Thesis structure

Thesis structure

Title: the topic of your research. Best titles are simple, succinct, provocative, and reflect the thesis’ main argument.   Keywords mentioned in the title should reflect the core and general idea of the thesis. The title must be self-explanatory and unambiguous. It should not contain abbreviations or exceed 15 words.   Abstract (or executive summary): What is the ‘story’ about? What is your paradox or research puzzle? How are you going to resolve it in conceptual and methodological terms? What is your argument and/or hypothesis? How do you unfold it: through which methods, data, and reasoning? The abstract should not exceed 350 words. NB! Repeating your abstract as the first paragraph of the introduction shows a bad writing style. Try to avoid it.

Introduction

Step 1: Research puzzle/Problem Statement/Explaining the Research Rationale: A solid research puzzle highlights a clash or a paradox between what we think we know/believe in (theoretically or otherwise) and what the reality tells us. The easiest way is to arrive at a puzzle is to look for a contradiction between theory and data (academic thesis) or a contradiction between predicted results of a program (policy-oriented thesis) and its unexpected results (for instance, when a peace- building project only exacerbates conditions for war).   

Step 2: Research Question: Research question results naturally from the research puzzle.

In other words, the research question is a condensed, succinct, and simple expression of the research puzzle. While the puzzle is about 1-2 paragraphs long, the question is just about 1-2 lines. The best questions are “why”-questions, as they aim at a better understanding of a phenomenon and are challenging to tackle.  

Step 3: Literature Review (brief): Start from double-checking what “smart people” have to say about your research question.

How have scholars/theories already tried to answer your question (if at all)? What were their main assumption, propositions, and arguments?   To better structure your thoughts you can divide literature in three blocks according to their main assumptions and see whether you find their answers complete or convincing enough. If you are writing this thesis, it means that you were not satisfied with the existing answers/theories on your question, hence we need to identify the gap in the existing research and/or create the niche, which will be yours only.

Remember: the novelty is not in a total denial of what exists, but rather it is in your unique take on it.   Allow the gaps in the literature lead your structure. For instance, if author A has tackled your research question in an X way, find an X1, which has not been fully addressed à then choose the author B, based on whether they are filling this “X1 gap” à and move on to author C with the same logic.   The literature review should finish with a paragraph, which explains why none of those authors have covered your research problem properly or fully. Hence, your thesis will legitimately suggest an alternative angle to the research problem at hand. This kind of literature review will function as a way to show the significance and uniqueness of your own research and argument. à  

Step 4: the final paragraph restates your own argument and line of reasoning in the thesis.

For instance: “since the literature has not fully explained why the liberal means undermine the liberal ends, this thesis argues that it happens due to three main factors [A,B,C]. I will unfold this argument in three steps, which will correspond to the main chapters of this thesis”à which brings us to à  

Step 5: Organization of the thesis The objective here is to not mechanically introduce the structure of the main chapters, but also show how each of them reflects a part of your line of reasoning or sustains your main argument.

Chapter 1: Conceptual framework (for academic puzzles) or Framework of analysis (for more policy-oriented theses):

  Think about it this way:

• The relationship between which “variables”, e. phenomena does this thesis try to understand? What is it that I am trying to explain/better? (somewhat cause and effect analysis, although not all research is about causality; some would be about correlations, factors, or structural conditions).
• Then look at your Argument (and line of reasoning) and see what is it that you are connecting?
• Now start         defining          and          operationalising         those phenomena (“variables”/processes/patterns/factors/depending on your argument). For instance, if your research is about why liberal means undermine the liberal ends, simply start by defining your main concepts: such as “liberal means” and “liberal ends”. Address most important theories on these concepts, borrow definitions from the big scholars (if you rely on a theory) or create your own definition by mixing various scholars.

This is your creative work. You can either apply somebody else’s theory to your case or you can create your own framework of analysis by mixing a few theories or parts of them. This is your call. The main objective here is to give the reader the conceptual roadmap of your argument.   

Methodology and research design:

Methodology is section flows naturally from the conceptual framework after your main concepts/variables/or processes have been identified. Here you can be pretty schematic. Main elements to include in the same sequence as below:

1. Start by telling the reader whether you have chosen a quantitative or qualitative (or mixed) research design. Ideally, give one or two reasons – why so.
2. Research question (just restate it again, like it was in the introduction)
3. Sub-questions (here is the space to specify up to 3 more sub-questions, which may help you build up your line of reasoning)
4. Hypothesis or argument:

Hypothesis/es (for quantitative research or mixed design): implies a linear causality and functions as a potential answer to your research question, which needs to be tested.   Argument (for qualitative research design): functions similarly as a hypothesis, but may imply a non-linear causality and also needs to be proved in the course of the research.   Simply speaking: a hypothesis is an almost “direct” answer to your research question. For instance: “liberal means undermine liberal ends, because of ABC”

5. If it is a case study or a comparative case study: what was your case selection strategy? If it is a comparative design, are you using the Mill’s method of difference or Mill’s method of agreement? If it is a single case study, please, explain why it is useful for understanding the phenomenon at hand? Add a small note on generalization and internal validity.

6. Method of data collection: what quantitative and qualitative data (primary, secondary) the thesis relies on? Primary data? Surveys, Interviews, Focus groups? Please, provide a brief description and justification of the method for data collection.

  If you are using a secondary data, please, explain why and whether your thesis will provide a new interpretation of this data. If you are using process tracing, please, give a brief description of the technique to show that you understand the rules and procedures of this technique.  

7. Method of data analysis: when/if the data has been collected, what method of data analysis will be used in the thesis? Content analysis? Narrative analysis? Discourse analysis? Visual analysis? Etc. etc.

Chapter 2: first empirical chapter

2.1. Usually a chapter has up to 3 sub-sections (depends on your argument) 2.2.

Chapter 3: second empirical chapter

3.1. 3.2. The empirical chapters’ main objective is to unfold your line of reasoning by presenting your data, case studies, main findings and their discussion/interpretation.   Empirical chapters can be organised in various ways. The main criterion for structuring the chapters is your line of reasoning and how you connect your data to your concepts. This should be discussed on a case by case basis with your supervisors.   Make sure that empirical chapters are coherent and keep connecting to the conceptual framework.  

Conclusion:

bring your research “home” à make sure the thesis delivered on all promises it made in the introduction and methodology sections à sort of a “mirroring” of your introduction à and remember the “hourglass shape” principle  

• Synthesize the findings
• Conceptual implications of your findings
• Policy implications of your findings
• Questions for further research (optional)
• Research limitations (methods-wise, politically, ethically, in terms of accessibility and feasibility, or anything you might have notices as having gone wrong)

References:

To avoid any unintended plagiarism, use your citations right and provide references to any ideas, books, inspiration, data, etc. used in your thesis. Check out Zotero or EndNotes, to simplify generation of your references.   — End of the document—

ADDITIONAL INSTRUCTIONS FOR THE CLASS Thesis structure

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Thesis structure

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Thesis structure

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Thesis structure

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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