Académique Documents
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PREFACE
TABLE OF CONTENTS
PREFACE
TABLE OF CONTENTS
1.
INTRODUCTION __________________________________________ 4
2.
3.
4.
5.
6.
7.
1. INTRODUCTION
Getting familiar with conducting academic research is an essential part of the Master of
Science degree. This does not only refer to writing the Masters Thesis, but writing
seminar papers for different courses also forms an important part of practising how to
conduct research and write according to the academic conventions.
This guide complements the guide Thesis Writing at Tampere University of
Technology. It is used in the degree programmes offered by the Faculty of Business
and Technology Management. The underlying purpose of the guide is to describe the
most central issues in conducting academic research in the fields of Industrial
Engineering and Management and Information and Knowledge Management. In this
guide, the term paper refers to various types of research reports that students write as a
part of their studies. These can include Masters Theses, Bachelors Theses, special
projects, course papers, seminar papers or other academic papers. Our guide is not
meant for writing doctoral theses.
Different papers have different criteria. For example, for papers briefer than Masters or
Bachelors Theses it is not required to compile a bibliography as extensive as in
Masters or Bachelors Theses. This guide presupposes that all the different types of
academic papers have the same structural parts, but that the scope and depth of the
sections depend on the requirements set for a specific paper.
When you are putting together a paper, remember that there is more to the process than
just writing. A written paper is a product that you get after you have searched for and
gathered your data, analysed it and drawn your conclusions. Dont underestimate the
importance of the final, written product, as the entire research process will often be
evaluated on the basis of the paper alone. A badly written paper can easily diminish the
credibility of even the most careful research.
2. CONDUCTING RESEARCH
According to Airila & Pekkanen (2002, p. 44), conducting research means the rational
and systematic pursuit of knowledge. The goal of conducting any research, therefore,
is to find an answer to a predetermined problem by systematically searching for
knowledge. Different scientific disciplines have somewhat different goals and criteria
set for scientific research. Some disciplines concentrate mostly on so-called basic study
that is conducted without any immediate, practical end in mind, whereas for example
economics typically uses applied research which aims for problem solving in practice
(Olkkonen 1993, p. 18).
The terms objectivity, reliability and repetition are often connected with academic
research (Uusitalo 2001). In practice, the first two mean that the researcher should carry
out the study so that his or her own bias do not restrict the analysis of the research
material and do not affect the results. The research results should be identical regardless
of the person who conducts the study. Repetition means that the results should remain
unchanged if the same study is repeated under similar circumstances. In the fields of
Industrial Engineering and Management and Information and Knowledge Management,
the nature of the research questions does not often allow precise repetition (an interview
research performed at a certain moment, for example) and therefore, repetition is
expressed in the research report by a careful description of the research process which
enables the reader to follow the research process thoroughly.
It is also typical of academic research that the research problem is examined by adapting
an appropriate research approach and a methodology to match the applied approach.
Each scientific discipline applies its own established approaches and methodologies and
different disciplines might even use similar terminology with completely different
meanings. This guide discusses mainly the approaches and methods that are typically
used in the field of business economics.
In addition to the prerequisites mentioned above, academic research also entails
contribution. This means that, through the conducted research, the field has acquired
new knowledge with scientific value. At the university level, only doctoral theses are
expected to meet all the requirements set for academic research. Still, students are
advised to follow the principles of academic research in all the courses included in the
Master of Science degree where they are required to write academic seminar papers of
different levels.
3. WRITING A PAPER
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You should remember, however, that being too familiar with the topic sometimes leads
to bad research, too. This is because the researcher is not always objective enough about
his or her topic. In other words, the research may be burdened by subjective views on
the phenomenon or the subject matter in general. Preconceived notions or taking things
for granted can steer a research process so you do not pay attention to everything that is
relevant. You should discuss the choice of topic with your supervisor.
The topic you choose at the beginning of your research may not be the final title of the
paper. Often the topic becomes more and more defined and specific during the process
of research. It is rarely a good idea to change the topic completely, because this means
you have to do a lot of the work all over again. At the point when the work is nearly
finished, most researchers have to carefully compare the title with the contents and
goals of the paper and, if necessary, redefine it.
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The value of the sources should primarily be measured according to the thoughts that
they present. You should look at the ideas critically, but without prejudice. What counts
is justifying the ideas. When you are looking for and choosing source material, do not
just make use of the sources that you agree with. If you do not have an open, yet critical
attitude towards a source, you will easily lose objectivity and your work may suffer.
There are many ways to look for and acquire source material. You can access the
selection provided by the library of Tampere University of Technology by using the
TUTCAT-database at http://www.tut.fi/library/en. The library also has a digital library
called dLib at http://www.tut.fi/library/dlib/. It includes a wide variety of links to
different kinds of electronic materials, including a large selection of PDF-formatted
publications in the fields of technology and business. For example, the electronic
materials provided by the producers Elsevier and Springer include thousands of articles
from different academic publications in whole text format. This digital library can be
used only on campus network or accessed by a VPN connection. In addition, it is
possible to use different CD-ROMs and databanks in the TUT library.
The source books or articles should come from more than one country. Sometimes the
topic is so new, however, that there is no actual literature specifically on that topic. In
this case you must try to grasp the larger context. No phenomenon or object is without a
context: a new method of calculating costs, for instance, can always be looked at in the
light of previous methods of cost calculation.
Articles from professional and scientific journals or magazines give your research
topicality and show you have practical understanding of it, too. Conference
publications, on the other hand, are not that far from scientific articles, and it is not
always easy to distinguish between these two. Some of them represent solid scientific
research, while others are mainly descriptions of incomplete research processes.
You can and should use the Internet when you are looking for sources. Actual web
pages arent suitable sources, usually, but search engines and portals will help you get
hold of scientific articles, as well as consultation and other commercial reports. You
should, however, be particularly careful of the last two mentioned.
TUTCAT and other similar databases in other academic libraries are available to
everyone. Other useful databases include LINDA (a union catalogue of all Finnish
university libraries available online), TAMCAT at the University of Tampere, and
TEEMU at Helsinki University of Technology. Links to the databases can usually be
found on the web pages of the university in question or collectively at LINNEANET. In
addition to using the library at TUT, you should also make use of the libraries in other
universities and public libraries in the region. If you have the chance, take part in the
library introduction during the orientation for new international students. Some of the
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services the libraries provide are not free of charge. Usually students have to pay for
these services themselves. If you are writing your thesis for a company, you might want
to discuss the expenses with them.
1
Terminology, the system of terms belonging or peculiar to a science, art or specialized subject, and concept, an
idea of something formed by mentally combining all its characteristics or particulars; a construct. (Websters
Encyclopaedic Unabridged Dictionary of the English Language 1989)
10
research into a topic may also be unreliable, even completely flawed. Be especially
critical of web-publications and articles in magazines that do not use so called
refereeing 1 .
A researcher should always follow the ethical principles, rules, norms, values and
virtues determined by the research community. Plagiarism means presenting someone
elses writing or ideas as your own. In order not to make themselves guilty of plagiarism
writers should always mention all the references as explicitly as possible. A student will
always be punished for plagiarism. It is also a serious offence against good academic
practice and the original writer of the text. Plagiarism is strictly forbidden in all papers,
including seminar papers. TUT considers plagiarism equal to cheating in an exam.
Point of view: The point of view of an engineering workshop within the steel
industry
The research problem can often be further divided into sub-problems. This way, when
you solve the sub-problems, you solve the actual research problem, too.
Refereeing (also: peer reviewing) is where one or more experts (or peer experts) review an article before it is
published. This usually leads to the article being accepted, rejected or returned to the writer with suggestions. The
referee and the writer dont usually know who the other one is.
11
For instance:
You could just as well pose the sub-problems as questions. The aim of the research is,
of course, to solve the actual research problem, or, in other words, answer the research
question. In the paper the research problem is often worded as a goal:
The main goal of the research is to find out if electronic business is profitable in
the steel industry. Component aims are as follows: the research will look at the
costs of electronic business on a general level and at the makeup of the profits. It
will investigate the technical facilities of the company in question and its
customers, and assess the long-term changes in the marketplace. Finally, it will
introduce methods of investment calculation that are suitable for determining the
profitability of electronic business.
Setting the goals of the research is closely connected to choosing the title. You should
avoid very long titles a title does not have to include everything. In the previous
example the title
The profitability of electronic business in the steel industry
would work well. A good title gives you the central content of the paper in a few words.
In most cases the title is redefined along the process of research. It is important to make
sure that the title, the goals and the content of the research are in line with one another.
The title should not have abbreviations in it.
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The methods are selected from all the methods considered appropriate for the
determined research approach.
The researcher must describe the approach and methodology applied in his or her study
as explicitly as possible. It is also possible that the study includes elements from many
different research approaches. Thus, the researcher must actually familiarise himself or
herself with several different approaches and methods. Appendix 6 includes more
information about research approaches.
One of the most important principles of scientific research is that you must be able to
repeat a research project. This requirement must not be interpreted literally, though. The
aim is not to attempt to repeat a certain research identically in a different place and time.
In the fields of Information and Knowledge Management and Industrial Engineering
and Management the aforementioned principle should be realized by providing such a
detailed description of the research and the process of carrying out the research that the
reader can understand how the results were obtained.
13
been met. It must also compare the results and conclusions of the research with others in
the same area, if any are available. The larger the paper, the more newsworthy the
results should be. In the conclusion and discussion-chapter, also evaluate how
successful the research was. If there are potential sources of error, you must mention
them. When you show that you are critical of your own work, and answer the question
What could I have done differently? you show the reader that you are a mature writer,
which is a credit to your paper.
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2.
1
2
Introduction
1.1
Research Background
1.2
1.3
Research Goals
1.4
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3.
4.
5.
Conclusions
5.2
5.3
List of References
Appendices
The names and numbers of the chapters (1-4) should be formulated according to the
topic, but their order should remain the same. Outline your paper so that you only need
three levels of chapters and sub-chapters. You can change the number of chapters if the
content of the paper requires this. All chapter-levels should, however, have at least two
chapters in them.
You can describe the actual research process in the introduction as well, as you present your methods. Many papers
do not have a distinct empirical part, and so they do not have this chapter, either. However, if your research includes
experiments or interviews, for instance, describe them here.
2
You can also evaluate your results as you evaluate your research as a whole, if that is the nature of the project.
16
examiner departs from the instructions given by TUT. The cover page of Bachelors
theses and other smaller theses must additionally include the student number.
4.4 Abstract
The abstract is designed to help a reader understand the significance of the paper,
without containing the writers opinions or assessment of the work. The abstract must
be made so explicit and clear that even a person who is not familiar with the discipline
can grasp the content. Also, the person grading the thesis will be better able to evaluate
how well the writer has understood his or her own research. The abstract page and the
bibliographical information presented at the top of the page are written according to the
TUT thesis writing guide. Appendix 4 presents an example of the layout of the abstract.
One guideline for writing an abstract is to consider it in three different parts. The first
part gives a short description of the goal of the research (usually without explaining its
background). The second part, which is usually the longest one, describes the theoretical
background, research approach, research material and methods. The third and final
paragraph explains the most important results and how they can be made use of. If you
keep these instructions in mind, writing the abstract will not be so hard. Also remember
that the abstract is the last thing you write, even though it is at the beginning of the
paper. You should not use the first person singular form in the abstract and it is not
recommended to be used in other parts of the thesis, either. The abstract should be
written in the past tense.
4.5 Preface
In the preface you can make general comments about the thesis, and describe its
background, the way the research proceeded, and what kind of problems or revelations
you had. Usually writers also thank the examiner, the source of funding and any persons
who have significantly contributed to the paper. More detailed instructions about the
preface can be found in the TUT thesis writing guide.
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ends in the end of the list of references. The paper should not include more than three
levels of chapters.
4.8 Introduction
The introduction should attract readers attention and show you have understood your
own topic. Do not give a detailed description of the theory, methods or results in the
introduction, or mention your conclusions or recommendations. If you want to call the
chapter something other than introduction, you can choose a more fitting heading.
You can make the first subchapter of the introduction research background, for
example. Introduce the topic, describe the area of study and its problems, and, in a short
and concise way, justify the need for the research. You can also give a short description
of the previous research into the topic. The next sub-chapter might be research goals
and definition of topic. 1 Before setting your goals you must state the research problem
the paper intends to solve. There can be many different levels of research goals but you
should mention the ones that are most essential in solving the research problem.
Especially in a Masters Thesis the research problem must be relevant to the contracting
company. Solving the research problem should be of relevance to whomever you are
writing it for, but preferably also to the rest of the world. The goals should be ambitious,
yet realistic. When the paper is complete, the success of the research will be measured
by comparing it to the goals that were set. Agree on the goals together with your
supervisor and the supplier of your funding. If you want, make a sub-chapter of the
outline of the paper and the research approach you have chosen. The structure of your
work should be logical.
Shorter papers may sometimes have only one sub-chapter per chapter (research goals and definition of research).
Usually, however, there should always be more than one subchapter.
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4.9 Theory
The theoretical section of the paper demonstrates how well you have immersed yourself
in the subject. Do not call the chapter theory or framework-give it a name that
describes its content. In this section you use literature and other sources to construct a
theoretical basis to, later, further discuss the research problem. You can supplement
your list of references with expert interviews, for instance. The most important part of
the framework is previous research into the topic.
The main purpose of a theoretical chapter is to help you get a clear picture of what the
topic is really about. Showing your understanding to others is important, but it is not the
main point, though. In shorter papers the theoretical section, on the other hand, is often
the most important one. Writing and the use of heterogeneous sources are also a way of
processing thoughts. They help you learn the fundamentals of the topic, and make
connections between the issues that are relevant to your research problem. Writing the
theoretical section is a learning process.
Keep in mind that concepts are the basic tools of research. Pay particular attention to
defining ambiguous terms or concepts. A reader must be able to understand which
meaning of a word you are referring to when you use it, or how you define a concept.
Do not just make a mechanical list of concept definitions, however, but also describe the
connections and relationships between the various concepts. 1
After you have gotten to know multiple sources you will start to understand the
framework, and it is time to write it down. You can proceed in the following way, for
instance: introduce the topic, cite references, analyse what was just said, look for
conflicts, cite new references, analyse, compare, etc. The result will be a critical
analysis. At the same time you will learn to disbelieve the printed word, and to perceive
that there are always different views to any topic. You must use these views to create a
synthesis that is useful in solving the problem in your particular research. It is not
enough for a framework to state what others have written or said. You must bring more
into the whole by giving your own views, as well.
Do not write like you were writing a textbook. In other words, do not lecture on trivial or commonly known facts in
detail.
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research, the amount of information you have when you are starting your research, on
the quality of material available and on the type of results you seek.
The material can be analysed in this chapter for practical reasons. This way the results
of the study are formed as a result of the analysis, in other words, as a synthesis.
Especially in qualitative research it is sometimes sensible to present the analysis of the
material and the results in the same sub-chapter. In this case, it is not necessary to
present the analysis of the material in a separate sub-chapter.
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to evaluate the suitability and extent of your sources. Third, a list of references tries to
help other researchers or readers who are interested in the topic to find literary. More
detailed instructions about the list of references can be found in the TUT thesis writing
guide in the chapter Reference Methods. Of the two distinct reference systems it is
advisable to use the name-year system which is also known as the Harvard system.
4.14 Appendices
When using appendices it is usually recommendable to turn to the TUT thesis writing
guide. Appendices include, for example, tables, questionnaires, interviews, or any
material of awkward size or shape. Appendices can also include research results, such
as complete cross tabulations. Carefully assess the necessity and content of each
appendix. A paper must be understandable without its appendices, and the text must
have a reference to each one. The order of the appendices is determined by their order
of appearance in the text and they must have headings. As an exception to the
instructions in the TUT guide, each appendix has their own page numbering, e.g.
appendix 1, appendix 2, appendix 3 (1/2), appendix 3 (2/2), appendix 4 etc. If there
are many appendices, you can draw up a separate list of appendices.
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5. FORMAL
PAPER
CONVENTIONS
OF
AN
ACADEMIC
5.1 General
The formal conventions of academic papers are presented in the TUT thesis writing
guide. This chapter specifies the instructions given in the TUT guide and also presents
some deviations from those instructions.
22
Figure 1. Paragraph formatting for actual text (style: normal) in Microsoft Word.
A first level chapter always begins on a new page. A sub-chapter heading should not be
the last thing on a page. All headings must have text underneath. The first or last line of
any type of chapter must not be on a different page than the rest of the text in that
chapter. (No widow or orphan lines.)
You can put text between a first level heading and a second level heading, for instance,
or between a second and third level heading. If you do, you must do so consistently
throughout the paper-in other words, headings of those levels must always have text
between them.
Make full use of your word processor. Justified alignment, styles etc. help you with the
writing process. Sometimes spacing between words or hyphenation can cause problems.
With Microsoft Word, for example, you can put a binding word space (the words will
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not be separated at the margin, but are moved to the next line together) between two
words by pressing ctrl-shift-space. Ctrl-shift-hyphen creates a binding hyphen. A
hyphen is short (-); a dash is longer (). You get a dash by pressing ctrl and the minus in
the number-keyboard. It might also be useful to remember the hidden hyphen, which
you create by pressing ctrl-hyphen. The hidden hyphen will hyphenate a word when
necessary, if the word is at the end of a line. If the word is not at the end of a line, the
hyphen will not appear in the text, as will be the case if you use a normal hyphen and
then later format the text. It is recommended that hyphenation should only be applied to
long compound words, if necessary.
24
25
subject matter is dealt with on several pages, the page number or numbers should be
marked by using the abbreviations p. or pp. For example:
The purpose of referencing is to give adequate information on the source for it to be identified and, if necessary,
acquired. Correct referencing acknowledges the significance of other scientists, as well.
26
According to the Harvard citing system, a list of references must have the following
information on each source:
Year of publication
Number of pages
Appendix 9 has more detailed instructions on how to compile a list of references. The
sources are listed by using the so-called hanging indent (1,27 cm) with spacing 1.
27
6. BACHELORS THESIS
28
In the Bachelors thesis the student becomes familiar with describing and analysing
different business life phenomena or problems. The aim of the thesis is to broaden the
students understanding of his or her major subject through independent work and give
basic skills for scientific research and writing. Bachelors thesis also prepares the
student for writing the Masters thesis.
Bachelors thesis gives practise in defining and limiting research problems, finding and
analysing relevant information and making relevant conclusions. Disciplined writing
and composing a systematic research report are the key elements of the thesis. For a lot
of students, Bachelors thesis is their first relatively large writing project. A student will
have to learn the basics of scientific writing from referencing to carefully choosing
terminology.
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7. MASTERS THESIS
The Masters Thesis shall be written on a subject connected to the major subject.
The Faculty Council shall approve the subject of the masters thesis and the
language in which it is to be written and appoint at least one examiner for the
thesis, who shall be a professor or hold a doctoral degree in the major subject in
question or for special reasons some other person appointed by the Faculty
Council. The Masters Thesis shall be evaluated by the Faculty Council. Those
members of the Faculty Council who hold higher degrees shall participate in the
evaluation. The Masters Thesis shall be prepared individually. For special
reasons it may also be accomplished in group work. In this case the contribution
of each participant must be demonstrated. The subject of the Masters Thesis
may be applied for when a student has completed the lower degree and a
sufficient amount of advanced studies in the major subject.
41
Theses for lower and higher basic degrees, the Bachelors and Masters
Thesis shall be evaluated on a scale excellent (5), very good (4), good (3), very
satisfactory (2) satisfactory or approved (1), fail (0).
30
You should have as many credits as possible before you start working on your thesis.
We recommend that students have at least completed the Bachelors degree and most of
their major subject studies before they start their Masters Thesis. Take the initiative and
be active when you are looking for a company to write the Masters Thesis for. You can
also ask the professors for potential topics.
31
of supervisors. During the research and writing process you will have to report your
progress to the examiner regularly, in the extent he or she has specified.
After you have determined your topic you will draw up a research plan. The plan
defines the goals of the thesis, recounts the research process and methods, and the
timetable. As the work proceeds, you will have regular meetings with your examiner or
supervisor, and go over what you have accomplished. In these meetings the thesis will
be analysed and you will receive instructions on how to develop your paper. The thesis
is a whole, and usually takes about 69 months to complete. The extent of the paper
depends on the topic. The examiner or supervisor will give you more detailed guidelines
on this.
The process of writing the thesis may include a thesis seminar. You must complete the
seminar of that particular vocational subject in a way the examiner requires. It is often a
good idea to start going to the seminar before you start working on your thesis.
After the thesis is finished, ask the examiner for a permission to have it bound. Also
make a written request to the Faculty Council for the grading and approval of the thesis.
You must hand the request, thesis and a separate abstract in to the Faculty office or, if
you are in the Pori unit of the university, to the student advisors office 14 days before
the Faculty Council Meeting where you want the thesis to be graded and approved. Also
hand the thesis in to the examiner. He or she must give a statement on it to the Council
within two weeks so the statement is in the Faculty office seven days before the
meeting. In other words, give the thesis to the examiner 3 weeks before the meeting.
The examiner may ask company representatives or another examiner for a written
statement, which will then affect the grade.
If there is confidential information in your thesis that will limit its publication or use,
you should discuss this with your examiner as early as possible to find different ways of
proceeding with the thesis.
32
degree and your average grade. The average grade is your grade point average, rounded
into the nearest integer number. Course grades are weighted according to the number of
credits, and the courses that give pass/fail -grades are not included. If your thesis grade
is excellent or very good, and the grade point average (not rounded) of the other courses
is 4 or more, you have completed your degree in an excellent manner. In appendix 2 you
will find the regulations concerning grading and students legal protection.
33
LIST OF REFERENCES
APPENDIX 1 (1/4)
APPENDIX 1 (2/4)
Grade: Satisfactory (1)
This grade is given in exceptional cases only. It means there are significant flaws in the
work, especially in the treatment of the topic. This grade may be given if the schedule of
the project is failing due to the writer of the thesis, the goals set for the paper arent
being met, or if the writer is completely ignoring the advice he or she receives from the
supervisor.
Grade: Fair (2)
The thesis doesnt comply with the conventions of an academic paper, nor does so
inconsistently, which makes it hard to understand. The work is unimaginative, shallow
and rather short, lacking in foundation or contains irrelevant material. The meaning of
the thesis remains clouded, as does the connection between the paper and the theory it
has used, or the paper and other research. Typically, the examiners suggestions have
been largely ignored. All in all, the thesis suggests that the writer was able to
independently complete the task that he or she was given, and report of it on a passable
level.
Grade: Good (3)
The general impression of the thesis is good; the writer knew how to complete the
project and report of it. The language and conventions of the paper are good. The writer
has both perceived and proven the connection between the thesis topic and its
background. The definition of the topic is appropriate. The object of research and the
goals of the paper are well illustrated; the formatting of the paper is nearly flawless,
even though there may be small inaccuracies in expressing things. There is no major
innovation in the paper; the writer has done what he or she was requested to do. It is
relatively easy for an examiner to make suggestions for improving the thesis. It is,
however, clear proof of engineering ability.
Grade: Very good (4)
The thesis is flawless. The writer shows a good command of reporting practises and
conventions of academic writing; uses fresh sources in varied ways; has an independent
view of the topic and there are hardly any mistakes in the language or typography. The
writer compares different alternatives in a mature way, and makes well-founded choices
in the application section. The thesis is of very high quality, but doesnt exhibit
exceptional depth.
APPENDIX 1 (3/4)
Grade: Excellent (5)
The thesis is exceptionally good. The writer exhibits independent thought and vision,
and exceptional depth in his or her command of the topic and the sources. The
typography, language etc are impeccable. Typically, the thesis is also newsworthy. It
may result in significant changes in the operations of the company it was written with.
You must take bound copies of the thesis to the examiners, one or two, depending on
their number, and one for the library to the faculty office no later than 12 oclock the
Wednesday before the Department Council meeting. The examiners will issue a written
statement to the Council. An examiner will also give more detailed spoken feedback to
the writer. The company the thesis was written with may also issue a statement to an
examiner.
The grading (thesis grading form) will consider the following, from the point of view of
theory and application:
content
nature of project
achieving goals
theoretical observations
structure, esp. logicality of structure
mathematical presentations (if any)
signs
formatting
language
amount of work involved.
Grading is based on the following factors:
command of the field of study, thoroughness of source literature analysis and use
of sources
quality and conscientiousness of the work, suitability of research methods and use
and development of new methods of research
achieving goals
independence of work
importance of thesis, considering the observations and solutions the research has
to offer
sticking to ones schedule.
APPENDIX 1 (4/4)
An approved thesis must fulfil the previous criteria satisfactorily. Also, the written
product must show the writers own insights, e.g. conclusions drawn from source
literature and comparisons between sources and the thesis research results, measures the
writer proposes may solve particular problems, and potential suggestions for further
research.
APPENDIX 2 (1/4)
TAMPERE UNIVERSITY OF TECHNOLOGY
REGULATIONS
Approved by the Board on 10 September 2007
The Regulations have been amended as follows:
Board 10 December 2007
14
The Duties of the Faculty Council
The duties of the faculty council will be:
1) to prepare strategies for the facultys teaching and research and international
operations and to monitor and evaluate their implementation
APPENDIX 2 (2/4)
DEGREE REGULATIONS
Tampere University of Technology Degree Regulations (approved 2007)
40 Evaluation of studies
The achievement of the objectives of studies shall be assessed in the manner required by
the teaching method. A possible examination forming part of the course shall be offered
at least three times.
Students shall enrol for the examination at least a week before it is held.
The Rector shall separately confirm the regulations pertaining to examinations, which
include more specific instructions on the arranging of examinations.
Studies shall be evaluated by the teacher responsible for the studies. In the event of the
teacher being unable to do so or temporarily prevented the Dean shall appoint another
person to evaluate the studies.
The teacher shall be required to submit the evaluation of the studies to the study register
within one month of the examination being taken.
41 Grades
Studies on basic (i.e. lower and higher) degrees are evaluated on a scale excellent (5)
very good (4), good (3), very satisfactory (2) and satisfactory or approved (1) fail (0).
For special reasons studies may be evaluated on a pass/fail basis. Postgraduate studies
may also be evaluated on a scale excellent, pass, fail.
Studies taken elsewhere than at the home university shall be noted on the certificate
mainly as entities with a grade of pass.
Theses for lower and higher basic degrees, the bachelors and masters thesis shall be
evaluated on a scale excellent (5), very good (4), good (3), very satisfactory (2)
satisfactory or approved (1), fail (0).
Licentiates theses and doctoral dissertations shall be evaluated excellent, pass, fail.
42 Rectification of evaluation of studies
Students shall be entitled to receive information on the application of evaluation
principles to their studies. They shall be given an opportunity to familiarise themselves
APPENDIX 2 (3/4)
with their evaluated written or otherwise recorded achievements. Study achievements
shall be preserved for at least six months after the results have been made public.
If a student is dissatisfied with the evaluation of his/her studies (excluding a licentiates
thesis or doctoral dissertation), s/he may request a rectification thereof either verbally or
in writing of the lecturer who did the evaluation. In the case of a masters thesis a
written request shall be sent to the Faculty Council. A request for rectification shall be
submitted within 14 days of the time at which the student had an opportunity to obtain
the results of the evaluation and the application of the evaluation criteria in his/her own
case.
If a student is dissatisfied with a rectification decision taken by a lecturer, s/he may in
writing request rectification from the Dean, who if necessary may transfer the matter to
be processed in the Faculty Council. A request for rectification shall be made within 14
days of the time when the student received notification of the decision.
A student dissatisfied with the evaluation of a doctoral dissertation, licentiates thesis or
masters thesis may request rectification thereof of the Faculty Council within 14 days
of the time at which s/he received notification of the evaluation.
An individual who is dissatisfied with the decision on a request for rectification may
forward the matter to be resolved by the Education Council within 14 days of being
notified of the decision.
Before a doctoral dissertation or licentiates thesis is evaluated the author shall be given
an opportunity to submit a rejoinder to the statement by the pre-examiner, the examiner
or the opponent. (Universities Decree 115/1998)
43 Discipline of students
A student who within the sphere of the University has committed an offence against
teaching or research may be penalised with a warning or by suspension for a maximum
of a year. (Universities Act 645/1997). The Rector shall decide on the issuing of a
warning and the University Board shall decide on the suspension of the student from the
University. Before the matter is processed the student shall be informed of what
offence s/he is accused and given an opportunity to have a say in the matter.
(Universities Decree 115/1998)
The students examination shall be disqualified if a student acts dishonestly in an
examination, copies material for his/her own practical assignment or thesis without the
appropriate references to the original sources or if s/he is found to have committed other
dishonesty with regard to studies. The dishonesty shall be detected by the lecturer
APPENDIX 2 (4/4)
responsible for the studies. Students shall be entitled to request rectification of
disqualification for cheating in the manner mentioned in 42 above.
If the cheating recurs the consequence shall be a warning from the Rector or the
suspension of the student as noted above.
APPENDIX 3
TIMO VHMURTO
COMMERCIAL EFFECT OF ELECTRONIC PROCUREMENT
Masters Thesis
APPENDIX 4
APPENDIX 5 (1/2)
TABLE OF CONTENTS
ABSTRACT ......................................................................................................................i
TIIVISTELM................................................................................................................ii
PREFACE ........................................................................................................................ v
TABLE OF CONTENTS...............................................................................................vi
LIST OF FIGURES .....................................................................................................viii
LIST OF TABLES .........................................................................................................ix
1.
INTRODUCTION ................................................................................................. 1
1.1. Culturally Customer-Oriented Technology Services ........................................ 1
1.2. The Empirical Environment .............................................................................. 2
1.3. The Approach, Objectives, and Methodology of the Study .............................. 3
1.4. The Study Structure........................................................................................... 4
2.
APPENDIX 5 (2/2)
3.
4.
5.
6.
CONCLUSIONS .................................................................................................. 97
6.1. Managerial Implications: Developing Sales of Technology Services in a
Culturally Customer-Oriented Manner ........................................................... 97
6.2. Theoretical Implications.................................................................................. 98
6.3. Suggestions and Implications for Further Study ........................................... 100
APPENDIX 6
BUSINESS ECONOMICS RESEARCH APPROACHES
(Neilimo & Nsi 1980)
Conceptualanalytical approach
Nomothetical
approach
Decision-makingmethodological
approach
Action-analytical
approach
Aims at
constructing
conceptual systems
Aims at explaining
and finding causal
connections
Aims at developing
problem-solving
methods; modelling
phenomena
Aims at
understanding;
sometimes the aims
vary
Background:
Previous research
(either conceptualanalytical or
empirical)
Background:
Positivism
Background: micro
theory, decision
theory, game theory
and positivism
Background: Often
teleological
explanations
Method: reasoning,
uses analysis and
synthesis to create
new terminology
Scientific ideal is an
aristothelic action
science, human
science
Testing is more
argumentation than
verification
Empirical research
involved through
rare target units
No established
methodological
rules
Research results
may both report and
make suggestions
APPENDIX 7
NUMBERING AND FONTS
Here is an example of the fonts used. The table below is not a rule, and you dont have
to follow our recommendations if you have a good reason not to.
PART OF TEXT
NUMBERING
LETTER
Font
Size
(pt)
Style
1 OR 1.
Arial
16
bold
1.1 or 1.1.
Arial
14
bold
1.1.1 or 1.1.1.
Arial
12
bold
Times,
Arial
12
normal
Figure text
e.g. Figure 1.
Times,
Arial
10 or italic
12
Table heading
e.g. Table 1.
Times,
Arial
10 tai italic
12
Footnote text
10
normal
APPENDIX 8
CITING REFERENCES
Using references in the text
There is a sufficient amount of research information available on tolerance
changes. Tolerance change in blocks is usually no more than five percent (Smith
1996a, p. 123).
In the previous paragraph the first sentence is the writers own statement. The second
sentence is based on Smiths research, and as a result the citation comes before the full
stop.
In the future, your clothes will be smarter than you. (Adams 1997, p. 31)
This sentence is a direct quotation from Adams. The citation is after the full stop and the
sentence is in quotation marks. Use direct quotes only rarely, e.g. if you want to
accentuate the way something was originally expressed.
Using footnotes
This is a footnote that refers to only one 1 word. This footnote refers to an entire
sentence. 2 If you refer to your sources in the text, you can use footnotes to clarify or
explain, 3 when necessary. Of course this is possible also, if you use just footnotes.
APPENDIX 9 (1/2)
A LIST OF REFERENCES
TUT has acquired a licence for the online research management, writing and
collaboration tool RefWorks with which citations and bibliographies can be generated.
For instructions please visit: www.tut.fi/library/ekirjasto/refworks.html - In English. We
strongly recommend the usage of this software. Below are examples how to create a list
of references according to the Finnish Harvard system. Another option in formatting
citations is to use APA style according to the Fifth Edition. When writing your thesis,
please discuss which style to use with your Examiner.
Examples
Books
Authors or editors and year of publication. Saarni, R. (ed.) 1994. Tersrakentaminen.
Title. (Edition, if several.), Place of Tampere, Rakennustieto Oy. 182 p.
publication, Publisher. Number of pages.
Nevander, L. E. & Elmarsson, B. 1981.
Fukthandbok. Helsingborg, AB Svensk
Byggtjnst. 331p.
Collections of articles
Editors and year of publication. Title. Lindberg, R. 1994. Runkorakenteiden
(Edition, if several.), Place of publication, korjaus ja muutostyt. In Kaivonen, J.-A.
Publisher. Number of pages.
(ed.). Rakennusten korjaustekniikka ja talous. Helsinki, Rakennustieto Oy, pp.
253286.
Series publications and reports
Authors and year of publication. Title. Eriksson, P.-E. 1995. Trstommar i
Place of publication, Publisher, Name and flerbostadshus.
Stockholm,
Trtek,
Number of series. Number of pages.
Rapport P 9504018. 25 p.
Articles in journals or newspapers
Authors and year of publication. Title of Bodlund, K. 1985. Alterative reference
article. Title of journal or paper. Volume curves for evaluation of the impact sound
number, Part number, Number of pages.
insulation between dwellings. Journal of
Sound and Vibration. Vol. 102(3), pp.
381402.
Conference publications
Authors and year of publication. Title. Keronen, A. 1994. Portal frame with
Name, Place, and Time of conference, semirigid
support:
loading
tests.
Publisher or Organizer, Number of pages. Proceedings of the Second State of the Art
Workshop, Prague, October 26-28, Cost C
1, p. 4152.
APPENDIX 9 (2/2)
Thesis
Author and year of publication. Title.
Type of thesis. Place of publication, Name
of university, (Name of department).
Number of pages.
Patents
Country of publication or number of
patent, Name of patent. Owner of patent,
Owners nationality. (Inventor of patent).
Number of application, Date of Applying,
Date of publishing. Number of pages.
Standards
Standard reference and number. Year of DIN 52 182. 1976. Prfung von Holz:
publication. Title of standard. Publisher. Bestinunung der Rohdichte. Deutsches
Number of pages.
Institut fr Normung. 3 p.
Electronic sources
Author or editor. Date of publication. Title Korpela J. 2002. Aineistoa suomen
of publication. URL-address. Date of kielest.
access.
[http://www.cs.tut.fi/~jkorpela/suomi/indeksi.html]. Retrieved: 28.1.2002.