master degree thesis supervisor

Masters Thesis and Supervisor

[Part of the Policies of the CHD, August 2019]

Master’s Thesis

A candidate for a terminal Master's degree, with the prior approval of a faculty supervisor and of the CHD, may undertake an extended reading and research project resulting in what amounts to a Master's thesis. The thesis is optional for the S.M. degree and required for the M.E. degree. In connection with this project, an S.M. candidate may take no more than two SEAS letter-graded reading and research courses (299r), no more than one in any given semester. M.E. candidates may take up to one 299r course as part of the eight letter-graded courses and are required to take eight 300-level reading and research courses.

Second Reader

When a thesis project is pursued in connection with a terminal Master’s degree, the thesis supervisor, in consultation with the student, shall nominate an outside reader who is a member of the SEAS faculty for approval by the CHD by course-enrollment day of their second semester in the case of SM students, or by course-enrollment day of their third semester for M.E. students. Ordinarily, both the supervisor and reader must be members of the SEAS faculty; exceptions must be approved by the CHD.

An initial draft of the thesis must be transmitted to the supervisor before Spring Recess of the student’s final semester (or Thanksgiving Recess if the student’s final semester is the fall). The final draft of the thesis, incorporating any revisions given on prior drafts by the thesis supervisor and outside reader, must be transmitted to the thesis supervisor and outside reader by the first day of Reading Period, and the student should simultaneously submit a one- or two-page abstract to the Office of Academic Programs. The thesis supervisor and outside reader should each submit to the Office of Academic Programs by the last day of Reading Period a letter giving their evaluation of the thesis.

It is expected that such a thesis will represent a more substantial contribution than is customary for an undergraduate senior thesis, but less so than a doctoral dissertation. The thesis will follow a similar format to a Ph.D. dissertation, and satisfy similar criteria. The main difference is in the volume of original work expected of a master’s thesis, which might have the content of roughly 25% of original research as in the Ph.D. dissertation. No part of a master’s thesis may be included in a subsequent Ph.D. dissertation. The student should note that the following four points should be covered in a master’s thesis: introduction, stating the question being asked, or hypothesis being tested, or design challenge being addressed; literature review, summarizing pertinent prior work; original research or design; and conclusions, stating what was learned.

The thesis abstract and evaluations will be made part of the student's permanent record. When an S.M. or M.E. program plan approved by the CHD provides for or requires the preparation of a thesis, awarding of the degree will not be recommended until the abstract and satisfactory evaluations have been received by the Office of Academic Programs. Unsatisfactory evaluations of the thesis will be reflected as unsatisfactory grades given by the supervisor in the student’s 300-level and/or 299r courses and will preclude the awarding of the M.E. degree; M.E. students who otherwise have met the requirements for the S.M. may apply for that degree to be conferred on the next degree date.

M.E. students who are in-between supervisors

M.E. students who do not remain with their initial supervisor are expected to secure a new supervisor by the end of the second semester. Students who cannot identify a new supervisor by that time will be expected to withdraw from the program based on a lack of progress to degree, receiving the S.M. if they have met the requirements for that degree. Such students may petition to remain for a third semester in order to satisfy the S.M. requirements.

The new supervisor will normally be a member of the SEAS faculty. Permission for a student to have a non-SEAS supervisor may be given by the Director of Graduate Studies; such students must also have a SEAS faculty member as co-advisor.

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Roles and responsibilities of supervisors

Introduction

Knowledge of regulations, policies and procedures
Advice on program of study, research and professional development
Meetings/consultation
Financial assistance
Intellectual property
Publications
Withdrawal of supervisory duties
Accommodation

Introduction

Effective graduate student supervision requires complex interactions between graduate students and their supervisors. The role of a supervisor is threefold: to advise graduate students, monitor their academic progress, and act as a mentor. Supervisors not only provide guidance, instruction and encouragement in the research activities of their students, but also take part in the evaluation and examination of their students’ progress, performance and navigation through the requirements of their academic program with the goal to ensure that their students are successful.

Supervisors are responsible for fostering the intellectual and scholarly development of their students. They also play an important role in providing advice about professional development and both academic and non-academic career opportunities, as they are able, and based upon the student’s career interests.

While these expectations apply to all graduate students, supervising PhD students reflects a longer-term, more substantive commitment. The privilege to supervise PhD students requires that the supervisor hold Approved Doctoral Dissertation Supervisor (ADDS) status. The intent of ADDS policy is to ensure that faculty have the appropriate knowledge to facilitate excellence in PhD supervision.

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Knowledge of regulations, policies and procedures

Effective graduate student supervision requires a knowledge and understanding of the University’s requirements and expectations. To this end, supervisors should:

2.1 Be knowledgeable and remain updated on department, Faculty and University regulations, policies and procedures, and have these protocols guide the supervisors’ decision-making and behaviour as they interact with graduate students. Supervisors are encouraged to take the necessary steps to be well-informed with those Policies identified in section 1.2 .

2.2 Be familiar with the support services available to students and faculty at the University including those articulated in section 1.2 . This information is normally available through department graduate co-ordinators, Faculty Graduate Studies Offices, Graduate Studies and Postdoctoral Affairs (GSPA), the Graduate Student Association (GSA) or the University Secretariat.

2.3 Be informed about University of Waterloo policies and procedures that inform academic integrity (Office of Research).

2.4 Be aware of the University of Waterloo and Tri-Agency policies and procedures associated with the conduct of research. Where appropriate, supervisors should be prepared to provide guidance to students on:

The responsible conduct of research, with particular emphasis on the Tri-Agency Framework as defined in the Faculty Association of University of Waterloo (FAUW) /University of Waterloo memorandum of Agreement (Section 14).
The ethical conduct of research (Office of Research) involving animals, animal or human tissues, and human participants

2.5 Have knowledge of the policies and procedures that govern international travel and security that can be found at Waterloo International.

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Advice on program of study, research and professional development

As noted above, supervisors are expected to serve as mentors to their graduate students. To this end, supervisors should be prepared to provide well-informed advice on academics and professional development. More specifically, supervisors should be prepared to advise students on:

2.6 An academic program that is challenging, at the appropriate level for the degree being sought, and that can be accomplished within commonly understood and desirable time and resource expectations of the student and the supervisor.

2.7 The choice of courses and seminars needed to fulfil the degree requirements.

2.8 The development and construct of a research topic and proposal.

2.9 The development of a communication plan with the supervisory/advisory committee as to how the student’s progress will be assessed (including during thesis writing and completion), and the role of advisory committee members in the assessment.

2.10 The availability of internships, practica, co-op or other experiential learning opportunities as part of the program.

2.11 The availability of professional development resources for Waterloo graduate students to help advance the students’ career objectives.

Meetings/consultation

The establishment and communication of common expectations are critical elements to positive experiences for both graduate students and their supervisors. Achieving these outcomes can be facilitated by regular meetings and/or consultation between students, their supervisors, and where appropriate advisory committees. Especially important is timely feedback on students’ written submissions.

The University encourages supervisors to:

2.12 Ensure, especially important in the case of doctoral students, that the student has:

An advisory committee as required.
A program of study consistent with department and Faculty requirements that has been approved by the advisory committee as required.
A research plan that is appropriate in breadth, depth and time to completion (see Milestones in master's and doctoral programs ).

2.13 Arrange for regular (as agreed by the student and supervisor) meetings (which may involve the advisory committee) with students for consultation to ensure steady progress. The frequency of such meetings will depend on the discipline/field of study, type of program, and the student’s progress. At least two, preferably more, meetings should be arranged in each academic term. Supervisors should also be reasonably accessible for meetings requested by their students. The approach to these student meetings should be individualized to reflect the needs of the student. For example, some students may need more support while other may need less.

2.14 Communicate their evaluation of student progress to the department once a year or more often if required. The report should clearly indicate the status of the student’s progress (i.e., satisfactory or unsatisfactory). In the latter case, the report must include a clearly articulated set of conditions that if satisfied will restore the student’s status to satisfactory. Where the supervisor feels that the student will have serious difficulties finishing the program, the supervisor, in consultation with the advisory committee as appropriate, will inform in writing, both the student and the graduate officer of the nature of the problem(s), suggested remedies and may recommend withdrawal from the program. More information on assessing students’ progress can be found in the Graduate Studies Academic Calendar.

2.15 Thoroughly review and provide constructive feedback on all written materials relevant to the thesis or research paper submitted by their students. The supervisor and the student are encouraged to establish in writing expectations on what constitutes timely feedback; a timeframe of two to three weeks depending on the complexity of the document is commonly applied. However, this can vary depending on various circumstances such as travel or vacation. These circumstances should be discussed between the supervisor and student.

2.16 Have knowledge of the guidelines for evaluating students’ progress in a research program (Graduate Studies Academic Calendar).

2.17 Inform students about the broad spectrum of resources available (Writing and Communication Centre) to facilitate development of oral communication and writing skills.

2.18 Be active and supportive in promoting students’ well-being. This may include:

Inquiring about a student’s well-being, as appropriate.
Directing students to appropriate support services , including Mental Health and Wellness resources (Campus Wellness).
Displaying empathy towards the student.

2.19 Complete as appropriate the University requirements for Sexual violence awareness, referral and support training (Human Rights, Equity and Inclusion Office) to understand how to respond to disclosures of sexual violence and refer students to the appropriate supports.

The University recognizes that supervisors will be away from the University for extended periods of time (e.g., sabbatical, satellite campus, visiting professorship). Being physically away from the University does not preclude a supervisor from remaining engaged with their graduate students. In cases where the supervisor will not be available either in person or via electronic communications, the supervisor should:

2.20 Inform students, prospective students and the department of any anticipated extended period where communication will not be occurring. In cases when the absence is for a period of two months or more, supervisors should arrange for suitable communication methods. Interim supervision also must be arranged, for example, using members of advisory committees. Supervisors must inform the student’s department (chair/graduate officer) of the arrangements made for the period of absence, including supervision of laboratory or field work where graduate students continue to work during the absence.

2.21 Ensure students know that in situations where a supervisor works away from campus for two months or more and where their students can accompany the supervisor, the decision to remain on campus or to follow the supervisor rests entirely with the student. Students shall face no pressure (explicit or implicit) or consequences when making this choice and are not required to provide any reason.

As with the departmental representatives, supervisors have responsibility to advance safety. More specifically, supervisors should:

2.22 Ensure a safe working environment both on and off campus (working alone, field work) by assessing hazards and implementing appropriate controls. This must be in accordance with the Occupational Health and Safety Act, Policy 34 (Secretariat) and department and Faculty regulations. All supervisors must complete mandatory health and safety supervisor awareness training (Safety Office) and must ensure that graduate students complete both mandatory and work-specific safety training. More information can be found on the Safety Office website.

2.23 Ensure that students obtain additional training when new safety risks arise and ensure training is kept up to date.

Inherent to graduate education are the dissemination of knowledge and the participation in scholarly activities away from the University campus. Travel (domestic and international) can include fieldwork, conferences, course work and other work related to the thesis. Supervisors are encouraged to support students’ travel to accomplish these important objectives. Supervisors should:

2.24 Follow or encourage students to follow Policy 31 (Secretariat) that governs University-sanctioned travel.

2.25 Categorize and report risk associated with travel. Low risk (Safety Office) are activities for which it is expected that participants will encounter hazards that are no greater than what they encounter in their everyday lives. Examples of significant risk (e.g. industrial sites, remote regions etc.) are noted on the Safety Office website . Travel or field work that involves significant risk must be documented using the Fieldwork Risk Management Form from the Safety Office . For low risk activities off campus, supervisors should:

Provide advice on preparation for pre-departure orientation and planning for any travel and including associated risk, as they are able;

2.26 Document the student(s) location and duration of travel, including personal and emergency contact information. Review the material provided by Waterloo International to understand how to best mitigate risk and ensure safety for international travel.

2.27 Encourage students to register using the Pre-departure Travel Form at Waterloo International .

2.28 Consult the Government of Canada Travel Advice and Advisories web page for the international destination and discuss the mitigation of risk with the students to the destination.

Financial assistance

Supervisors regularly provide financial support for their graduate students. Both the supervisor and the student benefit when a clear understanding exists of the value of funding, and the academic outcomes that should occur from the supported activities. Specifically, supervisors should:

2.29 Be informed about the spectrum of funding opportunities available through the department, Faculty and Graduate Studies and Postdoctoral Affairs (GSPA) for students in financial need and to communicate these sources to student.

2.30 Communicate clearly and in writing to their students the terms (e.g., amounts, length of time, conditions) of the financial commitment being made when financial assistance is to be provided from research grants or contracts under the supervisor’s direction.

2.31 Support students’ understanding of their funding, including a consideration of student expenses (primarily tuition and housing) and taxation, if appropriate.

Intellectual property

Increasingly, students and supervisors enter into their academic relationships with previously established intellectual property (IP). Moreover, students and supervisors may have an expectation that their collective work may produce new IP. Best practices include the articulation of students’ and supervisors’ understanding of IP relationships at regular intervals throughout the students’ academic program. More specifically, supervisors should:

2.32 Discuss issues related to intellectual property such as patents, software, copyright, and income from sales and royalties, and inform students of University policies about intellectual property and the conduct of research. It should be recognized that, in accordance with Policy 73 (Secretariat), intellectual property normally is owned by the creators. However, the University retains a royalty-free right to use, for educational and research purposes, any intellectual property created by faculty, staff and students. Ideally, supervisors and students should enter into a written agreement that expresses IP owned by either party prior to beginning the research relationship and the default way in which IP created by the researchers’ joint activities will be owned. A common example is an assumption in the absence of an explicit agreement of joint IP ownership, with each researcher owning an equal share.

2.33 Ensure that students are aware of implications and/or obligations regarding intellectual property of research conducted under contract. If appropriate, discuss with their students and any research partners the protection of intellectual property by patent or copyright. Any significant intellectual contribution by a student must be recognized in the form of co-authorship. Supervisors must convey to students, in advance of publication, whether they intend to recognize the student as co-author for work under contract.

Publications

Academic outputs – in various forms – document and demonstrate ownership of creative research and other scholarly activities. These outputs are important for advancing knowledge and catalyzing additional scholarly activity in these areas and should be encouraged. When supervisors and graduate students work collectively on these academic works, it is important for both that their relative contributions are represented appropriately. To achieve these goals, supervisors should:

2.34 Discuss with their students, at an early stage of their program, authorship practices within the discipline and University policies about publications ( Policy 73 on the Secretariat website).

2.35 Discuss and reach agreement with students, well in advance of publication and ideally at the outset of collaboration, the way in which authorship will be shared, if appropriate, between the supervisor, the student and other contributors for work conducted under contract.

2.36 Encourage the dissemination of students’ research results by publication in scholarly and research journals, presentation at conferences (domestic or international) and seminars;

2.37 Motivate the dissemination of research through non-traditional or non-academic avenues (e.g. Open Access resources, public presentations, and popular media).

Withdrawal of supervisory duties

In rare cases supervisors may determine that they are not prepared or able to continue in a supervisory capacity. When this occurs, the supervisor is required to:

2.38 Follow the guidelines in the Graduate Studies Academic Calendar regarding University Responsibilities Regarding Supervisory Relationships that outlines the steps for dissolution of the supervisory relationship.

Accommodation

The University is eager to establish conditions that maximize graduate students’ likelihood of success. To this end, supervisors:

2.39 Have a duty to engage in accommodations processes with AccessAbility Services , as requested, and to provide appropriate accommodation to the point of undue hardship.

2.40 Remain informed of their roles and responsibilities with respect to accommodations.

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Eight tips to effectively supervise students during their Master's thesis

Jul 30, 2021 PhD

I am a fan of knowledge transfer between peers, teaching what I know to others and learning back from them. At University I frequently helped my fellow course mates with the material, so I was very interested in formally mentoring students when I started my PhD. Luckily my supervisor, who is really talented at this, agreed to let me help him with supervising some Master’s theses. In this article, also published as a Nature Career Column , I present eight lessons that I learned by watching him at work and trying on my own.

I supervised three Master’s students in the past year. One of them was quite good and independent, did not need a lot of guidance and could take care of most things on his own, while the other two required a fair amount of help from us, one of them even coming close to not graduating successfully. Dealing with the difficult situations is when I learned the most important lessons, but regardless of the ability of the students a common thread soon appeared.

But first, here’s a brief digression on how that happened. While I was writing a draft for this blog, I noticed an interesting article on Nature’s newsletter. While I was reading it, I felt its style was quite similar to what I usually aim for in this blog: use headlines to highlight the important points, and elaborate on those with a few paragraphs. I then noticed the author of that column was a PhD student, and I thought: “how comes she has an article there? Why can she do that? Can I do that?”. I quickly found how to do it , finished the draft and sent it to them, and, after eight rounds of review in the course of two months, the article was finally up! The editor was very responsive and we could iterate quickly on the manuscript, and the quality of the writing is so much better than what I had originally sent in. On the other hand, I sometimes felt the message was being warped a bit too much. After the editing process was finished I had to agree to an Embargo Period of six months during which Nature had the exclusive right of publishing the final version on their website. As those six months are now over, I am finally allowed to publish the final version here, too. Enjoy!

This is a post-peer-review, pre-copyedit version of an article published in Nature Career Column . The final authenticated version is available online at: https://doi.org/10.1038/d41586-021-02028-1 .

The lessons I learnt supervising master’s students for the first time

PhD student Emilio Dorigatti supported three junior colleagues during their degrees.

I started my PhD wanting to improve not only my scientific abilities, but also ‘soft skills’ such as communication, mentoring and project management. To this end, I joined as many social academic activities as I could find, including journal clubs, seminars, teaching assistance, hackathons, presentations and collaborations.

I am a bioinformatics PhD student at the Munich School for Data Science in Germany, jointly supervised by Bernd Bischl at the Ludwig Maximilian University Munich and Benjamin Schubert at the Helmholtz Centre Munich, the German Research Center for Environmental Health. When I went to them asking to gain some experience in communication and mentoring soft skills, they suggested that I co-supervise three of Benjamin’s master’s students.

At first, I felt out of my depth, so I simply sat in on their meetings and listened. After a few months, I began offering technical advice on programming. I then started proposing new analyses and contributions. Eventually I became comfortable enough to propose a new master’s project based on part of my PhD research; Benjamin and I are now interviewing candidates.

I gained a great deal from this experience and I am grateful to both of my supervisors for supporting me, as well as to the students for staying motivated, determined and friendly throughout. Here are some of the things I learnt about how to ensure smooth collaboration and a happy outcome for all of us.

Draft a project plan

With Benjamin and Bernd, I put together a project plan for each of the master’s students. Drafting a two-page plan that ended up resembling an extended abstract for a conference forced us to consider each project in detail and helped to ensure that it was feasible for a student to carry out in their last semester of study.

If you’re a PhD student supervising others, sit down with your own supervisor and agree on your respective responsibilities as part of the project plan. At first, you might want your supervisor to follow you closely to help keep the project on the right path, but as you gain more experience and trust, you might request more autonomy and independence.

Use the project plan to advertise the position and find a suitable student: share it online on the group’s website or on Twitter, as well as on the job board at your department. Advertise it to your students if you are teaching a related topic, and sit back and wait for applicants.

We structured the plans to include a general introduction to the research subject as well as a few key publications. We described the gap in the literature that the project aimed to close, with the proposed methodology and a breakdown of four or five tasks to be achieved during the project. My supervisors and I also agreed on and included specific qualifications that candidates should have, and formalities such as contact information, starting dates and whether a publication was expected at the end.

Benjamin and I decided to propose publishable projects, sometimes as part of a larger paper. We always list the student as one of the authors.

Meet your student regularly

I found that I met with most students for less than an hour per week, but some might require more attention. Most of the time, Benjamin joined the meeting, too. We started with the students summarizing what they had done the previous week and any issues they had encountered. We then had a discussion and brainstorming session, and agreed on possible next steps. I learnt that I do not need to solve all the student’s problems (it is their thesis, after all). Instead, Benjamin and I tried to focus on suggesting a couple of things they could try out. At the end of the meeting, we made sure it was clear what was expected for the next week.

We used the first few weeks to get the students up to speed with the topic, encouraging them to read publications listed in the plan, and a few others, to familiarize themselves with the specific methods that they would be working with. We also addressed administrative matters such as making sure that the students had accounts to access computational resources: networks, e-mail, Wi-Fi, private GitHub repositories and so on.

Encourage regular writing

Good writing takes time, especially for students who are not used to it, or who are writing in a foreign language. It is important to encourage them to write regularly, and to keep detailed notes of what should be included in the manuscript, to avoid missing key details later on. We tried to remind our students frequently how the manuscript should be structured, what chapters should be included, how long each should be, what writing style was expected, what template to use, and other specifics. We used our meetings to provide continuous feedback on the manuscript.

The first two to four weeks of the project are a good time to start writing the first chapters, including an introduction to the topic and the background knowledge. We suggested allocating the last three or four weeks to writing the remaining chapters — results and conclusions — ensuring that the manuscript forms a coherent whole, and preparing and rehearsing the presentation for the oral examination.

Probe for correct understanding

In our weekly meetings, or at other times when I was teaching, I quickly realized that asking ‘did you understand?’ or ‘is that OK?’ every five minutes is not enough. It can even be counterproductive, scaring away less-assertive students.

I learnt to relax a little and take a different approach: when I explained something, I encouraged the students to explain it back in their own words, providing detailed breakdowns of a certain task, anticipating possible problems, and so on.

Ultimately, this came down to probing for understanding of the science, rather than delivering a lecture or grilling an interviewee. Sometimes this approach helps when a student thinks they fully understand something but actually don’t. For example, one of our students was less experienced in programming than others, so for more difficult tasks, we broke the problem down and wrote a sketch of the computer code that they would fill in on their own during the week.

Adapt supervision to the student

Each student requires a different type of supervision, and we tried to adapt our styles to accommodate that. That could mean using Trello project-management boards or a shared Google Doc to record tasks; defining tasks in detail and walking through them carefully; or taking extra time to explain and to fill knowledge gaps. I tried to be supportive by reminding students that they could always send an e-mail if they were stuck on a problem for too long. One of the students found it very helpful to text brief updates outside of scheduled meetings, as a way to hold themselves accountable.

Sometimes, if we felt a student needed to be challenged, we proposed new tasks that were not in the original plan or encouraged them to follow their interest, be it diving into the literature or coming up with further experiments and research questions.

One student conducted a literature review and summarized the pros and cons of the state-of-the-art technology for a follow-up idea we had. That saved some time when we picked up the project after the student left; they learnt lots of interesting things; and the discussion section of the manuscript was much more interesting as a result.

When things go badly, make another plan

Not all projects can be successful, despite your (and your student’s) best efforts. So, as part of each project, my supervisors and I prepared a plan B (and C), working out which tasks were essential and which were just a nice addition. This included a simpler research question that required less work than the original. The initial plan for one of our projects was to compare a newly proposed method with the usual way of doing things, but the new method turned out to be much more difficult than anticipated, so we decided not to do the comparison, and just showed how the new method performed.

Halfway through the project is a good time to evaluate how likely it is that the thesis will be handed in on time and as originally planned. The top priority is to help the student graduate. That might entail either forgoing some of the tasks planned at the beginning, or obtaining an extension of a few months if possible.

Have a final feedback round

After the oral examinations, Benjamin and I met to decide the students’ final grades on the basis of the university’s rubric. We then met the students one last time to tell them our decision, going through each item in the rubric and explaining the motivation for the score we had given. We tried to recall relevant events from the past months to make each student feel the grading was fair.

We also remembered to ask the student for feedback on our supervision and to suggest things they thought we could do better.

Lastly, I encouraged those students to apply for open positions in our lab, and offered to write recommendation letters for them.

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Enrichment Programs

Individualized & Interdisciplinary Studies Program

Guide for thesis supervisors.

Thank you for supervising an individualized major senior thesis project. Your expertise is critical in guiding the student’s project and setting the criteria for its evaluation. The guidelines below outline some considerations particular to individualized major students. They are most appropriate for traditional research projects but may also be relevant to less traditional final projects.

All individualized majors complete a capstone, which provides them an opportunity to integrate knowledge they have acquired during the course of their majors. About 40-45 percent of individualized majors do so by completing a thesis. (The rest complete our capstone course or an approved alternative.)

Thesis projects usually take the form of a traditional research study, but other formats, such as a photo essay, film, website, or piece of creative writing are also possible. Thesis projects, whatever their form, should contribute to the development of knowledge or practice in new ways, involve significant background research, and require sustained attention in the implementation of the project. If the final product takes a less traditional form, it should include a piece of writing that describes the student’s learning process.

Thesis Courses

Some thesis projects will comprise six credits completed over the course of two semesters. This is mandatory for students completing Honors Scholar requirements in their individualized major. Non-honors students may complete a one-semester, three-credit thesis project. Students intending to complete a thesis project must submit a thesis proposal which they have discussed with their thesis supervisor no later than the last day of classes of the semester before they begin their thesis.

In the social sciences and humanities : In the Fall semester of the senior year, students will typically begin their research by enrolling in a thesis-related research seminar, graduate course, or independent study in their thesis supervisor’s department. During the Spring semester, students will enroll in UNIV 4697W Senior Thesis (for which the thesis supervisor serves as instructor) in which they will complete the research and write the thesis. During this process, the student meets regularly with the thesis supervisor for feedback on data collection, evidence gathering, analysis, and writing.

In the sciences , students may follow a more extended sequence, perhaps two to three semesters of data collection and laboratory work (independent studies or research courses) followed by thesis writing (UNIV 4697W) in the final semester.

Learning Outcomes

Individual faculty will differ in expectations regarding research methodology, theoretical approaches, and presentation of findings. Nonetheless, there are some general criteria and intended learning outcomes for all individualized major thesis projects.

The student’s research, analysis, and writing on the thesis project should be relevant to their individualized major and represent an opportunity for them to integrate and deepen at least several aspects of study in the major.
A thesis should do more than summarize the existing literature on a particular topic. It should make an original contribution to the field of study, present new findings in the form of new data, or new, critical interpretations of existing material. It should reflect a good command of the research methodologies in the relevant discipline(s).

Upon completion of the thesis project the student should be able to:

Define a research question and design a substantial research project.
Select a methodological approach to address the research question.
Identify appropriate sources and collect relevant and reliable data that addresses the research question.
Analyze the strengths and limitations of different scholarly approaches to the question, and recognize the resulting interpretative conflicts.
Develop an argument that is sustained by the available evidence
Present that argument in a clear, well-organized manner.

Requirements for Honors Students

As noted above, all Honors students are expected to complete at least six credits of thesis-relevant coursework. In addition, all Honors students are expected to have a second reader and make a public presentation of their thesis project.

Second Reader

We ask Honors students to identify a second reader for their thesis from a relevant discipline, which may be the same as, or different from, the supervisor’s discipline. The second reader will provide the student with a different perspective and may provide additional insights on how to achieve the intended learning outcomes of the thesis. The thesis supervisor, in consultation with the student, determines when to bring the second reader on board. It is the supervisor’s prerogative to define how the grade for the thesis will be determined.

Public Presentation

Honors students are required to make a public presentation of their thesis research in a format negotiated with the thesis supervisor. Where possible, the audience should include the thesis supervisor, the second reader, and an IISP staff member. Other faculty members and the student’s peers may be invited to join the audience, as well.

Existing departmental exhibitions or “Frontiers in Undergraduate Research” make excellent venues for student presentations. If a student cannot find a venue for his or her presentation, please consult with IISP and we will coordinate one.

Note: Although non-Honors students who are completing a thesis are not required to have a second reader or make a public presentation, we would certainly welcome them to do so.

Honors Advising

An IISP staff member serves as Honors Advisor to each individualized major following an Honors Scholar plan of study. The staff member’s role as an Honors advisor is to coordinate and facilitate students’ plans for completing Honors Scholar requirements, including the thesis, and to monitor progress toward completion.

Thesis Course Registration

Specific instructions for registering for UNIV 4697W are available on the Capstone page .

We very much appreciate your willingness to supervise an individualized major’s senior thesis. If you have any questions about the Individualized Major Program or about supervising an individualized major thesis, please contact IISP staff .

Duties of a thesis supervisor and the supervision plan

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Supervision work is closely linked to the intended learning outcomes of the degree and thesis as well as the related grading criteria. In accordance with the Regulations on Degrees and the Protection of Students’ Rights at the University of Helsinki, the student must receive instruction both during their studies and while writing their thesis. See here for instructions on ensuring that your supervision is aligned with the learning outcomes.

The Rector decides on the principles of supervision, including the rights and obligations of the student and the supervisor. The degree programme’s curriculum must contain instructions on how to prepare a personal study plan, along with the practices for approving and updating the plan. Please review the curriculum of your faculty and the thesis grading criteria in order to ensure that your supervision is aligned with the learning outcomes.

In the Rector’s decision, supervision refers to the support provided for the student’s or doctoral candidate’s learning process as they change, gain experience and grow as an expert. As a whole, supervision consists of communication, advice, instruction and special guidance. Supervision and counselling can be organised in a group led by the supervisor, at a seminar, in a peer group of students or doctoral candidates organised by the supervisor or in a personal meeting separately agreed between the supervisor and the student/doctoral candidate. Supervision and counselling can also be provided electronically through, for example, Moodle or other teaching tools available.

Members of the teaching and research staff provide counselling that is related to teaching and research and requires knowledge of the content of different studies and disciplines. This counselling may concern, for example, personal study plans or thesis supervision.

Guidance and counselling are provided in the Finnish and Swedish-language and multilingual degree programmes in Finnish or Swedish depending on the student’s native language or in English or another language as agreed with the student. If the student’s native language is a language other than Finnish or Swedish, guidance and counselling are provided in English or, if agreed with the student, in another language. In English-language master’s programmes and doctoral programmes, guidance can also be provided solely in English.

The degree programme steering group is responsible for ensuring that each student is appointed with a primary supervisor who is responsible for the supervision of their thesis. Additional supervisors may also be appointed. Your supervision plan can be used to agree on the responsibilities related to the supervision.

Supervision as interaction and the supervision plan

Supervision is about interaction with responsibilities that are divided between the different parties of the supervision relationship. Ambiguities related to supervision are often due to the parties’ different expectations regarding the content and responsibilities of the supervision and the fact that the parties are often unaware of the others’ expectations. Below, you can find a table that serves as a great tool for considering the different rights and obligations related to supervision

The policies and practices of supervision should be discussed in the early stages of the thesis process. The supervisor and the student may also prepare a written supervision plan that clarifies the schedule for the supervision and the thesis work as well as the content of the supervision. The plan can also be utilised if any problems arise or you fall behind schedule.

Topics the supervisor should incorporate in the supervision

When supervising a student’s thesis work, remember to pay attention to the following topics:

the responsible conduct of research and avoiding cheating
guiding the student in matters related to data protection
matters related to open access publications and the public availability of theses
inform the student of the general process of thesis examination and approval and the related schedule

Different faculties may have their own decisions and instructions on thesis supervision. Please read the instructions provided by your faculty.

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The supervisor is the key person in a thesis-based graduate degree program. The principal role of the supervisor is to help students achieve their scholastic potential and to chair the student’s Supervisory Committee. The Supervisor will provide reasonable commitment, accessibility, professionalism, stimulation, guidance, respect and consistent encouragement to the student. Learn more

Graduate programs have different expectations regarding prospective students contacting faculty members. Some require commitment of a faculty member as thesis supervisor prior to applying while others assign supervisors in the first year. Please review the requirements for each program in the degree listing under the heading "Admission Information & Requirements" in step 3 "Prepare Application" under "Thesis Supervision".

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Reaching Out Tips

Complete these steps before you reach out to a faculty member.

Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
Identify specific faculty members who are conducting research in your specific area of interest.
Read up on the faculty members in the program and the research being conducted in the department.
Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
Do not send non-specific, mass emails to everyone in the department hoping for a match.
Address the faculty members by name. Your contact should be genuine rather than generic.
Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
Convey the specific ways you are a good fit for the program.
Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
Be enthusiastic, but don’t overdo it.

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Sample emails to your thesis supervisor

A good thesis requires good communication between you and your thesis supervisor. This includes emails! Yet, even a simple email can lead to stress and overthinking. If you struggle to communicate with your thesis supervisor via email, have a look at six sample emails for inspiration.

Disclaimer: This post may contain affiliate links, which means I may earn a small commission if you make a purchase using the links below at no additional cost to you. I only recommend products or services that I truly believe can benefit my audience. As always, my opinions are my own.

General tips for emailing your thesis supervisor

Sample email to thesis supervisor inquiring about potential supervision, sample email to thesis supervisor setting up a meeting, sample email to thesis supervisor sharing post-meeting action points, sample email to thesis supervisor asking for feedback, sample email to thesis supervisor asking for support, sample email to thesis supervisor when not meeting a deadline.

Every relationship between student and thesis supervisor is unique. And everyone has a unique (email) writing style.

Nonetheless, there are a few general tips for emailing your thesis supervisor:

Properly address your supervisor. In some contexts, it is acceptable that students address their supervisors on a first-name basis. In others, it would be completely unthinkable! So make sure to follow context-specific standards, and learn how to address your supervisor depending on their position and rank in the university hierarchy . When in doubt, always go for the more formal option (Dr. x, Professor x, Prof. Dr. x, Mr. x, Ms. x).
Keep your emails short. No one wants to read an email of the length of a novel. Too much text can bury your main request. Always state clearly what you want. Don’t expect your thesis supervisor to read between the lines.
Create accompanying calendar invites to your emails. Once you and your thesis supervisor/s agree on a meeting date via email, make sure that you send everyone involved a calendar invite via email. It will be greatly appreciated.
Don’t overthink your emails too much. You may obsess about formulating a certain sentence or making sure no word is missing and no grammatical mistake is made. While emails to your supervisor should not read like a jotted-down text message, overthinking your emails is also a waste of time. Your supervisor will not judge you if your email includes one whacky sentence or a single spelling mistake.

The first email to a potential thesis supervisor tends to be very formal. If you have never met the potential thesis supervisor in person before, make sure to check out tips on how to cold-email professors. In the following sample email, however, we assume that the student and the potential thesis supervisor met before.

Successful (postgraduate) students are proactive and take matters into their own hands. Reaching out to their thesis supervisors to set up a meeting is one part of it. The following sample email contains a simple request from a student to meet with her thesis supervisor.

To get the most out of thesis supervision meetings , it is highly recommended that the student takes notes during the meeting. Based on these notes, the student then summarises the key takeaways from the meeting, or action points, so to speak. These action points will guide the student’s work until the next meeting, and provide a written record of agreements.

Sometimes, it does not make sense to wait for feedback until the next supervision meeting. Of course, students should not bombard their supervisors with constant questions via email. However, a kind request once in a while is usually accepted and appreciated. The following sample email showcases a student asking for feedback.

As a student, it can also happen that you get stuck. Often, it is better to reach out and ask your thesis supervisor for support, both in terms of content or any other challenges you experience. Don’t suffer in silence. The following sample email shows an example of a student asking for support.

And lastly, there are the unfortunate occasions where you made agreements with your thesis supervisor, which you cannot meet. Pulling an all-nighter is generally a bad idea, as sleep is crucial for efficient thesis writing . It might be smarter, to be honest, and open about it and to inform your thesis advisor in advance. In the following sample email, the student informs the supervisor that he cannot meet the agreed deadline.

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Asking for a recommendation letter from a PhD supervisor

How many conferences postgrads should attend, related articles.

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Masters by Thesis Course Information

Admission requirements.

An application may be submitted at any time. Admission is subject to availability of facilities and supervision.

Applicants must:

Possess a degree equivalent to a Bachelor's degree from the University.
Satisfy additional requirements, if any, that may be prescribed by the Dean (Graduate Studies).

All candidates are expected to be proficient in English comprehension and expression.

2 years full-time equivalent.

A Masters by Thesis work must show evidence of competence in research and scholarship including:

Reviewing literature in a critical and focused manner;
Deploying analytic, comparative and critically reflective skills as appropriate;
Gathering and analysing material and interpreting results in an informed and competent manner;
Utilising and justifying appropriate methodologies, techniques and processes.

The Thesis must be clearly, accurately and cogently written and suitably documented. The work must demonstrate originality and a thorough understanding of the field of study.

Course fees

Domestic students:

Eligible applicants can apply for a Research Training Program-supported place. This will provide a tuition fee offset funded by the Australian Government's Research Training Program. Southern Cross University will then supplement this cost to cover the full program tuition fees.
If unsuccessful in obtaining a Research Training Program place, students may be required to pay fees.
Applications are considered on a case by case basis and the process can be highly competitive.

International students:

Course fees for International Students are $30,000 per annum, unless a tuition fee waiver has been approved as per the below detailed information.

A request for a tuition fee offset can only be approved by the Dean, Graduate School providing there is support from the Principal Supervisor, DHDRT and Associate Dean (Research). For a request to be considered, the following criteria need to be considered:

Academic quality of the student is of high standing;
Appropriate level of English proficiency (International English Language Test Score (IELTS) Academic (or equivalent) with a minimum 7.0 in Writing and no other band less than 6.5);
Expected research outcomes, quality of project and how it fits with the Supervisory team research areas;
Whether the Faculty and Supervisory team have the resources and facilities to support the project;
If the HDR applicant is not on a scholarship, evidence must be provided that they can support themselves during their candidature.

The Dean, Graduate School, will assess the request according to these criteria together with the application for admission to candidature and will seek further clarification if the above-mentioned criteria are not satisfied. If the tuition fee offset is approved by the Dean, this is recorded in the Student Administration System and conveyed to the student in the letter of offer for admission to candidature.

Tuition Fee Offsets that are not approved will mean the applicant will be required to pay full fees. If it is not obvious that the HDR applicant’s project will enhance the research output of the University and that of the Supervisory team, fees will apply.

Starting your career in research is only a few steps away.
Applications for admission to a Higher Degree by Research at Southern Cross University can be made at any time.
Follow these steps to begin your application for a Masters by Thesis.

How to apply

1. ensure you meet degree entry requirements.

Each research program will specify its admission criteria and English language requirements on the relevant course page.

2. Prepare a research proposal

A research proposal will assist your application and help you find an appropriate supervisor.

3. Find a supervisor

You’ll need to approach and confirm a principal supervisor and a co-supervisor for your intended candidature before starting your application.

Ready to get started?

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Any member of the teaching staff involved in the STS MA program who has at least a master's degree can act as supervisor of your MA thesis ("Erstgutachter"). If your supervisor has a master's degree, the second examiner ("Zweitgutachter") must be a full professor.

Please search actively early on for a potential supervisor of your thesis to make sure that your project is accepted ‐ we recommend to approach potential supervisors latest at the beginning of your third semester. Note that not every member of the teaching staff is an expert for your subject.

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How to Write a Master's Thesis Proposal

How to write a master’s thesis proposal is one of the most-asked questions by graduate students. A master's thesis proposal involves a copious amount of data collection, particular presentation ethics, and most importantly, it will become the roadmap to your full thesis. Remember, you must convince your committee that your idea is strong and unique, and that you have done enough legwork to begin with the first few drafts of your final thesis. Your proposal should serve as a foundational blueprint on which you will later build your entire project. To have the perfect thesis proposal, you need to have original ideas, solid information, and proper presentation. While it is a good idea to take assistance from thesis writing services , you still need to personally understand the elements that contribute to a master’s thesis proposal worthy of approval. In this blog, we will discuss the process of writing your master’s thesis proposal and give you tips for making your proposal strong. Stay tuned!

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 8 min read

How to decide the goals for your master's thesis.

If you are pursuing a master’s or a PhD , you will be undertaking a major research paper or a thesis. Thus, writing a thesis proposal becomes inevitable. Your major objective for pursuing a master’s degree is to improve your knowledge in your field of study. When you start your degree, you delve deeper into different concepts in your discipline and try to search for answers to all kinds of questions. If you come across a question that no one can answer, you can select that question as your research thesis topic.

A master's thesis proposal will have multiple sections depending on your decided layout. These sections will continuously support your argument and try to convince the reader of your core argument. The structure will also help you arrange the various parts of the paper to have a greater impact on the readers. A paper should always begin with you giving a brief summary of the topic and how you have come across it. The introduction is particularly important because it will give the readers a brief idea about the topic of discussion and win their interest in the matter.

After the summary has been given, slowly you need to progress into the body of the thesis proposal which would explain your argument, research methodology, literary texts that have a relation to the topic, and the conclusion of your study. It would be similar to an essay or a literary review consisting of 3 or 4 parts. The bibliography will be placed at the end of the paper so that people can cross-check your sources.

Let's take a look at the sections most master's thesis proposals should cover. Please note that each university has its own guidelines for how to structure and what to include in a master’s thesis proposal. The outline we provide below is general, so please make sure to follow the exact guidelines provided by your school:

Restate your primary argument and give us a glimpse of what you will include in the main master\u2019s thesis. Leave the reader wanting more. Your research proposal should talk about what research chapters you are trying to undertake in your final thesis. You can also mention the proposed time in which you will complete these chapters. ","label":"Conclusion and proposed chapters","title":"Conclusion and proposed chapters"}]" code="tab1" template="BlogArticle">

A thesis proposal needs to be convincing enough to get approval. If the information is not enough to satisfy the evaluation committee, it would require revision. Hence, you need to select and follow the right methodology to make your argument convincing. When a research proposal is presented, the reader will determine the validity of your argument by judging the strength of your evidence and conclusions. Therefore, even writige:ng a proposal will require extensive research on your part. You should start writing your thesis proposal by working through the following steps.

Interested in a summary of the points covered below? Check out this infographic:

Exploring your topic in detail

You need to delve deeper into your chosen topic to see if your idea is original. In the process of this exploration, you will find tons of materials that will be supportive of your argument. When choosing your research topic and the problem you want to explore, you should always consider your primary research interest (yes, the one which you had mentioned in your research interest statement during grad school applications) for a better master’s thesis. You have a high probability of performing better in an area that you have always liked as compared to any other research area or topic.

Reviewing the literature

You have to include all the sources from where you have formed your argument and mention them in the thesis proposal. If you neglect to mention important source texts, the reader may consider it to be plagiarism. Furthermore, you want to keep track of all your research because it will be easier to provide references if you know the exact source of each piece of information.

Finding opposing arguments for your study

You should also mention any texts that would counter your argument and try to disprove their claims in the thesis. Make sure to use evidence if you try to disprove the counterarguments you face.

Emphasizing the importance of your research

At the end of the thesis proposal, you need to convince the reader why your proposal is important to your chosen field of study, which would ultimately help you in getting your topic approved. Thus, it is essential to outline the importance of your research thoroughly.

Drafting your proposal

After doing proper research, you should go ahead and draft your proposal. Remember you will not get it right in just one draft, it will take at least 50 attempts to come up with a satisfactory proposal. You should proofread your draft several times and even have a fellow student review it for you before sending it further to your research supervisor.

Getting your proposal evaluated by your supervisor

After you have written sufficient drafts, you need to get your proposal evaluated by your research supervisor. This is necessary to meet the graduate research requirements. It will ensure the clarity and correctness of your proposal. For your supervisor to evaluate your proposal, you should complete the research methodology part along with sufficient proposed work.

Since your supervisor will play a crucial role in your master's research thesis, you must choose a supervisor who can be your ultimate guide in writing your master's thesis. They will be your partner and support system during your study and will help you in eliminating obstacles to achieving your goal.

Choosing the ideal supervisor is a pretty daunting task. Here’s how you can go about the process:

You should approach your professor with an open mind and discuss the potential goals of your research. You should hear what they think and then if you both mutually agree, you can choose them as your supervisor for your master\u2019s thesis. "}]">

Length of a Master’s Thesis Proposal

The length of a master’s thesis proposal differs from university to university and depends on the discipline of research as well. Usually, you have to include all the above-mentioned sections, and the length is around 8 pages and can go up to 12-15 pages for subjects such as the liberal arts. Universities might also define the number of words in the guidelines for your master’s thesis proposal and you have to adhere to that word limit.

Are you debating between pursuing a Masters or a PhD? This video has details that can help you decide which is best for you:

How to Format a Research Thesis Proposal Correctly?

Now that you know how to write a thesis proposal, you must make it presentable. Although your school might give your specific instructions, you can keep in mind some of the general advice:

You can use some basic font like Times New Roman and keep the font size to 10 or 12 points.
The left margin should be 1.5 inches and all other margins should be 1 inch each.
You should follow double-spacing for your content.
The first line of paragraphs should be indented 0.5 inches and the paragraphs should be left or center aligned.

Tips to Write a Strong Master's Thesis Proposal

When you are writing your master’s thesis proposal, you should keep these tips in mind to write an excellent master’s thesis proposal with all the correct elements to get approval from the evaluating committee:

Select your research objectives wisely

You should be clear on what you wish to learn from your research. Your learning objectives should stem from your research interests. If you are unsure, refer to your grad school career goals statement to review what you wanted out of grad school in the first place. Then, choose your objectives around it.

Write a clear title

The title of your research proposal should be concise and written in a language that can be understood easily by others. The title should be able to give the reader an idea of your intended research and should be interesting.

Jot down your thoughts, arguments, and evidence

You should always start with a rough outline of your arguments because you will not miss any point in this way. Brainstorm what you want to include in the proposal and then expand those points to complete your proposal. You can decide the major headings with the help of the guidelines provided to you.

Focus on the feasibility and importance

You should consider whether your research is feasible with the available resources. Additionally, your proposal should clearly convey the significance of your research in your field.

Use simple language

Since the evaluation committee can have researchers from different subject areas, it is best to write your proposal in a simple language that is understandable by all.

Stick to the guidelines

Your university will be providing the guidelines for writing your research proposal. You should adhere to those guidelines strictly since your proposal will be primarily evaluated on the basis of those.

Have an impactful opening section

It is a no-brainer that the opening statement of your proposal should be powerful enough to grasp the attention of the readers and get them interested in your research topic. You should be able to convey your interest and enthusiasm in the introductory section.

Peer review prior to submission

Apart from working with your research supervisor, it is essential that you ask some classmates and friends to review your proposal. The comments and suggestions that they give will be valuable in helping you to make the language of your proposal clearer.

You have worked hard to get into grad school and even harder on searching your research topic. Thus, you must be careful while building your thesis proposal so that you have maximum chances of acceptance.

If you're curious how your graduate school education will differ from your undergraduate education, take a look at this video so you know what to expect:

Writing the perfect research proposal might be challenging, but keeping to the basics might make your task easier. In a nutshell, you need to be thorough in your study question. You should conduct sufficient research to gather all relevant materials required to support your argument. After collecting all data, make sure to present it systematically to give a clearer understanding and convince the evaluators to approve your proposal. Lastly, remember to submit your proposal well within the deadline set by your university. Your performance at grad school is essential, especially if you need a graduate degree to gain admission to med school and your thesis contributes to that performance. Thus, start with a suitable research problem, draft a strong proposal, and then begin with your thesis after your proposal is approved.

In your master’s thesis proposal, you should include your research topic and the problem statement being addressed in your research, along with a proposed solution. The proposal should explain the importance and limitations of your research.

The length of a master’s thesis proposal is outlined by the university in the instructions for preparing your master’s thesis proposal.

The time taken to write a master’s thesis proposal depends upon the study which you are undertaking and your discipline of research. It will take a minimum time of three months. The ideal time can be around six months.

You should begin your master’s thesis proposal by writing an introduction to your research topic. You should state your topic clearly and provide some background. Keep notes and rough drafts of your proposal so you can always refer to them when you write the first real draft.

The basic sections that your master’s thesis proposal should cover are the problem statement, research methodology, proposed activities, importance, and the limitations of your research.

A master’s thesis proposal which clearly defines the problem in a straightforward and explains the research methodology in simple words is considered a good thesis proposal.

You can use any classic font for your master’s thesis proposal such as Times New Roman. If you are recommended a specific font in the proposal guidelines by your institution, it would be advisable to stick to that.

The ideal font size for your master’s thesis proposal will be 10 or 12 points.

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Examiners and supervisors for Bachelor and Master Theses (Digital Media)

Prüfungsorganisation Wirtschaftsinformatik

Main Difference Between Supervisors, Advisors and Examiners

The job of the supervisor or advisor is to guide and advise the student during his/her work towards a thesis.
The job of the examiner is to examine the student during the thesis defense, and to mark the thesis. For every master’s thesis there are two examiners.

The job of the supervisor or advisor and the job of the examiner can be done by the same person, and often this is the case. In the following, the words “supervisor” and “advisor” will be treated as synonyms.

External Supervisors

The supervisor can be external, i.e., a non-member of the University, for instance when the student does his/her thesis work with a company. In that case, the supervisor will not be an examiner of the thesis.
It’s the student’s job to ask the examiner whether he/she accepts the mode and place where/how the student is going to work on their thesis.
So, students who want to do their thesis work outside the university, e.g. with a company, are strongly advised to get in touch with their examiners before they start the work.
Both examiners must have the right/permit – according to the BremHG – to examine students. If in doubt about the status of a potential examiner, just ask the examination office .
At least one of the two examiners (usually the first examiner) must be a professor at Uni Bremen or HfK, depending on where the student is enrolled, and he/she must be affiliated to the Digital Media program. For Uni Bremen students the first examiner may also be affiliated with the computer science program, but he/she should preferably have a professional affinity with digital media.
The second examiner could be a post-doc at Uni Bremen/HfK, or a professor from another university with a subject in digital media, computer science, or related. She/he does not necessarily have to be affiliated to the Digital Media program, but this case should be discussed with the first examiner. If an examiner is not directly affiliated with the Digital Media program, he/she should at least be related to Digital Media research topics.
All other choices of examiners are, as usual, by request to the Board of Examination of the Digital Media study program. When in doubt, it is recommended to submit a request to the Board, including the reasons. In such cases, please send an informal email to the examination office .
When doing the thesis with a company (or non-research institute), please check with your first examiner to make sure that the work is on the Master’s level. The examiners also might want to meet with the local supervisor at the company.

List of examiners

First and second examiners of bachelor and master theses in digital media (Uni Bremen)

No military-related research

According to the Zivilklausel of Uni Bremen, it not allowed to do military-related research. If in doubt, please discuss with your first examiner and/or send a proposal to the Board of Examination of the Digital Media program.

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When a thesis project is pursued in connection with a terminal Master's degree, the thesis supervisor, in consultation with the student, shall nominate an outside reader who is a member of the SEAS faculty for approval by the CHD by course-enrollment day of their second semester in the case of SM students, or by course-enrollment day of their ...
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The process of writing a thesis is generally characterized by the following. main steps: Choose a topic of your interest and a possible supervisor. Collect, gather, study, analyze and synthesize the relevant academic. literature regarding the topic, to delineate the state-of-the-art and. identify research gaps.
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The role of a supervisor is threefold: to advise graduate students, monitor their academic progress, and act as a mentor. ... at the appropriate level for the degree being sought, ... 2.15 Thoroughly review and provide constructive feedback on all written materials relevant to the thesis or research paper submitted by their students. The ...
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PDF Master's Thesis Supervision Guidelines for Students & Supervisors
Supervision Guidelines for Masters Students and Supervisors (THESIS)i. These guidelines should be regarded as something to help in the planning and conduct during the MA Thesis program. The purpose is to make expectations explicit between supervisors and masters students at an early stage. Clear expectations about the responsibilities of both ...
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Guide for Thesis Supervisors
In the social sciences and humanities: In the Fall semester of the senior year, students will typically begin their research by enrolling in a thesis-related research seminar, graduate course, or independent study in their thesis supervisor's department. During the Spring semester, students will enroll in UNIV 4697W Senior Thesis (for which ...
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In English-language master's programmes and doctoral programmes, guidance can also be provided solely in English. The degree programme steering group is responsible for ensuring that each student is appointed with a primary supervisor who is responsible for the supervision of their thesis. Additional supervisors may also be appointed.
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How to apply. 1. Ensure you meet degree entry requirements. Each research program will specify its admission criteria and English language requirements on the relevant course page. Visit our Masters by Thesis award rules. 2. Prepare a research proposal. A research proposal will assist your application and help you find an appropriate supervisor.
Goethe-Universität
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A master's thesis proposal involves a copious amount of data collection, particular presentation ethics, and most importantly, it will become the roadmap to your full thesis. Remember, you must convince your committee that your idea is strong and unique, and that you have done enough legwork to begin with the first few drafts of your final thesis.
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The job of the examiner is to examine the student during the thesis defense, and to mark the thesis. For every master's thesis there are two examiners. The job of the supervisor or advisor and the job of the examiner can be done by the same person, and often this is the case. In the following, the words "supervisor" and "advisor" will ...

Master’s Thesis

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Eight tips to effectively supervise students during their Master's thesis

The lessons I learnt supervising master’s students for the first time

Draft a project plan

Meet your student regularly

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When things go badly, make another plan

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Who Can Supervise My Master Thesis?

How to Write a Master's Thesis Proposal

Article Contents 8 min read

Exploring your topic in detail

Reviewing the literature

Finding opposing arguments for your study

Emphasizing the importance of your research

Drafting your proposal

Getting your proposal evaluated by your supervisor

Length of a Master’s Thesis Proposal

How to Format a Research Thesis Proposal Correctly?

Tips to Write a Strong Master's Thesis Proposal

Select your research objectives wisely

For MA Students