course based vs thesis master's degree

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

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Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

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What is a Thesis-Based vs. Course-Based Master’s Degree?

Generally, there are two paths that an international student can take in receiving their Masters Degree.

• One way is through a course-based program, and the other is through a thesis-based program.
• A course-based program is basically like your undergraduate degree: you take a certain amount of courses for a certain amount of credit, and once you pass those you receive your degree.
• A thesis-based program differs greatly from that.
• Thesis based degrees require you take fewer courses, and one or two substantially larger and more committed courses.
• In these courses, you perform your research and work on writing your thesis, which is typically based upon an original research topic of your choosing.

How Do You Choose?

Oftentimes, it can be difficult to choose between which types of masters program you wish to complete. Perhaps the most important factor in deciding which type of route to take is asking yourself what you wish to do after the completion of the program.

For example, if you wish to be a teacher or professor or have some sort of job that revolves around research, perhaps a thesis-based route would be best for you. On the other hand, a course-based program is usually completed faster and can sometimes give you a head start in the particular industry you wish to specialize in.

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The thesis-based path provides a number of pros and cons.

• First off, it is considered the more ‘traditional’ path. Oftentimes, this is the path to a master’s degree offered more commonly than the course-based.
• Completing a thesis-based program also can set you, an international student , up better to participate in a doctorate program upon completion of the masters program.
• Also, the scope of the research you will perform in a thesis-based program is smaller than the research you would perform in a doctorate program.
• Oftentimes, one of the biggest cons to a thesis-based program is the time it takes to complete.
• This path typically takes significantly longer than the course-based option.
• Also, another potential setback to thesis-based courses is that it could limit your future to research like positions and does not set one up as well for business or management decisions.
• We strongly suggest that you perform some of your own research to see if the thesis-based route is the one for you.

One of the biggest pros of the course-based route is that it typically is completed much quicker than the alternative.

• This works out nicely if you are trying to get your degree in a hurry or if you want to try and receive two degrees, for example.
• Also, course-based usually works out better when you do not intend to follow it up with another degree at the doctorate level.
• Another typically big pro about course-based work is that it tends to not narrow your prospective employment like how thesis-based can sometimes narrow employment to research based positions.
• There are, however, some cons as well with course-based work.
• One of them is that if you complete a course-based program and later decide that you would like to complete a degree at the doctorate level, you may have to complete and/or perform some work to show that you are ready to complete a degree at the level and so you can show your abilities to perform at that level.
• Another setback to this path is that all the learning is done in the classroom, so it leaves out the practical learning aspect.
• It also does not bolster your research skills as well as the thesis-based approach, and also does not prepare as well for technical specialization.

Choosing what program works best for you can oftentimes prove difficult. In addition, it can be even harder to international student loan options once you decide on a program. If you have any questions about scholarships or other options for finding funding to study in the U.S. please visit us at  www.nomadcredit.com . We’d be happy to help you search and compare options for  education loans or study loans , too. Please send us an email at  [email protected]  if you have any questions! We are happy to help.

literature review manchester university

University Centre for Academic English

Writing dissertations

The purpose of the activities in this section is to enable you to produce an effective dissertation, in accordance with the academic writing conventions followed at British universities.

You will learn about the different parts of a dissertation and how they relate to each other. You will also have the opportunity to consider different writing styles and choose the most appropriate for your subject area. Finally, you will consider the importance of developing your own study skills and explore some useful dissertation writing tips and techniques.

What is a dissertation?

In this subsection, you will examine the overall structure of a dissertation and the common information elements found in each part. You will also reflect upon a number of important factors that need to be considered when selecting a topic for your dissertation.

Defining a dissertation and its structure

In this activity you will consider the difference between a thesis and a dissertation. You will also identify different types of research and consider how the type of research affects the overall organisational pattern of the dissertation.

• View defining a dissertation and its structure activity

The elements of a dissertation

You will identify the information elements that the different chapters of a dissertation are likely to include. The numbering system that is typically employed for different sections of a dissertation is introduced.

• View the elements of a dissertation activity

Selecting a topic for your dissertation

Here you will explore the factors which will help you select a topic for your dissertation.

• View selecting a topic for your dissertation activity

Focusing on a topic

Here you will learn about techniques that can help you focus on a topic for your dissertation: creating mindmaps, formulating and refining research questions, and developing strategies for reading efficiently.

Brainstorming and mindmaps

You will practise using the techniques of brainstorming and creating mind maps to explore the possible areas you wish to cover in your dissertation.

• View brainstorming and mindmaps activity

Research questions and hypotheses

Here you will find out how to formulate and refine research questions. The meaning of the term hypothesis is also discussed.

• View research questions and hypotheses activity

Accessing and organising the literature for the dissertation 

You will explore effective ways to search for information and read efficiently. You will also find out how to manage, organise and record the literature that you access.

• View accessing and organising the literature for the dissertation activity

Research proposals, dissertation titles and personal journals

In this subsection you will identify the important elements in a research proposal, practise ways of writing an effective dissertation title, and explore the benefits of keeping a personal journal as part of the research process.

Writing a research proposal for a dissertation

Here you will examine the important information elements that should be included in a research proposal.

• View the writing a research proposal for a dissertation activity

Writing an effective title for your dissertation

You will find out how to write an effective title for your dissertation and how to present your title page.

• View writing an effective title for your dissertation activity

Keeping a research journal or diary

You will explore the value of keeping a research journal whilst conducting your research.

• View keeping a research journal or diary activity

The literature review

Different aspects of a dissertation literature review are explored. You will investigate the multiple purposes for which sources are cited in a literature review, explore different techniques for integrating sources into your text, consider the meaning of criticality in a literature review, and learn about strategies for giving your own voice prominence in your writing.

The multiple purposes of a literature review

This looks at how a literature review can be structured. It also considers the variety of purposes for which the related literature is used in a dissertation.

• View the multiple purposes of a literature review activity

Integrating sources

Different citation practices are introduced and the variety of ways in which the literature can be integrated into a text are considered.

• View integrating sources activity

Establishing your own position

You will learn about the organisational and linguistic techniques you can use to establish your own position in relation to the literature you are citing.

• View establishing your own position activity

How to be critical in a literature review

Here, the meaning of 'being critical' in a literature review is explored.

• View how to be critical in a literature review activity

Making linguistic choices

You will examine some of the linguistic strategies you can use to show your strength of commitment to the work you are citing.

• View making linguistic choices activity

Here, the different purposes of dissertation abstracts are considered. You will identify the common information elements in abstracts and the tense and voice changes that often occur in the text.

The purposes of a dissertation abstract

The various purposes of abstracts are explored. You will also analyse two abstracts to identify the different information elements which can be included.

• View the purposes of a dissertation abstract activity

Choices of verb tense and voice in different parts of an abstract

You will look at the changes in verb tense and voice that are likely to occur in an abstract and consider the reasons for these choices.

• View choices of verb tense and voice in different parts of an abstract activity

Writing and revising a draft abstract

Here you will have the opportunity to write a draft for your own dissertation abstract while considering the common information elements, as well as tense and voice choices.

• View writing and revising a draft abstract activity

Introductions

This subsection explores different aspects of a dissertation introduction. It focuses on its various functions, the common information elements it contains and its organisational structure. The differences between the dissertation introduction, abstract and literature review are also examined.

The purpose of an introduction and different information elements

You will focus on the purposes of dissertation introductions, their common information elements and their organisational structure.

• View the purpose of an introduction and different information elements activity

Abstracts and introductions

The differences between a dissertation abstract and introduction are examined.

• View the abstracts and introductions activity

The relationship between the introduction and the literature review

Here the difference between an introduction and a literature review is discussed. You will also look at examples of how the initial chapters of a dissertation can be organised.

• View the relationship between the introduction and the literature review activity
• Research methodology

Here you will be introduced to the methodology section of a dissertation. The typical information elements and possible organisational structures will be presented. You will also focus on using appropriate verb tense and voice when describing your methodology.

Typical information elements when describing your methodology

You will be introduced to the methodology section of a dissertation and consider what information elements are typically included. You will then read four extracts and be given practice in identifying different elements. You will consider the different ways that methodology sections can be organised.

• View the typical information elements when describing your methodology activity

Common tense choice and voice choices

You will be given practice in choosing appropriate verb forms to complete short extracts which describe the methodology.

• View common tense choice and voice choices activity

Presenting and discussing findings

In this subsection, you are introduced to the various ways in which findings can be presented in dissertations. In particular, this section will cover the difference between the presentation of findings in a dissertation based on empirical research and in a library-based dissertation. You will also examine techniques for integrating tables and figures into a text.

Presenting findings from empirical research studies

You will explore the various ways in which research findings can be presented in a dissertation.

• View presenting findings from empirical research studies activity

Including tables and figures in your dissertation

Here important techniques for integrating figures and tables into a text are presented.

• View including tables and figures in your dissertation activity

Presenting findings in library-based dissertations

You will look at examples from library-based dissertations which illustrate the way findings are integrated into these types of text.

• View presenting findings in library-based dissertations activity

Interpretation and discussion

This subsection examines approaches to the discussion and interpretation of findings. The session includes an overview of the common information elements in the Discussion chapter of a dissertation, an analysis of the different meanings of interpretation, and practice in techniques for expressing different degrees of certainty in your writing.

Common elements in discussion chapters

You will consider the different ways in which you can organise the final chapters of your dissertation. The common information elements of the Discussion chapter of a dissertation are presented and explored.

• View common elements in discussion chapters activity

Different ways of interpreting findings

You will explore the various meanings of interpretation and analyse examples in texts.

• View different ways of interpreting findings activity

Expressing degrees of certainty 

You will practise the various language techniques available for expressing different degrees of certainty about your findings and interpretations.

• View expressing degrees of certainty activity

Conclusions and dissertation writing techniques

In this final subsection, you will examine the role of the conclusion in a dissertation and its links to other sections. Typical information elements will be presented. You will also focus on the need for cross referencing within a dissertation. You will consider a number of general techniques which will help you throughout your dissertation.

• Conclusions

You will consider the role of a conclusion in a dissertation and how it is linked to other sections. You will also look at the different information elements often found in a conclusion.

• View conclusions activity

Cross referencing between dissertation chapters 

You will look at how authors refer back to previously given information within a dissertation and consider why it is necessary to cross reference in longer texts.

• View cross referencing between dissertation chapters activity

Time management, dealing with writer's block and revision strategies

Here you will focus on the importance of planning your time carefully during your dissertation. You will then be introduced to a number of strategies to help you keep writing. Finally, you will think about the importance of proof reading your work and making revisions.

• View time management, dealing with writer's block and revision strategies activity

BUS 461: Marketing Research: Phase 2: Research Proposal & Literature Review

• Phase 1: Research Ideas
• Phase 2: Research Proposal & Literature Review
• Phase 3: Data Collection
• Phase 4: Results
• Videos and Tutorials from your Librarian
• Citation Generators

Phase 2 Objectives

Phase 2: Research Proposal & Literature Review Objectives: Your group will be responsible for:

• Brief Introduction
• Literature Review (including a  minimum of 10 journal articles  reviewed)
• Definition of the purpose of your research and the research objectives
• Refined research questions
• Development of a data collection instrument

Literature Review Components

A literature review is  NOT  a summary of your readings, but rather an  evaluation  that allows you to explain how it applies to your research questions or supports your thesis statement. Steps in the literature review process include:

• Selecting a topic & Developing your argument
• Researching the literature
• Reviewing & Critiquing the literature
• Tracking your citations & quotes
• Writing your review

As you review the literature, ask yourself questions such as:

• What do we know about the subject of our study and its historical context?
• Are there trends being found as a result of our readings?
• Are there gaps to be found in the literature?
• Based on what we know, what conclusions can we draw about our research question?

Literature reviews generally include:

• Methodology: The discussion of your search strategy and databases used when locating your sources
• Observations of the research methods used within your found sources
• Revelations found within your sources that speak to your research questions as well as opposing statements
• Interpretations of research gaps in the literature that help to formulate questions that need further research
• Reflection of conclusions drawn 

Literature Review Research Databases

General & Business-Specific Databases

• *Academic Search Premier A comprehensive index to scholarly journals and general periodicals in all subject and interdisciplinary areas, including full text.
• *Business Source Complete Includes full-text from scholarly journals and trade magazines covering all areas of business with case studies included. Provides MarketLine company profiles for international, private (some), and public companies.
• *ERIC Citations and abstracts from over 980 educational and education-related journals, as well as full text of more than 2,200 digests.
• Credo Reference: Business & Accounting Topic Pages Browse topic pages with current information on a variety of business and accounting topics.
• EBSCO Management Collection Designed to meet the diverse information needs of today’s companies, this database contains full text articles from nearly 1,350 quality magazines and journals.

EBSCO databases marked with an asterisk (*) can be searched at the same time. Open Academic Search Premier and locate  the  Choose Databases  link found right above the search box. Place checks next to the databases starred here and click  OK. 

News & Legal Databases

• Nexis Uni Provides full-text to articles from major US newspapers, international newspapers and other journals and magazines.
• Regional Business News Includes full-text coverage for regional business publications. Incorporates coverage of 75 business journals, newspapers & newswires from U.S. urban & rural areas.
• Westlaw Next A collection of news, business, and law related information. Shortcuts to Hoover's Company Profiles and Hoover's Basic Company Reports are also included.
• Newspaper Source Plus* This link opens in a new window Full text for 25 national and international newspapers, as well as television and radio transcripts from CBS News, CNN, FOX News, and more.

Evaluating the Literature to Draw Conclusions

When Reading Each of Your Sources:

• Skim the abstract to determine if it's truly relevant to your topic.
• If you find it is relevant, read the article for a general understanding.
• Read a second time to summarize and evaluate the source while taking notes using some of the prompts below.

Keep in mind you should include sources that challenge and/or contradict your research question. Doing so will allow you to explain why your approach is still justified.

When Summarizing Consider:

• Purpose of the writing
• Problem explained
• Research questions included
• Sample included
• Key findings
• Recommendations

When Evaluating Consider:

• Key theories, concepts, or ideas mentioned
• Major debates, arguments, or issues mentioned
• Methodology and whether it is appropriate for the research topic and if it was conducted properly
• Evidence of claims or conclusions
• Key questions and problems addressed 
• Gaps or insufficiently addressed issues
• Implications for your proposed research
• << Previous: Phase 1: Research Ideas
• Next: Phase 3: Data Collection >>
• Last Updated: Feb 19, 2024 12:31 PM
• URL: https://libguides.manchester.edu/bus461

Academic Phrasebank

Referring to sources.

• GENERAL LANGUAGE FUNCTIONS
• Being cautious
• Being critical
• Classifying and listing
• Compare and contrast
• Defining terms
• Describing trends
• Describing quantities
• Explaining causality
• Giving examples
• Signalling transition
• Writing about the past

One of the distinguishing features of academic writing is that it is informed by what is already known, what work has been done before, and/or what ideas and models have already been developed. Thus, in academic texts, writers frequently make reference to other studies and to the work of other authors. It is important that writers guide their readers through this literature. This section of  Academic Phrasebank  lists some of the phrases that writers may use for this purpose.

A note on the literature review: It is the purpose of the literature review section of a paper or dissertation to show the reader, in a systematic way, what is already known about the research topic as a whole, and to outline the key ideas and theories that help us to understand this. As well as being systematic, the review should be evaluative and critical of the studies or ideas which are relevant to the current work. For example, you may think a particular study did not investigate some important aspect of the area you are researching, that the author(s) failed to notice a weakness in their methods, or that their conclusion is not well-supported (refer to  Being Critical ).

A note on referencing style: The way a writer refers to other sources varies somewhat across different disciplines. In some cases, where the individual author is important, the author’s name will be the main subject of the sentence; in other cases, the author’s name may only be mentioned in brackets ( … ) or via a number notation system (e.g. footnotes and endnotes). The ‘author as subject’ style is less common in the empirical disciplines (sciences) and more commonly used in the humanities. Different referencing systems are used in different disciplines. In the majority of the examples given here, the Harvard in-text referencing system has been used.

A note on verb tenses: For general reference to the literature, the present perfect tense (have/has + verb participle) tends to be used. For reference to specific studies carried out in the past, the simple past tense is most commonly used. This is normally the case where a specific date or point in time in the past forms a part of the sentence. When referring to the words or ideas of writers, the present tense is often used if the ideas are still relevant, even if the author is no longer alive. The examples given below reflect these general patterns, but these are by no means rigid.

General comments on the relevant literature

The literature on X has highlighted several … Different theories exist in the literature regarding … More recent attention has focused on the provision of … There are relatively few historical studies in the area of … A large and growing body of literature has investigated … Much of the literature since the mid-1990s emphasises the … Much of the current literature on X pays particular attention to … There is a large volume of published studies describing the role of … The existing literature on X is extensive and focuses particularly on … There is a relatively small body of literature that is concerned with … The generalisability of much published research on this issue is problematic. A considerable amount of literature has been published on X. These studies … The academic literature on X has revealed the emergence of several contrasting themes. Previous research findings into X have been inconsistent and contradictory (Smith, 1996; …).

Previous research: a historical perspective

Research into X has a long history. For many years, this phenomenon was surprisingly neglected by … Only in the past ten years have studies of X directly addressed how … Prior to the work of Smith (1983), the role of X was largely unknown. Over the past decade, most research in X has emphasized the use of … In recent years, there has been an increasing amount of literature on … Early examples of research into X include … (Smith, 1962; Jones, 1974). During the past 30 years, much more information has become available on … The first serious discussions and analyses of X emerged during the 1970s with … Over the past two decades, major advances in molecular biology have allowed … Historically, research investigating the factors associated with X has focused on … It is only since the work of Smith (2001) that the study of X has gained momentum. The construct of X was first articulated by Smith (1977) and popularised in his book: … Around the early 1960s, small-scale research and case studies began to emerge linking … It was not until the late 1960s that historians considered X worthy of scholarly attention. Awareness of X is not recent, having possibly first been described in the 5th century BCE by …

Previous research: methodological approaches taken

Most research on X has been carried out in … Most researchers investigating X have utilised … Using this approach, researchers have been able to … Several systematic reviews of X have been undertaken. The vast majority of studies on X have been quantitative. What we know about X is largely based on observational studies. There are a number of large cross-sectional studies which suggest … Much of the previous research on X has been exploratory in nature. Much of the X research has focused on identifying and evaluating the … What we know about X is largely based upon empirical studies that investigate … Publications that concentrate on X more frequently adopt a historical or chronological approach …

Previous research: area investigated

To date, several studies have investigated … A number of studies have begun to examine … Various studies have assessed the efficacy of … Researchers attempted to evaluate the impact of … A great deal of previous research into X has focused on … Several studies have used longitudinal data to examine … Previous studies have explored the relationships between X and Y. Twenty cohort study analyses have examined the relationship between … A number of authors have considered the effects of … (Smith, 2003; Jones, 2004). At least 120 case-control studies worldwide have examined the relationship between … Numerous studies have attempted to explain … (for example, Smith, 1996; Jones, 1998; …).

Previous research: what has been established or proposed

Several lines of evidence suggest that … Previous research has established that … Data from several studies suggest that … Recent evidence suggests that … (Smith, 2020; …). It is now well established from a variety of studies that … New findings amongst X provides further evidence that …

A number of studies have postulated a convergence between … Recently, considerable evidence has accumulated to show that … Surveys such as that conducted by Smith (2015) have shown that … Many recent studies (e.g. Smith, 2019; Jones, 2020) have shown that … Traditionally, it has been argued that … (e.g. Smith, 1960; Jones, 1972). Several biographies of Brown have been published. Smith (2016) presents …

In previous studies on X, different variables have been found to be related to … Many historians have argued that … (e.g. Jones, 1997; Brown, 1999; Smith, 2019). There is a consensus among social scientists that … (e.g. Smith, 2019; Jones, 2020; … Data from several sources have identified the increased X and Y associated with obesity. Recently, in vitro studies have shown that X can … (Smith et al. , 2018; Jones et al. , 2021). It has been demonstrated that a high intake of X results in damage to … (Smith, 2015; …).

Stating what is currently known about the topic

X increases when … (Smith, 2015) X is able to affect Y (Smith, 2015; Jones, 2020). X is positively related to Y (Smith, 2015; Jones, 2020). X is proportional to Y as expressed by the… (Smith, 2015). X is one of the most important … (Smith, 2015; Jones, 2020). X is one of the most intense reactions following Y (Jones, 2020). A relationship exists between X and Y (Smith, 2015; Jones, 2020). X is a principal determining factor of Y (Smith, 2015; Jones, 2020). There is an unambiguous relationship between X and Y (Smith, 2015). X is significantly reduced during the first months of … (Smith, 2015; Jones, 2020). X has been found to oppose the anti-inflammatory actions of Y on Z (Smith, 2020).

Reference to a previous investigation: researcher prominent

Smith’s comparative study (2017) found that … Jones’s comprehensive review concluded that … Brown’s (1998) model of X assumes three main … Smith’s cross-country analysis (2017) showed that … Jones’s (2010) review of the literature concluded that … Brown’s (2022) recent analysis of X provides a strong critique of …

Reference to a previous investigation: time prominent

In 1959, a seminal article was published entitled … Following this period, Smith actively searched for X. In the 1950s, Smith pointed to some of the ways in which … Thirty years later, Smith (1974) reported three cases of X which … Almost 20 years ago, Jones (1995) formulated his X theory, centred around …

Reference to a previous investigation: investigation prominent

One longitudinal study found that … A seminal study in this area is the work of … One study by Smith (2014) examined the trend in … A recent study by Smith and Jones (2012) involved … A qualitative study by Smith (2003) described how … A recent systematic literature review concluded that … Preliminary work on X was undertaken by Jones (1992). A longitudinal study of X by Smith (2012) reports that … A key study comparing X and Y is that of Smith (2010), in which … The first systematic study of X was reported by Smith  et al.  in 1986. Detailed examination of X by Smith and Jones (1961) showed that … Analysis of the genes involved in X was first carried out by Smith  et al.  (1983). A significant analysis and discussion on the subject was presented by Smith (1988). The study of the structural behaviour of X was first carried out by Jones  et al.  (1986). A small scale study by Smith (2015) reached different conclusions, finding no increase in … The study by Jones (1990) offers probably the most comprehensive empirical analysis of …

Reference to a previous investigation: topic prominent

To determine the effects of X, Jones  et al . (2005) compared … X was originally isolated from Y in a soil sample from … (Jones  et al. , 1952). The electronic spectroscopy of X was first studied by Smith and Jones in 1970. X formed the central focus of a study by Smith (2002) in which the author found … To better understand the mechanisms of X and its effects, Jones (2013) analysed the … X was first demonstrated experimentally by Pavlov (Smith, 2002). In his seminal study … The acid-catalyzed condensation reaction between X and Y was first reported by Smith in 1872. The way in which X is regulated was studied extensively by Smith and colleagues (Smith  et al.  1995 and 1998).

Reference to what other writers do in their published work

In Chapter 2, Smith provides us with a number of important … In the subsequent chapter, Smith examines the extent to which … By drawing on the concept of X, Smith has been able to show that … Some analysts (e.g. Smith, 2015) have attempted to draw fine distinctions between … Drawing on an extensive range of sources, the authors set out the different ways in which … Other authors (see Smith, 2010; Jones, 2014) question the usefulness of such an approach.  

Reference to another writer's idea or position

As noted by Smith (2003) X is far more cost effective, and therefore … According to Smith (2003), preventative medicine is far more cost effective, and therefore … 

Synthesising material: supporting evidence or ideas

Similarly, Jones (2015) found that X … This is consistent with the data obtained by … Smith (1995) makes a similar point in his study of X … In the same vein, Smith (1995) in his book XYZ notes This view is supported by Jones (2015) who writes that Along the same lines, Smith (1995) subsequently argued that … Smith argues that her data support Jones’s (1995) view that Jones’s (1986) work on X is complemented by Smith’s (2009) study of Almost every paper that has been written on X includes a section relating to A broadly similar point has also recently been made by Johnson (2019), who …

Synthesising material: contrasting evidence or ideas

Other writers have argued that … Other studies have concluded that … Unlike Smith, Jones (2013) argues that In contrast to Smith, Jones (2013) argues that Smith (2010) presents an X account, whilst Jones (2011) While Smith (2008) focuses on X, Jones (2009) is more concerned with A broader perspective has been adopted by Smith (213) who argues that Contrary to previously published studies, Jones et al. demonstrated the efficacy of… This result conflicts with Smith’s (1965) previously mentioned study which found that … Conversely, Smith (2010) reported no significant difference in mortality between X and Y.

Some ways of introducing quotations

Commenting on X, Smith (2003) argues: ‘… …’ As Smith (2004: 215) states: ‘there are many good reasons to be sceptical’. As Smith argues: ‘In the past, the purpose of education was to …’ (Smith, 2000:150). In the final part of the  Theses on Feuerbach , Marx writes: ‘Philosophers have hitherto only …’ Smith concludes: ‘The idea of development stands today like a ruin in …’ (Smith, 1992: 156).

Summarising the review or parts of the review

Together, these studies indicate that … Overall, these studies highlight the need for … Considering all of this evidence, it seems that … Collectively, these studies outline a critical role for… In all the studies reviewed here, X is recognised as … The evidence presented in this section suggests that … The studies presented thus far provide evidence that … Taken together, these studies support the notion that … Overall, there seems to be some evidence to indicate that … Together these studies provide important insights into the … All of the studies reviewed here support the hypothesis that … Two important themes emerge from the studies discussed so far: However, such studies remain narrow in focus dealing only with … The evidence reviewed here seems to suggest a pertinent role for … These studies clearly indicate that there is a relationship between … In view of all that has been mentioned so far, one may suppose that … There remain several aspects of X about which relatively little is known.

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Thesis, Viva, and Corrections ¶

All PGRs must produce a thesis, which describes in full detail the wider context of the research field including a literature review, the motivation for the research, the research which was carried out, an evaluation of the results, and a discussion of the contribution made to the field by the research and what should be done in the future. This needs to be submitted by three days before the end of the fourth year. For the relevant University policies, see ‘Policies’ Chapter.

There are two formats in which the thesis can be produced: traditional format and alternative format. Traditional format is probably what most people imagine a thesis is like, a very substantial report presented as a self-contained exposition. The alternative format thesis “… allows a postgraduate doctoral or MPhil student to incorporate sections that are in a format suitable for submission for publication in a peer-reviewed journal.” Presentation of Thesis Policy 2 . The alternative format thesis is often thought of as a collection of publications, with a short commentary associated with each one, tying the works into a unifying thread, or “thesis”.

Which you use is a decision you will need to make with your supervisor .

The advantages of the alternative format thesis are that if you already have several papers, you can more easily produce a thesis out of them. Also, if you have plans to write several papers, you can write your thesis in such a way that it will be easier to facilitate these plans, because writing the thesis will be build around writing papers. The papers can be submitted after the thesis.

The disadvantage of the alternative format is that it is less widely used in the UK, so many supervisors and examiners may be less comfortable with it.

A Q&A on the Alternative Format Thesis 1 can be found here . Note that it says in Section 4,

“…it may not be until year 2 or 3 that you feel you are in a position to use the alternative format.”

but it says in Section 5 that a request must be made in writing by the end of year 2. Thus, if you are considering using alternative format, apply for it by the end of year 2 . You can revert to traditional format without asking permission formally.

Plagiarism ¶

All PGRs should make sure they are familiar with what the university expects from its PGRs. All PGRs are also required to complete a plagiarism course.

In view of the serious consequences of plagiarism and academic malpractice, it is essential that all PGRs familiarise themselves with the accepted format for referencing work in their discipline, and that they start using the accepted form as soon as possible.

Ignorance of the proper format, or ignorance of the definitions of plagiarism and academic malpractice used by the university, is not a valid defence against a possible claim of plagiarism or other instance of academic malpractice.

Writing Advice ¶

Whichever format you choose, you must give yourself sufficient time to produce the thesis. You must know yourself, and how quickly you are able to write. Six months is a minimum time for most people. Some may need nine.

Be sure to leave enough time in your planning to write the thesis. Most people take between 6 and 8 months, depending on how quickly they write and how much of the writing already exists in papers and reports. Your supervisor can give you advice on how to write the thesis. It’s a good idea to use the LaTeXstyle 3 file for University of Manchester Thesis format.

Do not feel that you need to write it in order; start with the easiest parts first. Usually the technical sections on the research done by you are the easiest, because you know them well. The literature review may be next easiest. The introduction is usually the hardest to write, and many advise that it be written last.

The University COVID 19 Statement below can be included.

COVID Statement ¶

Acknowledging the impact of COVID-19 on postgraduate research programmes: guidance for PGRs, Supervisors and Examiners on inclusion of a COVID-19 impact statement with theses submitted by PGRs at the University of Manchester.

The University of Manchester recognises that the COVID-19 pandemic, and consequent closure of our campus (18 th March 2020) and national and international lockdowns, has directly or indirectly impacted the work of many of our postgraduate researchers (PGRs). Although the campus began re-opening from mid-June 2020, some researchers will be disrupted until all campus research facilities are open, and operational at adequate capacity, fieldwork can resume safely and/or personal circumstances become more manageable.

Many of our PGRs have been/will be able to accommodate the disruption to their research plans by changing the scope, phasing or design or their project; others have/will have circumstances that necessitate an extension to programme or to the thesis submission date.

We encourage PGRs who wish to make their Examiners aware of the impact COVID-19 has had on their research plans and thesis to prepare an Impact Statement for consideration during the examination process.

The University recommends that Examiners take the Impact Statement into account when assessing the thesis, and PGR at viva, albeit without compromising standards as set out in the University’s ordinances and the QAA’s expectations of doctoral outcomes , which emphasise that doctoral degrees should be awarded based on the quality, rather than quantity, of research undertaken and the candidate’s acquisition of intellectual and practical competencies.

Examiners should use their academic judgment when deciding whether, as set out in the Examinations of Doctoral Degrees Policy , the following criteria have been met:

the candidate possesses an appropriate knowledge of the particular field of learning within which the subject of the thesis falls; the research which is reported in the thesis contributes a substantial addition to knowledge; the results of the research show evidence of originality and independent critical judgement; the thesis is presented in a lucid and scholarly manner; the thesis and the work reported in it are the candidate’s own;

whilst bearing in mind that they should judge the ‘ substantial addition to knowledge ’ in relation to what can be reasonably expected within a period of study (3, 3.5 or 4yrs FT) that has been conducted in the context of disruption caused by COVID-19.The Impact Statement should include the following information:

Details on how disruption caused by COVID-19 has impacted the research (for example, an inability to collect/analyse data as a result of travel restrictions/restricted access to labs/additional caring and health responsibilities - 500 words maximum); A description of how the planned work would have fitted within the thesis’ narrative (e.g. through method development, development of analytical skills or advancement of hypotheses - 500 words maximum); A summary of any decisions / actions taken to mitigate for any work or data collection/analyses that were prevented by COVID-19 (500 words maximum).

PGRs are encouraged to discuss the statement with their supervisory team before submitting the statement within the thesis presented for examination and should refer to section 6.3 in the Presentation of Theses Policy for details.

Thesis Writing Advice ¶

Sage advice from Prof Bill Buchanan OBE, PhD, FBCS - Professor at Edinburgh Napier University:

Say up-front what the problem is, what other people have done, and how you have added to it. The Introduction chapter is the most important chapter of all, and you need to grab the reader, and tell them what the problem is, and how you have solved it. If the examiner understands the thesis after the Introduction, you are half way there. I’ve read a few thesis’ where I had no idea what the point was until I actually got to the end, and the contribution was revealed on the last page. This is a major gamble, as some readers may give up before that point, and not know the end contribution. Be fair on the reader and tell them the contribution, and keep telling them. Get rid of those typos! You wouldn’t believe the number of PhD thesis’ I have read that have a typo in the very first line of the thesis. A reader becomes annoyed if they have to keep correcting typos, and the more annoyed the reader, the more time they are taking away from actually reading the content. Try and start off on a good footing, so that the Abstract and Introduction chapter have been read over several times - typically talking them out loud. If possible get someone else to read the Introduction, and see if they understand what the point of work is. Bad grammar shows bad practice and a weak supervision. Part of doing a PhD is learning how to write and present ideas, and how to review and edit. One of the most important things that you learn in a PhD is how to write, so that others can understand your ideas. A good part of this is for supervisors to get involved reading the work, and in giving detailed feedback. It is often a good idea for supervisors to mark up early drafts with red pen, so that PGRs get an idea on the amount of checking and editing that is often required. Superlatives are not very good! A PhD is a scientific study, and the usage of superlatives should be avoided, along with weak words like “big” … “the measure gives a very big number”. If a number is large, define what large actually means, as everything is relative. Significance matters. I’ve read thesis’ that draw a graph, and then gives me values of 10 decimal places, and then to be told that there is an importance of one thing to another. But is it significant? If I move from 100.01254632 to 100.1263241, is that a massive change and why do we need so many decimal places? Every measurement has an accuracy, and this should always be included in the presentation of the values. Examiners want to know the significance of something, and if it isn’t significant, then just tell them. One table tells much more than a whole lot of numbers. Again I’ve read so many thesis’, where the writer continually presents a whole series of numbers and graphs, and where they could all be moved into an appendix, and compiled into a single table (or graph). A good supervisor should be able to spot how to collapse lots series of tables into a single one, as they often have to do it for papers. Many PGRs rely on drawing graphics for presenting trends whereas tables are often better, especially in defining changes within the figures presented. A great tip is to normalise values, and show how the values vary between each other. Relative values are often easier to understand than absolute ones - remember too that most values have units, and that units matter. I’ve quizzed many PGRs on whether they are talking about Mbps or MBps - there’s a difference of eight in there! Draw some pictures. There is no place for trivial graphics and clip art in a PhD thesis, but there is a place for the abstraction of complex ideas, especially in the introduction. There no real need to just copy the graphics from others, as they should come from the ideas inspired by the writer. I’ve read quite a few thesis, where the text just goes on and on. Break the text up every now and then, and give the reader something to ponder over. Break up and but keep a narrative. There’s a careful balance here. If you keep your sections short, it becomes to “bitty”, and if you make them too long, they become long and unwieldy. I personally read whole sections in a single sitting, and try and take in the ideas, and I won’t move on until I understand it. A long section, especially where there are no sub-sections, often introduces too many concepts which can make it difficult to read. I normally recommend a maximum of a page and a half of text before there should be a break (such as a sub-section break). Long paragraphs are not a good thing as it becomes difficult to take in all the concepts introduced. Try, if possible, not to make them too short, but not too long. A paragraph that goes on for half a page is probably too long, and one that has only two sentences is probably too short. Along try and avoid too many sub-sub sections, as it becomes difficult for the reader to put it all into context. Avoid using the words of others too much. A thesis is written by the writer, and it is their words. A long series of indented text items of quoted material becomes fairly generic, where you get little of the sense of the thoughts of the writer. If you must reference others, pull it out, and indent. Be precise. A PhD thesis should be a scientific document which abides to certain standards for the articulation of ideas. It is always sloppy to see a candidate writing 9*6^3, where the “*” is a sloppy way of writing a multiply symbol (x) and ^ should be “to the power off”. If it’s an equation, it should be pulled out of the text, and a proper equation editor should be used, with a proper numbering system for the equation. Every diagram and table should be referenced in the text. I have read many thesis’ (typically drafts) where the writer just assumes that the reader knows how a diagram or table should integrate with the narrative. Every figure and table should thus be referenced in the text, so that the reader knows when to look at it. If possible don’t break up your narrative with a diagram, and move it a little later on, as long as it is after then text which is referring to it. Don’t ever put a diagram in the text before it is actually referred to, as the reader is left confused as to why the diagram is there. Be critical of yourself and others. One of the key things within a PhD is the ability to critically appraise the work of others, both for the strengths and weaknesses of their work, and also of the candidate’s work. I often circle the first signs of critical thought in a thesis. If it happens on Page 50, there’s a problem in not being able to critically appraise work. Along with this some candidates can think that everything is perfect with their work, and that it addresses every single problem in their field. Try to always define both the strengths and weaknesses your own work, and identify how these could be improved. The scope of the impact should never be overestimated, but also not underestimated. If you’ve developed something that completely changed something, be up-front and tell the reader. Most of the times, be honest to say that you are just enhancing something a little bit. A thesis is not a diary! I have read so many thesis’ which are basically just a chronological flow of their research. You can often spot this as the literature review runs out of references which are up-to-date. I have read several thesis’ where the latest reference in the literature review is two years ago, and it points to the fact that it has not been updated since it was initially written. A literature review should be written for the thesis, and many parts of the original literature can be dumped, and replaced with newer references which fit in with the contribution. Focus the literature review on the contribution. One literature review of PhD thesis I read was almost 200 pages long, and my head was spinning at the end of it. It covered so many points, and few of them actually went anywhere in the following chapters. Try and focus the literature review on covering the 4 or 5 key concepts involved in the thesis, and not in the research project. A good supervisor can often spot redundant sections, and advise for them to be cut. If the thesis is still the same by taking something out, there’s no need for it to be there, as every paragraph and every word should count, and be carefully crafted as part of the whole story. Make sure the aim is “of the thesis, and not “of the initial research project”. Many thesis’ start with “The aim of this research project is …” which often is a sign that the original project aim has not changed in the writing of the thesis. Overall the aim is the aim of the thesis, as the research project has finished. Every should be written from a point-of-view that the work has finished, and this is the write-up. Get the flow right. A strong flow of literature, method, build and evaluation helps the flow of the thesis, and where you often see references to literature tailing off as the thesis develops. I’ve seen some thesis’ where there are whole chapters that lack any form of reference to other work. This is poor practice as a PhD thesis should show how every aspect of the work fits in with the work of others. I like to see a reference to other work in the introduction of a chapter, as it shows some key influences for the work. I personally don’t like an introduction that says “Section 1 says this, and Section 2 says that, and Section 3 says something else”, as I can see from the table of contents what the contents are. If possible the reader should tell the reader what is likely to be revealed and what the significance is. A reinforcement of the main drive of the work also helps to bring the focus onto the main contribution of the work. If you don’t know it … don’t say it! This one seems so obvious, but you won’t believe the number of times that you ask in a Viva about the detail of a paper, and the method used, and for the answer to be that they don’t actually know what it does. You always increase your exposure to probing if you include things you don’t quite understand, so dump them (if they are not a core topic). Explain it simply. There’s nothing nicer for an examiner when the candidate takes a complex idea and gives their own viewpoint on it, in a simple way, using new material. It shows that they can articulate complex ideas in a simple way. The standard test for any thesis is that a 14-year old child should, at least, be able to read it, and understand some of the key concepts in it. Show that you love the subject and that it is relevant. Three years is a long time, but the sustainment of interest is a key part of the work, so try and show that this is an important topic and that your thesis is exactly what is required, and in the impact that it could have. Again the Introduction chapter is a great place to grab the reader, and show how important the work is. If possible try and find something that has just happened in the news in the introduction that shows how important your work is. The Introduction chapter, at least, should be readable by all, and where, at the end of it, most readers would want to read on, as it sounds so interesting. Make your thesis a sandwich. With a good thesis, we open with the Introduction and close on the Conclusions. The bit in-between justifies what you have opened with and the conclusions should show what you have uncovered to justify your argument. The same goes for each chapter, where the introduction (half a page, typically) shows what you’re going to tell them, and the conclusion confirms it. Do not make conclusion into a summary, as the reader has no time to read summaries, and just wants you to conclude the most important things that go forward (and so they can dump all the other things that you covered). If possible say why you are not taking some things forward in the conclusions (and justify using the work of others, if possible). Don’t just pick without reviewing and justifying. There is no justification in a thesis for picking something just because it is easy to get. If possible all the things that are selected have at least been reviewed, and a sensible solution is selected (and justified). Try always to select a few competing methods and tools and put them against each other. Validate before Evaluate. You won’t believe the number of Vivas that I’ve done where I’ve asked if they validated their system or software before they went onto evaluating it. So “How do you it takes 5 milliseconds to get from here to there?, the wrong answer is “… because the package said it was 5 milliseconds”. Good experimenters will do “fag packet” calculations, to estimate things and know the limits of what they expect. I always like to see validation tests within the test data, so that the researcher knows that their system is working correctly. There’s nothing work in finding there is a bug in your results, after you have published them … so always have a sanity check. Get that scientific method. There are so many occasions in a thesis where you have no idea what a graph is telling you, as the axis’ are not numbered properly, or where they are poorly scaled. If the variation is between 990 and 1000, don’t draw a graph which goes from 0 to 1000. Work out what the graph is trying to say, and pick the graph type (eg pie chart to show significant of one method against another) to show this. Must be based on a method and be repeatable. There must be a method in the processes used, and designed in a scientific way. Along with this the thesis should outline the procedure in a repeatable way, so that someone else can perform the same evaluation and get the same results. So candidates should always say to themselves… “Is there enough information for someone to build the artefact?”, “Is there enough information to repeat the experiment?”, and “Do I have the data that the examiner can look at, in order to verify the evaluation?” Evaluate your method against others. The standard method to show a contribution is to take your method and evaluate it against other competing methods. The best approach is to use the best competing method and show an improvement. This can sometimes be difficult, so, at least, there is an evaluation against other methods. Showing an improvement is obviously a good thing, but there is often nothing wrong with an evaluation which shows a negative impact, especially if it is backed-up with a strong critical appraisal. Be fair and honest with your experiments. Often an experimental procedure is selected to benefit your own method. If possible be fair on all the methods and do not bias your approach to your one. It does no harm to show weaknesses and downsides to your own contribution, as it gives you a chance to critically appraise and show how future work could improve things. Your experimental procedure and the associated data collection should be repeatable and verifiable, so don’t delete that data you have gathered. If possible, know your examination team. While the thesis should stand-alone you should also know your examination team before the Viva, so avoid patronising them with background theory which they know inside-out, or provide some background which might help the examiners to understand the area. Often an examiner, as part of the Viva, will give advice on moving things between the core material and appendices, in order to address the target audience for the thesis. Show that you are now an expert in your area. People expect those with a PhD to be an expert in the area of study, so make sure you know your core principles in the subject area. If you are doing a cryptography PhD read around the subject, and know the core principles of the most important methods. For me, anyone doing a PhD in electrical engineering, for example, should know Ohms Law, and the same should go for other subjects. Use appendices. Many PhD thesis’ are full of material that is irrelevant to many of the key arguments, and writers are often too sensitive about removing material. If you can, put unrelated material in an appendix, and just refer to it. As a measure, if any material doesn’t help your core arguments, then remove it, as you are wasting the reader’s time. Quality is better than quantity. Some of the best thesis’ I read have been relatively short and sharp, but where the quality is high. A good eye for moving material in appendices is important and helps the examiner. For some reason, candidates like to produce a thick thesis, and they think that the more pages there, the better the material. This is often the opposite, and a thesis written with self-contained papers for chapters - which link together - are often the best in their presentation. Define published work. A key part of PhD study is the dissemination of the work, especially with peer reviewed. The examiner often needs to know what has been published. Watch those unreliable references. In a PhD thesis, the references should be credible and verifiable references, and references to industry-focused white papers or general Web pages cannot be trusted providing credible viewpoints. Look for small-scale to large-scale experiments. A good researcher will often start small scale and prove the principle, and then look for a large-scale experiment. The sign of small experiments, along with a large-scale experiment which properly evaluates the methods presented, is a good sign of a strong research ethos. Few abstracts are actually any good in first draft. For some reason most PGRs struggle to write an abstract, and often it is written more as an introduction rather than a distilled version of the thesis. Remember that the abstract is the first thing that the reader reads, so if it is not focused on presenting the whole of the thesis, you have missed an opportunity to get the reader on your side. If possible an abstract should be a page in length, and outline the problem, the contribution, the most significant methods, the thing that has been designed/modelled, what has been evaluated, and what the most significant result is. Conclusions should conclude the whole thesis. Often the thesis just verifies aims and shows the significance of the results, but it should also recap the key parts of the literature and the other chapters. Mind those commas. Commas seem to be a dying breed, but are there to help speak directly to the reader. Try and read out loud, and if there’s a slight pause, add a comma. End on a high! Don’t spoil your thesis, by adding another chapter after the main contribution. Leave the reader on a high, and get them into the Conclusions, and leave the stage. I’ve read a few thesis’ where the last chapter is a real let-down, and contributes very little to the overall focus of the work. If you want, put your lovely new models in an appendix, and refer them in the main chapters, but try and finish the main chapters with the answer to the question posed at the start. The last dot of the last main chapter cements the argument, so don’t run on into something else that you just happens to be which you are currently looking at, as just feel your thesis isn’t thick enough yet! Sign post your work. Remember the thicker the thesis, the longer it takes to read, and if it doesn’t get to the point, the more annoyed the reader becomes in actually showing how you have addressed the problem and your main contribution. The more focused the thesis, the shorter time it will take to understand it, and the happier the examiner will be when they are reading it. Add pointers to “wake up” the reader and tell them that they really should read this bit … as I’m telling you something important. Guide but stay on the academic track. Guide them through difficult areas, and allow them to learn from your love of the topic and your new insights, but stick to well-defined academic principles for writing a thesis … such as not adding your own opinions in literature review parts. Leave your thoughts for the conclusion section with a chapter. Try not to hint that you’ve solved every problem in the area, and rely on showing your contribution on the back of others, including within the main conclusions. Be humble. Show that you are humble in your writing and respect (and know) the most important people in your area (including your external examiner), and that you want to be an active part of your community, and help them. The PhD is not an end-stop, but shows how you will work in the future … either in academia or industry. So just because you are off to a job in industry, doesn’t mean that your research career ends at the graduation … you have standards and methods to set for others to follow.

Submission ¶

You must submit your thesis within three years and six months (allowing for any interruptions or extensions that you may have been granted). When you are ready to submit your thesis you need to complete a Notice of Submission Form not less than six weeks before submission.This form is available in eProg in the Examination Summary section. You will also need to read Regulations for the Presentation of Theses and Dissertations. Giving notice of submission triggers the process of appointing the examiners, who are then expecting the thesis to arrive on time.

If a thesis is not submitted before the end of the programme or submission pending period, you will not be able submit your thesis without exceptional circumstances.

You must submit an electronic copy of your thesis no less than 3 days before your final submission deadline. You must submit two hard copies to the Faculty Graduate Office by the deadline. The electronic and hard copies must be identical.

If you wish to submit a thesis more than 3 months before the end of your programme (or 6 months if part time) you will require a permission of your supervisor and the University. If you are granted permission to submit early then you will still be required to pay full fees for the degree period for which you originally registered.

Using eProg for everything. You first need to submit a notification that you are ready to submit within 6 weeks - a submission ‘window’ will then be opened. You can then submit at anytime within that six weeks. If you do not submit you have failed.

Open access: submit and share your research

‌Once you have submitted your thesis you should consider how you will share your research more widely. Making your outputs OA can provide important  benefits  to you as a researcher, to the research community, and the wider world.

University of Manchester Postgraduate research students are required to share journal articles and peer-reviewed conference proceedings under the institutional  Publications Policy . Making these outputs Open Access (OA) is also required by Research England in order for papers to be eligible for submission to the REF, and many research funders require OA for these outputs too. Use the  Library deposit form in the Open Access Gateway  to submit your papers for deposit to ensure they are made OA as required.

If you wish to ask a general question about Open Access, you can contact the Library’s OA team using the Open Access enquiry form or via email: uml . openaccess @ manchester . ac . uk

The Thesis Defence (Viva) ¶

You will need to defend your thesis in an oral examination which is often called a ‘viva’ (for viva voce). You will typically have two examiners comprising either (i) an internal examiner (a member of academic staff from Manchester who has expertise in your research area) and an external examiner (a member of academic staff from another university or another suitably-qualified and research-active expert), or (ii) two external examiners and an internal independent chair. The internal examiner or independent chair will arrange the date and time of your oral examination. There may also be an independent chair when one of the examiners lacks experience in examining doctorates and in other situations.

In the oral examination you will be examined orally on the content of your thesis and its wider context. After the examination the examiners will make a recommendation to the Faculty PGR Degrees Panel on the outcome of the exam. The examiners may communicate what their recommendation is to you, but it should be clear that this is unofficial and the final decision is made by Faculty.

The outcomes are:

recommend the award and no corrections are necessary.

recommend the award subject to minor corrections being completed.

refer: the thesis is satisfactory in substance but defective in presentation; allow resubmission without the need for a further oral examination.

refer: the thesis is satisfactory in substance but defective in presentation; allow resubmission and require a further oral examination.

refer: the thesis requires further research to be done; allow resubmission and require a further oral examination.

award MPhil on the basis of the thesis presented.

award MPhil on the basis of the thesis presented, subject to minor corrections being completed.

reject, but invite the candidate to revise and resubmit the thesis for the degree of MPhil within six months. A candidate will be permitted to resubmit on only one occasion. A fresh examination of the thesis will be required and may include a further oral examination.

no award be made to the candidate and no resubmission be permitted.

The most common outcome is A(ii). Normally minor corrections required under A(ii) must be completed within 4 weeks of the result being communicated to you by the Faculty PGR Degrees Panel. Likewise with the outcome C(ii) the minor corrections required for award of MPhil must be completed within 4 weeks.

PGRs with outcomes B(i)–B(ii) and C(iii) normally have up to six months to resubmit their thesis (in the latter case for MPhil). PGRs with outcomes B(iii) have one year to resubmit their thesis. A resubmission fee is charged.

Viva Format ¶

Following the relaxation of national COVID restrictions on 19th July 2021 vivas can now be held either entirely in-person, remotely via video link, or a hybrid approach can be adopted whereby one or more members of the examination appear via a video link.

As the PGR this is pretty much your choice - although we suggest you discuss it with your supervisory team and make sure the examiners are happy with the choice before the agree to whichever ‘flavour’ or viva is chosen.

Viva Advice ¶

Further advice from Prof Bill Buchanan OBE, PhD, FBCS - Professor at Edinburgh Napier University:

Be ready to defend, up to a point. You are unlikely to ever win with a debate with the External Examiner, as they typically have the experience to know when they are right. The Examiner does want to see you putting up arguments against theirs, and not bend. A strategy is often to debate the case, and try different routes of explanation, but then to take on their advice for any changes that would be required. Draw it out and keep it simple. Drawing diagrams and abstracting is a great way to explain your ideas, so wherever possible try to draw an abstraction to show a key point. Try not to over complex things, as they examiner is often looking for you to article complex ideas in a simple and understandable way. The simplest things are often the most difficult to explain. Many candidates go into a Viva thinking they will get probed on the complex areas of their work, but end up having to justify an extremely simple concept, that they have taken for granted. An examiner can often spot a weakness in some fundamental areas and probe around that, in order to see how the candidate thinks through a problem. So candidates should also try and be well versed on the fundamentals areas, especially when it involves maths. Know your examiners. Every examiner is different, and they have their own style. Some go from page to page, others read generally around significant parts of the work. They will generally have expertise in certain areas, so try and understand their motivations in their research, and some of their specialities, as they are likely to draw on these for questions. Don’t leave it too long for the Viva. The best time for a Viva is straight after you’ve written your thesis, so try and don’t leave it too long for the Viva, as you will forget a few things. Stay calm and enjoy. It is your opportunity to lock horns with an expert in their field, so enjoy it, as you’ll probably never have the chance to do something like this in your career. Be humble. A PhD is a long road, and you learn along that road. The end result should setup you up for the even longer road ahead, but you now have all the tools to be ready for a career in research. None of us truly knows the formula for a successful PhD, but the methods applied by examiners and supervisors have stood the test of time, and do actually result in something that can contribute to the body of science. Remember that you are standing on the shoulders of giants. A key thing is knowing whose shoulders you are standing on, and help the others who could stand on your shoulders. Enjoy your time! And finally, for a bit of advice, have a look at Ralph Merkle’s time. He invented key exchange while an undergraduate, but his professor rejected his ideas because he didn’t articulate them properly, and Ralph then tried to publish a paper on it, but it was rejected because he had no literature in the paper. So, try and write well … and perfect the art of speaking directly to the reader, and also follow the rules of research that have been laid down over the centuries, and you’re halfway there.

Corrections ¶

Once you have had your viva you will typically get corrections. Once you have completed the corrections, they send a PDF copy of the corrected thesis directly to the internal examiner for approval.

Once the examiner is happy the corrections have been completed, they need to fill out the Corrections Sign Off Form on eProg. Once that’s been completed, we can open a Final Submission Window for you to submit in eThesis. Once received and acknowledged, We can then produce an award letter and complete yout studies on Campus Solutions.

http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=15216

http://documents.manchester.ac.uk/display.aspx?DocID=7420

http://studentnet.cs.manchester.ac.uk/resources/latex/MUThesis/

Literature Review

• Nursing & Midwifery

Research output : Contribution to journal › Literature review › peer-review

• literature review

Access to Document

• http://authors.elsevier.com/sd/article/S1878124117301272

T1 - Literature Review

AU - Mackintosh-Franklin, Carolyn

PY - 2017/12/14

Y1 - 2017/12/14

KW - Compassion

KW - literature review

U2 - http://authors.elsevier.com/sd/article/S1878124117301272

DO - http://authors.elsevier.com/sd/article/S1878124117301272

M3 - Literature review

SN - 1878-1241

JO - International Journal of Orthopaedic and Trauma Nursing

JF - International Journal of Orthopaedic and Trauma Nursing

Systematic Reviews: Home

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The Library provides expert support to students, staff and researchers in the specialist areas of business data, copyright, maths and statistics, referencing support, advanced searching and systematic reviews. This includes:

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If you’ve tried our online resources and workshops and need more help, you can get expert help via our online help pages , attending a drop-in session, giving us a call or arranging a consultation.

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For frequently asked questions in the areas of advanced searching and systematic reviews see our Library support pages .

Our  specialist library support  publication also provides expert help, guidance and training across a range of specialist areas.The advanced searching section includes several elements to assist you with advanced searching and systematic reviews.

About the service

The University Library's systematic review service aims to support medical and human sciences postgraduate students who need to conduct a  systematic review as part of their studies. We can offer feedback and guidance at different stages of your research on:

• The range of search terms you have accumulated and how you can expand them.
• Which databases and other subject resources that can be used to supplement those already used.
• How to replicate searches on other (alternative) databases.
• Search checking – this may take several steps as your search/es are modified and developed.

If you have any queries about this service please email:

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If you are unsure of the range of resources that are available for your subject, have a look at the  subject guide  for your school, and also explore the guides for related disciplines. These contain details of the main resources commonly used by those subjects; the database sections give a summary of the research areas those databases cover. You may come across other resources you may not have previously thought of!

Explore the Specialist Library Support workshops and online resources . Many of these will provide useful building blocks from getting you started to developing your research techniques further.

When contacting us include as much detail as possible about your searches and preparatory work for the review so that we are better prepared and more able to help you.

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• Last Updated: Feb 6, 2024 3:18 PM
• URL: https://subjects.library.manchester.ac.uk/systematic-reviews

Systematic reviews

Prof Helen Worthington, School of Dentistry.

A systemic review is a concise summary of all the best evidence on a specific question.  Systematic reviews are scientific investigations in there own right and are frequently as demanding as conducting primary research.  They synthesise the results of multiple primary investigations by using strategies that limit bias and random error.  

These strategies include a comprehensive search of all potentially relevant articles and the use of explicit, reproducible criteria in the selection of articles for review. Primary research designs and study characteristics are appraised, data are synthesised, and results are interpreted.

So how are systematic reviews different from a normal (literature) review?

Traditional literature reviews are often one individual’s opinion of the current state of knowledge.  It is always easy to find research articles to support your own point of view. This is inevitably limited and may be biased. Systematic review are undertaken with rigorous methodology to avoid this.

What can a systematic review offer?

Combining results can increase power and precision of estimates of effectiveness (see forest plot below). When few or no studies are found this can help to pinpoint crucial areas and questions that need further research.

Manchester expertise

Members of the Institute of Population Health belong to the  Evidence Synthesis Research Network  which is jointly run my University of Manchester and NICE.

• Evidence Synthesis Research Network

Two Cochrane review groups are based at Manchester:

• Cochrane Oral Health Group, School of Dentistry
• Cochrane Bone, Joint and Muscle Trauma Group

Key publications

• Cochrane Handbook for Systematic Reviews of Interventions
• Systematic Reviews in Health Care: Meta-Analysis in Context, edited by Matthias Egger, George Davey Smith, Douglas Altman

Download PDF slides of the presentation ' What is a systematic review? '

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The Library offers expert guidance and resources to support students, staff and researchers who require help with advanced database searching, particularly medical and health sciences resources. This service includes support for those conducting systematic reviews as part of their research.

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BA English Literature / Overview

Year of entry: 2024

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AAA, including English Literature, or English Language and Literature (ie. not English Language alone)

36 points overall. 6,6,6 in Higher Level subjects to include English Literature (or English Language and Literature, but not English Language alone).

Full entry requirements

Course overview

• Study at a university ranked sixth in the UK for English language and literature (QS World University Rankings 2021).
• Explore the rich literary history and current creative scene of Manchester, recently designated UNESCO City of Literature.
• Study more than 1,000 years of writing in English, engaging with literary and cultural theory, studying texts in their historical contexts, and reflecting on different cultures and traditions.
• Gain insight into a breadth of written forms, from illuminated manuscripts to graphic novels and poetry to postmodern fiction.

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Tuition fees for home students commencing their studies in September 2024 will be £9,250 per annum. Tuition fees for international students will be £25,500 per annum. For general information please see the undergraduate finance pages.

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All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

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• English Literature and French BA (4 years)
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• English Literature and Italian BA (4 years)
• English Literature and German BA (4 years)
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The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

Centre for New Writing

The Manchester Review

Poetry, fiction, reviews, public debate, visual art and video, all online from the Centre for New Writing.

Our exciting journal appears each spring and autumn, edited by John McAuliffe and Chad Campbell. It combines the best new writing from around the UK and the world, with reviews and discussions involving our students.

Welcome to Issue 25 of The Manchester Review. This is an outstanding issue and we're happy to be featuring new poetry from Peter Sansom, Sarah Corbett, Joanna Guthrie, and Greta Stoddart, alongside new fiction by Mary O'Donnell, Kavan Stafford, Nicholas Murgatroyd, and Henry Tydeman. The images from the issue are taken from the Whitworth's major retrospective of Althea McNish work, which is currently on display at the gallery.

• Read issue 25 of The Manchester Review

Special issue: Poems in a pandemic

Students at The Centre of New Writing have responded to the global pandemic in their poetry, using their words to reflect the world in which we live and how their lives and broader society has been impacted by lockdown, by politics and by the way the human race has responded to this once-in-a-century event.

• Read Poems in a Pandemic in The Manchester Review  

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Visit the site to read back issues, access archived fiction, poetry, non-fiction, reviews and the blog.

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During our submission period we welcome unpublished fiction (up to 6,000 words), poetry (up to 3 poems) and essays from both established and new writers.

The University of Manchester Library. My Learning Essentials Finding a job: home-forward-gold-arrow-purple-in-fill.png. Getting started with literature reviews. Finding a job: My Learning Essentials. The University o Manchester Library. Getting started with literature reviews. Skip Navigation. Hit enter to return to the slide.

The purpose of the activities in this section is to enable you to produce an effective dissertation, in accordance with the academic writing conventions followed at British universities. You will learn about the different parts of a dissertation and how they relate to each other. You will also have the opportunity to consider different writing ...

The literature review is meant to serve as preliminary research, conducted before you write a research paper. You conduct this review of the literature after you develop a topic that interests you, and before you solidify your position. It is both a summary and a general timeline of research done on the subject you're about to discuss in detail.

A literature review is NOT a summary of your readings, but rather an evaluation that allows you to explain how it applies to your research questions or supports your thesis statement.Steps in the literature review process include: Selecting a topic & Developing your argument; Researching the literature; Reviewing & Critiquing the literature

A note on the literature review: It is the purpose of the literature review section of a paper or dissertation to show the reader, in a systematic way, what is already known about the research topic as a whole, and to outline the key ideas and theories that help us to understand this. ... The University of Manchester Oxford Rd Manchester M13 ...

Manchester eScholar Services (The University of Manchester)

Focus the literature review on the contribution. One literature review of PhD thesis I read was almost 200 pages long, and my head was spinning at the end of it. ... University of Manchester Postgraduate research students are required to share journal articles and peer-reviewed conference proceedings under the institutional ...

Introduction. Thesis and dissertation are terms used to describe a longer piece of written work involving personal research usually done as part of a university degree. In the UK, the term thesis describes the written part of the submission for a research degree at masters or PhD level. The term dissertation generally refers to an extended ...

Organisation [subdivision & balance (10%), use of English (10%), presentation (10%)] The Dissertation will be assessed on subdivision and balance, use of text, tables and figures. Try to avoid separating subheadings from associated text at the bottom of a page. Use appropriate scientific terminology to construct your Dissertation.

The University of Manchester Library Dissertations: The A-Z of literature reviews CHEAT SHEET. ... also look at how to start planning and preparing for your literature review Introduction. Literature reviews are often part of a larger piece of academic writing (for example, a chapter in a dissertation) but can also be discrete, standalone ...

Creating a structure. When embarking on a systematic review you need to be clear of your objectives. Carefully consider the parameters of your research before you start, including scope and time span. Systematic reviews are primarily evidence-based pieces of research that methodically compare research in an unbiased manner so that the ultimate ...

M3 - Literature review. SN - 1878-1241. SP - 1. EP - 3. JO - International Journal of Orthopaedic and Trauma Nursing . JF - International Journal of Orthopaedic and Trauma Nursing . ER - Mackintosh-Franklin C. ... Research Explorer The University of Manchester data protection policy.

For comprehensive literature reviews, such as when writing a dissertation or thesis, it's useful to have a structured approach to your searching. This includes creating a plan for the search terms you will use and the resources (for example, journal databases) you will search. It's also useful to record the searches you have done so that ...

The University Library's systematic review service aims to support medical and human sciences postgraduate students who need to conduct a systematic review as part of their studies. We can offer feedback and guidance at different stages of your research on: The range of search terms you have accumulated and how you can expand them.

Traditional literature reviews are often one individual's opinion of the current state of knowledge. ... Members of the Institute of Population Health belong to the Evidence Synthesis Research Network which is jointly run my University of Manchester and NICE. Evidence Synthesis Research Network; Two Cochrane review groups are based at ...

The aim of the literature review is to provide a summary of the key research studies undertaken into cases of filicide, both in the UK and internationally. Six key ... electronic databases available through the University of Manchester. The databases included PubMed (Medline) (years 1980-2008), PsychINFO (1985-2008), the

The University of Manchester Research Care leavers' views about transition: a literature review. DOI: 10.1108/jcs-05-2018-0013 Document Version Accepted author manuscript Link to publication record in Manchester Research Explorer Citation for published version (APA): Atkinson, C. (2019). Care leavers' views about transition: a literature ...

Advanced searching and systematic reviews. The Library offers expert guidance and resources to support students, staff and researchers who require help with advanced database searching, particularly medical and health sciences resources. This service includes support for those conducting systematic reviews as part of their research.

Study post-1900 literature in all its geographical, formal and thematic complexity and diversity. Explore a variety of critical and theoretical approaches to modern and contemporary writing. Study at a Top 15 UK University for English and Creative Writing (Complete University Guide 2022).

BMAN88120 Literature Review ... Type: Guideline Owner: Alliance Manchester Business School Contact email : [email protected] Last modified ... Division of Communications and Marketing The University of Manchester Oxford Rd Manchester M13 9PL UK. Send your feedback In our continuous effort to improve our site, we look forward to ...

Explore the rich literary history and current creative scene of Manchester, recently designated UNESCO City of Literature. Study more than 1,000 years of writing in English, engaging with literary and cultural theory, studying texts in their historical contexts, and reflecting on different cultures and traditions.

It will focus on how to synthesise sources in this context and how to use your synthesis for the literature review to refine your research question or topic. Event location ... Get in touch with Manchester Metropolitan University. Manchester Metropolitan University All Saints Building Manchester M15 6BH United Kingdom +44 (0)161 247 2000 ...

The Manchester Review. Poetry, fiction, reviews, public debate, visual art and video, all online from the Centre for New Writing. Our exciting journal appears each spring and autumn, edited by John McAuliffe and Chad Campbell. It combines the best new writing from around the UK and the world, with reviews and discussions involving our students.

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What to Think About When Choosing Between a Thesis & Non-Thesis Master’s Degree

When choosing a graduate program, you’ll find that you may have to decide between pursuing either a thesis or non-thesis master’s degree. Although employers do not consider which you choose during the hiring process, your decision can significantly impact the skills you acquire in your academic career. 

What Is the difference?

A non-thesis master’s degree focuses on coursework . Students are immersed into projects and learning environments that help strengthen their knowledge in their field. Similar to undergraduate programs, a non-thesis program is structured around assignments, group and individual projects, and exams. Research may be included somewhere in the program, but it is primarily focused on helping students achieve skills that will help them become more successful in their careers. This degree path typically has more courses than a non-thesis degree but can be completed in a shorter amount of time.

A thesis master’s degree is more research intensive. Students who aim to work on a thesis can expect to do more reading and writing as they specialize their knowledge. The coursework is generally centered around preparation for a final thesis, building their skills in research, data collection, analysis, and writing. Professors act more as guides and advisors who help students clarify their goals and aid in their research projects and thesis development. Master’s theses are a great primer for anyone looking to pursue a Ph.D., as research skills will be crucial in the development of a dissertation.

Which One Should You Choose?

Ultimately, there is no right or wrong degree path. Both degrees offer a quality education that can help you excel. One thing to consider when deliberating is why you’re pursuing your graduate degree. If you’re going back to college to help you change fields or get to that next level of your career, a non-thesis master’s degree can help you get there. If you want to dive into a career in research and development or pursue a Ph.D., a thesis master’s degree may be more worthwhile. 

Another thing to consider is your learning style. What methods of learning do you enjoy more? If you thrive in group projects and assignments, a non-thesis degree may be more efficient in helping you retain information. For those of you independent thinkers who love to dive deeply into subjects, you might relish in the idea of the research needed in the production of a thesis. Think about what type of academic environment will motivate you to earn your degree. 

Here are 7 questions that you can ask yourself to help you decide:

• What are my career goals?
• Where do I see myself in 5 to 10 years?
• What motivated me to pursue a master’s degree in the first place?
• What are my plans after graduation?
• Do I want to learn in a classroom setting, or do I want to be more independent?
• Am I interested in learning about research?
• How much writing do I want in my program?

If you have any questions or want to learn more about what each program has to offer, reach out to your school’s faculty and admissions officers. After all, the most important thing about a program isn’t the name of the degree, but what you gain from it.

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Course-based Vs Research-based Master’s Programs || Which Is Best For You?

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If getting a master’s degree is in your academic or career plans, then you need to fully understand what it entails. Getting a master’s degree is a great way to advance your career or kick-start a new career. However, there are different types of master’s degrees offered by universities. This article will discuss course-based and research-based masters to help you understand what they mean and how they are different.

Course-based programs

Course-based master’s degree programs are designed for students who want to learn new skills, gain knowledge, and advance their careers. These structured programs offer students a set of courses to complete for their degree. The courses are designed to provide students with the necessary skills and knowledge to succeed in their chosen careers.

Research-based programs

Research-based master’s degree programs are designed for students who want to conduct research, develop new knowledge, and contribute to their field. These programs are research-intensive and require students to conduct original research and write a thesis or dissertation. The research conducted should contribute to the knowledge base of the field.

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Differences between Course-Based and Research-Based Master’s Degree Programs

Though both programs have their unique advantages, they are tailored to different career goals and learning styles. Here are four major differences between course-based programs and research-based degree programs:

• Approach to learning

The main difference between course-based and research-based master’s degree programs is the approach to learning. As earlier stated, course-based programs offer students a set of courses to complete for their degree. These programs are often referred to as taught master’s programs and are structured around a predetermined curriculum.

On the other hand, research-based programs are not structured, and students have to conduct their research independently. This program requires students to be self-motivated, independent, and have excellent research skills.

2. Duration

Another difference between course-based and research-based master’s degree programs is the length of time it takes to complete the program. Course-based programs typically take one to two years to complete, while research-based programs usually take two to three years to complete due to the time required for extensive research. Course-based programs are an excellent choice for people looking to advance their careers quickly.

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3. Purpose  

Course-based master’s degree programs are designed to equip students with practical skills and knowledge directly applicable to their chosen profession. Students can choose from a variety of courses and tailor their programs to meet their interests and career goals.

Research-based programs, however, are research-intensive and require students to conduct original research and write a thesis or dissertation. Students have the freedom to choose their research topic and conduct their research independently. Research-based master’s degrees are best for students interested in pursuing academic careers or roles that require advanced research skills.

4. Curriculum and Assessment

While course-based programs may include a small research project, the emphasis is primarily on coursework. The majority of your time in a course-based program is spent attending lectures, seminars, and workshops. Assessment is primarily through exams, coursework, and projects.

Research-based or thesis-based programs are centred on independent research and academic exploration. The core of the program is the research thesis. The thesis serves as the culmination of the program, showcasing a student’s ability to conduct independent research, analyze data, and present findings coherently.

Now that you have an idea of the key differences between both master’s programs, you need to consider your learning style and career goals before choosing one that is right for you. If you’re looking to gain practical skills and enter a specific industry, then a course-based program will be a better choice, however, if your goal is to pursue a PhD, then, a more appropriate choice would be a research-based master’s.

Preparing to study abroad can be overwhelming, if you need further guidance on degree options, application requirements and schools to apply to for your degree or counselling regarding the best master’s degree program for you, please click here to chat with our counsellors. 

You May Also Like: Choosing A University To Study Abroad || 5 Key Things To Consider

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Thesis, Project and Course-based MS Degrees

The number of hours for the graduate degree as described in this web page will be effective in Summer 2018. In the CS and CNSA MS degree programs (but not CC), a student must select one of the three options of thesis, project, or course-based to complete the degree. Each option has a specific number of required courses as well as other requirements, as described below.

Thesis Option

A student under the thesis option must take seven (7) courses (21 semester hours) at or above the 5000 level, plus at least nine (9) hours of CIS 5970r, Thesis. At most nine (9) hours of CIS 5970r can be counted toward the required 30 hours for the MS degree. The seven courses must include at least one course from each area as described above. Approved offerings of CIS 5930/6930 Special Topics are counted towards the 7 courses, but supervised teaching, supervised research, seminars, DIS and CIS 5915 (project hours) cannot be included. The thesis is defended by registering for CIS 8976 Master’s Thesis Defense (0).

The student in the thesis option is required to propose and create an individual thesis topic of appropriate focus, size and complexity and to write a document discussing it. The thesis proposal must be approved by the supervisory committee. The thesis is to be written in accordance with the University standards. Upon completion, a thesis must be successfully defended to the department in an open forum, and be unanimously approved by the major professor and supervisory committee. An electronic version of the thesis must be submitted to the university as well as the CS webmaster, and CS graduate coordinator.

Project Option

A student under the project option must take eight (8) courses (24 semester hours) at or above the 5000 level, plus at least six (6) hours of CIS 5915r Graduate Software Project. At most six (6) hours of CIS 5915 can be counted toward the required 30 hours for the MS degree. The eight courses must include at least one from each of the areas described above. Approved offerings of CIS 5930/6930 Special Topics are counted towards the 8 courses, but supervised teaching, supervised research, seminars, DIS, and CIS 5970 (thesis hours) cannot be included. The student must also register for CIS 8974(0) to defend the project.

The student in the project option is required to propose and create an individual project of appropriate focus, size, and complexity and to write a document discussing it. The project proposal must be approved by the major professor and supervisory committee. The project document should be written with direction from the major professor and supervisory committee and in accordance with the description given at Master’s Project . Upon completion, both the project and the document must be successfully defended to the department in an open forum with unanimous approval from the major professor and supervisory committee. An electronic version of the project must be submitted to the CS webmaster, and CS graduate coordinator.

Course-based Option

A student under the course-based option must take ten (10) courses (30 semester hours) at or above the 5000 level, including at least one course from each of the three core areas described above. Approved CIS 5930/6930 Special Topics are counted towards the 10 courses, but supervised teaching, supervised research, seminars, DIS, CIS 5970 and CIS 5915 cannot be included. A student must earn a grade of B+ or higher for at least 6 of the 10 courses in order to graduate in the course-based option. The student must also register for CIS 8966, Master’s Comprehensive Exam (0) the semester of graduation (effective Spring 2005).

Supervisory Committee

For the thesis and project options, it is the student’s responsibility to form a supervisory committee regardless of his or her selected major. No later than the start of work on the thesis or project, the student will secure the consent of an eligible computer science faculty member to serve as the major professor. In consultation with the major professor, the student will secure the consent of at least two additional graduate faculty members to serve as the supervisory committee, chaired by the major professor.

What is the difference between a course- and thesis- based degree?

Course-based.

• Training for specific job skills
• Theoretical - practical
• More prescribed by the program
• Surveys of techniques

Thesis-based

• Training for career skills (e.g. active project management and problem-solving skills)
• Knowledge development via scientific publications
• Mentor-apprentice relationship
• Explore an area of interest in great depth

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• Thesis vs Non-Thesis

Illinois Tech offers more than 200 graduate degree programs that require either a thesis or a non-thesis track. Both options have benefits.

• Admission and Aid
• Graduate Admission

What Is the Difference Between a Thesis and a Non-Thesis Graduate Degree?

Thesis programs involve more research than non-thesis programs. It is important to keep in mind that nearly all master’s degrees require some form of research as part of their course of study. 

Thesis degree programs typically take longer to complete than non-thesis programs, as students are required to dedicate multiple semesters to focus on research and data collection. Upon completion of their research, each student is required to write a large-formatted paper sharing their methods, data, and discovery to be published. Students who desire to have a career in research typically take the thesis route in preparation for Ph.D. study.

Non-thesis  programs traditionally require each student to submit a large project, also known as a capstone, upon completion of the program. Students in non-thesis degree programs may be required to write papers explaining their projects; however, there are no expectations that these papers will be published. The non-thesis option is best for working professionals who do not have the time and resources to conduct multi-semester research. 

Learn more...

How to Choose Between Course-Based and Thesis-Based Master’s Programs in Canada

• January 13, 2024
• Office of Outreach and Relationships

Pursuing a Master’s degree in Canada while working full-time can be a challenging yet rewarding endeavor. One of the important decisions you need to make is whether to choose a course-based or thesis-based program. Both options have their pros and cons, and it’s essential to consider factors such as your career goals, research interests, and time commitments. In this article, we will explore the differences between course-based and thesis-based master’s programs in Canada to help you make an informed decision.

Key Takeaways

• Course-based master’s programs provide a comprehensive understanding of a field through coursework and offer flexibility for individuals with full-time jobs.
• Thesis-based master’s programs emphasize research and independent study, providing academic rigor and the opportunity to contribute to the existing knowledge in a field.
• Consider your career goals and research interests to choose a program that aligns with your long-term aspirations and passion for the subject matter.
• Evaluate the time commitments required for each program and assess your ability to balance work responsibilities and academic commitments.
• Explore program requirements, assessments, and networking opportunities to ensure a good fit with your strengths, preferences, and future prospects.

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Understanding Course-Based Master’s Programs

Course-based master’s programs in Canada are a popular choice for individuals looking to deepen their knowledge in a specific field through coursework. These programs require students to complete a set number of courses, providing them with a comprehensive understanding of their chosen area of study.

One of the advantages of course-based programs is the flexibility they offer. Students have the freedom to complete their coursework at their own pace, making it a suitable option for those with full-time jobs. This flexibility allows you to balance your professional commitments while pursuing your master’s degree.

In course-based programs, you’ll have the opportunity to choose from a variety of electives, allowing you to tailor your education to your specific interests and goals. Some programs even offer specializations or concentration areas, enabling you to focus on specific aspects of your field of study. This specialization can enhance your expertise and make you a highly sought-after professional in your industry.

Completing coursework in a course-based program provides a practical and hands-on approach to learning. Through assignments, projects, and examinations, you’ll gain valuable skills and knowledge that can be directly applied to real-world situations. This practical focus can significantly contribute to your professional development, preparing you for leadership roles and career advancement opportunities.

The image below highlights the diverse coursework and flexibility offered in course-based master’s programs:

Whether you’re looking to enhance your skills, change career paths, or gain a deeper understanding of your field, a course-based master’s program can provide you with the necessary knowledge and flexibility to achieve your academic and professional goals. Take advantage of the specialized coursework, customizable options, and practical learning opportunities offered in course-based programs to set yourself up for success.

Exploring Thesis-Based Master’s Programs

Thesis-based master’s programs in Canada offer a unique opportunity to delve deep into research and independent study. These programs are designed to foster academic rigor and intellectual growth by requiring students to conduct original research and write a thesis. With the guidance of a faculty advisor, students embark on a journey of exploration and contribute to the existing body of knowledge in their chosen field.

Throughout the thesis-based program, students work closely with a thesis committee, consisting of experts in the field who provide valuable guidance and feedback. This collaborative approach ensures that students receive the necessary support and mentorship to refine their research questions, design methodologies, and analyze data.

The research aspect of thesis-based programs offers numerous benefits, including the opportunity to develop critical thinking and problem-solving skills. By conducting original research, students build a strong foundation in their area of study and gain a deep understanding of the research process.

Additionally, thesis-based programs provide a platform for students to contribute to the academic community through publications, presentations, and conferences. These experiences not only enhance their knowledge but also help establish their credibility and professional reputation within their field of interest.

However, it is important to note that thesis-based programs often require a significant time commitment. The extensive research and writing involved can be challenging for those with full-time jobs. It is crucial for prospective students to carefully evaluate their time management skills and determine if they have the capacity to balance work, studies, and personal commitments.

Despite the time commitment, thesis-based master’s programs offer a unique and rewarding academic experience. The opportunity to engage in in-depth research, collaborate with renowned experts, and contribute to the academic landscape can be immensely fulfilling for individuals passionate about their field of study.

Whether you choose a thesis-based program or a course-based program, it is important to carefully consider your academic goals, research interests, and personal commitments. By understanding the distinctive features of thesis-based programs, you can make an informed decision that aligns with your aspirations and sets you on a path of academic excellence.

Considering Career Goals and Research Interests

When deciding between course-based and thesis-based master’s programs in Canada, it’s crucial to consider your career goals and research interests.

Course-based programs are often more suitable for individuals seeking to gain specialized knowledge and skills in a particular area to enhance their professional development. These programs offer a structured curriculum with a wide range of courses to choose from, allowing you to tailor your studies to align with your career goals. By completing coursework in your desired field, you can acquire the practical skills and knowledge necessary to excel in your chosen profession. Additionally, course-based programs often provide opportunities for internships, co-op placements, and industry collaborations, further enhancing your career prospects.

On the other hand, thesis-based programs are ideal for those interested in pursuing research-oriented careers or further studies at the doctoral level. These programs offer the chance to delve deep into a specific research area and make original contributions to the field. By working closely with faculty advisors and engaging in independent research, you can develop critical thinking, analytical, and problem-solving skills that are highly valued in research-based professions. Thesis-based programs also provide opportunities to present your research at conferences and publish your findings, further establishing your expertise and credibility within the academic community.

It’s important to align your program choice with your long-term goals and passion for the subject matter. Consider where you see yourself in the future and how each program can help you reach those aspirations. Reflect on your research interests and whether you are more inclined towards practical application or scholarly inquiry. By choosing a program that aligns with your career goals and research interests, you can ensure a rewarding and fulfilling academic journey.

Assessing Time Commitments

Pursuing a Master’s degree in Canada while working a full-time job requires careful consideration of time commitments. When deciding between course-based and thesis-based programs, program duration is an important factor to consider. Course-based programs typically have a shorter duration compared to thesis-based programs since they primarily focus on coursework. This shorter duration can be beneficial for individuals juggling work and studies.

On the other hand, thesis-based programs require a more significant investment of time and effort due to the research and thesis writing components. Conducting original research and writing a thesis involves a substantial time commitment, which may be challenging for those with full-time jobs. Students in thesis-based programs must allocate sufficient time for data collection, analysis, and writing, along with engaging with their thesis committee.

Before making your program choice, it’s crucial to assess your ability to balance your work responsibilities and academic commitments. Reflect on your current workload, your work-life balance goals, and your capacity to dedicate the necessary time and effort to your program of choice. Consider whether a shorter duration with a focus on coursework or an extended commitment to research aligns better with your personal and professional goals.

Exploring Program Requirements and Assessments

When deciding between course-based and thesis-based master’s programs in Canada , it’s important to understand the program requirements and assessments involved. Course-based programs typically require you to complete a specified number of courses, assignments, and examinations. This structure allows you to gain a broad understanding of the field through coursework and demonstrates your ability to apply knowledge effectively.

In contrast, thesis-based programs focus on independent research, where you’ll delve deeper into a specific area of interest and contribute to the field’s existing body of knowledge. In these programs, you’ll undertake original research, write a thesis, and often defend your work through an oral examination. This research-centric approach fosters critical thinking, problem-solving, and analytical skills.

The image below illustrates the different requirements and assessments in course-based and thesis-based master’s programs:

As you consider your strengths and preferences, think about how coursework, research, and examinations align with your learning style and career goals. If you enjoy a structured learning environment and prefer applying theory to practical situations, a course-based program may be the right fit. On the other hand, if you’re passionate about research and want to contribute new knowledge to your field, a thesis-based program could provide the academic rigor and opportunities you seek.

Regardless of the program type, it’s crucial to carefully review the program requirements, such as the number of courses or the thesis length, and ensure they align with your time availability and commitments. Additionally, consider the type of assessment that resonates with your learning style and allows you to demonstrate your knowledge effectively.

Networking and Collaborative Opportunities

Both course-based and thesis-based master’s programs in Canada offer a wealth of networking and collaborative opportunities that can significantly enhance your academic and professional journey. These opportunities allow you to connect with like-minded individuals, forge valuable professional connections, and contribute to the academic community in meaningful ways.

In course-based programs, you’ll have the chance to interact with your peers and esteemed faculty members through engaging group projects, lively discussions, and thought-provoking seminars. These collaborative experiences foster a supportive and dynamic learning environment, where you can exchange ideas, gain diverse perspectives, and build lasting professional relationships within your field.

Networking for Professional Connections

Networking in course-based programs opens doors to a wide range of professional connections. By actively engaging with your classmates and professors, you gain access to a network of professionals who share your passion and can offer valuable insights and opportunities. From informal conversations during breaks to formal networking events, you have numerous chances to connect with individuals who can become valuable mentors, collaborators, or future employers.

These professional connections can be particularly advantageous for those pursuing career-centric goals. Networking provides access to industry-specific information, job opportunities, and career advice that can accelerate your professional growth and help you stay updated with the latest trends and developments.

Collaborative Opportunities in Thesis-Based Programs

In thesis-based programs, you’ll have the unique opportunity to collaborate with renowned researchers within your field of study. Working alongside experts in their respective domains, you can contribute to cutting-edge research projects, expand your knowledge base, and make meaningful contributions to your academic discipline.

Thesis-based programs often provide opportunities to attend conferences, present your research findings, and publish your work in academic journals, further increasing your visibility within the academic community. These experiences allow you to connect with peers and experts from around the world, expanding your professional network and fostering collaborations that can have a lasting impact on your academic and research career.

By actively participating in networking and collaborative opportunities, you not only enhance your knowledge and skills but also pave the way for future collaborations and career advancements. Whether you choose a course-based or thesis-based program, make sure to consider the type of connections and collaborative experiences that align with your career goals, ultimately enriching your academic journey.

Funding and Scholarships

When pursuing a Master’s degree in Canada while working full-time, funding and scholarships are crucial in ensuring you have the financial support you need. While research funding opportunities are more commonly available in thesis-based programs, it’s important to note that course-based programs may also offer scholarships and assistantship positions.

Exploring the funding options available for both program types is essential in making an informed decision. Research the scholarships offered by universities, external organizations, and government agencies. These scholarships can provide the financial support you need to pursue your degree without placing excessive strain on your full-time job.

In addition to scholarships, assistantship positions are worth considering. These positions often come with a stipend or tuition remission and can help alleviate the financial burden of pursuing a Master’s degree. Talk to program coordinators or faculty advisors to learn more about assistantship opportunities and how they can provide you with the necessary financial support.

Remember, funding and scholarships can significantly impact your ability to pursue a Master’s degree in Canada while working full-time. Take the time to explore and consider all available options, ensuring that you make a well-informed decision that aligns with your financial situation and supports your academic and career goals.

Considering Future Prospects and Employability

When choosing between course-based and thesis-based master’s programs in Canada , you must carefully consider the future prospects and employability each option offers. Course-based programs focus on developing practical skills and knowledge directly applicable to the job market. The emphasis on practicality enhances your immediate employability and opens doors for career advancement opportunities.

On the other hand, thesis-based programs provide you with valuable research experience and the opportunity to contribute to the academic community. This research-oriented approach can be highly beneficial if you’re considering a career in research or planning to pursue further academic studies, such as a Ph.D.

When making your decision, think about your long-term career goals and the skills and experiences that will best support your desired path. Consider the immediate employability boost that course-based programs offer, as well as the long-term benefits of research opportunities and contributions to the academic field provided by thesis-based programs.

Seeking Guidance and Making an Informed Decision

Making an informed decision between course-based and thesis-based master’s programs in Canada requires guidance from faculty advisors and program coordinators. These experts possess valuable insights into the structure, requirements, and outcomes of each program.

To make an informed decision, engage in conversations with professors and professionals in your field of interest. Attend program information sessions to gather comprehensive information and ask questions to clarify any doubts or concerns.

The guidance provided by faculty advisors and program coordinators will help you obtain a thorough understanding of the available options and make a decision that aligns with your career aspirations, research interests, and work-life balance.

Remember, seeking guidance allows you to make an informed decision that sets you on the path towards a successful and fulfilling academic journey.

Pursuing a Master’s degree in Canada with a full-time job requires careful consideration of various factors. When choosing between course-based and thesis-based programs, it is essential to assess your career goals, research interests, time commitments, program requirements, and future prospects.

By evaluating these considerations and seeking guidance from faculty advisors and program coordinators, you can make an informed decision that aligns with your aspirations and work-life balance. Remember to prioritize your long-term goals and passion for the subject matter to ensure a fulfilling and successful academic journey.

Ultimately, whether you choose a course-based or thesis-based program, both options offer unique benefits and challenges. The key is to choose a program that suits your individual goals and circumstances. With the right decision-making process and careful consideration, you can pursue your Master’s degree in Canada while balancing your full-time job and unlocking new opportunities for professional growth and personal fulfillment.

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Canadian Master’s and PhD programs

At our universities you will find the following programs, if you are interested on a master’s, this could help you decide which one is a better fit for you:, some tips that could also help you:.

• Think about what you hope to do after the program, usually students contemplating a PhD or an academic career are better served with a thesis based program.
• The  thesis-based program offers better preparation for a PhD program .
• The course-based program will offer you more time to pursue other learning opportunities, like an internship , for example, or other networking opportunities.
• At CALDO universities you will find more options of thesis-based masters Admission. For a thesis-based Master’s you will need a supervisor which may make the admission process a bit more complex. On the other hand, some course-based Master’s will require evidence of professional experience (e.g. MBA).

For more information on how to apply see the Steps to Apply section.

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Prospective graduate students

Graduate studies at UVic

With more than 160 graduate programs offered, how do you choose just one? Start by asking yourself if you're looking for specialized research or professional development.

There are two types of programs offered at UVic: course-based (professional skillset focus) and thesis/project-based (research focus). Your choice will depend on your own study preferences and professional goals.

A course-based master's program may not meet the requirements for a PhD program. If you plan to pursue a PhD, you should consider a thesis/project-based master's program.

Course-based programs

A course-based master's program is ideal for enhancing your professional skillset. All your degree requirements are fulfilled by completing courses. This type of program may also involve a capstone project, such as a major research paper or group project.

Most course-based programs are designed to be completed in one to two years full-time, and up to a maximum of five years part-time.

Admission requirements vary. Some course-based programs are intended for students who have recently completed a bachelor’s degree, while others may require prior work experience.

Thesis/project-based programs

A thesis/project-based program is ideal for developing your knowledge in a specialized area of research. You will pursue an independent and original research project that culminates in a thesis. You'll work under the supervision of a faculty member whose expertise matches your research area. This type of program is available at the master's or PhD level.

Students are required to prepare a substantial research document (thesis/dissertation) that makes an original scholarly contribution to their field. Doctoral and master’s students must also defend their thesis in front of an examination committee.

A thesis/project-based master’s program will typically take two years to complete, up to a maximum of five years. A doctoral program will typically take four years, up to a maximum of seven years.

FGS and your program

The Faculty of Graduate Studies sets out the minimum qualifications for admission. However, specific graduate program requirements may call for higher grades and additional documentation.

Meeting the minimum requirements does not guarantee entry into a graduate program. Admission can be very competitive.

Explore our graduate and specialized programs on Graduate Admissions .

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