example of project context in thesis

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Chapter I INTRODUCTION Project Context

Technology is an essential part of our lives today and few cannot imagine living without it. Nowadays people are using a smart phone for their everyday lives. An android phone that has a many applications or games that installed to it. Game is one of it. Games have the particularity that you do not need to do it, but for fun, you try to overcome some obstacles. So playing games would be a voluntary effort to overcome unnecessary obstacles. In game fun is very important. In the Philippine, due to limited resources of toys of the Filipino children, they usually come up on inventing games without the need of anything but the players themselves. With the flexibility of a real human to think and act makes the game more interesting and challenging. Because it is tradition for Filipinos to play in a bigger and spacious area, most games are usually playing outside the house. But in modern generation, people especially children and young adults are starting to forget and set aside Pinoy games (like sipa) So we propose an android game entitled " hopscotch " for some entertainment and challenge. This will enhance the hand and the eye coordination of users as well as improve their response to instinct, calculation and timing.

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heni sulastri

The traditional Bentengan game is one of Indonesia's popular cultural heritages from the 1980s to the 1990s. Aside from being a cultural heritage, this game has benefits including for sports, training for concentration, or just for public entertainment. However, in the present where technology has become widespread, this game has begun to be almost forgotten and replaced by digital games. Therefore, we need a way to keep the game sustainable by utilizing the existence of technology, namely by changing the concept of traditional to modern. In this research the transformation process from traditional to modern games will be carried out using the ATUMICS method. The results of the transformation were developed into a 3D android game with additional online multiplayer features. Alpha test results using a black box showed that most of the application functions were running as expected, and the beta testing showed satisfactory results with an average overall rating of respondents sayi...

Martina Lucht

In this paper we present the idea of Exer-learning games - integrating the element of exercise into serious games. The combination of motion, learning and playing is assumed to facilitate intrinsic motivation and learning achievements. For the application of exer-learning games, the concept of HOPSCOTCH is introduced that is inspired by the popular childrens game. Two demonstrators of this concept have been realized and evaluated: HOPSCOTCHpad and HOPSCOTCHmobile. First results show a positive feedback from scholars and teachers. Finally, future directions for our research on HOPSCOTCH are described that could model research on exer-learning games as well as their application in the classroom.

Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi)

irvan naufali

Motor development is the result of changes caused by physical growth, muscle strengthening, and the ability to interact with the environment. There are two types of motor development, namely gross motor and fine motor. The best age for a child for motor development is 0 to 8 years. At the age of 4 to 6 years mostly of children's gross motor activities related to balance and coordination. Child’s development of gross motor can be achieved by stimulating using games. Hopscotch is type of game that implements balance and coordination skills that support the development of gross motor skills. In Indonesia, children aged 4 years to 6 years have started to enter the Early Childhood Education and Kindergarten level. When the child is at school, parents cannot provide motor stimulation and must wait for the child's motor development reports submitted by the teachers. In this study we implemented system to stimulate the development of gross motor balance and coordination in children ...

malik malik

English is the global lesson studied in every single of education system nowadays. In fact, it is quite difficult to learn for the Indonesian people, especially for Elementary school students. One of the ways to improve their desire to learn is to combine educational elements into the game itself. This final project comes to answer that learning problem of children or elementary students by creating the alternative game. The research question was “Is there a Hopscotch Game to learn vocabulary for Elementary School Students. The purpose of the study was to make a Hopscotch Game to learn vocabulary for Elementary School Students. The method used in this study was descriptive research. It explained the problems qualitatively to uncover solutions. The result of this study was a game which was developed from traditional games namely Hopscotch game. Application of English element in this game is the manufacturing of cards which contains some vocabulary and picture that represents the voca...

2015 Science and Information Conference (SAI)

Jawaria Khan

Revista Brasileira de Computação Aplicada

Estevan Ruschel

ACTIVE: Journal of Physical Education, Sport, Health and Recreation

Dilli Dwi Kuswoyo

The purpose of this research is to develop and produce a learning model for kindergarten students in Malind District in the form of Jump games. This method is a development research that refers to the Borg & Gall which has conducted, namely: (1) Conducting Preliminary Research and Gathering Information, (2) Developing Initial Product Forms, (3) Evaluation, (4) Revise First Product, (5) Field trials (20 students), (6) Revise Final Product and (7) Final Results through field trial revision. The questionnaire is used in collecting the data; the results obtained were expert evaluation, small group trials, and field trials. Data in the form of production results regarding product quality, product improvement, and the results of questionnaires by the students. Descriptive percentage used in analyzing data to reveal the psychomotor, cognitive, and affective aspects of students after using the product. Based on the results of the trials obtained, were 82% of Physical Education Experts (Good...

Environment-Behaviour Proceedings Journal

Hafizah Rosli

Smartphones and video games are the most common activity among children to pass the time. Nevertheless, the traditional games are still necessities relevant within today generation. Ketingting is a traditional game that is both entertaining and beneficial for the players' mental and physical development. As most people spend most of their time at home during this pandemic, this study proposes an expanding look. It feels like traditional Malaysian games based on new interface design and material. This new attractive approach, it will encourage children to play traditional games as an indoor activity. Keywords: Ketingting; Traditional Game; Heritage; Culture Preservation eISSN: 2398-4287 © 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviou...

Muhammad Muzamil

Congkak board game has been a traditional board game played among Malaysian. Unfortunately, like any other traditional games, there is a great decline of interest among younger Malaysia generation due to popularity of multimediabased games. The objective of this project is to improvise the traditional board game by developing an electronic based board game that gives the interactive element those most multimedia-based games, yet keep the traditional kinesthetic and human to human element. The project uses Arduino Mega as controller, seven segment displays to indicates number of marbles in each hole, and push button for the user to select which hole to select. A survey consists of six questions was done among the young Malaysians to verify whether the electronic board game is better than the traditional board game. The result indicates that the electronic board game proved to be popular among the young generation.

ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture

Ariesta Kartika Sari

1.3 Project Context

Learning objectives.

Identify the effect of organization type on time horizons.
Compare project management and operations management.
Describe the organizational options for managing projects.

The project is affected by the type of organization in which the project is conducted and how the organization is organized to manage projects.

Organizational Priorities

Organizations fulfill a societal role to meet economic, religious, and governance functions. Local factories, churches, and hospitals are all organizations that provide some social or community need. Factories create wealth and jobs, churches provide spiritual and common social needs for communities, and government organizations provide regulations and services that allow for an orderly society. These organizations have different views of time and each organization develops an operational approach to accomplishing the purpose of the organization over that time horizon. For example, a religious group might begin construction of a cathedral that would take several lifetimes to complete, government performance is reviewed at election time, and a publicly owned company must justify its use of money each year in the annual report.

Organizations operate to effectively and efficiently produce the product or service that achieves the organization’s purpose and goals as defined by the key stakeholders —those who have a share or interest. An organization seeks to develop stable and predictable work processes and then improve those work processes over time through increased quality, reduced costs, and shorter delivery times. Total quality management, lean manufacturing, and several other management philosophies and methodologies have focused on providing the tools and processes for increasing the effectiveness and efficiency of the organization. Historically, these methodologies focused on creating incremental and continuous improvement in work processes. More recently, organizations are increasingly focused on step changes that take advantage of new technologies to create a significant improvement in the effectiveness or efficiency of the organization.

Often, these initiatives to increase organizational effectiveness or efficiency are identified as projects. Economic organizations will initiate a project to produce a new product, to introduce or revamp work processes to significantly reduce product costs, or to merge with other organizations to reduce competition or lower costs and generate additional profits. A social organization, such as a hospital, may build a new wing, introduce a new service, or design new work processes to reduce costs. A government organization may introduce a new software program that handles public records more efficiently, build a new road to reduce congestion, or combine departments to reduce costs.

Each of the initiatives meets our definition of a project. Each is a temporary endeavor and produces a unique product or service. Managing these projects effectively entails applying project management knowledge, skills, and tools.

Operations Management versus Project Management

One way to improve understanding of project management is to contrast project management with operations management. Whether in an economic, socioreligious, or government organization, managers are charged with effectively and efficiently achieving the purpose of the organization. Typically, a manager of an economic organization focuses on maximizing profits and stockholder value. Leaders with socioreligious organizations focus on effective and efficient delivery of a service to a community or constituency, and governmental managers are focused on meeting goals established by governmental leaders.

Operations managers focus on the work processes of the operation. More effective work processes will produce a better product or service, and a more efficient work process will reduce costs. Operations managers analyze work processes and explore opportunities to make improvements. Total quality management, continuous process improvement, lean manufacturing, and other aspects of the quality movement provide tools and techniques for examining organizational culture and work processes to create a more effective and efficient organization. Operations managers are process focused, oriented toward capturing and standardizing improvement to work processes and creating an organizational culture focused on the long-term goals of the organization.

Project managers focus on the goals of the project. Project success is connected to achieving the project goals within the project timeline. Project managers are goal directed and time sensitive. Project managers apply project management tools and techniques to clearly define the project goals, develop an execution plan to meet those goals, and meet the milestones and end date of the project.

An operations manager may invest $10,000 to improve a work process that saves $3,000 a year. Over a five-year period, the operations manager improved the profitability of the operations by $5,000 and will continue to save $3,000 every year. The project manager of a one-year project could not generate the savings to justify this kind of process improvement and would not invest resources to explore this type of savings.

An operations manager creates a culture to focus on the long-term health of the organization. Operations managers build teams over time that focus on standardizing and improving work processes, that search for and nurture team members who will “fit in,” and that contribute to both the effectiveness of the team and the team culture. Project managers create a team that is goal focused and energized around the success of the project. Project team members know that the project assignment is temporary because the project, by definition, is temporary. Project team members are often members of organizational teams that have a larger potential to affect long-term advancement potential. Project managers create clear goals and clear expectations for team members and tie project success to the overall success of the organization. Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.

Organizing to Manage Projects

Because project management is different from operations management, projects are handled best by people who are trained in project management. This expertise can be obtained by hiring an outside consulting firm that specializes in project management or by developing an in-house group.

Some organizations are designed to execute projects. Often entities contract with engineering and construction companies to design and build their facilities or hire software companies to develop a software solution. The major work processes within these organizations are designed to support the acquisition and execution of projects. Functional departments such as estimating, scheduling, and procurement create and maintain core competencies designed to support projects. The ability of these types of organizations to successfully manage projects becomes a competitive advantage in the marketplace.

Organizations designed to produce products or services also use projects. Major activities outside the normal work of the organization’s department or functional units or major activities that cross functional boundaries become a project (a temporary task undertaken to create a product or service that is unique). As economic pressures increase the speed in which organizations must change and adapt to new environmental conditions, leaders are increasingly chartering projects to enable the organization to more quickly adapt. The application of a project management approach increases the likelihood of success as organizations charter a project to facilitate organizational change, to increase the development and introduction of new products or support the merger or divesture of organizational units.

Project management offices (PMOs) have emerged to facilitate development of organizational knowledge, skills, and tools to internally charter and manage projects within the organization. The PMO varies in structure and responsibility depending on the project management approach of the parent organization. On one end of the spectrum, the PMO has complete responsibility for projects within an organization from the criteria and selection of appropriate projects to accountability for project performance. In organizations that make a large investment in the PMO, a large number of new product or process improvement projects are submitted, and the project office develops a portfolio of projects to manage over a given period that maximizes the use of organizational resources and provides the greatest return to the organization.

PMOs can provide various functions for an organization. Some possible functions include the following:

Project management . Some organizations maintain the project manager within the PMO, assign project managers from other departments, procure contract project managers, or practice a combination of all three.
Center of excellence . The project office can maintain the organization’s project management policies and procedures, maintain a historical database, maintain best practices, and provide training and specialized expertise when needed.
Portfolio management . The project office actually supervises the project managers and monitors project performance. Portfolio management also includes prioritizing projects on the basis of value to the organization and maintains an inventory of projects. Portfolio management balances the number and type of projects to create the greatest return from the entire portfolio of projects.
Functional support . The project office maintains project management expertise to support the project. Estimating, project scheduling, and project cost analysis are examples of functional support.

Key Takeaways

The purpose of an organization can affect its view of the time allowed for projects.
In an organization, project management can be used to make step changes to take advantage of new technologies or make significant improvements in effectiveness or efficiency.
Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.
Projects can be handled by outside contractors or by an internal group in a PMO.
The type of organization can influence the ____ frame allowed for projects.
Operations managers are focused on __________, while project managers are focused on the goals of the project.
If projects are routinely handled internally, the group that manages the projects might be called the ______ ______ _____ (three words).
A friend of yours has a forty-five-minute commute to work. She decides to spend some time evaluating the different options she has for routes and possible carpooling to reduce the cost or time it takes to get to work. Is this task an example of something that uses the skills of an operations manager, or does it need the additional skills of a project manager? Explain your answer and refer to the definitions provided.
Business managers focus on improving efficiency and effectiveness, but sometimes they use a project management approach to make significant changes. What often prompts them to use the project management approach? What would be an example?

Operations versus Project Management

The manager of a sales department must meet annual sales goals, manage personnel in the department, and develop and deliver product training for clients. How is this type of operations management different from project management? Address each of the following issues in your answer:

How is the relationship between the operations manager and the sales staff different from the relationship between a project manager and the project team members?
Which of the duties described above is most like project management and might be contracted to an outside firm?
What is the biggest difference between project management and the sales manager’s job?

Project Management from Simple to Complex Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

Dissertation structure and layout - the basics

The Caveat

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.

Overview: S tructuring a dissertation or thesis

Acknowledgements page
Abstract (or executive summary)
Table of contents , list of figures and tables
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Results
Chapter 5: Discussion
Chapter 6: Conclusion
Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

The introduction chapter presents the core research question and aims .
The literature review chapter assesses what the current research says about this question.
The methodology, results and discussion chapters go about undertaking new research about this question.
The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

A dissertation's structure reflect the research process

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

Succinct (not overly lengthy or verbose)
Specific (not vague or ambiguous)
Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

The broader area of the research (i.e. the overarching topic)
The specific focus of your research (i.e. your specific context)
Indication of research design (e.g. quantitative , qualitative , or mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

Your dissertation supervisor or committee.
Any professors, lecturers or academics that helped you understand the topic or methodologies.
Any tutors, mentors or advisors.
Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

Your research questions and aims – what key question(s) did your research aim to answer?
Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
Your findings – following your own research, what did do you discover?
Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

What will you be investigating (in plain-language, big picture-level)?
Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
What is the scope of your study? In other words, what will and won’t you cover ?
How will you approach your research? In other words, what methodology will you adopt?
How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

What does the literature currently say about the topic you’re investigating?
Is the literature lacking or well established? Is it divided or in disagreement?
How does your research fit into the bigger picture?
How does your research contribute something original?
How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

Exactly HOW will you carry out your research (i.e. what is your intended research design)?
Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings? In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

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Business Management & Operations
Operations, Project, & Supply Chain Management

Project Context - Explained

What is project context.

Written by Jason Gordon

Updated at March 29th, 2022

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Context is the environment in which the project is taking place. The core aspects of context are the scope, setting, phase, decision-making processes, and stakeholders.

An alternative breakdown of context includes:

Physical Environment - Where the project is physically located and those characteristics. (This includes facilities and transportation).
Social Environment - The stakeholders and the general community (all relevant demographics) in which the project will be carried out.
Economic Environment - What is the effect of the presents, supply, demand, and exchange or resources within the project area.
Cultural characteristics - What are the relevant characteristics of culture within the project area?

Requisition - Explained
Universal Product Code (UPC) - Explained
Project Management - Explained
Clean Bill of Lading - Explained

Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners (2021)

Chapter: chapter 1 - project context, research objectives, and approach.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

5Â Â 1.1 Introduction Many transportation agencies are facing challenges attracting qualified, technically competent, culturally sensitive, and motivated planning staff. Others are able to attract employees, but report that they often lose mid-level supervisors and managers to competition from other organizations that offer more defined career paths or higher salaries. The mid-level supervisors are perhaps the most valuable staff resource due to their experience and knowledge of agency practices. The com- petitive factors, for example, higher salaries, are often very difficult if not impossible for public agencies to match given civil service and, if present, union requirements. There is also a sense among many groups that the staff in many transportation planning units do not reflect the diversity of the communities they serve. The cumulative capabilities of an agencyâs staff are one of the most important strengths of any organization. NCHRP Project 08-125, âAttracting, Retaining, and Developing the Transportation Workforce: Transportation Planners,â was motivated by a concern that transportation agencies were facing challenges attracting, professionally developing, and retaining qualified planning staff. These challenges could be exacerbated in the future given continuing societal, technological, and environmental changes. Transportation agencies will likely need different planning capabilities to meet these future challenges. [1,2,3] In particular, the ability to plan effectively will depend on developing agency planning capabilities and transportation planning staff with requisite talents, including KSAs, that enable the agency to address emerging planning challenges. The research was based on several themes that reflect the nature of the first 20Â years of the 21st century as a transformative period in the history of transportation (see, for example, [4]). Although the exact nature of this transformation is not entirely clear, the initial clues are revealing. Rapidly evolving transportation and information technologies include connected and automated vehicles, and new ways of providing mobility (for example, Mobility as a Service (MaaS)). In many instances these new mobility strategies are provided via new business models (for example, trans- portation network companies (TNCs) and docked and dockless bicycle and scooter companies). These technology-based mobility options are heralding a new revolution in personal mobility. [5] This research found that the following key themes associated with a changing planning envi- ronment will likely affect desired staff KSAs. Strategic PerspectiveâThe Long View The need for a strategic perspective on future transportation challenges and on the types of professionals and skill sets needed is especially strong in the field of transportation planning. Understanding the likely characteristics of the world we will live in and of the future role of the transportation system becomes a critical point of departure for creating a credible transportation C H A P T E R 1 Project Context, Research Objectives, and Approach

6 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners planning capability. In transportation planning, by its very nature, one looks out 20 to 25Â years to identify the key characteristics of the world we will likely live in (although some agencies have adopted 40- and 50-year planning horizons). This research adopted such a future orientation, and focused on what different futures might mean to a transportation agencyâs planning staffing and required skills sets. The configuration and focus of future transportation agencies and of their planning functions will likely be very different than what exists today. All one needs to do is look back 20 years to see what transportation planners were considering as part of the then planning process and compare this to todayâs challenges and opportunities to see how dramatically the planning environment can change. To better prepare for these changes, planning professionals not only need to evaluate their core competencies, but also their ability to anticipate what the future likely holds. Some transportation research has examined possible âgame changersâ in the evolution of society, their consequences to the transportation system, and thus challenges to transporta- tion agencies. NCHRP Report 798: The Role of Planning in a 21st Century State Department of TransportationâSupporting Strategic Decisionmaking, for example, focused on possible future planning challenges to state departments of transportation (DOTs): Although their responsibilities may have changed over time, planners should continue to have an impor- tant role to play in supporting strategic decision-making. While DOT leaders are dealing with more tactical responsibilities and overseeing the day-to-day operation of the department, they need planners who can stay ahead of the emerging issues, consider the âwhat if?â scenarios, lead thoughtful evaluations of strategic trade-offs, and communicate the importance of the DOT to the stateâs economy and quality of life. [5] Broader Role for Technology The emergence and proliferation of advanced technologies are impacting the transportation system and society in general, in particular in changing the way we plan, move around, and manage communities. The most prominent changes are being driven by the underlying technological trends related to digitalization, electrification, automation, shared use of assets, and interpersonal and data connectivity. These changes also affect consequent business and financial models related to the development of new infrastructure while also filling existing gaps in funding at the federal, state, and local levels. Technology trends also impact both transportation planning as a process (for example, new technology-based means of communicating to a range of diverse groups), as well as an agencyâs technical capabilities (for example, large-scale data collection and data management). In the next 5Â years, important technology trends affecting transportation will likely include more robust internet and wireless communications, increased electrification of vehicles, higher integration of advanced driver assistance capabilities, changes to freight and logistics resulting from smart manufacturing (first mile/last mile solutions and drone delivery), improved and per- sonalized information access, an uptick in personal mobility devices, and microtransit. Post-2025, electric vehicles will likely continue to be an important trend in transportation system use, putting pressure on an efficient allocation of energy through smart grids. Smart mobility, expanded trav- eler information systems, adoption of wireless traffic management systems, and higher penetra- tion of automated vehicles and shared use technology are all forecasted to impact transportation systems and associated institutional arrangements. Each of these will affect the types of issues that will be considered as part of the transportation planning process. Planning Support for Policy and Decision-Making Needs As part of the planning process, transportation officials anticipate and respond to a range of societal concerns, evolving characteristics of the transportation system, and changing economic,

Project Context, Research Objectives, and Approach 7Â Â demographic, and cultural contexts for transportation decisions. Examples of consequential policy issues identified by the TRB in its Critical Issues in Transportation 2019 Policy Snapshot [6], included: â¢ Transformational technologies and services: Steering the technology revolution â¢ Serving a growing and shifting population â¢ Energy and sustainability: Protecting the planet â¢ Resilience and security: Preparing for threats â¢ Safety and public health: Safeguarding the public â¢ Equity: Serving the disadvantaged â¢ Governance: Managing our systems â¢ System performance and asset management â¢ Funding and finance: Paying the tab â¢ Goods movement: Moving freight â¢ Institutional and workforce capacity â¢ Research and innovation: Preparing for the future It seems likely that planning efforts in states, regions, or local areas could well have their own, in many cases similar, concerns that would need to be reflected in the planning process. The Impact of Changes on Essential Knowledge Transportation planning has evolved considerably since its professional origins in the middle of the 20th century. Transportation planners of the future will likely be expected to ensure that transportation plays a supportive and proactive role in improving a regionâs economic, social, and environmental well-being even more so than it does today. Transportation system/ personal use technologies will likely transform the concept of personal travel. Innovations in goods manufacture and delivery could have dramatic effects on freight flows (e.g., 3-D printing). [7] Changing demographics will influence all aspects of society, with a strong focus on equity and transportation for diverse populations. Concerns for transportation system equity, resilience, and public health, which are emerging issues today, could very well be commonplace in 10 to 15Â years, with planners spending considerable time identifying transportation system and popu- lation vulnerabilities. The Increasingly Diverse and Dispersed âClientsâ of Planning Activities The range of transportation issues, both for mobility demand and infrastructure/service supply, is increasingly responsive to the broad range of socioeconomic, racial, ethnic, and cultural diversity in society. [8] Developing appropriate transportation solutions requires recognizing key differ- ences, not only in transportation habits and needs and relevant solutions, but also a planning process that can effectively depict key differences and communicate with the broadest range of constituents. Agency Culture and Organization Influence on Workforce Recruitment Development and Retention This research recognized that, taken together, the range of planning issues noted above can have a critical impact on needed planning workforce capabilities (in terms of KSA), but also on the workforce itself in terms of their interests, values, and desired work and life styles. There are distinct differences in these characteristics and in terms of motivation and expectations as

8 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners one considers different generational cohorts, for example, baby boomers, millennials (Gen Y), Gen X, and Gen Z. As noted later, the literature review found that the characteristics of Gen X and Gen Z employees include such things as: â¢ Work attitudes trending toward entrepreneurial and collaborative approaches and multitasking; â¢ More familiarity and interest in digital and internet-based work tools and working remotely; â¢ Career orientation trending toward personal fulfillment and tempered by skepticism about public sector employment; â¢ Interest in career vectors offering personal development and continuous learning opportunities; â¢ Explicit consideration of public versus private sector employment opportunities; â¢ Willingness to move to new jobs that offer greater quality of life benefits and flexibility; and â¢ Expectation of culturally competent, diverse, and inclusive agency staff and leadership. These factors could be at considerable odds with many current workplace environments in both the public and private sectors. In public agencies these factors become even more important when work environments are often characterized by required credentialing for advancement, narrow position descriptions, rigid hierarchy, concentrating talents and skills in position descriptions, minimal opportunities for cross disciplinary enrichment, and narrow recruitment targets. In some cases, these factors are dictated by civil service and/or union requirements. The workforce develop- ment challenge therefore goes well beyond the identification of needed capabilities; it goes to the importance of organizational structure and culture, career opportunities, on-the-job training and enrichment, and quality of life considerations. 1.2 Project Objectives The purposes of this project were to (1) develop knowledge, skills, abilities, education, and experience (KSAEE) characteristics and talent profiles for transportation planners at all levels of planning applications that reflect current needs and capabilities likely needed to meet future work efforts; and (2) provide guidance to transportation agencies on how to attract, develop, manage, and retain future transportation planners. There are multiple audiences for the results of this research most importantly including agency and planning program managers. Other important audiences include university transportation programs and human resource managers who have responsibilities in preparing, attracting, and developing an agencyâs staff resources. The results could also be useful for others not familiar with the planning profession. Developing and retaining planning staff with the competency to identify and address future needs depends on: â¢ Analyzing future transportation planning trends and issues as a determinant of planning workforce talent requirements; â¢ Identifying the KSAs relevant to developing a planning process and planning products that anticipate, understand, and meet emerging trends; â¢ Attracting, competing for, and retaining staff that have the requisite KSAs; â¢ Creating a work environment that recognizes the learning, working, and interpersonal commu- nications styles needed for todayâs planners; â¢ Providing professional development opportunities that will provide experienced planners with an exposure to new skills and tools to enhance their capabilities; â¢ Providing an attractive work environment and work conditions that meet the organizationâs mission while meeting staff needs; â¢ Providing a career plan and professional development opportunities that are competitive with other career paths;

Project Context, Research Objectives, and Approach 9Â Â â¢ Offering a flexible and structured human resource program that supports and encourages fulfilling career paths for transportation planners; and â¢ Attracting transportation planners that reflect the characteristics of the society they serve. These factors were considered as part of the research and are reflected in the approach that guided the research. 1.3 Research Approach FigureÂ 1 shows the steps in the research approach. The approach started with an understand- ing of talent profiles characterized by KSAs. Of note, only KSAs were examined at this point in the research given that the education and experience (EEs) factors were really qualifying criteria for a job and thus not part of the core knowledge and abilities to be successful in the job. An ability to add EEs to a talent profile was later added for those agencies that might want to create job descriptions, which were based on the full set of KSAEEs. The range of desired KSAs was based on a literature review of transportation planning and the âfuturesâ literatures, and a review of transportation agency websites. In order to understand how these driving forces related to agency planning needs and capabilities, the literature review was augmented with outreach efforts that included: â¢ Surveys of â A large engineering/planning consulting firm â AASHTO members of the Committee on Planning 1. Project Management/Interaction with Stakeholders Throughout Project Figure 1. Research approach.

10 Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners â ITE Planning Council â WTS (Womenâs Transportation Seminar) â¢ Focus Group â Conference of Minority Transportation Officials (COMTO) â¢ Interviews of â Directors of university transportation centers â Program directors of university-based training programs â Program staff for the National Transit Institute (NTI) â¢ Workshop â Session at the 2019 TRB Annual Meeting The results of this data collection led to the identification of the KSAs considered most impor- tant for current and expected future characteristics of transportation planning. Talent profiles represent a new way (for public agencies) of portraying a positionâs desired competencies. One of the key points for Task 5, developing talent profiles, was that transportation planning is not considered the same across agencies. Transportation planning consists of many different analysis and data collection efforts, information-producing tasks, interaction with key stakeholders and the public, and conducting multimodal studies as well as mode-specific plan- ning (for example, active transportation). Transportation planning needs also will likely differ for small rural states as compared to large urban states. Task 5 developed a typology for the KSAs reflecting these diverse perspectives that became part of the talent profile template used through- out the research. In other words, the approach toward developing talent profiles was based modularly so that an agency can pick which KSAs will be most relevant to their needs. The planning talent profiles: â¢ Reflect the current relationships among stakeholders regarding the range of planning activities, including conventional transportation planning in areas related to data analysis, forecasting, impact analysis, and evaluation; â¢ Array the appropriate set of distinctly different planning activities defined in terms of differ- ences in needed KSAs and related background in education and expertise; â¢ Reflect differences in positions by function and role including agency director, manager, analyst, specialist, and technician. Common KSAs were identified for every planning position, no matter what role it has in the agency. For example, it was found that âfamiliarity with trans- portation planning principlesâ was considered critical for every position in a planning unit. In addition, position-specific KSAs were identified for those that often interact with many dif- ferent agency functions or that require special knowledge, for example, transportation system operations, asset management, access and mobility improvement, system resilience, public health, and the like; â¢ Give special attention to critical planning contexts requiring special talents (non-planning disciplines, work experience, and the like) currently unavailable; and â¢ Represent a range of KSAs relating to a set of driving forces that could influence future trans- portation planning. The results of the initial research tasks led to the development of an Agency Talent Profile Tool (Tool) that could be used by agency managers to develop talent profiles quickly and effec- tively. A separate Tool was developed for use by employees. The draft Tool was piloted with four agencies: the Atlanta Regional Commission (ARC), the metropolitan planning organization (MPO) for the Atlanta, Georgia metropolitan area; the Minnesota Department of Transpor- tation (MnDOT); the Montana Department of Transportation (MDOT); and the New Jersey Department of Transportation (NJDOT). These pilots obtained feedback from transportation planning officials and human resource staff on the substance, usefulness, and form of the Tool.

Project Context, Research Objectives, and Approach 11Â Â This Tool was incorporated into a QRG that included a step-by-step process for agency offi- cials, primarily human resource and planning managers, to do the following: â¢ Identify prospective planning KSAs for their agencies in light of current and likely future planning needs; â¢ Develop talent profiles given external and internal (to the agency) driving forces that have been identified in their agency; â¢ With the addition of EEs requirements, develop position or job descriptions based on these talent profiles; and â¢ Identify strategies for assuring a strong and capable planning staff today (e.g., training and professional development needs), attracting the staff of tomorrow, and retaining both. The final QRG is presented in Appendix C and also is available as a separate PDF on the TRB website. The research approach faced significant challenges caused by the 2020 COVID-19 pandemic. Many of the data collection strategies had to be modified to reflect the changing demands on transportation agency staff and limitations on physical interaction. For example, it was origi- nally planned to survey COMTO members, but given the demands on transportation officials in responding to the pandemic, it was decided that a more focused, internet-based group discussion would be more effective. COVID-19 also affected the plan for conducting pilot studies of the Tool developed for this research, which had been originally envisioned as in-person pilot studies. All of the transportation agencies contacted to participate in the pilots were requiring staff to work remotely and were not allowing in-person meetings from outside individuals. As a result, the pilots were conducted on-line as facilitated, interactive, 1-hour discussions with transportation plan- ning and human resource officials. The discussions focused on the draft Tool, which participants received in advance to allow them to understand how the Tool was structured. Although COVID-19 has affected the work style of many DOT staff, the QRG is still valid in that such external factors are part of the organizational assessment that is part of the QRG pro- cess. The QRG will continue to be valid as work spaces change.

For public agencies, attracting qualified, technically competent, culturally sensitive, and motivated planning staff can be challenging in a competitive landscape.

The TRB National Cooperative Highway Research Program's NCHRP Research Report 980: Attracting, Retaining, and Developing the Transportation Workforce: Transportation Planners presents an assessment of current and emerging forces that are shaping transportation planning practice and the transportation planning workforce.

Supplemental to the report are downloadable tools (one for employees and one for employers ), an implementation memo , a Quick Reference Guide , and a Summary .

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1.3: Project Context

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Learning Objectives

Identify the effect of organization type on time horizons.
Compare project management and operations management.
Describe the organizational options for managing projects.

The project is affected by the type of organization in which the project is conducted and how the organization is organized to manage projects.

Organizational Priorities

Operations Management versus Project Management

Organizing to Manage Projects

PMOs can provide various functions for an organization. Some possible functions include the following:

Project management . Some organizations maintain the project manager within the PMO, assign project managers from other departments, procure contract project managers, or practice a combination of all three.
Center of excellence . The project office can maintain the organization’s project management policies and procedures, maintain a historical database, maintain best practices, and provide training and specialized expertise when needed.
Portfolio management . The project office actually supervises the project managers and monitors project performance. Portfolio management also includes prioritizing projects on the basis of value to the organization and maintains an inventory of projects. Portfolio management balances the number and type of projects to create the greatest return from the entire portfolio of projects.
Functional support . The project office maintains project management expertise to support the project. Estimating, project scheduling, and project cost analysis are examples of functional support.

Key Takeaways

The purpose of an organization can affect its view of the time allowed for projects.
In an organization, project management can be used to make step changes to take advantage of new technologies or make significant improvements in effectiveness or efficiency.
Operations managers are long-term focused and process oriented. Project managers are goal directed and milestone oriented.
Projects can be handled by outside contractors or by an internal group in a PMO.
The type of organization can influence the ____ frame allowed for projects.
Operations managers are focused on __________, while project managers are focused on the goals of the project.
If projects are routinely handled internally, the group that manages the projects might be called the ______ ______ _____ (three words).
A friend of yours has a forty-five-minute commute to work. She decides to spend some time evaluating the different options she has for routes and possible carpooling to reduce the cost or time it takes to get to work. Is this task an example of something that uses the skills of an operations manager, or does it need the additional skills of a project manager? Explain your answer and refer to the definitions provided.
Business managers focus on improving efficiency and effectiveness, but sometimes they use a project management approach to make significant changes. What often prompts them to use the project management approach? What would be an example?

Operations versus Project Management

How is the relationship between the operations manager and the sales staff different from the relationship between a project manager and the project team members?
Which of the duties described above is most like project management and might be contracted to an outside firm?
What is the biggest difference between project management and the sales manager’s job?

California History-Social Science Project

Thesis and argument: setting the context, setting the context, at the beginning of a history essay, the author should provide historical context to frame the topic for the reader. the context should provide the reader with a brief introduction to the time, place, and significance of events discussed in the essay. this context precedes the thesis statement and frames the larger argument. , some things to consider .

Temporal context: Situates the essay in a particular time period, and amidst other events of the period.

Spatial context: Situates the essay in a specific location-- local, national, and/or international.

Discursive context: Situates the essay in the larger conversation or historical debate on the topic (historiography).

¨Present context: (Proceed with caution!) Connects the essay to present concerns and creates relationships between the past and present.

Student Problems

Step 1: Start BROAD. – Provide background information to set the historical context.

Set the context:

Specific time period and location

Specific historical events/major ideas of the time period

Discuss the who, what, when, where, why surrounding your topic.

Answers the question, WHY is your topic important in the big picture of history?

Step 2: Get more SPECIFIC. Include an example to illustrate your thesis.

Step 3: Write your THESIS.

Example 1:

An essay that includes this 1830 letter (authored by President Andrew Jackson to John Pitchlynn, a U.S. official for the Choctaw Agency) as evidence may include a an introduction that references and addresses:

Historical context (time, events, place, and people): Indian Removal Act, Choctaw Nation, Choctaw Agency, Trail of Tears, Manifest Destiny, treaties, Constitution of the Choctaw Nation, settlers, westward migration, territories, President Andrew Jackson, Bureau of Indian Affairs, Cherokee Nation, Homestead Act
Historical significance: citizenship, sovereignty, race and ethnicity, imperialism, Manifest Destiny, nativism, vanishing Indian, genocide, westward expansion, imperialism, land rights
* Bolded and color text are suggested vocabulary and content that students may especially focus their attention.

Example 2: Japanese Internment

"Oakland, Calif., Mar. 1942. A large sign reading "I am an American" placed in the window of a store, at 13th and Franklin streets, on December 8, the day after Pearl Harbor. The store was closed following orders to persons of Japanese descent to evacuate from certain West Coast areas. The owner, a University of California graduate, will be housed with hundreds of evacuees in War Relocation Authority centers for the duration of the war.”

An essay that includes this photograph as evidence may include an introduction that references and addresses:

Historical contex t (time, events, place, and people): WWII, Pearl Harbor, Japanese people (U.S. citizens, immigrants, Japanese nationals--Issei, Nisei,Sansei), West Coast, California, Executive Order 9066, internment camps, xenophobia, President Roosevelt, relocation, General John DeWitt, Fred Korematsu, Japanese American Citizens League, Japanese American servicemen.

Historical significance: citizenship, national security, civil rights, race and ethnicity, America’s home front, xenophobia, scapegoating, reparations.

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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

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What is project context in thesis writing

This describes the primary aspects of an itemized thesis in the bachelor’s and master’s levels. Even though the specific structure described here’s best for empirical theses, a lot of the recommendation can also be relevant for theoretical work. Please be aware that the formal needs vary between different disciplines, and make certain to confer the rules that apply inside your field.

For that contents within the various sections you may even confer Organising your writing.

Abstract and foreword

Most readers will turn first towards the abstract. Utilize it being an chance to spur the reader’s interest. The abstract should summarise the primary items in your thesis, particularly the thesis statement, but need not cover every facet of the primary text. The primary objective is to own readers advisable of the items the thesis is all about.

Generally the abstract ought to be the last factor that you simply write, when you are aware that which you have really written. It’s nonetheless smart to focus on a draft continuously. Writing a great abstract is tough, because it must only include the most crucial points of the work. But this is why caring for your abstract could be helpful – it can make you identify just what it is you’re writing about.

You will find usually no formal needs for forewords, but it’s common practice by way of thanking your supervisors, informants, yet others who’ve helped and supported you. For those who have received any grants or research residencies, it’s also wise to acknowledge these.

Note: Shorter assignments don’t require abstracts and forewords.

1. Introduction

What is project context in thesis writing Exercise Write three

It’s not necessarily a bad idea to undergo the introduction one further time once the writing is completed, to make sure that it connects well together with your conclusion.

Tip: For any nice, stylistic twist you are able to reuse a style in the introduction inside your conclusion. For instance, you may present a specific scenario in a single means by your introduction, after which go back to it inside your conclusion from the different – more potent or contrasting – perspective.

Your introduction will include:

The backdrop for the selection of theme
Attorney at law of the research question or thesis statement
A schematic outline of the rest of your thesis

The sections below discuss all these elements consequently.

1.1 Background

The backdrop sets the overall tone for the thesis. It ought to create a good impression and convince the readers why the theme is essential as well as your approach relevant. Nevertheless, it ought to be no more than necessary.

What’s considered another background depends upon your field and it is traditions. History may be historic anyway, or it could make reference to previous research or practical factors. You may also concentrate on a particular text, thinker or problem.

Academic writing frequently means getting attorney at law on your own (or some imagined opponent). To spread out your discussion, there are many possibilities. You might, for instance:

make reference to a modern day event
outline a particular problem a situation study or perhaps an example
evaluate the relevant research/literature to show the requirement for this specific kind of research

What is project context in thesis writing confer Organising

In the rest of your thesis, this sort of information ought to be prevented, especially if it is not collected systematically.

Tip: Don’t spend over our limits time in your background opening remarks before you decide to have become began using the primary text.

Write three different opening sentences for the thesis using different literary devices

For instance: a) “set the scene” having a (short) narrative b) adopt a historic method of the phenomenon you want to discuss c) take a good example in the media to provide your subject current relevance.

Observe how much these different openings keep you going, and select the approach most suitable for your subject. For instance, would you like to spur feelings, or remain as neutral as you possibly can? How important may be the historic background? The exercise can be achieved in small groups or pairs. Discuss why is a dent paragraph effective (or otherwise). So how exactly does your opening paragraph reveal what’s to follow along with? What’s going to the readers’s expectations be?

1.2 Defining the scope of the thesis

Among the first tasks of the investigator is defining the scope of the study, i.e. its area (theme, field) and the quantity of information to become incorporated. Narrowing the scope of the thesis could be time-consuming. Paradoxically, the greater you limit the scope, the greater interesting it might be. It is because a narrower scope enables you to clarify the issue and focus it at greater depth, whereas very broad research questions only allow a superficial treatment.

The study question could be formulated as you primary question with (a couple of) more specific sub-questions or by means of a hypothesis that’ll be tested.

Your quest question will probably be your guide as the writing proceeds. If you’re working individually, you’re also liberated to modify it in the process.

How can you tell you have drafted an investigation question? Most significantly, an investigation real question is something which could be clarified . Otherwise, you’ve most likely think of a theme or field, not really a question.

Use interrogative words: how, why, which (factors/situations) etc.
Some questions are closed and just invoke concrete/limited solutions. Others will open for discussions and various interpretations. Asking “What &#8230?” is really a more closed question than asking “How?” or “In what way?” Asking “Why” means you’re investigating what can cause of the phenomenon. Studying causality is methodologically demanding.
You can pose partly open questions that permit discussions from the overall theme, e.g. “In what way &#8230?” “How are we able to understand [a specific phenomenon]?”
Attempt to condense your quest question into one general question – and possibly a couple of more specific sub-questions (2 or 3 will often suffice).

1.3 Outline

The outline gives an introduction to the primary points of the thesis. It clarifies the dwelling of the thesis helping you find the appropriate focus for the work. The outline may also be used in supervision sessions, mainly in the beginning. You will probably find you need to restructure your thesis. Caring for your outline may then be a great way of creating feeling of the required changes. A great outline shows the way the various parts connect with one another, and it is a helpful guide for that readers .

It frequently is sensible to place the outline in the finish from the introduction, however this rule isn’t absolute. Use discretion: What’s most useful for that readers? The data may come in the right point – not very early and never past too far.

2. Theory section

The idea utilized in an empirical study is supposed to reveal the information inside a scholarly or scientific manner. It ought to give insights not achievable by ordinary, everyday glare. The primary reason for using theory would be to analyse and interpret your computer data. Therefore, you shouldn’t present theoretical perspectives that aren’t being offer use. Doing this can create false expectations, and shows that your projects is incomplete.

Not every theses possess a separate theory section. Within the IMRaD format the idea section is incorporated within the introduction, and also the second chapter covers the techniques used.

What sort of theory if you undertake? Because the theory may be the foundation for the data analysis it may be helpful to pick a theory that allows you to separate, and categorise different phenomena. Other theories allow you to get the various how to go about a phenomenon. Quite simply, you’ve got a selection of either lowering the complexity of the data or expanding upon something which initially looks simple.

The length of time and space in the event you dedicate to the idea chapter? This can be a difficult question. Some theses dwell too lengthy on theory rather than arrive at the primary point: case study and discussion. But it’s important too to possess read enough theory to understand things to look for when collecting data. The character of the research make the decision: Some studies don’t require much theory, but put more focus on the technique, while other studies require a wealthy theory section to allow a fascinating discussion.

3. Method section

Inside a scholarly research article, the section coping with method is essential. Exactly the same pertains to an empirical thesis. For college students, this is often a difficult section to create, especially since its purpose might not continually be obvious.

The technique chapter should not iterate the items in methodology handbooks. For instance, for those who have transported out interviews, you don’t need to list out all of the different kinds of research interview. Additionally you don’t need to describe the variations between quantitative and qualitative methods, or list all sorts of validity and reliability.

That which you must do would be to show how the selection of design and research technique is suitable for answering your quest question(s). Demonstrate you have given due shown to the validity and longevity of your selected method. By &#8220showing&#8221 rather of &#8220telling&#8221, you demonstrate you have understood the sensible concept of these concepts. By doing this, the technique section isn’t just in a position to tie aspects of your thesis together, additionally, it becomes interesting to see!

Show the readers what you have carried out inside your study, and explain why. How have you collect the information? Which options grew to become available using your selected approach?
What were your working conditions? What factors did you need to balance?
Tell the readers that which you did to improve the validity of the research. E.g. what else could you say concerning the reliability in data collection? How can you tell you have really investigated that which you meant to investigate? What conclusions could be attracted about this basis? Which conclusions know and for tentative? Can your results be used in other locations? Are you able to generalise? If that’s the case, why? Otherwise, why don’t you?
You need to try to describe weaknesses in addition to strengths. A great thesis distinguishes itself by protecting – and simultaneously criticising – the options made.

4. Analysis

Your analysis, together with your discussion, will make up the high light of the thesis. Within the IMRaD format, this is entitled “Results”. This is when you report your findings and offer these questions systematic manner. The expectations from the readers happen to be developed with the other chapters, make certain you fulfill these expectations.

To analyse way to separate various kinds of phenomena – similar from various. Importantly, by distinguishing between different phenomena, your theory is offer work. Exactly how your analysis should appear, however, is really a methodological question. Learning better to organise and offer your findings may take a moment. The right spot to consider examples and inspiration is repositories for master’s theses.

If you’re analysing human actions, you might want to engage the reader’s feelings. Within this situation it will likely be vital that you choose analytical groups that correlate for your selected theory. Engaging feelings isn’t the primary point, but a method to elucidate the phenomenon so the readers understands it inside a new and way.

Note. Not every theses incorporate a separate chapter for analysis.

5. Discussion

In lots of thesis the discussion is an essential section. Make certain that you simply allocate enough space and time for any good discussion. Here’s your chance to exhibit you have understood the value of your findings and you can handle applying theory within an independent manner.

The discussion will contain argumentation. Quite simply, you investigate a phenomenon from the 3 different perspectives. To go over way to question your findings, and also to consider different interpretations. Listed here are a couple of types of formulations that signal argumentation:

Around the one hands &#8230 and alternatively
But could it be really correct that&#8230
&#8230 on will it be also supposed&#8230?
&#8230 another possible explanation might be &#8230

6. Conclusion &#8211 or summing up?

The ultimate portion of your thesis might take one of many variations. Some theses require a conclusion, while for other people a summing up is going to be appropriate. The decisive factor would be the nature of the thesis statement and research question.

Open research questions cannot continually be clarified, but when an absolute response is possible, you have to give a conclusion. The final outcome should answer your quest question(s). Keep in mind that an adverse conclusion can also be valid.

A summing up should repeat the most crucial issues elevated inside your thesis (especially in the discussion), although preferably mentioned inside a (slightly) different way. For instance, you can frame the problems inside a wider context.

Placing your thesis in perspective

Within the final section you need to put your operate in a broader, academic perspective and see any unresolved questions. Throughout the work, you might have experienced new information questions and fascinating literature which might have been adopted up. At this time, you might explain these possible developments, while which makes it obvious for that readers that they are past the framework of the current project.

Briefly discuss your results via a different perspective. This will help you to see aspects which were not apparent for you in the project preparation stage
Highlight alternative research questions you have based in the source materials within the project
Show how others have placed the topic area inside a wider context
If others have attracted different conclusions from yours, this provides you with ideas of recent methods to see the research question
Describe any unanswered facets of any project
Specify potential follow-up and new projects

A thesis should “bite itself within the tail”

There must be a powerful link between your conclusion as well as your introduction. All of the styles and problems that you elevated inside your introduction should be known again in some way. If you discover out at this time that the thesis hasn’t tackled an element that you elevated within the introduction, you need to return to the introduction and delete the mention of the that issue. A stylish method to structure the written text is by using exactly the same textual figure or situation at first plus the finish. Once the figure returns within the final section, it’ll have adopted a brand new and more potent meaning with the insights you’ve experienced, produced while writing.

J. Schimel, 2012 Writing Science. Crafting papers that will get reported and proposals that will get funded. New You are able to: Oxford College Press

Your introduction has two primary purposes: 1) to provide an introduction to the primary points of the thesis and a pair of) awaken the reader’s interest. It’s not necessarily a bad idea to undergo the introduction one further time once the writing is completed, to make sure that it connects well together with your conclusion.

If it’s common inside your discipline to mirror upon your encounters like a specialist, this is actually the spot to present them. In the rest of your thesis, this sort of information ought to be prevented, especially if it is not collected systematically.

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Explain What Is Meant By The Term ‘Project Context’

Published: 3rd February 2020

1. Political

2. sociological , 4. environmental factors.

Environmental factors may influence the project context. For a construction project an environmental impact assessment needs to be done early on in the project so that the project manager can understand all the risks involved and allow the project manager to plan time to allow consultation with the relevant authorities or to gain permits e.g. an environmental permit for discharges to land water and air.

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I really like this answer, lots of detail and structure well done.

Very informative and clear explanations.

example of project context in thesis

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Introduction

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Application of Thesis

Purpose of Thesis

When to Write Thesis

Characteristics of Thesis

Advantages of Thesis

Limitations of Thesis

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What is project context in thesis writing

Abstract and foreword

1. Introduction

1.1 Background

1.2 Defining the scope of the thesis

1.3 Outline

2. Theory section

3. Method section

4. Analysis

5. Discussion

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Explain What Is Meant By The Term ‘Project Context’

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