who marks a masters dissertation

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 .

*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.

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?

Table of contents

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

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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• Dissertation

What Is a Dissertation? | 5 Essential Questions to Get Started

Published on 26 March 2020 by Jack Caulfield . Revised on 5 May 2022.

A dissertation is a large research project undertaken at the end of a degree. It involves in-depth consideration of a problem or question chosen by the student. It is usually the largest (and final) piece of written work produced during a degree.

The length and structure of a dissertation vary widely depending on the level and field of study. However, there are some key questions that can help you understand the requirements and get started on your dissertation project.

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Table of contents

When and why do you have to write a dissertation, who will supervise your dissertation, what type of research will you do, how should your dissertation be structured, what formatting and referencing rules do you have to follow, frequently asked questions about dissertations.

A dissertation, sometimes called a thesis, comes at the end of an undergraduate or postgraduate degree. It is a larger project than the other essays you’ve written, requiring a higher word count and a greater depth of research.

You’ll generally work on your dissertation during the final year of your degree, over a longer period than you would take for a standard essay . For example, the dissertation might be your main focus for the last six months of your degree.

Why is the dissertation important?

The dissertation is a test of your capacity for independent research. You are given a lot of autonomy in writing your dissertation: you come up with your own ideas, conduct your own research, and write and structure the text by yourself.

This means that it is an important preparation for your future, whether you continue in academia or not: it teaches you to manage your own time, generate original ideas, and work independently.

Prevent plagiarism, run a free check.

During the planning and writing of your dissertation, you’ll work with a supervisor from your department. The supervisor’s job is to give you feedback and advice throughout the process.

The dissertation supervisor is often assigned by the department, but you might be allowed to indicate preferences or approach potential supervisors. If so, try to pick someone who is familiar with your chosen topic, whom you get along with on a personal level, and whose feedback you’ve found useful in the past.

How will your supervisor help you?

Your supervisor is there to guide you through the dissertation project, but you’re still working independently. They can give feedback on your ideas, but not come up with ideas for you.

You may need to take the initiative to request an initial meeting with your supervisor. Then you can plan out your future meetings and set reasonable deadlines for things like completion of data collection, a structure outline, a first chapter, a first draft, and so on.

Make sure to prepare in advance for your meetings. Formulate your ideas as fully as you can, and determine where exactly you’re having difficulties so you can ask your supervisor for specific advice.

Your approach to your dissertation will vary depending on your field of study. The first thing to consider is whether you will do empirical research , which involves collecting original data, or non-empirical research , which involves analysing sources.

Empirical dissertations (sciences)

An empirical dissertation focuses on collecting and analysing original data. You’ll usually write this type of dissertation if you are studying a subject in the sciences or social sciences.

• What are airline workers’ attitudes towards the challenges posed for their industry by climate change?
• How effective is cognitive behavioural therapy in treating depression in young adults?
• What are the short-term health effects of switching from smoking cigarettes to e-cigarettes?

There are many different empirical research methods you can use to answer these questions – for example, experiments , observations, surveys , and interviews.

When doing empirical research, you need to consider things like the variables you will investigate, the reliability and validity of your measurements, and your sampling method . The aim is to produce robust, reproducible scientific knowledge.

Non-empirical dissertations (arts and humanities)

A non-empirical dissertation works with existing research or other texts, presenting original analysis, critique and argumentation, but no original data. This approach is typical of arts and humanities subjects.

• What attitudes did commentators in the British press take towards the French Revolution in 1789–1792?
• How do the themes of gender and inheritance intersect in Shakespeare’s Macbeth ?
• How did Plato’s Republic and Thomas More’s Utopia influence nineteenth century utopian socialist thought?

The first steps in this type of dissertation are to decide on your topic and begin collecting your primary and secondary sources .

Primary sources are the direct objects of your research. They give you first-hand evidence about your subject. Examples of primary sources include novels, artworks and historical documents.

Secondary sources provide information that informs your analysis. They describe, interpret, or evaluate information from primary sources. For example, you might consider previous analyses of the novel or author you are working on, or theoretical texts that you plan to apply to your primary sources.

Dissertations are divided into chapters and sections. Empirical dissertations usually follow a standard structure, while non-empirical dissertations are more flexible.

Structure of an empirical dissertation

Empirical dissertations generally include these chapters:

• Introduction : An explanation of your topic and the research question(s) you want to answer.
• Literature review : A survey and evaluation of previous research on your topic.
• Methodology : An explanation of how you collected and analysed your data.
• Results : A brief description of what you found.
• Discussion : Interpretation of what these results reveal.
• Conclusion : Answers to your research question(s) and summary of what your findings contribute to knowledge in your field.

Sometimes the order or naming of chapters might be slightly different, but all of the above information must be included in order to produce thorough, valid scientific research.

Other dissertation structures

If your dissertation doesn’t involve data collection, your structure is more flexible. You can think of it like an extended essay – the text should be logically organised in a way that serves your argument:

• Introduction: An explanation of your topic and the question(s) you want to answer.
• Main body: The development of your analysis, usually divided into 2–4 chapters.
• Conclusion: Answers to your research question(s) and summary of what your analysis contributes to knowledge in your field.

The chapters of the main body can be organised around different themes, time periods, or texts. Below you can see some example structures for dissertations in different subjects.

• Political philosophy

This example, on the topic of the British press’s coverage of the French Revolution, shows how you might structure each chapter around a specific theme.

This example, on the topic of Plato’s and More’s influences on utopian socialist thought, shows a different approach to dividing the chapters by theme.

This example, a master’s dissertation on the topic of how writers respond to persecution, shows how you can also use section headings within each chapter. Each of the three chapters deals with a specific text, while the sections are organised thematically.

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Like other academic texts, it’s important that your dissertation follows the formatting guidelines set out by your university. You can lose marks unnecessarily over mistakes, so it’s worth taking the time to get all these elements right.

Formatting guidelines concern things like:

• line spacing
• page numbers
• punctuation
• title pages
• presentation of tables and figures

If you’re unsure about the formatting requirements, check with your supervisor or department. You can lose marks unnecessarily over mistakes, so it’s worth taking the time to get all these elements right.

How will you reference your sources?

Referencing means properly listing the sources you cite and refer to in your dissertation, so that the reader can find them. This avoids plagiarism by acknowledging where you’ve used the work of others.

Keep track of everything you read as you prepare your dissertation. The key information to note down for a reference is:

• The publication date
• Page numbers for the parts you refer to (especially when using direct quotes)

Different referencing styles each have their own specific rules for how to reference. The most commonly used styles in UK universities are listed below.

You can use the free APA Reference Generator to automatically create and store your references.

APA Reference Generator

The words ‘ dissertation ’ and ‘thesis’ both refer to a large written research project undertaken to complete a degree, but they are used differently depending on the country:

• In the UK, you write a dissertation at the end of a bachelor’s or master’s degree, and you write a thesis to complete a PhD.
• In the US, it’s the other way around: you may write a thesis at the end of a bachelor’s or master’s degree, and you write a dissertation to complete a PhD.

The main difference is in terms of scale – a dissertation is usually much longer than the other essays you complete during your degree.

Another key difference is that you are given much more independence when working on a dissertation. You choose your own dissertation topic , and you have to conduct the research and write the dissertation yourself (with some assistance from your supervisor).

Dissertation word counts vary widely across different fields, institutions, and levels of education:

• An undergraduate dissertation is typically 8,000–15,000 words
• A master’s dissertation is typically 12,000–50,000 words
• A PhD thesis is typically book-length: 70,000–100,000 words

However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.

At the bachelor’s and master’s levels, the dissertation is usually the main focus of your final year. You might work on it (alongside other classes) for the entirety of the final year, or for the last six months. This includes formulating an idea, doing the research, and writing up.

A PhD thesis takes a longer time, as the thesis is the main focus of the degree. A PhD thesis might be being formulated and worked on for the whole four years of the degree program. The writing process alone can take around 18 months.

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Caulfield, J. (2022, May 05). What Is a Dissertation? | 5 Essential Questions to Get Started. Scribbr. Retrieved 22 April 2024, from https://www.scribbr.co.uk/thesis-dissertation/what-is-a-dissertation/

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Other students also liked, how to choose a dissertation topic | 8 steps to follow, how to write a dissertation proposal | a step-by-step guide, what is a literature review | guide, template, & examples.

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Dissertation - Marking Criteria

The text below is an extract from the MSc handbook for students

Each dissertation is independently marked by two examiners; one of these is normally the supervisor. An external examiner moderates the assessment. The examiners may conduct an oral examination if they wish to check the depth of the student's understanding and to ensure that the dissertation is the student's own work. Students must obtain a pass grade on the dissertation to pass the MSc degree. The examiners give up to 100 points where the points translate to the following categories:

85 − 100:   An exceptionally high level of understanding and outstanding  research potential.

70 − 84.99:   Very high competence and excellent research potential.

60 − 69.99:   Evidence of some creativity and independence of thought.

50 − 59.99:   Sound understanding of the literature, but lack of accuracy or originality.

0 − 49.99:   Insufficient or no understanding of the topic, poor quality of work.  

The points are given according to the following guidelines:

Knowledge of subject (25)

21 − 25:   Deep understanding and near-comprehensive knowledge.

18 − 20:   Deep understanding.

15 − 17:   Very good understanding.

12 − 14:   Sound knowledge of relevant information.

10 − 11:   Basic understanding of the main issues.

0 − 9:   Little or no understanding of the main issues.

Organisation of material (25)

21 − 25:   Of publishable quality.

18 − 20:   Arguments clearly constructed; material very well-organised.

15 − 17:   Well-organised; aims met with no significant errors or omissions.

12 − 14:   Coherent and competent organisation.

10 − 11:   Lack of clarity in written presentation or aims only partially met.

6 − 9:   Major flaws in arguments; aims of project not met.

0 − 5:   Arguments are missing/deficient. Disorganised or fragmentary.

Originality, interpretation and analysis   (20)

17 − 20:   Significant originality in the interpretation and/or analysis;  project aims challenging.

14 − 16:   Some originality; evidence of excellent analytical and problem- solving skills.

12 − 13:   Good attempt to interpret and analyse existing literature.

10 − 11:   Minor flaws in interpretation/analysis of existing literature.

5 − 9:   Poor interpretation/analysis or project aims too simple.

0 − 4: Little or no interpretation or analysis; project aims trivial.

Evidence of reading (10)

8 − 10:   Independent reading including research papers.

6 − 7:    Good use of outside reading.

4 − 5:    Some evidence of outside reading.

0 − 3:    Little or no evidence of outside reading.  

Bibliography and referencing   (10)

9 − 10:   Of publishable quality.

7 − 8:    Good referencing and bibliography.

5 − 6:     Either poor bibliography or poor referencing.

3 − 4:    Poor bibliography and little or no referencing.

0 − 2:    No bibliography and little or no referencing.

Style, spelling, punctuation and grammar (10)

9 − 10:   Incisive and fluent, no errors of spelling, punctuation or grammar.

7 − 8:    Very minor errors of spelling, punctuation or grammar.

4 − 6:    Some errors of spelling, punctuation or grammar.

0 − 3:    Many errors of spelling, punctuation or grammar.

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Academic Manual

• 7. Classification

Section 7: Classification

Published for 2023-24

7.1 Overarching Principles

7.2 calculating classifications, 7.2.1 averages and rounding, 7.2.2 classification year mean (ug programmes only), 7.2.3 weighting of reassessment and deferral marks , 7.2.4 credit awarded via the recognition of prior learning (rpl) , 7.2.5 pass / fail degrees , 7.2.6 study abroad and placements  , 7.2.7 academic partnerships, 7.3 pre-honours classification scheme , 7.4    honours degree classification scheme, 7.4.1 general principles , 7.4.2 honours classification scheme a , 7.4.3 honours classification scheme b , 7.4.4 honours classification scheme c , 7.4.5 determination of honours classifications , 7.5 graduate classification scheme , 7.6 taught postgraduate classification scheme , 7.7 research masters (mres) classification scheme , 7.8 non-modular programmes  , 7.8.1 ba (hons) english , 7.8.2 ba (hons) fine art , 7.8.3 bfa (hons) fine art , 7.8.4 mbbs (bachelor of medicine, bachelor of surgery), 7.8.5 ma fine art , 7.8.6 mfa fine art in the slade school of fine art, advice for students.

Further information and advice for students about assessment is available on the  Examinations & Awards webpages .

Recent Changes

A guide to changes to the regulations are available from the  Recent Changes  page.

What is Masters Dissertation or Postgraduate Dissertation?

Many postgraduate students experience a feeling of dread when they first begin thinking about the word ‘Dissertation’! As an essential component of most postgraduate degree programmes, the Dissertation can be the key to success or failure. However, there’s no need to spend time on stress and worry if you understand how to create a successful Dissertation .

Masters Dissertation

What is a masters dissertation.

A Masters Dissertation is a lengthy written study on a topic chosen by the student. It is undertaken with the guidance of a faculty supervisor, and involves an extended period of research and writing. The content and length vary depending on your field of study – Dissertations are typically longer in theoretical fields, and shorter in practical fields.

MA Dissertations

MA Dissertations are conventional academic studies in the fields of the Arts, Humanities and some Social Sciences. They are typically comprised of a thorough investigation of a particular topic, based on the application of theoretical knowledge to already-available data (texts, documents, artworks or existing data sets). It is rare for MA dissertations to include extensive data collected by the author, as the focus is primarily on the application of philosophical and theoretical frameworks. The length of MA Dissertations is typically 25,000-50,000 words, although they may be shorter in some degree programmes where a practical element is also included.

MSc Dissertations

MSc Dissertations are often shorter than MA Dissertations, because they rely more heavily on concrete data that can be conveyed with fewer words. However, the content is just as rigorous in a scholarly sense. MSc Dissertations will often involve some practical field work by students, who are expected to collect data through lab activities. For MSc students the Dissertation forms part of a larger process of research reports and data collection.

MBA Dissertations

MBA Dissertations can take several forms. Traditionally they adhere to a more science-based framework and have more in common with MSc Dissertations than MA Dissertations. However, universities are increasingly offering MBA students opportunities to pursue alternative forms of research that encompass more qualitative and philosophical approaches, and that address a wider set of learning outcomes. For this reason the length of the MBA Dissertation can vary significantly depending on the particular institution and the line of research the student undertakes. Furthermore, many MBA programmes do not require dissertations at all!

How Is a Masters Dissertation Different from Undergraduate and PhD-level Dissertations?

Masters Dissertation requires students to engage with their subject area in a more critical manner than they will have done at the undergraduate level. While many Masters students probably completed a Bachelor’s Dissertation , the expectations for the Masters Dissertation are very different. At this level they will be expected to develop a critical analysis that goes beyond the synthesised reviews typically offered in undergraduate studies. In particular, Masters students are expected to develop a clear philosophical and methodological framework for their writing, and this enables them to craft a much more targeted and incisive analysis.

Masters Dissertations also differ significantly from MPhil and PhD Dissertations, because the Masters level requires less original research. A PhD requires a much longer thesis, normally between 80,000 and 100,000 words. Both the PhD and MPhil require a more sophisticated research agenda, which will rely heavily on independent field research or unique text-based research. At the Masters level, research does not need to be completely unique and ground-breaking, as it does for a PhD. However, Masters students are still expected to provide original writing and critical analysis.

What Does a Masters Dissertation Normally Contain?

Masters Dissertation will typically contain the following dissertation structure , although the length and nature of these vary according to the academic field:

• Abstract – a brief summary statement that contextualises your research, outlines your methodology and summarises findings.
• Literature Review – a chapter that summarises the most important theories and philosophies that are relevant to your research.
• Methodology – a dissertation chapter or statement that details the methods used to conduct your research, and provides a justification for this choice.
• Analytical Chapters – the main body of the dissertation, these chapters provide the critical analysis of your chosen material or subject.
• Conclusion – the final chapter summarises your findings and suggests possible directions for future research.
• Bibliography – the bibliography is expected to be quite lengthy and must conform to the style guidelines for your discipline.

Standard Requirements and Assessment of Masters Dissertations

Word Length – Most Masters Dissertations are 15,000 – 50,000 words in length, although as stated above this can vary significantly depending on the subject area. Do remember that the word count typically does not include front matter, foot notes, bibliography or appendices!

Duration of Study – Most UK Masters programmes are one year in length, with the Dissertation submitted at the end of that year. This can vary for longer degree programmes, or in cases where students are allowed an extra ‘writing up’ year.

Submission Deadlines – Submission deadlines will vary among universities so it’s best to check with your specific institution for details. Masters Dissertations are assessed by examiners and the results must be certified by University Exam Boards, which are held twice yearly (normally in July and September). This means that the deadline for submitting dissertations is usually late June or late August, to allow time for marking prior to the Exam Boards. If necessary, students can request an extension to these deadlines if they can demonstrate genuine extenuating circumstances that will delay their submission. Always check with your university for specific regulations regarding submission and extensions.

Grades – The marking system for Masters dissertations is usually on the same numeric scale that is used for other UK assessments. Students must generally achieve a minimum mark of 40 to pass, but most will aspire to higher marks than this. Marks of 60-69 earn a classification of 2.1, or B; Marks over 70 earn a First classification, or A.

Writing a good dissertation requires honest dedication from students and an ability to motivate themselves over a long period of time. You can start off on a successful path by understanding the typical Masters Dissertation requirements, and developing your plan of study accordingly!

David Brigden and Graham Lamont, 2010. Planning Dissertations. Available: http://www.heacademy.ac.uk/resources/detail/subjects/medev/Planning_dissertations. Last accessed 08 Apr 2013.

Kjell Erik Rudestam, 2007. Surviving Your Dissertation: A Comprehensive Guide to Content and Process. 3rd Edition. SAGE Publications, Inc.

University of Worcester, 2010. Masters Dissertation Handbook. Available: http://www.worcester.ac.uk/registryservices/documents/Masters_Dissertation_Handbook_2010_2011.pdf. Last Accessed 02 May, 2013.

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Dissertation marking criteria

Dissertations should demonstrate a mix of skills at masters level. Depending on the project, different skills will have greater weighting in the marking, but no project will be carried by a single one. The criteria for evaluation include:

• application of or extension of MSc course skills, ideally beyond those taught in that course, or skills beyond those that might reasonably be expected of a computer science undergraduate.
• engagement with the literature, including appropriate selection of papers and analysis of concepts.A dissertation which applies concepts from one field in another area or combines concepts from two fields may attract greater weighting for the literature aspect.
• theoretical analysis and development of concepts.
• quality of programming, proofs and other practical development work.  Organisation, clarity, efficiency, application of advanced methods and novelty are the focus. A large volume of code is not, by itself, sufficient.
• quality of evaluation, including choice of methods, controls and conditions; rigour of their application, and analysis of data.
• novelty is not an absolute requirement of an MSc dissertation. However, the work undertaken should engage with recent developments in computer science. Where there is novelty, for instance modification of algorithms or a new approach to a proof, this shall be acknowledged in the marking.
• good project management will be reflected in the outcomes of the dissertation. However, examiners may wish to note appropriate selection of tools and methods and suitable management of time and risk, particularly where engaging with very new tools or making novel contributions.

General professional standards will be expected:

• in matters of punctuation, vocabulary choice, standard English grammar, and the conventions of academic discourse (including reference to sources).
• in presentation of code (for programming projects): Code for programming projects should be submitted as an appendix to the main report.
• in formal aspects of presentation (word-processing/typing, printing).

Guidelines to students and markers on standards expected at each level

70% - 100%  -  Excellent Shows very good understanding supported by evidence that the student has gone beyond what was taught by extra study, programming, or creative thought. Work at the top end of this range is of exceptional quality. Write-up: well-structured, correct references, critical discussion of existing relevant work, neatly presented, interesting and clearly expressed, thorough disinterested critique of what is good and bad about the approach taken, and proposals about how the project work could be developed in the future. Literature: engagement with current research, including appropriate analysis, comparison, critique and selection and precis of key ideas relating to the student's work.   Program: code that executes efficiently, incorporates sophisticated programming features, is non-redundant, well-structured, well commented and elegant, addresses the problem effectively for a non-trivial application. Theoretical analysis: appropriate application of techniques, including classification, proof, complexity analysis etc., to a non-trivial problem. Evaluation: a substantial evaluation, through appropriate interpretation of analysis, simulation, deployment, functional and non-functional testing, etc., coupled with excellent interpretation and presentation of results.  In more experimental projects results will be repeatable and contain comparison with alternative techniques and/or significant exploration of the parameters of the code/problem.

60% - 69%  -  Good Very competent in all respects, substantially correct and complete knowledge but not going beyond what was taught. Literature: engagement with literature, including critique of ideas, well-related to the rest of the project.  Possibly not engaging beyond further reading from course(s). Program: code that executes, incorporates some complexity, is well-designed and presented and addresses a reasonably non-trivial problem related to the literature. Theoretical analysis: a clear, if not particularly sophisticated, analysis of the problem. Evaluation: a good application of appropriate techniques leading to a clear result.

55% - 59%  -  Satisfactory Competent in most respects.  Minor gaps in knowledge but reasonable understanding of fundamental concepts. Literature: a presentation of ideas from the literature, given some structure and basic analysis and related to the rest of the project. Program: code that executes, and addresses a simple problem. Theoretical analysis: a competent analysis of at least the most significant concepts in the work. Evaluation: evidence of appropriate testing beyond function testing of code.

50% - 54%  -  Borderline Significant gaps in knowledge but some understanding of funamental concepts.  Typically this project will be a marginal development or integration of course or textbook ideas, with some evaluation or analysis.

30% - 49%  -  Fail Inadequate knowledge of the subject.  Work is seriously flawed, displaying major lack of understanding, irrelevance or incoherence.  Code, analysis and evaluation that are not coherent in terms of the problem being addressed or the methods to be employed in doing this.

Poster marking criteria

• Engagement with the literature, showing understanding of prior work to be applied and/or knowledge gap that the project will address. This might require a combination of tool / evaluation method selection and survey of related work.
• Description of the planned system. A passable poster will have a clear statement of goals. The level of sophistication in the design (or other technical progress to date) is of interest, which might involve technical complexity in the work or the techniques being proposed to evaluate the work.
• Quality of the poster design - clear and informative in a poster setting, without being cluttered.
• Ability of the student to answer questions and justify claims / choices made verbally.

Note that novelty is not an absolute requirement of an MSc dissertation.  However, the work undertaken should engage with recent developments in computer science. Where there is novelty, for instance modification of algorithms or a new approach to a proof, this shall be acknowledged in the marking.

Guidelines to students and markers on standards expected at each level:

85-100%  -  Excellent All of: Shows very good understanding supported by evidence that the student has gone beyond what was taught by extra study, programming, or creative thought. Work at the top end of this range is of exceptional quality. A clear statement of goals, set in context of a problem and prior work. Full discussion of existing relevant work, as comparisons, basis or tools. Neatly presented, with clear and polished graphics and clear but brief text. A design which addresses the problem effectively for a non-trivial application; for theoretical analysis: appropriate application of techniques, including classification, proof, complexity analysis etc., to a non-trivial problem. Evaluation plans: appropriate selection of techniques and identification of suitable data to support the evaluation of success of the goals. Possibly includes early results. Verbal discussion will be able to go beyond the poster content, justifying ideas - although allowing for there to be flaws or limitations which are acceptable for MSc level or stage in project. 70% - 84%  -  Very good As for excellent, but competent rather than top class in some respect. 60% - 69%  -  Good Very competent in all respects, substantially correct and complete knowledge but not going beyond what was taught. Literature, design, and/or evaluation plans lacking in sophistication - not really going beyond course material or lacking in complexity.Generally well presented, without requiring the most polished graphics. 55% - 59%  -  Satisfactory Competent in most respects. Minor gaps in knowledge but reasonable understanding of fundamental concepts. Literature, design, and/or evaluation plans are coherent but addressing a simple idea. Possibly lacking in clarity in the presentation or verbal discussion. 50% - 54%  -  Borderline Significant gaps in knowledge but some understanding of funamental concepts.  Typically this project will be a marginal development or integration of course or textbook ideas, with some evaluation or analysis. Presentation may be weak, e.g. poor English or incomplete figures; discussion may reveal weakness in comprehension. 0% - 49%  -  Fail Inadequate knowledge of the subject. Work is seriously flawed, displaying major lack of understanding, irrelevance or incoherence.

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Ten things I wish I'd known before starting my dissertation

The sun is shining but many students won't see the daylight. Because it's that time of year again – dissertation time.

Luckily for me, my D-Day (dissertation hand-in day) has already been and gone. But I remember it well.

The 10,000-word spiral-bound paper squatted on my desk in various forms of completion was my Allied forces; the history department in-tray was my Normandy. And when Eisenhower talked about a "great crusade toward which we have striven these many months", he was bang on.

I remember first encountering the Undergraduate Dissertation Handbook, feeling my heart sink at how long the massive file took to download, and began to think about possible (but in hindsight, wildly over-ambitious) topics. Here's what I've learned since, and wish I'd known back then…

1 ) If your dissertation supervisor isn't right, change. Mine was brilliant. If you don't feel like they're giving you the right advice, request to swap to someone else – providing it's early on and your reason is valid, your department shouldn't have a problem with it. In my experience, it doesn't matter too much whether they're an expert on your topic. What counts is whether they're approachable, reliable, reassuring, give detailed feedback and don't mind the odd panicked email. They are your lifeline and your best chance of success.

2 ) If you mention working on your dissertation to family, friends or near-strangers, they will ask you what it's about, and they will be expecting a more impressive answer than you can give. So prepare for looks of confusion and disappointment. People anticipate grandeur in history dissertation topics – war, genocide, the formation of modern society. They don't think much of researching an obscure piece of 1970s disability legislation. But they're not the ones marking it.

3 ) If they ask follow-up questions, they're probably just being polite.

4 ) Do not ask friends how much work they've done. You'll end up paranoid – or they will. Either way, you don't have time for it.

5 ) There will be one day during the process when you will freak out, doubt your entire thesis and decide to start again from scratch. You might even come up with a new question and start working on it, depending on how long the breakdown lasts. You will at some point run out of steam and collapse in an exhausted, tear-stained heap. But unless there are serious flaws in your work (unlikely) and your supervisor recommends starting again (highly unlikely), don't do it. It's just panic, it'll pass.

6 ) A lot of the work you do will not make it into your dissertation. The first few days in archives, I felt like everything I was unearthing was a gem, and when I sat down to write, it seemed as if it was all gold. But a brutal editing down to the word count has left much of that early material at the wayside.

7 ) You will print like you have never printed before. If you're using a university or library printer, it will start to affect your weekly budget in a big way. If you're printing from your room, "paper jam" will come to be the most dreaded two words in the English language.

8 ) Your dissertation will interfere with whatever else you have going on – a social life, sporting commitments, societies, other essay demands. Don't even try and give up biscuits for Lent, they'll basically become their own food group when you're too busy to cook and desperate for sugar.

9 ) Your time is not your own. Even if you're super-organised, plan your time down to the last hour and don't have a single moment of deadline panic, you'll still find that thoughts of your dissertation will creep up on you when you least expect it. You'll fall asleep thinking about it, dream about it and wake up thinking about. You'll feel guilty when you're not working on it, and mired in self-doubt when you are.

10 ) Finishing it will be one of the best things you've ever done. It's worth the hard work to know you've completed what's likely to be your biggest, most important, single piece of work. Be proud of it.

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An example of how to write a winning masters dissertation.

Dr John Biggam, author of " Succeeding with your Master's Dissertation ", gives expert advice on how to write a winning masters dissertation.

'Think up your own exam question and answer it.' That would be the ideal exam question, most students would agree.

Yet, when that scenario becomes a reality in the context of a master's dissertation it can cause confusion and no little angst on the part of students seeking guidance on structure and content.

This short article offers some pointers on how to get started and succeed.

In the first instance, here's a quick win to give you confidence: Create a dissertation template. This is where you type up your cover page and chapter/section headings on separate pages (as they will appear in the final submission).

For example: Title/Name/Course/Year, Abstract, Acknowledgements, Contents, Abbreviations, Figures/Tables, Chapter 1 Introduction, Chapter 2 Literature Review, Chapter 3 Research Methods, Chapter 4 Findings, Chapter 5 Conclusion, Chapter 6 References, Appendices, Appendix 1, Appendix B.

Already you have created a dissertation folder with at least 15 pages! Take a copy with you to supervision meetings. At a glance, both you and your supervisor can incrementally see what you have done and what you have still to do.

Pivotal to your research are your overall research aim and individual research objectives. These in effect form your 'exam question' (in fact, you can turn them into questions if you want). Your overall aim is a general statement on your chosen study area; your research objectives are the individual sub-tasks that you believe will collectively achieve your overall research aim. Number your research objectives for easy reference.

The following summary advice is intended for those attempting a traditional dissertation i.e. a literature review followed by the collection and analysis of empirical data (see the above example masters Dissertation example).

• Write it last!
• Keep to one paragraph (otherwise you run the risk of writing a mini essay)
• Identify the problem/issue that you investigated
• Outline how you did your research (i.e. your research methods)
• State your main findings/conclusion(s)
• Indicate your recommendations

INTRODUCTION

Provide a clear dissertation structure, to include, for example, some of which can be combined:

• Research focus
• Overall Aim and research objectives
• Outline research methods (and timescales)
• Value of your research
• Outline structure of dissertation

Make your individual research objectives SMART:

Emphasise the value of/need for your research

Include pertinent references, but avoid starting your literature review early!

LITERATURE REVIEW

• Remind the reader of your research objectives (that is, those related to your literature review)
• Avoid student drift (i.e. going off-track) by having headings that relate to your research objectives
• Develop meaningful discussions (pretend the reader knows nothing about your subject area - carefully lead them by the hand, incrementally building up your discussions)
• Provide evidence of critical evaluation (i.e. offer views, support views)
• Use a wide variety of sources (journals, books, reports, etc.)
• Take care to reference properly. Lazy referencing undermines the scholarly worth of your dissertation.
• Summarise main findings and highlight emerging issues (to justify empirical research)

MASTERS DISSERTATION RESEARCH METHODS

Be very focused in this section - your readers (i.e. markers) are not interested in reading about every research method under the sun. So:

• Identify and describe your chosen research strategy (case study, experimental research, etc.) and justify why your chosen research strategy meets your research needs.
• Identify, describe and justify your data collection techniques (interviews, questionnaires, observation, etc.)
• Provide implementation details (where, when, with whom, sample size, etc.) to the extent that someone could replicate your work
• Explain how you will analyse your data
• Outline limitations/potential problems (but explain why your work is valid and reliable)

FINDINGS AND DISCUSSION

• Keep this section/chapter simple: describe your data, compare/contrast data collected with literature review findings (following analysis framework set out in research methods chapter)
• When analysing results, keep focused on individual research objectives - this helps avoid student drif
• Highlight main empirical findings

This is where you seek cyclical closure i.e. refer back to your initial research objectives and offer concluding commentary on your completed work:

• Remind the reader what you set out to do, i.e. refer back to your overall aim and specific research objectives
• Summarise lit. rev. and empirical findings (related to individual research objectives) - For each set research objective, elicit main conclusions from your work
• Offer recommendations (if appropriate), including helpful ideas on implementation
• Hopefully the pointers above give you an idea of best-practice in terms of structure and what examiners look for in a completed dissertation. In short, you set the 'exam question', broken into parts (research objectives), so make sure you answer each part!

Further advice and guidance on how to write a winning masters dissertation can be found in Dr John Biggam's book 'Succeeding with your Master's Dissertation: A Step by Step Handbook.'

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Masters degree grades.

A typical masters degree will be graded using four terms:

• Distinction: a final grade of 70% or above
• Merit: a final grade of 60-69%
• Pass: a final grade of 50-59%
• Borderline pass/fail: a final grade of 40-49%

In the UK, masters degrees are usually graded in a different way to bachelors degrees, with the system being Distinction, Merit and Pass rather than 1st, 2.1, 2.2 and 3rd.

This table illustrates approximately how the two different grading systems can be compared:

However, although masters degree grades are usually different to undergraduate degree grades, this does depends on what masters course you are studying. Here, we’ll look at the most common three:

Integrated masters degree grades

An integrated masters is one that follows directly on from your undergraduate course. This is most common in the sciences , where you apply for a four year course in your chosen subject and then in your second year make a decision on whether to follow the path to a BSc or to an MChem, MPhys, etc.

This is graded like an undergraduate degree, in that the classification you receive will be either;

First (1st);

Second class honours upper division (2.1);

Second class honours lower division (2.2);

Third (3rd) or;

In these cases, the later stages of study are weighted more than the earlier.

Standalone masters degree grades

Taught masters degree.

Taught masters degrees require 180 credits worth of work, made of a combination of taught modules, projects and a dissertation. The individual masters modules are usually worth between 10 and 30 credits each, depending on their length and the amount of assessment required. In some cases taught masters are merely graded as a pass or fail, but commonly taught masters degree grades are fail, pass, merit (or credit) and distinction. The boundaries for this are usually 50% for a pass, 60% for a merit and 70% for a distinction, as the above table illustrates. This masters degree grading system will be covered in greater detail later. 

Masters degree by research

A masters by research (an MPhil or MRes, and sometimes MLitt) is usually graded as pass or fail, with occasional universities offering distinction as a classification as well.

Masters grading system in the UK

The final masters grade is based on a ‘weighted’ score. For an integrated masters, this means your marks in your final two years are worth more than in your first two. 

On other masters courses , it can depend on which proportion of the mark is made up by taught aspects or research aspects. In general though, as well as having to aim for a certain weighted average, you also need to have marks within a certain range. Generally, this means for a pass, no marks under 40; a merit, none below 50; and for a distinction, none below 60.

If your course involves a dissertation, the mark that you achieve for this will also impact your final masters grade. Often, to achieve a certain classification, you are required to achieve that mark as minimum on your dissertation, for example, for a merit, your dissertation needs to score 60 or above, and for a distinction, 70 or above. If this sounds intimidating, try not to worry, we have plenty of helpful advice for you from writing your dissertation proposal to various ways to avoid dissertation drama .

Whilst these classifications are pretty much standard, they do vary between courses as well as between universities, so do check out your particular university and find out how it works out its masters degree grades. Some universities, whilst sticking to the pass/merit/distinction boundaries for their final grades, may use a variety of ways to mark your work throughout the year – percentages, letter grades (A, B, C, etc), so do make sure you know how it all adds up!

Also, remember that university guidelines, whilst strict, do have an element of leniency. Often there is a boundary (commonly 2% under) that if your final average is in, you may be able to persuade yourself up a class! This is most common if you excelled on your dissertation, but perhaps were let down by an earlier taught module. So don’t be afraid to ask.

Pass, merit and distinction

As an estimate of what quality of work you’re looking for, take a look at some example guidelines below:

Again, these are general guidelines, and looking at your particular university will give you much more specific information on their masters grades. If it all looks a bit much, don’t worry – we have a guide on how to get a first class postgraduate degree here .

You may have noticed that, despite the official classifications being distinction, merit and pass, that there is a tendency towards continuing with undergraduate language. This is because they roughly match up –  a first is roughly a distinction, a second class honours, upper division a merit, and a second class honours, lower division a pass. This can be helpful to bear in mind when thinking about masters degree grades, as, after all by this stage you should have a great understanding of how the undergraduate system works!

Masters degree assessments

Masters degrees are assessed in various different ways to determine the student’s overall grade – methods of assessment can include coursework , essays , presentations and exams . These will all be used to evaluate the masters student understanding of their core subject. Practical placements and internships may also contribute to the masters degree grading in certain subjects.

Assessment weighting is likely to differ for each module of the course, which means that some assessments may carry different significance than others. For instance, a module might comprise an exam and coursework, each contributing 50% to the final grade. In such a scenario, if a student scored 65% in the exam and 55% in the coursework, the module's final grade would be 60%. In other modules the overall assessment could be a smaller proportion of the final masters degree grade.

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How can you get a distinction in your masters degree?

1.  High academic standards throughout – aim to achieve consistently high grades across all modules and assessments from the very start and strive to excel in all aspects of your academic work. Make sure you produce high-quality coursework assignments, essays, reports and projects that all demonstrate critical thinking, originality and depth of analysis.

2.  Engagement and participation – actively participate in class discussions, seminars and group projects. Engage with course materials beyond the required readings to ensure you to gain a thorough understanding of the subject matter.

3.  Conduct independent research – be sure to conduct independent research and produce original research papers or a dissertation that contributes new insights to your chosen field.

4.  Networking and collaboration – try and build professional relationships with faculty members, fellow students and professionals in your field. You can do this by collaborating on research projects, attending conferences and engaging in academic and professional networking opportunities.

5.  Feedback and improvement – actively seek feedback from your supervisors and lecturers, as well your peers, then incorporate their suggestions for improvement into your work.

6.  Demonstrate leadership and initiative – take on leadership roles in group projects and participate in relevant extracurricular activities. Show initiative in pursuing opportunities for professional development, internships and/or research grants.

7.  Be organised and manage time effectively – develop strong organisational and time-management skills, prioritising tasks and ensuring you allocate sufficient time for studying, research and preparation.

What if you are failing your masters degree?

1. Retake a module to bring your masters grades up

As previously discussed, a masters degree is divided up into several modules, which are usually are worth between 10 and 30 credits each. If you’ve only failed one or two modules there is likely to be the opportunity to re-sit some assessments within these modules to increase your overall masters grade.

2. Revise your dissertation to improve your grades

 If you fail your dissertation, contact your supervisor to see if you can submit a revised version later in the year. If this is allowed it could be enough to raise your overall masters degree grade.

3. Switch to a Postgrad Certificate or a Postgrad Diploma

If your masters program is going completely wrong and you are almost certainly going to fail, there may still be a chance of you achieving a different postgraduate qualification, for example a Postgraduate Certificate or Postgraduate Diploma . These PG qualifications require less credits to complete than a masters degree, and by achieving one of these you can rest assured that your postgraduate studies were not in vain!

4. Re-sit exams or extend deadlines for extenuating circumstances

If your academic achievement (or lack of it) has been affected by extenuating circumstances – such as illness or bereavement – speak to your supervisor as soon as possible as they may allow you to submit your dissertation at a later date or re-sit some exams before submitting your work to the official examining board.

5. Submit an appeal for a remark

Finally, if you feel that the official examining board’s grade is an unfair reflection of your work, you may be able to submit an appeal for a remark.

Questions about the masters grading system

How are masters degrees graded in the uk.

Everything at masters level is double-blind marked, so two of your lecturers or tutors will mark your work and then agree on the grade between them. It depends on the assignment and how it is presented as a piece of work, as an essay or an exam will be marked differently from a presentation.

Is a masters grade the same around the world?

A masters degree has the same weighting across Europe as European universities have agreed that all university qualifications are worth the same number of credits. This means that the qualifications are transferable all over Europe . Generally, the same can be said for many other countries, especially in the English-speaking world, but if you are planning on continuing your education in another country, you should check with the institution you are planning on attending with regards to the transferability of your qualifications. See the section below for further information about how the grading systems work in the United States and Europe.

Do grades matter at masters level?

At postgraduate level, there is more emphasis on the content of your essays and research rather than on the masters grades you received. If you are planning on moving into a specific field of work after you graduate, then you should ensure that the modules you study and essays you write are all geared towards that field. The only time the grade truly matters is if you are considering a PhD after completing the masters program. However, showing that you have improved your skills across the course is just as important as getting the best grades right from the start.

What else is important?

Once you get into searching for a job you will quickly realise that extra-curricular activities and work experience are just as important as your masters grades, as is trying to meet the right people through networking. Showing you can work efficiently and are a self-reliant person is an important addition to your CV.

How many people have a masters degree in the US?

Here’s a table showing the percentage of adults over the age of 25 with a masters degree in the United States.

Masters grading in other countries

Masters grades are calculated differently across the world – here is a brief overview on the grading systems used in the United States and Europe.

Masters degree grades in the USA

In the United States, universities employ the Grade Point Average (GPA) system to evaluate students' academic performance in masters degrees. Under this system, students receive a grade on a four-point decimal scale for each assignment or assessment they complete. The accumulated points from all coursework are then added up and divided by the number of courses or assessments completed, and this gives the final GPA score. Unlike grading methods in other countries, the GPA system calculates the final grade continuously as students progress through their course. While the highest GPA score achievable is 4.0, maintaining such a perfect score throughout a full masters degree program is very difficult. Typically, a GPA of 3.67 or higher in a masters program is considered equivalent to achieving a Distinction in the UK.

Masters degree grades in Europe

Most universities in Europe use the European Credit Transfer and Accumulation System (ECTS) for masters degree grading. The ECTS assigns values to courses and/or modules, and each course has clearly defined learning outcomes and grades available. Although HEIs in different European countries use different grading systems, the ECTS facilitates the portability of academic qualifications, enabling credits to be easily transferred between institutions and countries within the European Higher Education Area (EHEA) if the student moves between institutions, for example if they are on the Erasmus scheme.

Related articles

What Is A Masters Degree?

Postgraduate Taught vs Research Masters

What Is A GPA?

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How are Master's degrees graded?

Whether you're interested in a master's, already studying towards a master's, or perhaps you're just curious - read our blog post on how master's degrees are graded. .

When it comes to studying at postgraduate level, grading systems can vary based on the type of Master's you're studying, the country you're studying in and the nature of your course.

What type of Master's am I studying?

What is an integrated master's degree, what is a stand-alone master’s degree, how is a taught master’s degree graded, how is a research master’s degree graded, how difficult is a master's degree, how do i get a distinction in my master's, what do i need to get in my master's to do a phd.

The grading of Master's degrees varies depending on the nature of your course. How your Master's is graded will depend on whether you're studying an integrated Master's, or a stand-alone Master's. 

An integrated Master's is a continuation of your undergraduate course. For example, you may apply for a four-year integrated course in your chosen subject. This would mean deciding whether to continue your undergraduate degree or go on to do a specialism, such as MChem or MPhys, once you reach your second year. This is most common in science subjects. 

These sorts of Master's degrees are usually graded in the same way undergraduate degrees are, however, more weighting will be given to the last two years of your course than the first couple of years. Overall, with an integrated Master's you can achieve the following results: a first, 2:1, 2:2, 3rd, or a fail.

A stand-alone Master's degree is the more common type of Master's and refers to a degree that's independent from your undergraduate degree.

Essentially Master’s degrees are graded by creating a weighted average, this involves combining your results from the different assignments and exams you complete throughout the year. In the case of an integrated Master's, more weighting is applied to your last two years of studying. Once you’ve completed all your modules and you have your final mark, you get the grade depending on which boundary it falls into. You need to get 50% to get a Pass, 60% to get a Merit and 70% to get a Distinction.

In total, a taught Master's is 180 credits. You will earn your credits through a combination of taught modules, projects, exams and a dissertation.

These 180 credits are split across modules. You might have three modules that are each worth 20 credits in Semester One, six modules that are each worth 10 credits in Semester Two, and a 60-credit dissertation in Semester Three. Each ten-credit module would contribute 1/18th of your final grade, but your dissertation would be worth one-third of your final grade. 

Additionally, within each module, you will have multiple assignments and/or exams. So you may have two assignments within a ten-credit module that are each worth 50% of your final grade for that specific module.

Your credits then translate into either a Distinction, Merit, Pass, or Fail once you've finished your Master's.

The boundaries for these may vary depending on your university, but as a general rule:

• Distinction - 70%+
• Merit - 60%

A research Master's, sometimes called an MPhil, MRes and MLitt, is graded as Pass or Fail. If you're interested in studying a research Master's, read our blog post by postgraduate student Hannah on the difference between a taught and research Master's.

You will likely find a Master's degree more difficult than an undergraduate one, for several reasons. Specifically, a Master's involves a lot of independent study which some students find difficult.

There are also higher expectations placed on postgraduate students to engage in seminar discussions, due to the smaller class numbers. 

These challenges teamed with the fact you're studying a very specialist topic quite intensely means a Master's degree isn't the easiest. But it's not supposed to be. Completing a postgraduate degree is a huge achievement, and just as it can be testing, it can also be hugely rewarding. 

What's more, university staff will be on hand to support you and ease you into the postgraduate way of studying.

To get a distinction in your Master's, you must earn 70% or higher in your final grade. How you achieve more than 70% will depend on the nature of your course, and how you best learn.

However, some good points to help you are:

• Leverage each individual's skills in group projects and encourage open, constructive criticism of each other's work.
• If you notice a gap or issue in your research, don't turn a blind eye. Return to it and explore it further. 
• Rely on the support available to you. Though you will have a supervisor, there's no reason why you can't reach out to other relevant academics for their opinions and insights.
• Research your dissertation topic thoroughly and explore different angles before diving in head-first. It can be tempting to feel that spark of inspiration and run with it, but you need more than a spark for a long-term dissertation to be coherent and viable.
• Always start well in advance of your hand-in date. Allow time for backtracking, exploring new avenues and even personal challenges that you may bump into along the way. It's always better to overcompensate when it comes to time.

Though there is no 'hard-and-fast' rule, when it comes to the Master's results you need to be able to do a PhD, naturally you want your application to be as strong as possibl e. As a general rule, you will need an upper-class undergraduate degree (2:1 or above) and an upper-class Master's (Merit or Distinction). For more information on studying a PhD, read how PhD student Brett Cherry prepared for his studies as a mature student .

We hope you have found this blog post useful, and would encourage you to read more of our postgraduate content for helpful advice as you consider postgraduate education. From sourcing funding for your Master's to how to write a personal statement , we've collated blogs from our own teams and students to help you on this journey. 

Published By Anna Brown on 12/10/2020 | Last Updated 23/01/2024

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Opinion | Marks: Public deserves greater input on planning board | READER COMMENTARY

Over the past two years, the Baltimore County Council has tackled some difficult, long-standing zoning and land use challenges, including the adoption of the 2030 Master Plan. Still, it is clear that many stakeholders remain frustrated by the pace and character of development in Baltimore County ( “In Baltimore County, will politics always trump thoughtful planning?” April 9). One way to build confidence in decision-making is to reform the way members of the planning board are approved in Baltimore County.

Right now, the county planning board includes 15 members. Eight are named by the county executive and seven by individual council members. Only the chair and vice-chair are confirmed by the Baltimore County Council. That means the public has no input on how 13 of the 15 members are confirmed.

Each planning board member receives $15,000 for their service, while the chair earns $20,000.

During my tenure on the council, I have always appointed planning board representatives who try to listen to all sides. I believe some of the current members are excellent. There are others, unfortunately, who seem disconnected from public sentiment, particularly on overdevelopment and the need to preserve green space. Nowhere has this disconnect been more evident than with recent hearings on the rezoning process.

My legislation would allow voters to decide on a charter change to reform the confirmation process. If that change passed, all nominees would be subject to a vote by the Baltimore County Council with a chance for public input.

The public should have the right to comment on the worthiness and qualifications of those nominated to serve on this important body.

— David Marks, Towson

The writer, a Republican, represents District 5 (from Harford Road and Perring Parkway on the north to Wilson Point on the south) on the Baltimore County Council.

Add your voice: Respond to this piece or other Sun content by  submitting your own letter .

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