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<strong>Master</strong> <strong>Thesis</strong> <strong>Guide</strong><br />

MSc. Management <strong>of</strong> Learning<br />

MSc. Management <strong>of</strong> Learning<br />

Department <strong>of</strong> Educational Research <strong>and</strong> Development<br />

<strong>School</strong> <strong>of</strong> <strong>Business</strong> <strong>and</strong> <strong>Economics</strong><br />

Authors: Dr. Simon Beausaert, Catherine Gabelica, Therese Grohnert, Maike Gerken, & Pr<strong>of</strong>.<br />

Dr. Mien Segers<br />

1


Table <strong>of</strong> Contents<br />

1. Introduction ...................................................................................................................................... 3<br />

2. The <strong>Master</strong> <strong>Thesis</strong>: What is expected? ............................................................................................. 4<br />

3. Time Schedule, Deadlines <strong>and</strong> Supervision ...................................................................................... 6<br />

4. Research Proposal ........................................................................................................................... 10<br />

5. How to look for literature ............................................................................................................... 14<br />

6. How to choose a method? .............................................................................................................. 14<br />

7. Data Analysis with SPSS .................................................................................................................. 16<br />

8. Academic Writing Skills & References ............................................................................................ 19<br />

9. Checklists ........................................................................................................................................ 20<br />

10. <strong>Thesis</strong> Evaluation Form ............................................................................................................... 21<br />

2


1. Introduction<br />

Dear MoL student,<br />

Writing a master thesis is a milestone in your academic work. The aim <strong>of</strong> this guide<br />

is to provide you with information <strong>and</strong> tools necessary for thesis writing.<br />

There are various ways to start a thesis. You can either work with pre-existing data,<br />

so-called secondary data where the data set was already collected by someone. You<br />

can also start with primary data meaning that you collect the data yourself through<br />

questionnaires, interviews, etc..<br />

In this guide you will find practical information ranging from the content <strong>and</strong><br />

structure <strong>of</strong> a master thesis, how to collect <strong>and</strong> analyze data <strong>and</strong> academic writing.<br />

We also provide checklists to help you organize the process.<br />

Good luck!<br />

Kind regards,<br />

Simon, Catherine, Therese, Maike & Mien<br />

August 2013<br />

3


2. The <strong>Master</strong> <strong>Thesis</strong>: What is expected?<br />

The Research Proposal<br />

1. Context<br />

2. Problem Statement<br />

3. Research Questions + Significance / Originality<br />

4. Hypotheses<br />

(at a later stage your research proposal can be rewritten <strong>and</strong> used as an introduction)<br />

The <strong>Master</strong> <strong>Thesis</strong> Structure<br />

Note: This is a basic structure for the master thesis. It can vary depending on the topic <strong>and</strong><br />

supervisor. Please contact your supervisor about any specifications <strong>and</strong> the specific<br />

structure for your master thesis.<br />

1. Acknowledgments<br />

2. Abstract<br />

3. Table <strong>of</strong> Content<br />

4. Tables <strong>and</strong>/or Figures<br />

5. Chapter 1: Introduction<br />

- Putting your research question into practice<br />

- Framing + research question from an academic perspectives: What is the main<br />

goal <strong>of</strong> the study? How did you conduct your research?<br />

- Structure <strong>of</strong> your thesis<br />

6. Chapter 2: Theoretical Background<br />

- Context / framing your topic<br />

- Introduce your concepts<br />

o Start by introducing the context <strong>and</strong> narrow down to your concepts<br />

<strong>and</strong> research question(s)<br />

o Look at your conceptual model <strong>and</strong> start writing at the back: why is<br />

your dependent variable relevant?<br />

o Then focus on your independent variables. All concepts <strong>and</strong> the<br />

expected relationships between the concepts <strong>and</strong> need to be defined /<br />

explained<br />

o Problem Statement, significance/originality<br />

4


o Check: read your chapter <strong>and</strong> check if you can draw your conceptual<br />

model based on the text; does your model contain all variables? Is the<br />

direction clear?<br />

- If you formulate hypotheses, include the hypotheses in your theoretical<br />

elaboration <strong>of</strong> the concepts <strong>and</strong> the conceptual model<br />

- In case <strong>of</strong> research questions only (no hypotheses; e.g. when conducting a<br />

systematic literature review): use a separate heading to explain your research<br />

questions<br />

- Tip: focus on telling a coherent story, rather than writing an exhaustive review!<br />

7. Chapter 3: Methods<br />

- Participants<br />

- Procedure: which method did you use, how did you conduct the data analysis?<br />

- Measures (questionnaires <strong>and</strong> scales)<br />

o If you use a new scale: do a factor analysis<br />

o End with an overview table <strong>of</strong> all measures (name <strong>of</strong> the scale,<br />

example items, Cronbach’s alpha, Reference)<br />

- Data Analysis (how did you analyse your data?)<br />

o Descriptives<br />

o Correlations<br />

o Regression analysis / hierarchical regression / mediation / moderation<br />

/ Crosstabs / …<br />

8. Chapter 4: Results<br />

- Answer each research question. Is your hypothesis confirmed?<br />

- Write summaries in between.<br />

9. Chapter 5: General Discussion <strong>and</strong> Conclusion<br />

- Summarize the main findings<br />

- Link these main results with the literature <strong>and</strong> earlier findings, as well as to<br />

your hypotheses<br />

- Reflect on the validity <strong>and</strong> reliability <strong>of</strong> the method <strong>of</strong> YOUR research <strong>and</strong><br />

provide relevant limitations <strong>of</strong> the study<br />

- Suggest further research <strong>and</strong>/or recommended actions<br />

- Indicate practical implications: what does your research mean for practice?<br />

10. References<br />

11. Appendices<br />

You can also have a look at previous MoL (top) <strong>Master</strong> theses. The UM library has an online database<br />

containing the UM <strong>Master</strong> theses: http://onlinelibrary.maastrichtuniversity.nl/database/theses/<br />

5


3. Time Schedule, Deadlines <strong>and</strong> Supervision<br />

The Time Schedule<br />

Month Activities per Month<br />

October - Mid-October: Introduction meeting on writing a master thesis<br />

- End <strong>of</strong> October: Come to our thesis market <strong>and</strong> choose a topic &<br />

supervisor<br />

November - Indicate your topic choice <strong>and</strong> supervisor<br />

- Attend workshop: How to write a research proposal<br />

December - First meeting with your supervisor (ERD uses the thesis circle<br />

approach) <strong>and</strong> writing your research proposal<br />

January - Follow the 2-week <strong>Thesis</strong> skills lab<br />

- Meeting 2 with your supervisor (ERD: 2 nd thesis circle meeting): ask<br />

questions about the research proposal, literature review <strong>and</strong> thesis<br />

structure<br />

- Read literature <strong>and</strong> start writing chapter 1 <strong>and</strong> 2 (Introduction <strong>and</strong><br />

theoretical background)<br />

- Start your data collection (if applicable)<br />

February - Finish your data collection (if applicable)<br />

- Meeting 3 with your supervisor (ERD: 3 rd thesis circle meeting):<br />

Methods & data analysis<br />

March - Data analysis<br />

- Write chapter 3 (methods section)<br />

- Meeting 4 with your supervisor (ERD: 4 th thesis circle meeting):<br />

Methods & data analysis<br />

April - Finish your data analysis<br />

May - Write chapter 4 (results section)<br />

(reserve some time for the consultancy project in period 5!)<br />

June - Finalize chapter 1-4<br />

- Write Chapter 5 (discussion <strong>and</strong> conclusion)<br />

July - Early July: Submit first draft to your supervisor(s)<br />

- Mid-July: <strong>Thesis</strong> Defense<br />

6


<strong>Thesis</strong> Supervision Card (optional)<br />

Your supervisor will focus on the content <strong>of</strong> your master thesis. You will need to keep an eye<br />

on the time schedule <strong>and</strong> the registration. The supervision can help you with the process.<br />

This card specifies when your supervisor expects specific parts <strong>of</strong> the thesis to be<br />

completed. Thus, it gives you an indication <strong>of</strong> whether your thesis progress is as expected<br />

<strong>and</strong> enables you to finish the thesis within the deadlines set in the <strong>Master</strong> Education <strong>and</strong><br />

Examination Rules, article 14 (see EleUM). Since the thesis process is part <strong>of</strong> the final<br />

evaluation <strong>of</strong> the thesis, this process will be considered when determining the grade. Please<br />

note that this card is not related to the quality <strong>of</strong> the thesis itself, it is used to evaluate the<br />

process.<br />

Please note that you will only receive limited supervision after the first grading <strong>of</strong> your<br />

thesis.<br />

Expectations<br />

You are responsible for your own thesis process <strong>and</strong> will be treated as a colleague, rather<br />

than a student. This means, that you need to take initiative, be prepared <strong>and</strong> look at both<br />

context <strong>and</strong> process <strong>of</strong> your thesis. Your supervisor supports you in your independent<br />

research project <strong>and</strong> writing with knowledge <strong>and</strong> feedback. Below you can find a quick<br />

checklist <strong>of</strong> your responsibilities <strong>and</strong> your supervisor’s role:<br />

What your supervisor expects <strong>of</strong> you What you can expect <strong>of</strong> your supervisor<br />

Make a time-plan<br />

Plan for the unplanned: leave some<br />

buffer in case <strong>of</strong> emergencies / delays<br />

Plan <strong>and</strong> keep your deadlines<br />

Make arrangements about preferred<br />

methods <strong>of</strong> communications with your<br />

supervisor (email, meetings, …)<br />

Take initiative in scheduling meeting<br />

Be proactive <strong>and</strong> prepared: come to<br />

meetings with a set <strong>of</strong> questions you<br />

have: you guide the process<br />

Behave pr<strong>of</strong>essionally: if you receive<br />

an email, answer, if you need<br />

something, take your supervisor’s<br />

schedule into account<br />

Helping you to make a realistic timeplan<br />

Giving you advice on your thesis<br />

structure<br />

Meet with you <strong>and</strong> respond to your<br />

questions<br />

Supporting you with data analysis<br />

Advising you on possible sources for<br />

your literature review<br />

Giving you feedback on your first<br />

draft<br />

Preparing you for your defense<br />

7


Deadlines<br />

You have 6 months to complete your master thesis starting from the skills period onwards.<br />

This means that the final deadline is August 31. If the evaluation <strong>of</strong> the thesis <strong>and</strong> the<br />

defense there<strong>of</strong> results in an insufficient grade, you get the opportunity to h<strong>and</strong> in <strong>and</strong><br />

defend a revision <strong>of</strong> this thesis within 3 months after the date when the insufficient grade<br />

was announced to you. If this results again in an insufficient evaluation, or if you miss to<br />

h<strong>and</strong> in <strong>and</strong> defend a revision within this time frame, you have to write a thesis on a new<br />

subject.<br />

Please keep in mind that most supervisors at ERD are on summer vacation from<br />

app. the 3 rd week <strong>of</strong> July until the end <strong>of</strong> August. This means that you cannot expect to<br />

receive feedback on your thesis during this period. Therefore, please make arrangements<br />

with your supervisor in the beginning <strong>of</strong> your thesis project if you wish to h<strong>and</strong> in your final<br />

version <strong>and</strong> have your thesis defense after July 15!<br />

If you would like to graduate before August 31, you have to h<strong>and</strong> in your draft version three<br />

weeks before July 15. Please note the following deadlines:<br />

Deadline Activities<br />

26/06 – 3 weeks to go H<strong>and</strong> in your first draft to your supervisor(s)<br />

08/07 – 1 week to go H<strong>and</strong> in your final version to your supervisor(s) <strong>and</strong> second<br />

reader<br />

15/07 <strong>Thesis</strong> Defense<br />

8


<strong>School</strong> <strong>of</strong> <strong>Business</strong> And <strong>Economics</strong><br />

<strong>Thesis</strong> Supervision Card<br />

Supervisor name<br />

Student name<br />

<strong>Thesis</strong> title<br />

Progress<br />

First meeting /<br />

Target date Submission<br />

date<br />

Introduction chapter December<br />

Literature review /<br />

Research method <strong>and</strong><br />

design<br />

Data collection /<br />

Meeting about analysis<br />

Data analysis<br />

Conclusion /<br />

Discussion<br />

End <strong>of</strong><br />

January<br />

January &<br />

February<br />

March &<br />

April<br />

May & June<br />

Signature<br />

supervisor<br />

Comments<br />

This card is a guideline to when expected <strong>and</strong> specific parts <strong>of</strong> the thesis should be done. Meeting the targeted dates allow you to be able to<br />

finish the thesis within the available supervising hours. Moreover, it also is an indication <strong>of</strong> the quality <strong>of</strong> the thesis writing process (not the<br />

quality <strong>of</strong> the thesis itself). The quality <strong>of</strong> this writing process is taken in regard when determining the final grade.<br />

Please note that you only have limited supervision after the first grade.<br />

Bring this card to every meeting with your supervisor <strong>and</strong> to your defense.<br />

9


4. Research Proposal<br />

Write your research proposal: What am I interested in?<br />

1. Context<br />

2. Problem Statement<br />

3. Research Question + Significance <strong>and</strong> Originality<br />

4. Hypotheses<br />

Please keep in mind that the proposal serves as a recipe for your master thesis. Therefore,<br />

you should be as detailed <strong>and</strong> specific as possible.<br />

Remember to:<br />

Identify gaps in the literature<br />

Outline the questions you plan to address in the master thesis<br />

Establish a strong research design or theoretical framework<br />

Give an idea <strong>of</strong> the results you expect<br />

Discuss the importance <strong>of</strong> your study to the field<br />

A Non-Perfect Proposal<br />

Student: XX, ID 123456<br />

Supervisor: Simon Beausaert & Mien Segers<br />

Theoretical Background<br />

Talent management has taken a central role in organizations since they have realized that continuous<br />

performance development drives business success (ref.). Therefore stimulating <strong>and</strong> monitoring<br />

continuing pr<strong>of</strong>essional employee development has become essential. Pr<strong>of</strong>essional development is the<br />

“systematic maintenance, improvement <strong>and</strong> broadening <strong>of</strong> knowledge <strong>and</strong> skills <strong>and</strong> the development<br />

<strong>of</strong> personal qualities necessary for the execution <strong>of</strong> pr<strong>of</strong>essional <strong>and</strong> technical duties throughout the<br />

individual’ working life” (Freidman et al., 2002; in Lawton & Wimpenny, 2003). The competences <strong>of</strong> an<br />

employee, individual knowledge, skills, attitudes, <strong>and</strong> behaviors that are linked to high performance<br />

<strong>and</strong> provide the organization with sustainable competitive advantage (Athey & Orth, (1999) need to<br />

develop continuously. To stimulate that development instruments need to be found that formally <strong>and</strong><br />

informally stimulate continuous learning <strong>and</strong> pr<strong>of</strong>essional development in an integrated, coherent <strong>and</strong><br />

longitudinal way <strong>and</strong> that summatively monitor whether competence is being achieved. The portfolio is<br />

acclaimed as such an assessment instrument (Driessen et al., 2007). It is defined as an autonomous <strong>and</strong><br />

purposeful collection <strong>of</strong> evidences <strong>of</strong> a person’s competence (Smith, 1997) to get insight into potential<br />

competence developments (Wiggins, 1989) in order to determine performance-related learning needs<br />

<strong>and</strong> stimulate learning activities to improve performance (Smith & Tillema, 1998). There is evidence<br />

that effective portfolio assessment is a tool to pursue continuing learning (Mathers et al., 1999).<br />

Portfolios are perceived as effective if they contribute to performance improvement (Broad &<br />

Newstrom, 1996). Remark that (research on the perception <strong>of</strong> assessment – Biggs)<br />

10


However, research has highlighted several individual as well as organizational elements that influence<br />

the effectiveness <strong>of</strong> portfolios. Empirical research has shown that individual factors such as motivation,<br />

personality or ability influence the portfolio’s effectiveness (Bartram & Roe, 2008).<br />

Besides some personal characteristics which fell out <strong>of</strong> the scope <strong>of</strong> this research, the literature states<br />

that the environment influences portfolio effectiveness (Smith & Tillema, 1998).<br />

The perceived organizational environment or climate is defined as “individual employee’s perceptions<br />

<strong>of</strong> the organizational attributes that give rise to motivation, norms, behavior, <strong>and</strong> culture itself”<br />

(Michaela & Burke, 2000). Influencing organizational attributes or dimensions that are mentioned in<br />

the literature comprise continuous learning, inquiry <strong>and</strong> dialogue as well as collaboration <strong>and</strong> team<br />

learning (Marsick & Watkins, 2003).<br />

Problem Statement<br />

Based on the preceding findings we formulated the following research question: Which aspects <strong>of</strong> the<br />

organizational climate influence the effectiveness <strong>of</strong> portfolio assessment as a tool to increase<br />

employee performance? It is the aim to gain insight into the dimensions <strong>of</strong> the perceived work climate<br />

that influence the perceived effectiveness <strong>of</strong> portfolio assessment.<br />

Significance<br />

There is a lacuna in the literature on portfolio-assessment regarding the influence <strong>of</strong> the organizational<br />

climate on the effective use <strong>of</strong> portfolio assessment. Therefore, the results <strong>of</strong> this study are <strong>of</strong> scientific<br />

as well as strategic significance. Besides contributions to the literature, this study serves HRpractitioners<br />

as it provides indications about how to promote a climate with effective portfolio<br />

assessment.<br />

Method<br />

For this exploratory study, a questionnaire is taken from 100 employees, using portfolio assessment or<br />

a personal development plan (PDP) <strong>and</strong> working in the same organization. The different variables are<br />

measured with the following scales:<br />

1. Perception PDP (adapted from Segers, Gijbels, & Thurlings, 2008).<br />

1.1. Perceived goal (s)<br />

To measure the goals an organization aspires after with a PDP as perceived by the employee the<br />

“Perceived Goals Questionnaire” <strong>of</strong> Beausaert, Segers & Gijselaers (2009) is employed. It rates possible<br />

goals on a 5-point-Likert scale concerning the strength <strong>of</strong> its pursuit. The 13 items include for example<br />

personal/pr<strong>of</strong>essional development, (self-) assessment, learning <strong>and</strong> stimulating reflection.<br />

1.2. Perceived Implementation<br />

The perceived implementation <strong>of</strong> the PDP is measured with the “Implementation Structure<br />

Questionnaire” (Beausaert, Segers & Gijselaers, 2009). It contains 8 items that elaborate on the formal<br />

structure <strong>and</strong> general usage <strong>of</strong> the PDP.<br />

1.3. Perceived Practice<br />

The perceived practice <strong>of</strong> the PDP is measured with an adapted version <strong>of</strong> the “Assessment Experience<br />

Questionnaire” (AEQ) (Segers, Gijbels & Thurlings, 2008). It is based on the 11 conditions for<br />

assessment to enhance learning (Gibbs, Simpson, & MacDonald, 2003; Gibbs & Simpson, 2004). Within<br />

42 items that focus on feedback conditions the following is measured on a 5-point-Likert scale: The<br />

amount <strong>and</strong> distribution <strong>of</strong> employee effort (e.g. “On this training it is possible to do quite well without<br />

11


studying too much”), the PDP assessment <strong>and</strong> learning (e.g. “Making the PDP brought things together<br />

for me”), quantity <strong>and</strong> timing <strong>of</strong> feedback (e.g. “The feedback comes back very quickly”), quality <strong>of</strong><br />

feedback (e.g. “The feedback helps me to do things better”) <strong>and</strong> what you do with the feedback (e.g. “I<br />

tend to only read the marks”). The questions <strong>of</strong> the AEQ were adapted from an educational to an<br />

organizational setting. Thus, for example, “I have to work on my PDP on a regularly basis to get good<br />

grades for this course” became “I have to work on my PDP on a regularly basis to get good evaluations”.<br />

2. Perceived Environment <strong>of</strong> Performance (Organizational Climate)<br />

To measure the perceived environment <strong>of</strong> performance Marsick & Watkins’ Dimensions <strong>of</strong> the Learning<br />

Organization Questionnaire (DLOQ) is used (2003). The DLOQ comprises 19-items on a 5-point-Likert<br />

scale. On the individual level, the dimensions <strong>of</strong> continuous learning as well as inquiry <strong>and</strong> dialogue are<br />

measured (e.g. “In my organization, people view problems in their work as an opportunity to learn”)<br />

while on the team or group level, collaboration <strong>and</strong> team learning are measured (e.g. “In my<br />

organization, teams/groups have to freedom to adapt their goals as needed”).<br />

3. Performance<br />

The perceived improvement <strong>of</strong> performance is measured using an adapted version <strong>of</strong> the “Output <strong>of</strong><br />

Transfer Behavior Scale” (Xiao, 1996). It contains 6-items, scored on a 5-point-Likert scale. For example,<br />

“Using the new KSA has helped me improve my work” was translated into “Using a PDP has helped me<br />

to improve my work”. Besides, proxy measures <strong>of</strong> performance as “Did you recently promote to a<br />

higher function” are applied.<br />

Controlled for:<br />

Personal background information are taken into account since different effects <strong>of</strong> the variables on the<br />

perception <strong>of</strong> the PDP, the perceived environment as well as performance <strong>of</strong> the employee are<br />

expected. More specific, the research controls for gender, age, education, function, department <strong>and</strong><br />

experience <strong>of</strong> the employee.<br />

To sum up, this research is based on the following concepts, variables <strong>and</strong> instruments:<br />

Concepts Variable Scale Author<br />

Perception PDP Perceived goal (s) Perceived Goals<br />

Questionnaire<br />

Organizational<br />

Climate<br />

Perceived<br />

Implementation<br />

Implementation<br />

Structure<br />

Questionnaire<br />

Perceived Practice Adopted Assessment<br />

Experience<br />

Questionnaire<br />

Dimensions <strong>of</strong> the<br />

Learning Organization<br />

Questionnaire (DLOQ)<br />

Beausaert, Segers,<br />

Gijselaers, 2008<br />

Beausaert, Segers,<br />

Gijselaers, 2008<br />

Segers, Gijbels,<br />

Thurlings, 2008<br />

Marsick & Watkins,<br />

2003<br />

12


Performance Perceived Performance Adopted Output <strong>of</strong><br />

transfer behaviour<br />

scale<br />

References (draft)<br />

Proxy measures <strong>of</strong><br />

performance<br />

Proxy performance<br />

measures<br />

Xiao, 1996<br />

Beausaert, Segers, &<br />

Gijselaers (2009)<br />

Athey, T. R., & Orth, M. S. (1999). EMERGING COMPETENCY METHODS FOR THE FUTURE. Human<br />

Resource Management, 38(3), 215-226.a<br />

Gibbs, G., & Simpson, C. (2004). Does your assessment support your student’s learning? Journal<br />

<strong>of</strong> Learning <strong>and</strong> Teaching in Higher Education, 1, 3-21.<br />

Gibbs, G., Simpson, C., & MacDonald, R. (2003). Improving student learning through<br />

changing assessment – a conceptual <strong>and</strong> practical framework. Paper presented at the European<br />

Association for Research into Learning <strong>and</strong> Instruction Conference, August, Padova, Italy.<br />

Marsick, V.J., & Watkins, K.E. (2003). Demonstrating the value <strong>of</strong> an organization’s learning<br />

culture: The dimensions <strong>of</strong> the learning organization Questionnaire. Advances in Developing<br />

Human Resources, 5, 132-151.<br />

Mathers, N.J., Challis, M.C., Howe, A.C., & Field, N.J. (1999). Portfolios in continuing<br />

medical education effective <strong>and</strong> efficient? Medical Education, 33, 521-530.<br />

Segers, M., Gijbels, D., Thurlings, M. (2008). The relationship between students’ perceptions <strong>of</strong><br />

portfolio assessment practice <strong>and</strong> their approaches to learning. Educational Studies, 34 (1), 35-<br />

44.<br />

Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for pr<strong>of</strong>essionals.<br />

Sc<strong>and</strong>inavian Journal <strong>of</strong> Educational Research, 42, 193-205.<br />

Xiao, J. (1996). The relationship between organizational factors <strong>and</strong> the transfer <strong>of</strong> training in the<br />

electronics industry in Shenzhen, China. Human Resource Development Quarterly, 7, 55-72.<br />

13


5. How to look for literature<br />

Search for scientific publications in the following database (access via the UM Library):<br />

- PsycINFO,<br />

- Web <strong>of</strong> Science,<br />

- SocINDEX<br />

- Behavioral Sciences Collection<br />

- PubMed,<br />

- ERIC<br />

- ScienceDirect<br />

- EBSCO (containing ERIC, PsycINFO, Psychology, SocINDEX <strong>and</strong> Behavioral<br />

Sciences Collection)<br />

- Google Scholar: Google scholar will also give you articles which are not peerreviewed<br />

<strong>and</strong> thus may lack quality<br />

6. How to choose a method?<br />

Depending on your hypothesis <strong>and</strong> data collection you choose a scientific method to analyze your data.<br />

In order to help you in this selection process we give you an overview on the next page taken from the<br />

book <strong>of</strong> Andy Field. Just follow the decision tree. If you have more questions, please use the opportunity<br />

to ask them during the skills lab in January.<br />

14


How to choose a method<br />

15


7. Data Analysis with SPSS<br />

Step 1: Cleaning your data file in SPSS clean your data file in SPSS<br />

1. Recoding<br />

= reverse the codes (mostly 1 to 5) <strong>of</strong> the items that were formulated in a negative way.<br />

Go to:<br />

Transform<br />

Compute<br />

Target variable = new (= reversed) variable; for example LEARN01r (= item 1 <strong>of</strong> the<br />

concept “learning”, but recoded – the ‘r’ st<strong>and</strong>s for ‘recoded’ = ‘reverse coded’).<br />

Numeric expression; for example 6 – LEARN01r<br />

Transform<br />

Compute<br />

Paste<br />

Copy-paste<br />

Run<br />

2. Alpha’s (if you are working with a newly constructed questionnaire, you<br />

need to do a factor analysis first (in the book <strong>of</strong> Field: see Factor Analysis))<br />

= measure <strong>of</strong> reliability: tells you to which degree the items <strong>of</strong> a certain concept are really<br />

measuring what the concept is measuring (e.g. are the items <strong>of</strong> the concept “learning <strong>and</strong><br />

reflection” really measuring the employee’s learning <strong>and</strong> reflection?)<br />

Go to:<br />

Analyze<br />

Scale<br />

Reliability analysis<br />

Move 1 subscale to the right<br />

statistics<br />

Item – scale – scale if item deleted – inter item correlations<br />

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3. Missing values<br />

= when a respondent skips an item, we call it “a missing value”.<br />

Go to:<br />

Transform<br />

Count<br />

Target variable (= ‘new variable, for example: mLEARN = missing values <strong>of</strong> the learning<br />

<strong>and</strong> reflection scale remark: the name <strong>of</strong> the target variable should not contain more<br />

than 8 characters)<br />

Numeric variables = include all items that are part <strong>of</strong> the scale (for example: all the LEARN<br />

variables – LEARN01 to LEARN08)<br />

Define variables<br />

System- or user-missing<br />

Paste<br />

Run<br />

4. Scale scores<br />

= measuring how each participant scores for a concept. This is calculated by taking the<br />

mean <strong>of</strong> the participant’s answers for the items <strong>of</strong> the concept. This results in a scale score<br />

for every participant.<br />

Go to:<br />

Transform<br />

Compute<br />

Target variable (for example: LEARN, remark: the name should again not include more<br />

than 8 characters)<br />

Numeric expression: MEAN between brackets you include the items (don’t forget to put<br />

commas between the different items!)<br />

If<br />

Include if case satisfies condition (for example: LEARN < 4 80% <strong>of</strong> the items have to be<br />

answered: If a respondent has answered 80% <strong>of</strong> the items belonging to a certain concept,<br />

this participant’s scale score will be measured. If not, the participant’s scale score won’t be<br />

calculated.)<br />

Run<br />

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Step 2: Data Analysis<br />

5. Correlations (work with the scale scores!)<br />

Indicate the (non-causal) relation between two variables<br />

Go to:<br />

Analyze<br />

Correlate<br />

Bivariate<br />

Options<br />

Exclude cases listwise<br />

6. Regression (indicates causality)<br />

Go to:<br />

Analyze<br />

Regressions<br />

Line<br />

7. ANOVA<br />

Comparing several means<br />

Go to:<br />

Analyze<br />

Compare means<br />

One-Way ANOVA<br />

For further information about data analysis with SPSS we refer to the book <strong>of</strong> Andy<br />

Field: “Discovering Statistics Using SPSS (Introducing Statistical Methods series)”<br />

18


8. Academic Writing Skills & References<br />

We refer to the Academic Writing Skills <strong>Guide</strong> written by Robert Wilkinson & Jeannette<br />

Hommes. The guide can be found on EleUM <strong>and</strong> contains the following chapters (among<br />

others):<br />

o Structuring your thesis p. 14<br />

o Citation <strong>of</strong> Sources using APA p. 36<br />

o Manuscript presentation p. 59<br />

At Maastricht University we use the APA (American Psychological Association)<br />

st<strong>and</strong>ards for citing sources. APA <strong>of</strong>fers an online Video <strong>Guide</strong> on how to cite sources<br />

in your text.<br />

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9. Checklists<br />

Checklist <strong>Master</strong> <strong>Thesis</strong> Procedure<br />

To Do <strong>Master</strong> <strong>Thesis</strong> Process<br />

Choose Topic<br />

Contact the supervisor<br />

Schedule meetings with your supervisor<br />

Enroll in Skills Lab<br />

H<strong>and</strong> in your proposal to your supervisor<br />

include a problem statement that tells exactly what you want to do including the<br />

research question(s) you want to answer<br />

explain your research: objectives, hypotheses, research questions, possible<br />

approaches to answering these questions, significance <strong>of</strong> your topic<br />

Write your thesis<br />

Checklist <strong>Master</strong> <strong>Thesis</strong> Components<br />

<strong>Master</strong> <strong>Thesis</strong> Components<br />

Title Page<br />

Acknowledgments<br />

Abstract<br />

Table <strong>of</strong> Contents<br />

Table <strong>of</strong> Tables / Figures<br />

Introduction<br />

Theoretical Background<br />

Research question(s) (if applicable)<br />

Methods<br />

Results<br />

Discussion <strong>and</strong> Conclusion<br />

References<br />

Appendices (if any)<br />

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10. <strong>Thesis</strong> Evaluation Form<br />

General information<br />

Name <strong>of</strong> student<br />

ID <strong>of</strong> student<br />

(also to be indicated in the file name <strong>and</strong><br />

in the email reference)<br />

Study programme<br />

Track (if applicable)<br />

Name <strong>of</strong> supervisor<br />

(also to be indicated in the file name <strong>and</strong><br />

in the email reference)<br />

Department<br />

Title <strong>of</strong> thesis<br />

Final grade (number)<br />

Final grade (in writing)<br />

Date<br />

Evaluation <strong>of</strong> criteria Grade (0-10, only whole or half marks)<br />

Research question <strong>and</strong> relevance<br />

Research methodology<br />

Literature review<br />

Theory development<br />

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Evaluation <strong>of</strong> criteria Grade (0-10, only whole or half marks)<br />

Data collection <strong>and</strong> analysis or theoretical<br />

validation<br />

Interpretation <strong>of</strong> findings in the context<br />

<strong>of</strong> the limitations <strong>of</strong> the research<br />

methodology<br />

Arguing on scientific as well as societal<br />

added value <strong>of</strong> the master thesis research<br />

Recommendations <strong>and</strong> implications for<br />

academia <strong>and</strong> practice<br />

Structure <strong>and</strong> design<br />

Scientific writing <strong>and</strong> language<br />

Ability to work independently, meet<br />

agreed upon deadlines, <strong>and</strong> manage a<br />

longer term project within a tight<br />

schedule (only first supervisor)<br />

Research ethics<br />

Showing a growth curve in the<br />

aforementioned competences (only first<br />

supervisor)<br />

Defense<br />

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