elte thesis requirements

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Faculty of Education and Psychology

Autumn/Spring semester

Course description

The research part of the thesis is a scientific piece of work, that should follow the general requirements of a scientific research and publication. Furthermore, this paper should be completed individually, under the directions of a supervisor, and should contribute to prior research in the given field of science. Its purpose is to demonstrate the student’s proficiency and creativity within the relevant field, to research more extensively the chosen topic, and to show that they are able to carry out a scientific research and publication while maintaining high professional standards.

The purpose of the applied psychology part of the MA thesis is to provide the opportunity to demonstrate practical proficiency in a given field of psychology and the ability to use their skills in a practical issue. The applied psychology part may be a case study, a description of a method implementation, experimental design implementation etc.

Learning outcomes and competencies

Knowledge of qualitative and quantitative research strategies
Knowledge of formal criteria of scientific publications
Knowledge of managing scholarly resource databases
Processing and critically evaluating scholarly literature
Methods of data processing and analysis, knowledge of statistical programs
approach when reading and preparing scientific publications
Formulating relevant and precise research questions
Selecting appropriate research strategies and methods fitting the research questions
Planning scientific research (research project) and its professional realization
Data analysis, using statistical programs as a skill
Capability of writing texts with scientific, elaborated language

Course content

Topics of the course

Collection and processing of scientific literature, the rules of reference, content and formal criteria of scientific publication. Hypothesis formation, selection of research strategy (qualitative and quantitative data analysis strategies), statistical procedures, knowledge of various softwares and ethical aspects of scientific research.

Learning activities, learning methods

Group and individual consultation.

Evaluation of outcomes

Requirements:

Submission of the research and applied parts of the thesis

Method of evaluation:

The evaluation of the Thesis course is based on the average of the grades given by the supervisors of the applied and the research parts.

Criteria of evaluation

justification of the chosen topic and the purpose of the thesis
presenting the literature of previous research in the relevant field, the standard of analysisinterpretation- application
the researched question being novel and well-grounded, the precise statement of the hypothesis(es)
the choice of relevant research methods and statistical procedure(s) for testing the hypothesis and the clear presentation of their application
presenting the results in a way which is clear and well-grounded from a statisticalmethodological and professional point of view
placing the student’s own results within the research on the topic, self-reflection on the strengths and weaknesses of the research, future research directions
Babbie, E. (2010). The Practice of Social Research . Wadsworth Cengage Learning.
Denzin, N., K. – Lincoln, Y., S. (Eds.) (2011). The SAGE handbook of qualitative research . Thousand Oaks: Sage.
Field, A. (2009): Discovering Statistics Using SPSS . Third Edition. London: Sage.
Flick, U., (ed.) (2014). The SAGE handbook of qualitative data analysis . Los Angeles: Sage.
Kaplan, D. (ed.) (2004). The SAGE handbook of quantitative methodology for the social sciences . London: Sage.
Millsap, R.E. – Maydeu-Olivares, A. (Eds.) (2009). The SAGE handbook of quantitative methods in psychology . London: Sage.

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Student administration – General information – Thesis requirements

Bachelor programmes.

Requirements of the Thesis of the Psychology BA programme (for students who started their programme in or after the academic year 2017/2018).

MASTER PROGRAMMES

Requirements of the Thesis of the Psychology MA programme, research part (for students who started their programme in or after the academic year 2017/2018).

Requirements of the Thesis of the Psychology MA programme, applied part (for students who started their programme in or after the academic year 2017/2018).

Requirements of the Thesis of the Psychology MA programme, research part (for students who started their programme in or after the academic year 2021/2022).

Requirements of the Thesis of the Psychology MA programme, applied part (for students who started their programme in or after the academic year 2021/2022).

Requirements of the Thesis of the Educational Science MA programme (for students who started their programme in or after the academic year 2019/2020).

Requirements of the Thesis of the Human Resource Counsellor MA programme (for students who started their programme in or after the academic year 2019/2020).

Requirements of the Thesis of the Social Integration MA programme (for students who started their programme in or after the academic year 2019/2020).

Requirements of the Thesis of the Computational and Cognitive Neuroscience MSc programme (for students who started their programme in or after the academic year 2017/2018).

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Thesis (Porfolio)

Thesis (portfolio).

GOOD TO KNOW!

The Research Field Practices/Research Papers are part of your portfolio type of Thesis and contribute to your diploma grade.
The Portfolio is one of the requirements for completing your studies.

It contains if you started your study programme

before 2016 :
The four research papers (including the two full research papers)
The supervisors’ evaluations of the full research papers
A self-reflection
An outline of a presentation of one of the full research papers
A declaration of originality
At least one full research paper (complete study)
Summaries of the research papers, on a maximum of three fields
The supervisor’s evaluation of the full research paper
An outline of a presentation of the full research paper
in/after 2017 :
One complete study
Reports on the research field practices, on a maximum of three fields
The supervisor’s evaluation of the complete study
An outline of a presentation of the complete study
a declaration of originality

It contains:

A short written evaluation of the complete studies
written by the relevant supervisors
you should receive it via email and in PDF format by the first week of the exam period at the latest
it has to be attached to the thesis
The presentation
evaluated by the final exam committee
contains the presentation of the complete study
contains an oral summary of the self-reflection

Submission deadlines

2 June – if you complete your studies during the spring semester
2 January – if you complete your studies during the autumn semester

If the faculty is closed on any of these dates: on the following working day

Guidelines for the construction of scientific publications

Regulations of the Institute of Psychology in case a suspicion of plagiary occurs (institutional appendix to Rules and Regulations)

A Manual of the PSYBA Thesis from 2017

A Manual of the PSYBA Thesis from 2022/23

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Requirements

Requirements of the biology msc thesis.

Basic principles The M.Sc. thesis must introduce an actual scientific problem in the field of biology and, moreover, it must include all the results obtained by the student’s own studies with the help of the supervisor. The thesis must prove that the student has become familiar with modern experimental techniques and methodologies and by applying these techniques has personally obtained scientific results. Results could originate from laboratory experiments, field measurements, observations, modeling or development and analyses of a new theoretical hypothesis that contribute to the understanding of the given scientific problem. Importantly, in all cases the thesis must contain personally obtained results ! The language of the thesis is English.

Format and length requirements The thesis must be written with a text editor. On the cover indicate the term „Thesis”, the name of the writer and the year of thesis. The electronic version of the thesis must be uploaded as a PDF file to the Neptun and to the Moodle server of the Institute (tem.elte.hu). At the end of the thesis the writer must declare that the submitted work is his/her own intellectual product (not plagiarized). The main text should be written using a font size of 12 points (in case of Times font type). Font sizes of the headings and subheadings could be different. The text must be written using 1.5 line-spacing with justify alignment and a normal page-size (A4, 2.5 cm margins on all sides). A voluminous thesis should be printed double-sided. All pages, except the cover page, must be numbered; the table of contents should be the 1 st page. Figures and Tables must be numbered and inserted in the text and should also have a title and a brief description. Large images and tables that cannot be inserted into the text, must be presented in separate pages or in an appendix at the end of the thesis. The length of the thesis is not strictly restricted and depends on the investigated topic (e.g. it is possible that the student shows results that are obtained in a novel scientific field, which has only a limited literature background). In general, the minimum and maximal expected lengths are 25 and 50 pages, respectively (not including the table of contents, list of abbreviations, summary, references, acknowledgments and declarations). The student must to prove that he/she is an expert in the topic of the thesis by refereeing to a minimum of 20 scientific publications. References must be listed at the end of the thesis.

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Thesis and Final Examination - Computer Science MSc, Computer Science for Autonomous Systems MSc

Guidelines for writing a computer science msc and computer science for autonomous systems msc thesis + information on the final examination.

At the Faculty of Informatics students of all majors are required to compose a separate, independent bachelor thesis for each of their programmes. (See section 76 (3), Academic Regulations for Students, henceforth ARS.)

THESIS TOPIC REGISTRATION FORM

Thesis topic registration form needs to be submitted through Neptun: Administration / Requests / Available request forms / IK - Thesis Registration Form (MSc)

Students are required to fill in the following data:

Student’s data
Study programme
Supervisor’s data
Title of the thesis
a max 1 page long description of the topic so that the difficulty and complexity of the task undertaken by the students can be clearly seen and measured.

Before submitting the Thesis Topic Registration Form, please contact the supervisor to discuss the topic and to check his data .

Supervisors can be lecturers and also researchers who are not employed by the University, but they are required to obtain an MSc degree in the relevant field. It is important that all students needs to ask an internal supervisor. Beside the internal supervisor, an external supervisor can lead his/her work as well.

The topic and the supervisor of the student's thesis will be approved by the leader of the programme, specialization.

Choosing thesis topic is required to be indicated in at least six month before the Final Exam period. (ARS section 77 (4a)).

Deadline for submitting the Thesis Topic Registration Form is:

15 October in case of taking the Final Exam in June
15 May in case of taking the Final Exam in January

Extended deadline for submitting the Thesis Topic Registration Form for an administrational fee (late fee) are the following:

16-29 October in case of taking the Final Examination in June
16-29 May in case of taking the Final Examination in January

On this form students are required to choose 3 subjects related to their thesis. Students has to know all the concepts and methods of the 3 chosen subjects on the Final Examination.

The student can change the topic of the thesis, until utmost in four months before the Final Exam but between changing the topic and the beginning of the final exam period at least 4 months must pass. (ARS section 77 (8a)).

Deadlines for submitting IK-Request for changing the thesis topic:

1 February in case of taking the Final Examination in June
31 August in case of taking the Final Examination in January

In case of inappropriate Thesis Topic Registration Form, the supersivor will send the request back for modification.

Students can choose a thesis topic by themselves, by contacting their previous lecturers inquiring whether he/she would accept their supervision.

The IK-Request for changing the thesis topic can be submitted only if:

either the topic OR the supervisor has changed since the submission of the Thesis topic registration form. In case both – the topic AND the supervisor – has changed, the student has to submit another IK-Thesis topic registration form.
an IK-Thesis topic registration form has been submitted and accepted beforehand

THESIS CONSULTATION

The MSc in Computer Science students have to complete Thesis Consultation subject. It proves that they have regularly consulted with their supervisor and got to the point where their work is complete at least 60-70%.

MSc in Computer Science students have to register for the Thesis Consultation subject during the registration period in Neptun in case they intend to finish their studies (obtain absolutory/pre-degree certificate) in the current semester. The Thesis consultation subject is published in Neptun with the supervisor as lecturer.

You are required to following steps:

Check whether the Thesis consultation subject is published and available in Neptun with a subject code indicated in your curriculum (check your curriculum) with your supervisor as lecturer.
Register for the subject in case you intend to complete your studies (obtain absolutorium) in the current semester.
In case the Thesis consultation subject is not available with the correct subject code with your supervisor as lecturer, please contact your supervisor, ask him/her to publish the subject as soon as possible.

The fulfillment of the Thesis Consultation subject is recorded in Canvas system. The Thesis consultation grade is administrated in Neptun by the supervisor.

Consultation has to fulfilled in order to obtain the required amount of credits of the Thesis Consultation subject and the Thesis itself.

Deadlines for Thesis Consultation

FORMAL REQUIREMENTS OF THE THESIS

Physical requirements of the thesis:

Paper: white, size A4
Font size: 12 points
Rows: line-adjusted, 1,5 line spacing
Margin: inside: 2,5 cm, outside: 2,5 cm, bottom: 2,5 cm, top: 2,5 cm
Page number: continuously from the contents to the bibliography. Marked with Arabic numbers.
Main chapters of the thesis (Heading 1) are required to start on a new page.
Length: app. 50 pages

ENCRYPTION OF THE THESIS

Section 80 (ARS, section 79 (6))

The thesis may only contain information warranting its confidentiality in justified cases. If the thesis can be interpreted without the information warranting its confidentiality, (e.g. personal data can be anonymised), then there is no reason to include such information. (ARS, section 80 (2))

The thesis is to be classified as confidential (encrypted) if it a) contains business secrets, b) contains classified information, c) contains a patent or an invention, d) contains the personal data of a third party, e) concerns the University’s business interests. (ARS, section 80 (4))

Documents required for requesting the encryption:

IK - Encryption of the thesis in Neptun with the attachment of
Statement of consent request form filled, signed and stamped by the head of the involved company or involved person. This document is required to be attached to the Neptun request in pdf format and available on the website of http://csbsc.elte.hu/requests/

The task of the supervisor is to assist the student in the elaboration of the thesis according to paragraph (2) and in the establishment of the justification of its classification as secret. The task of the student is to obtain the necessary permits and consents for the confidential thesis before submitting them. (ARS, section 80 (3))

The confidentiality of the thesis is to be announced by the Student or ordered by the supervisor or the chair of the final examination committee. (ARS, section 80 (5))

The confidential thesis shall be submitted with the protection provided by an electronic password, which may only be revealed to those entitled to the classified information in question. (ARS, section 80 (6))

Only the evaluation committee, the supervisor and the student, and in the case of a teacher training programme, the professional methodology instructor may be present at the defense of a confidential thesis. (ARS, section 80 (7))

Deadline for submitting the encryption documents:

1 November in case of Final Exam in January
1 April in case of Final Exam in June

After the approval of the Neptun request form by the vice-dean, the student will receive an encryption certificate. This has to be uploaded together with the thesis into Neptun. In case of encryption after the thesis is uploaded in Neptun, the „confidential” chekcbox has to be ticked in.

REGISTRATION FOR FINAL EXAMINATION

The fact that examinees wish to take their Final Examination in the particular Final Examination period has to be registered by Education Office. (ARS, section 382, ad section 81 (6))

Registration for Final Examination can be submitted through Neptun: Administration / Requests / Available request forms / IK – Registration for Final Examination (MSc)

Deadlines for submitting the Registration for Final Examination form:

1 November in case of Final Exam in January

SUBMISSION OF THE THESIS

Deadline for submitting thesis in Neptun:

in case of taking the Final Examination in Janurary: 1 December Extended deadline is not available.
in case of taking the Final Examination in June 2024: 15 May Extended deadline can be requested after discussed it with the supervisor until 29 May for an extra administrational fee (late fee). Request is required to be submitted until 15 May.
in case of taking the Final Examination in June 2025 and later: 1 May Extended deadline is not available.

Only one file can be uploaded in pdf or zip format. The uploaded file has to contain the following documents in addition to the thesis and the programme:

Thesis Topic Registration Form
Statement of Originality
If needed: documents regarding Encryption

In case you can’t print and sign the documents listed above , fill them in electronically and add the following abbreviation after your name: sgd.

For uploading data files bigger than 200 MB please follow these steps:

Upload in zip file: the Thesis Topic Declaration, the Thesis, the source-code of your programme (concerning your own work), the Statement of Originality the Encryption request (if applicable).
Upload the whole thesis programme onto Onedrive, available via your inf mailing system.

At the end of the Statement of Originality, please indicate that the whole thesis programme is available on Onedrive and give access to the head of the Final Examination Committee. He/she will forward the documents towards the other members of the Committee.

Please note! The deadline to upload applies for the documents uploaded on Onedrive (the date of upload is visible on Onedrive as well). We do not accept modifications or alterations after the deadline. It goes for the same for the documents uploaded in Neptun and for those files, what due to the size of the program were made available via a link.

Submitting Thesis in Neptun

After logging in Neptun click on Studies > Degree Thesis/Thesis application menu.

Here you can upload your thesis by clicking on „Upload degree thesis”.

Add the final title of the thesis, some keywords (3-5 words that will make searching easier) and the short summary of the thesis (max. half page).

After this you can upload and save the thesis itself in pdf or zip.

Save the file in the following name and format: NAME_NEPTUNCODE_THESIS.PDF OR .ZIP

Choose the correct file, wait until the uploadis ready. (You will not receive a system message to wait.) Once the uploaded is ready, the name of the uploaded file will be listed.

Click on “Save file”.

Check that the system has really saved all the uploaded documents (via View degree thesis)

The Thesis file can be exchanged until the deadline for upload.

In case you would like to exchange the uploaded file: delete the first file, than upload the new, correct file.

In case of an encrypted thesis, don’t forget to tick in „Confidential” option.

GUIDELINES FOR MASTER’S THESIS EVALUATION

The supervisor evaluates the thesis submitted by the student within

3 weeks if the thesis was submitted by the standard submission deadline (15 December or 15 May);
2 weeks if the thesis was submitted by the extended submission deadline (29 December or 29 May).

Thesis Review Form , which shall contain the supervisor's statement whether the thesis is suitable for defence or not, shall be uploaded into Neptun within the above time frame.

Evaluation Criteria for the MSc Thesis

The guidelines below will be applied as of the Final Exam in January 2023.

I. Definition of research scope and goals

The thesis must clearly indicate the topic(s) related to the subject(s) defined by the specialisation as well as the research goal(s) of the thesis within that topic. If the topic is related to a topic of another specialisation, it shall be named.
The thesis discusses the engineering and/or scientific importance and relevance of the research done in order to prepare the thesis.

II. Development of the topic

The thesis demonstrates the student's mastery and understanding of the relevant conceptual and theoretical background of the chosen topic.
The thesis describes the steps of the elaboration of the topic.
The thesis references and makes use of appropriate scientific and technical literature and other relevant sources of information.

III. Methods

The student has chosen appropriate engineering and/or research methods.
The chosen methods are appropriately explained in the thesis.
The thesis explains why and how the chosen methods help to achieve the goals.

IV. Results and contribution

The thesis analyses the results of the engineering and/or research process, and presents justified conclusions drawn from the results.
The thesis shows that the results obtained provide solutions to the problems studied and answer the research questions raised in the goals.
The thesis also discusses how valuable the results are for the engineering and scientific community and for the organization where the work was done.
The thesis presents the contribution of the results to technology and scientific or engineering knowledge in the topic area.

V. Presentation, language and structure

The thesis is coherent and complete.
The student’s contribution to the results is clearly evident in the thesis.
The overall appearance of the thesis is appropriate, and the given guidelines have been followed.
The text is logical and readable, and its style is suitably formal and objective for an academic thesis.
There are no grammatical, spelling or other linguistic errors that make reading difficult.

VI. Process of preparing the thesis

The student has sought guidance and followed the advice received.
The thesis has been written independently by the student.
The student has conducted his/her work in accordance with the expected engineering and research practices and ethical guidelines.
The thesis process did not significantly exceed the planned schedule or deadlines.

Evaluation of the Thesis

The evaluation, as well as the grade, are based on the thesis as a whole. However, performance on any one criterion may have a significant impact. The grade for the thesis depends on how well it meets the criteria defined above: unsatisfactory, satisfactory (with significant flaws and shortcomings), good (with minor flaws and shortcomings) or excellent.

Guidelines to the Grades:

unsatisfactory (fail) (1): The thesis fails to meet one or more evaluation criteria.
satisfactory (pass) (2): The thesis is not a fail, but it is evaluated as satisfactory on four or more criteria.
average (3): The thesis is evaluated as satisfactory on up to three criteria and as good or excellent on the other criteria, but the number of excellent marks is lower than the number of satisfactory marks.
good (4): The thesis is regarded as good according to all six evaluation criteria; or if there is a criterion on which it is evaluated as satisfactory, then there is another one according to which it is excellent.
excellent (5): The thesis meets all the six evaluation criteria as good, and there are at least two criteria according to which it is evaluated as excellent.

PREQUISITES FOR THE FINAL EXAMINATION

Registration for the Final Examination in Neptun.
Fulfil all the subjects of the curriculum
Fulfil the Thesis consultation subject
Fulfil internship (has to be administered in Neptun)
Submit their thesis recommended by the supervisor for defence.
Have no debt/liabilities in Neptun and towards the university/library

FINAL EXAMINATION

The Final Examination consist of the defence of the thesis and the oral examination: the subject material related to the 3 chosen subjects, registered on Thesis Topic Registration Form (or Thesis Topic Description in case of taking the Final Examination in June 2024). Students has to know all the concepts, methods and connections of the 3 chosen subjects.

If the thesis is evaluated as insufficient/failed (1), the student must rewrite his/her thesis. If either part of the Final Examination i.e. the defence of the thesis or the oral examination related to the 3 chosen subjects is evaluated as failed, the student may not retake it within the same exam period.

In accordance with Section 383/A of the ARS, the final grade of the final examination in Master’s programmes in Computer Science and Computer Science for Autonomous Systems is derived from the average of the grade of the degree thesis, and of the defending of the degree thesis together with the oral exam. The grade of the degree certificate shall be the average of the cumulative average (weighted rade point average) of the subjects completed during the programme and the final examination score.

In case students enrolled in September 2022 or later

In accordance with Section 383/A of the ARS, the final grade of the final examination in Master’s programmes in Computer Science and Computer Science for Autonomous Systems is derived from the average of the grade of the degree thesis, and of the defending of the degree thesis together with the oral exam. The grade of the degree certificate shall be the average of the classic average of the subjects completed during the programme and the final examination score.

SEAS Library

Theses and dissertations.

[ Writing a thesis ] [ SEAS Graduation Guide ] [ SEAS Theses ] [ Finding Other Theses ]

At SEAS Library, theses are for reference consultation and may not be removed from the Library.

Theses and Dissertations give an account of research carried out at a University or higher education institution as part of the requirement for a doctor’s or master’s degree. They should include a certain amount of original work and may later form the basis of a journal article or monograph.

The SEAS Library holds a number of books and style manuals to help you write a thesis, dissertation or report. These include the:

MLA Handbook (available in the Language Pedagogy collection at LP/W7 ),

MLA style manual by Joseph Gibaldi ( LP/W138 ),

Publication Manual of the American Psychological Association ( LP/W137 ),

The Chicago manual of style ( PE1408.U69 ).

Check the terms "report writing" , "dissertations, academic" or "bibliographical citations" using the Basic Search in Aleph WebOPAC (ELTE union catalogue).

You may find the following online guides helpful:

Mantex Information Design: free guidance notes on writing essays, study skills etc
APA Guidelines
Local guides to writing essays and thesis papers , issued by the SEAS departments:

- Department of American Studies - Department of English Applied Linguistics - Department of English Linguistics - Department of English Studies - Department of English Language Pedagogy ( BA ), ( MA in ELT ) former Centre for English Teacher Training (CETT)

SEAS Theses

No BA theses in English and American Studies are available in printed version at the SEAS Library! The SEAS theses database has been launched since December 13, 2010, containing public details (programme, author, supervisor, title, department, year, status) of BA and MA theses uploaded to the SEAS server since Spring 2009.
All the MA theses and PhD dissertations are catalogued in Aleph WebOPAC (ELTE union catalogue) with entries under author, title, and subjects in English (Library of Congress Subject Headings) and in Hungarian.

All theses are available for reference only. Please ask library staff if you wish to consult them. In the SEAS Library theses are kept in closed access and should be requested from the Issue Desk (they are collected from the stacks every 15 minutes).

The copyright of a thesis is held by the author and anyone consulting it must sign a copyright declaration. It is strictly prohibited to make any (paper or digital) photocopies from thesis papers!

Finding Other Theses

Information about theses can also be found in the MLA Bibliography , which is included in the Literature Resource Center online dataservice. Access to this subscription database is restricted by the IP address of the computers used on-campus or off-campus at ELTE.

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Last modified: April 12, 2011 by: Nóra Deák

These are the steps to be taken before writing the thesis:

(Suggested times and deadlines – in green – are provided to help planning.)

1., Decide on your broad research topic and select a supervisor who you think may help you most in your research. If you are not sure who you would like to work with, the Department Head will assist you in finding a consultant according to your thesis topic. (You can find out about the specialist areas of our staff on our website http://delp.elte.hu under ‘ Staff details ’. Suggested time: 7-8 weeks before the deadline of submission to the registrar’s office (TH).

2., Ask the supervisor of your choice to assist you, and if they agree to undertake the supervision, discuss the research topic with them and narrow down your broad topic to a specific project. Decide on a title for your thesis and a general approach to research the topic. Suggested time: 7-8 weeks before the deadline of submission to the registrar’s office (TH).

3., Start to read up on your topic to prepare for writing a thesis proposal. Suggested time: 6-7 weeks before the deadline of submission to the registrar’s office (TH).

4., Write a thesis proposal. Your supervisor will give you advice to improve and revise the initial version to one that can be submitted.

The thesis proposal should be approximately 300 - 350 words long and should contain the following sections:

your name and your Neptun code

your supervisor’s name

the title of the thesis

the topic of your thesis

a justification of the relevance of the topic (references to theoretical background and earlier research)

the rationale for choosing the topic

the research question(s)

the intended approach of data collection and analysis

anticipated problems in the research process and ways of overcoming these

the expected use and limitations of the study

a list of references and annotated preliminary readings of at least four books or eight journal articles

Suggested time: 4 weeks before the deadline of submission to the registrar’s office (TH).

5., Once your supervisor has approved of your proposal, submit the proposal to the DELP MA thesis coordinator nominated by the Head of Department for approval. Please CC your email to the coordinator to your supervisor, too. N.B.: The coordinator may ask you to revise or even completely reconsider your proposal. Deadline: 2 weeks - 1 week before the deadline of submission in Neptun.

6 ., If the tutor in charge has approved of the proposal submit the thesis form and the proposal in Neptun where both your supervisor and the tutor in charge will have to approve these.

………………………..

7 ., Do the research and write the thesis. You have almost a year to do this. Your supervisor will help you along this process in regular consultations. Register for the tutorial seminars ANGD-C2 and ANGD-C3.

8., When the thesis is ready check the current regulations at http://seas.elte.hu/w/studies/graduation/thesis and the Faculty of Humanities website ( http://btk.elte.hu ) as to the number of copies to be submitted, the binding and the contents of the cover page as well as other practicalities. Before submitting the thesis, you will have to have a statement signed by your supervisor saying whether or not they consider the thesis ready for submission. This statement has to then be submitted to the department secretary.

9., Submit the thesis in Neptun and the SEAS Thesis submission site. ( http://seas.elte.hu/w/studies/graduation/thesis/submit )

10., When the theses are marked you can get a copy of the referee’s report from Neptun. You will have to use the referee’s critical remarks/questions to prepare for the defence of your thesis at the final exam.

5 The role of the supervisor

The supervisor will provide guidance in writing the MA thesis. They will offer the following support:

The supervisor cannot be expected to edit language, punctuation and spelling. The thesis is supposed to demonstrate the student's academic abilities and language skills, so the quality of the paper is entirely the student's responsibility.

Both the student and the supervisor keep a record sheet of the supervision, on which the consultant has to declare whether they think the thesis is ready for submission or not. The sheet is downloadable from: ' Forms ' at http://delp.elte.hu .

Selecting a supervisor: Students are free to request the help of any member of staff, yet if a teacher already has 5 supervisees they will have to refuse the request. If in doubt about who to ask to be your supervisor, the Head of Department can give advice. Should you find it necessary, you can request a new supervisor. Written appeals to the Head of Department for changing the consultant will be considered.

The Head of Department will appoint the reader (referees) for all theses submitted in time. The reader and the supervisor will both receive a copy for marking.

Readers are required to assign a mark and submit a 1 to 2-page report of justification based on our thesis marking criteria outlined above. The final mark of the thesis will be decided on at a formal Thesis Markers' Meeting chaired by the Head of Department. The date of this meeting will be posted each term. Conflicting marks will be negotiated and reconciled. If necessary, a third reader will be appointed by the Head. The mark approved by the Department is not subject to appeal.

7 Guidelines on content and structure

7.1 Content

The aim of conducting research and writing a research paper is to find and present the solution to a problem related to a particular field of enquiry. There are two main types of research papers: empirical and theoretical.

Empirical research aims to explore an issue, generate or test hypotheses through gathering and analysing primary data, i.e. data gained by observation, interviews, questionnaires, discourse analysis, thematic analysis, etc. The focus of empirical research can be on behaviour (e.g. practices, actions, cognitive processes, etc.) or products (texts, films, pieces of art, etc.)

Depending on the aim of the research empirical inquiries work with qualitative and quantitative data. In order to explore, understand or interpret a particular phenomenon - or a set of phenomena from the perspective of the participants - qualitative data are used that are gained from observation, interviews or questionnaires with open ended questions, etc. The outcome then is the close study of a particular case or a limited number of cases, which allows the researcher to interpret the situation or to generate a theory or hypothesis. In order to test a hypothesis , the researcher takes an outsider’s perspective and uses quantitative data gained from quantifiable questions or measurements from a sufficient number of participants or samples so that the findings could be generalizable for the behaviour of the population or product type investigated.

These are a few examples for questions that can be researched through empirical research in the field of culture, language and communication studies:

What kinds of misunderstanding occur in the English language communication of non-native English speaking employees at a multinational company?

How do different cultural dimensions appear in the film: ‘Gung Ho’?

How can intercultural training improve the effectiveness of communication in a foreign language?

Are cultural thought patterns identified by Kaplan (1966) reflected in English compositions written by Hungarians?

What elements and functions of English humour do English expatriates identify as ‘typically English’?

An empirical research project applies various research tools, preferably a combination of the following:

q uestionnaires

i nterviews

t hematic analysis

o bservation

d iscourse analysis

s poken interaction analysis

v erbal reports

a nalysis of methods, experiments

Theoretical research usually intends to add new angles to or improve already existing theories or conceptual frameworks of particular issues. It may also present completely new theories or solutions for particular problems. It therefore works with already existing theories, theoretical frameworks, data and research results and uses this secondary data to synthesise the literature and offer an original solution of the problem under scrutiny or a heightened understanding of an issue from multiple perspectives. The study may be motivated by the so far inadequate paradigm or lack of categories in a conceptual framework, by trying to establish new logical connections between various phenomena, in by the need to define or describe a problematic or complex issue or to (re)interpret social issues in their historical or social context, etc.

These are a few examples for questions that can be explored through theoretical research in the field of culture, language and communication studies:

How do existing constructs contribute to identifying the elements of intercultural communicative competence?

How does humour act as a social reflex as suggested by Fox (2004)?

How can travelogues serve as a guide in cultural studies?

How can contradictory cultural dimensions characterize a group simultaneously?

What was the role of post WWII immigration in shaping Australian cultural values?

The main aim of a theoretical thesis is to show various treatments of the particular problem and to provide a new or more complex understanding of the issue. The paper starts with the comparison of what different authors say about the same topic, that is, a survey of the relevant literature arranged into some logical framework created by the writer. The approach needs to be critical and analytical: the paper can put forward an argumentative proposal of the writer's own opinion and solution of the problem, or it can offer a descriptive and interpretive analysis of the issue investigated. The author does not use a database gathered specifically for this research, but relies on already existing materials, and uses data creatively to illustrate the points made to support his/her argument/description/interpretation.

7.2 Structure

The structure of an empirical research paper :

Preliminary pages : title page and a statement of originality (according to the format specified at: http://seas.elte.hu/w/studies/graduation/thesis/formal_requirements ), and a table of contents, which includes the chapters of the paper and also the materials in the Appendices.

Abstract : A short summary detailing the purpose, the relevance, the approach and the results of the paper (100 - 150 words).

Introduction : This should introduce the reader to the specific issue under analysis and describe the research approach/strategy. The introduction should:

o specify the point/topic of the study o explain why the topic is relevant/interesting o explain how the analysis relates to the problem o specify the exact research questions/hypotheses o explain how the study relates to previous work in the field and how it is expected to benefit the field o preview the st ructure/chapters of the thesis

Review of the literature : This section can either be part of the Introduction or can come under a separate heading (or headings) which specify the main aspects of the review. The purpose of the review is to develop the background, that is, to discuss the relevant literature in order to give the reader knowledge of the field (specifically relating to the research question) which the writer is researching.

The review of the literature must: o define the key terms and concepts, o describe relevant theories o present earlier research concerning the issue

The literature review can be organized around concepts or the chronology of earlier research but in any case must be focused to suit the purposes of the research. It should be a very thorough and well-structured overview, presented on the basis of an original organising principle. That is, the writer has to make a unique presentation of the existing literature on the topic. This means, for instance, that simply presenting a summary of what different authors said about the same topic, does not qualify for a proper review of the literature. Earlier research results should be evaluated and related to the purpose of the current research.

A good overview is relevant, looks at all the aspects of the given topic, uses a minimum of 15 serious reliable and relevant academic sources, and presents the topic in a new light. As regards materials downloaded from the Internet, only sources that have an author and can be traced even after the submission of the thesis can be accepted.

Research design and method : The Introduction and the Review of the literature are typically followed by a section in which the writer describes in detail how the analysis was conducted, that is, the technical aspects of the study. This chapter is often structured as follows:

o Research Question(s) (What questions arise based on the lit. rev. and the researcher’s focus/interest?) o The approach of the research (qualitative or quantitative) o Reference to earlier research to justify the approach and methods. o Description of the methods of data collection: What? Why? How? - Setting (a description of the context, e.g. the place, general and specific background, etc.) - Participants or set of materials (texts) analysed (rationale for selection, variables, ) - Procedures (What happened, how long did the procedures last?) - Instruments (questionnaires, interviews, observation protocol, diaries, document analysis, framework for discourse analysis, retrospection, etc.) (Before getting down to the details, a one or two-sentence summary of the research process should be given.) o Methods of data analysis – description of procedures and methods o Validity/reliability/credibility/trustworthiness/ generalizability/ transferability/ limitations o Ethical issues, if relevant

The use of the particular methods must be justified. In the justification, reference must be made to literature on research methodology. A good method section describes the procedures in such a detailed way that anyone wishing to replicate the study would be able to do so. All the data collection materials (e.g., questionnaires, interview protocols, tasks, observation sheets) need to be exemplified in the appendix. If a data collection instrument is not in English it has to be translated into English and be included in the appendix.

Results and discussion : The Results section will normally contain the results of the analysis, which will detail and justify the conclusion. This section is often merged together with the discussion section, which includes the writer's discussion (i.e. explanation and interpretation) of the results with respect to the original questions/hypotheses and the consequence of the results.

Conclusion : This section briefly summarizes the main findings of the analysis, discusses possible alternative interpretations and views, examines the practical implications (where appropriate), mentions the limitations of the research and proposes directions for future investigations. All the conclusions have to be drawn on the basis of the data, and not subjective speculations.

References : In this section the writer lists all the references that were cited in the texts (and only those!). See our website on APA citation guidelines for details. Make sure you use and refer to sources regarding both the content matter and the research methods.

Appendices : The following materials are appropriate for an appendix: questionnaires, interview questions, observation schedules, information brochures, hand outs, teaching materials used or designed, raw data, visual aids, scales, tests, less important tables or figures, practical examples, or other kinds of illustrative materials. The appendices have to contain a short sample of the data (e.g., filled in questionnaires, transcript of interviews, parts of texts produced by the participants). If it is in Hungarian, it also has to be translated into English. All other data used in the research has to be made available to anybody interested.

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The structure of a theoretical thesis paper :.

Questions that are normally addressed in theoretical papers include:

What is the point/topic of the study?

Why is this topic interesting/relevant?

What has been done in the field so far?

Is there any problem with something missing from what has been done/said so far?

What is the problem with/What is missing from what has been done/said?

What solution may be offered?

Why is this solution good, or not so good?

How are various facets/perspectives of the topic investigated linked? What understanding or interpretations do the connections allow?

How does the social/historical context affect the issue under investigation?

Depending on the nature of the problem or issue discussed, such papers may be structured in different ways. A typical pattern of organisation is presented below:

Preliminary pages : Title page and a statement of originality (according to the format specified at: http://seas.elte.hu/dokuwiki/studies/graduation/thesis/formal_requirements ), and a table of contents, which includes the chapters of the paper and also the materials in the Appendices.

Abstract : A short summary describing the purpose, the relevance, the approach and the findings of the paper (100 - 150 words).

Introduction : The introduction normally starts by introducing the subject of the paper and its relevance, that is, the reason why it is considered as an interesting issue to explore. The exact aim of the paper and the main research question(s) should be clearly formulated. (In theoretical papers, research questions relate to finding possible solutions to the problem or to describing and analysing a complex issue.) The introduction generally ends with a brief overview of the analytical approach/strategy to be pursued and the outline of the thesis.

Review of literature : The aim of the literature review is to provide theoretical background to the issue identified in the introduction. It offers a critical review of the various treatments of the issue, enumerating arguments representing the body of literature both opposing and supporting the author's position. The survey should be organized into a logical framework created by the writer.

Theoretical / conceptual framework (of analysis) : The function of this chapter is to explain the methods/approach of analysis. The author has to do the following things: restate the aim of the research and the research question(s) stated and justified in the introduction.

- explain the analytical framework in relation to the aim(s) and research questions), i.e., explain what theory provides the basis of the analysis/interpretation, e.g., a particular theory and/or method. It also has to be explained/justified why this is the appropriate approach. The following methods (and a combination thereof) are often used in analysing cultural products: content analysis, narrative analysis, thematic analysis, semiotics, ideological approaches, typological approaches, genre study, discourse analysis, critical discourse analysis, visual analysis, historical study, "auteur" study, impact/reception study (i.e., how the product has impacted the audience/users, how it was received), etc. - explain the practicalities & process of the analysis, i.e.: describe what product (text, film, etc) was chosen and why (i.e., why is it exactly this product that is best suited for the purpose of the analysis ) - describe and justify the steps of the analysis (i.e., how was the analysis carried out); - discuss any issues of research ethics (if relevant).

Analysis :The analysis section offers a thorough, disciplined and systematic presentation of the description and interpretation of or possible solution(s) to the problem under scrutiny as envisaged by the writer. It should build upon the work of other researchers in the field, and should be carried out based on the theoretical/conceptual framework described in the previous chapter. Depending on the topic and approach of the inquiry, the analysis can be descriptive, interpretive, critical or argumentative. (In the case of an argumentative approach, authors are expected to come up with an original solution to the problem discussed.) All arguments/claims put forward by the author must be accompanied by some form of supporting evidence (e.g., examples, figures, facts, views of other researchers). Brief reference should be made to the criteria of analysis described in the previous chapter where necessary. This section ends with an evaluation of the proposed solution(s), showing that it is (or these are) exempt from the weaknesses identified in the opposing view(s), or with a summary of the main findings of the analysis in answer to the research question(s).

Conclusion : Theoretical papers normally end by a restatement of the problem under investigation and a brief summary of the outcome of the analysis or the proposed solution(s) discussed. In the conclusion section, authors may indicate in what ways the study contributes to current achievements in the field, refer to the limitations of the paper, and point to possible areas for further investigation.

References : In this section the writer lists all the references that were cited in the texts (and only those!). See our website on APA and MLA citation guidelines for details. Theses about language, language use, intercultural communication, language teaching or learning should follow the APA style of documentation, while papers about the civilisation of English speaking cultures or other aspects of cultural studies should follow the MLA standards. Be sure to use and refer to sources regarding both the content matter and the research methods used.

Appendices : Visual or textual documents to illustrate certain points of the analysis can be included in the appendices.

Tip :

A comparative overview of the structure of empirical and theoretical theses can be found here .

Section 7 is based on:

Stokes, J. (2003). How to Do Media and Cultural Studies . London: Sage.

Swales, J.M., & Feak, C.B. (1994). Academic Writing for Graduate Students. Ann Arbour: The

University of Michigan Press.

MA thesis requirements

Ma thesis requirements for film theory specialization:.

The thesis is the independent scientific work of the candidate, the topic of which is determined by the thesis adviser and the candidate from the field of study taught at the Department. It displays the knowledge of the candidate acquired in the MA Program, the literacy of the candidate in the international literature of the given scientific question, and the analytic skills of the candidate in the interpretation of screen media products. All cases where a student is suspected with plagiarism will be brought to the Board of Review.

Formal requirements:

Length: minimum 70.000 characters, maximum 140.000 characters without spaces (12.000-24.000 words) at a spacing of 1.5 and font size 12. One copy must be submitted bound, another stapled. MA theses should also be submitted electronically (attach/tape a disc in a paper case with a copy of the electronic version of the thesis to the inside of the back cover of the bound copy).

The title page of the thesis must include the name of the author; the title of the MA thesis in Hungarian as well as in the language of the degree program; the name of the university, the faculty as well as the name of the program; the name of the thesis adviser; and the year of submission of the thesis.

Assessment:

Assessment is on a five-grade scale. During the evaluation, the referee must take into account whether the author has adhered to the prescribed requirements concerning content and form. The factors relevant for grading are: scientific achievement, familiarity with the literature as well as the ability to apply it in a professional manner, structured presentation and apt application of the results, potential topics for further research.

MA thesis requirements for Filmmaking Specialization:

The thesis project in the Filmmaking Specialization has to be submitted as a portfolio. The details and the format of the portfolio are to be determined in close collaboration with the adviser, but in all cases has to include: (1) creative film/video or other screen media project, (2) theoretical/historical description of the background of the chosen theme, (3) description of the phases of the work, i.e. a diary of the creative process. The length of the written part is between 20.000-30.000 characters without space (3.500-5.000 words).

Nyílt napok
Diákversenyek
Küldetésünk, viziónk és értékeink
ELTE TáTK számokban
Alap- és mesterképzések
PhD-képzések
Szakirányú továbbképzések
Tehetségtámogató program – ösztöndíjak hallgatóknak
Tanév rendje
Ösztöndíjak
Szolgáltatások
Tanulmányi Információk
E-tananyagok
Hallgatói élet
Hallgatói Önkormányzat
A Karról Bemutatkozik a TáTK Szervezet Szabályzatok, határozatok Elérhetőségek
Doktori Iskola
Kutatási tevékenység
Kiemelt projektek
TDK és OTDK
Tudománypolitikai és Tudományszervezési Iroda
Pályázati, Projekt- és Innovációs Intranet
Konferenciák
Szakmai megjelenések
TáTK a médiában
TáTK 20 Interjúk Talált tárgyak Nosztalgia fotók Kreatív alkotópályázat

Guidelines and Practical Information

Length of the program: 4+4 semesters (+2 semesters).

educational and research phase, 4 semesters;
research and thesis writing phase, 4 semesters.

At the end of the first two years, there is a complex exam.

The four-year educational period ends with the preliminary discussion of the full draft version of the dissertation, the absolutorium, and defense of the dissertation.

Options: Full-time education, correspondence education.

Finances: Limited number of state scholarship available, tuition fee.

Requirements: University MA degree in social sciences, or MSC degree, enrolment interview, study plan.

Language requirements: one complex intermediate level state exam in a foreign language (non-Hungarian).

Full credit requirements: 240 credits.

Ways of obtaining credits (modules):

Educational and research phase: course work and scientific research (1 and 2 years)

course credits minimum: 70 credits;
scientific credits minimum: 30 credits,
complex exam 20 credits.

Research and thesis writing phase (3 and 4 years)

scientific work: 105 credits
teaching experience: 15 credits.

A) Educational and research phase: course work and scientific research

Purpose of the phase: the purpose of the educational and research phase is twofold. On one hand, students must start doing independent work (science module). On the other hand, adjusting to the nature of social science research, students have the opportunity to gain insight into qualitative/quantitative research methods, and theories adherent to the specialization of international studies.

Introductory seminars

Introductory seminars are around the topics of political philosophy, theory of international relations, international political sociology, European studies and international human rights, along with research design and method. Minimum requirement: to complete the introductory module in the I. semester, obligatory for 30 credits altogether. In the II. semester, two courses have to be selected from three fields; obligatory for 10 credits altogether.

Students must prepare a study plan during the first semester until the end of the academic period with the direction of their tutors. This contains the types of subjects the student will be attending from the following semester. (The study plans have to be handed in for the officer in the Registrar’s Office. They will be also handed over to the program leader.)

Elective research seminars

Elective seminars dedicated to topics relevant to the doctoral program, and the research field of the students. These seminars provide an opportunity for students to meet professors and researchers from different areas to discuss their research works and results. Whereas during these seminars all doctoral students are expected to present their ongoing work and have the opportunity to present and debate the theoretical and methodological problems of their researches. Completing them is recommended during the 3rd and 4th semesters, the number of credits per subject: 5, obligatory together 20.

Research colloquium

One of the central courses at the Ph.D. program is the research colloquium where all candidates are given the opportunity to present and discuss their projects in their initial stages. This course is coordinated by the program director. The courses are obligatory, the number of credits all together 10.

Tutoring seminar

There is a mandatory tutoring seminar during the third semester. Number of credits: 5.

Elective complementary subjects

Complementary subjects can be special seminars to develop special skills in academic English writing, presentation technics, research project building, and curriculum developing. Certain subjects can be also taken announced for MA students, in order to enhance knowledge in a variety of areas. The program leader will announce these subjects and he invites the lecturers. The structure of the educational and research phase (first 4 semesters).

Credit requirements.

Minimum credits to be completed by the end of 4 th semesters (including complex final exam) 120 credits.

Educational Module:

Basic Concepts of Political Theory, International Relations, and Research Design and Method I classes are obligatory, total credit 30.

Global Constitutionalism, International Political Sociology, International Human Rights, European Studies, Research Design and Method II and Research Colloquium courses are obligatory, total credits 10.

Supporting course: Academic English and Essay Writing, Presentation Techniques, Proposal Writing, elective, 5 credits.

Elective seminar I, 5 credits.

Elective seminar II, 5 credits.

Elective seminar III, 5 credits.

Elective seminar IV, 5 credits.

Science Module:

The purpose of the science module is that students can start writing their research plan right in the first period of their studies and present it for smaller and larger scholarly audiences as well. To this end, students must take part in tutorial seminars. As a result of the tutorial seminars, students can present researches at scientific conferences and will have the chance to publish at least one publication (detailed below). To take part at the obligatory complex exam, students must have at least one publication approved and certified by a journal, and/or participation at a scientific conference.

Requirements of complex exam application: minimum of 120 completed credits. One can only complete a class once, meaning that a student cannot gain credits by taking a class repeatedly. Classes announced in the science module are obligatory, so students must register for those classes and gain credits every semester. The chart about credits acquired through publications or in conferences during the science module can be found in the research and dissertation section of the document.

II. semester: Research Colloquium I, obligatory, 5 credits.

III. semester: Tutorial Consultation, obligatory, 5 credits.

IV. semester: Research Colloquium II, obligatory, 5 credits.

During II, III and IV semesters: research activities and scientific works.

Conference participation with lecturing and publication, workshops, submission of academic research papers and articles, total credits 20.

Complex final exam, obligatory, 20 credits (10 credits for study work, 10 credits for scientific work).

Subject of complex final exam

Study exam: Basic concepts of political theory and international relations, social research methods.

Scientific (dissertation) exam: defense of the finalized research plan (thesis plan), and the discussion of one chapter of the dissertation.

Evaluation of final exam: passed, did not pass.

B) Research and thesis writing phase

The purpose of this phase: The primary focus of this phase is to prepare students for acts as a doctorate and to prepare them to take part in scholarly circles. To achieve this goal, students must live with opportunities, such as scientific activities. These activities help confirm the competence of students as they earn their degree. Accordingly, students must account publications, suitability as an educator, and ability to give lectures of scientific nature.

The structure of the second research and thesis-writing phase (4 semesters).

Credit requirements: The accomplishments of credits granted on the basis of the decision of the tutor and the director of the Doctoral School.

Multiple authored works used for credits are distributed proportionally.

Minimum credits to be completed during the research and thesis writing period is 120 credits.

Course list

Educational and research phase

Basic Concepts of Political Theory

10 credits, practice, obligatory, no reproducible

Global Constitutionalism

10 credits, lecture, obligatory, no reproducible

International Relations

International Political Sociology

International Human Rights

European Studies

PHDSocMOE1 – Research Design and Method I.

PHDSocMOE2 – Research Design and Method I.

5 credits, practice, obligatory optional, no reproducible

PHDSocKutE1 – Research Colloquium I

5 credits, practice, obligatory, no reproducible

PHDSocKutE2 – Research Colloquium II

PHDSocTUE1 – Tutorial I

PHDSocTANE1 – Supporting course: Academic English and Essay Writing

PHDSocTANE2 – Supporting course: Academic English and Essay Writing

PHDSocVE1 – Elective seminar I

5 credits, lecture, optional, no reproducible

PHDSocVE2 – Elective seminar II

PHDSocVE3 – Elective seminar III

PHDSocVE4 – Elective seminar IV

PHDSocTanKonfE1 – Conference participation with lecturing and publication, workshops, submission of papers and articles (in Hungarian language)

5 credits, optional,

PHDSocTanKonfE2 – Conference participation with lecturing and publication, workshops, submission of papers and articles (in Hungarian language)

PHDSocTanKonfE3 – Conference participation with lecturing and publication, workshops, submission of papers and articles (in foreign language)

10 credits, optional

PHDSocTanKonfE4 – Conference participation with lecturing and publication, workshops, submission of papers and articles (in foreign language)

10 credit, optional

PHDSocKomplexE – Complex final exam: course work and scientific work

20 credit, obligatory, no reproducible.

Research and thesis writing phase

PHDSocTUTE1 – Tutoring seminar

10 credit, practice, obligatory, no reproducible

PHDSocTUTE2 – Tutoring seminar

PHDSocTUTE3 – Tutoring seminar

PHDSocTUTE4 – Tutoring seminar

PHDOktE1 – Teaching a full independent academic course

15 credit in Hungarian, 20 credit in foreign language, practice, obligatory, no reproducible

PHDTANE1 – Supplementing and publishing an independent scientific publication, in Hungarian language

15 credit, optional.

PHDTANE2 – Supplementing and publishing an independent scientific publication, in foreign language

20 credit, optional

PHDTANRE1 – To write an independent scientific review, in Hungarian language

5 credit, optional

PHDTANRE2 – To write an independent scientific review, in foreign language

PHDKonfE1 – Participation in a conference with lecture, in Hungarian language

8 credit, optional

PHDKonfE2 – Participation in a conference with lecture, in Hungarian language

PHDKonfE3 – Participation in a conference with lecture, in foreign language

15 credit, optional

PHDKonfE4 – Participation in a conference with poster, in foreign language

PHDKutE – Public discussion of the first full draft version of the dissertation

15 credit, obligatory

Course Leaders

Course descriptions

Course description

The course aims to explain the most important aspects of European integration, with special regard to the cooperation within the European Union. Consequently, it covers less about Europe’s cultural background and more about the institutional setting, politics and law of EU member states’ cooperation. By the end of the semester, students receive a background in different integration theories, including neofunctionalism, constructivism, institutionalism and intergovernmentalism. They also gain knowledge about the EU institutions and some special fields of EU law. By the end of the semester, students submit an essay about a previously agreed topic.

Andrew Glencross (2009) What Makes the EU Viable? Palgrave MacMillan.

Andrew Moravcsik (2005) The European constitutional compromise and the neofunctionalist legacy. Journal of European Public Policy 12:2: 349–386.

Antje Wiener and Thomas Diez (2009) European Integration Theory, Oxford University Press.

Catherine Barnard and Steve Peers (2014) European Union Law, Oxford University Press.

Dora Kostakopoulou (2018) Institutional Constructivism in Social Sciences and Law – Frames of Mind, Patterns of Change. Cambridge: Cambridge University Press, 2018.

Frank Schimmelfennig, F. (2018) ’Liberal intergovernmentalism and the crises of the European Union’, Journal of Common Market Studies, 56(7): 1578–1594.

Jeffrey T. Checkel and Peter J. Katzenstein (eds.) (2009), European Identity, Cambridge: Cambridge University Press.

Jürgen Habermas (2012) The Crisis of the European Union – A Response. Cambridge: Polity Press.

Paul Craig and Gráinne de Búrca (2015) EU Law: Text, Cases, and Materials, Oxford University Press.

Simon Hix and Bjørn Høyland (2011) The political system of the European Union, Palgrave.

Tanja A. Börzel (2018) Researching the EU (studies) into demise? Journal of European Public Policy, 25(3): 475–485.

The course deals with the future of liberal constitutionalism amid the emergence of populist constitutionalism both in constitution-making, constitutional reform and in constitutional adjudication, in the form of judicial populism. The course further deals with the question of how to strengthen liberal constitutionalism, with special regard to the EU context. Hence, we discuss the chances of, and difficulties in, strengthening the European constitutional value community through democratic oversight of defiant Member States using populist constitutionalism.

Blokker, P., Populist Constitutionalism, In: Routledge Handbook on Global Populism. Routledge (2017).

Colon-Rios, J., The End of the Constitutionalism-Democracy Debate, 28 Windsor Rev. Legal & Soc. Issues 25 (2010).

David S. Law, Alternatives to Liberal Constitutional Democracy 77 MD. L. REV. 223, (2017).

Halmai, G., How the EU Can and Should Cope with Illiberal Member States, Quaderni costituzionali, 2 (2018).

Halmai, G., Populism, Authoritarianism and Constitutionalism, 20 German Law Journal, Issue 3 (2019), 296-313.

Müller, J-W., Populist Constitutionalism: A Contradiction in Terms? http://verfassungsblog.de/populist-constitutions-a-contradiction-in-terms/.

Sajó, A. and R. Uitz, chapter 1, The Constitution of Freedom: An Introduction to Legal Constitutionalism , Oxford University Press (2017).

This course aims to provide an advanced introduction to the key institutional mechanisms of human rights protection. Our goal is to better understand the role of national and international courts and other constitutional institutions in the process of enforcing human rights. The course examines the relationship between these institutions, and their interactions, which take place within a legal framework that provides for a multilevel protection of fundamental rights. We will also discuss the current challenges relevant institutions face in relation to their role and power in constitutional arrangements.

András Sajó & Renáta Uitz (2017), The Constitution of Freedom, Oxford: Oxford University Press, Chapter 10: Rights and Chapter 12: Multi-layered Constitutionalism, Globalization, and the Revival of the Nation State.

David Harris, Michael O'Boyle, Ed Bates, and Carla Buckley (2018), Harris, O'Boyle, and Warbrick: Law of the European Convention on Human Rights, Fourth Edition, Oxford University Press.

Mark Tushnet (2018), Advanced Introduction to Comparative Constitutional Law: Second Edition, Cheltenham, UK – Northampton, MA: Edward Elgar.

Steven Greer, Janneke Gerards, Rose Slowe (2018), Human Rights in the Council of Europe and the European Union: Achievements, Trends and Challenges, Cambridge: Cambridge University Press.

Tom Ginsburg and Rosalind Dixon (eds.) (2011), Comparative Constitutional Law, Cheltenham, UK – Northampton, MA: Edward Elgar.

The seminar focuses on and problematizes core concepts of international relations, such as sovereignty, power or the state. The aim is to critically visit these concepts and through this to reflect on foundational problems of IR that define the discipline. It is assumed that participants are aware of the main theories and debates of IR. Students are expected to complete reading assignments and to submit position-papers regularly on the readings and on selected additional topics. Grading is based on these written assignments and discussions in class (participation).

Bartelson, Jens (2001) The Critique of the State, Cambridge University Press.

Lukes, Steven (2004) Power: A Radical View, Red Globe Press.

Michael Barnett and Raymond Duvall (2005) Power in International Politics: International Organization, Vol. 59, No. 1, 39-75.

Murchu and Shindo (2016) Critical Imagination in International Relations, Routledge.

Osiander, Andreas (2003) Sovereignty, International Relations, and the Westphalian Myth, IO, Vol. 55, Issue 2Spring 2001, 251-287.

Reus-Smit, Christian (2013) Individual Rights and the Making of the International System, Cambridge University Press.

The seminar will deal with fundamental concepts in political and legal theory such as legitimacy, authority, democracy, sovereignty, rule of law. The aim of the course is not to provide students with an introduction, but to facilitate the building of awareness of and reflection about the challenge of the contested nature of such (interpretive) concepts, and the need for conceptual clarity for meaningful research and scholarship. The students are expected to prepare and actively participate in the debate, and write a paper based on individual research at the end of the semester.

David Beetham, The Legitimation of Power (2nd edn Palgrave, 2013), 1-41.

Gerald Gaus, Political Concepts and Political Theories (Westview Press, 2000).

Jeremy Waldron, ‘The Concept and the Rule of Law’ 43 Georgia Law Review 1. (2008)

Joel Feinberg, Social Philosophy (Prentice-Hall, 1973).

Joseph Raz, Authority and Justification, 14 Philosophy and Public Affairs 3-29 (1985).

Joseph Schumpeter, Capitalism, Socialism and Democracy (3rd ed. Harper Perennial, 2008).

Richard Bellamy and Andrew Mason (eds.), Political Concepts (Manchester University Press, 2003).

Robert A. Dahl, Democracy and its Critics (Yale University Press, New Haven, 1989).

Stanley I. Benn, ‘The Uses of “Sovereignty”’ 3 Political studies 109 (1955).

Stephen D. Krasner, Sovereignty: Organized Hypocrisy (Princeton University Press, 1999) .

International Political Sociology has grown out of post-structuralist investigations of societal security at the intersection of the domestic and the international. Its scope has broadened to include current processes taking place in fields as diverse as cross-border flows, labor, national security cultures and other arenas that co-shape the international order while often remaining outside the scope of traditional high politics analysis. The course is a topical and, at least as importantly, methodological and theoretical survey aimed at preparing students to undertake critical research in a transnational political setting with a focus on power/knowledge operators and their interactions with various social groups and situations.

Claudia Aradau et al. (eds.): Critical Security Methods. New Frameworks for Analysis . Abingdon: Routledge, 2014.

Didier Bigo, Sergio Carrera and Elspeth Guild (eds.): Foreigners, Refugees Or Minorities?: Rethinking People in the Context of Border Controls and Visas . Farnham: Ashgate, 2013.

James Der Derian: Critical Practices of International Theory: Selected Essays . Abingdon: Routledge, 2009.

RBJ Walker: Inside/Outside: International Relations as Political Theory. Cambridge: Cambridge University Press, 1993.

Tugba Basaran et al. (eds.): International Political Sociology: Transversal Lines . Abingdon: Routledge, 2016.

Xavier Guillaume and Jef Huysmans (eds.): Citizenship and Security. The Constitution of Political Being. Abingdon: Routledge, 2013.

Xavier Guillaume and Pınar Bilgin (eds.): Routledge Handbook of International Political Sociology. Abingdon, Routledge, 2017.

Research Design and Method I

During the term, five relevant methodological topics will be discussed. The students may later sign up for another class concentrating on particular quantitative and qualitative methods. However, it is implied by the very nature of doctoral studies that every student has to study the methods relevant for their topics on their own. There is no scientific research without using appropriate methods, although there is usually no consensus, as to which methods are appropriate. This situation does not imply that methods are not needed, but rather that each researcher bears full responsibility for the selection of their research topics, but also for the selection of the methods.

The class in intended to provide the students with aspects relevant in this choice. At the PhD level, not all questions will be given satisfactory responses, because such often do not exist, and also no list of readings will be provided. The relevant literature in each topic, at least potentially, keeps changing all the time, and it is one of the researchers’ tasks to follow the changing literature. Of course, the most relevant ideas in each topic will be exposed, and suggestions for starting points for studying the literature will be given.

1. Methods of data collection, and the relevant conclusions (designed experiment, observational study, randomization, how do we know that smoking is bad for one’s health, data and evidence, a few interesting examples: Berkeley admissions, death penalty in Florida, Simpson’s paradox)

2. Causal analysis, naive causality, causality and manipulation, propensity score matching

3. Statistical and substantive significance, the cult of the p-value, model fit and evidence, the role of the sample size, multiple testing, hypotheses and data driven procedures, statistical rituals).

4. Effects and interactions, additive and multiplicative effects, independence and joint effect, data generating mechanism and statistical analysis, modeling of effects and joint effects

5. How to make science? Paradigmatic science, institutional science, data and theories, science and prejudice, the role of „scientific evidence”, science and policy making, meta-analysis

Grading will be based on a take-home assignment, which may address any of the topics covered in class and has to conform to the fundamentals of scientific writing. The assignment may give a review of the literature or criticism of a published paper or may further develop the ides discussed in class The mandatory first semester is dealing with the following questions: data collection methods, conclusions drawn from the statistical tests and hypotheses, causal studies, effects and interactions, as well as general issues such as how we do science, paradigmatic science, institutionalized science, operationalization, data and theories in science, measuring prejudices, the role of meta-analysis, science policy and scientific 'evidence'

Alan Bryman: Social Research Methods. Oxford University Press, 2004.

Douglas G. Altman, Martin Bland (1995): Absence of evidence is not evidence of absence. British Medical Journal 311 (7003), 485.

Gerd Gigerenzer: Mindless statistics. The Journal of Socio-Economics 33 (2004), 587–606.

Judea Pearl: Causality. 2nd ed. Cambridge University Press, 2009.

Leslie Kish (1987): Statistical Design for Research. John Wiley & Sons, Wiley Classics Library.

Michael L. Radelet (1981): Racial characteristics and the imposition of the death penalty. American Sociological Review 46, 918–927.

Peter J. Bickel, Eugene A. Hammel, J. W. O'Connell (1975): Sex Bias in Graduate Admissions: Data from Berkeley. Science 187 (4175), 398-404.

Research Design and Method II

The second semester is optional: students must choose between qualitative and quantitative questions to be examined.

quantitative questions: sources of data, regression analysis, not regression-type problems, the basic methods of investigating social structure, international comparative studies (operationalization, questionnaires, sampling and weighting, spatial and cultural effects, multi-level analysis)
qualitative questions: qualitative data collection and research methods, major mixed qualitative-quantitative methods, analysis of multimedia data, individual and socio-cultural narratives, value, and value-free science.

Glaser & Strauss, The Discovery of Grounded Theory, 1967.

Paul R. Rosenbaum, Donald B. Rubin (1983): The Central Role of the Propensity Score in Observational Studies for Causal Effects. Biometrika 70, 41–55.

Richard L. Scheaffer, William Mendenhall, R. Lyman Ott: Elementary Survey Sampling. Wadsvorth, 1990.

Statistical Methodology, Special Issue on Statistics in the Social Sciences 7, 323-337.

Tamás Rudas (2010): Informative Allocation and Consistent Treatment Selection.

Tom A. B. Snijders, Roel J. Bosker: Multilevel Analysis: An introduction to basic and advanced multilevel modeling. Sage Publications, 2004.

Research Colloquium

One of the central courses at the beginning of the Ph.D. program is the research colloquium where all candidates are given the opportunity to present and discuss their projects in their initial stages. This course aims at improving the design of a project and exercising presentation skills in an academic setting. Moreover, the weekly colloquium is an excellent opportunity for the exchange of ideas with fellow candidates. In the research, colloquium participation is compulsory for both the first and second-year students.

Howard S. Becker (2008) Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article , University of Chicago Press.

Justus J. Randolph (2009) A Guide to Writing the Dissertation Literature Review.

Umberto Eco: How to write a thesis, MIT press, Cambridge, 2012.

Walden University Practical Assessment”, Research & Evaluation , Vol. 14, No. 13 Page 2.

Tutorial seminar

The tutorial seminar is based on individual periodic consultations between the student and the tutor. The seminar supports students to get prepared to carry out their independent research and to develop and write the first chapters of their doctoral theses. The seminar outlines key methodological approaches to research in the field of the thesis plan and help students to put together the literature review (in particular) of their thesis. In conclusion, each thesis starts to be developed systemically. The tutorial seminar is a source of intellectual stimulation of the work of the doctoral students and helps students to carry out their own research.

Supporting course: Academic English and Essay Writing

This course aims to refine and polish participants' academic and disciplinary written proficiency with a focus on the research article genre as well as to increase their ability to make discipline-specific and strategic choices within this genre in order to adapt articles for a specific journal and community contexts. The emphasis is placed on to develop general written language practice, vocabulary, grammar, and textual organization, formal, disciplinary and rhetorical aspects, and different recurring rhetorical patterns in research related publications.

Swales, John & Feak Christine (2012) Academic Writing for Graduate Students , University of Michigan Press.

Elective seminars (announced according to students’ need)

International protection of economic, social and cultural rights

The main purpose of the course is to familiarize students with the concepts concerning the justification of economic, social and cultural rights, as well as the institutional framework of their protection. The course will place special emphasis on exploring the differences between global and regional approaches to international protection of ECOSOC rights and national solutions to their constitutional protection.

Cécile Fabre: Social Rights under the Constitution. Government and the Decent Life . Clarendon Press, Oxford, 2007.

Digest of the case law of the European Committee of Social Rights. Council of Europe, December 2018. ( https://rm.coe.int/digest-2018-parts-i-ii-iii-iv-en/1680939f80 )

Gráinne de Búrca and Bruno de Witte (eds.): Social Rights in Europe . Oxford University Press, 2005, 153-168.

Martin Bulmer and Anthony M. Rees (eds.): Citizenship Today. The contemporary relevance of T. H. Marshall . London, UCL Press, 1996.

Unity in Diversity

A long list of theorists and entities have struggled with maintaining unity in a pluralist polity: the title of the course appears as the motto of the European Union; the United States official seal evokes a similar idea (‘E pluribus unum’, out of many, one). The course will provide an insight into debates on maintaining common institutional frameworks in pluralist settings, or ‘policing diversity’, both within and beyond the state, with a special focus on the limits of tolerating intolerance and antipluralist and non-democratic regimes.

Questions to be addressed include: Can governments legitimately seek homogeneity? What do minority rights mean in an age of identitarian divisions? Is multiculturalism dead, and what does this mean? Can, and how far should, intolerance be tolerated? How far can EU member states (or entities in federal states, see ‘sub-national authoritarianism’) can go in revoking national identity against common values?

Andras Sajo, Protecting Nation States and National Minorities: A Modest Case for Nationalism in Eastern Europe, The University of Chicago Law School Roundtable, 1993.

Edward L. Gibson, Boundary Control. Subnational Authoritarianism in Democratic Countries, World Politics 58 (October 2005), 101–32; 121–132.

Federalist No. 10.

Francis Fukuyama, Against Identity Politics, Foreign Affairs, September/October 2018.

Gráinne de Búrca, Is EU Supranational Governance a Challenge to Liberal Constitutionalism? University of Chicago Law Review, Vol. 85, 356–363.

Jacob T. Levy, Pluralism, Diversity, and Preserving Cultural Communities, In: The Multiculturalism of Fear, Oxford University Press, 2000, 98–.

Jacob T. Levy, The Multiculturalism of Fear, Oxford University Press, 2000, 40–62.

Jonathan Haidt, The Righteous Mind, Vintage, 2013.

Liav Orgad, The Cultural Defense of Nations: A Liberal Theory of Majority Rights, Oxford University Press, 2015.

Sujit Choudhry and Nathan Hume, Federalism, Devolution & Secession: From Classical to Post-Conflict Federalism, In: Research Handbook on Comparative Constitutional Law (eds.), Tom Ginsburg, Rosalind Dixon, 2010.

The Dorr Rebellion. Summary. In: Luis Fuentes-Rohwer, Reconsidering the Law of Democracy: Of Political Questions, Prudence, and the Judicial Role, Wm. & Mary L. Rev. 47 (2005), 1899, 1915–1921.

The Multiculturalism Backlash: European Discourses, Policies and Practices (eds.), Steven Vertovec, Susanne Wessendorf, Routledge, 2010.

The change of the international security environment as a consequence of structural change in the international system

The course will study the change of the international system and its bearing on international security. The course does not provide an introduction to the topic. In its stead, with the active involvement of the participants it fosters the clarification of relations between the two topics: The change of structure and its implications for international security. On the basis of structural realism is does not study what analysts think about the matter. It analyses whether under the conditions of great power competition the thinking of decision-makers of great powers is determined by it and if in the affirmative whether this has implications for the decision-making of other states as well.

Grevi, Giovanni, The interpolar world: A new scenario. Occasional Paper, No. 79. Paris: EU Institute for Security Studies, 2009.

John Mearsheimer, The Great Delusion: Liberal Dreams and International Realities. Ne Haven: Yale University Press, 2018.

John Mearsheimer, The Tragedy of Great Power Politics. New York: WW Norton and Co., 2001.

Trine Flockhart, The coming multi-order world. Contemporary Security Policy, Vol. 37, No. 1, 2016.

Network synthesis of critical theories

The seminar focuses on connecting various critical theories of classical and late modernity with the help of network theories. In the first thematic part of the semester, some of the most important critical theories are introduced (Bourdieu, Giddens, Habermas, Honneth, Lash). In the second part network theories are reintroduced as potential meta-theoretical frameworks. Finally, an attempt is made to elaborate a comprehensive approach. The semester is finished by a short paper related to the participant’s individual research.

Giddens, Anthony (1990) The Consequences of Modernity . Cambridge: Polity.

Giddens, Anthony (1991) Modernity and Self-Identity. Self and Society in the Late Modern Age . Cambridge: Polity.

Giddens, Anthony (1992) The Transformation of Intimacy: Sexuality, Love and Eroticism in Modern Societies . Cambridge: Polity.

Giddens, Anthony (1995) Beyond Left and Right – the Future of Radical Politics . Cambridge: Poilty.

Lash, Scott (1999) Another Modernity, A Different Rationality, Oxford: Blackwell.

Lash, Scott (2002) Critique of Information, London: Sage, 2002.

Latour, Bruno (2005) Reassembling the social: an introduction to actor-network-theory . Oxford, Oxford University Press.

White, Harrison C. (2008) Identity and control: how social formations emerge . Princeton, N. J., Princeton University Press.

Fascism, populism and democracy

The course aims to overview the historical and contemporary theories and understandings of fascism and populism, and their challenges against modern democracy. During the semester, the participants read and discuss several sources in order to discover and understand the ongoing debates in the contemporary academic literature. Consequently, the course overviews the historical background and interpretation of populism, the different characterization of far-right parties and movements, and finally, the diverging theories on fascism and post-fascism. During the semester, student give presentations about a selected topic, and in the end of the semester, they submit an essay.

Cas Mudde - Cristóbal Rovira Kaltwasser: Causes and Responses. In: Populism. A Very Short Introduction. Oxford University Press, 2017, 97-118.

Richard Hofstadter: The folklore of populism. In: The Age of Reform. Vintage Books, Random House, 1955, 56-85.

Stanley G Payne: Fascism - Comparison and Definition. The University of Wisconsin Press, 1980. First Chapter, 1-22.

Margaret Canovan: Taking Politics to the People: Populism as the Ideology of Democracy. In: Yves Mény – Yves Surel (eds.): Democracies and the Populist Challenge. Palgrave, 2002, 25-44.

Federico Finchelstein: Returning Populism to History. Constellations, Vol. 21, Issue 4, 2014, 467-482

Jan-Werner Müller: What Populists Do, or Populism in Power. In: What Is Populism? University of Pennsylvania Press, 2016, 33-53.

Pierre Rosanvallon: The sense of powerlessness and symbols of depoliticization. (and) The populist temptation. In: Counter-Democracy. 2 Politics in the Age of Distrust. Cambridge University Press, 253-273.

Emilio Gentile: Civil Religions and Political Religions. From Democratic Revolutions to Totalitarian States. In: Politics as Religion. Princeton University Press, 2006, 16-44.

Robert Paxton: The Five Stages of Fascism. The Journal of Modern History, Vol. 70, No. 1. (Mar. 1998), 1-23.

Cas Mudde: Populist radical right parties in Europe. Cambridge University Press, 2007.

Etchezahar, Silvina Brussino: Psychological perspectives in the study of authoritarianism. Journal of Alternative Perspectives in the Social Sciences (2013) Vol. 5, No. 3, 495-521.

Bob Altemeyer: The Authoritarians. http://theauthoritarians.org/Downloads/TheAuthoritarians.pdf

Marco D’Eramo: Populism and the New Oligarchy. In: New Left Review 82, July Aug 2013, 5-28.

The Roma Minority in Hungary: Scientific approaches

The interdisciplinary course will give an overall assessment of the situation of the Roma in Hungary. The issue is investigated from a comparative, interdisciplinary perspective in a historical context. During the semester the history of the Gypsy/Roma issue is examined in the context of Hungarian national history based on state policy documents. The course challenges the discourse that constructed Roma according to the viewpoints of Hungarian state power and promotes a discourse of equality and human rights.

Gellner, Ernest. The Coming of Nationalism and its Interpretation: The Myths of Nation and Class, in: Mapping the Nation, ed. Gopal Balakrishnan (London: Verso, 1996), 98–132.

Smith, Anthony D. Ethno-Symbolism and Nationalism: A Cultural Approach. (New York: Routledge, 2009).

Kóczé, Angéla and Trehan, Nidhi. Postcolonial Racism and Social Justice: The Struggle for the Soul of the Romani Civil Rights Movement in the ‘New Europe’, In: Racism, Post-colonialism, Europe, edited by G. Huggan. (Liverpool: Liverpool University Press, 2009), 50-77.

Ladányi, János and Szelényi, Iván. Patterns of Exclusion: Constructing Gypsy Ethnicity and the Making of an Underclass in Transitional Societies of Europe. (Columbia University Press: New York, 2006).

Vidra, Zsuzsanna and Fox, Jon. Mainstreaming of Racist Anti-Roma Discourses in the Media in Hungary, Journal of Immigrant & Refugee Studies 4 (2014) 12, 437-455.

Szikra, Dorottya. Democracy and welfare in hard times: The social policy of the Orbán Government in Hungary between 2010 and 2014, Journal of European Social Policy 24. December (2014): 486-500.

Majtényi, Balázs and Majtényi, György. A Contemporary History of Exclusion. The Roma issue in Hungary from 1945 to 2015, (CEU Press: Budapest – New York, 2016).

Critical Approaches to the Roma Studies: Past, Present, and Future

The course aims to re-envision Romani Studies through a critical lens and discuss further possibility to use new theoretical frameworks such as gender, critical race, and post-colonial theories to understand the situation of Roma in the context of changing social, economic, cultural, and political landscapes in Europe. Students will discuss concepts and arguments from the orientalist folklorist via anthropological and sociological studies and engage with emancipatory scholarship.

Through the semester students interrogate the intellectual and disciplinary traditions of Romani studies and examine the academic, cultural, and political impact of various Roma related studies. We will analyze the historical, political, socioeconomic, and cultural contexts of the specific Roma related ideas and concepts. We will identify the key trends in each set of approach and follow the transformation of these ideas. By the end of the course, students will be able to use these approaches, concepts, and terms in a thoughtful and nuanced way informed by their scholarly critique. The aim of this course is to introduce students to various forms of social exclusion Roma face in the 21 st century, and the dilemmas policy-makers, NGOs and activists encounter when promoting the inclusion of Roma.

Acton, Thomas A.: Scientific racism, popular racism and the discourse of the Gypsy Lore Society, Ethnic and Racial Studies , 39:7, 2016, 1187-1204.

Aihwa, Ong: Colonialism and Modernity: Feminist Re-presentations of Women in Non-Western. Societies. Inscriptions , 3-4, 1988.

Brooks, Ethel C.: The Possibilities of Romani Feminism. Signs 38, No. 1, 2012, 1-11.

Crenshaw, Kimberle: Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review 43, No. 6 (1991): 1241-1299.

Imre, Aniko: Whiteness in Post-Socialist Eastern Europe: The Time of the Gypsies, the End of Race. Post-Colonial Whiteness: A Critical Reader on Race and Empire . (ed.) AJ Lopez. State University of New York Press, 2005.

Izsák, Rita: The European Romani Women’s Movement: The Struggle for Human Rights. Development 52 (2) 2009, 200–207.

Lee, Ken: Orientalism and Gypsylorism. Social Analysis: The International Journal of Social and Cultural Practice , Vol. 44, No. 2, 2000, 129–156.

Marushiakova-Popova, Elena & Popov, Vesselin: Orientalism in Romani studies: the case of Eastern Europe, In: H Kyuchukov & W New (eds), Languages of Resistance: Ian Hancock’s Contribution to Romani Studies . Lincom Europa, 2017, 1-48.

Mayall, David: Gypsy Identities 1500-2000: From Egipcyans and Moon-men to the Ethnic Romany , London: Routledge, 2004, 24-56; 125-175; 176- 214.

Oprea, Alexandra: Romani Feminism in Reactionary Times. Signs 38, No. 1, 2012, 11-21.

Oriental, In: Orientalism, New York: Vintage Books, 1979, 49-72.

Said, Edward W.: Imaginative Geography and Its Representations: Orientalizing the Schultz, Debra L.: Translating Intersectionality Theory into Practice: A Tale of Romani-Gadze Feminist Alliance. Signs , 38 (1), 2012, 37–43.

Selling, Jan: Assessing the Historical Irresponsibility of the Gypsy Lore Society in Light of Romani Subaltern Challenges, Critical Romani Studies, 1(1), 2018, 44-61.

Spivak, Gayatri Chakravorty: Can the Subaltern Speak? In: Williams, R. J. Patrick, and Laura Chrisman (eds.) Colonial Discourse and Post-Colonial Theory: A Reader . New York: Columbia University Press, 1994.

Trehan, Nidhi, and Angéla Kóczé: Racism, (neo-)colonialism and Social Justice: The Struggle for the Soul of the Romani Movement in Post-socialist Europe. In: Racism Postcolonialism Europe, edited by Huggan Graham and Law Ian, 50-74. Liverpool University Press, 2009, 50-74.

Vincze, Enikő: The Racialization of Roma in the ‘new’ Europe and the Political Potential of Romani Women. European Journal of Women’s Studies 21 (4), 2014, 435–442.

The evaluation system and requirements

The graduate program has three types of courses: compulsory, compulsorily chosen, and elective. In the classes, instructors evaluate the student's performance on a five-point scale: excellent (5), good (4), medium (3), sufficient (2) and insufficiency (1). The exams can be performed either orally or in writing essays, which are specified in advance of the academic year by the instructor.

The scientific module incorporates scientific research work, publications (in progress), academic conference presentations, book reviews, tutoring consultations, participation in the doctoral seminars. The evaluation of research activities occurs on a three-point scale (excellent pass, pass, fail).

The participating doctoral students are required to undertake teaching duties. Regular educational activities can be credited by the Faculty of Social Sciences at ELTE and other universities. The number of credits granted at the end of each semester by the tutor and the head of the Doctoral School.

Other provisions

The classes take place on a weekly basis. Due to the nature of courses, exceptions are possible. Based on the request of the teachers, claims must be approved by the Board of the Doctoral School.

To start an elective course the minimum number is three students who signed up.

In the credit calculation of the publications accountable the followings:

monographs;
articles in collected essays;
articles published in journals.

In the case of articles published in journals, the following periodicals may be taken into account:

http://mta.hu/doktori-tanacs/a-ix-osztaly-doktori-kovetelmenyrendszere-105380

Pre-condition of the complex exam is two language exams: two medium-level language exam certificate, or one advance level and one basic level language exam certificate.

Precondition of the thesis defense is minimum two academic publications, which closely connected to the topic of the dissertation.

In the course of the research and thesis-writing phase (in the third and the fourth year), the tuition fee is half of the regular tuition fee.

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ELTE TáTK Cultural Anthropology master degree program thesis requirements and standards for final exam Thesis requirements Suggested structure and content Introduction chapter 1. Define the research topic, the context, background and rationale for topic selection, purpose of the thesis 2. Formulate main research question(s) and hypotheses.
MA thesis requirements
MA thesis requirements for Filmmaking Specialization: The thesis project in the Filmmaking Specialization has to be submitted as a portfolio. The details and the format of the portfolio are to be determined in close collaboration with the adviser, but in all cases has to include: (1) creative film/video or other screen media project, (2 ...
Guidelines and Practical Information
Guidelines and Practical Information. Aim of the program: to ensure the existence of a new generation of scientists dedicated to international studies and related sciences, their thorough preparation for acquiring the Ph.D. qualification and for carrying out independent academic research and lecturing activities at a post-graduate academic level.