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How can i find a masters' dissertation.

We don't generally hold Masters' Dissertations, and see our guide to dissertations and research projects for more information, but your department may have some hard copies, or they may make some available in their Moodle modules.

• Finding Resources
• Last Updated Oct 03, 2023
• Answered By Debs Furness

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What is different about dissertation research?

Where should i start, what is a literature review, why are literature reviews important, what is a literature search, should i conduct a ‘systematic review’, can i get help with researching my dissertation.

The research process for your dissertation requires a different approach from that you'll have used during your taught modules. Rather than being guided to relevant sources by a lecturer, you’re responsible for finding, selecting, evaluating and managing all your research sources. You'll be using many more sources than you'll have consulted for smaller pieces of assessed work, and perhaps different types of information from those you've used previously, so you need to think carefully about your approach to your information gathering and management activities.

If you're unsure where to start, then some background reading should help you get underway. Start by looking at broad themes and topics of interest, viewing sources like textbooks, subject dictionaries and encyclopaedias which examine larger fundamental concepts, before narrowing your search to look for specific research in your area of study. If you find some really useful material, such as relevant articles or books, you can mine these for all sorts of other useful related sources. For example:

• Has the author written additional material on the topic?
• Does the work have useful keywords or subject terms you can use for further research?
• Does the work have references or a bibliography you can use to explore related material?

A literature review summarises and analyses the literature you've found through your research. In a literature review, the literature itself is the subject of discussion. The aim of a literature review is to demonstrate that you’ve read, and have a good grasp of, the main published material concerning a particular topic or question in your field. A literature review isn’t a straightforward summary of everything you’ve read on a topic. It’s an evaluative analysis of what’s been discovered in your field. The review should describe, summarise, evaluate and clarify this literature. Research and Writing Skills for Dissertations and Projects  is a UCL Moodle course available to all UCL students and looks at the skills associated with researching and writing an extended piece of work. Module 4 focuses on the literature review process.

When academics and industry professionals conduct research, they usually publish the work in books, journal articles and conference proceedings. For the most part, this is the 'literature' you need to find and review. A literature review sets the scene for your work. It places your research in context and shows how it relates to and builds upon the work of others. It’s also your chance to tell people why your work matters, why it’s relevant, and how it contributes original research to your field. Importantly, a literature review helps you find out how to do research. It shows which research methods have worked in the past and which ones haven’t. This can be a big help when planning your own research strategy.

For your dissertation, you’re likely to need to perform a literature search. A literature search is a well-thought-out, organised search and evaluation of literature available on a topic. A well-structured literature search is an effective and efficient way to locate sound evidence on the subject you're researching. 'Literature' can include journal articles, newspaper articles, official publications, conference proceedings, archives, book chapters, etc. View the literature searching page on this guide for further details about planning your search, common search techniques and developing a search strategy.

Systematic reviews are a type of literature review that follow a very rigorous and systematic searching, screening and analysis process. You can find out more about the process on our guide to systematic reviews . Usually a systematic review addresses a focused, structured research question to inform understanding on a particular topic and often to support evidence-based decision-making in that area. To do a full systematic review can be an extremely time-consuming process and requires a lot of resources, but you may want to incorporate some similar methodology, such as systematic approaches to literature searching or data analysis, without necessarily carrying out a full review. This can be considered to be a systematic style review, or a “light” systematic review.

Your Subject Liaison Librarian or Site Library can provide support for your dissertation through their subject guides which offer guidance on accessing quality academic resources. Send them an email for personalised support or book a one-to-one appointment .

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• Last Updated: Apr 18, 2024 6:08 PM
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Open@UCL Blog

Open Access theses

By Kirsty, on 31 March 2021

Among the many things that can be made Open Access; publications, data, software, and so many more, it is now increasingly more common for PhD theses to be made Open Access. This can be a great resource when you are undertaking your own PhD to get an idea of scope, structure and can be a great source of ideas.

Finding Open Access theses

UCL Library Services manages the DART-Europe service, the premier European portal for the discovery of open access research theses.  At the time of writing, this service provides access to over one million research theses from 564 Universities in 29 European countries.  It was founded in 2005 as a partnership of national and university libraries and consortia to improve global access to European research theses.  It does this by harvesting data from thesis repositories at contributing institutions, including from UCL Discovery (see below), and providing a link to at least one open access electronic copy of each thesis.  The theses themselves are located on the websites of the contributing institutions.

Users of the DART-Europe portal can search this vast database by keyword, or browse by country or institution, and view the research theses in full, without charge.  New theses are added every day, from doctoral and research masters programmes in every academic discipline.  For more information about the service, please contact the DART-Europe team .  Institutions not currently represented in the portal can view information on how to contribute to DART-Europe .

In normal times, the digitisation of doctoral theses can also be requested on an individual basis through the British Library’s e-theses online service (EThOS) .  This is a database of all UK doctoral theses held in university library collections, with links to open access copies in institutional repositories, and hosted directly in EThOS, where available.  If an electronic copy is not available, you can create an account with the service to request digitisation of the print copy: this prompts the institution where the thesis is held to find and check the print thesis, and then send it to the British Library’s facility at Boston Spa for digitisation.  Please note that this process incurs a charge (which is indicated during the requesting process) and is currently suspended due to COVID-19 restrictions.

Your thesis – UCL Discovery

Since the 2008-09 academic year, UCL students studying for doctoral and research master’s degrees have been required to submit an electronic copy of their thesis to the Library as a mandatory condition of the award of their degree.  Students are encouraged to make their theses openly available in UCL Discovery , our open access institutional repository, although in practice access can be restricted for a number of reasons if necessary.  A citation of the thesis appears in UCL Discovery even if access to the full text is restricted.

Older theses have also been digitised and added to UCL Discovery retrospectively.  The bulk of this work has been carried out as part of a specific project covering over 10,000 theses from 1990 to 2008.  This project is ongoing but mostly complete: over 7,000 digitised theses have been added to UCL Discovery during the last twelve months alone by Library Services staff who have not been able to carry out their normal work due to COVID-19 restrictions.

If you cannot access a UCL thesis which is listed online through these methods, please contact the Open Access Team , who will be able to provide advice on options for obtaining access.

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Thesis Template for University College London

UCL Thesis LaTeX Template © Ian Kirker, 2014

This is a template/skeleton for PhD/MPhil/MRes theses. It uses a rather split-up file structure because this tends to work well for large, complex documents. We suggest using one file per chapter, but you may wish to use more or fewer separate files than that. We've also separated out various bits of configuration into their own files, to keep everything neat.

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UCL School of Management

University college london, ashleigh topping | 23 march 2022, msc business analytics student wins cdrc masters dissertation scheme award.

As a part of the MSc Business Analytics programme at UCL School of Management, students undertake a practical consulting project with a company or an independent research project. Using the skills and knowledge they have developed on the programme, students analyse data and come up with actionable insights which may be around improving a particular area of the business, changing a process, or getting a more thorough understanding of its customers and target market.

Disa Ramadhina from the Class of 2021, shares her experience from a project with the Consumer Data Research Centre (CDRC) and Entain , an FTSE 100 company specialising in sports betting and gaming interactive entertainment.

Disa shares what she learnt from the project, her reaction to winning the best dissertation award, and how the skills she developed studying MSc Business Analytics at UCL School of Management have prepared her for her role as a Data Analyst at Entain.

What attracted you to working on a project in partnership with the consumer data research centre (cdrc)?

Prior to starting my Master’s at UCL School of Management, I studied Psychology at King’s College London, so I’ve always been interested in the topic of consumer behaviour. Applying to a project in partnership with the CDRC was therefore a natural next step.

I came across the CDRC (a centre which leads engagement between industry and academia) through the MSc Business Analytics Program Director, David Alderton. I was particularly drawn to the project topic by Entain. I was unfamiliar with the company at first, until I realised they owned the betting brands Ladbrokes and Coral. Having been in London for four years, I’ve quite often come across their betting shops while walking around the city.

Ultimately, it was Entain’s reputation as a leading company within the gaming and sports betting industry, as well as the opportunity to analyse consumer behaviour, that motivated me to apply to their project in partnership with the CDRC.

WHat problem or need was investigated through the student consulting project?  

The pandemic-driven changes in consumer behaviour led to the hypothesis that during lockdown, a lot of Entain’s new online customers have a retail background, i.e. they are retail customers who may have migrated online due to retail shop closures in the UK.

With methods of classification, we can predict whether an online customer has a retail background; and we found demographical and behavioural differences between groups of online customers with and without a retail background. In turn, the findings of the project can be used to further investigate the differences in manifestations of problem-gambling between the two customer groups to create a more sustainable customer base. More on the project can be found here .

how do you think the skills that you learned on the msc business analytics programme helped you support entain?

The project was dependent on the use of programming tools, which I had no prior knowledge of before the programme. The modules Statistical Foundations of Business Analytics, Marketing Analytics, Programming, and Predictive Analytics particularly helped me support Entain throughout the project, as they taught me to utilise R and Python to analyse data, and to train machine learning models. Not only that, but the way the module leaders at the school dealt with the pandemic and structured our online learning taught me soft skills, which helped me adjust to the ways of online working. This was particularly useful while conducting the project during the pandemic, as the Entain team were based in Gibraltar while I was based in London.

Can you tell us a little about winning the best dissertation award? 

After completing the project, I was notified by the CDRC that I was shortlisted for the 2021 cohort’s top three dissertations. I was invited to present my project alongside other shortlisted candidates, which was followed by a virtual prizegiving ceremony. Winning the best dissertation award was very rewarding, and I would like to share two lessons that I have learned:

     1. Projects come in different shapes and sizes

Having the opportunity to watch other candidates’ presentations of their projects gave me insights into what other students worked on for months, which in hindsight was completely different to my project. This showed me that dissertation projects encompass a broad range of topics, which made me appreciate the scale at which analytics could be applied into.

     2. The importance of communication skills

I learned that having effective communication skills is critical to dissertation projects. I thought, how do I present my results so they are meaningful to the audience? Whether it be academics, or business stakeholders, no matter how good the analysis or how complex the methodology, the project must be communicated well for others to appreciate it. 

When did you graduate and what have you been doing since you graduateD?

I graduated from MSc Business Analytics in December 2021. Since then, I have been working as a Data Analyst at Entain in their Compliance/Safer Gambling Analytics Department. Within the role, I am responsible for managing end-to-end analytics projects relating to the management of customer journeys to promote safer gambling. The projects start with data extraction and analysis through SQL, R, and Python, and end in translating the findings into actionable insights presented through PowerPoint or visualized through Tableau dashboards. 

I would like to give special thanks to the Entain Gaming team, Piotr Smolinski, Joana Georgieva, and William Collins, for guidance and mentorship throughout the project; to the CDRC for the opportunity to work on the Masters’ Dissertation Scheme; and to David Alderton for the support from UCL as a Program Director and Personal Tutor.

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State school teachers face significantly poorer job quality compared to their private school peers

28 May 2024

Sixty percent of state school teachers report always coming home from work exhausted compared to 37% of teachers at ‘top’ private schools, finds research from Professor Francis Green.

The prevalence stands in contrast to 18% of non-teachers, while 50% of teachers in ‘other’ private schools similarly reported always coming home from work exhausted. 

The disparity in teacher’s working conditions between private and state schools is highlighted in a new report published by think tank Private Education Policy Forum (PEPF) over the weekend, written by Professor Green (IOE) with researchers at Cardiff University.  

The report analysed data from a National Education Union (NEU) survey of over 14,000 teachers in both sectors. This includes educators at ‘top’ private schools, identified as the institutions featured in The Times Parent Power 2023 Performance Guide to Schools. 

The findings also indicate a disparity in task autonomy: only 60% of state school teachers reported having a great deal of choice over daily tasks, compared to 78% of teachers in top private schools and 70% in other private schools. 

Psychological research shows that the effect of high work intensity is greater in contexts of low task autonomy. State school teachers, who have reported less task autonomy, describe working at a higher speed three-quarters of the time (86%) – though this number is also reflected in the responses of private school teachers (80%). 

Private school teachers have also reported strenuous working conditions, suggesting that these challenges are reflected across both sectors – especially in contrast to other professions. 

“ One teacher said: “It's not good, expected to do too many hours. No work-life balance, no support from senior management, no support for my mental health”.

The report notes however that there are fewer favourable reports about working conditions from state school teachers – suggesting these circumstances may have contributed to the 15,000 teachers who moved from state to private schools between 2014 and 2023. 

The report calls on leaders in the government, state and private sectors to address problems around teacher workload. 

Professor Green says “The government has been warned over and over about the exhausting working conditions faced by teachers but keeps failing to properly act. Sticking-plaster policies will not cut it. 

“Now, our research shows that those working at state schools face especially exhausting conditions compared to those in private schools. It means the decades-long failure to improve poorer working conditions in state schools is exacerbating the many gaps between the state and private sector, to the detriment of the 93% of children in the state-funded sector.”

• Read the report: A comparison of job quality for teachers in private and state schools
• Read in The Times: Private school in fear of teachers striking over pensions
• Professor Francis Green’s research profile
• Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES)
• Department of Education, Practice and Society

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All NAU theses and dissertations are published electronically through ProQuest . The Office of Graduate & Professional Studies partners with Cline Library to make all NAU theses and dissertations accessible through our institutional repository.

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What does it take to get an MFA from RISD? These thesis projects will give you some idea

The 2024 RISD Graduate Thesis Exhibition opened to the public at the Rhode Island Convention Center last Wednesday and will remain open through June 1, which is RISD graduation day, and also online at risdgrad.show . Wednesday evening's reception gave a first look at the thesis work of more than 200 MFA grads in sculpture, painting, architecture, industrial design, jewelry, ceramics, graphic arts, furniture design and more.

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All the highlights from Class Day 2024

It was with great pleasure that friends and family members of the Class of 2024 gathered in McCosh Hall on Monday, May 27th for the Economics Department’s annual Class Day celebration.

At the beginning of the ceremony, Economics Department Chair Wolfgang Pesendorfer recognized the many challenges this year’s graduating class overcame when their journey at Princeton began in 2020. 

“Your high school senior year was profoundly disrupted and many of you missed out on your high school graduation ceremonies,” Pesendorfer noted. “Your time at Princeton started out most inauspiciously: First only virtual, then mostly confined to your dorm rooms. I am sure this was not the college experience you had envisioned for yourselves.”

“But here you are, having navigated those challenges with resilience and determination. Congratulations.”

Here’s a quick look at some of the biggest moments from this year’s Class Day celebration.

Shirley Ren awarded the Halbert White ’72 Prize in Economics

Shirley Ren receives the Halbert White ’72 Prize in Economics and the Wolf Balleisen Memorial Prize for the best thesis on an economics subject.

This year’s Halbert White ‘72 Prize in Economics–awarded annually to the department’s top student as evidenced by excellence in department coursework and creativity in their Junior Paper and Senior Thesis–went to Shirley Ren.

In addition to majoring in economics, Ren, whose thesis was titled “ An Asset Demand Approach to Studying Recent Trends in Chinese Equity Markets,” also earned certificates in Finance, Statistics and Machine Learning, Applied and Computational Mathematics, Political Economy, and East Asian Studies.

The 2024 Senior Thesis Prize winners

Every year, the department recognizes students whose Senior Thesis projects exemplify quality, creativity, and academic rigor.

The John Glover Wilson Memorial Award for the best thesis on international economics or politics was awarded to Antek Hasiura for their thesis titled “Currency Crises in the Age of Decentralized Finance.”

The Walter C. Sauer ’28 Prize, awarded annually to the student whose thesis or research project on any aspect of United States foreign trade is judged to be the most creative, was awarded to Dickson Bowman for their thesis titled “An Analysis of the Cross-Border Effects of Mexican President Felipe Calderón’s Cartel Kingpin Strategy.”

The Griswold Center for Economic Policy Studies Prizes, awarded to the best policy-relevant theses, were given to:

• Jampel Dorjee for their thesis titled “How the Rich Stay Rich: Intergenerational Wealth Transfer in the British Aristocracy, 1860-2022.”
• Joe Fast for their thesis titled “The Effect of the Minimum Wage on Disability Insurance Recipients.”
• Samantha Lee for their thesis titled “The Effects of Market Exclusivity Loss on Medication Utilization Dynamics: A Comparative Analysis of Cardiovascular and Psychotherapeutic Drugs.”
• Tucker Saland for their thesis titled “Climate Value at Risk: A Model Calibration Approach to Green Financing, Environmental Taxes, and Climate Change.” 
• Aaron Ventresca for their thesis titled “The Effect of the Tax Cuts and Job Acts of 2017 on Private Charitable Giving.”

The Burton G. Malkiel *64 Senior Thesis Prizes in Finance were awarded to:

• Ben Cai for their thesis titled “Examining Changes in Individual Payment Choice Behavior.”
• Bofan Ji for their thesis titled “Liquidity Regime Unveiled: Integrating Liquidity Measures Through Gaussian Mixture-Driven Hidden Markov Models.”

The Elizabeth Bogan Prize in Economics , awarded annually for the best thesis or theses in health, education or welfare, was awarded to Maya Satchell for their thesis titled “The Private Market Meets Affordable Housing: Low-Income Housing Tax Credit Properties Improve Low-Income Neighborhoods with Minimal Effects on High-Income Neighborhoods.”

The Daniel I. Rubinfeld ’67 Prizes in Empirical Economics , awarded for the best theses in empirical economics, were given to:

• John Mulunda for their thesis titled “Less Money, More Problems: An Analysis of U.S. Public Pension Plans’ Funded Ratio, Asset Allocation, and Investment Returns from 2001-2022.”
• Michael Zhou for their thesis titled “A Factor Model for Correlation Risk Premium Returns.”

Finally, the Wolf Balleisen Memorial Prize for the best thesis on an economics subject written by an economics major went to Shirley Ren for their thesis titled “An Asset Demand Approach to Studying Recent Trends in Chinese Equity Markets.”

Expressing gratitude for our outstanding graduate student preceptors and faculty advisers

During this year’s Class Day ceremony, Pesendorfoer also recognized six graduate students for going above and beyond as preceptors. The winners of this year’s Graduate Student Teaching Prizes were Narek Alexanian , Dexin Li , Carol Shou , Rafael Schwalb , Jesse Silbert , and So Hye Yoon .

Professors Mikkel Plagborg-Møller and Kelly Noonan were each awarded the Harvey Rosen Teaching Prize for their outstanding contributions to undergraduate education, and Assistant Professor Karthik Sastry was recognized for his commitment to undergraduate advising.

“He pushed me to think deeper about development economics and the many moving parts that go into implementing a large-scale policy,” one student said of Sastry’s efforts. 

“He provides thoughtful and helpful advice and comments, and never once made me feel rushed.”

Recognizing campus-wide contributions and the department’s all-star student athletes

Finally, Pesendorfer gave special recognition to several students whose contributions to Princeton extended far beyond the department. 

Pesendorfer recognized Stephen Daniels , who was one of eight seniors, out of 180 nominations, to win the 2024 Spirit of Princeton award for his service and contributions to campus life. He also recognized Sydney Eck , who was one of three undergraduates this year to win the Princeton Research Day Orange and Black Award. Eck won the award for her Junior and Senior Independent Work, which focused on health economics in India and China. 

Pesendorfer also recognized many of the department’s student athletes, whose achievements made the entire university proud. Those students include: 

• Cate Bade and the women’s softball team won the Ivy League tournament, the post-season tournament and advanced to the NCAA.  
• Tommy Barnds and Pace Billings, as a part of the men’s lacrosse team, won the Ivy League post-season tournament and advanced to the NCAA.
• William Cauley and Joe Fast were Ivy League champions in men’s track and field.
• Alastair Cho was an Ivy League champion for men’s squash.
• Christian Hartch and the men’s water polo team made it to the final four of the NCAA championship. 
• Ellie Mitchell and the women’s basketball team were Ivy League champions, winning the post-season tournament and advancing to the NCAA. 
• Samantha DeVito , Ellie Mueller , and Grace Tauckus , as part of the women’s lacrosse team, made it to the second round of the NCAA.
• Jen Estes and Marissa Hart , as part of the women’s soccer team, also made it to the second round of the NCAA. 
• Ben Harrington and the men’s volleyball team made it to the quarterfinals of the EIVA tournament.
• Mariachiara (Kikka) Giudici competed with the women’s openweight crew team, which ranked third nationally.

Congratulations to the incredible Class of 2024! We can’t wait to see everything you achieve in the years ahead.

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