Writing a Thesis/ Research Proposal: A step by Step

Guide
This is a very important document for those who are on the verge of embarking a research project or planning to
write a thesis of any level or thinking to publish a paper in scholarly journal. For any research project, a road map or
a visual map is very important. Poor planning or unavailability of such map leads nowhere. Thus, thesis proposal is a
basic document in this concern. This is a self learning document. It will teach you about the steps involved in writing
thesis proposal and even it will force you to gauge out the worth of your topic for the academic world or your
targeted readership. Hope, you will find it useful

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
4
H O N O U R S M A S T E R S M I N O R
T H E S I S MASTERSM A J O R T H E S I S PHD
D E F I N I T I O N
A substantial projectwhich demonstratesan understanding of the research processand
scholarlyconventions of thediscipline.•An ordered, criticalexposition of knowledge
gainedthrough student’sown effort.• D e m o n s t r a t e s s o u n d under-standing of research
process.Shows evidence of advanced knowledge in aspecialistfield.Candidate has:•conducted a
substantialpiece of research; hasbeen conceived• conducte d and re porte d by the
candidate underacademic supervision inan academic environmentfor a prescribed period.
S C O P E
Similar to Mastersminor thesis.• N ot ne ce ss a rily ne w line of enquiry orcontribution
toknowledge, but stilllocates topic incontext of criticalreview.• D e m o n s t r a t e s knowledge
of appropriatemethodology.Not necessarily new lineof enquiry, but showsthat student has
masteredresearch and synthesisingskills in producing acontribution toknowledge.Similar to
Masters Researchdegree, but deeper, morecomprehensive treatment of subject.
S C H O L A R S H I P
Demonstrates ability topresent study in adisciplined way inscholarly conventions of the
discipline.• Shows e vide nce of independentinvestigation and testingof hypotheses.•Ability
to make criticaluse of published work.•Appreciation of relationship of topic towider field
of knowledge.• C ompe te nce in independent work.•Understanding of approaches
andtechniques appropriateto research question.• S h o u l d d r a w generalisations orfurther
hypotheses fortesting.• De mons tra te s authority in candidate’s field andshows evidence
of knowledge in relevantcognatefield.•Mastery of appropriatemethodologicaltechniques and
awarenessof limitations. • Makes adistinct contribution toknowledge.•Originality of approach
orinterpretation.•Ability to communicateresearch findingseffectively in professionaland
internationalcontexts.•Research apprenticeship iscomplete and holder isadmitted to
thecommunity of scholars inthe discipline.
L E N G T H
Varies bydepartment; dependson weighting againstcoursework.10,000 - 20,000 words,depends
on weightingagainst coursework.Varies by faculty; max.50,000 words.Max. 100,000 words.
(adapted from Powles, 1994:24-25)

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
5
1 . 2 D i ff e r e n c e s A c c o r d i n g T o
D i s c i p l i n e s
There are also considerable differences between the sciences, the humanities andthe social
sciences as far as students' range of topic choice, students' degree of freedom in choosing
specific research questions, and the overall timing of theresearch project is concerned. The
following table provides an overview of disciplinary influences on topic selection.
S C I E N C E S H U M A N I T I E
S S O C I A L
S C I E N C E S / A P P L I E D P R O F E S S I
O N A L F I E L D S
R A N G E
restricted range of choice;suitable topics made availableby department according tostaff expertise,
researchinterest and research fundingstudents usually required toinitiate own topics; take
intoaccount supervisor’s interestsand availability of datawide range of practices: fromclose direction
of sciencemodel to deliberate absence of direction of the humanitiesmodel
D E G R E E O F F R E E D O M
students may have morefreedom on deciding researchquestion, but often closedirection by
supervisorsupervisor reluctant tointerfere in topic choice,theoretical perspective,method, specific
researchquestiontopics and research questionsoften derived from field of student’s professional
practice
G U I D A N C E / T I M I N G
research question decidedearly; schedules, timelines,deadlines are importantsupervisor guides
student inunderstanding how thechosen theoretical frameworkis situated against
existingtheoretical development in thefield or in related fieldsidentification of specificresearch question
may takeconsiderable time as studentsrequire a good deal of disciplinary and method-ological
grounding before theyare able to formulate specificresearch questions(adapted from Parry and
Hayden, 1996:2-3)
Exercise
Think about the following questions:
s
Into what disciplinary area does your research field fall? Can it be clearlylocated in one area or
does your research go across disciplines?
s
Depending on the amount of preparation you have already done, what hasbeen your
experience with regard to topic choice, degree of freedom andguidance?
s
If you are still very much at the beginning of your research, think about whatproblems you
might encounter and how you might deal with them.

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
6
1 . 3 I s M y T o p i c F e a s i b l e ?
You may start with a rather vague idea of a research topic. It is then necessary toassess how the
topic can be narrowed down to potential sub-topics for morethorough consideration. The
following checklist contains one set of generalquestions, and five sets of specific questions for
specific types of topics. It isrecommended that you read all the questions in all sub-sections
because thequestions may trigger ideas that you have not considered previously. Also, you willnot be
able to answer all the questions at this stage. Rather, use them to guideyour thinking.
(a)Questions about the topic in general
(1)Is there current interest in this topic in your fi eld or in a closely related field?
(2)Is there a gap in knowledge that work on this topic could help to fill or a
controversy that it might help to resolve?(3)Is it possible to focus on a small enough
segment of the topic to makea manageable thesis project?(4)Can you envisage a way to
study the topic that will allow conclusions tobe drawn with substantial objectivity. Is the
data collection approach(i.e. test, questionnaire, interview) acceptable in your school?(5)Is there a
body of literature available relevant to the topic? Is a search manageable?(6)Are
there large problems (i.e. logistic, attitudinal) to be surmounted inworking in this topic?
Do you have the means to handle them?(7)Does the topic relate reasonably well to
others done in yourdepartment? If not, do you have any information about
itsacceptability?(8)Would financial assistance be required? If yes, is it available?(9)Are the
needed data easily accessible? Will you have control of thedata?(10)Do you have a
clear statement of the purpose, scope, objectives,procedures, and limitations of the study?
Do you have a tentative tableof contents? Are any of the skills called on by the study skills that
youhave yet to acquire?
(b)Questions for topics employing a research question orhypothesis
( 1) Do y ou ha ve acce pta ble s ta te me nts of re se a rch ques tions or hypotheses?

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
7
(2)Can you specify how you will answer the questions or test the hypotheses?
(3)Would the thesis be a contribution if the fi ndings do not support
thehypotheses or fail to answer the questions?(4)Have subsidiary questions or
hypotheses been identifi ed that deservestudy along with the major ones?(5)Are
there alternative questions or hypotheses that might explain the findings
anticipated?
(c)Questions for topics requiring interviews for data collection
(1)What style or type of interview is best suited to the objectives of the study?
(2)Does an interview protocol exist that fits the purposes of the investigation? Has it
been pilot tested?(3)How will the data be recorded and collated for optimum
speed,accuracy, and reliability?(4)How will matters of confidentiality and permission be
handled?(5)How will bias in the interviewer and the respondent be minimised
ormeasured?
(d)Questions for topics using a questionnaire approach
(1)What form of questionnaire will be most productive for this kind of study? Has
it been tested?(2)How will questionnaire items be related specifically to the purpose
of the investigation?(3)Why is the questionnaire the tool of choice for data
collection?(4)How will it be assured that the questionnaire will be answered?(5)How
will the questionnaire responses be validated? Analysed?
(e)Questions for topics involving mathematical analysis of data
(1)What quantitative analyses are planned? What will they produce?(2)Are the
quantitative analyses appropriate to the kinds of data collected? (3)What level of
confidence will be accepted as significant? Why?(4)Are there computer programs
that will save time, energy, and money?Are they available?(5)What rational and
subjective interpretation will be needed to be given tothe statistical findings to make them
meaningful?

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
8
(f)Questions for topics making use of existing data from othersources
(1)Are the data relevant? Reliable? Valid? Complete?(2)Are there limitations on the
present or future availability or utilisationof the data?(3)Why is it better to use
these data than to collect one's own afresh?(4)What additional data need to be
collected? What and why?(5)What obligations to the other sources go along with
publication basedon these data?
(g)Questions for topics involving tests and testing in data gathering
(1)Are the tests the most valid and reliable obtainable? (2)Do the tests
discriminate against significant groups in the sample?(3)Do the tests provide direct
measures of the key variables in the study?(4)How will confi dentiality be
preserved?(5)What interpretations will be needed to make the test results
meaningfulin relation of the purpose of the investigation?
(adapted from Mauch and Birch, 1989:47-49)
From these questions we can extract a number of issues that are relevant to
mostresearch topics:
s
Solution to some problem
s
Importance of "how"
s
Justification of "how"
s
Objectivity vs. bias
s
Importance of interpretationIn addition to these, when your research deals with human
beings or with sensitivematerial:
s
ConfidentialityThe answers to these questions are by no means easy, and some questions
mayeven seem unanswerable at this early stage of your research. But keeping thesequestions
in mind and
trying to think
of an answer will force you to refine andpolish your topic until the project becomes acceptable
and manageable.

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
9
Exercise
Think about the following:(1)Which of these questions and issues are relevant to your
research?(2)What further questions and issues do you think may be relevant
for yourresearch?(3)Can you think of any preliminary answers how you might deal with
thesequestions?
1 . 4 F o c u s i n g T h e T o p i c
Exercise
The following represents three consecutive drafts of a thesis outline. In whichorder do you
think these drafts were written? Which draft do you think found thesupervisor's approval
and why?
O u t l i n e A
(1)The conflicting ambitions of the two great power rivals, the Soviet Unionand Great
Britain in Iran from 1921 to 1941.(a) The concept of rivalry(b) The area of influence in
international relations(2)International events as external elements of rivalry in
Iran(3)Internal decisive elements which made the two great power rivals interestedin
competing against each other in areas such as oil and security belt.
O u t l i n e B
(1)Great Powers - USSR and GB - perception and nature of interests in the Middle
East, especially in Iran, from 1921 to 1941.(a) perception of each other(b) nature of their
rivalry(2)Middle powers as pawns in a geopolitical area which involves great
powerrivalry(3)How such rivalry impacts upon the internal and external policies of Iran.
WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning
Centre, University of Sydney
10
O u t l i n e C
(1)Types of Iranian foreign policy vis-a-vis outside rival powers since nineteenthcentury:
(a) Membership of an alliance(b) Establishment of acknowledged sphere of influence(c)
Neutrality(d) Balance of power(e) Collective security(2)Domestic spheres of the time and
policies adopted(a)Socio-cultural(b) Economic - military(c)Political(3)International and regional
systems of the times(4)Discussion of the relevance and coherence between the
respective spheresand the different policies together with evaluation of the efficacy
inmaintaining the Iranian integrity and independence.(c) was the first draft. The topic is far too
broad and general, andthe proposal is purely descriptive.(a) was the second draft. The topic
has become more focused andthere is now an interpretive element, “rivalry”; but still,
theargument is not very clear.(b) was the final draft and the supervisor was happy with it.
Thefocus has become even stronger and a clear thesis has emerged:The middle powers as
pawns between the great pow
WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning
Centre, University of Sydney
11
( 2 ) W h a t i s a T h e s i s
P r o p o s a l ?
2 . 1 P u r p o s e O f A T h e s i s
P r o p o s a l
In the most general sense, a thesis proposal is
"a document that
presents a case
for anideaandtheactiononeproposeswithrespecttoit."
(Krathwohl, 1988:12, emphasisadded)Its purpose is
"to
justify
what you plan to do in order to gain approval for it."
(Thornquist, 1986:3, emphasis added)
2 . 2 W h y W r i t e A T h e s i s P r o p o s a l ?
s
A thesis proposal lays the
groundwork
for the research you're planning todo.
s
Because it forces you to think through the whole project from beginning toend, you will be able
to anticipate problems that may occur during the courseof your study and to be prepared
for them.
s
If you have an idea where you're going it's easier to get there.
2 . 3 R e q u i r e m e n t s o f a P r o p o s a l
In order to achieve its purpose, a thesis proposal must fulfil the following
generalrequirements:•Establish a context for your research and demonstrate the
need for it•Show that your study will meet this need, and how it will meet this need, i.e.the
method you will useMore specifically, a research proposal should have the following elements:
s
Introduction
Nature of the problemWhy the problem is importantHow your research would
contribute to the solution of the problem

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
12
s

Research question or hypothesis

For example, what is the relationship between two or more concepts,variables, phenomena,
things, events, etc. This should also include adefinition of terms. This section can also state
subsidiary questions or sub-hypotheses.
s
A review of the relevant literature
This should not simply be a list of summaries with some comments addedon, but an
integrated statement that
explains why
these studies or theoriesare important to your research. (See what we said earlier about
"present acase" and "justify what you plan to do"!)
Note: The Learning Centre offers a special workshop “Writing a Literature Review”.
s

A description of the procedure.

This can include:- a description of the theoretical or conceptual framework- sources of
evidence and authority- analytical technique and research design- a timetable for completing the
study.
s
A trial table of contents
This has the following advantages:- it shows the reader the dimensions of the research topic- it
provides the writer with a temporary organisational framework.
Bibliography
At this stage the bibliography does not need to be complete. Its purpose is togive the supervisor
an indication of the quality of sources available, and itenables the supervisor to suggest
additional sources that you may haveoverlooked.(adapted from Powles, 1994:23)

WRITING A THESIS PROPOSAL: INDEPENDENT LEARNING RESOURCES © 2001 Learning

Centre, University of Sydney
13
3 . W r i t i n g t h e P r o p o s a l
3 . 1 A u d i e n c e
The proposal should be written for “an intelligent, well-informed person, but one
whoisnot
deeply involved in the particular problems you are addressing.” (Mauchand Birch, 1989:65)
3 . 2 G e t t i n g S t a r t e d
The first step in preparing a research proposal is to prepare a rough draft. Thefollowing
questions, and any additional questions that may be relevant to yourstudy, can provide a
framework for this.Start by writing preliminary answers to these questions. At this stage, the
answersdo not have to be, and cannot be, complete. This is merely a means to get youover the
first hurdle.(1)What is the tentative title?The emphasis here is on "tentative". The title will
change as your researchprogresses.(2)Why do you want to do this research? What do you think
you will be able tosay when your research is complete?(3)What steps will you have to take to
accomplish what you want to do? Can youput these steps into a sequential order?(4)What
facilities will you need?(5)What kind of help from other people will you need?(6)What kind
of permission will you need?(adapted from Mauch and Birch, 1989:57-58)If your research
involves human being or animals, your research will need to beapproved by the relevant Ethics
Committee. Some general information isavailable from the University of Sydney website
athttp://www.usyd.edu.au/ethics/ (This is general information only. You will needto contact the
Ethics Committee yourself and obtain any clearance andpermission that may be required.)While
the answers to these questions are still rather rough and tentative, youshould take some time to
edit this preliminary outline once or twice so that itbecomes a cohesive text, not simply a string
of answers. Also, while the content of