thesis undergraduate format

Thesis and Dissertation Guide

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• Introduction
• Copyright Page
• Dedication, Acknowledgements, Preface (optional)
• Table of Contents
• List of Tables, Figures, and Illustrations
• List of Abbreviations
• List of Symbols

Non-Traditional Formats

Font type and size, spacing and indentation, tables, figures, and illustrations, formatting previously published work.

• Internet Distribution
• Open Access
• Registering Copyright
• Using Copyrighted Materials
• Use of Your Own Previously Published Materials
• Submission Steps
• Submission Checklist
• Sample Pages

II. Formatting Guidelines

All copies of a thesis or dissertation must have the following uniform margins throughout the entire document:

• Left: 1″ (or 1 1/4" to ensure sufficient room for binding the work if desired)
• Right: 1″
• Bottom: 1″ (with allowances for page numbers; see section on Pagination )
• Top: 1″

Exceptions : The first page of each chapter (including the introduction, if any) begins 2″ from the top of the page. Also, the headings on the title page, abstract, first page of the dedication/ acknowledgements/preface (if any), and first page of the table of contents begin 2″ from the top of the page.

Non-traditional theses or dissertations such as whole works comprised of digital, artistic, video, or performance materials (i.e., no written text, chapters, or articles) are acceptable if approved by your committee and graduate program. A PDF document with a title page, copyright page, and abstract at minimum are required to be submitted along with any relevant supplemental files.

Fonts must be 10, 11, or 12 points in size. Superscripts and subscripts (e.g., formulas, or footnote or endnote numbers) should be no more than 2 points smaller than the font size used for the body of the text.

Space and indent your thesis or dissertation following these guidelines:

• The text must appear in a single column on each page and be double-spaced throughout the document. Do not arrange chapter text in multiple columns.
• New paragraphs must be indicated by a consistent tab indentation throughout the entire document.
• The document text must be left-justified, not centered or right-justified.
• For blocked quotations, indent the entire text of the quotation consistently from the left margin.
• Ensure headings are not left hanging alone on the bottom of a prior page. The text following should be moved up or the heading should be moved down. This is something to check near the end of formatting, as other adjustments to text and spacing may change where headings appear on the page.

Exceptions : Blocked quotations, notes, captions, legends, and long headings must be single-spaced throughout the document and double-spaced between items.

Paginate your thesis or dissertation following these guidelines:

• Use lower case Roman numerals (ii, iii, iv, etc.) on all pages preceding the first page of chapter one. The title page counts as page i, but the number does not appear. Therefore, the first page showing a number will be the copyright page with ii at the bottom.
• Arabic numerals (beginning with 1, 2, 3, 4, etc.) start at chapter one or the introduction, if applicable. Arabic numbers must be included on all pages of the text, illustrations, notes, and any other materials that follow. Thus, the first page of chapter one will show an Arabic numeral 1, and numbering of all subsequent pages will follow in order.
• Do not use page numbers accompanied by letters, hyphens, periods, or parentheses (e.g., 1., 1-2, -1-, (1), or 1a).
• Center all page numbers at the bottom of the page, 1/2″ from the bottom edge.
• Pages must not contain running headers or footers, aside from page numbers.
• If your document contains landscape pages (pages in which the top of the page is the long side of a sheet of paper), make sure that your page numbers still appear in the same position and direction as they do on pages with standard portrait orientation for consistency. This likely means the page number will be centered on the short side of the paper and the number will be sideways relative to the landscape page text. See these additional instructions for assistance with pagination on landscape pages in Microsoft Word .

Format footnotes for your thesis or dissertation following these guidelines:

• Footnotes must be placed at the bottom of the page separated from the text by a solid line one to two inches long.
• Begin at the left page margin, directly below the solid line.
• Single-space footnotes that are more than one line long.
• Include one double-spaced line between each note.
• Most software packages automatically space footnotes at the bottom of the page depending on their length. It is acceptable if the note breaks within a sentence and carries the remainder into the footnote area of the next page. Do not indicate the continuation of a footnote.
• Number all footnotes with Arabic numerals. You may number notes consecutively within each chapter starting over with number 1 for the first note in each chapter, or you may number notes consecutively throughout the entire document.
• Footnote numbers must precede the note and be placed slightly above the line (superscripted). Leave no space between the number and the note.
• While footnotes should be located at the bottom of the page, do not place footnotes in a running page footer, as they must remain within the page margins.

Endnotes are an acceptable alternative to footnotes. Format endnotes for your thesis or dissertation following these guidelines:

• Always begin endnotes on a separate page either immediately following the end of each chapter, or at the end of your entire document. If you place all endnotes at the end of the entire document, they must appear after the appendices and before the references.
• Include the heading “ENDNOTES” in all capital letters, and center it 1″ below the top of the first page of your endnotes section(s).
• Single-space endnotes that are more than one line long.
• Number all endnotes with Arabic numerals. You may number notes consecutively within each chapter starting over with number 1 for the first note in each chapter, or you may number notes consecutively throughout the entire document.
• Endnote numbers must precede the note and be placed slightly above the line (superscripted). Leave no space between the number and the note.

Tables, figures, and illustrations vary widely by discipline. Therefore, formatting of these components is largely at the discretion of the author.

For example, headings and captions may appear above or below each of these components.

These components may each be placed within the main text of the document or grouped together in a separate section.

Space permitting, headings and captions for the associated table, figure, or illustration must be on the same page.

The use of color is permitted as long as it is consistently applied as part of the finished component (e.g., a color-coded pie chart) and not extraneous or unprofessional (e.g., highlighting intended solely to draw a reader's attention to a key phrase). The use of color should be reserved primarily for tables, figures, illustrations, and active website or document links throughout your thesis or dissertation.

The format you choose for these components must be consistent throughout the thesis or dissertation.

Ensure each component complies with margin and pagination requirements.

Refer to the List of Tables, Figures, and Illustrations section for additional information.

If your thesis or dissertation has appendices, they must be prepared following these guidelines:

• Appendices must appear at the end of the document (before references) and not the chapter to which they pertain.
• When there is more than one appendix, assign each appendix a number or a letter heading (e.g., “APPENDIX 1” or “APPENDIX A”) and a descriptive title. You may number consecutively throughout the entire work (e.g., 1, 2 or A, B), or you may assign a two-part Arabic numeral with the first number designating the chapter in which it appears, separated by a period, followed by a second number or letter to indicate its consecutive placement (e.g., “APPENDIX 3.2” is the second appendix referred to in Chapter Three).
• Include the chosen headings in all capital letters, and center them 1″ below the top of the page.
• All appendix headings and titles must be included in the table of contents.
• Page numbering must continue throughout your appendix or appendices. Ensure each appendix complies with margin and pagination requirements.

You are required to list all the references you consulted. For specific details on formatting your references, consult and follow a style manual or professional journal that is used for formatting publications and citations in your discipline.

Your reference pages must be prepared following these guidelines:

• If you place references after each chapter, the references for the last chapter must be placed immediately following the chapter and before the appendices.
• If you place all references at the end of the thesis or dissertation, they must appear after the appendices as the final component in the document.
• Select an appropriate heading for this section based on the style manual you are using (e.g., “REFERENCES”, “BIBLIOGRAPHY”, or “WORKS CITED”).
• Include the chosen heading in all capital letters, and center it 1″ below the top of the page.
• References must be single-spaced within each entry.
• Include one double-spaced line between each reference.
• Page numbering must continue throughout your references section. Ensure references comply with margin and pagination requirements.

In some cases, students gain approval from their academic program to include in their thesis or dissertation previously published (or submitted, in press, or under review) journal articles or similar materials that they have authored. For more information about including previously published works in your thesis or dissertation, see the section on Use of Your Own Previously Published Materials and the section on Copyrighting.

If your academic program has approved inclusion of such materials, please note that these materials must match the formatting guidelines set forth in this Guide regardless of how the material was formatted for publication.

Some specific formatting guidelines to consider include:

• Fonts, margins, chapter headings, citations, and references must all match the formatting and placement used within the rest of the thesis or dissertation.
• If appropriate, published articles can be included as separate individual chapters within the thesis or dissertation.
• A separate abstract to each chapter should not be included.
• The citation for previously published work must be included as the first footnote (or endnote) on the first page of the chapter.
• Do not include typesetting notations often used when submitting manuscripts to a publisher (i.e., insert table x here).
• The date on the title page should be the year in which your committee approves the thesis or dissertation, regardless of the date of completion or publication of individual chapters.
• If you would like to include additional details about the previously published work, this information can be included in the preface for the thesis or dissertation.

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

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Dissertation/Thesis Template

The fastest (and smartest) way to craft a winning dissertation that showcases your study and earns you marks. 

Available in Google Doc, Word & PDF format 4.9 star rating, 5000 + downloads

Step-by-step instructions

Tried & tested academic format

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Pro tips, tricks and resources

What’s Covered In The Template?

This dissertation template is based on the tried and trusted best-practice format for formal academic research projects. The template structure reflects the overall research process, ensuring your document has a smooth, logical flow. Here’s how it’s structured:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Table of contents
• List of figures /list of tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Research findings /results 
• Chapter 5: Discussion /analysis of findings
• Chapter 6: Conclusion
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included practical examples to help you understand exactly what’s required in each section.

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FAQs: Dissertation & Thesis Template

Faqs: dissertation template, what format is the template (doc, pdf, ppt, etc.).

The dissertation template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of dissertations/theses can this template be used for?

The template follows the standard best-practice structure for formal academic research projects such as dissertations or theses, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Will this work for a research paper?

A research paper follows a similar format, but there are a few differences. You can find our research paper template here .

Is this template for an undergrad, Masters or PhD-level thesis?

This template can be used for a dissertation, thesis or research project at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my dissertation/thesis be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. As a general ballpark, Masters-level projects are usually 15,000 – 20,000 words in length, while Doctoral-level projects are often in excess of 60,000 words.

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this dissertation template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my dissertation/thesis?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our dissertation and thesis coaching services .

Additional Resources

If you’re working on a dissertation or thesis, be sure to also check these resources out…

1-On-1 Private Coaching

The Grad Coach Resource Center

The Grad Coach YouTube Channel

The Grad Coach Podcast

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• Senior Thesis Writing Guides

The senior thesis is typically the most challenging writing project undertaken by undergraduate students. The writing guides below aim to introduce students both to the specific methods and conventions of writing original research in their area of concentration and to effective writing process.

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Format Requirements for Your Dissertation or Thesis

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The final dissertation or thesis manuscript must have a ready-for-publication appearance and standard features.

The Office of the University Registrar does not endorse or verify the accuracy of any dissertation or thesis formatting templates that may be available to you.

It is your student responsibility to make sure that the formatting meets these requirements. Introductory material, text, and appendices must all be clearly and consistently prepared and must meet all of the specifications outlined below.

Once you upload and submit your dissertation or thesis in Axess, and it has been approved by the university, the submission is considered final and no further changes are permitted.

The digital file of the dissertation or thesis, which is sent to Stanford Libraries for cataloging, must meet certain technical requirements to ensure that it can be easily accessed by readers now and into the future. 

Follow the specifications outlined below.

Style and Format

Word and text divisions, style guides, content and layout, special instructions for d.m.a. students, order and content, page orientation, embedded links, supplementary material and publishing, supplementary material, scholarly reference, published papers and multiple authorship, use of copyrighted material, copyrighting your dissertation, file security and file name, stanford university thesis & dissertation publication license.

Pages should be standard U.S. letter size (8.5 x 11 inches).

In order to ensure the future ability to render the document, standard fonts must be used. 

For the main text body, type size should be 10, 11, or 12 point. Smaller font sizes may be used in tables, captions, etc. 

The font color must be black. 

Font Families

Acceptable font styles include:

• Times New Roman (preferred)
• Courier, Courier Bold, Courier Oblique, Courier Bold-Oblique;
• Helvetica, Helvetica Bold, Helvetica Oblique, Helvetica Bold-Oblique;
• Times, Times Bold, Times Italic, Times Bold-Italic;
• Computer Modern (or Computer Modern Roman).

Note: Do not use script or ornamental fonts. Do not use proprietary fonts.

If you use mathematical or other scientific notation in your dissertation or thesis using a font other than Symbol, you must embed the font into the PDF that is submitted to the university. 

Inner margins (left edge if single-sided; right edge for even-numbered pages, and left edge for odd-numbered pages if double-sided) must be 1.5 inches. All other margins must be one inch.

Pagination, headers, and/or footers may be placed within the margin, but no closer than one-half inch from the edge of the page.

For double-sided copies, 1.5 inches must be maintained as the inner margin. Margin requirements should apply to the entire document, including the title page.

The main body text of the manuscript should be one-and-a-half or double-spaced lines, except where conventional usage calls for single spacing, such as footnotes, indented quotations, tables, appendices, etc.

Words should be divided correctly at the end of a line and may not be divided from one page to the next. Use a standard dictionary to determine word division. 

Avoid short lines that end a paragraph at the top of a page, and any heading or subheading at the bottom of a page that is not followed by text.

The dissertation and thesis must be in English. 

Language Exceptions for Dissertations Only

Approval for writing the dissertation in another language is normally granted only in cases where the other language or literature in that language is also the subject of the discipline. 

Exceptions are granted by the school dean upon submission of a written request from the chair of your major department. Approval is routinely granted for dissertations in the Division of Literature, Cultures, and Languages within department specifications.

Prior to submitting in Axess, you must send a copy of the approval letter (or email message chain) from the department dean to [email protected]    

Dissertations written in another language must include an extended summary in English (usually 15 to 20 pages in length). In this case, you should upload your English summary as a supplemental file, during Step 4 of the online submission process.

Select a standard style approved by your department or dissertation advisor and use it consistently. 

Some reliable style guides are:

• K.A. Turabian’s A Manual for Writers of Term Papers, 
• Theses and Dissertations (University of Chicago Press), and 
• the MLA Handbook for Writers of Research Papers, Theses, and Dissertations (Modern Language Association).

If you are a student in the Doctor of Musical Arts program, you may submit musical scores formatted at 11 x 17 inches in size. 

If you are submitting a performance as your dissertation, submit the audio file in WAV format as a supplemental file. 

Note: The maximum file size accepted for submission is 100 MB. If a performance recording exceeds the maximum file size, break the file into multiple files and submit the parts individually as supplemental files.

Your dissertation or thesis must contain the following sections. All sections must be included in a single digital file for upload.

• Title Page — The format must be followed exactly. View these title page examples for Ph.D. Dissertation and this title page sample for an Engineer Thesis . Use uppercase letters. The title of the dissertation or thesis should be a meaningful description of the content of the manuscript. Use word substitutes for formulas, symbols, superscripts, subscripts, Greek letters, etc. The month and year must be the actual month and year in which you submit your dissertation or thesis electronically to the university. (Note: A student who submits in Autumn quarter is conferred his/her degree in the following calendar year.)
• Copyright Page — The dissertation or thesis PDF uploaded in Axess should not contain a copyright page. The copyright page will be created automatically by the online submission system and inserted into the file stored by Stanford Libraries.
• Signature Page — The dissertation or thesis PDF uploaded in Axess should also not contain a signature page. The submission process has moved away from ink-signatures, so a digital facsimile of the signature page will be created automatically by the online submission system and inserted into the dissertation or thesis in its final format stored by Stanford Libraries.
• Abstract — An abstract may be included in the preliminary section of the dissertation or thesis. The abstract in the body of the dissertation or thesis follows the style used for the rest of the manuscript and should be placed following the signature page. There is no maximum permissible length for the abstract in the dissertation or thesis.    Dissertation authors must enter an abstract using the online submission form for uploading the digital dissertation or thesis file to the library. This abstract, which will be indexed for online searching, must be formatted in plain text (no HTML or special formatting). It should be a pithy and succinct version of the abstract included in the dissertation or thesis itself.
• Preface, an Acknowledgment, or a Dedication.   This is optional.
• Table of Contents – Include page references.
• List of Tables –  Include titles and page references. This list is optional.
• List of Illustrations – Include titles and page references. This list is optional
• Introduction/Main body – Include suitable, consistent headings for the larger divisions and more important sub-divisions.
• Appendices.   This is optional.
• Bibliography or List of References.

Except for the title page, which counts as 'i' but is not physically numbered, each page of the manuscript, including all blank pages, pages between chapters, pages with text, photographs, tables, figures, maps, or computer code must be assigned a number. 

Consistent placement of pagination, at least one-half inch from the paper’s edge, should be used throughout the manuscript.

Follow these pagination instructions exactly:

• For the preliminary pages, use small Roman numerals (e.g., iv, v, vi).
• The title page is not physically numbered, but counts as page i.
• Keep in mind that a copyright page ii and augmented signature page iii (based off your student record) will automatically be inserted to your manuscript during submission.  This means you must ensure to remove pages ii and iii from your dissertation or thesis.
• Failing to remove pages ii and iii is most common formatting mistake: you must remove your copyright page ii and signature page iii from the pdf file before you submit your dissertation or thesis, and begin pagination on your abstract with page number "iv". If the document is formatted for double-sided printing with each section starting on the right page, then pagination will begin on a blank page (page"iv") and the Abstract should be numbered as page "v", and so forth.
• For the remainder of the manuscript, starting with the Introduction or Chapter 1 of the Main Body, use continuous Arabic pagination only (1, 2, 3, etc) for text, illustrations, images, appendices, and the bibliography. Remember to start with Arabic numbered page 1, as this is not a continuation of the Roman numeral numbering from the preliminary pages.
• The placement of page numbers should be consistent throughout the document.

For text, illustrations, charts, graphs, etc., printed in landscape form, the orientation should be facing away from the bound edge of the paper.

Images (color, grayscale, and monochrome) included in the dissertation or thesis should be clearly discernible both on screen and when printed. The dimensions should not exceed the size of the standard letter-size page (8.5” x 11”).

Image resolution should be 150 dots per inch (dpi), though resolutions as low as 72 dpi (and no lower) are acceptable. 

The format of images embedded in the PDF should be JPEG or EPS (the format JPEG2000 is also acceptable when it is supported in future versions of the PDF format). GIF and PNG are not preferred image file formats.

Large images, including maps and charts or other graphics that require high resolution, should not be included in the main dissertation or thesis file. Instead, they can be submitted separately as supplemental files and formatted in other formats as appropriate. 

Multimedia, such as audio, video, animation, etc., must not be embedded in the body of the dissertation or thesis. These media types add size and complexity to the digital file, introducing obstacles to users of the dissertation or thesis who wish to download and read (and “play back”) the content, and making it more difficult to preserve over time.

If you wish to include multimedia with your submission, upload the media separately as a stand-alone file in an appropriate media format. See Supplementary Material section below.

It is acceptable to include “live” (i.e., clickable) web URLs that link to online resources within the dissertation or thesis file. Spell out each URL in its entirety (e.g., http://www.stanford.edu ) rather than embedding the link in text (e.g., Stanford homepage ). By spelling out the URL, you improve a reader’s ability to understand and access the link reference.

Supplementary material may be submitted electronically with the dissertation or thesis. This material includes any supporting content that is useful for understanding the dissertation or thesis, but is not essential to the argument. It also covers core content in a form that can not be adequately represented or embedded in the PDF format, such as an audio recording of a musical performance.

Supplementary materials are submitted separately than the dissertation or thesis file, and are referred to as supplemental files.

A maximum of twenty supplemental files can be submitted. There are no restrictions on the file formats. The maximum file size is 1 GB.

You are encouraged to be judicious about the volume and quality of the supplemental files, and to employ file formats that are widely used by researchers generally, if not also by scholars of the discipline.

The following table outlines recommended file formats for different content types. By following these recommendations, the author is helping to ensure ongoing access to the material.

After uploading each supplemental file, it is important to enter a short description or label (maximum 120 characters for file name and the description). This label will be displayed to readers in a list of the contents for the entire submission.

If copyrighted material is part of the supplementary material, permission to reuse and distribute the content must be obtained from the owner of the copyright. Stanford Libraries requires copies of permission letters (in PDF format) to be uploaded electronically when submitting the files, and assumes no liability for copyright violations. View this sample permission letter .

System restrictions allow for a maximum of 10 individually uploaded permission files. If you have more than 10 permission files we recommend combining all permission letters into a single PDF file for upload.

In choosing an annotation or reference system, you should be guided by the practice of your discipline and the recommendations of your departments. In addition to the general style guides listed in the Style section above, there are specific style guides for some fields. When a reference system has been selected, it should be used consistently throughout the dissertation or thesis. The placement of footnotes is at your discretion with reading committee approval.

An important aspect of modern scholarship is the proper attribution of authorship for joint or group research. If the manuscript includes joint or group research, you must clearly identify your contribution to the enterprise in an introduction.

The inclusion of published papers in a dissertation or thesis is the prerogative of the major department. Where published papers or ready-for-publication papers are included, the following criteria must be met:

• There must be an introduction that integrates the general theme of the research and the relationship between the chapters. The introduction may also include a review of the literature relevant to the dissertation or thesis topic that does not appear in the chapters.
• Multiple authorship of a published paper should be addressed by clearly designating, in an introduction, the role that the dissertation or thesis author had in the research and production of the published paper. The student must have a major contribution to the research and writing of papers included in the dissertation or thesis.
• There must be adequate referencing of where individual papers have been published.
• Written permission must be obtained for all copyrighted materials. Letters of permission must be uploaded electronically in PDF form when submitting the dissertation or thesis. 
• The published material must be reformatted to meet the university's format requirements (e.g., appropriate margins and pagination) of the dissertation. The Office of the University Registrar will approve a dissertation or thesis if there are no deviations from the normal specifications that would prevent proper dissemination and utilization of the dissertation or thesis. If the published material does not correspond to these standards, it will be necessary for you to reformat that portion of the dissertation or thesis.
• Multiple authorship has implications with respect to copyright and public release of the material. Be sure to discuss copyright clearance and embargo options with your co-authors and your advisor well in advance of preparing your thesis for submission.

If copyrighted material belonging to others is used in your dissertation or thesis or is part of your supplementary materials, you must give full credit to the author and publisher of the work in all cases, and obtain permission from the copyright owner for reuse of the material unless you have determined that your use of the work is clearly fair use under US copyright law (17 USC §107). 

The statute sets out four factors that must be considered when assessing Fair Use:

• the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purpose;
• the nature of the copyrighted work;
• the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
• the effect of the use upon the potential market for or value of the copyrighted work.

The Association of American University Presses requires permission for any quotations that are reproduced as complete units (poems, letters, short stories, essays, journal articles, complete chapters or sections of books, maps, charts, graphs, tables, drawings, or other illustrative materials). You can find this guideline and other detailed information on Fair Use at http://fairuse.stanford.edu . 

If you are in doubt, it is safest to obtain permission. Permission to use copyrighted material must be obtained from the owner of the copyright. Stanford Libraries requires copies of permission letters (in PDF format) to be uploaded electronically when submitting the dissertation or thesis, and assumes no liability for copyright violations. For reference, view this sample permission letter .

Copyright protection is automatically in effect from the time the work is in fixed form. A proper copyright statement consisting of the copyright symbol, the author’s name, year of degree conferral, and the phrase “All Rights Reserved” will be added automatically to the dissertation or thesis in its final form.

Registration of copyright is not required, but it establishes a public record of your copyright claim and enables copyright owners to litigate against infringement. You need not register your copyright with the U.S. Copyright Office at the outset, although registration must be made before the copyright may be enforced by litigation in case of infringement. 

Early registration does have certain advantages: it establishes a public record of your copyright claim, and if registration has been made prior to the infringement of your work, or within three months after its publication, qualifies you to be awarded statutory damages and attorney fees in addition to the actual damages and profits available to you as the copyright owner (should you ever have to sue because of infringement).

For more information about copyright, see the Stanford Libraries' resource on Copyright Considerations .

For further information on Registration of Copyright, see https://www.copyright.gov/registration/ .

Do not require a password to make changes to your submitted PDF file, or apply other encryption or security measures. Password-protected files will be rejected.

The file name and description will be printed on a page added to your dissertation or thesis, so choose a file name accordingly.

Important note: File names may only consist of alphanumeric characters, hyphen, underscore, at sign, space, ampersand, and comma – before the ending period and file extension.  Specifically,

• A file name cannot start with a space, period (nor contain a period), underscore, or hyphen.
• Files names must be 120 characters or less.

Here is an example of a filename that is allowed, including all of the possible characters:

• A Study of Social Media with a Focus on @Twitter Accounts, Leland Student_30AUG2023.pdf

In submitting a thesis or dissertation to Stanford, the author grants The Trustees of Leland Stanford Junior University (Stanford) the non-exclusive, worldwide, perpetual, irrevocable right to reproduce, distribute, display and transmit author's thesis or dissertation, including any supplemental materials (the Work), in whole or in part in such print and electronic formats as may be in existence now or developed in the future, to sub-license others to do the same, and to preserve and protect the Work, subject to any third-party release or display restrictions specified by Author on submission of the Work to Stanford.

Author further represents and warrants that Author is the copyright holder of the Work, and has obtained all necessary rights to permit Stanford to reproduce and distribute third-party materials contained in any part of the Work, including use of third-party images, text, or music, as well as all necessary licenses relating to any non-public, third-party software necessary to access, display, and run or print the Work. Author is solely responsible and will indemnify Stanford for any third party claims related to the Work as submitted for publication.

Author warrants that the Work does not contain information protected by the Health Insurance Portability and Accountability Act (HIPAA), the Family Educational Rights and Privacy Act (FERPA), confidentiality agreements, or contain Stanford Prohibited, Restricted or Confidential data described on the University IT website , or other data of a private nature.

Stanford is under no obligation to use, display or host the work in any way and may elect not to use the work for any reason including copyright or other legal concerns, financial resources, or programmatic need.

• Library Catalogue

Formatting your thesis: Overall layout and specifications

On this page

Formatting requirements, parts of a thesis, file format, file size, and page size, line spacing, citation style, cumulative theses, extended essays, personal information, blank pages.

The Library's Theses Office assists with formatting theses, projects and extended essays for submission to the Library. You are encouraged to use the Library's thesis template to help format your thesis. The requirements stated on this page are default settings for the thesis template

Optional pages in the thesis template may be removed if not used.

The final copy of the thesis must be converted to .pdf (PDF/A format) for submission to the Library (maximum 600 mb). See the guide  Saving your thesis in PDF/A format for instructions.

Theses must be formatted for US Letter (8.5X11) pages. Landscape 8.5X11 and 11X17 pages are permitted. Legal, A4, or other paper sizes are not permitted.

Arial is the preferred font for SFU thesis submissions. See the Thesis Template Instructions for directions to change the default template font.

Please contact the Theses Office at [email protected] if you would like to use any fonts in your thesis other than the ones recommended.

​The default template line spacing is 1.5 for text, with single-spaced block quotations.

Margins should be set to:

• 1.25" left/right
• 1" top/bottom

All pages must be numbered sequentially as outlined below, with the exception of the title page. Page numbers should appear at the bottom centre of each page, at a minimum of 0.5” from the edge of the page.

Preliminary pages of the thesis must be numbered with Roman numerals. On the first page of the main body, page numbers must restart with 1. The thesis template is preset with this numbering style.

SFU Library does not require a specific citation style. Consult your supervisor, your department’s graduate handbook, or a liaison librarian for help with determining which style is appropriate for your research.

The default formatting in the library’s thesis template may differ from some requirements of your citation style, but it is acceptable for SFU library submission.

Cumulative, or paper-based, theses must use the same general format as other submissions. Consult your supervisor or your department's graduate handbook for more information. If including published papers in a thesis, please consult the Copyright and your thesis FAQ .

Extended essays should be combined into a single document and single submission. For an example of an extended essays title page, see the Title page formatting information .

For theses written in a language other than English, the Library requires a second complete English title page and abstract. Supporting documentation must be in English.

Individual personal information must be removed from the thesis before publication, including signatures, email addresses, and phone numbers. For example, if you are including a survey instrument or consent form, your own contact information must be removed.

Blank pages in the thesis must be removed before publication.

University of Pennsylvania

• School of Arts and Sciences
• Penn Calendar

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Department of Anthropology

Senior Thesis Style and Formatting Guide

• Undergraduate /
• Senior Thesis Option

Writing Support Resources

Style Guide

Page Numbering

Title Page Format

In-Text Citations

Endnotes vs. Footnotes

References Cited

Figures and Tables

Formatting the Printed Version

Useful Sources on Formal Writing

If you would like feedback and support while writing, the Marks Family Resource Center, located at 3808 Walnut Street, is an excellent resource.  Consult their web page , where you will find links to guides on writing. They also meet with students to improve their writing one-on-one. Writing Center drop-in tutoring hours can be found here . 

You should use consistent style for your in-text citations, references cited, and writing in general.  All Undergraduate Theses submitted to the Department of Anthropology must use the formal “style guide.” We recommend the  American Anthropologist  for cultural anthropology and linguistics topics,  American Antiquity  and  Historical Archaeology  for archaeology topics, and  American Journal of Physical Anthropology  for physical anthropology and biological anthropology topics.  You must use the style guide consistently for the Abstract, Main Text, References Cited, Figures, and Tables.  All citations must have the complete reference in the section “References Cited.”  All figures must be numbered and must be referred to in the text at least once.  Online style guides are available for the following journals:

American Anthropologist :

http://www.aaanet.org/publications/guidelines.cfm

American Antiquity :

https://documents.saa.org/container/docs/default-source/doc-publications/style-guide/saa-style-guide_updated-july-2018c5062f7e55154959ab57564384bda7de.pdf?sfvrsn=8247640e_6

Historical Archaeology

http://www.sha.org/publications/for_authors.cfm

American Journal of Physical Anthropology :

http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291096-8644/homepage/ForAuthors.html

All pages in your thesis should be numbered at the bottom center using Arabic numerals (1, 2, 3 . . .) (including Main Text, References Cited section, Figures section, and Tables section).  The Title page is not numbered.  Any preliminary pages (Abstract, Table of Contents, or lists of Figures) use small Roman numerals (i, ii, iii . . .).

Your title page is unnumbered. All text of the title page should be centered and have the same font as the main text  Your title page should have the following elements (note the use of upper and lower case):

[TITLE OF THE UNDERGRADUATE THESIS IN UPPER CASE]

[Author’s Name]

Anthropology

Submitted to the

Thesis Advisor:  [name of the Thesis Advisor]

The Undergraduate Thesis must include a formal abstract (summary) of 100-200 words at the beginning, immediately following your Title page. Your thesis abstract presents a concise summary of the thesis (research problem or issue, the methods or approach used, and results). Do not cite references in the abstract.

Anthropology generally uses in-text citations to refer to published work as you’ll see in the Style Guide above. It is better to over-cite your sources than to under-cite them!  Below are links to the Penn Library’s documentation guide and the University guide to academic integrity.  Please read these documents carefully:

http://gethelp.library.upenn.edu/PORT/documentation/

http://www.upenn.edu/academicintegrity/index.html

We discourage the use of footnotes and endnotes for “additional information.”  If necessary, use endnotes rather than footnotes.  Endnotes appear in sequence at the end of the main text as a separate section titled “Endnotes” and are numbered in sequence in the text (using a superscript font). Endnotes are single-spaced with double spaces between them.  

Your Undergraduate Thesis should include a complete “References Cited” section (this is not a “Bibliography”). Refer to the appropriate style guide ( American Anthropologist ,  American Antiquity , Historical Archaeology,  or  American Journal of Physical Anthropology ) above for details on citations.  Your References Cited section must include all and only the references that you’ve formally cited in your main text, endnotes, figures, and tables. Work with your advisor to agree on appropriate citations for archival sources, interviews, museum records, and other research data.

The Undergraduate Thesis in Anthropology is a formal document, so your figures and tables should be sharp, clear, readable and directly relevant to the topic. Your figures should be clear and legible. Scan images from publications and reduce or enlarge these to best fit the margins of your page using Photoshop or Illustrator (available on computers in the Department and in Weigle Information Commons).

Figures includes diagrams, photographs, drawings, graphics, illustrations, and maps. They will be numbered in sequence “Figure X..”. Label all of your tables “Table Y..” in a separate numbered sequence. You should mention each figure and table at least once in your text [for example:  “As Table 5 demonstrates, the alcoholic content of maize beer is low.”]  Each figure or table must have an individual caption on the page where it appears. If information or images in your figures come from published or unpublished work of others, you must include formal citations in your captions and References Cited section (“Figure 3:  Location map showing the excavations completed during the 1994 field season (after Smith et al. 1995).”

Photographs are numbered in the figure sequence. Photographs should be sharp, fit within the required margins, and have direct relevance to your thesis. Like all figures, each photograph must have a caption, must be cited in the text, and must be listed in the table of figures if you include one. You must cite the sources of any published image you reproduce, and that citation must appear in your “References Cited.”

The text, tables and figures of your thesis should have a 1-inch margin on all sides. Your text should be double spaced except for the Title Page, Abstract, Table of Contents, long quoted passages (“block” quotes), References Cited, Endnotes and Captions. Format these sections according to the style guide for your thesis subject area.

Choose a clear standard typeface (Times New Roman, etc.) and format pages with 12-point font throughout your document.

Gibaldi, Joseph.  2009.  MLA Handbook for Writers of Research Papers.  7th ed. New York:  Modern Language Association of America.  A comprehensive guide to writing research papers.

Strunk, W. and E.B. White.  2005.  The Elements of Style.  New York:  Penguin Press.  Appropriate for more humanities-oriented papers (and therefore possibly for cultural- and linguistic anthropology theses).  Focuses on rules of standard English and calls attention to common errors.

Turabian, Kate L.  2007.  A Manual for Writers of Term Papers, Theses, and Dissertations.  7th ed.  Chicago:  University of Chicago Press.  Updated in accordance with the Chicago Manual of Style.

University of Chicago.  2010.  The Chicago Manual of Style.  16th edition.  Chicago:  University of Chicago Press.  Another classic, comprehensive style guide; extensively revised for the 16th edition.

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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

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

History of Thesis

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

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

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

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

Structure of Thesis

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

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

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

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

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

Introduction

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

Literature Review

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

Methodology

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

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

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

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

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

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

How to write Thesis

Here are some steps to help you write a thesis:

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

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

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

Application of Thesis

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

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

Purpose of Thesis

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

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

When to Write Thesis

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

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

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

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

Characteristics of Thesis

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

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

Advantages of Thesis

There are several advantages to writing a thesis, including:

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

Limitations of Thesis

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

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

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Are you feeling overwhelmed by the thought of formatting your thesis or dissertation? It's a common challenge that many graduate students and researchers face. 

The requirements and guidelines for thesis writing can be complex and demanding, leaving you in a state of confusion.

You may find yourself struggling with questions like:  

How do I structure my thesis properly? 

What are the formatting rules I need to follow? 

Don't worry! 

In this comprehensive blog, we will explain the thesis format step by step. 

Whether you're a graduate student or a postdoctoral researcher, our thesis format guide will assist you in academic writing.

Let's get started!

Tough Essay Due? Hire Tough Writers!

• 1. What is a Thesis and a Dissertation? 
• 2. How to Structure a Thesis - The Formatting Basics 
• 3. Thesis Format Guidelines 
• 4. Thesis Format Sample
• 5. Thesis Paper Formatting Tips

What is a Thesis and a Dissertation? 

At some point in your academic journey, you've likely come across the terms "thesis" and "dissertation," but what exactly are they, and how do they differ? 

A thesis and a dissertation both represent substantial pieces of academic work, sharing some similarities, but they also have distinct characteristics.

A thesis is typically associated with undergraduate or master's degree programs. It represents a student's independent research and findings on a specific topic. The objective is to demonstrate a deep understanding of the subject matter and the ability to conduct research.

On the other hand,

A dissertation is commonly linked with doctoral programs. It's a more extensive and comprehensive research project that delves into a specific area of study in great detail. Doctoral candidates are expected to make an original contribution to their field of knowledge through their dissertation.

Give a read to our thesis vs dissertation blog to learn the difference!

How to Structure a Thesis - The Formatting Basics 

Structuring your thesis is a crucial aspect of academic writing. The thesis format font size and spacing follows a specific framework.

A well-organized thesis not only enhances readability but also reflects your dedication to the research process.

The structure can be divided into three main sections: Front Matter, Body, and End Matter.

Front Matter 

• Title Page: The title page is the very first of preliminary pages of your thesis. It typically includes the thesis title, your name, the name of your institution, and the date of submission.
• Abstract: The abstract is a concise summary of your thesis, providing readers with a brief overview of your research problem, methodology, key findings, and conclusions.
• Table of Contents: A well-organized table of contents lists all the main sections, subsections, and corresponding page numbers within your thesis.
• List of Figures and Tables: If your thesis contains figures and tables, create a separate list with captions and page numbers for easy reference.
• List of Abbreviations or Acronyms: If you've used abbreviations or acronyms in your thesis, include a list to explain their meanings.
• List of Symbols: If your research involves symbols or special characters, provide a list of these elements and their definitions.
• Acknowledgments: In this section, you can acknowledge individuals or institutions that have supported your research and thesis writing process.
• Dedication (Optional): Some students choose to include a dedication page to honor someone or express personal sentiments.
• Preface (Optional): In the preface, you can explain the background and context of your research, providing additional context for the reader.
• Introduction: The introduction sets the stage for your thesis. It introduces the research problem, its significance, research objectives, and research questions.
• Literature Review: The literature review section provides a comprehensive review of existing literature and research related to your topic. It helps establish the context for your research.
• Methodology: Describe the research methods and techniques you employed in your study. Explain how you collected and analyzed data.
• Results: Present your research findings in a clear and organized manner. Use tables, figures, and charts to illustrate key points.
• Discussion: Interpret the results and discuss their implications. Address any limitations and suggest areas for future research.
• Conclusion: Summarize the main findings and their importance. Restate the research questions and provide a final perspective on the topic.

End Matter 

• References: List all the sources you cited in your thesis, following a specific citation style (e.g., APA, MLA, Chicago).
• Appendices: Include any supplementary materials, such as raw data, surveys, questionnaires, or additional information that supports your research.
• Vita (Optional): Some academic institutions require or allow a vita, which is essentially a brief academic resume or biography.

By following this structured framework for your thesis, you'll ensure that your research is presented in a clear and organized manner, meeting the formatting basics and academic standards.

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Thesis Format Guidelines 

Formatting your thesis makes your research work not just look good but also helps others understand it easily. 

These guidelines show you how to structure and organize your thesis neatly, from the title page to the reference section. 

• Page Layout:
• Use standard 8.5 x 11-inch paper.
• Set 1-inch margins on all sides.
• Use a readable and professional font such as Times New Roman, Arial, or Calibri.
• Font size for the main text should typically be 12 points.
• Line Spacing:
• Use double-spacing throughout the document.
• Exceptions include footnotes, long quotations, and the bibliography , which may be single-spaced.
• Heading Structure:
• Use a clear and hierarchical heading structure to organize your content.
• Differentiate between main headings and subheadings with bold, italics, or size variations.
• Page Numbering:
• Page numbers are typically placed in the header or footer.
• Number the pages consecutively throughout the document.
• Arabic numerals or roman numerals are used for the body of the thesis.
• Title Page:
• The title page should include the thesis title, your name, institutional affiliation, and the date of thesis submission.
• Follow your institution's specific guidelines for title page formatting.
• Table of Contents:
• Create a well-organized table of contents listing all sections and subsections with corresponding page numbers.
• Use a clear and consistent format for this section.
• List of Figures and Tables:
• If applicable, provide separate lists for figures and tables, including captions and page numbers.
• Ensure consistent formatting for these lists.
• Present a concise summary of the thesis, highlighting the research problem, methodology , key findings, and conclusions.
• Typically, the abstract is on a separate page immediately following the title page.
• Citations and References:
• Follow a specific citation style consistently throughout your thesis (e.g., APA, MLA, Chicago).
• Ensure that in-text citations and references are accurate and properly formatted.
• Page Breaks:
• Use page breaks to separate sections properly. This ensures that your chapters and other major divisions begin on new pages.
• Maintain the required margins (usually 1 inch) on all sides, including the top, bottom, left, and right.
• Appendices:
• If you include appendices, ensure they follow the same formatting rules as the main body of the thesis.

You can also refer to the below-given document to understand the format template of a thesis paper.

Thesis Format Template

Thesis Format Sample

Here are some thesis format examples to get a better understanding.

APA Thesis Format

MLA Thesis Format

Baby Thesis Format

Undergraduate Thesis Format

Master Thesis Format

PhD Thesis Format

Thesis Format for Computer Science

Research Thesis Format

Thesis Paper Formatting Tips

Formatting your thesis paper correctly is not only about making it look neat and professional but also about meeting the stringent requirements set by your academic institution.

Whether you're in the early stages of writing your thesis or preparing for submission, these tips will help you in formatting.

• Adhere to Institutional Guidelines: Follow your institution's specific formatting requirements, including thesis format margins, font styles, and citation styles.
• Consistency in Formatting: Maintain uniform font, font size, and spacing throughout the thesis for a professional appearance.
• Proper Page Numbering: Place page numbers correctly in the header or footer, starting with the first chapter after the front matter.
• Title Page Accuracy: Ensure the title page contains the accurate title, your name, institutional affiliation, and submission date.
• Organized Table of Contents: Create a well-structured table of contents listing all sections and subsections with page numbers.
• List of Figures and Tables: Provide separate, well-labeled lists for figures and tables, including captions and page numbers.

In conclusion, this blog has provided valuable insights into the essential aspects of formatting a thesis paper.

By following these tips, students can ensure that their research is not only well-structured and polished but also meets the rigorous standards set by their academic institutions.

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Undergraduate Thesis Examples

This page contains examples of Undergraduate Theses from students who have graduated with research distinction in Astronomy & Astrophysics.

All undergraduate theses completed at The Ohio State University are stored at the  Knowledge Bank at OSU Libraries  and can be accessed via their  Search Interface .

2021 Graduates

Abigail aronica.

Building a New Galactic Synthesis Model to Aid in the Detection of Exoplanets Thesis Advisor: Dr. Scott Gaudi, Department of Astronomy

Devin Bennett

Comparison of the Chemical Evolution of Simulated Milky-Way Type Galaxies Thesis Advisor: Dr. Jennifer Johnson, Department of Astronomy

Collin Christy

Classifying Stellar Variability in the V and g bands with the All-Sky Automated Survey for SuperNovae Thesis Advisor: Dr. Krzysztof Stanek, Department of Astronomy

Evan Fitzmaurice

Migration and Stability of Multi-Planet Circumbinary Systems Project Advisor: Dr. David Martin, Department of Astronomy Thesis Advisor: Dr. Scott Gaudi, Department of Astronomy

Jessica Kulp

Recreating the "Origins of the Elements" Planetarium Show and Curriculum Module Project Advisor: Dr. Wayne Schlingman, Department of Astronomy Thesis Advisor: Dr. Richard Pogge, Department of Astronomy

Analyzing Unusual Stars in Kepler Project Advisor: Dr. Mathieu Vrard, Center for Cosmology and Astro Particle Physics Thesis Advisor: Dr. Marc Pinsonneault, Department of Astronomy

Maria Pudoka

Inspecting Stellar Angular Momentum Evolution and Ages using High-Resolution Spectroscopy Thesis Advisor: Dr. Donald Terndrup, Department of Astronomy

Michael Rothman

Biosignature Detection in Exoplanetary Atmospheres Using Monte Carlo Simulations Thesis Advisor: Dr. Anil Pradhan and Dr. Sultana Nahar, Department of Astronomy

Robert Von Holle

Active Galactic Nuclei and the Correlated Properties of Neighboring Galaxies Thesis Advisor: Dr. Barbara Ryden, Department of Astronomy

2020 Graduates

Serena cronin.

The Local Environments of Low-Redshift Supernovae Project Advisor Dr. Dyas Utomo, Department of Astronomy Thesis Advisor: Dr. Adam Leroy, Department of Astronomy

Dhvanil Desai

Galaxy Alignment with Surrounding Large-Scale Structure Thesis Advisor: Dr. Barbara Ryden, Department of Astronomy

Conor Hayes

Spectroscopic Confirmation of Four Ultra Diffuse Galaxy Candidates Project Advisor: Dr. Johnny Greco, Center for Cosmology and Astro Particle Physics Thesis Advisor: Dr. Paul Martini, Department of Astronomy

Jared Kolecki

Measuring Elemental Abundances in Metal-Poor Stars Thesis Advisors: Dr. Ji Wang and Dr. Jennifer Johnson, Department of Astronomy

Sophie Lebowitz

The Dragonfly Galaxy III. An Imposter Radio Galaxy in the High Redshift Universe   Project Advisor: Dr. Bjorn Emonts, The National Radio Astronomy Observatory Thesis Advisor: Dr. Donald Terndrup, Department of Astronomy

Jeniveve Pearson

An Analysis of the Historically Observed Period Change of UV Piscium, RT Andromedae, and XY Ursae Majoris Using a Markov Chain Monte Carlo Approach Thesis Advisor: Dr. Donald Terndrup, Department of Astronomy

Gabriela Torrini

Studying angularly extended gamma-ray sources with VERITAS Project Advisor: David Kieda, University of Utah Thesis Advisor: Dr. Laura Lopez, Department of Astronomy

Jack Warfield

An Intermediate-Age α-Rich Galactic Population Beyond the Solar Neighborhood Thesis Advisors: Dr. Marc Pinsonneault and Dr. Jennifer Johnson, Department of Astronomy

2019 Graduates

Dominic flournoy.

Intrinsic Shape Alignment of Early versus Late Type Galaxies Thesis Advisor: Dr. Barbara Ryden, Department of Astronomy

Ness Mayker

HI Balmer Jump Temperatures for Extragalactic HII Regions in the CHAOS Galaxies Project Advisor: Dr. Danielle Berg, Department of Astronomy Thesis Advisor: Dr. Richard Pogge, Department of Astronomy

2018 Graduates

Macy huston.

Making Microlensing Predictions With a New Population Synthesis Galactic Model Project Advisor: Dr. Matthew Penny, Department of Astronomy Thesis Advisor: Dr. Scott Gaudi, Department of Astronomy

Michael Macuga

The Fraction of Active Galactic Nuclei in the USS 1558-003 Protocluster at z = 2.53 Thesis Advisor: Dr. Paul Martini, Department of Astronomy

2012-2017 Graduates

Lawrence capuder.

Contribution of Solar Mass Loss to the Solution the Faint Young Sun Paradox for Physically Motivated Mass Loss Prescriptions Thesis Advisors: Dr. Marc Pinsonneault & Dr. Scott Gaudi, Department of Astronomy

James Derrick

The Green Valley: Separating Galaxy Populations in Color-Magnitude Space Thesis Advisor: Dr. Barbara Ryden, Department of Astronomy

Andrew Gallagher

Searching for Dark Galaxies Via Their Distorted Companions in the SDSS Thesis Advisor: Dr. Barbara Ryden, Department of Astronomy

Zachary Hartman

Looking for the dM in sdB+dM Systems Thesis Advisor: Dr. Donald Terndrup, Department of Astronomy

Denise Hung

Metallicities and Temperatures for Two Metal-Rich and Two Metal-Poor Galaxies Project Advisor: Dr. Kevin Croxall, Department of Astronomy Thesis Advisor: Dr. Richard Pogge, Department of Astronomy

Circumbinary Planets via Microlensing Thesis Advisor: Dr. Scott Gaudi, Department of Astronomy

Mallory Molina

Inter-Percentile Velocity Width: An Alternative Parametrization of the Velocity Field of the Broad-Line Region Thesis Advisor: Dr. Bradley Peterson, Department of Astronomy

Elizabeth Otto

Chemical Abundances of CH Stars in Omega Centauri Thesis Advisor: Dr. Jennifer Johnson

Rachel Patton (Cannata)

Exploring Sources of Contamination in Kepler Surveys for Stellar Rotation Thesis Advisor: Dr. Donald Terndrup, Department of Astronomy

Joseph Shulze

Characterization of LP133-373: A Double-line, Eclipsing dMe Binary Thesis Advisor: Dr. Donald Terndrup, Department of Astronomy

Andrew Taylor

A Possible Evolutionary Channel for the Recently Discovered Class of Millisecond Pulsars in Long, Eccentric Orbits Thesis Advisor: Dr. Todd Thompson, Department of Astronomy

Erika Wagoner

Testing Stellar Models for M Dwarfs Project Advisor: Dr. Sarah Schmidt, Department of Astronomy Thesis Advisor: Dr. Jennifer Johnson, Department of Astronomy

Sample Theses

Beginning in May 2009, senior thesis candidates can choose to have their thesis permanently archived online in the university’s institutional repository , by granting the Undergraduate Research Program copyright permission. All senior thesis candidates retain copyright of their work, and can opt to have their thesis permanently archived online, though they are not required to do so. However, all senior thesis candidates must submit a digital copy of their senior thesis and submit it to URP before graduation.

To see examples of senior theses in the university’s online archive, click here .

If you are a current senior thesis candidate or an alumnus/a and would like to grant the URP copyright permission to permanently archive your thesis online, please follow the directions at the bottom of this form and email your consent to Lauren Barsky, Associate Director, Undergraduate Research Program ([email protected]).

180 South College Avenue Newark, DE 19716, USA [email protected]

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Thesis and Dissertation Requirements

In preparing your thesis or dissertation, you must follow the thesis deadlines and guidelines established by the Graduate School. These guidelines are published in the Thesis Guide .

The Graduate School and CCE no longer require you to submit a paper copy of your thesis/dissertation. You may have two personal copies printed at no charge at the Student Multi-media Services, located on the 2nd floor of the Valley Library.

Master of Science Project reports are not reviewed by the Graduate School.

Prior to scheduling your final oral exam and at least two weeks prior to your desired exam date , you must submit the pretext pages of your thesis to the Graduate School. Pretext pages include the abstract, copyright (optional), title page, approval page, acknowledgment page, contribution of authors, table of contents, list of figures, tables, appendices, dedication (optional), and preface (optional).

You must also distribute examination copies of your thesis to all committee members, including the Graduate Council representative, sufficiently early to permit thorough review of the thesis prior to your final oral examination.

Within six weeks of successfully completing your final oral exam , you must submit one PDF copy of your thesis/dissertation, without signatures, electronically to ScholarsArchive. Please refer to the step-by-step instructions for uploading instructions and accessibility modifications. 

Data sets can also be submitted to ScholarsArchive and linked to your thesis. Please refer to the library's website for instructions and considerations .

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Thesis and Culminating Project Information

Culminating Activities

A main degree requirement on all students in graduate programs in the College of Liberal Arts is the completion of a culminating project, such as a thesis and oral defense thereof, a final comprehensive examination, a portfolio, or a non-thesis project.

Master's theses are original academic disquisitions on a problem or issue of disciplinary interest. Compositionally, they explain the significance of the undertaking, normally by stating the major assumptions and reviewing the relevant literature, and then elaborate on the methods of data collection and analysis of evidence, develop and critique the appropriate logical inferences and argumentation, and offer conclusions or recommendations for future work. The average length of the body of a Master's thesis is around 70 double-spaced pages. 

A non-thesis project is an artistic or technical endeavor that is appropriate for the fine and applied arts or to more professional or vocational fields. Examples could include an ethnographic film, a novel or body of creative writing, or a significantly original software program. Non-thesis projects should include a project report. The average length of the body of a project report is around 30 double-spaced pages. Non-thesis projects need not be submitted for college review.

Students may not enroll in thesis or exam coursework until advanced to candidacy . For further information about theses, course units, and committee membership, including chairpersons or directors, please review the university thesis requirements . For further information about comprehensive examinations, portfolios, or non-thesis projects, please review the university exam requirements. For information about enrollment in GS700B, please review AS policy 18–03 and contact the Director of Graduate Studies with any additional questions.

Oral Defense

By Title V §40510 , an oral defense of the thesis is required of those students who pursue the thesis option for their culminating activity. For students who pursue the non-thesis project option, an oral defense is recommended but not required.

Thesis Deadlines

All theses from the College of Liberal Arts must ultimately be approved by all thesis committee members and Professor Sarah Schrank, Director of Graduate Studies, before being submitted to the University's Thesis Office. Theses submitted to the college for review must be in their finalized form, with all copyediting and formatting completed. The theses and signature pages are to be sent to Professor Sarah Schrank, Director of Graduate Studies ( [email protected] ). The college deadlines for theses submissions can be found here:

CSULB Thesis & Dissertation Office

The University's Thesis & Dissertation Office is housed on the 5 th floor of the CSULB Library in Room 501. There are numerous resources to help graduate students with the composition of their theses. Most importantly, please consult the University's formatting guidelines , as it details all formatting rules and requirements, and includes protocols for electronic submission . Various templates have also been provided, including the template for the thesis signature page , as well as Department-specific style guides . The Thesis Office also offers consultations for students prior to submission.

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• Knowledge Base
• Dissertation

How to Write a Dissertation or Thesis Proposal

Published on September 21, 2022 by Tegan George . Revised on July 18, 2023.

When starting your thesis or dissertation process, one of the first requirements is a research proposal or a prospectus. It describes what or who you want to examine, delving into why, when, where, and how you will do so, stemming from your research question and a relevant topic .

The proposal or prospectus stage is crucial for the development of your research. It helps you choose a type of research to pursue, as well as whether to pursue qualitative or quantitative methods and what your research design will look like.

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Table of contents

What should your proposal contain, dissertation question examples, what should your proposal look like, dissertation prospectus examples, other interesting articles, frequently asked questions about proposals.

Prior to jumping into the research for your thesis or dissertation, you first need to develop your research proposal and have it approved by your supervisor. It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives .

Depending on your department’s requirements, there may be a defense component involved, where you present your research plan in prospectus format to your committee for their approval.

Your proposal should answer the following questions:

• Why is your research necessary?
• What is already known about your topic?
• Where and when will your research be conducted?
• Who should be studied?
• How can the research best be done?

Ultimately, your proposal should persuade your supervisor or committee that your proposed project is worth pursuing.

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Strong research kicks off with a solid research question , and dissertations are no exception to this.

Dissertation research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly
• What are the main factors enticing people under 30 in suburban areas to engage in the gig economy?
• Which techniques prove most effective for 1st-grade teachers at local elementary schools in engaging students with special needs?
• Which communication streams are the most effective for getting those aged 18-30 to the polls on Election Day?

An easy rule of thumb is that your proposal will usually resemble a (much) shorter version of your thesis or dissertation. While of course it won’t include the results section , discussion section , or conclusion , it serves as a “mini” version or roadmap for what you eventually seek to write.

Be sure to include:

• A succinct introduction to your topic and problem statement
• A brief literature review situating your topic within existing research
• A basic outline of the research methods you think will best answer your research question
• The perceived implications for future research
• A reference list in the citation style of your choice

The length of your proposal varies quite a bit depending on your discipline and type of work you’re conducting. While a thesis proposal is often only 3-7 pages long, a prospectus for your dissertation is usually much longer, with more detailed analysis. Dissertation proposals can be up to 25-30 pages in length.

Writing a proposal or prospectus can be a challenge, but we’ve compiled some examples for you to get your started.

• Example #1: “Geographic Representations of the Planet Mars, 1867-1907” by Maria Lane
• Example #2: “Individuals and the State in Late Bronze Age Greece: Messenian Perspectives on Mycenaean Society” by Dimitri Nakassis
• Example #3: “Manhood Up in the Air: A Study of Male Flight Attendants, Queerness, and Corporate Capitalism during the Cold War Era” by Phil Tiemeyer

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If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your sampling methods or criteria for selecting subjects
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.

It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.

Note that some departments require a defense component, where you present your prospectus to your committee orally.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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Master of Science in BME

Prep for research leadership, a phd or medical school.

Program Benefits

The 30-credit Duke  Master of Science in Biomedical Engineering  provides a unique combination of opportunities:

• A respected and highly-ranked graduate program
• A flexible curriculum with choice of concentration, and the option of thesis or non-thesis
• Access to graduate certificate programs in high-demand career areas
• A wide array of degree concentration options aligned with faculty research
• Dedicated career support
• A track record of positive career outcomes
• Life Science course—3 credits
• Advanced Mathematics course—3 credits
• BME courses—12 credits
• Thesis option —6 elective course credits and 6 independent study credits, or
• Non-thesis option  —12 elective course credits

The skills I developed at Duke have enabled me to head several innovative projects, even as an early career professional. Jasmine Roddey, MS ’16 Global Safety Senior Associate, Amgen

Sample Course Schedule

This chart shows a sample curriculum for a Duke BME Master of Science (MS) student that has chosen the Drug and Gene Delivery Concentration:

View course descriptions »

Important Notes

• Undergraduate courses may be taken, but cannot be used to fulfill degree requirements
• Students may take up to 6 credits of independent study (BME 791 and BME 792) as electives for a project in the same lab or in lieu of research credits for an MS thesis
• Students may take 3 credits of Master of Engineering, Master of Engineering Management, or other business/management courses as an elective
• Other elective courses must be selected from Engineering, Physical Sciences, Life Sciences, Mathematics, Computer Science, or related disciplines

Additional Details

Non-thesis option.

Non-thesis MS students complete their degree by taking a milestone exam in one of the three formats.

• Oral poster presentation on a research or design project conducted at Duke
• Submission of a proposal on a new research project, based on materials learned at Duke
• Comprehensive oral exam on technical knowledge learned at Duke

The projects and research proposal must be related to biomedical engineering and approved by the student’s adviser. The formulation of the project plan is a collaborative, mentored experience. Successful project plans are those in which students can do the following:

• State a research problem in a chosen area of study and demonstrate the value of the solution to the research problem;
• Apply sound research methods/tools to problems in an area of study and describe the methods/tools effectively;
• Analyze/interpret research data;
• Draw valid conclusions from data and make a convincing case for the contribution of those conclusions in advancing knowledge within that area; and
• Communicate their research clearly and professionally in both written and oral forms appropriate to the field

Thesis Option

MS students engaged in research are encouraged to prepare and defend a thesis.

Preparation

The Master’s Thesis should follow the format defined in the Graduate School’s Guide for Preparation of Theses and Dissertations, and should include the following items:

• An abstract with objectives and clearly stated unique contributions,
• A survey and discussion/synthesis of pertinent literature,
• Discussions of the completed research tasks, including theory development, experimental design, materials and methods used, results from the study, and disussion, and
• A set of conclusions that emphasize new theoretical, modeling, or experimental contributions; or novel applications of existing theories.

The quality of the Master’s Thesis should allow the material to be publishable in a peer-reviewed journal. Learn more information on the master’s thesis from Duke’s Graduate School website.

Upon the completion of the written thesis, the student must defend it orally. The thesis advisor must approve the thesis for the defense before its final submission to the faculty committee. In a letter to the Graduate School, the adviser will indicate that the thesis is ready for defense. The student is responsible for asking the DMSA to announce the thesis defense. The defense takes place no less than one week after the student has submitted the thesis to the Graduate School and has presented copies to the faculty committee members. An oral presentation is a public event. The faculty committee generally meets with the candidate in a closed meeting following the open oral presentation. During the defense, the faculty committee may question the student on both the content of the thesis and the student’s course work.

The possible outcomes of the Master’s Examination are:

• The student passes. A majority of supporting votes are required, in addition to the approval of the Advisor.
• The student fails. Re-examination might be permitted upon the recommendation of the Advisor and the approval of the Director of Master’s Studies.

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Have a question about the program or admissions? Contact the Admissions & Recruiting team.

Sina Farsiu

Director of Master’s Studies, Anderson-Rupp Professor of BME

Research Themes

Biomedical & Health Data Sciences, Biomedical Imaging & Biophotonics

Research Interests

Focused on medical imaging and machine learning to improve the overall health and vision outcome of patients with ocular and neurological diseases (e.g., age-related macular…

Paul J Fearis

Associate Director of Master’s Studies, Associate Professor of the Practice in the Department of BME

Innovation & product development processes, design for manufacture

Bev Gedvillas

Master’s Program Coordinator

More Master’s Degree Options

Meng in biomedical engineering, meng in medical technology design, meng in photonics & optical science, md+master’s dual degree.

• Open access
• Published: 16 August 2024

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

• Banan Mukhalalati 1 ,
• Aaliah Aly 1 ,
• Ola Yakti 1 ,
• Sara Elshami 1 ,
• Alaa Daud 2 ,
• Ahmed Awaisu 1 ,
• Ahsan Sethi 3 ,
• Alla El-Awaisi 1 ,
• Derek Stewart 1 ,
• Marwan Farouk Abu-Hijleh 4 &
• Zubin Austin 5  

BMC Medical Education volume  24 , Article number:  886 ( 2024 ) Cite this article

321 Accesses

Metrics details

The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.

An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students ( N  = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.

The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.

Conclusions

The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Peer Review reports

The learning environment is fundamental to higher education and has a profound impact on student outcomes. As conceptualized by Gruppen et al. [ 1 ], it comprises a complex interplay of physical, social, and virtual factors that shape student engagement, perception, and overall development. Over the last decade, there has been a growing global emphasis on the quality of the learning environment in higher education [ 2 , 3 , 4 ]. This focus stems from the recognition that a well-designed learning environment that includes good facilities, effective teaching methods, strong social interactions, and adherence to cultural and administrative standards can greatly improve student development [ 2 , 5 , 6 , 7 ]. Learning environments impact not only knowledge acquisition and skill development but also value formation and the cultivation of professional attitudes [ 5 ].

Professional identity is defined as the “attitudes, values, knowledge, beliefs, and skills shared with others within a professional group” [ 8 ]. The existing research identified a significant positive association between the development of professional identity and the quality of the learning environment, and this association is characterized by being multifaceted and dynamic [ 9 ]. According to Hendelman and Byszewski [ 10 ] a supportive learning environment, characterized by positive role models, effective feedback mechanisms, and opportunities for reflective practice, fosters the development of a strong professional identity among medical students. Similarly, Jarvis-Selinger et al. [ 11 ] argue that a nurturing learning environment facilitates the socialization process which enables students to adopt and integrate the professional behaviors and attitudes expected in their field. Furthermore, Sarraf-Yazdi et al. [ 12 ] highlighted that professional identity formation is a continuous and multifactorial process involving the interplay of individual values, beliefs, and environmental factors. This dynamic process is shaped by both clinical and non-clinical experiences within the learning environment [ 12 ].

Various learning theories, such as the Communities of Practice (CoP) theory [ 13 ], emphasize the link between learning environments and learning outcomes, including professional identity development. The CoP theory describes communities of professionals with a shared knowledge interest who learn through regular interaction [ 13 , 14 ]. Within the CoP, students transition from being peripheral observers to central members [ 15 ]. Therefore, the CoP theory suggests that a positive learning environment is crucial for fostering learning, professional identity formation, and a sense of community [ 16 ].

Undoubtedly, health professional education programs (e.g., Medicine, Dental Medicine, Pharmacy, and Health Sciences) play a vital role not only in shaping the knowledge, expertise, and abilities of health professional students but also in equipping them with the necessary competencies for implementing healthcare initiatives and strategies and responding to evolving healthcare demands [ 17 ]. Within the field of health professions education, international organizations like the United Nations Educational, Scientific, and Cultural Organization (UNESCO), European Union (EU), American Council on Education (ACE), and World Federation for Medical Education (WFME) have emphasized the importance of high-quality learning environments in fostering the development of future healthcare professionals and called for considerations of the enhancement of the quality of the learning environment of health profession education programs [ 18 , 19 ]. These environments are pivotal for nurturing both the academic and professional growth necessary to navigate an increasingly globalized healthcare landscape [ 18 , 19 ].

Professional identity development is integral to health professions education which evolves continuously from early university years until later stages of the professional life as a healthcare practitioner [ 20 , 21 ]. This ongoing development helps students establish clear professional roles and boundaries, thereby reducing role ambiguity within multidisciplinary teams [ 9 ]. It is expected that as students advance in their professional education, their perception of the quality of the learning environment changes, which influences their learning experiences, the development of their professional identity, and their sense of community [ 22 ]. Cruess et al. [ 23 ] asserted that medical schools foster professional identity through impactful learning experiences, effective role models, clear curricula, and assessments. A well-designed learning environment that incorporates these elements supports medical students' socialization and professional identity formation through structured learning, reflective practices, and constructive feedback in both preclinical and clinical stages [ 23 ].

Despite the recognized importance of the quality of learning environments and their influence on student-related outcomes, this topic has been overlooked regionally and globally [ 24 , 25 , 26 , 27 , 28 , 29 , 30 ]. There is a significant knowledge gap in understanding how different components of the learning environment specifically contribute to professional identity formation. Most existing studies focus on general educational outcomes without exploring the detailed ways in which the learning environment shapes professional attitudes, values, and identity. Moreover, there is a global scarcity of research exploring how students’ perceptions of the quality of the learning environment and professional identity vary across various health profession education programs at different stages of their undergraduate education. This lack of comparative studies makes it challenging to identify best practices that can be adapted across different educational contexts. Furthermore, most research tends to focus on single-discipline studies, neglecting the interdisciplinary nature of modern healthcare education, which is essential for preparing students for collaborative practice in real-world healthcare settings. Considering the complex and demanding nature of health profession education programs and the increased emphasis on the quality of learning environments by accreditation bodies, examining the perceived quality of the educational learning environment by students is crucial [ 19 ]. Understanding students’ perspectives can provide valuable insights into areas needing improvement and highlight successful strategies that enhance both learning environment and experiences and professional identity development.

This research addresses this gap by focusing on the interdisciplinary health profession education programs to understand the impact of the learning environment on the development of the professional identity of students and its overall influence on their learning experiences. The objectives of this study are to 1) examine the perception of health professional students of the quality of their learning environment and their professional identity, 2) identify the association between health professional students’ perception of the quality of their learning environment and the development of their professional identity, and 3) explore the expectations of health professional students of the ideal educational learning environment. This research is essential in providing insights to inform educational practices globally to develop strategies to enhance the quality of health profession education.

Study setting and design

This study was conducted at Qatar University Health (QU Health) Cluster which is an interdisciplinary health profession education program that was introduced as the national provider of higher education in health and medicine in the state of Qatar. QU Health incorporates five colleges: Health Sciences (CHS), Pharmacy (CPH), Medicine (CMED), Dental Medicine (CDEM) and Nursing (CNUR) [ 31 ]. QU Health is dedicated to advancing inter-professional education (IPE) through its comprehensive interdisciplinary programs. By integrating IPE principles into the curriculum and fostering collaboration across various healthcare disciplines, the cluster prepares students to become skilled and collaborative professionals. Its holistic approach to teaching, research, and community engagement not only enhances the educational experience but also addresses local and regional healthcare challenges, thereby making a significant contribution to the advancement of population health in Qatar [ 32 ]. This study was conducted from November 2022 to July 2023. An explanatory sequential mixed methods triangulation approach was used for an in-depth exploration and validation of the quantitative results qualitatively [ 33 , 34 ]. Ethical approval for the study was obtained from the Qatar University Institutional Review Board (approval number: QU-IRB 1734-EA/22).

For the quantitative phase, a questionnaire was administered via SurveyMonkey® incorporating two previously validated questionnaires: the Dundee Ready Educational Environment Measure (DREEM), developed by Roff et al. in 1997 [ 35 ], and the Macleod Clark Professional Identity Scale-9 (MCPIS-9), developed by Adam et al. in 2006 [ 8 ]. Integrating DREEM and MCPIS-9 into a single questionnaire was undertaken to facilitate a comprehensive evaluation of two distinct yet complementary dimensions—namely, the educational environment and professional identity—that collectively influence the learning experience and outcomes of students, as no single instrument effectively assesses both aspects simultaneously [ 36 ]. The survey comprised three sections—Section A: sociodemographic characteristics, Section B: the DREEM scoring scale for assessing the quality of the learning environment, and Section C: the MCPIS-9 scoring scale for assessing professional identity. For the qualitative phase, seven focus groups (FGs) were arranged with a sample of QU-Health students. The qualitative and quantitative data obtained were integrated at the interpretation and reporting level using a narrative, contiguous approach [ 37 , 38 ].

Quantitative phase

Population and sampling.

The total population sampling approach in which all undergraduate QU-Health students who had declared their majors (i.e., the primary field of study that an undergraduate student has chosen during their academic program) at the time of conducting the study in any of the four health colleges under QU-Health ( N  = 908), namely, CPH, CMED, CDEM, and CHS, such as Human Nutrition (Nut), Biomedical Science (Biomed), Public Health (PH), and Physiotherapy (PS), were invited to participate in the study. Nursing students were excluded from this study because the college was just established in 2022; therefore, students were in their general year and had yet to declare their majors at the time of the study. The minimum sample size required for the study was determined to be 271 students based on a margin error of 5%, a confidence level of 95%, and a response distribution of 50%.

Data collection

Data was collected in a cross-sectional design. After obtaining the approval of the head of each department, contact information for eligible students was extracted from the QU-Health student databases for each college, and invitations were sent via email. The distribution of these invitations was done by the administrators of the respective colleges. The invitation included a link to a self-administered questionnaire on SurveyMonkey® (Survey Monkey Inc., San Mateo, California, USA), along with informed consent information. All 908 students were informed about the study’s purpose, data collection process, anonymity and confidentiality assurance, and the voluntary nature of participation. The participants were sent regular reminders to complete the survey to increase the response rate.

A focused literature review identified the DREEM as the most suitable validated tool for this study. The DREEM is considered the gold standard for assessing undergraduate students' perceptions of their learning environment [ 35 ]. Its validity and reliability have been consistently demonstrated across various settings (i.e., clinical and non-clinical) and health professions (e.g., nursing, medicine, dentistry, and pharmacy), in multiple countries worldwide, including the Gulf Cooperation Council countries [ 24 , 35 , 39 , 40 , 41 , 42 ]. The DREEM is a 50-item inventory divided into 5 subscales and developed to measure the academic climate of educational institutions using a five-point Likert scale from 0 “strongly disagree” to 4 “strongly agree”. The total score ranges from 0 to 200, with higher scores reflecting better perceptions of the learning environment [ 35 , 39 , 43 ]. The interpretation includes very poor (0–50), plenty of problems (51–100), more positive than negative (101–151), and excellent (151–200).

The first subscale, Perception to Learning (SpoL), with 12 items scoring 0–48. Interpretation includes very poor (0–12), teaching is viewed negatively (13–24), a more positive approach (25–36), and teaching is highly thought of (37–48). The second domain, Perception to Teachers (SpoT), with 11 items scoring 0–44. Interpretation includes abysmal (0–11), in need of some retraining (12–22), moving in the right direction (23–33), and model teachers (34–44). The third domain, academic self-perception (SASP), with 8 items scoring 0–32. Interpretation includes a feeling of total failure (0–8), many negative aspects (9–16), feeling more on the positive side (17–24), and confident (25–32). The fourth domain, Perception of the atmosphere (SPoA), with 12 items scoring 0–48. Interpretation includes a terrible environment (0–12); many issues need to be changed (13–24), a more positive atmosphere (25–36), and a good feeling overall (37–48). Lastly, the fifth domain, social self-perception (SSSP), with 7 items scoring 0–28. Interpretation includes Miserable (0–7), Not a nice place (8–14), Not very bad (15–21), and very good socially (22–28).

Several tools have been developed to explore professional identity in health professions [ 44 ], but there is limited research on their psychometric qualities [ 45 ]. The MCPIS-9 is notable for its robust psychometric validation and was chosen for this study due to its effectiveness in a multidisciplinary context as opposed to other questionnaires that were initially developed for the nursing profession [ 8 , 46 , 47 ]. MCPIS-9 is a validated 9-item instrument, which uses a 5-point Likert response scale, with scores ranging from 1 “strongly disagree” to 5 “strongly agree”. Previous studies that utilized the MCPIS-9 had no universal guidance for interpreting the MCPIS-9 score; however, the higher the score, the stronger the sense of professional identity [ 46 , 48 ].

Data analysis

The quantitative data were analyzed using SPSS software (IBM SPSS Statistics for Windows, version 27.0; IBM Corp., Armonk, NY, USA). The original developers of the DREEM inventory identified nine negative items: items 11, 12, 19, 20, 21, 23, 42, 43, and 46 – these items were reverse-coded. Additionally, in the MCPIS-9 tool, the original developers identified three negative items: items 3, 4, and 5. Descriptive and inferential analyses were also conducted. Descriptive statistics including number (frequencies [%]), mean ± SD, and median (IQR), were used to summarize the demographics and responses to the DREEM and MCPIS-9 scoring scales. In the inferential analysis, to test for significant differences between demographic subgroups in the DREEM and MCPIS-9 scores, Kruskal–Wallis tests were used for variables with more than two categories, and Mann–Whitney U-tests were used for variables with two categories. Spearman's rank correlation analysis was used to investigate the association between perceived learning environment and professional identity development. The level of statistical significance was set a priori at p  < 0.05. The internal consistency of the DREEM and MCPIS-9 tools was tested against the acceptable Cronbach's alpha value of 0.7.

Qualitative phase

A purposive sampling approach was employed to select students who were most likely to provide valuable insights to gain a deeper understanding of the topic. The inclusion criteria required that participants should have declared their major in one of the following programs: CPH, CMED, CDEM, CHS: Nut, Biomed, PS, and PH. This selection criterion aimed to ensure that participants had sufficient knowledge and experience related to their chosen fields of study within QU-Health. Students were included if they were available and willing to share their experiences and thoughts. Students who did not meet these criteria were excluded from participation. To ensure a representative sample, seven FGs were conducted, one with each health professional education program. After obtaining the approval of the head of each department, participants were recruited by contacting the class representative of each professional year to ask for volunteers to join and provide their insights. Each FG involved students from different professional years to ensure a diverse representation of experiences and perspectives.

The topic guide (Supplementary Material 1) was developed and conceptualized based on the research objectives, selected results from the quantitative phase, and the Gruppen et. al. framework [ 1 ]. FGs were conducted online using Microsoft Teams® through synchronous meetings. Before initiating the FGs, participants were informed of their rights and returned signed consent forms to the researchers. FGs were facilitated by two research assistants (AA and OY), each facilitating separate sessions. The facilitators, who had prior experience with conducting FGs and who were former pharmacy students from the CPH, were familiar with some of the participants, and hence were able to encourage open discussion, making it easier for students to share their perceptions of the learning environment within the QU Health Cluster. Participants engaged in concurrent discussions were encouraged to use the "raise hand" feature on Microsoft Teams to mimic face-to-face interactions. Each FG lasted 45–60 min, was conducted in English, and was recorded and transcribed verbatim and double-checked for accuracy. After the seventh FG, the researchers were confident that a saturation point had been reached where no new ideas emerged, and any further data collection through FGs was unnecessary. Peer and supervisory audits were conducted throughout the research process.

The NVIVO ® software (version 12) was utilized to perform a thematic analysis incorporating both deductive and inductive approaches. The deductive approach involved organizing the data into pre-determined categories based on the Gruppen et al. framework, which outlines key components of the learning environment. This framework enabled a systematic analysis of how each component of the learning environment contributes to students' professional development and highlighted areas for potential improvement. Concurrently, the inductive approach was applied to explore students' perceptions of an ideal learning environment, facilitating the emergence of new themes and insights directly from the data, independent of pre-existing categories. This dual approach provided a comprehensive understanding of the data by validating the existing theory while also exploring new findings [ 49 ]. Two coders were involved in coding the transcripts (AA and BM) and in cases of disagreements between researchers, consensus was achieved through discussion.

The response rate was 57.8% (525 responses out of 908), while the usability rate was 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The demographic and professional characteristics of the participants are presented in Table  1 . The majority were Qataris (37.0% [ n  = 142]), females (85.1% [ n  = 332]), and of the age group of 21–23 years (51.7% [ n  = 201]). The students were predominantly studying at the CHS (36.9%[ n  = 144]), in their second professional year (37.4% [ n  = 146]), and had yet to be exposed to experiential learning, that is, clinical rotations (70.2% [ n  = 273]).

Perceptions of students of their learning environment

The overall median DREEM score for study participants indicated that QU Health students perceive their learning environment to be "more positive than negative" (132 [IQR = 116–174]). The reliability analysis for this sample of participants indicated a Cronbach's alpha for the total DREEM score of 0.94, and Cronbach's alpha scores for each domain of the DREEM tool, SPoL, SPoT, SASP, SPoA, and SSSP of 0.85, 0.74, 0.81, 0.85, and 0.65, respectively.

Individual item responses representing each domain of the DREEM tool are presented in Table  2 . For Domain I, QU Health students perceived the teaching approach in QU Health to be "more positive" (32 [IQR = 27–36]). Numerous participants agreed that the teaching was well-focused (70.7% [ n  = 274]), student-focused (66.1% [ n  = 254]) and aimed to develop the competencies of students (72.0% [ n  = 278]). The analysis of students’ perceptions related to Domain II revealed that faculty members were perceived to be “moving in the right direction” (30 [IQR = 26–34]). Most students agreed that faculty members were knowledgeable (90.7%[ n  = 345]) and provided students with clear examples and constructive feedback (77.6% [ n  = 294] and 63.8% [ n  = 224], respectively. Furthermore, the analysis of Domain III demonstrated that QU Health students were shown to have a "positive academic self-perception" (22 [IQR = 19–25]). In this regard, most students believed that they were developing their problem-solving skills (78% [ n  = 292]) and that what they learned was relevant to their professional careers (76% [ n  = 288]). Furthermore, approximately 80% ( n  = 306) of students agreed that they had learned empathy in their profession. For Domain IV, students perceived the atmosphere of their learning environment to be "more positive" (32 [IQR = 14–19]). A substantial number of students asserted that there were opportunities for them to develop interpersonal skills (77.7% [ n  = 293]), and that the atmosphere motivated them as learners (63.0% [ n  = 235]). Approximately one-third of students believed that the enjoyment did not outweigh the stress of studying (32.3% [ n  = 174]). Finally, analysis of Domain V indicates that students’ social self-perception was “not very bad” (17 [IQR = 27–36]). Most students agreed that they had good friends at their colleges (83% [ n  = 314]) and that their social lives were good (68% [ n  = 254]).

Table 3 illustrates the differences in the perception of students of their overall learning environment according to their demographic and professional characteristics. No significant differences were noted in the perception of the learning environment among the subgroups with selected demographic and professional characteristics, except for the health profession program in which they were enrolled ( p -value < 0.001), whether they had relatives who studied or had studied the same profession ( p -value < 0.002), and whether they started their experiential learning ( p -value = 0.043). Further analyses comparing the DREEM subscale scores according to their demographic and professional characteristics are presented in Supplementary Material 1.

Students’ perceptions of their professional identities

The students provided positive responses relating to their perceptions of their professional identity (24.00 IQR = [22–27]). The reliability analysis of this sample indicated a Cronbach's alpha of 0.605. The individual item responses representing the MCPIS-9 tool are presented in Table  2 . Most students (85% [ n  = 297]) expressed pleasant feelings about belonging to their own profession, and 81% ( n  = 280) identified positively with members of their profession. No significant differences were noted in the perception of students of their professional identity when analyzed against selected demographic subgroups, except for whether they had relatives who had studied or were studying the same profession ( p -value = 0.027). Students who had relatives studying or had studied the same profession tended to perceive their professional identity better (25 IQR = [22–27] and 24 IQR = [21–26], respectively) (Table  3 ).

Association between MCPIS-9 and DREEM

Spearman's rank correlation between the DREEM and MCPIS-9 total scores indicated an intermediate positive correlation between perceptions of students toward their learning environment and their professional identity development (r = 0.442, p -value < 0.001). The DREEM questionnaire, with its 50 items divided into five subscales, comprehensively assessed various dimensions of the learning environment. Each subscale evaluated a distinct aspect of the educational experience, such as the effectiveness of teaching, teacher behavior and attitudes, academic confidence, the overall learning atmosphere, and social integration. The MCPIS-9 questionnaire specifically assessed professional identity through nine items that measure attitudes, values, and self-perceived competence in the professional domain. The positive correlation demonstrated between the DREEM and MCPIS-9 scores indicated that as students perceive their learning environment more positively, their professional identity is also enhanced.

Thirty-seven students from the QU Health colleges were interviewed: eleven from CPH, eight from CMED, four from CDEM, and fourteen from CHS (six from Nut, three from PS, three from Biomed, and three from PH). Four conventional themes were generated deductively using Gruppen et al.’s conceptual framework, while one theme was derived through inductive analysis. The themes and sub-themes generated are demonstrated in Table  4 .

Theme 1. The personal component of the learning environment

This theme focused on student interactions and experiences within their learning environment and their impact on perceptions of learning, processes, growth, and professional development.

Sub-theme 1.1. Experiences influencing professional identity formation

Students classified their experiences into positive and negative. Positive experiences included hands-on activities such as on-campus practical courses and pre-clinical activities, which built their confidence and professional identity. In this regard, one student mentioned:

“Practical courses are one of the most important courses to help us develop into pharmacists. They make you feel confident in your knowledge and more willing to share what you know.” [CPH-5]

Many students claimed that interprofessional education (IPE) activities enhanced their self-perception, clarified their roles, and boosted their professional identity and confidence. An interviewee stated:

"I believe that the IPE activity,…., is an opportunity for us to explore our role. It has made me know where my profession stands in the health sector and how we all depend on each other through interprofessional thinking and discussions." [CHS-Nut-32]

However, several participants reported that an extensive workload hindered their professional identity development. A participant stated:

“The excessive workload prevents us from joining activities that would contribute to our professional identity development. Also, it restricts our networking opportunities and makes us always feel burnt out.” [CHS-Nut-31]

Sub-theme 1.2. Strategies used by students to pursue their goals

QU Health students employed various academic and non-academic strategies to achieve their objectives, with many emphasizing list-making and identifying effective study methods as key approaches:

“Documentation. I like to see tasks that I need to do on paper. Also, I like to classify my tasks based on their urgency. I mean, deadlines.” [CHS-Nut-31]

“I always try to be as efficient as possible when studying and this can be by knowing what studying method best suits me.” [CHS-Biomed-35]

Nearly all students agreed that seeking feedback from faculty was crucial for improving their work and performance. In this context, a student said:

“We must take advantage of the provided opportunity to discuss our assignments, projects, and exams, like what we did correctly, and what we did wrongly. They always discuss with us how to improve our work on these things.” [CHS-Nut-32]

Moreover, many students also believed that developing communication skills was vital for achieving their goals, given their future roles in interprofessional teams. A student mentioned:

“Improving your communication skills is a must because inshallah (with God’s will) in the future we will not only work with biomedical scientists, but also with nurses, pharmacists, and doctors. So, you must have good communication abilities.” [CHS-Biomed-34]

Finally, students believe that networking is crucial for achieving their goals because it opens new opportunities for them as stated by a student:

“Networking with different physicians or professors can help you to know about research or training opportunities that you could potentially join.” [CMED-15]

Subtheme 1.3. Students’ mental and physical well-being

Students agreed that while emotional well-being is crucial for good learning experiences and professional identity development, colleges offered insufficient support. An interviewee stated:

“We simply don't have the optimal support we need to take care of our emotional well-being as of now, despite how important it is and how it truly reflects on our learning and professional development” [CDEM-20]

Another student added:

“…being in an optimal mental state provides us with the opportunity to acquire all required skills that would aid in our professional identity development. I mean, interpersonal skills, adaptability, self-reflection” [CPH-9]

Students mentioned some emotional support provided by colleges, such as progress tracking and stress-relief activities. Students said:

“During P2 [professional year 2], I missed a quiz, and I was late for several lectures. Our learning support specialist contacted me … She was like, are you doing fine? I explained everything to her, and she contacted the professors for their consideration and support.” [CPH-7]

“There are important events that are done to make students take a break and recharge, but they are not consistent” [CHS-PS-27]

On the physical well-being front, students felt that their colleges ensured safety, especially in lab settings, with proper protocols to avoid harm. A student mentioned:

“The professors and staff duly ensure our safety, especially during lab work. They make sure that we don't go near any harmful substances and that we abide by the lab safety rules” [CHS-Biomed -35]

Theme 2. Social component of the learning environment

This theme focused on how social interactions shape students’ perceptions of learning environments and learning experiences.

Sub-theme 2.1. Opportunities for community engagement

Participants identified various opportunities for social interactions through curricular and extracurricular activities. Project-based learning (PBL) helped them build connections, improve teamwork and enhance critical thinking and responsibility as stated by one student:

“I believe that having PBL as a big part of our learning process improves our teamwork and interpersonal skills and makes us take responsibility in learning, thinking critically, and going beyond what we would have received in class to prepare very well and deep into the topic.” [CMED-12]

Extracurricular activities, including campaigns and events, helped students expand their social relationships and manage emotional stress. A student stated:

“I think that the extracurricular activities that we do, like the campaigns or other things that we hold in the college with other students from other colleges, have been helpful for me in developing my personality and widening my social circle. Also, it dilutes the emotional stress we are experiencing in class” [CDEM-22]

Sub-theme 2.2. Opportunities for learner-to-patient interactions

Students noted several approaches their colleges used to enhance patient-centered education and prepare them for real-world patient interactions. These approaches include communication skills classes, simulated patient scenarios, and field trips. Students mentioned:

“We took a class called Foundation of Health, which mainly focused on how to communicate our message to patients to ensure that they were getting optimal care. This course made us appreciate the term ‘patient care’ more.” [CHS-PH-38]

“We began to appreciate patient care when we started to take a professional skills course that entailed the implementation of a simulated patient scenario. We started to realize that communication with patients didn’t go as smoothly as when we did it with a colleague in the classroom.” [CPH-1]

“We went on a field trip to ‘Shafallah Center for Persons with Disability’ and that helped us to realize that there were a variety of patients that we had to care for, and we should be physically and mentally prepared to meet their needs.” [CDEM-21]

Theme 3. Organizational component of the learning environment

This theme explored students' perceptions of how the college administration, policies, culture, coordination, and curriculum design impact their learning experiences.

Sub-theme 3.1. Curriculum and study plan

Students valued clinical placements for their role in preparing them for the workplace and developing professional identity. A student stated:

“Clinical placements are very crucial for our professional identity development; we get the opportunity to be familiarized with and prepared for the work environment.” [CHS-PS-27]

However, students criticized their curriculum for not equipping them with adequate knowledge and skills. For example, a student said:

“… Not having a well-designed curriculum is of concern. We started very late in studying dentistry stuff and that led to us cramming all the necessary information that we should have learned.” [CDEM-20]

Furthermore, students reported that demanding schedules and limited course availability hindered learning and delayed progress:

“Last semester, I had classes from Sunday to Thursday from 8:00 AM till 3:00 PM in the same classroom, back-to-back, without any break. I was unable to focus in the second half of the day.” [CHS-Nut-38]

“Some courses are only offered once a year, and they are sometimes prerequisites for other courses. This can delay our clinical internship or graduation by one year.” [CHS-Biomed-36]

Additionally, the outdated curriculum was seen as misaligned with advancements in artificial intelligence (AI). One student stated:

“… What we learn in our labs is old-fashioned techniques, while Hamad Medical Corporation (HMC) is following a new protocol that uses automation and AI. So, I believe that we need to get on track with HMC as most of us will be working there after graduation.” [CHS-Biomed-35]

Sub-theme 3.2. Organizational climate and policies

Students generally appreciated the positive university climate and effective communication with the college administration which improves course quality:

“Faculty members and the college administration usually listen to our comments about courses or anything that we want to improve, and by providing a course evaluation at the end of the semester, things get better eventually.” [CPH-2]

Students also valued faculty flexibility with scheduling exams and assignments, and praised the new makeup exam policy which enhances focus on learning:

“Faculty members are very lenient with us. If we want to change the date of the exam or the deadline for any assignment, they agree if everyone in the class agrees. They prioritize the quality of our work over just getting an assignment done.” [CHS-PS-37]

“I am happy with the introduction of makeup exams. Now, we are not afraid of failing and losing a whole year because of a course. I believe that this will help us to focus on topics, not just cramming the knowledge to pass.” [CPH-9]

However, students expressed concerns about the lack of communication between colleges and clinical placements and criticized the lengthy approval process for extracurricular activities:

“There is a contract between QU and HMC, but the lack of communication between them puts students in a grey area. I wish there would be better communication between them.” [CMED-15]

“To get a club approved by QU, you must go through various barriers, and it doesn't work every time. A lot of times you won't get approved.” [CMED-14]

Theme 4. Materialistic component of the learning environment

This theme discussed how physical and virtual learning spaces affect students' learning experiences and professional identity.

Sub-theme 4.1. The physical space for learning

Students explained that the interior design of buildings and the fully equipped laboratory facilities in their programs enhanced focus and learning:

“The design has a calming effect, all walls are simple and isolate the noise, the classrooms are big with big windows, so that the sunlight enters easily, and we can see the green grass. This is very important for focusing and optimal learning outcomes.” [CPH-5]

“In our labs, we have beds and all the required machines for physiotherapy exercises and practical training, and we can practice with each other freely.” [CHS-PS-27]

Students from different emphasized the need for dedicated lecture rooms for each batch and highlighted the importance of having on-site cafeterias to avoid disruptions during the day:

“We don't have lecture rooms devoted to each batch. Sometimes we don't even find a room to attend lectures and we end up taking the lectures in the lab, which makes it hard for us to focus and study later.” [CDEM-23]

“Not having a cafeteria in this building is a negative point. Sometimes we miss the next lecture or part of it if we go to another building to buy breakfast.” [CHS-Nut-29]

Sub-theme 4.2. The virtual space for online learning

Students appreciated the university library's extensive online resources and free access to platforms like Microsoft Teams and Webex for efficient learning and meetings. They valued recorded lectures for flexible study and appreciated virtual webinars and workshops for global connectivity.

“QU Library provides us with a great diversity and a good number of resources, like journals or books, as well as access medicine, massive open online courses, and other platforms that are very useful for studying.” [CMED-16].

“Having your lectures recorded through virtual platforms made it easier to take notes efficiently and to study at my own pace.” [CHS-PS-38]

"I hold a genuine appreciation for the provided opportunities to register in online conferences. I remember during the COVID-19 pandemic, I got the chance to attend an online workshop. This experience allowed me to connect with so many people from around the world." [CMED-15]

Theme 5. Characteristics of an ideal learning environment

This theme explored students’ perceptions of an ideal learning environment and its impact on their professional development and identity.

Sub-theme 5.1. Active learning and professional development supporting environment

Students highlighted that an ideal learning environment should incorporate active learning methods and a supportive atmosphere. They suggested using simulated patients in case-based learning and the use of game-based learning platforms:

“I think if we have, like in ITQAN [a Clinical Simulation and Innovation Center located on the Hamad Bin Khalifa Medical City (HBKMC) campus of Hamad Medical Corporation (HMC)], simulated patients, I think that will be perfect like in an “Integrated Case-Based Learning” case or professional skills or patient assessment labs where we can go and intervene with simulated patients and see what happens as a consequence. This will facilitate our learning.” [CPH-4]

“I feel that ‘Kahoot’ activities add a lot to the session. We get motivated and excited to solve questions and win. We keep laughing, and I honestly feel that the answers to these questions get stuck in my head.” [CHS-PH-38].

Students emphasized the need for more opportunities for research, career planning, and equity in terms of providing resources and opportunities for students:

“Students should be provided with more opportunities to do research, publish, and practice.” [CMED-16]

“We need better career planning and workshops or advice regarding what we do after graduation or what opportunities we have.” [CHS-PS-25]

“I think that opportunities are disproportionate, and this is not ideal. I believe all students should have the same access to opportunities like having the chance to participate in conferences and receiving research opportunities, especially if one fulfills the requirements.” [CHS-Biomed-35]

Furthermore, the students proposed the implementation of mentorship programs and a reward system to enable a better learning experience:

“Something that could enable our personal development is a mentorship program, which our college started to implement this year, and I hope they continue to because it’s an attribute of an ideal learning environment.” [CPH-11]

“There has to be some form of reward or acknowledgments to students, especially those who, for example, have papers published or belong to leading clubs, not just those who are, for example, on a dean’s list because education is much more than just academics.” [CHS-PS-26]

Subtheme 5.2. Supportive physical environment

Participants emphasized that the physical environment of the college significantly influences their learning attitudes. A student said:

“The first thing that we encounter when we arrive at the university is the campus. I mean, our early thoughts toward our learning environment are formed before we even know anything about our faculty members or the provided facilities. So, ideally, it starts here.” [CPH-10]

Therefore, students identified key characteristics of an optimal physical environment which included: having a walkable campus, designated study and social areas, and accessible food and coffee.

“I think that learning in what they refer to as a walkable campus, which entails having the colleges and facilities within walking distance from each other, without restrictions of high temperature and slow transportation, is ideal.” [CPH-8]

“The classrooms and library should be conducive to studying and focusing, and there should also be other places where one can actually socialize and sit with one’s friends.” [CDEM-22]

“It is really important to have a food court or café in each building, as our schedules are already packed, and we have no time to go get anything for nearby buildings.” [CHS-Biomed-34]

Data integration

Table 5 represents the integration of data from the quantitative and qualitative phases. It demonstrates how the quantitative findings informed and complemented the qualitative analysis and explains how quantitative data guided the selection of themes in the qualitative phase. The integration of quantitative and qualitative data revealed both convergences and divergences in students' views of their learning environment. Both data sources consistently indicated that the learning environment supported the development of interpersonal skills, fostered strong relationships with faculty, and promoted an active, student-centered learning approach. This environment was credited with enhancing critical thinking, independence, and responsibility, as well as boosting students' confidence and competence through clear role definitions and constructive faculty feedback.

However, discrepancies emerged between the two phases. Quantitative data suggested general satisfaction with timetables and support systems, while qualitative data uncovered significant dissatisfaction. Although quantitative results indicated that students felt well-prepared and able to memorize necessary material, qualitative findings revealed challenges with concentration and focus. Furthermore, while quantitative data showed contentment with institutional support, qualitative responses pointed to shortcomings in emotional and physical support.

This study examined the perceptions of QU Health students regarding the quality of their learning environment and the characteristics of an ideal learning environment. Moreover, this study offered insights into the development of professional identity, emphasizing the multifaceted nature of learning environments and their substantial impact on professional identity formation.

Perceptions of the learning environment

The findings revealed predominantly positive perceptions among students regarding the quality of the overall learning environment at QU Health and generally favorable perception of all five DREEM subscales, which is consistent with the international studies using the DREEM tool [ 43 , 50 , 51 , 52 , 53 , 54 ]. Specifically, participants engaged in experiential learning expressed heightened satisfaction, which aligns with existing research indicating that practical educational approaches enhance student engagement and satisfaction [ 55 , 56 ]. Additionally, despite limited literature, students without relatives in the same profession demonstrated higher perceptions of their learning environment, possibly due to fewer preconceived expectations. A 2023 systematic review highlighted how students’ expectations influence their satisfaction and academic achievement [ 57 ]. However, specific concerns arose regarding the learning environment, including overemphasis on factual learning in teaching, student fatigue, and occasional boredom. These issues were closely linked to the overwhelming workload and conventional teaching methods, as identified in the qualitative phase.

Association between learning environment and professional identity

This study uniquely integrated the perceptions of the learning environment with insights into professional identity formation in the context of healthcare education which is a relatively underexplored area in quantitative studies [ 44 , 58 , 59 , 60 ]. This study demonstrated a positive correlation between students' perceptions of the learning environment (DREEM) and their professional identity development (MCPIS-9) which suggested that a more positive learning environment is associated with enhanced professional identity formation. For example, a supportive and comfortable learning atmosphere (i.e., high SPoA scores) can enhance students' confidence and professional self-perception (i.e., high MCPIS-9 scores). The relationship between these questionnaires is fundamental to this study. The DREEM subscales, particularly Perception of Learning (SpoL) and Academic Self-Perception (SASP), relate to how the learning environment supports or hinders the development of a professional identity, as measured by MCPIS-9. Furthermore, the Perception of Teachers (SpoT) subscale examines how teacher behaviors and attitudes impact students, which can influence their professional identity development. The Perception of Atmosphere (SPoA) and Social Self-Perception (SSSP) subscales evaluate the broader environment and social interactions, which are crucial for professional identity formation as they foster a sense of community and belonging.

Employing a mixed methods approach and analyzing both questionnaires and FGs through the framework outlined by Gruppen et al. highlighted key aspects across four dimensions of the learning environment: personal development, social dimension, organizational setting, and materialistic dimension [ 1 ]. First, the study underscored the significance of both personal development and constructive feedback. IPE activities emerged as a key factor that promotes professional identity by cultivating collaboration and role identification which is consistent with Bendowska and Baum's findings [ 61 ]. Similarly, the positive impact of constructive faculty feedback on student learning outcomes aligned with the work of Gan et al. which revealed that feedback from faculty members positively influences course satisfaction and knowledge retention, which are usually reflected in course results [ 62 ]. Importantly, the research also emphasized the need for workload management strategies to mitigate negative impacts on student well-being, a crucial factor for academic performance and professional identity development [ 63 , 64 ]. The inclusion of community events and support services could play a significant role in fostering student well-being and reducing stress, as suggested by Hoferichter et al. [ 65 ]. Second, the importance of the social dimension of the learning environment was further highlighted by the study. Extracurricular activities were identified as opportunities to develop essential interpersonal skills needed for professional identity, mirroring the conclusions drawn by Achar Fujii et al. who argued that extracurricular activities lead to the development of fundamental skills and attitudes to build and refine their professional identity and facilitate the learning process, such as leadership, commitment, and responsibility [ 66 ]. Furthermore, Magpantay-Monroe et al. concluded that community and social engagement led to professional identity development in nursing students through the expansion of their knowledge and communication with other nursing professionals [ 67 ]. PBL activities were another key element that promoted critical thinking, learning, and ultimately, professional identity development in this study similar to what was reported by Zhou et al. and Du et al. [ 68 , 69 ]. Third, the organizational setting, particularly the curriculum and clinical experiences, emerged as crucial factors. Clinical placements and field trips were found to be instrumental in cultivating empathy and professional identity [ 70 , 71 ]. However, maintaining an up-to-date curriculum that reflects advancements in AI healthcare education is equally important, as highlighted by Randhawa and Jackson in 2019 [ 72 ]. Finally, the study underlined the role of the materialistic dimension of the learning environment. Physical learning environments with natural light and managed noise levels were found to contribute to improved academic performance [ 73 , 74 ]. Additionally, the value of online educational resources, such as online library resources and massive open online course, as tools facilitating learning by providing easy access to materials, was emphasized, which is consistent with the observations of Haleem et al. [ 75 ].

The above collectively contribute to shaping students' professional identities through appreciating their roles, developing confidence, and understanding the interdependence of different health professions. These indicate that a supportive and engaging learning environment is crucial for fostering a strong sense of professional identity. Incorporating these student-informed strategies can assist educational institutions in cultivating well-rounded healthcare professionals equipped with the knowledge, skills, and emotional resilience needed to thrive in the dynamic healthcare landscape. Compared to existing quantitative data, this study reported a lower median MCPIS-9 score of 24.0, in contrast to previously reported scores of 39.0, 38.0, 38.0, respectively. [ 76 , 77 , 78 ]. This discrepancy may be influenced by the fact that the participants were in their second professional year, known for weaker identity development [ 79 ]. Students with relatives in the same profession perceived their identity more positively, which is likely due to role model influences [ 22 ].

Expectations of the ideal educational learning environment

This study also sought to identify the key attributes of an ideal learning environment from the perspective of students at QU-Health. The findings revealed a strong emphasis on active learning strategies, aligning with Kolb's experiential learning theory [ 80 ]. This preference suggests a desire to move beyond traditional lecture formats and engage in activities that promote experimentation and reflection, potentially mitigating issues of student boredom. Furthermore, students valued the implementation of simple reward systems such as public recognition, mirroring the positive impact such practices have on academic achievement reported by Dannan in 2020 [ 81 ]. The perceived importance of mentorship programs resonates with the work of Guhan et al. who demonstrated improved academic performance, particularly for struggling students [ 82 ]. Finally, the study highlighted the significance of a walkable campus with accessible facilities. This aligns with Rohana et al. who argued that readily available and useable facilities contribute to effective teaching and learning processes, ultimately resulting in improved student outcomes [ 83 ]. Understanding these student perceptions, health professions education programs can inform strategic planning for curricular and extracurricular modifications alongside infrastructural development.

The complementary nature of qualitative and quantitative methods in understanding student experiences

This study underscored the benefits of employing mixed methods to comprehensively explore the interplay between the learning environment and professional identity formation as complex phenomena. The qualitative component provided nuanced insights that complemented the baseline data provided by DREEM and MCPIS-9 questionnaires. While DREEM scores generally indicated positive perceptions, qualitative findings highlighted the significant impact of experiential learning on students' perceptions of the learning environment and professional identity development. Conversely, discrepancies emerged between questionnaire responses and FG interviews, revealing deeper issues such as fatigue and boredom associated with traditional teaching methods and heavy workloads, potentially influenced by cultural factors. In FGs, students revealed cultural pressures to conform and stigma against expressing dissatisfaction, which questionnaire responses may not capture. Qualitative data allowed students to openly discuss culturally sensitive issues, indicating that interviews complement surveys by revealing insights overlooked in quantitative assessments alone. These insights can inform the design of learning environments that support holistic student development. The study also suggested that cultural factors can influence student perceptions and should be considered in educational research and practice.

Application of findings

The findings from this study can be directly applied to inform and enhance educational practices, as well as to influence policy and practice sectors. Educational institutions should prioritize integrating active learning strategies and mentorship programs to combat issues such as student fatigue and boredom. Furthermore, practical opportunities, including experiential learning and IPE activities, should be emphasized to strengthen professional identity and engagement. To address these challenges comprehensively, policymakers should consider developing policies that support effective workload management and community support services, which are essential for improving student well-being and academic performance. Collaboration between educational institutions and practice sectors can greatly improve students' satisfaction with their learning environment and experience. This partnership enhances the relevance and engagement of their education, leading to a stronger professional identity and better preparation for successful careers.

Limitations

As with all research, this study has several limitations. For instance, there was a higher percentage of female participants compared to males; however, it is noteworthy to highlight the demographic composition of QU Health population, where students are majority female. Furthermore, the CHS, which is one of the participating colleges in this study, enrolls only female students. Another limitation is the potentially underpowered statistical comparisons among the sociodemographic characteristics in relation to the total DREEM and MCPIS-9 scores. Thus, the findings of this study should be interpreted with caution.

The findings of this study reveal that QU Health students generally hold a positive view of their learning environment and professional identity, with a significant positive correlation exists between students’ perceptions of their learning environment and their professional identity. Specifically, students who engaged in experiential learning or enrolled in practical programs rated their learning environment more favorably, and those with relatives in the same profession had a more positive view of their professional identity. The participants of this study also identified several key attributes that contribute to a positive learning environment, including active learning approaches and mentorship programs. Furthermore, addressing issues like fatigue and boredom is crucial for enhancing student satisfaction and professional development.

To build on these findings, future research should focus on longitudinal studies that monitor changes in the perceptions of students over time and identify the long-term impact of implementing the proposed attributes of an ideal learning environment on the learning process and professional identity development of students. Additionally, exploring the intricate dynamics of learning environments and their impact on professional identity can allow educators to better support students in their professional journey. Future research should also continue to explore these relationships, particularly on diverse cultural settings, in order to develop more inclusive and effective educational strategies. This approach will ensure that health professional students are well-prepared to meet the demands of their profession and provide high-quality care to their patients.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

United Nations Educational, Scientific, and Cultural Organization

European Union

American Council on Education

World Federation for Medical Education

Communities of Practice

Qatar University Health

College of Health Sciences

College of Pharmacy

College of Medicine

Dental Medicine

College of Nursing

Human Nutrition

Biomedical Science

Public Health

Physiotherapy

Dundee Ready Education Environment Measure

Perception to Learning

Perception to Teachers

Academic Self-Perception

Perception of the Atmosphere

Social Self-Perception

Macleod Clark Professional Identity Scale

Focus Group

InterProfessional Education

Project-Based Learning

Hamad Medical Corporation

Hamad Bin Khalifa Medical City

Artificial Intelligence

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The authors would like to thank all students who participated in this study.

This work was supported by the Qatar University Internal Collaborative Grant: QUCG-CPH-22/23–565.

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Study conception and design: BM, and SE; data collection: BM, OY, AA, and AD; analysis and interpretation of results: all authors; draft manuscript preparation: all authors. All authors reviewed the results and approved the final version of the manuscript.

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Mukhalalati, B., Aly, A., Yakti, O. et al. Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study. BMC Med Educ 24 , 886 (2024). https://doi.org/10.1186/s12909-024-05875-4

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DOI : https://doi.org/10.1186/s12909-024-05875-4

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