internship and thesis difference

UVM Career Center Blog

Internships vs. research.

The line between an internship and research can sometimes be gray.

Internships and research are both valuable experiences that can build your resume, and students often ask about the differences between these two options.

Both research and internships are supervised experiences that allow you to gain knowledge, skills, and abilities in a particular field. Each offers the opportunity for reflection and evaluation of the information learned. These experiences will allow you to build your resume, explore your interests, and build connections that may be important for your future career. They can also help you develop “soft” skills, like critical thinking and problem solving, flexibility of mind, as well as allowing you to gain “hard” skills, such as grant writing, using databases, manuscript creation, using GIS, or printmaking.

Here’s where they differ:

An internship is experiential learning that combines classroom learning with work in a professional setting. Internships:

• Are career-related work experience
• Can be in nearly any field
• Apply classroom theory to real world applications
• Allow you to learn career related skills
• Can be a chance to “try out” at a company or organization, which may decide to hire you after graduation

In contrast, The Council on Undergraduate Research defines research as, “An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline ( www.cur.org )”. Research:

• Allows a student to be involved in the planning, conducting, and (ideally) reporting of a research project that leads to the creation of original knowledge in the discipline
• Can happen in any academic field
• Can be good training for graduate or medical school, getting your first job or the one after that
• May allow you to publish a paper, have your own art show, or write a thesis
• Can let you strengthen connections with faculty mentor (which may also lead to a letter of recommendation)

Interested in learning more? Come to the Internship Hop on October 8 from 1:30-4pm to hear about both research and internship opportunities. You can also check out the internship page on our website, or take a look at the website for the Office of Undergraduate Research .

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

Writing Your Master’s Thesis Whith a Company – MBS Alumnus Philip Dorpema Shares His Experiences

September 16, 2022

When students reach the home stretch of their degree, they not only need to find a suitable topic for their final thesis, they also need to decide whether to write their thesis at the university or while working at a company. MBS alumnus Philip Dorpema chose the second option and, in this interview, shares some key insights and tips for writing your master’s thesis from within a company.

MBS Insights: Philip, you wrote your master’s thesis in partnership with Generali Versicherung  rather than working on it solely at university. How exactly did that come about? Did you always plan to write your master’s thesis while working at a company? If so, how did you find the right company for your project?

Philip Dorpema: On the  Sports Business and Communications  program, we were told from the outset that we were welcome to write our master’s thesis while working at a company. I soon decided that I wanted to take advantage of this opportunity, because it allows you to get so much input and support for your project that you otherwise wouldn’t be able to access. When the time came to look for a position at a company, I looked for internships at a number of firms who are active in the field of sponsorships, which I had chosen as the focus topic for my master’s thesis. That’s when I came across Generali.

MBS Insights: What differences do you think there are between writing a master’s thesis at a company and writing it at university?

Philip Dorpema: There are certain differences between writing a master’s thesis in a company and writing one at uni. The first difference is that you have at least two mentors you can turn to for advice: one at the university and another contact in the company. There’s also a stronger practical connection when working in a company. My bachelor’s thesis, which I wrote exclusively at university, was far more theoretical than the master’s thesis I wrote while working. For example, in my master’s thesis I was able to use data from active sponsorship projects Generali was running, which meant I was more closely connected to the topic. And, of course, it’s always nice to be paid for your work. I was employed as an intern for six months and was paid accordingly.

MBS Insights: What exactly was the topic of your master’s thesis? How did you come up with it?

Philip Dorpema: My master’s thesis focused on finding alternatives to conventional sponsorship in the digital space, as most events had been canceled due to the pandemic. As a result, companies and events increasingly resorted to digital platforms in order to reach their target audiences. Unfortunately, I can’t share the results because I signed a non-disclosure agreement. I’ve been interested in sponsorship for a long time, which is why I wanted to write my master’s thesis on the topic. At the onset of the pandemic, and many events were canceled and sponsorship contracts were terminated, so the topic soon crystallized in my mind. The staff at Generali were enthusiastic right away because it’s obviously a very important topic for them as a company. That’s another way that writing your master’s thesis in a company creates value: you work on a topic relevant to the company, which allows you to generate genuine added value.

MBS Insights: What insights from your master’s studies at MBS were you able to apply in your internship and in writing your master’s thesis?

Philip Dorpema: There were certain insights from my studies that I was able to apply in my internship and in writing my master’s thesis in the company. Among other things, I spent a lot of time working with social media and digital marketing during my internship, which we had discussed at length at uni. However, sponsorship was also a major part of my responsibilities during my internship. For example, I helped to develop sponsorship concepts for digital platforms and get them ready to present to sponsorship partners. It also involved platforms that were uncharted territory for Generali, like Twitch. In addition, I was responsible for identifying new KPIs for social media, which would then be integrated into new sponsorship contracts. All in all, I had a range of responsibilities in the fields of online marketing and sponsorship, which fed into my master’s thesis – and for which my time at MBS proved excellent preparation.

MBS Insights: How exactly does writing your master’s thesis in a company work? How do you structure your time working as an intern and writing your thesis?

Philip Dorpema: It was all very tightly scheduled. In the six months of my internship, I actually never quite started writing my master’s thesis. At the end of my internship, I conducted my interviews and collected the data I needed to write my thesis. I organized it this way so that I was able to gain as much practical work experience as possible and familiarize myself with the company and the topic as well as I could. After my internship, I started writing my master’s thesis, which enabled me to make optimal use of everything I had learned and the data I had collected.

MBS Insights: Who would you recommend to write their master’s thesis in a company and what tips would you give for writing it?

Philip Dorpema: Honestly, I would recommend that every student (at MBS) writes their master’s thesis in a company. Not only does it give you a better frame of reference for your master’s thesis and allow you to gather tips from your mentor in the company, it also makes it considerably easier to collect very usable data, because large companies collect data anyway for market research analyses. In addition, there are plenty of people in a company you can interview on certain topics, which means that you can write a quantitative, qualitative or mixed thesis in the company. My tip would be to think about your topic from an early stage and start looking for a suitable company early on. I started looking at a relatively late stage and was very lucky to find a good fit with Generali, which meant I was able to start my internship soon after.

After completing your bachelor’s degree, you would like to delve even deeper into the processes of international business administration and specialize in a particular area, such as finance, marketing, or sports business? Then you will find a broad selection of business master’s programs with different focuses at Munich Business School. In all programs, you’ll benefit from small classes, lecturers from the business world, and outcome-focussed learning that makes it easy to start your career. See for yourself: Master’s in International Business Master’s in International Business I Finance Master’s in Innovation and Entrepreneurship Master’s in International Marketing and Brand Management M aster’s in Sports Business and Communication

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Office of Undergraduate Research

Internships vs. research.

By Kira Cuneo, Peer Research Ambassador

As an engineering major, there is a focus on securing a competitive internship and making as many professional connections as possible. Research is not something that a lot of my peers have found to be essential to their undergraduate career. Even my professors, who are involved in research themselves, have promoted ways to find internships and future full-time positions.

In the OUR workshops, we always highlight the importance of research and how it can apply to so many different aspects of life. I have experienced that firsthand. My time on the Crumbling Foundations Research Project has allowed me to understand how to easily synthesize data and balance multiple tasks at once. I have enjoyed being involved in my research project because it is hands-on, and I get to be a part of a project that is directly impacting communities in Connecticut.

I have always been a visual, hands-on learner, and in my internships the part that I least enjoyed was sitting at my desk and doing mindless tasks. The parts that I enjoyed the most involved using the transferable skills that I had picked up from my time in the lab. During my internships, I was often confronted with tasks that I had never seen before. This is something that would typically cause me a lot of stress, but research has allowed me to gain the confidence that I am capable of learning new things and has helped me develop effective problem-solving skills. Although the work that I have done in the lab and at my internships has been completely different, working with so many different types of people in the lab made it much easier for me to foster meaningful relationships at my internships.

Now that I am in my last semester here at UConn, research is something that I am so thankful has been a part of my undergraduate career. I feel that having both internship and research experience has made me a well-rounded person and greatly benefitted me in my job search. The four years that we have at UConn are truly what we make of them, and I am happy to say that I feel that I have made the most of my undergraduate experience. Research is something that I would highly recommend to anyone that is interested, even if on paper it may not seem to line up as neatly with the career path that one is working towards.

Kira is a senior majoring in Civil Engineering and minoring in Engineering Management. Click here to learn more about Kira.

MSc thesis, MSc internship and MSc research practice

The MSc thesis and the MSc internship are part of all Master programmes of Wageningen University. In some programmes you can replace the MSc internship by the MSc research practice or another internship replacing assignment.

Course guide

You can find all information about MSc thesis, MSc internship and MSc research practice in the course guides. The course guides consist of a general part (containing general information for WU) and chair group specific regulations. You may download the general part of the course guides here:

• MSc internship
• MSc research practice

Learning agreement and contract

Before starting an thesis, internship or research practice, you and your supervisor need to complete a learning agreement . For thesis and research practice this learning agreement is embedded in the OSIRIS process. For the internship a separate contract with the host organization is required as well. Both documents can be downloaded below:

> MSc Internship contract .

> MSc Internship contract explanatory notes .

The chair groups of Wageningen University use a general rubric for the evaluation of your MSc thesis, MSc internship and MSc research practice. The rubric contains the assessment criteria and a general guidelines for the grading of your results. You may download the rubrics here:

• Rubric MSc thesis
• Rubric MSc internship - professional internship
• Rubric MSc internship - research internship
• Rubric MSc research practice

For further questions please ask your study adviser.

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Should you do a Masters or an Internship?

08 th August 2022

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There are many routes to follow after finishing an undergraduate degree, but two of the most common paths are continuing on to a postgraduate course or undertaking an internship. Both of these options have their own advantages and disadvantages, and can open different routes to employment. However, making the choice between an internship and further education is not always straightforward and simple. There are plenty of things to consider once you’ve finished your undergraduate about whether you should do an internship or a postgraduate degree, and we have written this article to help you figure out which route is right for you. 

Should I do a Postgraduate?

If the ‘real world’ is a scary thought then a postgraduate course might be a better option. Continuing at university allows you to build your confidence in your chosen discipline before entering a career. Data from the Higher Education Statistics Agency also shows that 74.6% of those with a postgraduate qualification end up on a permanent work contract, compared to 72% of those with an undergraduate degree.

After studying Magazine Journalism and Feature Writing at Southampton Solent, Marnie Theyer, 22, stayed at the university to do an MA in Fashion Merchandise Management. “My previous BA degree did not prepare me for industry and it was too general,” she says. “I wanted to focus more on a fashion-related course.”

And as well as being more specialised, the class size is also a lot smaller, with only two full-time and three part-time students on the course. This is only a good thing, though, as Marnie says, “We receive more contact time and tutorials with our lecturers. They can often personalise the lectures to our interests.

“I definitely would recommend a postgrad course. It has prepared me for industry, as well as helped me realise several potential future careers.”

Go to: Search for Postgraduate courses

Should I do an Internship?

Some people can’t wait to get into the working world, even if it is unpaid for a while. Internships are a popular way into a first job; they offer invaluable experience in a career you may be interested in pursuing further, but many are unpaid.

Tiffany Preston, 23 from Birmingham, studied Fashion Writing and Culture at Southampton Solent University before getting a social media and PR internship with fashion company Living in Light. Her role is to produce all the online content that is shared from the company’s social media outlets. She says, “My internship is unpaid; however, this works well for me because I am able to work from home and do not have to financially support myself in a city I can’t afford to live in.

“I wanted to get a taste of the industry; however, I do not feel I am ready to start my career yet. This is just a fantastic starting point for me which enables me to write creatively every day about something I am extremely passionate about.”

Living in Light is a Christian style company, and Tiffany says the internship has helped her write confidently about faith and fashion while developing her ability to manage time and work under pressure. She chose not to pursue further education because she felt she had already been studying for many years and was ready to put her skills to use in a professional environment.

Your Next Move

Clearly, that extra year at university isn’t for everyone. But for some it can be of huge benefit, despite the extra cost. It allows you to really focus on honing your skills and, often, where class sizes are smaller the help you need is more available.

Those choosing internships can expect to gain real working experience, though be careful when you take that first step. Many unpaid internships are technically illegal, so make sure you know what you will be getting in return for your hard work. And make sure it is work you are doing – whilst often a foot in the door, there is nothing worse than six months of making tea and not actually doing anything of value.

Next: The Advantage of Taking a Year Out Before Your Postgrad

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Five Reasons to do a Postgraduate Diploma

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• International students
• PhD candidates
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• Institutions and companies
• Technology Transfer System
• Corporate relations
• Connecting research to the market
• Entrepreneurship training

Internships and thesis in a company/institution

The internship is a period of training that enables students to obtain professional expertise through practical experience in a business.

Setting up an internship, therefore, may be an opportunity that is as attractive to the business. The advantages for companies, in fact, are multiple, from the possibility of getting to know candidates by observing them carry out projects in the field to acquiring creative ideas and innovative solutions , to remaining up-to-date with the latest trends in the sector, from training potential, full-time employees to promoting the company among people potentially looking for work.

Another training possibility for graduates is that of carrying out a thesis in a business on issues of interest to the activities of the latter and in line with the degree programme to which they belong. The  thesis is not configured like an internship. Politecnico only releases, in fact, the insurance coverage to be able to undertake research activities at parties external to the university. Unlike the internship, this activity is not bound by the credit/hours ratio but is the fruit of an agreement between the student, supervisor, and business/organisation that agree to the time frames and methods for carrying out the research work.

*Starting from the a.y. 2023/2024, students enrolled in the Professional Bachelor's Degree Programme  "Manufacturing industry technologies" will activate a new type of internship, called "pratico valutativo", with the same methods and in compliance with the same rules as for the traditional curricular internship in Italy.

1. Intern selection

Have you already identified a student for a curricular internship or thesis in the company/institution or a graduate student for a postgraduate internship?

• To host students for  THESIS , just register at  this link . The rest of the  procedure  is the responsibility of the student. T he compilation of the training project is not foreseen for this type of activity. Following the completion of the dedicated procedure, the University only issues the letter with the insurance coverage;
• In order to host a student for a CURRICULAR INTERNSHIP (named " pratico valutativo " only for the professionalizing degree in Manufacturing industry technologies, enrollments from the a.y. 2023/2024)), it is advisable to check the procedures of the course of study of interest to find out when and how the activity will take place; then you can move on to Step 2;
• In order to host a graduate student for a GRADUATE INTERNSHIP  it is possible to go directly to Step 2.
• to contact students and graduates in order to propose an internship it is possible to activate one of the  placement services  available. Having identified the candidate, it is possible to move on to point 2.
• to propose thesis topics, it is necessary to go through the intermediary of a faculty member at the University, consulting our course catalogue and the details of every course.

To host interns, the following quotas are stipulated:  

• operating units without employees, i.e. individual companies: 1 intern; 
• operating units up to 5 employees: 1 intern;
• operating units with a number of employees ranging between 6 and 20: no more than 2 interns at the same time; 
• operating units with a number of employees greater than 20: interns of no more than 10% of the above-mentioned employees at the same time, with rounding to the higher unit. 

In calculating the quota, permanent and temporary employees are calculated as long as the contract start date is prior to the start date of the internship and the end date after the end date of the internship. Partners that perform regular activities in the company, with relationships longer than one year and who receive compensation for the activity performed other than that of participating in the company’s administrative bodies, are also calculated. Apprentices, curricular interns, and thesis-writers are excluded from the calculation.

2. Prevalent country of the internship

Will the curricular or graduate internship take place in Italy?

• Yes : go to step 3;

Following the accreditation request, the contact person of the company/institution that made the registration will receive a confirmation email, with a link to validate. After validation, he/she will receive the credentials to access the platform and will have to complete all required information and attach, in the section "Internship Agreement", a copy of the  company registration report/certificate ( officially translated into English)  or , in its absence,  a copy of the identification document of the legal representative or his/her representative   in the section called "Request Internship Agreement". This serves as official recognition of the request by the company/institution, while it will not be used for any other aims.

At the end of this procedure, the company/institution will appear in the list of host organizations and the student will be able to proceed to fill in online (tab "STAGE" of his personal page) the internship agreement necessary for the start of the internship abroad. Template Internship Agreement for Abroad (curricular) and a Template Internship Agreement for Abroad (postgraduate)

3. Prevalent italian region of the internship

In the case of curricular internships, there is no difference in the procedure by region, so you can go directly to step 4.

In the case of post-graduate internships, will this take place in Piedmont or Lombardy?

• Yes : go to point 4;
• No :  in this case, in order to prepare the documents defined by the relevant regional regulations, it is advisable to activate the internship with a Promoting Institution (e.g. Centro per l'Impiego) located in the regional territory main location of the internship.

4. Entering into the Agreement

Is your business already affiliated with Politecnico so it can host interns?

• Yes : go to point 5;
• I don't know: to verify the existence of an agreement, you can write an email to [email protected] indicating the company name and VAT number of the company.
• No:  internships are activated within an  AGREEMENT  between Politecnico di Torino (sponsor) and business (host). 

There are two possible agreements to enter into that depend on the type of internship to be activated:

• the agreement for curricular internships with a five-year duration.
• the agreement for post-degree internships with a two-year duration.

It is possible to fill in the agreement in  your business area  - "Internship Agreement” Section. 

There is an automatic procedure for recovering lost credentials by clicking here

In case you have not yet registered, you can do so at this link .

The Agreement must be digitally signed and uploaded within the appropriate section in the corporate area (detailed instructions in the process).  The digital signature seals the document and for this reason it must be added last!

The Agreement is subject to revenue stamp tax according to DPR n. 642/1972. The tax (€ 16.00 revenue stamp - to be paid by the employer except for Territorial Public Entities) may be paid through the application of a paper mark visible on the document and kept at the office of the employer or, alternatively, through the payment of a telematic mark indicating its details.

The document will be registered as soon as possible. Once the agreement has been registered, it is possible to move on to point 5.

To check whether an agreement exists, you can write an email to [email protected]  indicating the company name and VAT no. of the business.

Template for curricular agreement   (only for consultation)

Template for post-degree agreement  in Piedmont  (only for consultation)

Template for post-degree agreement  in Lombardy   (only for consultation)

Do not alter and send the templates! The agreement is generated by logging into the portal with your username.

n.b.:  In the case of Public Organisations , the signatures on the agreement document will need to be in digital format as per Legislative Decree no. 10 of 15 February 2002.

5. Drafting the Training project

To activate the internship, the future intern needs to fill in the Training Project on their personal PoliTO page, including the information agreed upon with the business.

For curricular internships, the ending date indicated on the project will only be indicative. Any extensions (possible only for the achievement of the amount of hours foreseen by the training project) or transfers/ site inspections  will have to be indicated directly on the timesheet. The last day of the internship indicated on the timesheet will in fact be the new ending date (hypothetical during the approval of the training project). The internship may then end earlier or later than originally planned. In case of travel/ site inspections , you will need to indicate the address and time of the same on the timesheet in order to ensure insurance coverage. At the following links, you can view a  Template of a curricular Training Project   and a  Template of a post-degree Training Project

Please note that the drafting of the document is the responsibility of the intern on their personal PoliTO page thanks to the content shared with the employer.

It should be noted that, for post-degree internships activated with Politecnico and carried out in the Piedmont Region, you do not have to fill in the Training Project via the Piedmont Region Internships Portal , but you need to comply with the methods indicated by Politecnico di Torino on this page. The host Company/Institution must, in any case, ensure fulfilment of the mandatory communications via the Geco system , indicating the same data and, in particular, the same internship start and end dates, present in the training project.

For post-degree internships carried out at a site mainly outside the Piedmont Region , you must submit the training project, duly signed, to the Job Placement Office  at least 30 days before the internship start date. To resolve any doubts or for clarifications, write an email to [email protected] 

6. Conclusion of the internship

The end of curricular internship documentation may vary according to the rules set by the course of study in which the intern is enrolled. It is therefore important for the student to inquire through the dedicated channels.

Upon completion of a GRADUATE INTERNSHIP , the graduate student must:

• send via ticket the duly completed attendance booklet for each day of activity, including the required signatures;
• complete the experience evaluation questionnaire found in the "STAGE" section of your personal page by clicking on the internship file;
• send by ticket to the office the certification of skills acquired form and the individual dossier available in item 8 of the online training project, completed and signed by the company and academic mentor.

Regional laws (Piedmont)

D.G.R. 22 Dicembre 2017, n. 8 5-6277

FAQ REGIONE PIEMONTE

Rights on inventions to industrial use

As part of these activities, Politecnico di Torino owns the rights to industrial use deriving from the inventions of its students , unless otherwise specified. The moral rights to the invention always belong to the inventors. If staff of the business or other external parties were involved, it is necessary to identify the share belonging to each.

We invite you, therefore, to contact the office responsible for Research Enhancement at the email address: [email protected] before the start of the activity . This office will be able to provide relevant consultancy and support and to manage possible joint ownership .  

It is, in addition, possible to grant the business use rights via: 

• a sale contract, the university definitively transfers the rights relating to a given technology to the company, upon payment of a fee; 
• a licence contract, the university grants the business the rights to the economic use of the patent in return for an annual fee. The licence may be limited in terms of its duration (linked to the duration of the patent), its exclusivity (exclusive or non-exclusive licence), the region (global, European, or national), and the scope of use.

For more information you can contact us by sending an email to  [email protected] 

Tips for Online Students , Tips for Students

Dissertation vs Thesis: The Differences that Matter

Updated: January 24, 2023

Published: April 26, 2020

As a graduate student, you will have many different types of challenging coursework and assignments. However, the biggest project that you’ll work on when earning your master’s or doctoral degree will be your thesis or dissertation . The differences between a dissertation vs thesis are plenty. That’s because each of these pieces of writing happen at different times in one’s educational journey.

Let’s break down what a dissertation and thesis are so that you have a strong handle on what’s expected. For both a thesis and a dissertation, there is an obvious fluency and understanding of the subject one studies.

Let’s take a look at their similarities and differences.

Photo by  Glenn Carstens-Peters  on  Unsplash

What is a dissertation.

When you enter a doctoral program to earn a PhD, you will learn a lot about how to conduct your own research. At the culmination of your degree program, you’ll produce a dissertation.

A dissertation is a lengthy piece of written work that includes original research or expanded research on a new or existing topic. As the doctoral student, you get to choose what you want to explore and write about within your field of study.

What is a Thesis?

A thesis is also a scholarly piece of writing, but it is for those who are graduating from a master’s program. A thesis allows students to showcase their knowledge and expertise within the subject matter they have been studying.

Main Differences Between a Thesis vs. Dissertation

The biggest difference between a thesis and a dissertation is that a thesis is based on existing research.

On the other hand, a dissertation will more than likely require the doctoral student to conduct their own research and then perform analysis. The other big difference is that a thesis is for master’s students and the dissertation is for PhD students.

Structural Differences Between a Thesis and a Dissertation

Structurally, the two pieces of written analysis have many differences.

• A thesis is at least 100 pages in length
• A dissertation is 2-3x that in length
• A thesis expands upon and analyzes existing research
• A dissertation’s content is mostly attributed to the student as the author

Research Content and Oral Presentation

Once completed, some programs require students to orally present their thesis and dissertation to a panel of faculty members.

Typically, a dissertation oral presentation can take several hours. On the other hand, a thesis only takes about an hour to present and answer questions.

Let’s look at how the two scholarly works are similar and different:

Similarities:

• Each is considered a final project and required to graduate
• Both require immense understanding of the material
• Written skills are key to complete both
• Neither can be plagiarized
• Both are used to defend an argument
• Both require analytical skills
• You will have to draft, rewrite, and edit both pieces of writing
• For both, it is useful to have another person look over before submission
• Both papers are given deadlines

Differences:

• A dissertation is longer than a thesis
• A dissertation requires new research
• A dissertation requires a hypothesis that is then proven
• A thesis chooses a stance on an existing idea and defends it with analysis
• A dissertation has a longer oral presentation component

The Differences in Context: Location Matters

The united states.

In the US, everything that was previously listed is how schools differentiate between a thesis and a dissertation. A thesis is performed by master’s students, and a dissertation is written by PhD candidates.

In Europe, the distinction between a thesis and dissertation becomes a little more cloudy. That’s because PhD programs may require a doctoral thesis to graduate. Then, as a part of a broader post-graduate research project, students may complete a dissertation.

Photo by  Russ Ward  on  Unsplash

The purpose behind written research.

Each piece of writing is an opportunity for a student to demonstrate his or her ability to think critically, express their opinions in writing, and present their findings in front of their department.

Graduate degrees take a lot of time, energy, and hard work to complete. When it comes to writing such lengthy and informative pieces, there is a lot of time management that is involved. The purpose of both a thesis and a dissertation are written proof that you understand and have mastered the subject matter of your degree.

Degree Types

A doctoral degree, or PhD, is the highest degree that one can earn. In most cases, students follow the following path to achieve this level of education: Earn a bachelor’s degree, then a master’s, and then a PhD. While not every job title requires this deep educational knowledge, the salaries that come along with each level of higher education increase accordingly.

Earning Your Degree

Whether you are currently a prospective student considering earning your higher education degree or a student enrolled in a master’s or doctoral program, you know the benefits of education.

However, for some, earning a traditional degree on-campus doesn’t make sense. This could be because of the financial challenges, familial obligations, accessibility, or any other number of reasons.

For students who are seeking their higher education degrees but need a flexible, affordable, and quality alternative to traditional college, take a look at the programs that the University of the People has to offer.

University of the People is an entirely online, US accredited and tuition-free institution dedicated to higher education. You can earn your Master’s in Business Administration or your Master’s in Education . Not to mention, there are a handful of associate’s and bachelor’s degree programs to choose from as well.

If you want to learn more, get in touch with us !

The Bottom Line

Regardless of where and when you earn your master’s or doctoral degree, you will likely have to complete a thesis or dissertation. The main difference between a thesis and dissertation is the level at which you complete them. A thesis is for a master’s degree, and a dissertation is for a doctoral degree.

Don’t be overwhelmed by the prospect of having to research and write so much. Your educational journey has prepared you with the right time management skills and writing skills to make this feat achievable!

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What is the difference between attachment and internship? All the details

Students and graduates venturing into the job market must experience the attachment or internship level to gain practical work experience. But the two terms, often mistakenly used interchangeably, are different. While they may seem similar, the difference between attachment and internship might impact a recent graduate's career trajectory. So, what does each mean?

TABLE OF CONTENTS

Purpose and duration, eligibility and compensation, structure and outcome, is there any certification required for attachment opportunities, what is the difference between attachment and apprenticeship, what is a work attachment, what are the various attachment opportunities, how do i apply for an attachment opportunity.

The difference between attachment and internship is confusing to many. However, most people are unaware that their distinction can significantly shape a person's career trajectory. Misappropriating the two terms has resulted in inquiries about their differences and similarities.

What is the difference between attachment and internship?

An attachment typically refers to the placement of students in a company in their line of academics to learn more and complement the theoretical knowledge they are learning. Students on attachment do not receive payment, with the primary intention being learning and application.

On the other hand, an internship is a temporary structured program in a specific vocational field offered by companies to provide hands-on experience to recent graduates. Internships do not apply to students currently learning or in school during their application.

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Here is a detailed breakdown to learn more about the distinctions between internships and attachments.

The purpose of an attachment is to provide experience or expose students to the practical aspects of a particular field. Attachments only offer hands-on programs in specific vocational or technical fields. The duration of these programmes ranges from a few weeks to a few months.

For internships, they aim to provide recent graduates with practical experiences related to their field of study or career interests. Internships are more formalised and offer graduates a more comprehensive and structured learning experience. The duration may last from a few weeks to 12 months.

The eligibility of attachments is that it is only applicable to students during their courses of study. For example, most Kenyan institutions, like KEMRI , only offer attachments to students from government-recognised training institutions. For compensation, attaches do not get paid but instead credits as it is considered part of their educational curriculum.

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For interns, eligibility is open primarily to recent graduates or certificate holders. However, joining is subject to fulfilling the various application requirements, which differ according to organisation. For compensation, interns may receive payments depending on the industry, company or organisation.

The structures of internships and attachments also vary. Attachments provide students with practical or hands-on training within a limited vocational area. The outcome is immediate skill acquisition compared to the internship job placements.

On the other hand, the internship structure aims to provide practical experience, mentorship and exposure to a specific field. The programme's outcome is that it may lead to job opportunities and is a stepping stone in the related field.

Work attachments do not require certification as it is part of the academic curriculum. However, you may need a letter from your learning institution to indicate that you are a student and that the attachment is part of the course completion.

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For internships, applicants must produce the relevant certification required by the organisation they want to join. There may also be other application requirements depending on the institution.

Attachments provide hands-on training within a specific vocational area. On the other hand, apprenticeship focuses on developing particular trade skills through on-site training and classroom instructions. In addition, attachments are shorter in duration, while apprenticeships can extend over several years.

Work or industrial attachments are programs where students or employees can gain practical work experience and skills in a specific industry or organisation. For students, it could be compulsory as part of a course-related curriculum and is credit-bearing.

Depending on your country, there are numerous attachment opportunities for students and recent graduates. These opportunities exist in various sectors, including private companies, government agencies and non-governmental organisations.

List of NGOs offering attachments in Kenya and how to apply

Applying for an attachment opportunity might vary depending on the region or country. In Kenya , some of the enlistment requirements may include:

• Application letter from the student.
• Valid letter from the learning institution.
• Curriculum vitae (CV).
• Copy of National Identity Card.
• Details of an accident insurance cover.
• Copies of transcripts and KCSE Certificate.
• Bank account details (Copy of Bank Card or ATM).
• Certificate of good conduct.

The difference between attachment and internship has baffled many. The two, though similar, represent different aspects of gaining practical work experience. While both aim to provide students and graduates with practical experience, their main difference lies in their duration and structure.

Are you seeking information about the provident fund and its difference from the pension fund? Tuko.co.ke published an informative article detailing the meanings of the provident and pension funds and their differences.

The provident and pension funds might sound like the same to many. However, you'll be surprised to learn that the two differ in structure and payment. So, what is the difference between the two?

Source: TUKO.co.ke

RIT graduate pursues Ph.D. across time zones

Nastaran Nagshineh, center, defended her Ph.D. thesis at RIT in April. Faculty from RIT’s Rochester and Dubai campuses served on her thesis committee and include, from left to right, Kathleen Lamkin-Kennard, Steven Weinstein, Nathaniel Barlow, and David Kofke (a professor at the University at Buffalo). Mohamed Samaha participated remotely and appears on the video screen behind the group and alongside Nagshineh’s picture.

Nastaran Nagshineh is one of the first Ph.D. candidates to bridge RIT’s Rochester and Dubai campuses. Her accomplishment creates a path for future students at the university’s international campuses.

Nagshineh completed her Ph.D. in mathematical modeling while working full time as a mathematics lecturer at RIT Dubai in the United Arab Emirates, teaching as many as five classes a semester. She described her Ph.D. journey as “an exercise in perseverance” due to competing demands and long days. Rochester is eight hours behind Dubai, and the time difference meant many late-night classes and meetings.

“I saw this collaboration as an opportunity, rather than as a challenge, because my primary adviser, Dr. Steven Weinstein (RIT professor of chemical engineering), and my co-adviser, Dr. Mohamed Samaha (RIT Dubai associate professor of mechanical engineering), both have the same area of research interest,” she said. “They both worked toward my success.”

Nagshineh is one of 67 RIT Ph.D. students who defended their thesis this academic year and who will earn their doctorate. RIT awarded 63 Ph.D. degrees in 2023.

In 2020-2021, RIT’s Graduate School met and surpassed the university’s goal of conferring 50 Ph.D. degrees during an academic year. That number will continue to grow as students cycle through the seven new Ph.D. programs that RIT has added since 2017, said Diane Slusarski , dean of RIT’s Graduate School.

Meeting these goals puts RIT on a path toward achieving an “R1,” or research-intensive designation, from the Carnegie Classification of Institutions of Higher Learning. RIT is currently ranked as an R2 institution . Many factors go into changing a university’s status, including research investment and maintaining a three-year average of 70 Ph.D. degrees awarded per year, according to Slusarski.

“We have met the goals of the strategic plan, and now we look forward to contributing to the research innovation in the future,” Slusarski said. “We want to help the new programs thrive and win national research awards.”

RIT’s emphasis on high-level research is seen in Nagshineh’s Ph.D. work. She applies mathematical modeling to the field of fluid dynamics. Her research has been published in top-tier journals and has gained notice, said Weinstein, her thesis adviser.

Weinstein describes Nagshineh’s accomplishments as “a testament to a fantastic work ethic and commitment” and is inspirational to younger students at Rochester and Dubai.

“The collaboration between RIT Dubai/Rochester has continued,” he said. “Another paper was submitted a few weeks ago with Mohamed Samaha and Nate Barlow (RIT associate professor in the School of Mathematics and Statistics) as co-authors, as well as Cade Reinberger, a younger Ph.D. student in my research group.”

Mathematical modeling is one of RIT’s newer Ph.D. degree programs, and Nagshineh is among its earliest graduates. The program has doubled in size since it began accepting students in 2017, Slusarski said. This past fall, the mathematical modeling program had 35 students, with two graduating this year.

Altogether, RIT has 13 Ph.D. degree programs currently enrolling 438 students, with computing and information sciences accounting for the largest with 117 students. RIT’s other Ph.D. programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , electrical and computer engineering, imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

New programs in cognitive science and physics will launch in the fall.

The growth in RIT graduate education—with more than 3,000 master’s and doctoral students—reflects a demographic change in the student population, Slusarski said. “We have a higher percentage of women in the graduate programs than we have for RIT undergraduate programs.”

RIT’s graduate programs enroll 42 percent women, according to Christie Leone , assistant dean for the Graduate School.

Nagshineh, who also holds an MS in electrical engineering from RIT Dubai, welcomes her role as a mentor to other women students on both campuses.

“As a young woman in an Arabic country, the power of women is often underestimated and undervalued, and I hope to serve as a role model to female students, especially those that question their path,” Nagshineh said.

She plans to continue in her career as a professor and a researcher. “I would like to pursue a research program where I can advise my own students and teach them more deeply.”

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