to study and resolve, typically within the course of a semester. Capstone projects often examine issues and concerns with a narrow focus.

The final form of a capstone project varies. However, students must often submit 10-15 pages describing their project and outcome. Most graduate-level programs that allow students to complete a capstone project instead of writing a thesis give students up to two semesters to fulfill the requirement.

Choosing Your Teaching Capstone Topic

A capstone project gives students the opportunity to apply classroom learning to practical situations related to their study. Capstone topics often connect to the concerns and challenges that currently exist in the field, with the course’s professor advising the project. However, some programs allow experts in the student’s capstone topic to act as an adjunct adviser for the project. As a result, students often find networking opportunities as they work on their capstone projects. These connections may benefit students after graduation in terms of pursuing the project further, possible employment, or professional referral.

Completing Your Teaching Capstone

Once you narrow your options, meet with your capstone adviser to discuss the project.

Every capstone project begins with choosing a topic. If a subject particularly interests you, list that as your top choice for the capstone. Explore other current issues in the field and come up with one or two additional areas to investigate. Once you narrow your options, meet with your capstone adviser to discuss the project. He or she can guide you in further sharpening your focus and coming up with the final framework or design for your project. Some programs permit students to carry out their capstone projects in their place of work. Find out if your program allows for this, as it can help you manage your time more efficiently.

Presenting Your Teaching Capstone

Undergraduate capstone projects often require a presentation before a panel of three to four members. The student’s adviser sits on the panel, along with the person who worked closely with the student in the field. Sometimes, the department head and other academic personnel with a connection to the project or the student also joins. Some schools hold these panel presentations within the context of a bigger event and may make the presentation open to the public. On occasions, students choose the manner of presentation, which largely depends of the nature of the project. For example, they could demonstrate a teaching method by conducting a mini-class or present their findings through a video or slideshow.

How Is a Teaching Capstone Graded?

Schools follow their own procedure in grading capstone projects. As part of a course, capstone projects can result in a failing grade but may depend on how the student performs in the other parts of the course. Most schools allow students to retake a capstone course. However, since students receive a clear grading rubric before they begin their project, most capstone projects turn out to be successful and deeply rewarding endeavors.

What Is a Thesis Like in Teaching Programs?

Teaching thesis format.

Most graduate-level programs give students up to a year to complete their thesis — from topic proposal and presentation to the final defense. A thesis is not usually administered as a course and must be completed before a student can graduate from a program. Most schools require students to enroll in a research course before beginning their thesis, as a thesis requires research-oriented written communication. Students work on their thesis on their own, rather than in groups, and remain under the close supervision of an academic adviser.

Thesis Topics for Education Majors

Deciding on a master of education thesis topic can prove a daunting task. The vast and vibrant education field develops and changes at every level. It can benefit you to begin with a topic that holds your interest. After all, you will work with this subject for a year — sometimes longer. A thesis should add to the existing body of knowledge in your field, so choose a topic that you feel you can examine in fresh light. Thesis topics for education majors vary and can include not only current issues in the field, but also future directions in light of technology, federal policies, and global factors.

Completing Your Teaching Thesis

In addition to selecting from a range of education master’s thesis topics, you will also need to choose your adviser carefully.

In addition to selecting from a range of education master’s thesis topics, you will also need to choose your adviser carefully. First of all, your adviser should be knowledgeable about your thesis topic to guide you properly throughout the process. Second, you will meet with your adviser several times during the school year, which requires a good working relationship. The adviser’s input is key to a successful thesis writing experience. Your adviser needs to approve your thesis topic before you can begin your research. It remains standard practice for students to report their progress to their advisers at regular intervals during the thesis writing process. This may involve pre-set times (once a month) or whenever the student completes the research and writing needed for a specific section of the thesis.

Presenting Your Teaching Thesis

During a thesis defense, a panel asks questions to ascertain your mastery of the thesis subject matter. It does not involve arguing or defending the merits of your work. In most instances, a defense proves largely formality since the adviser has already evaluated the paper many times during the work process, and the panel receives your work prior to the defense. As with a capstone project panel, a thesis panel typically comprises of the adviser and other faculty members with a deep familiarity with the thesis topic. Most schools do not open a thesis defense to the public.

How Is a Teaching Thesis Graded?

At the beginning of the thesis writing process, your adviser will instruct you on the thesis evaluation process to help you better interpret writing standards. Thesis grades come in the form of quality evaluation — excellent, very good, good, or satisfactory — instead of a letter grade. A good adviser will not let you defend a thesis until he or she approves all materials, so failing a thesis defense rarely occurs.

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The First Steps: Choosing a Topic and a Thesis Supervisor

There are two key choices you must make when you embark on your thesis: choosing a topic and choosing a supervisor.

Choosing a topic

A research topic can be very broad - you have not yet developed a specific research question but instead, have an expansive area of interest[1]. Here are some tips for choosing a successful thesis topic:

Let your interests guide you. This project will consume a considerate amount of your time during your junior and senior years, so pick a topic that you are genuinely interested in and committed to exploring. Think about interesting topics or readings from your coursework—what caught your attention?

Pay attention to your social world. Look to the media, news outlets, your friends - what issues are people debating now? What questions need answering?

Think of this as a chance to do something totally new. Is there a course you wish that the School of Hospitality Management offered about a certain topic? What research questions follow from that topic?

Engage with current or past research. See what has been done. Look at journals like the Journal of Hospitality and Tourism Research, the Cornell Hospitality Quarterly, and the International Journal of Hospitality Management. What topics have they covered recently? What can you add to the debate?

Your research topic does not have to be specific yet. Do some brainstorming—write down 5 to 10 topics that interest you. Talk with friends and professors to see which topics are the most interesting (and could provide the starting point for a strong thesis). Once you have decided on a topic, you are ready for the next step.

Choosing a thesis supervisor

Once you’ve identified the broad subject area you are interested in exploring, you should think about who to choose as a thesis supervisor. Any graduate faculty member of the School of Hospitality Management may serve as a thesis supervisor. A list of the current graduate faculty members is provided in the Appendix. We have one research center within the School of Hospitality Management, the Center for Food Innovation. If you work with this center as part of your thesis work, you should plan, consistent with best practices across laboratories in the College of Health and Human Development, to choose a faculty member other than personnel from the center to be your thesis supervisor. However, it is assumed you will also work closely with personnel from the center during the completion of your thesis work.

There are several ways to go about choosing a thesis supervisor. One strategy is to consider professors in whose courses you have been or are enrolled. Is your thesis topic relevant to their research interests? A second strategy is to look on the School of Hospitality Management website for a listing of faculty members and their research interests ( /shm/directory/BioList.aspx ). You can also think about interesting articles or books you’ve read in your coursework. Finally, you can meet with the School’s honors adviser to brainstorm about who a suitable thesis supervisor might be.

Once you have identified a potential thesis supervisor, you must ask him or her to advise the thesis! This should take place during the fall or spring semester of your junior year. Before approaching potential supervisors, do some brainstorming on your own. For your own use, write a brief description of your potential topics and 2-3 more specific research questions. When you meet with a potential supervisor, you do not yet need to have a definitive research question. This is something a thesis supervisor will help with.

You should set up appointments to discuss the thesis with potential supervisors. Send them an email requesting a meeting to discuss the possibility that they advise your thesis. Include the description of your topic. When you have scheduled a meeting, present your potential topic and ask them if they would be interested in advising it. If you are still working on developing your specific research question, ask for their advice or feedback on your potential research questions.

Examples of the questions to ask during your first meeting with a potential supervisor:

• How promising do you find my research topic? 
• Are there particular directions you think I should explore in developing a research question?
• How often do you like to meet with advisees?
• How many drafts are you willing to read? How many days do you require to read a draft?
• What is your preferred method of maintaining regular contact?
• Do you have any books or journal articles that you think I need to read before our next meeting?

[1] Note that a topic is a broad subject area while a research question is much narrower. A research question is a specific problem or question within a given subject area that can be addressed within the approximate 1.5-year time frame given over to the thesis A research question is typically tested with empirical data.

Return to Thesis Guide Table of Contents

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College of Graduate Studies

Theses and dissertations, if you are writing a thesis or dissertation..., congratulations on your decision.

We are here to support you as you prepare your document for its final publication and binding. Before your last semester in the thesis or dissertation course, visit each of the following links to ensure that you accomplish all necessary tasks on time.

Thesis-Dissertation Checklist

Have you....

• Applied for graduation and registered for thesis workshop ?
• Read the Submission Guide completely?
• Filled out approval form for editing?
• Verified a full signature page from your committee?
• Obtained editor’s approval to upload to ProQuest memo?
• Uploaded to ProQuest ? (Immediately upon approval by editor)
• Paid invoice for LU Library microfiche copy of thesis or dissertation?
• Met all degree requirements, including all department required paperwork?
• Defended successfully?
• Received personal copies link with PDF upload letter?
• Completed doctoral survey ? (D.E. and Ph.D. only, No Ed.D.)

Printable Checklist (DOCX)

Info about Theses and Dissertations

• Dates & Deadlines : These are non-negotiable, so write them down and work to meet or beat them.
• Thesis and Dissertation Guidelines : These guidelines specify directions to submit your thesis or a dissertation in partial fulfillment of degree requirements. These formatting guidelines take precedence over those in the style manuals required by your department. You should consult your supervising professor or committee chair as to the required style manual for your individual program.
• Thesis/Dissertation Workshop : At the beginning of your last semester, you are required to register for an online workshop as part of your final approval process.  Register Now: Fill out the Graduate Workshop Registration/Attendance (PDF) completely and send it to [email protected]
• Style Guides and Manuals : As you're writing your research, you may find these style resources helpful.
• Thesis/Dissertation Approval Form : Before you submit your pre-defense document (Initial Submission) to the Grad Studies Editor, complete this form, have it signed and submit the original to [email protected] . Students may also elect to have their committee chair or supervising professor submit the Initial Submission with a cc to all committee members to [email protected] . The document must be in by the Initial Submission deadline listed on the calendar.
• How to Submit your Electronic Thesis/Dissertation (ETD) Online : When we have given you final approval, you will need to submit your document to ProQuest so that the academic community at large will be able to search for and access your research.
• Taking the Survey of Earned Doctorates :  For Ph.D. and D.E. conferrees only (not Ed.Ds, please).

Graduate School Resource Center

All graduate students now have access to a Graduate School Resource Center under the Organizations tab in Blackboard. This site offers tips and resources around items of interest to graduate students whether they are writing theses and dissertations or simply writing to fulfill classroom projects. Items included are related to:

• Undertaking research
• Managing time
• Writing literature reviews
• Citing sources
• Using research databases
• Other significant topics

We will be updating the site each semester, so be sure to fill out the short survey under the Introduction to let us know what was useful and what additions you recommend.

How To Write A Dissertation Or Thesis

8 straightforward steps to craft an a-grade dissertation.

By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020

Writing a dissertation or thesis is not a simple task. It takes time, energy and a lot of will power to get you across the finish line. It’s not easy – but it doesn’t necessarily need to be a painful process. If you understand the big-picture process of how to write a dissertation or thesis, your research journey will be a lot smoother.  

In this post, I’m going to outline the big-picture process of how to write a high-quality dissertation or thesis, without losing your mind along the way. If you’re just starting your research, this post is perfect for you. Alternatively, if you’ve already submitted your proposal, this article which covers how to structure a dissertation might be more helpful.

How To Write A Dissertation: 8 Steps

• Clearly understand what a dissertation (or thesis) is
• Find a unique and valuable research topic
• Craft a convincing research proposal
• Write up a strong introduction chapter
• Review the existing literature and compile a literature review
• Design a rigorous research strategy and undertake your own research
• Present the findings of your research
• Draw a conclusion and discuss the implications

Step 1: Understand exactly what a dissertation is

This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.

So, what is a dissertation?

At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:

• Ask a very specific, well-articulated question (s) (your research topic)
• See what other researchers have said about it (if they’ve already answered it)
• If they haven’t answered it adequately, undertake your own data collection and analysis in a scientifically rigorous fashion
• Answer your original question(s), based on your analysis findings

In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:

• Started with a vague, poorly articulated question
• Not taken the time to see what research has already been done regarding the question
• Collected data and opinions that support their gut and undertaken a flimsy analysis
• Drawn a shaky conclusion, based on that analysis

If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.

The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.

If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!

Step 2: Find a unique, valuable research topic

As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…

A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:

Let’s take a closer look at these:

Attribute #1: Clear

Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.

Here’s an example of a clearly articulated research topic:

An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.

As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).

Need a helping hand?

Attribute #2:   Unique

Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).

For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.

One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.

Attribute #3: Important

Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.

For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.

So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊

Step 3: Write a convincing research proposal

Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.

So, what’s in a research proposal?

The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:

• You have a clearly articulated, unique and important topic (this might sound familiar…)
• You’ve done some initial reading of the existing literature relevant to your topic (i.e. a literature review)
• You have a provisional plan in terms of how you will collect data and analyse it (i.e. a methodology)

At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).

Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .

So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .

Step 4: Craft a strong introduction chapter

Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.

Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.

What’s the introduction chapter all about?

The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.

What goes into the introduction chapter?

This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:

• A brief background to the study, explaining the overall area of research
• A problem statement , explaining what the problem is with the current state of research (in other words, where the knowledge gap exists)
• Your research questions – in other words, the specific questions your study will seek to answer (based on the knowledge gap)
• The significance of your study – in other words, why it’s important and how its findings will be useful in the world

As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.

How do I write the introduction chapter, you ask? We cover that in detail in this post .

Step 5: Undertake an in-depth literature review

As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.

Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .

Literature Review Step 2: Writing up

Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:

• You need to synthesise the existing research , not just summarise it. In other words, you need to show how different pieces of theory fit together, what’s agreed on by researchers, what’s not.
• You need to highlight a research gap that your research is going to fill. In other words, you’ve got to outline the problem so that your research topic can provide a solution.
• You need to use the existing research to inform your methodology and approach to your own research design. For example, you might use questions or Likert scales from previous studies in your your own survey design .

As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .

But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .

Step 6: Carry out your own research

Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.

There are two steps here – designing your research strategy and executing on it:

1 – Design your research strategy

The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.

In this section, you’ll need to make firm decisions about your research design. This includes things like:

• Your research philosophy (e.g. positivism or interpretivism )
• Your overall methodology (e.g. qualitative , quantitative or mixed methods)
• Your data collection strategy (e.g. interviews , focus groups, surveys)
• Your data analysis strategy (e.g. content analysis , correlation analysis, regression)

If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.

2 – Execute: Collect and analyse your data

Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.

Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:

• If you carry out interviews or focus groups, you’ll need to transcribe your audio data to text (i.e. a Word document).
• If you collect quantitative survey data, you’ll need to clean up your data and get it into the right format for whichever analysis software you use (for example, SPSS, R or STATA).

Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.

The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:

• If your research if exploratory in nature, you’ll often use qualitative analysis techniques .
• If your research is confirmatory in nature, you’ll often use quantitative analysis techniques
• If your research involves a mix of both, you might use a mixed methods approach

Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.

Step 7: Present your findings

Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .

What’s the difference between the results chapter and the discussion chapter?

While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling  – in other words, it provides your interpretation of the results.

For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:

• Your results chapter would just present the results of the statistical tests. For example, correlation results or differences between groups. In other words, the processed numbers.
• Your discussion chapter would explain what the numbers mean in relation to your research question(s). For example, Factor 1 has a weak relationship with consumer trust, while Factor 2 has a strong relationship.

Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.

Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).

For example, if we look at the sample research topic:

In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .

For more information about the results chapter , check out this post for qualitative studies and this post for quantitative studies .

Step 8: The Final Step Draw a conclusion and discuss the implications

Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.

What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.

Sticking with the consumer trust topic example, the conclusion might look something like this:

Key findings

This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:

While the following factors have a very limited impact on consumer trust:

Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…

Implications

The findings having noteworthy implications for British low-cost online equity brokers. Specifically:

The large impact of Factors X and Y implies that brokers need to consider….

The limited impact of Factor E implies that brokers need to…

As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.

Let’s recap – how to write a dissertation or thesis

You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.

To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:

• Understand what a dissertation (or thesis) is – a research project that follows the research process.
• Find a unique (original) and important research topic
• Craft a convincing dissertation or thesis research proposal
• Write a clear, compelling introduction chapter
• Undertake a thorough review of the existing research and write up a literature review
• Undertake your own research
• Present and interpret your findings

Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.  

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

20 Comments

thankfull >>>this is very useful

Thank you, it was really helpful

unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.

Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.

This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.

Very rich presentation. Thank you

Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!

Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation

It is an amazing comprehensive explanation

This was straightforward. Thank you!

I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.

Thanks for the feedback and suggestions 🙂

Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*

Very educating.

Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.

Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.

thank you so much, that was so useful

Hi. Where is the excel spread sheet ark?

could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification

my topic is “the impact of domestic revenue mobilization.

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• Print Friendly

The Strategy of Improving the Quality of Undergraduate Graduation Design (Thesis)

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• Lei Liu 2 &
• Chao Zhang 3  

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Graduation design (thesis) is not only the important part of undergraduate training program, but the last and longest practice link in schools. And the graduation design (thesis) is not only the comprehensive testing for students’ knowledge, ability and quality, but an important means of evaluating teaching quality. But in recent years, with the number expansion of undergraduates, the quality decline of graduation design (thesis) is an undoubting fact. In this paper, aimed at the actual situation of the quality decline of graduation design (thesis), such measures to improve the design quality of graduation design (thesis) as improving students’ understanding, creating good atmosphere of graduation design (thesis), establishing system, enhancing process management, strengthening the construction of guidance teams, increasing the guidance ability of guidance teachers and strengthening the career guidance have been put forward.

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Liu, L., Zhang, C. (2014). The Strategy of Improving the Quality of Undergraduate Graduation Design (Thesis). In: Zhong, S. (eds) Proceedings of the 2012 International Conference on Cybernetics and Informatics. Lecture Notes in Electrical Engineering, vol 163. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3872-4_24

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• Graduate Theses and Dissertations (GTD)

THE REGULATION ON THESIS IMPLEMENTATION AND EVALUATION

THE BACHELOR OF BUSINESS ADMINISTRATION PROGRAM

Ho Chi Minh City, 27 September 2013

1. OVERVIEW ABOUT THESIS

Graduation thesis or course project reflects student's knowledge, skill and attitude on specialized knowledge that is transformed into professional and job skills. The thesis must strictly abide by the academic ethics. The thesis also reflects the correlation between the curriculum and the expected learning outcomes. That correlation shows that students not only apply what they learned in a particular context, but also connect creative ideas, design, and operation into the realities.

The thesis is conducted in the final semester after the students have completed the internship. The process of doing the thesis must abide by the general regulations of the University of Economics and Law, and the Faculty of Business Administration. Students can choose the thesis topic and instructor by themselves or Faculty will assign instructors for them. Some practical topics may include visiting lecturers outside the school. Usually, Students will spend a part of the time to contact enterprises or organizations for collecting data or survey. And remaining time, students have to do complete under instructors' guidance. Students must take thesis defense in front of thesis assessment board which is established by the Rector of the University of Economics and Law. 

2. THE PROCESS OF GRADUATION THESIS IMPLEMENTATION.

• The Faculty of Business Administration publishes the list of faculty members and visiting lecturers, corresponding to their courses. The Faculty also publishes the maximum number of students that each lecturer will undertake.;
• For eligible students to do the thesis, Faculty will base on students' registration with instructor's consent and in according with the Faculty's regulations to assign instructors for students.;
• Student complete the graduation thesis under the lecturer’s guidance during the final semester;
• Thesis-writing students don’t have to take substitutive courses and the time for writing thesis coincides with the internship time of not thesis-writing students;
• Instructors write clearly comments, assessments, and score for student’s thesis;
• Thesis will be reviewed by a lecturer assigned by Faculty;
• Student will take defense in front of committee members
• The thesis score is the average score from 5 committee members: instructors, reviewer, and other 3 members of thesis committee members;
• Thesis equivalents to a 10-credits course.

3. REQUIREMENTS FOR GRADUATION THESIS’S CONTENT

Graduation thesis is a business project or a scientific research. The graduation thesis must be students’ own research. The thesis must show the theoretical and practical knowledge in business administration and problem-solving methods. The thesis results must solve a problem that they have proposed by using scientific knowledge and appropriate research methods acquired during the program.

The thesis is a completed research which may be one of two types: business project, or repetitive academic research aimed at solving problems in the field of business administration.

The thesis must address and solve a problem, as well as using research method to collect information for the problem identification and solving. The objective of the thesis aims to solve practical problems of organizations. Students use both knowledges from textbooks and from qualitative and quantitative researches on specialised journals to fulfill the specific scope of research.

The thesis in the form of repetitive academic research is similar to a the scientific research and the research process is well designed.  Students can apply any appropriate research methods in thesis including inductive or deductive method, discussing or exploring methods, qualitative or quantitative method, or combined method.

The basic methodology for implementing repetitive academic research is students must select an academic research model (original model has been published in specialized journals) as their the research’s foundation. On that basis, qualitative research is combined to explore the practical problems of enterprises in Vietnam in the specific context of research. Students should select one of specific field of Business Administration (Marketing, Finance, Human Resource, Production, Cost, Profit and so on) to do the thesis.

The core issues of implementing repetitive academic research is students must choose appropriate research method (qualitative, quantitative or both) to examine the proposed research model in the reality 

4. PRESENTATION FORMAT OF THESIS

Graduation thesis should not exceed fifty pages with A4 size, and use Line Spcing 1.5

The color of cover page is designated as  BLUE .

The detailed requirements for the presentation format of the thesis, the student can refer in Guide Book of presentation format of internship report and thesis.

5. THESIS ASSESSMENT

For the content, students are required to describe, analyze and assess more comprehensively and deeply an activity, a part, or the entire business activity of the enterprise. Students should propose solutions or recommendation to improve or increase the efficiency of the enterprise.

For methodology, students must apply one of the tools of research methodology to solve a specific problem in business. This is the difference between a thesis and graduation internship report.

Thesis score on a scale of 10, is rounded to 0.5. Thesis score is the average score of 3 committee members, reviewer, and proposed instructor. Criteria for thesis evaluation is specified in the scorecard, including 4 items in the table below:

Table 1: SCORE STRUCTURE FOR THESIS ASSESSMENT

Rubric for thesis assessment is described in the table 2 below.

Table 2: Rubric for thesis assessment (on a scale 1-10)

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RadEditor - HTML WYSIWYG Editor. MS Word-like content editing experience thanks to a rich set of formatting tools, dropdowns, dialogs, system modules and built-in spell-check. RadEditor's components - toolbar, content area, modes and modules       Toolbar's wrapper     Content area wrapper RadEditor's bottom area: Design, Html and Preview modes, Statistics module and resize handle. It contains RadEditor's Modes/views (HTML, Design and Preview), Statistics and Resizer Editor Mode buttons Statistics module Editor resizer   RadEditor - please enable JavaScript to use the rich text editor. FACULTY OF BUSINESS ADMINISTRATION Room A.305 - University of Economics and Law - Quarter 3, Linh Xuan Ward, Thu Duc City, Ho Chi Minh City. Email: [email protected]   Phone: (028) 37244555 (Ext 6461)   Fax: (028) 37244500 Skip to Content Catalog Home Institution Home Pay Tuition Online Toolkit Shuttle Tracker Undergraduate Degree Programs Graduate Degree Programs Undergraduate Print Options Emmett and Miriam McCoy College of Business Department of Marketing Master of Science (M.S.) Major in Marketing Research and Analysis (Thesis Option) General Information Admission Information Admission Documents Registration and Course Credit Academic and Grading Policies Degree Information Graduate Degrees Graduate Majors Graduate Minors Graduate Certificates Tuition and Fees Additional Fees and Expenses Refund of Fees College of Applied Arts M.B.A. Major in Business Administration (Flex Computer Information Systems Concentration) M.B.A. Major in Business Administration (Flex Engineering Technology Concentration) M.B.A. Major in Business Administration (Flex Healthcare Administration Concentration) M.B.A. Major in Business Administration (Flex Human Resource Management Concentration) M.B.A. Major in Business Administration (Flex International Business Concentration) M.B.A. Major in Business Administration (Flex Supply Chain Management Concentration) M.B.A. Major in Business Administration (Full-​Time Cohort) M.B.A. Major in Business Administration (General Flex Non-​thesis Option) M.B.A. Major in Business Administration (General Flex Thesis Option) M.H.A. Major in Healthcare Administration /​ M.B.A. Major in Business Administration (Dual Degree Option) Department of Accounting Department of Information Systems and Analytics Department of Finance and Economics Department of Management Master of Science (M.S.) Major in Marketing Research and Analysis (Non-​thesis Option) College of Education College of Fine Arts and Communication College of Health Professions College of Liberal Arts College of Science and Engineering Graduate Faculty Program Overview Marketing research and analytics are used by companies to link information about products, customers and markets to financial metrics like sales, margin, and EBITDA (earnings before interest, taxes, depreciation, and amortization). Further, McKinsey & Company claims that marketing and sales leaders need to use analytics since companies that effectively use data will improve productivity and profitability. Marketing research is increasingly being incorporated into the strategic planning function by organizations. This shift is increasing the scope and demand for marketing managers with strong research skills as well as the need for market research analysts and survey researchers. The M.S. major in Marketing Research and Analysis is a specialized degree program that helps to fill the disconnect between marketing practice and marketing education. As technology advances and data collection becomes the primary source for managerial decisions, a need has evolved for a managerial workforce with advanced degrees in marketing to be able to make effective use of this vast amount of data coming into the organization. These marketing research and analysis functions are a critical part of modern marketing in organizations. Effective organizations are making decisions based on facts and these facts are gleaned from analysis of incoming data. More and more organizations are using marketing analytics and digital marketing. There is an unmet need for marketing professionals who can interpret and relate that data to marketing decisions as well as make marketing decisions in an increasingly digital marketplace. Application Requirements The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements. completed online application $55 nonrefundable application fee           or $90 nonrefundable application fee for applications with international credentials baccalaureate degree (preferably in business administration or a related field) from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our  International FAQs  for more information.) official transcripts from  each institution  where course credit was granted a competitive overall GPA or a competitive GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses) knowledge of business functions (management, marketing, finance, accounting, MIS) demonstrated through previous course work and/or work experience official GMAT or GRE (general test only) with a competitive score for those who do not have a 3.5 overall GPA or a 3.5 GPA in the last 60 hours of undergraduate course work. If the GPA falls below the minimum requirement, the official GMAT or GRE (general test only) with competitive scores will be required in order to be considered. Admissions will notify applicants via email should this occur. responses to specific essay questions on the statement of purpose resume/CV detailing work experience, extracurricular and community activities, and honors and achievements three letters of recommendation from persons best able to assess the student’s ability to succeed in graduate school Approved English Proficiency Exam Scores Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list . 19 listening 19 speaking official PTE scores required with a 52 overall official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0 official Duolingo scores required with a 110 overall official TOEFL Essentials scores required with an 8.5 overall This program does  not  offer admission if the scores above are not met. Degree Requirements The Master of Science (M.S.) degree with a major in Marketing Research and Analysis requires 30 semester credit hours, including a thesis. Any student enrolled in a graduate degree program in the McCoy College of Business Administration can earn no more than two grades of C or lower. Even if the grade of C or lower was replaced with a higher grade as a result of repeating the course, the original grade counts as a “strike” under this policy. Upon earning the third C (or lower), the student is automatically placed on academic suspension and permanently dismissed from their degree program without any possibility of readmission to their program or another degree program in McCoy College. The 3 C Policy takes precedent over probationary status. So, if a student earns a third C they are automatically dismissed from their program permanently; even if probation does not occur. Course Requirements Course List Code Title Hours Required Courses Marketing Management 3 Marketing Research Methods 3 Qualitative Research in Marketing 3 Digital Marketing 3 Marketing Analytics 3 Python for Marketing Analytics 3 Strategic Marketing Analysis and Planning 3 Statistical Methods for Business 3 Thesis Courses Thesis 3 Choose a minimum of 3 hours from the following: 3 Thesis Thesis Thesis Thesis Thesis Total Hours 30 Comprehensive Examination Requirement All students are required to take a written comprehensive examination in their last semester of the program.  Students must pass the comprehensive exam during the last semester in at most two attempts. If a student fails to pass the comprehensive exam in two attempts during the final semester, the student will be required to take GC 5100 the following term to retake the comprehensive exam. Students who do not successfully complete the requirements for the degree within the timelines specified will be dismissed from the program. If a student elects to follow the thesis option for the degree, a committee to direct the written thesis will be established. The thesis must demonstrate the student’s capability for research and independent thought. Preparation of the thesis must be in conformity with the  Graduate College Guide to Preparing and Submitting a Thesis or Dissertation . Thesis Proposal The student must submit an official  Thesis Proposal Form  and proposal to his or her thesis committee. Thesis proposals vary by department and discipline. Please see your department for proposal guidelines and requirements. After signing the form and obtaining committee members’ signatures, the graduate advisor’s signature if required by the program and the department chair’s signature, the student must submit the Thesis Proposal Form with one copy of the proposal attached to the dean of The Graduate College for approval before proceeding with research on the thesis. If the thesis research involves human subjects, the student must obtain exemption or approval from the Texas State Institutional Review Board prior to submitting the proposal form to The Graduate College. The IRB approval letter should be included with the proposal form. If the thesis research involves vertebrate animals, the proposal form must include the Texas State IACUC approval code. It is recommended that the thesis proposal form be submitted to the dean of The Graduate College by the end of the student’s enrollment in 5399A. Failure to submit the thesis proposal in a timely fashion may result in delayed graduation. Thesis Committee The thesis committee must be composed of a minimum of three approved graduate faculty members. Thesis Enrollment and Credit The completion of a minimum of six hours of thesis enrollment is required. For a student's initial thesis course enrollment, the student will need to register for thesis course number 5399A.  After that, the student will enroll in thesis B courses, in each subsequent semester until the thesis is defended with the department and approved by The Graduate College. Preliminary discussions regarding the selection of a topic and assignment to a research supervisor will not require enrollment for the thesis course. Students must be enrolled in thesis credits if they are receiving supervision and/or are using university resources related to their thesis work.  The number of thesis credit hours students enroll in must reflect the amount of work being done on the thesis that semester.  It is the responsibility of the committee chair to ensure that students are making adequate progress toward their degree throughout the thesis process.  Failure to register for the thesis course during a term in which supervision is received may result in postponement of graduation. After initial enrollment in 5399A, the student will continue to enroll in a thesis B course as long as it takes to complete the thesis. Thesis projects are by definition original and individualized projects.  As such, depending on the topic, methodology, and other factors, some projects may take longer than others to complete.  If the thesis requires work beyond the minimum number of thesis credits needed for the degree, the student may enroll in additional thesis credits at the committee chair's discretion. In the rare case when a student has not previously enrolled in thesis and plans to work on and complete the thesis in one term, the student will enroll in both 5399A and 5399B. The only grades assigned for thesis courses are PR (progress), CR (credit), W (withdrew), and F (failing). If acceptable progress is not being made in a thesis course, the instructor may issue a grade of F. If the student is making acceptable progress, a grade of PR is assigned until the thesis is completed. The minimum number of hours of thesis credit (“CR”) will be awarded only after the thesis has been both approved by The Graduate College and released to Alkek Library. A student who has selected the thesis option must be registered for the thesis course during the term or Summer I (during the summer, the thesis course runs ten weeks for both sessions) in which the degree will be conferred. Thesis Deadlines and Approval Process Thesis deadlines are posted on  The Graduate College  website under "Current Students." The completed thesis must be submitted to the chair of the thesis committee on or before the deadlines listed on The Graduate College website. The following must be submitted to The Graduate College by the thesis deadline listed on The Graduate College website: The Thesis Submission Approval Form bearing original (wet) and/or electronic signatures of the student and all committee members. One (1) PDF of the thesis in final form, approved by all committee members, uploaded in the online Vireo submission system.   After the dean of The Graduate College approves the thesis, Alkek Library will harvest the document from the Vireo submission system for publishing in the Digital Collections database (according to the student's embargo selection).  NOTE: MFA Creative Writing theses will have a permanent embargo and will never be published to Digital Collections.   While original (wet) signatures are preferred, there may be situations as determined by the chair of the committee in which obtaining original signatures is inefficient or has the potential to delay the student's progress. In those situations, the following methods of signing are acceptable: signing and faxing the form signing, scanning, and emailing the form notifying the department in an email from their university's or institution's email account that the committee chair can sign the form on their behalf electronically signing the form using the university's licensed signature platform. If this process results in more than one document with signatures, all documents need to be submitted to The Graduate College together. No copies are required to be submitted to Alkek Library. However, the library will bind copies submitted that the student wants bound for personal use. Personal copies are not required to be printed on archival quality paper. The student will take the personal copies to Alkek Library and pay the binding fee for personal copies. Master's level courses in Marketing: MKT  MKT 5199B. Thesis. This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding. MKT 5299B. Thesis. MKT 5321. Marketing Management. A study of the planning and coordination of marketing functions, marketing policies, and the analysis of marketing administration. Prerequisite: B A 5351 with a grade of "C" or better. MKT 5322. Marketing Research Methods. An advanced study of the marketing research process to include problem formulation, determination of sources of information and research design, design of data collection forms, design of the sample, collection of the data, analysis and interpretation of the data, preparation of the research report, and oral presentation of the research findings. Prerequisite: MKT 5321 and QMST 5334 both with grades of "C" or better. MKT 5323. Qualitative Research in Marketing. This course examines qualitative methods as used in marketing and market research. Topics include the design and execution of qualitative research projects using various qualitative methodological approaches. Activities include application of qualitative methods for conducting research. Students will apply learning in a qualitative research project. MKT 5330. International Marketing. An application of marketing concepts to the global business environment. Examines marketing in the light of international economic, social, cultural, business, and environmental factors. Prerequisite: B A 5351 with a grade of "C" or better. MKT 5331. Integrated Marketing Communications. An analysis of consumer behavior in the marketplace and its application to the preparation and presentation of a complete integrated marketing communications plan for a local, regional, and/or national client. Prerequisite: MKT 5321 with a grade of "C" or better. MKT 5335. Services Marketing. Services dominate the U.S. economy and are becoming critical for competitive advantage in companies across the globe and in all industry sectors. This course examines the foundations of services marketing, which are necessary to create, promise, and deliver a successful, interactive customer experience. Prerequisite: MKT 5321 with a grade of "C" or better. MKT 5340. Digital Marketing. This course examines marketing strategies in the digital environment. It examines the latest technology and analytical tools used in e-marketing and e-commerce, including online advertising, mobile marketing, social media marketing, search marketing, email marketing, and web analytics. Prerequisite: MKT 5321 with a grade of "C" or better. MKT 5341. Social Media Marketing and Analysis. This course provides a conceptual foundation and practical approach for conducting social media analysis and developing a social media marketing plan and/or campaign will be presented. Students will gain hands-on experience using social media strategically to achieve desired marketing goals through a hands-on project. Students will also earn applicable digital marketing certifications. Prerequisite: MKT 5321 with a grade of "C" or better or instructor approval. MKT 5345. Marketing Analytics. This course is a study of the scientific approach that connects customer data and competitive information to drive marketing decision-making. The course explores customer data analysis techniques and their theoretical foundations that are applied to real world business problems. Students will learn software, conduct data analysis and communicate the results. Prerequisite: MKT 5321 and QMST 5334 both with grades of "C" or better or instructor approval. MKT 5346. Contemporary Topics in Marketing Analytics. This course covers contemporary topics in marketing analytics. Students will learn (1) concepts and methods in strategic marketing analytics, (2) analytical and mapping tools in geospatial data and information, (3) concepts and methods in Bayesian Networks, (4) Topic Analysis using big data in marketing, and (5) other emerging analytical tools and methods in marketing. Prerequisite: QMST 5334 with a grade of “C” or better or instructor approval. MKT 5347. AI and Data Visualization for Marketing. This course consists of applied training in foundational topics for artificial intelligence and data visualization. It covers both prediction as well as classification problems. While many technical aspects are covered, the main emphasis is on knowing how to apply a wide range of modern techniques to specific marketing problems. Prerequisite: MKT 5321 and QMST 5334 both with grades of "C" or better or instructor approval. MKT 5348. Python for Marketing Analytics. This course consists of learning Python and using this programming language for data analysis and visualization. This course will help to leverage the power of historical data and to develop models that project future trends. Python will be used for exploratory data analysis, market forecasting, customer segmentation, deep learning, social media analysis and analysis of marketing images and videos. Prerequisite: MKT 5321 and QMST 5334 both with grades of "C" or better or instructor approval. MKT 5350. Strategic Marketing Analysis and Planning. This course examines strategic marketing decision making through the analysis and interpretation of marketing intelligence, metrics, and dashboards. Topics will include data-driven decision making on marketing challenges pertaining to customers, brands, marketing mix decisions, online strategy and social media, market performance, and firm profitability. Prerequisite: MKT 5322 with a grade of "C" or better. MKT 5395. Independent Study in Marketing. Individual problems or topics will be designed and completed to emphasize selected areas of study in Marketing. Prerequisite: Instructor approval. MKT 5397I. Entrepreneurial Marketing. Entrepreneurship involves the discovery, implementation, and pursuit of new business opportunities. Successful execution of an entrepreneurial idea requires an effective marketing plan and related skills. In this course, we will investigate how marketing concepts (product, price, promotion, place, people, processes, brand image, segmentation, targeting, positioning, quality perceptions) can facilitate entrepreneurs' realization of their ideas. A conceptual foundation and practical approach for developing an entrepreneurship-focused marketing plan will be discussed. Using a hands-on approach, students will gain skills and knowledge on the effective use of marketing concepts to achieve entrepreneurial goals. Prerequisite: Instructor approval. MKT 5398. Internship in Marketing. Internship in marketing is an external employer supervised, experiential learning course that enables a student to integrate professional and graduate business coursework. Prerequisite: Instructor approval. MKT 5399A. Thesis. This course represents a student’s initial thesis enrollments. No thesis credit is awarded until student has completed the thesis in Marketing Research and Analysis. MKT 5399B. Thesis. MKT 5599B. Thesis. MKT 5999B. Thesis. 2024-2025 Catalogs About Texas State About This Site Emergency Info Job Opportunities Search Texas State Print this page. The PDF will include all information unique to this page. A PDF of the entire 2022-2023 catalog. Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser . Enter the email address you signed up with and we'll email you a reset link. We're Hiring! Help Center Study on the Integration of Graduation Thesis and Graduation Practice of University Graduates in Henan Province Graduation thesis and graduation practiceare are indispensable components of higher education personnel training programs and are important ways to cultivate students' practice and innovation abilities. According to the characteristics of college education in Henan Province, this paper proposes an integrated teaching model for graduation practice and graduation thesis, and gives specific measures. Related Papers As an important mechanism of training senior talents, University should develop practical and creative talents. Higher education on college studentsʹ practice ability and innovation ability has an important role, which is directly related to the pace of our country's modernization construction and concerns the future of national development. Through the analysis of our college studentsʹ practice and innovation abilities, it is pointed out that there are some questions in the development of students in their practical and innovative capabilities, such as the lack of interest or desire as well as ability to deal with practical problems; so it is urgent to put forward available measures to improve the situation on the following aspects: the build on the construction of both teacher team and reasonable curriculum system conductive to the cultivation of innovative ability. Universal Journal of Educational Research Horizon Research Publishing(HRPUB) Kevin Nelson The education system of modern society can be understood as an institution whose functions include its capacity to reproduce its host society, both economically and culturally [1]. Higher institution of learning is no more seen as a place of mass production of graduates willingly believes that they are now ready to perform their duties. The newly developing higher education system has expanded to prepare a new workforce which can assist in the economic growth of the nation and thus the outputs that fulfill this must be able to perform to the needs of the industry. What the industry wants is students too show that they have entered and translated into what they have learned practically. Thus, today educators and academicians has to aggressively re-look and change the teaching and learning approaches and environment in order to make the teaching and learning process more effective and relevant. It is not sufficient by merely changing the content of the curriculum but it is more than that. This paper analyses the feedback of students on the current method of teaching and learning in comparison to the contemporary approach of teaching such as active learning, outcome-based learning and problem-based learning. The study will also explore the process of integrating these active learning strategies into traditional lecture-based courses and also intend to underscore the motivation and incentives required for bringing about changes, and the support needed for sustaining and disseminating active learning approaches among the educators. International Journal of Scientific and Management Research Cristeta Dulos The study looked at how satisfied the graduates of the Pangasinan State University School of Advanced Studies were with their degree programs and how they contributed to their professional and personal growth. The descriptive research design was utilized with 239 graduates who were randomly selected as respondents to the study. The results of the study revealed that the graduates have a high level of satisfaction with the services and resources provided as well as with their professors' attributes, relationship with their professors and other students, and their thesis/dissertation experience. The degree program completed by the graduates were highly contributory to their professional and personal growth. Tongtao Zheng INCREASING THE OPENNESS OF EDUCATION THROUGH INNOVATING UNIVERSITY TRAINING MODELIn the face of an urgent requirement for building an innovative country rich in human resources, how to break through the existing institutional barrier of educating a qualified workforce and advances in all measures the innovation of training mode is the immediate priority of reform of higher education development.The outline of national planning of the medium-term and long-term educational reform and development proposed the duties and measures of institutional reform of educating a qualified workforce from three aspects, namely: a) renewing philosophies of the educating a qualified workforce; b) innovating models and patterns of educating a qualified workforce; c) reforming educational quality appraisal and talent evaluation system.MUTUAL RECOGNITION OF CREDITS, MUTUAL/JOINT GRANTING OF DEGREES, AND REFORM OF MODELS OF EDUCATING A QUALIFIED WORKFORCEThe economic globalization has caused the education... E3S Web of Conferences Inessa Kuzheleva The features of the personal and professional development of the future specialists are studied in the aspect of their specialization. These are revealed through the use of projective research methods - the essays "My professional plans" and "My usual day in … years", incomplete sentence method, and a questionnaire to assess the level of socio-psychological adaptation. To study the college graduates’ adaptation peculiarities to educational process in the university, the questionnaire was used, designed to determine the level of educational and professional adaptation in psychophysiological, professional and socio-psychological aspects. The article describes the use of the "Incomplete sentences" method, its modification depending on the indicators of the respondents group. The results of testing students are presented in detail. Other research methods are also described. Constantino Pedzisai The main goal of this study was to establish professional experiences of a census sample of ninety recipients of the Post Graduate Diploma in Higher Education from Chinhoyi University of Technology. This case study adopted a qualitative approach to collect data using an open ended questionnaire. Findings from the study indicate that participants had positive experiences from the programme. The relevance of the programme to professional development was central to the participants' experiences. The significance of the programme was also noted in regards to enhanced students' learning approaches, enhanced soft skills, quality of learning outcomes and the requisite teaching qualification. However, the programme was noted to lack adequate experiential practice. There was a general appeal to increase the duration of the whole programme. In conclusion the programme enhances professional development, by providing a foundation in teaching and learning theory and practice for University and tertiary institution lecturers. The study recommends that the programme can introduce post training follow-up to monitor post qualification practice. Furthermore, the study recommends more a more practical approach to lecture execution. Follow-up Survey Dr. Antony Fute The researcher conducted a survey study of 28 international graduate students of Comparative Education (Master students) who were enrolled in the program from September 2015 to July 2017 in Zhejiang Normal University (ZJNU). With the application and admission procedures in ZJNU, 25% rated the application procedure as A-Excellent and majority of them (45%) rated as B-Very good, followed by another 25% who rated it as C-Good. 5% rated the application procedure to Join ZJNU as D-Not good. Their concerns are very well narrated in this paper. One of the key findings from the survey is that graduates appreciated universities' contribution to them and the great role played by intelligent supervisors in Zhejiang Normal University (ZJNU), the friendly environment which were always there between supervisors and students, which made these international students feel like they were not in the foreign countries. Most of the supervisors played extra ordinary roles as they acted like their biological parents by taking their students into various places where they learnt a lot of things they couldn't have learnt. However, few students expressed the challenges faced on the first days after their arrival. With the challenge of language and unfamiliarity of the environment, these students were stuck in their rooms without knowing where they could exchange their money and buy food. However even when they found the place to exchange money, language was still a problem to them. Concerning the impacts of the program, out of 20 graduate students who responded to the questionnaire, 85% are employed and the Original Research Article Fute and Xiu-Lan; AJESS, 8(2): 21-36, 2020; Article no.AJESS.57352 22 remaining 15% are not yet employed. Among those who are already employed, 82.4% are in full time job while only 17.6% are working as part time. 60% of these employed graduates got their employment before attending the program of Comparative education at Zhejiang Normal University (ZJNU), while 35% got their current employment after attending the program and only 5% got the employment offer while attending the program at ZJNU. World Journal of English Language The expansion and transformation of Malaysian universities have generated major changes in higher education institutions. These changes have considerable implications on the policy and the practice of academic confirmation in public universities. For new academic staff in one of the higher education institutions in Malaysia, they are required to successfully complete the Higher Education Learning and Teaching Course as one of the requirements for confirmation in the post. It is a good effort on the part of the university to provide knowledge and guidance to new academic staff and at the same time to support their academic development by providing continuous learning on teaching and learning activities. However, there were some concerns regarding the implementation of this course. Some academic staff faces problem due to stress and increased workload. Therefore, the objectives of this research are (i) to explore students’ understanding of the Higher Education Learning and Teaching Co... The book concerns higher education as an academic field—the evolving nature of the field in the light of the overall development of higher education in China. As a young academic field, higher education intends to study everything regarding higher education. The book begins with an overview of the higher education reform over the last three decades in China. It discusses the policy initiatives and reforms in higher education. This book also provides a detailed narrative about the changing landscape of higher education in China. iJOURNALS PUBLICATIONS IJSHRE | IJSRC Through investigation and analysis of higher education in developed countries such as Britain and Germany, the advantages of the Western education system are analyzed from the aspects of education tort system, education personnel training mechanism and concept. In view of the current situation of China' s higher education, it is proposed to adhere to the scientific concept of development, update the concept of higher education, improve the supervision and evaluation of higher education, strengthen the quality management of higher education, optimize the appointment and management of principals and teachers, provide intellectual support for educational development, optimize the learning concept and learning methods, explore and implement the tutorial system or tutor system, establish a dynamic adjustment mechanism for specialties, and optimize the structure and type of personnel training. Loading Preview Sorry, preview is currently unavailable. You can download the paper by clicking the button above. RELATED PAPERS Alteridad: Revista de Educación , Felipe de Jesús Perales Mejía Prof. Hadiyanto, Ph.D Hadiyanto IOSR Journals Education in the Knowledge Society (EKS) Ana Gavilán JHSSR Vol. 4 (2) Dec. 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Queirós derya yorgancıoğlu , sevinc tunali   We're Hiring!   Help Center Find new research papers in: Health Sciences Earth Sciences Cognitive Science Mathematics Computer Science Academia ©2024 485 IMAGES Graduation thesis Graduation thesis outline Optimal Model of Tutor Selection in Graduation Thesis Guidance for UM Today GRADUATION THESIS FINAL What is a Thesis Defense? COMMENTS Dissertation and Thesis The Graduate School hosts two info-sessions each semester about the thesis and dissertation formatting process. Make sure to follow weekly Graduate School Announcements emails for more information. Publishing Your Work: Thesis and Dissertation Formatting Workshop (Recorded January 14, 2021) Thesis Supervisor Graduate students may not serve as official thesis supervisors, although they may be directly and actively involved in your thesis process. Your Honors advisor will need to approve your selection of thesis supervisor. You should consult faculty members and advisors in your field to find the best person to help guide you through the thesis process. Choosing a thesis advisor: Choose wisely and avoid years of tears in By: Jennifer Casiano Finding the correct thesis adviser can be a bit problematic for first-year graduate students. It is a 5+ year commitment and it needs careful analysis. Finding a strong mentor can be the key to success for a graduate student, in combination with the positive influence of a research area that students are passionate about. PDF University of Colorado Denver University of Colorado Denver | CU Denver Guide for Thesis Supervisors During the Spring semester, students will enroll in UNIV 4697W Senior Thesis (for which the thesis supervisor serves as instructor) in which they will complete the research and write the thesis. During this process, the student meets regularly with the thesis supervisor for feedback on data collection, evidence gathering, analysis, and writing. Assisting University Students with Graduation Thesis Capstone Essays The graduation thesis is a multifaceted assignment in a particular field of study. In undergraduate programs at universities in Japan, a graduation thesis can be referred to as the capstone. University curricula vary, but successful completion of seminars that lead to, and include the required capstone course and thesis can represent 20 credits ... Thesis and Capstone Requirements for Teaching Programs Teaching Thesis Format. Most graduate-level programs give students up to a year to complete their thesis — from topic proposal and presentation to the final defense. A thesis is not usually administered as a course and must be completed before a student can graduate from a program. Most schools require students to enroll in a research course ... Dissertation Structure & Layout 101 (+ Examples) Time to recap…. And there you have it - the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows: Title page. Acknowledgments page. Abstract (or executive summary) Table of contents, list of figures and tables. Dissertation & Thesis Writing Courses The course provided is incredibly comprehensive, offering a well-structured breakdown of content into manageable chunks. The instructor's upbeat and pleasant demeanor throughout the class enhances the learning experience. The course effectively caters to both fundamental requirements for proposal writing and research as a whole. Lily S. The First Steps: Choosing a Topic and a Thesis Supervisor Choosing a thesis supervisor. Once you've identified the broad subject area you are interested in exploring, you should think about who to choose as a thesis supervisor. Any graduate faculty member of the School of Hospitality Management may serve as a thesis supervisor. A list of the current graduate faculty members is provided in the Appendix. Theses and Dissertations Info about Theses and Dissertations. Dates & Deadlines: These are non-negotiable, so write them down and work to meet or beat them.; Thesis and Dissertation Guidelines: These guidelines specify directions to submit your thesis or a dissertation in partial fulfillment of degree requirements. These formatting guidelines take precedence over those in the style manuals required by your department. How To Write A Dissertation Or Thesis Craft a convincing dissertation or thesis research proposal. Write a clear, compelling introduction chapter. Undertake a thorough review of the existing research and write up a literature review. Undertake your own research. Present and interpret your findings. Draw a conclusion and discuss the implications. PDF Guidelines for the Preparation of the Master's Thesis The Master's Thesis will be assessed using the guidelines included in this document. In addition, your Master's Thesis will be assessed for completeness, consistency, accuracy, quality, scholarly writing, relevance to the educational community and completion in a timely manner. Rewriting various sections of the Master's Thesis and its ... Lessons in teaching: graduation through the eyes of design professors In a previous article we looked into the experience of graduation through the eyes of a student. Now we turn our attention to the other side, and see what the experience was for teachers—professors and thesis instructors who have had to adjust and cope not only as individuals, but as mentors and class leaders. The Strategy of Improving the Quality of Undergraduate Graduation The guidance teacher is the dominant of graduation design (thesis). To play the role of teachers fully is the key to improve the quality of graduation design (thesis). Graduation design (thesis) usually involves wide knowledge, and is comprehensive and practical. The requirement for guidance teachers is usually higher than usual teachers. PDF The Process Management of Graduation Design Based on Its Characteristics Literature 3, in view of the innovative mode of graduation design (Thesis) for Food Science and Engineering major in application-oriented universities, Li Wen constructed the process ... In the process of undergraduate graduation design, the instructor can play three roles: leader, educator and helper. However, the main body of the graduation Graduate Thesis Or Dissertation Since many graduate teaching assistants are hired as community college and university instructors, it is important to understand how they are prepared for teaching. The purpose of this thesis is to understand what newly hired instructors found helpful, and not helpful, about their education. PDF Research and Practice on Quality Management of Graduation Design The quality design system of the graduation design (Thesis) is shown in Figure 1. Fig.1 Quality Control Structure of Graduation Project (Thesis) To construct a teaching mode suitable for the graduation design course of visual communication art design major, so as to unify the teaching mode, students' skills and social needs. The regulation on graduation thesis The thesis score is the average score from 5 committee members: instructors, reviewer, and other 3 members of thesis committee members; Thesis equivalents to a 10-credits course. 3. REQUIREMENTS FOR GRADUATION THESIS'S CONTENT. Graduation thesis is a business project or a scientific research. The graduation thesis must be students' own ... PDF Study on the Integration of Graduation Thesis and Graduation Practice college graduates' graduation thesis and graduation practice did not achieve the desired results, and did not propose too many specific measures. There are mainly the following problems: 1.1 Insufficient attention to graduation thesis and graduation practice Graduation thesis and graduation practice are very important links in college teaching. Master of Science (M.S.) Major in Marketing Research and Analysis It is recommended that the thesis proposal form be submitted to the dean of The Graduate College by the end of the student's enrollment in 5399A. Failure to submit the thesis proposal in a timely fashion may result in delayed graduation. Thesis Committee. The thesis committee must be composed of a minimum of three approved graduate faculty ... (PDF) Study on the Integration of Graduation Thesis and Graduation Therefore, the school instructors and practical instructors can divide the work and guide the students at the same time, solving the problem of lack of time. 2.3 Reform assessment system Off-campus internship instructors and thesis dissertation supervisors should join the students' graduation defense together to determine the results of the ... assignment essay homework paper report resume review speech thesis