master thesis aim

• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

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Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

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39 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

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How to Write the Dissertation Aims and Objectives – Guide & Examples

Published by Grace Graffin at January 27th, 2023 , Revised On October 9, 2023

Aims and objectives are among the essential aspects of a dissertation. If you write aims and objectives effectively, they can act as a foundation to give your research clarity and focus.

This article will provide you with all the necessary information regarding aims and objectives, their differences, writing tips , and the common mistakes you should avoid while writing them.

The aim is often a single sentence or a short paragraph that describes your dissertation’s main goal and intent. It tells what you hope to achieve at the end. You should write the aim so that it becomes identifiable when it is achieved with the completion of your dissertation .

The aim is written in a subsection of the introduction to clarify the overall purpose of the dissertation .

Example: It is often observed that employees in culturally diverse workplaces struggle to work effectively in a team. A probable cause of this issue is bullying at the workplace. This research investigates the impact of bullying on employee job satisfaction at culturally diverse workplaces and the resulting loss of employee productivity. This research will use surveys and case study analysis to analyze the impact of bullying on employees.

The objectives in a dissertation describe the ways through which you intend to achieve the research aim. They are specific statements that break down the aim into several smaller key sections of the overall research. Suitable objectives can help you stay focused and conduct research in the direction of your aim.

The number of objectives should be realistic; usually, between three to six, and each one should be possible to achieve. The following example shows the objectives for the previously-mentioned dissertation aim.

1. identification of the behaviors that are considered as bullying 2. exploring the factors that cause bullying at a culturally diverse workplace 3. analyzing the relationship between bullying and job satisfaction of employees 4. providing suitable recommendations on minimizing the bullying at the workplace

The objectives of a dissertation should be SMART.

• Specific: should be precise, focused, and well-defined
• Measurable: the progress should be measurable, and you should be able to determine when you have achieved an objective.
• Achievable: you should be able to carry out the required action within your available resources
• Relevant: should be related to the dissertation aim
• Time-bound: should be possible within the available time

Differences between aims and objectives

Aims and objectives are often mixed, but there are clear differences between them.

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How to write aims and objectives?

There is no particular way or standard to write the aims and objectives. Different researchers have different writing styles, and often it can be influenced by your research supervisor. However, you should follow certain basic principles while writing aims and objectives in a dissertation.

Writing the aim statement

The aim statement should cover the following essential elements.

• Why is the research necessary? (covers the underlying problem on which the study is to be conducted)
• What is the research about? (description of the research title)
• How are you going to conduct it? (a brief statement of intended research methods)

An appropriate aim clearly defines the research purpose without confusing the reader. If you struggle to explain your research and its importance in simpler terms, you should consider refining your research to clarify it further.

Writing objectives

The objectives describe how you would achieve your research aim. You can do this through the following steps,

• The first one to two objectives can be applied to the literature review . (Verbs to be used: investigate, examine, study)
• One objective can be applied to the methodology portion. (Verbs to be used: collect, select, demonstrate, estimate)
• Two to three objectives can cover the critical evaluation or discussion chapters (Verbs to be used: analyze, compare, evaluate)
• The final objective will cover the conclusion or recommendation portion. (Verbs to be used: conclude, recommend)

Instead of writing like a paragraph, the objectives should be written as a numbered list to give them more clarity.

How many aims and objectives should be there?

It depends upon the topic of your research and mainly upon your supervisor’s requirements. Generally, a dissertation has a single broad statement as the research aim. However, it is acceptable to include a main aim along with two to three subsidiary aims.

Similarly, the number of objectives should be realistic and sufficient to measure the progress regarding the achievement of the research aim. Their number can generally vary from three to six depending upon the aim.

Common mistakes to avoid while writing research aims and objectives

• Writing a broad research aim

Writing a broad research aim is a common mistake, and it often becomes difficult to achieve. It may create a problem when you are asked to prove how you have achieved your aims during your  viva defense . It would be best to narrow your study to a specific area in the early stages of the dissertation.

• Formulating overlapping research objectives

The objectives should be written such that they are measurable and distinct from each other. If they overlap, it makes it difficult to structure your dissertation properly in specific chapters.

• Setting unrealistic aims

Students often get over-ambitious while describing the research aim and face problems afterward in achieving those aims. You should avoid this mistake and be realistic about what you can achieve in the available time and resources.

Aims and objectives are the sections that require significant time and attention to avoid future hassles while conducting research and writing your dissertation.

Frequently Asked Questions

How to set dissertation aims and objectives.

To set dissertation aims and objectives, define your research goals clearly. Aims state what you want to achieve, while objectives outline specific, measurable steps to reach those goals. Ensure they align with your research question and contribute to your study’s significance.

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Aims and Objectives for Master’s Dissertations

Aims and Objectives for Master’s Dissertations. This blog will look at writing an ‘Aim’ statement and ‘Objectives’ for a Master’s thesis. It should also be helpful for final year projects at undergraduate level.

I have done 2 previous blogs on ‘Topic Selection’ and ‘Dissertation Title Writing’ that may also be of interest.

Here is a short video clip on writing the Aims and Objectives.

Where should the Aims and Objectives be?

The Aims and Objectives for your  Master’s Dissertations need to be in chapter 1, the introduction to the research project. Chapter 1 should be an introduction to the project, and not an introduction to the topic. The topic is covered in the Literature Review, usually chapter 2. However, there needs to be a few pages of background introduction to set the scene and the reasons for the research. Therefore, the Aims and Objectives should be around page 2, 3, or 4.

Tips for Writing the AIM Statement

There will be one overall AIM statement as described here. Sometimes a research project may contain several distinct aims. However, they need to fit together to an overall research AIM.

The AIM is really just a longer and more explanatory version of the research title. The AIM can be an expansion of the title to 3 to 6 sentences. Make sure you cover these three elements:

• Why is this research necessary – some background showing a problem.
• What is this research about – an expansion of the title.
• How is the research to be performed – a brief statement of the intended research methods.

Initially aim for 1 sentence for each item. Expanding to two sentences for each will be OK. The AIM statement should not exceed a paragraph or a quarter to a third of a page.

Example of an Aim Statement

Example: I will take a project title: “An investigation into Project Management Life-Cycles in the Automotive Industry: Honda as a case study.”

The AIM will need to include:

• Why: Oversupply and unfilled manufacturing capacity, and increasing innovation in the industry are causing all automotive companies problems. This states the problem.
• What: This project seeks to examine how Project Life Cycles are implemented in the Honda Motor Company.
• How: By case study analysis and comparison with other automotive companies.

Put those three sentences together and the AIM statement becomes:

Aim Statement: Oversupply and unfilled manufacturing capacity is leading to increasing innovation in the automotive industry. This requires all automotive companies to reduce their project life cycles to remain competitive. This project seeks to examine how Project Life Cycles are implemented in the Honda Motor Company. The research will use case study analysis and comparison of Honda Project Life Cycles implementation with that of other automotive companies.

The first part of the aim statement – the problem – is what needs to be covered in the first 2 or 3 pages of the introduction chapter. Some researchers may then introduce a secondary aim statement to complement the first.  In this example there may be a secondary AIM to distribute or publish the research findings.

Writing Objectives for a Master’s Dissertation

Nine Objectives

I suggest that 6-9 Objectives is an initial target. There are often comments that 9 may be too many. However, as a Project Manager my natural inclination is to break a project into manageable chunks of work. Also, if there are 9 objectives and one objective is not met, then there are still 8 objectives that are met.

The objectives when read alone should tell a story through the dissertation. This can be done by ensuring:

• 2 or 3 Objectives apply to the Literature Review – Demonstrating knowledge.  Verbs such as Research, Examine, Study, and Investigate are suitable.
• 1 Objectives apply to the Research Methodology – How the research is performed. These might include: Collect data, Select interviewees, Analyse results as examples.
• 2 or 3 Objectives focus on the Critical Evaluation or Discussion chapters. Verbs such as Analyse, Compare, Discuss, and Evaluate would be appropriate.
• There may be one or two final objectives. To Conclude, and/or To Recommend.

I have already issued blogs about the requirements of a Master’s Dissertation from the QAA perspective and the three elements of a Master’s Dissertation . Using the above approach to write the objectives will demonstrate that these requirements have been met.

When writing objectives, keep to just one verb, and avoid the use of ‘and’. If you are using ‘and’ then perhaps this objective should be broken into two separate objectives.

Don’t forget that the objectives will need to be repeated and commented on in the conclusion chapter of the dissertation.

Examples of Research Objectives

For the example AIM from earlier, here are some suggested project objectives. Note how they start broad, and become more specific:

• To examine the current status of the Automotive Industry
• Study Project Management as it applies to the Automotive Industry
• To research Project Life Cycles specifically as used within the Automotive Industry
• Identify suitable case studies concerning Automotive Project Life Cycles for evaluation
• To analyse the case studies
• Compare Project Life Cycles as demonstrated b the case study companies
• To critical evaluate the use of Project Life Cycles at Honda Motor Company
• Recommend improvements to the Honda Motor Company in their use of Project Life Cycles

Just reading the verbs tells a story through the dissertation. To examine, to study, to research, to identify, to analyse, to compare, to evaluate and to recommend.

Honda Motor Car

Higher Level Verbs

Don’t forget to use Blooms Higher level verbs when looking at the critical evaluation section. It is also important not to duplicate a verb. There are around 40-50 different verbs that you could use to write your objectives, and therefore it looks lazy to use the same verb more than once.

The Project Aim is an expansion of the title covering Why, What and How. The objectives should cover the whole dissertation from the Literature Review, through the Research Methodology, and to the Critical Evaluation and Conclusions.

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Master's thesis

Master's Thesis is a part of Master's degree in other fields than technology and Master's thesis in technology / architecture is a part of Master of Science in Technology /Architecture degree.

The aims and place of the thesis in degrees

During the studies, students gradually gain the skills they need to write the thesis. In order to graduate, you should master the learning outcomes set for your degree and thesis.  

The aim of the Master’s thesis is that 

• the student is well familiar with his/her field and especially the field of his/her thesis topic  
• the student possesses the skills necessary for applying scientific knowledge and methods or the knowledge and skills required for independent and demanding artistic work 
• the student has good communication and language skills that can be applied in his/her field and other applicable fields 

Students mainly complete the Master’s thesis during the second year of studying for the Master’s degree; it is part of the advanced studies in the degree programme. You must have graduated with a Bachelor’s degree or your Bachelor’s thesis must be approved before you can start working on the Master’s thesis and drawing up the supervisory plan with your supervisor.  

The goals of theses based on learning outcomes. As you work on your thesis, your research skills, knowledge of the subject matter in the field, academic language and communication skills as well as your scientific debating skills are enhanced through peer learning and supervision, and via the discussion you conduct with previous research. Working on the thesis means practising independent research in accordance with good scientific practice. Your faculty or degree programme defines the form of the thesis more closely (see the section on your faculty).

The stages of the Master’s thesis are outlined below

Academic guidance and counselling.

Writing a Master’s thesis starts with participation in the thesis seminar and deciding on the topic. You will be assigned at least one supervisor – the responsible supervisor – who supports your work in matters related to the content and research process throughout the thesis process. The responsible supervisor is familiar with the assessment criteria of theses and discusses them with you. If the thesis has two supervisors – the responsible supervisor and the other supervisor – at least one must be well familiar with the topic of the thesis and both should hold degrees at least on the same level as the thesis in question. A person who is not a member of the University community may also act as a supervisor based on his/her expertise in the field.

The supervisor(s) and the student draw up a supervision plan that defines the rights, responsibilities and duties of the parties and the duration of the supervisory relationship. In the supervisory situation, a common understanding of the academic requirements of the thesis and of good scientific practice is also formed. The timing of supervision and the stages of the thesis process are also agreed upon. The supervisory plan also defines the target time of completing the thesis, which also gives an indication of the length of the supervisory relationship.

Your work process is the core of the supervision process. Supervision supports your learning process and your growth as an academic expert. You are in charge of your motivation and working and the way the thesis process advances. Faculties take care of the equal distribution of supervision work and including supervision in the teachers’ work plans.   

The faculty also defines the practices applied if any changes, conflicts or problems arise in the supervisory relationship.

Theses done in pairs or groups 

Doing the thesis with another student or in a group is agreed with the supervisor. If the thesis is undertaken by a pair or a group, each student must be able to demonstrate his/her share of the work because the thesis is fundamentally about practising independent scientific work. The thesis is assessed for each student individually. 

Language of the thesis

The language of the thesis is either Finnish or the main language of the student’s degree programme. The supervisor of the thesis decides on the use of other languages than the ones mentioned above. 

A student studying in an English-language degree programme may write his/her thesis in Finnish. However, if the student wants his/her academic record to show that he/she has earned the degree in English, it may be required that the thesis is also written in English. 

If the student has not demonstrated language and communication skills in his/her field in the Bachelor’s degree, they are demonstrated in the maturity test related to the Master’s thesis. The demonstration of language skills in relation to the thesis is described in more detail in the section on the maturity test.

The thesis seminar

To support working on the thesis, a thesis seminar or other teaching and activities that aid the thesis process are organised.   

In the thesis seminar, students especially gain peer supervision and peer learning skills as well as those on academic writing, information seeking and scientific debate. The seminar guides and supports working on an independent thesis and the parts it consists of, such as defining the research problem, outlining the topic, and structuring and reporting the research results. In the seminar, students also learn about the assessment criteria of the thesis. As far as possible, you should strive to complete your thesis in the seminar. 

If the curriculum of the degree programme does not include a seminar on the Master’s thesis in the fields of technology, other means of supervision must ensure that students receive sufficient support for writing the thesis and learning research skills. 

Adherence to good scientific practice

Learning outcomes related to good scientific practice are included in all theses. Review the guidelines on good scientific practice and consult your supervisor if you need further guidance. As part of the process of facilitating the writing process, the supervisor should ensure that you are familiar with good scientific practice and able to work accordingly. 

Also remember the accessibility of the thesis.

The originality checking of a thesis 

During the writing process, you may use the originality check tool found on your supervisor’s Turnitin section on Moodle. It will give you a comparative report on your text that will help you evaluate the appropriateness of your citation practices. You can always ask your thesis supervisor for advice on interpreting the comparison report.

The student and the thesis supervisor agree about the point when the thesis is ready for the official originality check and the subsequent actual assessment. You enter the text of your completed thesis in the originality checking software after which the supervisor reviews the originality report. After the supervisor has checked the originality report, you may submit the thesis for the actual assessment process. 

Finding a thesis placement - Commissioned theses  

You may do your Master’s thesis as a commissioned study for a principal that can be a company or another body. A thesis is a scientific study that is assessed on the basis of academic criteria and it must be completed within the target time. The supervisor and examiners at the University are responsible for the academic guidance and assessment of the thesis. The principal may appoint a contact person who may also participate in the supervision of the thesis. The principal must also be aware of the academic nature and publicity of the thesis. You, the reponsbile supervisor and the principal agree on the topic, schedule and objectives of the thesis.  Make a written agreement with the principal on any fee paid to you. 

The University has drawn up a checklist for the first meeting on a commissioned thesis on issues that should be covered in the meeting.

Copyright of the thesis 

Copyright issues are also related to the publicity of the thesis. The student is reponsible for the contents of the thesis and ascertaining his/her rights to it. The author of a thesis that is intended for publication must have full copyright to the thesis, including any pictorial material, tables or other material, or have the right to publish such material online. 

Further information on copyright is available on the Library’s Open Access guide and on the following websites:  https://libguides.tuni.fi/opinnaytteet/julkaisuluvat_tekijanoikeus

• ImagOA: Open science and use of images: a guide on the Aalto University website http://libguides.aalto.fi/imagoa_eng

Publicity of the thesis and processing confidential information

Under law, the thesis is a public document (1999/621). A thesis becomes public as soon as it has been approved. After a thesis has been approved, it cannot be modified in any way. Confidential information cannot be included in a thesis. Publishing the thesis or its parts elsewhere, eg as articles, does not change the publicity requirement.  

If confidential information is processed in relation to the thesis, its use should be agreed with the supervisor and the possible principal in advance. The actual thesis should be written in a manner that allows publishing all of its parts. The possible confidential information should be incorporated in the appendices or background data that are not published. The separate data is not archived at the University.   

Other help and support during the writing of a thesis

You are not alone with your thesis. Support is available, for example, on information searching and data management as well as writing and making progress . Support is offered by the University’s joint counselling services, Language Centre and Library and Data Service.

Maturity test

Purpose of the maturity test .

With the maturity test, the student demonstrates his/her familiarity with the field of the thesis and his/her Finnish or Swedish language skills. (Government Decree on University Degrees 794/2004). See below for information on other languages.  

If the student has already demonstrated his/her language skills in the Bachelor’s degree, he/she only demonstrates his/her familiarity in the field of the thesis in the maturity test.  

Language of the maturity test 

If Finnish or Swedish language skills are to be demonstrated in the Master’s degree studies, the language of the maturity test is defined as in the Bachelor’s degree. 

If a student is not required to demonstrate his/her language skills in the Master’s degree, he/she takes the maturity test in the language of the thesis.  

Form of the maturity test 

In a Master’s degree, the abstract of the thesis serves as a maturity test. 

Submitting the thesis for assessment

When the thesis is nearing completion, the student discusses the final stage with his/her supervisor. The student and the supervisor agree on the pre-examination of the thesis and any corrections that are still needed. After the pre-examination and the final corrections, the supervisor gives the student permission to submit the thesis for assessment. The student feeds the final version of the manuscript to the originality checking software in a manner provided by the supervisor who will check the originality report. The originality check of the thesis should be completed before the thesis is submitted for assessment.  

When you submit your Master’s thesis to assessment in the publication archive Trepo you also ensure that the originality check of the thesis has been done and that your supervisor has given you permission to submit the thesis for assessment. The student also decides what kind of a publication permission he/she gives to the thesis. Note that you must be registered as present in order to submit a thesis on Trepo.

The student should let the supervisor know when the thesis can be retrieved from Trepo. The student receives a message from the Library within a few days of submitting the thesis for assessment. The assessment deadline is calculated from the date of the email sent to the supervisor. 

Assessment and grade of the thesis

The responsible supervisor proposes examiners either at the start or the end of the thesis process. Use this form to make the proposal 

Thesis supervision plan (Master’s thesis) and proposal of examiners

Examiners of a Master’s thesis  

The supervisor(s) of the thesis may also act as the examiners of the thesis if they fulfil the requirements stipulated in the Tampere University Regulations on Degrees.  According to Section 28 “At least one of the examiners must be employed by Tampere University”. Both examiners must have completed at least a master’s-level degree."

The thesis examiners have 21 days to review the thesis after it has been submitted for evaluation.  The results on theses submitted for examination during the period from 1 June to 31 August may take longer to be published. For justified reasons, the dean may make an exception to the deadline. Such exceptions must be communicated to the students in advance.   

Master’s theses are assessed with a grading scale from 0 to 5.  The grades are 1 (sufficient), 2 (satisfactory), 3 (good), 4 (very good) and 5 (excellent). Assessment criteria given by the faculties can be found at the bottom of this page.

Students will receive the examiners’ statement and grade proposal by email to their tuni.fi email address. Students will then have seven (7) days to provide a written response to the examiners’ statement. The countdown begins when the email is sent to the student. A possible written response is addressed to the student’s faculty and will be reviewed by the dean. The dean will assess whether there is reason to reconsider the grade or whether he or she will confirm the final grade based on the examiners’ statement. The dean can also appoint an additional examiner to review the thesis or bring the matter before the Faculty Council.  

If a student does not provide a written response, the dean will confirm the final grade of the thesis based on the examiners’ statement. If a student is satisfied with the assessment outcome, he or she can expedite the process and the entry of the thesis on his or her academic record by immediately informing the faculty thereof by email. The procedure for providing a written response does not apply to theses counted towards the degree of Licentiate of Medicine.

A student cannot submit a new thesis to replace an already approved one.  

Appealing against thesis assessment

A student dissatisfied with the assessment outcome of a master’s thesis (or equivalent) can submit a written appeal (request for rectification) to the relevant Faculty Council within 14 days of receiving the results.

An appeal can be delivered in writing or by email.

Postal address: Tampere University, FI-33014 Tampere University, Finland

Street address: Kalevantie 4, campus information desk, 33100 Tampere, Finland

Email: tau [at] tuni.fi (tau[at]tuni[dot]fi)

Electronic archiving and publishing of the thesis 

According to a decision by the National Archives of Finland (AL/11085/07.01.01.03.02/2016) on the permanent electronic preservation of universities’ theses and Tampere University’s information control plan that is based on it, Tampere University’s Master’s theses are permanently archived. All theses are electronically archived. The Library is in charge of archiving theses and dissertations on the University’s publication database. 

All theses are public and saved in the University’s publication database. According to the University’s strategic alignment on open science, all theses and dissertations are openly published unless the publisher’s conditions prevent it. All theses may be read with the Library’s computers and online if the student has granted permission to publish the thesis on the internet.     

After approval, all theses are stored in the comparison database of the originality checking software.  

Open Faculty of Education and Culture (EDU)

Open faculty of information technology and communication sciences (itc), open faculty of management and business (mab), open faculty of medicine and health technology (met), open faculty of social sciences (soc).

Tampere University and Tampere University of Applied Sciences (TAMK) constitute the Tampere Universities community. Our areas of priority in research and education are technology, health and society. Tampere University: +358 (0)294 5211 Tampere University of Applied Sciences : +358 (0)294 5222

Thesis and Purpose Statements

Use the guidelines below to learn the differences between thesis and purpose statements.

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . . Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

Center for Artificial Intelligence in Medicine (CAIM)

Master's theses, your thesis.

In order to begin the development of your master thesis, you must have already accumulated 80 ECTS credits from your courses.

During the last six months of your studies, you must dedicate your time and effort to working on your thesis. This period, encompassing 30 ECTS credits, is crucial for conducting research and crafting your thesis document. 

As an enrolled student in the master's program "Artificial Intelligence in Medicine", you can access all the resources and guidance in the "AIM Master's Thesis" course on the university’s E-learning platform ILIAS . Here, you will find current project proposals, past thesis projects for reference, and essential information about the application process. 

Master's Thesis Presentations

Before graduation, all students must present their thesis projects. 

You are cordially invited to participate in the presentations:

25 January 2024, 11am

Room 104, Friedbühlstrasse 25, 3008 Bern, IFIK

Tim Graf presents on "Machine Learning Analysis of Automated Fluorescence Flow Cytometry Data for Fast  and Efficient Microbiological Analysis of Urine Samples".

List of Former Theses Projects

• September 22, 23 at 11:00 am: Raphael Joost "Deep Learning based Monte Carlo Dose Denoising for Radiation Therapy" (A137, Inselspital Bern, Radio Oncology) (PDF, 174KB)
• September 5, 23 at 11:00 am: Yanis Schärer: "Proliferative Diabetic Retinopathy Detection with Multimodal Deep Learning" (F502, ARTORG Center, Murtenstrasse 50) (PDF, 4.4 MB)
• August 31, 23 at 10:00 am: Chris Rüttimann: "Development of a User Interface for Deep-zoom Whole Slide Images to Overlay Predictions from Deep Learning Models" (H431, Institute for Tissue Medicine and Pathology, Murtenstrasse 31) (PDF, 102KB)