Enhancing the thesis experience: insights from master’s students

Postgraduate programmes, including master’s and doctoral courses worldwide, are notable for nurturing critical thinking, rigorous research skills and intellectual independence. A pivotal part of this journey is the thesis course – a capstone experience where students engage deeply with an original research question, applying the skills they’ve acquired. Yet, ensuring this experience is both enriching and accessible requires continuous dialogue between educators and students. 

At the School of Economics at the University of Queensland, our online survey and interviews with 20 master’s students led to one simple piece of advice: “Plan ahead! Nothing is too early when it comes to writing a thesis.” 

Early preparation is essential for a successful thesis journey. Students should begin by exploring potential supervisors and aligning their research interests as early as possible. Likewise, selecting the right courses early on is crucial for building the skills and knowledge necessary for their thesis. Thesis course coordinators should emphasise this message at the earliest stage.

The postgraduate coursework thesis

At our school, master’s students can choose to complete a thesis course over one or two semesters after finishing prerequisite courses in statistics and research methods. These students must conduct research and write a thesis on a topic of their choice within their area of interest.

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As postgraduate coordinator and programme leader of the master’s programme in international economics and finance, Shino Takayama was the thesis course coordinator, while co-author Ransi Jayawardena served as the course administrator. It quickly became apparent that thesis students often struggled to find a suitable supervisor and identify a topic where they could effectively apply their knowledge. So, we conducted surveys and interviews with these students to confirm that the difficulties we observed indeed aligned with their experiences. 

Our goal in identifying these points is to enhance the learning experience for students in the thesis course.

1. Early guidance on course selection  

Students pointed out the need for clearer guidance early in their programme on how courses such as statistics connect to potential thesis topics. This feedback highlights the importance of helping students see these connections from the start. For instance, respondents asked which courses were most relevant for those aiming to explore macroeconomic policy versus those diving into micro-level labour market analysis in their thesis. Mapping thesis topics to coursework early in the programme will help students make informed choices, ensuring they tailor a strong foundation to their research interests.  

Some students highlighted the importance of developing technical skills such as data analysis in writing their economics theses. This also highlights the importance of early guidance on course selection, because students will have more time to develop a necessary skill for conducting their thesis research.

2. Streamlined supervisor matching  

Selecting a supervisor is one of the most critical decisions a student makes during their thesis journey. Our students called for a more structured process to help them find supervisors whose expertise and mentoring styles aligned with their research goals. Transparent directories of faculty specialisations, combined with opportunities for informal interaction through workshops or seminars, can facilitate this process. In our school, we collect potential thesis topics from each faculty member and circulate them to students. This way, students can choose a topic that aligns with the research interests of a potential supervisor.

3. Academic writing support for international students  

Finally, we recognise that for international students, academic writing in English can be a challenge. The conventions of scholarly expression differ across cultures, and international students noted the need for an academic writing course. Such a course could cover essentials such as constructing clear arguments, proper citation practices and understanding the nuances of academic tone. By reducing barriers to effective communication, students can improve their ability to present research with confidence. An academic writing course is occasionally offered at our university. Those who attended the course expressed the view that it was useful. It is important to share this information with students.

Guiding students towards a successful thesis journey

In the first week of term we held a lecture to provide guidance to students enrolled in thesis courses, where we encouraged them to review past theses. At our university, the library maintains a collection of theses that received high scores upon approval. Additionally, two survey respondents emphasised the need for better access to library resources tailored to thesis-writing. They highlighted challenges in locating relevant journal articles, datasets and specialised reference materials critical to their research. As a supervisor, I always demonstrate how to find the right information sources to my advisees. In future, we may organise a session in collaboration with library staff to guide students on effectively using library resources.

Our survey showed what students need to successfully complete their theses. By listening to their voices, we can transform their thesis journey into an experience that is as empowering as it is educational. 

Shino Takayama is senior lecturer and Ransi Jayawardena is postgraduate admin officer, both in the School of Economics at the University of Queensland, Australia.

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