Master Thesis Guide - School of Business and Economics ...

Master Thesis Guide
MSc. Management of Learning
MSc. Management of Learning
Department of Educational Research and Development
School of Business and Economics
Authors: Dr. Simon Beausaert, Catherine Gabelica, Therese Grohnert, Maike Gerken, & Prof.
Dr. Mien Segers
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Table of Contents
1. Introduction ...................................................................................................................................... 3
2. The Master Thesis: What is expected? ............................................................................................. 4
3. Time Schedule, Deadlines and Supervision ...................................................................................... 6
4. Research Proposal ........................................................................................................................... 10
5. How to look for literature ............................................................................................................... 14
6. How to choose a method? .............................................................................................................. 14
7. Data Analysis with SPSS .................................................................................................................. 16
8. Academic Writing Skills & References ............................................................................................ 19
9. Checklists ........................................................................................................................................ 20
10. Thesis Evaluation Form ............................................................................................................... 21
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1. Introduction
Dear MoL student,
Writing a master thesis is a milestone in your academic work. The aim of this guide
is to provide you with information and tools necessary for thesis writing.
There are various ways to start a thesis. You can either work with pre-existing data,
so-called secondary data where the data set was already collected by someone. You
can also start with primary data meaning that you collect the data yourself through
questionnaires, interviews, etc..
In this guide you will find practical information ranging from the content and
structure of a master thesis, how to collect and analyze data and academic writing.
We also provide checklists to help you organize the process.
Good luck!
Kind regards,
Simon, Catherine, Therese, Maike & Mien
August 2013
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2. The Master Thesis: What is expected?
The Research Proposal
1. Context
2. Problem Statement
3. Research Questions + Significance / Originality
4. Hypotheses
(at a later stage your research proposal can be rewritten and used as an introduction)
The Master Thesis Structure
Note: This is a basic structure for the master thesis. It can vary depending on the topic and
supervisor. Please contact your supervisor about any specifications and the specific
structure for your master thesis.
1. Acknowledgments
2. Abstract
3. Table of Content
4. Tables and/or Figures
5. Chapter 1: Introduction
- Putting your research question into practice
- Framing + research question from an academic perspectives: What is the main
goal of the study? How did you conduct your research?
- Structure of your thesis
6. Chapter 2: Theoretical Background
- Context / framing your topic
- Introduce your concepts
o Start by introducing the context and narrow down to your concepts
and research question(s)
o Look at your conceptual model and start writing at the back: why is
your dependent variable relevant?
o Then focus on your independent variables. All concepts and the
expected relationships between the concepts and need to be defined /
explained
o Problem Statement, significance/originality
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o Check: read your chapter and check if you can draw your conceptual
model based on the text; does your model contain all variables? Is the
direction clear?
- If you formulate hypotheses, include the hypotheses in your theoretical
elaboration of the concepts and the conceptual model
- In case of research questions only (no hypotheses; e.g. when conducting a
systematic literature review): use a separate heading to explain your research
questions
- Tip: focus on telling a coherent story, rather than writing an exhaustive review!
7. Chapter 3: Methods
- Participants
- Procedure: which method did you use, how did you conduct the data analysis?
- Measures (questionnaires and scales)
o If you use a new scale: do a factor analysis
o End with an overview table of all measures (name of the scale,
example items, Cronbach’s alpha, Reference)
- Data Analysis (how did you analyse your data?)
o Descriptives
o Correlations
o Regression analysis / hierarchical regression / mediation / moderation
/ Crosstabs / …
8. Chapter 4: Results
- Answer each research question. Is your hypothesis confirmed?
- Write summaries in between.
9. Chapter 5: General Discussion and Conclusion
- Summarize the main findings
- Link these main results with the literature and earlier findings, as well as to
your hypotheses
- Reflect on the validity and reliability of the method of YOUR research and
provide relevant limitations of the study
- Suggest further research and/or recommended actions
- Indicate practical implications: what does your research mean for practice?
10. References
11. Appendices
You can also have a look at previous MoL (top) Master theses. The UM library has an online database
containing the UM Master theses: http://onlinelibrary.maastrichtuniversity.nl/database/theses/
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3. Time Schedule, Deadlines and Supervision
The Time Schedule
Month Activities per Month
October - Mid-October: Introduction meeting on writing a master thesis
- End of October: Come to our thesis market and choose a topic &
supervisor
November - Indicate your topic choice and supervisor
- Attend workshop: How to write a research proposal
December - First meeting with your supervisor (ERD uses the thesis circle
approach) and writing your research proposal
January - Follow the 2-week Thesis skills lab
- Meeting 2 with your supervisor (ERD: 2 nd thesis circle meeting): ask
questions about the research proposal, literature review and thesis
structure
- Read literature and start writing chapter 1 and 2 (Introduction and
theoretical background)
- Start your data collection (if applicable)
February - Finish your data collection (if applicable)
- Meeting 3 with your supervisor (ERD: 3 rd thesis circle meeting):
Methods & data analysis
March - Data analysis
- Write chapter 3 (methods section)
- Meeting 4 with your supervisor (ERD: 4 th thesis circle meeting):
Methods & data analysis
April - Finish your data analysis
May - Write chapter 4 (results section)
(reserve some time for the consultancy project in period 5!)
June - Finalize chapter 1-4
- Write Chapter 5 (discussion and conclusion)
July - Early July: Submit first draft to your supervisor(s)
- Mid-July: Thesis Defense
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Thesis Supervision Card (optional)
Your supervisor will focus on the content of your master thesis. You will need to keep an eye
on the time schedule and the registration. The supervision can help you with the process.
This card specifies when your supervisor expects specific parts of the thesis to be
completed. Thus, it gives you an indication of whether your thesis progress is as expected
and enables you to finish the thesis within the deadlines set in the Master Education and
Examination Rules, article 14 (see EleUM). Since the thesis process is part of the final
evaluation of the thesis, this process will be considered when determining the grade. Please
note that this card is not related to the quality of the thesis itself, it is used to evaluate the
process.
Please note that you will only receive limited supervision after the first grading of your
thesis.
Expectations
You are responsible for your own thesis process and will be treated as a colleague, rather
than a student. This means, that you need to take initiative, be prepared and look at both
context and process of your thesis. Your supervisor supports you in your independent
research project and writing with knowledge and feedback. Below you can find a quick
checklist of your responsibilities and your supervisor’s role:
What your supervisor expects of you What you can expect of your supervisor
Make a time-plan
Plan for the unplanned: leave some
buffer in case of emergencies / delays
Plan and keep your deadlines
Make arrangements about preferred
methods of communications with your
supervisor (email, meetings, …)
Take initiative in scheduling meeting
Be proactive and prepared: come to
meetings with a set of questions you
have: you guide the process
Behave professionally: if you receive
an email, answer, if you need
something, take your supervisor’s
schedule into account
Helping you to make a realistic timeplan
Giving you advice on your thesis
structure
Meet with you and respond to your
questions
Supporting you with data analysis
Advising you on possible sources for
your literature review
Giving you feedback on your first
draft
Preparing you for your defense
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Deadlines
You have 6 months to complete your master thesis starting from the skills period onwards.
This means that the final deadline is August 31. If the evaluation of the thesis and the
defense thereof results in an insufficient grade, you get the opportunity to hand in and
defend a revision of this thesis within 3 months after the date when the insufficient grade
was announced to you. If this results again in an insufficient evaluation, or if you miss to
hand in and defend a revision within this time frame, you have to write a thesis on a new
subject.
Please keep in mind that most supervisors at ERD are on summer vacation from
app. the 3 rd week of July until the end of August. This means that you cannot expect to
receive feedback on your thesis during this period. Therefore, please make arrangements
with your supervisor in the beginning of your thesis project if you wish to hand in your final
version and have your thesis defense after July 15!
If you would like to graduate before August 31, you have to hand in your draft version three
weeks before July 15. Please note the following deadlines:
Deadline Activities
26/06 – 3 weeks to go Hand in your first draft to your supervisor(s)
08/07 – 1 week to go Hand in your final version to your supervisor(s) and second
reader
15/07 Thesis Defense
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School of Business And Economics
Thesis Supervision Card
Supervisor name
Student name
Thesis title
Progress
First meeting /
Target date Submission
date
Introduction chapter December
Literature review /
Research method and
design
Data collection /
Meeting about analysis
Data analysis
Conclusion /
Discussion
End of
January
January &
February
March &
April
May & June
Signature
supervisor
Comments
This card is a guideline to when expected and specific parts of the thesis should be done. Meeting the targeted dates allow you to be able to
finish the thesis within the available supervising hours. Moreover, it also is an indication of the quality of the thesis writing process (not the
quality of the thesis itself). The quality of this writing process is taken in regard when determining the final grade.
Please note that you only have limited supervision after the first grade.
Bring this card to every meeting with your supervisor and to your defense.
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4. Research Proposal
Write your research proposal: What am I interested in?
1. Context
2. Problem Statement
3. Research Question + Significance and Originality
4. Hypotheses
Please keep in mind that the proposal serves as a recipe for your master thesis. Therefore,
you should be as detailed and specific as possible.
Remember to:
Identify gaps in the literature
Outline the questions you plan to address in the master thesis
Establish a strong research design or theoretical framework
Give an idea of the results you expect
Discuss the importance of your study to the field
A Non-Perfect Proposal
Student: XX, ID 123456
Supervisor: Simon Beausaert & Mien Segers
Theoretical Background
Talent management has taken a central role in organizations since they have realized that continuous
performance development drives business success (ref.). Therefore stimulating and monitoring
continuing professional employee development has become essential. Professional development is the
“systematic maintenance, improvement and broadening of knowledge and skills and the development
of personal qualities necessary for the execution of professional and technical duties throughout the
individual’ working life” (Freidman et al., 2002; in Lawton & Wimpenny, 2003). The competences of an
employee, individual knowledge, skills, attitudes, and behaviors that are linked to high performance
and provide the organization with sustainable competitive advantage (Athey & Orth, (1999) need to
develop continuously. To stimulate that development instruments need to be found that formally and
informally stimulate continuous learning and professional development in an integrated, coherent and
longitudinal way and that summatively monitor whether competence is being achieved. The portfolio is
acclaimed as such an assessment instrument (Driessen et al., 2007). It is defined as an autonomous and
purposeful collection of evidences of a person’s competence (Smith, 1997) to get insight into potential
competence developments (Wiggins, 1989) in order to determine performance-related learning needs
and stimulate learning activities to improve performance (Smith & Tillema, 1998). There is evidence
that effective portfolio assessment is a tool to pursue continuing learning (Mathers et al., 1999).
Portfolios are perceived as effective if they contribute to performance improvement (Broad &
Newstrom, 1996). Remark that (research on the perception of assessment – Biggs)
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However, research has highlighted several individual as well as organizational elements that influence
the effectiveness of portfolios. Empirical research has shown that individual factors such as motivation,
personality or ability influence the portfolio’s effectiveness (Bartram & Roe, 2008).
Besides some personal characteristics which fell out of the scope of this research, the literature states
that the environment influences portfolio effectiveness (Smith & Tillema, 1998).
The perceived organizational environment or climate is defined as “individual employee’s perceptions
of the organizational attributes that give rise to motivation, norms, behavior, and culture itself”
(Michaela & Burke, 2000). Influencing organizational attributes or dimensions that are mentioned in
the literature comprise continuous learning, inquiry and dialogue as well as collaboration and team
learning (Marsick & Watkins, 2003).
Problem Statement
Based on the preceding findings we formulated the following research question: Which aspects of the
organizational climate influence the effectiveness of portfolio assessment as a tool to increase
employee performance? It is the aim to gain insight into the dimensions of the perceived work climate
that influence the perceived effectiveness of portfolio assessment.
Significance
There is a lacuna in the literature on portfolio-assessment regarding the influence of the organizational
climate on the effective use of portfolio assessment. Therefore, the results of this study are of scientific
as well as strategic significance. Besides contributions to the literature, this study serves HRpractitioners
as it provides indications about how to promote a climate with effective portfolio
assessment.
Method
For this exploratory study, a questionnaire is taken from 100 employees, using portfolio assessment or
a personal development plan (PDP) and working in the same organization. The different variables are
measured with the following scales:
1. Perception PDP (adapted from Segers, Gijbels, & Thurlings, 2008).
1.1. Perceived goal (s)
To measure the goals an organization aspires after with a PDP as perceived by the employee the
“Perceived Goals Questionnaire” of Beausaert, Segers & Gijselaers (2009) is employed. It rates possible
goals on a 5-point-Likert scale concerning the strength of its pursuit. The 13 items include for example
personal/professional development, (self-) assessment, learning and stimulating reflection.
1.2. Perceived Implementation
The perceived implementation of the PDP is measured with the “Implementation Structure
Questionnaire” (Beausaert, Segers & Gijselaers, 2009). It contains 8 items that elaborate on the formal
structure and general usage of the PDP.
1.3. Perceived Practice
The perceived practice of the PDP is measured with an adapted version of the “Assessment Experience
Questionnaire” (AEQ) (Segers, Gijbels & Thurlings, 2008). It is based on the 11 conditions for
assessment to enhance learning (Gibbs, Simpson, & MacDonald, 2003; Gibbs & Simpson, 2004). Within
42 items that focus on feedback conditions the following is measured on a 5-point-Likert scale: The
amount and distribution of employee effort (e.g. “On this training it is possible to do quite well without
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studying too much”), the PDP assessment and learning (e.g. “Making the PDP brought things together
for me”), quantity and timing of feedback (e.g. “The feedback comes back very quickly”), quality of
feedback (e.g. “The feedback helps me to do things better”) and what you do with the feedback (e.g. “I
tend to only read the marks”). The questions of the AEQ were adapted from an educational to an
organizational setting. Thus, for example, “I have to work on my PDP on a regularly basis to get good
grades for this course” became “I have to work on my PDP on a regularly basis to get good evaluations”.
2. Perceived Environment of Performance (Organizational Climate)
To measure the perceived environment of performance Marsick & Watkins’ Dimensions of the Learning
Organization Questionnaire (DLOQ) is used (2003). The DLOQ comprises 19-items on a 5-point-Likert
scale. On the individual level, the dimensions of continuous learning as well as inquiry and dialogue are
measured (e.g. “In my organization, people view problems in their work as an opportunity to learn”)
while on the team or group level, collaboration and team learning are measured (e.g. “In my
organization, teams/groups have to freedom to adapt their goals as needed”).
3. Performance
The perceived improvement of performance is measured using an adapted version of the “Output of
Transfer Behavior Scale” (Xiao, 1996). It contains 6-items, scored on a 5-point-Likert scale. For example,
“Using the new KSA has helped me improve my work” was translated into “Using a PDP has helped me
to improve my work”. Besides, proxy measures of performance as “Did you recently promote to a
higher function” are applied.
Controlled for:
Personal background information are taken into account since different effects of the variables on the
perception of the PDP, the perceived environment as well as performance of the employee are
expected. More specific, the research controls for gender, age, education, function, department and
experience of the employee.
To sum up, this research is based on the following concepts, variables and instruments:
Concepts Variable Scale Author
Perception PDP Perceived goal (s) Perceived Goals
Questionnaire
Organizational
Climate
Perceived
Implementation
Implementation
Structure
Questionnaire
Perceived Practice Adopted Assessment
Experience
Questionnaire
Dimensions of the
Learning Organization
Questionnaire (DLOQ)
Beausaert, Segers,
Gijselaers, 2008
Beausaert, Segers,
Gijselaers, 2008
Segers, Gijbels,
Thurlings, 2008
Marsick & Watkins,
2003
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Performance Perceived Performance Adopted Output of
transfer behaviour
scale
References (draft)
Proxy measures of
performance
Proxy performance
measures
Xiao, 1996
Beausaert, Segers, &
Gijselaers (2009)
Athey, T. R., & Orth, M. S. (1999). EMERGING COMPETENCY METHODS FOR THE FUTURE. Human
Resource Management, 38(3), 215-226.a
Gibbs, G., & Simpson, C. (2004). Does your assessment support your student’s learning? Journal
of Learning and Teaching in Higher Education, 1, 3-21.
Gibbs, G., Simpson, C., & MacDonald, R. (2003). Improving student learning through
changing assessment – a conceptual and practical framework. Paper presented at the European
Association for Research into Learning and Instruction Conference, August, Padova, Italy.
Marsick, V.J., & Watkins, K.E. (2003). Demonstrating the value of an organization’s learning
culture: The dimensions of the learning organization Questionnaire. Advances in Developing
Human Resources, 5, 132-151.
Mathers, N.J., Challis, M.C., Howe, A.C., & Field, N.J. (1999). Portfolios in continuing
medical education effective and efficient? Medical Education, 33, 521-530.
Segers, M., Gijbels, D., Thurlings, M. (2008). The relationship between students’ perceptions of
portfolio assessment practice and their approaches to learning. Educational Studies, 34 (1), 35-
44.
Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals.
Scandinavian Journal of Educational Research, 42, 193-205.
Xiao, J. (1996). The relationship between organizational factors and the transfer of training in the
electronics industry in Shenzhen, China. Human Resource Development Quarterly, 7, 55-72.
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5. How to look for literature
Search for scientific publications in the following database (access via the UM Library):
- PsycINFO,
- Web of Science,
- SocINDEX
- Behavioral Sciences Collection
- PubMed,
- ERIC
- ScienceDirect
- EBSCO (containing ERIC, PsycINFO, Psychology, SocINDEX and Behavioral
Sciences Collection)
- Google Scholar: Google scholar will also give you articles which are not peerreviewed
and thus may lack quality
6. How to choose a method?
Depending on your hypothesis and data collection you choose a scientific method to analyze your data.
In order to help you in this selection process we give you an overview on the next page taken from the
book of Andy Field. Just follow the decision tree. If you have more questions, please use the opportunity
to ask them during the skills lab in January.
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How to choose a method
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7. Data Analysis with SPSS
Step 1: Cleaning your data file in SPSS clean your data file in SPSS
1. Recoding
= reverse the codes (mostly 1 to 5) of the items that were formulated in a negative way.
Go to:
Transform
Compute
Target variable = new (= reversed) variable; for example LEARN01r (= item 1 of the
concept “learning”, but recoded – the ‘r’ stands for ‘recoded’ = ‘reverse coded’).
Numeric expression; for example 6 – LEARN01r
Transform
Compute
Paste
Copy-paste
Run
2. Alpha’s (if you are working with a newly constructed questionnaire, you
need to do a factor analysis first (in the book of Field: see Factor Analysis))
= measure of reliability: tells you to which degree the items of a certain concept are really
measuring what the concept is measuring (e.g. are the items of the concept “learning and
reflection” really measuring the employee’s learning and reflection?)
Go to:
Analyze
Scale
Reliability analysis
Move 1 subscale to the right
statistics
Item – scale – scale if item deleted – inter item correlations
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3. Missing values
= when a respondent skips an item, we call it “a missing value”.
Go to:
Transform
Count
Target variable (= ‘new variable, for example: mLEARN = missing values of the learning
and reflection scale remark: the name of the target variable should not contain more
than 8 characters)
Numeric variables = include all items that are part of the scale (for example: all the LEARN
variables – LEARN01 to LEARN08)
Define variables
System- or user-missing
Paste
Run
4. Scale scores
= measuring how each participant scores for a concept. This is calculated by taking the
mean of the participant’s answers for the items of the concept. This results in a scale score
for every participant.
Go to:
Transform
Compute
Target variable (for example: LEARN, remark: the name should again not include more
than 8 characters)
Numeric expression: MEAN between brackets you include the items (don’t forget to put
commas between the different items!)
If
Include if case satisfies condition (for example: LEARN < 4 80% of the items have to be
answered: If a respondent has answered 80% of the items belonging to a certain concept,
this participant’s scale score will be measured. If not, the participant’s scale score won’t be
calculated.)
Run
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Step 2: Data Analysis
5. Correlations (work with the scale scores!)
Indicate the (non-causal) relation between two variables
Go to:
Analyze
Correlate
Bivariate
Options
Exclude cases listwise
6. Regression (indicates causality)
Go to:
Analyze
Regressions
Line
7. ANOVA
Comparing several means
Go to:
Analyze
Compare means
One-Way ANOVA
For further information about data analysis with SPSS we refer to the book of Andy
Field: “Discovering Statistics Using SPSS (Introducing Statistical Methods series)”
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8. Academic Writing Skills & References
We refer to the Academic Writing Skills Guide written by Robert Wilkinson & Jeannette
Hommes. The guide can be found on EleUM and contains the following chapters (among
others):
o Structuring your thesis p. 14
o Citation of Sources using APA p. 36
o Manuscript presentation p. 59
At Maastricht University we use the APA (American Psychological Association)
standards for citing sources. APA offers an online Video Guide on how to cite sources
in your text.
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9. Checklists
Checklist Master Thesis Procedure
To Do Master Thesis Process
Choose Topic
Contact the supervisor
Schedule meetings with your supervisor
Enroll in Skills Lab
Hand in your proposal to your supervisor
include a problem statement that tells exactly what you want to do including the
research question(s) you want to answer
explain your research: objectives, hypotheses, research questions, possible
approaches to answering these questions, significance of your topic
Write your thesis
Checklist Master Thesis Components
Master Thesis Components
Title Page
Acknowledgments
Abstract
Table of Contents
Table of Tables / Figures
Introduction
Theoretical Background
Research question(s) (if applicable)
Methods
Results
Discussion and Conclusion
References
Appendices (if any)
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10. Thesis Evaluation Form
General information
Name of student
ID of student
(also to be indicated in the file name and
in the email reference)
Study programme
Track (if applicable)
Name of supervisor
(also to be indicated in the file name and
in the email reference)
Department
Title of thesis
Final grade (number)
Final grade (in writing)
Date
Evaluation of criteria Grade (0-10, only whole or half marks)
Research question and relevance
Research methodology
Literature review
Theory development
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Evaluation of criteria Grade (0-10, only whole or half marks)
Data collection and analysis or theoretical
validation
Interpretation of findings in the context
of the limitations of the research
methodology
Arguing on scientific as well as societal
added value of the master thesis research
Recommendations and implications for
academia and practice
Structure and design
Scientific writing and language
Ability to work independently, meet
agreed upon deadlines, and manage a
longer term project within a tight
schedule (only first supervisor)
Research ethics
Showing a growth curve in the
aforementioned competences (only first
supervisor)
Defense
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