Master Thesis Guide - School of Business and Economics ...
Master Thesis Guide - School of Business and Economics ...
Master Thesis Guide - School of Business and Economics ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
<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 />
16
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 />
17
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 />
19
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 />
20
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 />
21
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 />
22