Thesis titles matter

One of the first things that students need to do when they start a thesis or dissertation is to give it a title. Many students, however, spend too little time thinking about it and simply name their research in a generic way.

Consider this title: ‘A research study on market segmentation in the auto sector’. This a useful title, but it could be expanded upon and strengthened. It states the obvious. We already know it is a research study before we pick it up to read it, so these words are largely redundant. The term market segmentation is useful, as it tells us broadly what it is about, but could we be more specific about which type, or types, of segmentation are being written about. For instance, what does the word ‘auto’ mean – automatic, automotive? Is it the global auto business, or the EU business, or the UK, or …? Too often, students fail to put enough thought into a thesis title, resulting in inconsistent, vague or unfocused descriptions that confuse, or worse, deceive potential readers.

Titles for theses should reflect how newspaper headlines are written. They should attract attention from a specific, known audience and deliver a comprehensible description about the content of the full document. Along with the abstract, titles are what initially catch the eyes of people searching for content within your field. And for citation searchers, your thesis title is amongst limited information they will see when they are searching around your topic.

Here are eight tips on how to draw attention to your research and get your thesis done!

Follow your institute’s requirements:

Thesis titles need to meet certain standards and be in the correct format before being considered suitable for submission. For example, universities may require titles to adhere to the APA style of referencing for academic papers. This means no more than twelve words in length, title case, centred vertically and horizontally, no abbreviations or contractions, and no special formatting apart from bolding (that is, omit italics, underline, etc.).

Emulate the best:

By the time you have completed reviewing literature for your thesis you will have come across numerous book, journal and paper titles. Review these to explore how established and widely cited researchers in the same field are crafting their titles. It is acceptable to imitate the structure of appealing titles, but copying them verbatim will look suspicious, and probably negatively affect your impact. Skim those you have been attracted to, then look for what it is that captures your attention and interest.

Be clear, but comprehensive:

Whether you emulate or not, outline what the reader will get out of your thesis simply and precisely. Revealing the essence of your document immediately in the title will make the entire document’s purpose clear and your objective understandable. Your title should be transparent about the research you accomplished, not the whole topic you studied. Identify what was specifically investigated, how the research unfolded, and who it involved. In other words, make sure your title describes the specific topic, the research/study method and scope, your primary results, and any samples involved if possible. These things help your audience by giving them reasons to continue reading with a more profound comprehension.

Work backwards, not forwards:

It is often effective to work in reverse, pointing to your results first. For example, knowledge sharing that promotes internal workplace communications: A case study on technological innovation in Ireland.

Include the essentials, leave out everything else:

Avoid being vague, but also being too verbose. Make the effort to pare down your title to only the fundamental parts. The word maximum for titles of research papers published in journals varies according to their specific requirements. However, authors typically aim to keep it below thirteen words in length. It could be useful to apply this same rule to your thesis.

Draft variants of your title:

Experiment with using different phrases and syntax overall. Once some versions have been written, you can read over them, see where redundant or useless words are being used and which versions are simpler and more to-the-point. Frequently, you will be able to produce the best title for your paper just by combining the greatest parts of different versions you drafted.

Keep it readable:

Most importantly, you want a title that is readable and easily understood even by those who may be a novice researcher in your field of study. Using complex, industry-specific terms, abbreviations, and even just hard-to-grasp or uncommon phrases will deter readers. Evade the temptation to use jargon – if you have jargon in your draft title, simply take it out. A title full of extraneous information will turn readers away; a thought-provoking and descriptive research thesis title draws readers in.

Ask the experts:

For most researchers developing a thesis title is something that they will do once, twice or perhaps three times in their life. Others, such as supervisors, tutors and librarians deal with them day-in and day-out. They have the experience to know what makes an effective thesis title. Ask them for ideas, or show them yours, and be prepared for them to suggest you modify your title slightly. They tend to offer excellent advice!

For more practical guidance, take a look at Introducing and Concluding Your Thesis, a useful, downloadable, digital publication. It helps you succinctly introduce and conclude your research study, so that you make your thesis title matter. Buy now for immediate use.

Getting going with your thesis literature review

Many students undertaking a thesis find it difficult to know where to start when doing a literature review. According to our recent survey, most students feel overwhelmed by the sheer volume of literature available and are not sure how to collate it. One small step that can be taken is to categorise any literature you come across into one of three types (original, published or locator).

Original sources: These provide the first occurrence of a piece of work. For example, if you were going to do doctoral research on socialist economic policies, it is likely that you would need to look at foundation literature, such as notebooks compiled by Karl Marx. Ask yourself, who is the equivalent of Marx for my area? If, for example, your thesis is based on data analytics you might want to look at some of the original presentations and lectures in this area, such as John Tukey’s work on the future of data analysis, from the late 1950’s. Such work can be publicly available (like research theses, conference proceedings and some industry and government reports) or privately held (like unpublished manuscripts, notebooks, minutes from committee meetings and private emails). As the focus in these original sources is on new material, they are inclined to be detailed in nature and challenging to access. Despite this, it is, however, important to access original sources to get under the skin of a topic.

Published sources: Published sources tend to be aimed at a wider audience and are thus easier to access and more widely disseminated than original source material. Published sources can be academic in focus (academic books and journal articles), report-based (government publications), practitioner oriented (professional body reports) or all-purpose (general books, newspapers and magazines). A student of data analytics, for example, might look for John Tukey’s academic articles in this area, written in the early 1960’s and the many books, articles and other publications written and published since then.

Locator sources: These are sources that assist in accessing and attaining literature from the original and published sources. They are available in traditional formats (such as hard copy dictionaries, indexes and encyclopaedias) and from contemporary platforms (such as search engines, virtual academic database portals and publishing house portals). In addition to their retrieval function, these sources can also act as a convenient springboard for your literature search. This is because they offer the opportunity to gain an elementary understanding of a topic you may have limited knowledge on.

To help establish exactly which original, publisher and locator sources are available to you, it is a good idea to contact the person in your institute’s library responsible for the subject matter you are researching. This person should also be able to give you advice on carrying out your search efficiently and effectively.

It is also worthwhile asking this individual about the training your library provides concerning searching for relevant literature and sourcing suitable publications. Most colleges offer regular tours or induction sessions for their libraries (in-person and online). It is useful to know your way around physical and online catalogues, databases, etc. Time spent on this early on will save time later.

One final piece of advice: Do not rely on just one library. Use both your college library and libraries outside your college. For example, your local community library, libraries in professional institutes and government libraries. You may also want to access online repositories, such as the textbooks and toolbooks from Thesis Upgrade. For example, our Searching for Relevant Literature Toolbook will help you get going with your thesis literature review.

Thesis? It’s all Greek to me!

‘It’s all Greek to me’ is an expression we use when trying to say something that is not understandable. Many of us feel that way about the word ‘thesis’ – which has many, often conflicting, meanings. Small wonder then, that the origins of the word ‘thesis’ is found in the Greek language. It means to ‘put something forth’ or ‘make a proposition’, usually in an academic context. The word has its roots in the development of higher education in Athens, Greece, around 420 BCE (before common era).

Traditionally, education in Greece was familial, gendered and age-related. Fathers educated sons, mothers educated daughters, and older slaves educated younger slaves. More formal education began (for boys at least, females and slaves were excluded) in classical Athens around 500 BCE. It consisted of two parts. The first part is ‘gumnastike’ (physical education, strength, stamina, preparation for war) which took place in a ‘gymnasium’) and the second, ‘mousike’ (music, dance, lyrics, poetry). Students learned in a semi-structured way. For example, they would write by etching onto a wax-covered board, read through learning to memorise and recite poetry, and learn about legends such as Hesiod and Homer. Once a child reached adolescence, their formal education ended.

In contrast to the Athenians, military dominance was of greater importance to the Spartans. They structured their educational system as an extreme form of military boot camp, which they referred to as ‘agoge’. To them, the pursuit of intellectual knowledge was trivial, and academic learning, such as reading and writing, was kept to a minimum. A Spartan boy’s life was, instead, devoted almost entirely to his military school with the purpose of forming an almost indestructible Spartan soldier.

Over time the Athenian way became more popular. Society began to hold intellectual capacity with higher regard than physical Athens quickly became a global centre for the arts, learning and philosophy. Philosophers such as Socrates and the sophistic movement attracted to an influx of foreign scholars, teachers and their ‘higher education’ led to a growth of the equivalent of secondary and post-secondary schools. More focused fields of study included mathematics, astronomy, harmonics and dialect – all with an emphasis on the development of a student’s philosophical insight. It was necessary that individuals possessed the ability to take knowledge in a field and apply it towards an understanding based on logic and reason.

What has all of this to do with the word thesis? One of Socrates’ pupils, Plato, established the Academy (circa 387 BCE) which is often credited as the first University in the world. Plato prescribed a rigorous education a student must go through to attain true virtue, and thus understand reality for what it is. It included an elementary education in music, and poetry; physical training; three years of mandatory military training; ten years of mathematical science; five years of dialectic training; and fifteen years of practical political training. The few individuals who reach this upper level would, he claimed, become philosopher- kings, leaders of Plato’s ideal Republic, and even the world! A final step in their higher education involved scholars proving their worth by putting forward their thesis. This was a presentation, or document, submitted in support of candidature for one of these positions in the new world order.

Although the style and format of a modern thesis or dissertation is somewhat different to those of early Greek schools, modern theses generally retain similar elements. For example, writings by other, earlier authors are examined (the literature review); a thesis is proposed (today we have research aims, objectives, questions and hypotheses); structured ‘observations’ are offered (nowadays, research methodology and methods) and analysed (today referred to as data analysis); to produce findings and conclusions (proof of the thesis). Thanks to Plato and the ancient Greek education systems, we have the thesis. A ‘test’ of a scholar’s beliefs that is still widely in use in institutes of higher education today to assess a student’s suitability to become a leader in their community.

As a modern-day researcher, you do not need to study ancient Greek civilisation to find out how to go about Doing Your Thesis. You just need to click here for practical guidance!

Research on thesis proposals

Students siting around a desk with refreshments talking about their research

Thesis Upgrade surveyed 60 postgraduate students who were starting their thesis journeys. The three most frequent areas of concern for these students were:

  • How do I define my research area?
  • Have I selected the right topic for me?
  • Have I written my title correctly?

Everyone feels confused at the beginning of the research process. This confusion probably means that you feel frustrated by your mental log jam. You may also feel anxious you are not making substantial progress with your thesis or dissertation. You are not alone!

Chiomo, a postgraduate MBA student, said “my main concern is the relevance of my research area – how could I be sure it was suitable for an MBA thesis?” Sonia, a postgraduate on an MSc in International Business Management programme added: “I am really worried about my topic, I need to narrow it down, to make it useful for real life or for my future career”. Anna, a final-year undergraduate, was alarmed to find that her supervisor would not be assigned until after she submitted her research proposal: “I was really worried about whether I have chosen a topic relevant to my study, whether it was too broad, or too narrow”.

Mark Campbell, Director with Thesis Upgrade commented: “It is not unusual for students to have to come up with a research area, or even a specific topic, themselves. Many colleges and universities do not have the resources to appoint supervisors at the research proposal stage. They wait to see what the students themselves propose, before allocating a supervisor who knows something about the subject area or proposed research method. We are finding an increasing number of students simply want to bounce their initial ideas off someone who is experienced with the research process – whether that be other students, or preferably a tutor or supervisor”.

Check out our Developing Your Research Proposal to calm your concerns. Buy now for an immediate confidence boost!

Research on thesis aims and objectives

Our survey of 60 postgraduate students offers some interesting insights into the top concerns they have during the early stages of their research. Once the initial topic have been selected, and research statement written, the next challenge students face is setting out their aims and objectives. Nearly two thirds of those questioned (64%) mentioned this as a key anxiety.

Research aims and objectives can be difficult to specify. Stephen, an MSc Human Resources Management student, maintained “I thought I knew what my objectives should be, but once I started to do my secondary research, I realised that this was a wide area and there were already many studies written about the topic. I had to refine my objectives again and again before my supervisor accepted them”. Bethany, a BA Social Studies student, assumed that finding a link between economic growth and social development in a specific African country would be an appropriate objective. When she was allocated to her supervisor, however, he said she would need to be more specific and much clearer: “It delayed the start of my research by two weeks, which was so disappointing – and inconvenient”, lamented Bethany.

Sue Mulhall, Director of Thesis Upgrade, notes “Most postgraduate students have some experience of setting research aims objectives. It can, however, be a daunting task for undergraduate students for whom undertaking a major research project is a first-time experience. Students often ask for advice on their aims, objectives and research questions. With proper support, most learners can produce clear aims and develop specific, measurable and realistic objectives. A suggestion the team at Thesis Upgrade often make is to begin by simply considering what is not known about the topic”, Sue recommends. “This apparently straightforward question can help to identify and critique where the key gaps in current knowledge are”.

Try out our toolbook packed full of practical tools to help you choose your thesis topic, write your research questions and formulate your hypotheses. It also shows you how to turn your dissertation idea into a realistic research proposal project plan. Buy our skills-based resource now for immediate use.