A GUIDE TO ACADEMIC WRITING

by Marko Seppnen, Eila Pajarre & Mika Hannula

FACULTY OF BUSINESS AND TECHNOLOGY MANAGEMENT 2008

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PREFACE

In the spring of 2006, Tampere University of Technology published a guide to academic

writing that concerned all the degree programmes. The guide includes general

instructions and recommendations related to writing academic papers. In different

disciplines, different requirements are set on academic writing and, therefore, many

departments have their own additional guides that describe in more detail the practices

of their own particular discipline. The purpose of this guide is to familiarize the student

with the process of conducting academic research in the Faculty of Business and

Technology Management.

The guide describes conducting research as a process and briefly introduces the

different parts that an academic paper consists of. Formal conventions are discussed

whenever they differ from the general guidelines introduced in the thesis writing guide

by Tampere University of Technology. Some of the instructions in this guide are given

to complement the general guidelines. The differences between the guides are printed in

bold.

This guide is a translated version of the guide to academic writing published in Finnish

in the Department of Industrial Engineering and Management in 2006. It is used in the

degree programmes of Information and Knowledge Management, Industrial

Engineering and Management and in the International Masters Programme in Business

and Technology. However, there is no reason why it could not be used in other faculties

and universities as well. The authors welcome any constructive feedback for improving

future editions and express their gratitude to everyone involved in the updating process.

Tampere, November 30th 2006

Authors

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TABLE OF CONTENTS

PREFACE

TABLE OF CONTENTS

1. INTRODUCTION __________________________________________ 4

2. CONDUCTING RESEARCH_________________________________ 5

3. WRITING A PAPER ________________________________________ 6

3.1. The Process of Writing a Paper_____________________________ 6 3.2. Choosing a Topic________________________________________ 6 3.3. Getting to Know and Finding Source Material __________________ 7 3.4. Using the Sources _______________________________________ 9 3.5. Defining the Research Problem____________________________ 10 3.6. Choosing the Approach and the Method ____________________ 11 3.7. Analysing the Results and Making Conclusions _______________ 12

4. THE STRUCTURE OF A PAPER ____________________________ 14

4.1. The Outline of a Paper___________________________________ 14 4.2. The Title______________________________________________ 15 4.3. The Cover Page________________________________________ 15 4.4. Abstract ______________________________________________ 16 4.5. Preface_______________________________________________ 16 4.6. Table of Contents ______________________________________ 16 4.7. Abbreviations and Signs _________________________________ 17 4.8. Introduction ___________________________________________ 17 4.9. Theory _______________________________________________ 18 4.10. Material, Methods and Analysis of Material _________________ 18 4.11. Research Results _____________________________________ 19 4.12. Conclusion and Discussion ______________________________ 19 4.13. List of References _____________________________________ 19 4.14. Appendices __________________________________________ 20

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5. FORMAL CONVENTIONS OF AN ACADEMIC PAPER___________ 21

5.1. General ______________________________________________ 21 5.2. Spelling and Grammar___________________________________ 21 5.3. The Cover ____________________________________________ 21 5.4. Text and Formatting_____________________________________ 22 5.5. Pictures and Tables _____________________________________ 23 5.6. Citing in the Text and Making a List of References _____________ 24

6. BACHELORS THESIS ____________________________________ 27

6.1. About the Bachelors thesis_______________________________ 27 6.2. The Structure of a Bachelors thesis ________________________ 28

7. MASTERS THESIS _______________________________________ 29

7.1. Regulations on Masters Theses and Preconditions for Starting the Work __________________________________________________ 29 7.2. Funding a Masters Thesis _______________________________ 30 7.3. Choosing a Topic, the Supervisors and the Examiners__________ 30 7.4. Supervision and Approval of a Masters Thesis _______________ 30 7.5. Receiving the Diploma___________________________________ 31

LIST OF REFERENCES_________________________________________ 33

APPENDICES (9)

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1. INTRODUCTION

Getting familiar with conducting academic research is an essential part of the Master of Science degree. This does not only refer to writing the Masters Thesis, but writing seminar papers for different courses also forms an important part of practising how to conduct research and write according to the academic conventions.

This guide complements the guide Thesis Writing at Tampere University of Technology. It is used in the degree programmes offered by the Faculty of Business and Technology Management. The underlying purpose of the guide is to describe the most central issues in conducting academic research in the fields of Industrial Engineering and Management and Information and Knowledge Management. In this guide, the term paper refers to various types of research reports that students write as a part of their studies. These can include Masters Theses, Bachelors Theses, special projects, course papers, seminar papers or other academic papers. Our guide is not meant for writing doctoral theses.

Different papers have different criteria. For example, for papers briefer than Masters or Bachelors Theses it is not required to compile a bibliography as extensive as in Masters or Bachelors Theses. This guide presupposes that all the different types of academic papers have the same structural parts, but that the scope and depth of the sections depend on the requirements set for a specific paper.

When you are putting together a paper, remember that there is more to the process than just writing. A written paper is a product that you get after you have searched for and gathered your data, analysed it and drawn your conclusions. Dont underestimate the importance of the final, written product, as the entire research process will often be evaluated on the basis of the paper alone. A badly written paper can easily diminish the credibility of even the most careful research.

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2. CONDUCTING RESEARCH

According to Airila & Pekkanen (2002, p. 44), conducting research means the rational and systematic pursuit of knowledge. The goal of conducting any research, therefore, is to find an answer to a predetermined problem by systematically searching for knowledge. Different scientific disciplines have somewhat different goals and criteria set for scientific research. Some disciplines concentrate mostly on so-called basic study that is conducted without any immediate, practical end in mind, whereas for example economics typically uses applied research which aims for problem solving in practice (Olkkonen 1993, p. 18).

The terms objectivity, reliability and repetition are often connected with academic research (Uusitalo 2001). In practice, the first two mean that the researcher should carry out the study so that his or her own bias do not restrict the analysis of the research material and do not affect the results. The research results should be identical regardless of the person who conducts the study. Repetition means that the results should remain unchanged if the same study is repeated under similar circumstances. In the fields of Industrial Engineering and Management and Information and Knowledge Management, the nature of the research questions does not often allow precise repetition (an interview research performed at a certain moment, for example) and therefore, repetition is expressed in the research report by a careful description of the research process which enables the reader to follow the research process thoroughly.

It is also typical of academic research that the research problem is examined by adapting an appropriate research approach and a methodology to match the applied approach. Each scientific discipline applies its own established approaches and methodologies and different disciplines might even use similar terminology with completely different meanings. This guide discusses mainly the approaches and methods that are typically used in the field of business economics.

In addition to the prerequisites mentioned above, academic research also entails contribution. This means that, through the conducted research, the field has acquired new knowledge with scientific value. At the university level, only doctoral theses are expected to meet all the requirements set for academic research. Still, students are advised to follow the principles of academic research in all the courses included in the Master of Science degree where they are required to write academic seminar papers of different levels.

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3. WRITING A PAPER

3.1 The Process of Writing a Paper

Drawing up a paper is research, and everyone with a Master of Science degree should have the basic skills necessary for conducting research. Research is about defining a problem, looking for and analysing relevant data, possibly about making empirical observations, and, first and foremost, about drawing relevant conclusions.

When you are writing your first academic papers, you often focus on the conventions of the paper and the writing itself. These conventions may seem strict, but it is important to take them seriously. A scientist must know the rules of academic writing, and be able to write text that is easy to read. Only then can you concentrate on what is most important solving the research problem.

Writing is, to a high degree, a means of processing thoughts. A paper is not written linearly from introduction to conclusion. Some sections of the paper need more writing than others. Usually, you cannot draw your conclusions until you have completed the research itself. There is no need to feel frightened even when you notice that you have written pages of text that seem irrelevant. Even if you cannot use the text for the paper, it is likely that writing it was necessary to help organise your thoughts.

Papers must be written in good English. The sentences should be explicit and relatively short. If you are not sure about spelling or grammar, go over the rules of the language. Language mistakes or illegibility jeopardise the credibility of the entire paper.

3.2 Choosing a Topic

When you are choosing a topic, start with your own experiences and interests. Practical knowledge of a topic will help you understand the phenomenon, and interpret and apply the results. The choice is also influenced by the type and level of the paper. The topic of a Bachelors thesis can be picked rather freely, as long as the supervisor of the work thinks it suitable. The topic of a Masters thesis is influenced, among other things, by the needs of the company or individual that you are writing it for.

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You should remember, however, that being too familiar with the topic sometimes leads to bad research, too. This is because the researcher is not always objective enough about his or her topic. In other words, the research may be burdened by subjective views on the phenomenon or the subject matter in general. Preconceived notions or taking things for granted can steer a research process so you do not pay attention to everything that is relevant. You should discuss the choice of topic with your supervisor.

The topic you choose at the beginning of your research may not be the final title of the paper. Often the topic becomes more and more defined and specific during the process of research. It is rarely a good idea to change the topic completely, because this means you have to do a lot of the work all over again. At the point when the work is nearly finished, most researchers have to carefully compare the title with the contents and goals of the paper and, if necessary, redefine it.

3.3 Getting to Know and Finding Source Material

After you have chosen a preliminary topic, start getting to know sources that deal with the subject matter. You should start with the latest books and articles. Use their reference lists or bibliographies to track the development of the topic back in time, and increase your knowledge of it. At this point, you should get to know plenty of material, but scan read it only. Try to find your own point of view and approach, and discover the previous research that is closely connected to them. At the same time you will become familiar with research into the subject matter and areas related to it.

There is no need to be overly critical about the sources at this point, because you have not set your actual goals yet. As you familiarise yourself with the source material, your knowledge keeps growing and it becomes easier to define the research problem, set the goals and limit the topic. At the same time, your ability to understand the sources improves. In order to comprehend the context of your study you have to become familiar with several different sources.

As your understanding increases, you frequently find that the topic of your research is a very wide field of problems. You should then redefine the topic and the goals of the research to suit the extent of the paper. A badly defined topic can easily lead to superficial treatment of the subject. A clearly defined topic is easier to control and enables you to go into the matter in sufficient detail.

Sources often conflict with one another. In other words, different scholars and writers support different views. If they do not, you probably have not acquired enough source material. If you present different definitions and claims from different sources you show a maturity of thought that is necessary for writing academic papers.

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The value of the sources should primarily be measured according to the thoughts that they present. You should look at the ideas critically, but without prejudice. What counts is justifying the ideas. When you are looking for and choosing source material, do not just make use of the sources that you agree with. If you do not have an open, yet critical attitude towards a source, you will easily lose objectivity and your work may suffer.

There are many ways to look for and acquire source material. You can access the selection provided by the library of Tampere University of Technology by using the TUTCAT-database at http://www.tut.fi/library/en. The library also has a digital library called dLib at http://www.tut.fi/library/dlib/. It includes a wide variety of links to different kinds of electronic materials, including a large selection of PDF-formatted publications in the fields of technology and business. For example, the electronic materials provided by the producers Elsevier and Springer include thousands of articles from different academic publications in whole text format. This digital library can be used only on campus network or accessed by a VPN connection. In addition, it is possible to use different CD-ROMs and databanks in the TUT library.

The source books or articles should come from more than one country. Sometimes the topic is so new, however, that there is no actual literature specifically on that topic. In this case you must try to grasp the larger context. No phenomenon or object is without a context: a new method of calculating costs, for instance, can always be looked at in the light of previous methods of cost calculation.

Articles from professional and scientific journals or magazines give your research topicality and show you have practical understanding of it, too. Conference publications, on the other hand, are not that far from scientific articles, and it is not always easy to distinguish between these two. Some of them represent solid scientific research, while others are mainly descriptions of incomplete research processes.

You can and should use the Internet when you are looking for sources. Actual web pages arent suitable sources, usually, but search engines and portals will help you get hold of scientific articles, as well as consultation and other commercial reports. You should, however, be particularly careful of the last two mentioned.

TUTCAT and other similar databases in other academic libraries are available to everyone. Other useful databases include LINDA (a union catalogue of all Finnish university libraries available online), TAMCAT at the University of Tampere, and TEEMU at Helsinki University of Technology. Links to the databases can usually be found on the web pages of the university in question or collectively at LINNEANET. In addition to using the library at TUT, you should also make use of the libraries in other universities and public libraries in the region. If you have the chance, take part in the library introduction during the orientation for new international students. Some of the

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services the libraries provide are not free of charge. Usually students have to pay for these services themselves. If you are writing your thesis for a company, you might want to discuss the expenses with them.

3.4 Using the Sources

When writing a thesis, you should use versatile sources. Basic literature that has become classic in the discipline brings credibility and depth to your research, scientific articles give you the chance to familiarise yourself with the current state of research, and professional and other magazines make the object of study seem more tangible. Basic textbooks are not sufficient principal sources. Using already existing Masters theses as source material requires careful consideration. If the other thesis has looked at the same problem from another point of view, you should mention it in your own thesis. You should not, however, base an essential part of your work on another thesis. When considering suitable sources, doctoral dissertations are quite another matter than Masters theses since the scientific standards that doctoral dissertations have to meet are significantly higher.

If the paper includes terminology or concepts1 that have not established themselves in the discipline, you must define them separately by referring to your principal sources. You should also do this with any words that are not established vocabulary. You will typically find that the same term is defined differently in different sources. If the term is central to the paper, it is useful to present various alternatives. In the end you will find yourself using one of them or giving your own definition. In both cases you must give the reasons for your choice.

When you are writing the theoretical section, also pay special attention to careful referencing. You cannot create the framework of your research by taking a piece here and another there because this would mean that you do not really have to think about what it is you are writing about. This will leave the framework fragmented and obscure. You must become familiar with various writers ideas to be able to write a critical, academic paper. Your job is to carefully weigh ideas from the different sources and, based on them, make your own conclusions.

Instead of citing second-hand sources, find the original source, unless it is much too hard to come by. It is important to be critical of your sources and to assess their credibility. You should be wary of, say, information in a company brochure. Previous

1 Terminology, the system of terms belonging or peculiar to a science, art or specialized subject, and concept, an idea of something formed by mentally combining all its characteristics or particulars; a construct. (Websters Encyclopaedic Unabridged Dictionary of the English Language 1989)

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research into a topic may also be unreliable, even completely flawed. Be especially critical of web-publications and articles in magazines that do not use so called refereeing1.

A researcher should always follow the ethical principles, rules, norms, values and virtues determined by the research community. Plagiarism means presenting someone elses writing or ideas as your own. In order not to make themselves guilty of plagiarism writers should always mention all the references as explicitly as possible. A student will always be punished for plagiarism. It is also a serious offence against good academic practice and the original writer of the text. Plagiarism is strictly forbidden in all papers, including seminar papers. TUT considers plagiarism equal to cheating in an exam.

3.5 Defining the Research Problem

The starting point of research is always the research problem that you want to solve. It is often best to pose the problem in the form of a question. There is frequently more than one problem related to the area of study. It is seldom practical or even sensible to try to solve all the research problems in one thesis. After you have gotten to know the source material thoroughly enough, you will be able to define a particular research problem and a research question. Then you can also choose the point of view of your research.

For instance:

Research problem: Profitability of electronic business Research question: Is electronic business profitable? Point of view: The point of view of an engineering workshop within the steel

industry

The research problem can often be further divided into sub-problems. This way, when you solve the sub-problems, you solve the actual research problem, too.

1 Refereeing (also: peer reviewing) is where one or more experts (or peer experts) review an article before it is published. This usually leads to the article being accepted, rejected or returned to the writer with suggestions. The referee and the writer dont usually know who the other one is.

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For instance:

Sub-problem 1: The costs of electronic business Sub-problem 2: The profit from electronic business Sub-problem 3: The technical facilities of the company and the clients Sub-problem 4: Long-term changes in the marketplace Sub-problem 5: Suitable methods of investment calculation

You could just as well pose the sub-problems as questions. The aim of the research is, of course, to solve the actual research problem, or, in other words, answer the research question. In the paper the research problem is often worded as a goal:

The main goal of the research is to find out if electronic business is profitable in the steel industry. Component aims are as follows: the research will look at the costs of electronic business on a general level and at the makeup of the profits. It will investigate the technical facilities of the company in question and its customers, and assess the long-term changes in the marketplace. Finally, it will introduce methods of investment calculation that are suitable for determining the profitability of electronic business.

Setting the goals of the research is closely connected to choosing the title. You should avoid very long titles a title does not have to include everything. In the previous example the title

The profitability of electronic business in the steel industry

would work well. A good title gives you the central content of the paper in a few words. In most cases the title is redefined along the process of research. It is important to make sure that the title, the goals and the content of the research are in line with one another. The title should not have abbreviations in it.

3.6 Choosing the Approach and the Method

Different research problems are solved by using different research approaches and methods. The research approach determines how information is gathered and processed. In economics, an approach can also be referred to as a paradigm or a research strategy. Research methods, on the other hand, refer to the actual means of gathering and processing information that are used to implement the approach in practice. Each research approach has its own particular structure according to which the study is carried out. Similarly, each research approach applies certain methods. To put it simply, the approach applied in the research is determined by the underlying research problem.

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The methods are selected from all the methods considered appropriate for the determined research approach.

The researcher must describe the approach and methodology applied in his or her study as explicitly as possible. It is also possible that the study includes elements from many different research approaches. Thus, the researcher must actually familiarise himself or herself with several different approaches and methods. Appendix 6 includes more information about research approaches.

One of the most important principles of scientific research is that you must be able to repeat a research project. This requirement must not be interpreted literally, though. The aim is not to attempt to repeat a certain research identically in a different place and time. In the fields of Information and Knowledge Management and Industrial Engineering and Management the aforementioned principle should be realized by providing such a detailed description of the research and the process of carrying out the research that the reader can understand how the results were obtained.

3.7 Analysing the Results and Making Conclusions

Analysing the results of theoretical research is already partially included in building the framework for the research. With the help of reasoning, a researcher tries to describe a phenomenon by creating conceptual systems or models of the phenomenon in order to develop methods that will contribute to decision-making.

Empirical research includes both analysis of concepts and empiricism. A researcher uses existing information to create a theoretical framework that describes the problem and uses it to analyse the data he or she is observing. The analysis of the data can be either quantitative (e.g. statistical) or qualitative depending on which is more effective in solving the research problem.

The present guide differs from the TUT thesis writing guide in that it recommends that when the results are first presented they are not interpreted or compared with other studies. This kind of interpretation is done in the conclusion and discussion, which is an established procedure in the research publications in the fields of Information and Knowledge Management and Industrial Engineering and Management. The researcher analyses the results by using the theoretical framework he or she has created and emphasizes the matters that are most important from the point of view of the underlying goals of the research.

The conclusion and discussion-chapter is where you present all the conclusions. The chapter must answer the research problem and show that the goals of the research have

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been met. It must also compare the results and conclusions of the research with others in the same area, if any are available. The larger the paper, the more newsworthy the results should be. In the conclusion and discussion-chapter, also evaluate how successful the research was. If there are potential sources of error, you must mention them. When you show that you are critical of your own work, and answer the question What could I have done differently? you show the reader that you are a mature writer, which is a credit to your paper.

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4. THE STRUCTURE OF A PAPER

4.1 The Outline of a Paper

The outline of a paper usually follows a certain pattern. The extent of the paper influences the number of headings, but, practically speaking, a course paper and a Doctoral thesis should have the same basic components. If the paper is not very extensive, you can fit more into one heading than in a paper that is more large-scale. The introduction of a report or a Bachelors thesis, for instance, can include the research problem, the approach and the methodology: they do not have to have their own chapters. In a Masters thesis, on the other hand, there should be sub-chapters dedicated specifically to them.

Below you will find an established outline for an academic paper. You can depart from it for a well-justified reason. Different disciplines of science have slightly different structures for research reports or student papers. The nature of the research also has a strong impact on the outline. Sometimes, for example, it may be difficult to separate the evaluation of the research results from the evaluation of the research as a whole. You should always discuss the outline of your paper with your supervisor or examiner.

Abstract

Finnish Abstract1

Preface

Table of Contents

Abbreviations and Signs2

1. Introduction

1.1 Research Background

1.2 Research Problem, Point of View and Definition of Topic

1.3 Research Goals

1.4 Research Approach and Method

2. Theory (usually at least two chapters)

1 This is required in thesis written by Finnish speaking students only. 2 This part is not always necessary at all, or it may require an entire chapter.

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3. Material and Methods (applied research)1

4. Research Results (and their evaluation)2

5. Conclusion and Discussion

5.1 Conclusions 5.2 Evaluation of the Research 5.3 Recommendations to the Supplier of Funding and the Scientific

Community

List of References

Appendices

The names and numbers of the chapters (1-4) should be formulated according to the topic, but their order should remain the same. Outline your paper so that you only need three levels of chapters and sub-chapters. You can change the number of chapters if the content of the paper requires this. All chapter-levels should, however, have at least two chapters in them.

4.2 The Title

A lot of people read the title of a publication, but not many read the publication from the beginning to the end. By making your title as expressive as possible, you can inspire readers to take an interest in it. A good title describes the content accurately, but with as few words as possible.

The title of the thesis must not include more than one language, and should be written in the same language as the thesis itself. Avoid abbreviations, as well. Clearly established vocabulary or abbreviations (such as FMS or MIS) are exceptions to the previous rules, but there must be no chance of misinterpretation. You can find more detailed instructions about the title in the TUT thesis writing guide.

4.3 The Cover Page

The layout of the cover page follows the instructions presented in the TUT thesis writing guide. However, the statement concerning the approval given by the

1 You can describe the actual research process in the introduction as well, as you present your methods. Many papers do not have a distinct empirical part, and so they do not have this chapter, either. However, if your research includes experiments or interviews, for instance, describe them here. 2 You can also evaluate your results as you evaluate your research as a whole, if that is the nature of the project.

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examiner departs from the instructions given by TUT. The cover page of Bachelors theses and other smaller theses must additionally include the student number.

4.4 Abstract

The abstract is designed to help a reader understand the significance of the paper, without containing the writers opinions or assessment of the work. The abstract must be made so explicit and clear that even a person who is not familiar with the discipline can grasp the content. Also, the person grading the thesis will be better able to evaluate how well the writer has understood his or her own research. The abstract page and the bibliographical information presented at the top of the page are written according to the TUT thesis writing guide. Appendix 4 presents an example of the layout of the abstract.

One guideline for writing an abstract is to consider it in three different parts. The first part gives a short description of the goal of the research (usually without explaining its background). The second part, which is usually the longest one, describes the theoretical background, research approach, research material and methods. The third and final paragraph explains the most important results and how they can be made use of. If you keep these instructions in mind, writing the abstract will not be so hard. Also remember that the abstract is the last thing you write, even though it is at the beginning of the paper. You should not use the first person singular form in the abstract and it is not recommended to be used in other parts of the thesis, either. The abstract should be written in the past tense.

4.5 Preface

In the preface you can make general comments about the thesis, and describe its background, the way the research proceeded, and what kind of problems or revelations you had. Usually writers also thank the examiner, the source of funding and any persons who have significantly contributed to the paper. More detailed instructions about the preface can be found in the TUT thesis writing guide.

4.6 Table of Contents

The table of contents (appendix 5) contains the chapter headings and the page numbers where the chapters begin. For the sake of clarity, carefully indent sub-chapters. The table of contents differs from the TUT thesis writing guide in that the page numbering begins from the abstract in Roman numerals (i, ii, iii, iv etc.). The page numbering starts again from the introduction in Arabic numerals (1, 2, 3, 4, etc.) and

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ends in the end of the list of references. The paper should not include more than three levels of chapters.

4.7 Abbreviations and Signs

The chapter that presents the abbreviations and signs used in the thesis is written according to the TUT thesis writing guide. If a sign or abbreviation is defined in the text, or has a description of its content in it, add a reference to that section of the text into the list. Sometimes it is also useful to present the definitions of the most central concepts in this context.

4.8 Introduction

The introduction should attract readers attention and show you have understood your own topic. Do not give a detailed description of the theory, methods or results in the introduction, or mention your conclusions or recommendations. If you want to call the chapter something other than introduction, you can choose a more fitting heading.

You can make the first subchapter of the introduction research background, for example. Introduce the topic, describe the area of study and its problems, and, in a short and concise way, justify the need for the research. You can also give a short description of the previous research into the topic. The next sub-chapter might be research goals and definition of topic.1 Before setting your goals you must state the research problem the paper intends to solve. There can be many different levels of research goals but you should mention the ones that are most essential in solving the research problem. Especially in a Masters Thesis the research problem must be relevant to the contracting company. Solving the research problem should be of relevance to whomever you are writing it for, but preferably also to the rest of the world. The goals should be ambitious, yet realistic. When the paper is complete, the success of the research will be measured by comparing it to the goals that were set. Agree on the goals together with your supervisor and the supplier of your funding. If you want, make a sub-chapter of the outline of the paper and the research approach you have chosen. The structure of your work should be logical.

1 Shorter papers may sometimes have only one sub-chapter per chapter (research goals and definition of research). Usually, however, there should always be more than one subchapter.

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4.9 Theory

The theoretical section of the paper demonstrates how well you have immersed yourself in the subject. Do not call the chapter theory or framework-give it a name that describes its content. In this section you use literature and other sources to construct a theoretical basis to, later, further discuss the research problem. You can supplement your list of references with expert interviews, for instance. The most important part of the framework is previous research into the topic.

The main purpose of a theoretical chapter is to help you get a clear picture of what the topic is really about. Showing your understanding to others is important, but it is not the main point, though. In shorter papers the theoretical section, on the other hand, is often the most important one. Writing and the use of heterogeneous sources are also a way of processing thoughts. They help you learn the fundamentals of the topic, and make connections between the issues that are relevant to your research problem. Writing the theoretical section is a learning process.

Keep in mind that concepts are the basic tools of research. Pay particular attention to defining ambiguous terms or concepts. A reader must be able to understand which meaning of a word you are referring to when you use it, or how you define a concept. Do not just make a mechanical list of concept definitions, however, but also describe the connections and relationships between the various concepts.1

After you have gotten to know multiple sources you will start to understand the framework, and it is time to write it down. You can proceed in the following way, for instance: introduce the topic, cite references, analyse what was just said, look for conflicts, cite new references, analyse, compare, etc. The result will be a critical analysis. At the same time you will learn to disbelieve the printed word, and to perceive that there are always different views to any topic. You must use these views to create a synthesis that is useful in solving the problem in your particular research. It is not enough for a framework to state what others have written or said. You must bring more into the whole by giving your own views, as well.

4.10 Material, Methods and Analysis of Material

The material and methods used in the study should be presented as instructed in the TUT thesis writing guide. Your choice of research approach depends on the goals of the

1 Do not write like you were writing a textbook. In other words, do not lecture on trivial or commonly known facts in detail.

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research, the amount of information you have when you are starting your research, on the quality of material available and on the type of results you seek.

The material can be analysed in this chapter for practical reasons. This way the results of the study are formed as a result of the analysis, in other words, as a synthesis.

Especially in qualitative research it is sometimes sensible to present the analysis of the material and the results in the same sub-chapter. In this case, it is not necessary to present the analysis of the material in a separate sub-chapter.

4.11 Research Results

Carefully and precisely present the most important findings, potential sources of error, deviations from what you expected to find and evaluate the credibility of the research. Evaluating the credibility at this point is especially important if your research has been quantitative.

You should not interpret the results or compare them with other studies at this point. According to the established procedure in this field of study, this is not done until in the conclusions. Otherwise you should follow the TUT thesis writing guide when writing this sub-chapter. It should also be noted that assessing the reliability of the results of a qualitative research differs from those of a quantitative research.

4.12 Conclusion and Discussion

In this chapter, present well thought-out conclusions that you have come to based on your research findings. Also, evaluate your research by critically examining the success of the research process as a whole, including the research goals. It is also customary to compare your research results with previous ones. Your paper is more convincing if you have a critical and objective attitude towards your own work. This chapter is also where you give recommendations to whoever commissioned your thesis. Recommendations to the scientific community can be e.g. further research topics to be explored. Do not forget to analyse the scientific and practical significance of your results, as well.

4.13 List of References

A list of references has three functions. First, it is a list of publications that the paper has referred to, including interviews and web pages. Try to use original sources whenever this is possible. Second, a list of references should give a reader an idea of your theoretical framework. If a reader knows about your topic, he or she will quickly be able

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to evaluate the suitability and extent of your sources. Third, a list of references tries to help other researchers or readers who are interested in the topic to find literary. More detailed instructions about the list of references can be found in the TUT thesis writing guide in the chapter Reference Methods. Of the two distinct reference systems it is advisable to use the name-year system which is also known as the Harvard system.

4.14 Appendices

When using appendices it is usually recommendable to turn to the TUT thesis writing guide. Appendices include, for example, tables, questionnaires, interviews, or any material of awkward size or shape. Appendices can also include research results, such as complete cross tabulations. Carefully assess the necessity and content of each appendix. A paper must be understandable without its appendices, and the text must have a reference to each one. The order of the appendices is determined by their order of appearance in the text and they must have headings. As an exception to the instructions in the TUT guide, each appendix has their own page numbering, e.g. appendix 1, appendix 2, appendix 3 (1/2), appendix 3 (2/2), appendix 4 etc. If there are many appendices, you can draw up a separate list of appendices.

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5. FORMAL CONVENTIONS OF AN ACADEMIC PAPER

5.1 General

The formal conventions of academic papers are presented in the TUT thesis writing guide. This chapter specifies the instructions given in the TUT guide and also presents some deviations from those instructions.

5.2 Spelling and Grammar

There are requirements set for the language of all research publications, including different kinds of theses. Especially Bachelors and Masters theses must be written in good, correct English with established vocabulary and established abbreviations and signs. When you use an abbreviation for the first time, you must introduce it to the reader. If the abbreviation is not commonly known or established, instead of introducing it you have to define it appropriately, using references. All units must be SI units.

A thesis is also a test of your knowledge of English; poor language skills will have a negative effect on your grade. Your supervisor and examiner are not there to proofread your thesis but, instead, you should try to find someone else to do it. If English is not your mother tongue, you should have an official translator check at least your title and abstract.

5.3 The Cover

Bachelors theses and other papers of less importance than Masters theses are usually not bound into books; their pages are stitched together. They do, however, need a cover page.

According to the TUT instructions, Masters theses are bound into hard, black, size A4-covers. On the cover are the logo of Tampere University of Technology, the words Masters Thesis and your name. The back of the book must present your name, the name of your thesis, and the year. Appendix 3 includes an example of the layout of the cover.

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5.4 Text and Formatting

Formatting the text is done according to the TUT thesis writing guide in all aspects except for spacing between the paragraphs and indentation. When you use spacing and indentation you should follow the established procedure where the spacing between the paragraphs is the normal spacing and the paragraphs begin without indenting the first line. Picture 1 presents the recommended settings for indents and spacing in Microsoft Word.

Figure 1. Paragraph formatting for actual text (style: normal) in Microsoft Word.

A first level chapter always begins on a new page. A sub-chapter heading should not be the last thing on a page. All headings must have text underneath. The first or last line of any type of chapter must not be on a different page than the rest of the text in that chapter. (No widow or orphan lines.)

You can put text between a first level heading and a second level heading, for instance, or between a second and third level heading. If you do, you must do so consistently throughout the paper-in other words, headings of those levels must always have text between them.

Make full use of your word processor. Justified alignment, styles etc. help you with the writing process. Sometimes spacing between words or hyphenation can cause problems. With Microsoft Word, for example, you can put a binding word space (the words will

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not be separated at the margin, but are moved to the next line together) between two words by pressing ctrl-shift-space. Ctrl-shift-hyphen creates a binding hyphen. A hyphen is short (-); a dash is longer (). You get a dash by pressing ctrl and the minus in the number-keyboard. It might also be useful to remember the hidden hyphen, which you create by pressing ctrl-hyphen. The hidden hyphen will hyphenate a word when necessary, if the word is at the end of a line. If the word is not at the end of a line, the hyphen will not appear in the text, as will be the case if you use a normal hyphen and then later format the text. It is recommended that hyphenation should only be applied to long compound words, if necessary.

5.5 Figures and Tables

When you draw up figures and tables you should follow the instructions in the TUT thesis writing guide. You should mainly arrange figures and tables on the same page where they are mentioned for the first time. There must first be a reference to a figure or table in the text before it appears, and a figure or table must contain all information necessary for interpreting it. Figures and tables must fit inside the margins. With bar diagrams, the various sections must also have names.

Make your figures and tables clear. They may not be copied without the explicit permission from the copyright owner. You must remember to refer to the source and to the permission to publish the figure or table. If you change the figure, you must say so at the beginning of the reference for instance by stating, Adapted from source. Also make sure that photographs, scanned pictures and tones of grey are clearly visible in the final paper. Do not forget that copyright laws on figures are considerably stricter than those on text.

Number figures and tables consecutively so that both have their own numbering. Use the same type of language that you use elsewhere in the text. The text should convey the meaning behind the figure or table. A figure or table must not begin or end a chapter: there must be text before and after. This text can be, for instance, the explanation of the content of the figure.

If the paper includes technical drawings, put them into appendices. With the drawings, use established methods of drawing and follow standards. If the drawings are an essential part of the paper, they or copies of them are folded into an A4 folder. If the drawings folded into the folder are copies, the originals must, if requested, be also left in the folder (but not folded into it). Drawings of factories or plants cannot be used without the owners permission.

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5.6 Citing in the Text and Making a List of References

In the degree programmes of Industrial Engineering and Management and Information and Knowledge Management and in the International Masters Programme in Business and Technology it is advisable to use the Harvard referencing method, where the sources are arranged into the list of references in alphabetical order, according to the name of the first author. This method is also known as the name-year system and it is introduced on the whole in the TUT thesis writing guide.

Both the text and the list of references must indicate all sources you have used. If you do not refer to a source, do not list it at the end of the paper, either. It is essential that you choose, interpret and refer to your sources carefully. As a general rule it is better to cite a source than to pass someone elses ideas off as your own (= plagiarism) or to copy a written source unauthorized.

Meticulous referencing is typical of scientific texts. The references help the reader analyse the content of the sources. If you use multiple sources you will be able to critically examine the different views of different writers on the same subject matter. When you make a reference, try to sum up the relevant core of the matter in your own words. If you are forced to make a direct word-for-word quotation, put it into text in quotation marks. This is not recommended, though. Direct quotations are more of a stylistic tool.

If the study includes interviews it is necessary to note that in this case choosing the citing technique depends on whether the interviews are used as source material in the theoretical framework or as empirical research material. If the interviews are used as source material, in the same way as literature, they are referred to according to the established citing procedure as instructed in the TUT thesis writing guide. Nevertheless, if the interviews are a means of gathering empirical material, it is best to consider the citing technique on a case-by-case basis. Sometimes the interviews should not be considered individually at all for the reasons of confidentiality, whereas sometimes you can use a set of codes to refer to individual interviewees: interviewee X2 or interview X2, for instance. In this case, X refers to a certain group and 2 refers to the order of the person in the interviews. When you are choosing an appropriate method to match your purposes you should consider each interview separately.

Consistently apply the method of your choosing, in every detail. A citation never includes both the name of the author and of the book. Put the citation as close to the reference as possible. If you refer to an entire book, exclude page numbering. If the

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subject matter is dealt with on several pages, the page number or numbers should be marked by using the abbreviations p. or pp. For example:

has grown considerably (Smith 1984, p. 243), according to Smith (1984, pp. 243244).

Put a direct quotation into quotation marks:

Different courses have different criteria for papers. You need not always stick to our guidelines, but if you dont, make sure your report meets the criteria of the course you are taking. (Hannula et al. 2003, p. 1)1

Do not use italics to indicate a direct quotation. Only use italics in a quotation if the original text or part of it is in italics. Never quote an entire paragraph and try to avoid shorter direct quotations, as well. Direct quotations should be reserved for specific cases, such as different types of definitions.

If you have borrowed a table or a picture from a source, put the citation into the heading text of the picture or table, following the instructions above. Even if you have, for example, translated a picture into English, you still have to cite the original source. Sometimes you should consider giving the citation separately: Adapted from source Smith (1987, p. 30).

You can also refer to an electronic document, but then, too, the source must be credible, of high quality and, if necessary, verifiable. If a document exists both in html- and PDF-forms, choose the PDF-form, because it will have the potential page numbers in it. There is no one established way of citing electronic documents, but here is one example:

Researcher, Ron. 2004. [ron.researcher@tut.fi] Block production cost drivers. Mailing list Science News [sciencenews@university.fi]. 3.2.2004.

Be particularly cautious and critical of the source when you are referring to material you found in an information network. Keep in mind that unverifiable references diminish the scientific value of the paper.

1 The purpose of referencing is to give adequate information on the source for it to be identified and, if necessary, acquired. Correct referencing acknowledges the significance of other scientists, as well.

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According to the Harvard citing system, a list of references must have the following information on each source:

Last names of the authors and initials of their first name Year of publication Exact name of publication Edition (if not the first one) Place of publication and publisher Number of pages

Appendix 9 has more detailed instructions on how to compile a list of references. The sources are listed by using the so-called hanging indent (1,27 cm) with spacing 1.

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6. BACHELORS THESIS

6.1 About the Bachelors thesis

Writing a Bachelors thesis is compulsory to all students who begin their studies according to the new syllabus and also to those who transfer to from the old syllabus to the new one. In the degree programmes of Information and Knowledge Management and Industrial Engineering and Management, students are advised to write the Bachelors thesis during their third year at the university when they have passed most of the courses included in the subject studies (either in Information and Knowledge Management or Industrial Engineering and Management, depending on the degree programme). The examiner, who is also the supervisor of the thesis, decides on the sufficient qualifications for starting the writing process.

The TUT Degree Regulations (2007) give the following instructions on writing the Bachelors Theses:

17 The bachelors thesis shall take the form of a thesis connected to the major subject on the degree programme. The faculty shall appoint an examiner of the thesis. The examiner shall be a person holding a higher university degree. The bachelors thesis may be produced in group work, in which case the independent contribution of each author must be demonstrable. The statement regarding the examination of the bachelors thesis shall be submitted for the information of the Faculty Council. The bachelors thesis entails a maturity test demonstrating the authors familiarity with the field of the thesis and proficiency in Finnish or Swedish.

23 Students shall take a maturity test to show familiarity with the field of the thesis and proficiency in Finnish or Swedish. However, students need not demonstrate proficiency in Finnish or Swedish in the maturity test if language proficiency has been demonstrated when taking a maturity test for the lower degree of Bachelor of Science in Technology/Architecture or other lower degree and the maturity test has been taken in the same language as the higher degree studies. When a student is not required to demonstrate the language proficiency referred to in 9 1 the Dean shall determine the language of the maturity test separately.

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In the Bachelors thesis the student becomes familiar with describing and analysing different business life phenomena or problems. The aim of the thesis is to broaden the students understanding of his or her major subject through independent work and give basic skills for scientific research and writing. Bachelors thesis also prepares the student for writing the Masters thesis.

Bachelors thesis gives practise in defining and limiting research problems, finding and analysing relevant information and making relevant conclusions. Disciplined writing and composing a systematic research report are the key elements of the thesis. For a lot of students, Bachelors thesis is their first relatively large writing project. A student will have to learn the basics of scientific writing from referencing to carefully choosing terminology.

6.2 The Structure of a Bachelors thesis

A Bachelors thesis is not as extensive as a Masters thesis. A Bachelors thesis does, however, have all the parts of a scientific paper, as presented in chapter 4:

Cover Page

Abstract

Preface

Table of Contents

Abbreviations and Signs

1. Introduction

2. Theoretical Framework incl. Previous Research

3. Material and Methods

4. Results and Their Evaluation

5. Conclusion

List of References

Appendices

Number the pages in the normal way, with Roman numerals from the abstract to abbreviations and signs. After that use Arabic numerals until the end of the list of references. Number the appendices, as instructed in this guide. The extent of a Bachelors thesis is from 20 to 30 pages. This number does not include the pages that do not take page numbers, such as the pages preceding the introduction, or the potential appendices. The instructions here apply to other, more limited course papers, as well.

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7. MASTERS THESIS

7.1 Regulations on Masters Theses and Preconditions for Starting the Work

The Masters Thesis is part of the degree of Master of Science. You write it towards the end of your studies and receive 30 credits. Through the thesis you show your ability to work independently and creatively in your major subject.

The TUT Degree Regulations (2007) give the following instructions on writing the Masters Theses:

22 The Masters Thesis shall be written on a subject connected to the major subject. The Faculty Council shall approve the subject of the masters thesis and the language in which it is to be written and appoint at least one examiner for the thesis, who shall be a professor or hold a doctoral degree in the major subject in question or for special reasons some other person appointed by the Faculty Council. The Masters Thesis shall be evaluated by the Faculty Council. Those members of the Faculty Council who hold higher degrees shall participate in the evaluation. The Masters Thesis shall be prepared individually. For special reasons it may also be accomplished in group work. In this case the contribution of each participant must be demonstrated. The subject of the Masters Thesis may be applied for when a student has completed the lower degree and a sufficient amount of advanced studies in the major subject.

41 Theses for lower and higher basic degrees, the Bachelors and Masters Thesis shall be evaluated on a scale excellent (5), very good (4), good (3), very satisfactory (2) satisfactory or approved (1), fail (0).

The instructions on grading Masters Theses, as approved by the Industrial Engineering and Management Department Council on the 11th of April 2001, are introduced in appendix 1. If you believe you have received an unfair or incorrect grade, you can request revision according to the procedure outlined in university regulations. The secretary of the Faculty of Business and Technology Management will give you more information. Also, if there is anything else that you are unsure about, contact the secretary.

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You should have as many credits as possible before you start working on your thesis. We recommend that students have at least completed the Bachelors degree and most of their major subject studies before they start their Masters Thesis. Take the initiative and be active when you are looking for a company to write the Masters Thesis for. You can also ask the professors for potential topics.

7.2 Funding a Masters Thesis

When students are writing their Masters Thesis, they are usually either employed or have a scholarship. If employed, you have a salary and the normal legislation controlling working hours is applied, if you become ill. You also accumulate pension and holidays, you are insured, and may join an unemployment benefit society, if you want. If you are writing on a scholarship, you do not have these benefits.

7.3 Choosing a Topic, the Supervisors and the Examiners

A thesis is usually made to order for a company, and the needs of this company affect the topic of the thesis. The topic must, however, be suitable for a Masters Thesis.

When you are picking a title, turn to the professor of your chosen subject. The topic may concern two or more faculties, as well. In this case you will have two examiners, representing different faculties. At least one of the supervisors should be a professor. The thesis examiner(s) are appointed in a Faculty Council meeting, after the topic has become sufficiently clear and the matter has been discussed with the examining professor.

Apply for the confirmation of your thesis topic and examiner as soon as possible. The application forms can be found in the intranet for TUT students, in the faculty office and in the student advisors office of the Pori unit. The application must specify the topic of the thesis, and must be handed to the secretary of the faculty seven days before a meeting of the faculty council. Often the topic becomes more defined as the work proceeds.

7.4 Supervision and Approval of a Masters Thesis

In a Masters Thesis, the writer shows his or her ability to work independently. The examining major subject professor or your potential supervisor guide you and may even give rather detailed advice, if necessary. In addition to the examiner and the supervisor, the company you are writing your thesis for may appoint their own supervisor or group

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of supervisors. During the research and writing process you will have to report your progress to the examiner regularly, in the extent he or she has specified.

After you have determined your topic you will draw up a research plan. The plan defines the goals of the thesis, recounts the research process and methods, and the timetable. As the work proceeds, you will have regular meetings with your examiner or supervisor, and go over what you have accomplished. In these meetings the thesis will be analysed and you will receive instructions on how to develop your paper. The thesis is a whole, and usually takes about 69 months to complete. The extent of the paper depends on the topic. The examiner or supervisor will give you more detailed guidelines on this.

The process of writing the thesis may include a thesis seminar. You must complete the seminar of that particular vocational subject in a way the examiner requires. It is often a good idea to start going to the seminar before you start working on your thesis.

After the thesis is finished, ask the examiner for a permission to have it bound. Also make a written request to the Faculty Council for the grading and approval of the thesis. You must hand the request, thesis and a separate abstract in to the Faculty office or, if you are in the Pori unit of the university, to the student advisors office 14 days before the Faculty Council Meeting where you want the thesis to be graded and approved. Also hand the thesis in to the examiner. He or she must give a statement on it to the Council within two weeks so the statement is in the Faculty office seven days before the meeting. In other words, give the thesis to the examiner 3 weeks before the meeting. The examiner may ask company representatives or another examiner for a written statement, which will then affect the grade.

If there is confidential information in your thesis that will limit its publication or use, you should discuss this with your examiner as early as possible to find different ways of proceeding with the thesis.

7.5 Receiving the Diploma

You must complete all studies necessary for a degree, and have your thesis approved before you can receive the diploma. You will find more precise and up-to-date instructions on the web pages of the faculty.

The rector distributes all diplomas in a graduation ceremony on a date that will be announced later. The date of graduation marked on the diploma is the date of the Faculty Council Meeting. The diploma will include the name, grade and examiner(s) of the thesis. It will also list your major subject and minor subjects, the extent of your

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degree and your average grade. The average grade is your grade point average, rounded into the nearest integer number. Course grades are weighted according to the number of credits, and the courses that give pass/fail -grades are not included. If your thesis grade is excellent or very good, and the grade point average (not rounded) of the other courses is 4 or more, you have completed your degree in an excellent manner. In appendix 2 you will find the regulations concerning grading and students legal protection.

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LIST OF REFERENCES

Airila, M. & Pekkanen, M. 2002. Tekniikan alan vitskirjaopas, Teknillinen Korkeakoulu, Hallinto-osaston julkaisuja 03/2002. 72 p.

Hirsjrvi, S. & Hurme, H. 1985. Theme interview. Helsinki. Gaudeamus. Kasanen, E., Lukka, K. & Siitoinen, A. 1991. Konstruktiivinen tutkimusote

liiketaloustieteess. Liiketaloudellinen aikakauskirja. pp. 301329. Kauranen, I., Aaltonen, M., Naumanen, M. & Kaila, M. M., 1992. A guidebook for

writers of research papers in industrial management. Otaniemi, TKK. 70 p. Metodix. 2002. Tieteellisen ja soveltavan tutkimuksen, menetelmien ja niiden

oppimisen verkkoymprist. [http://www.metodix.com]. Retrieved: 16.09.2002. Neilimo, K. & Nsi, J. 1980. Nomoteettinen tutkimusote ja suomalaisen yrityksen

taloustiede. Tutkimus positivismin soveltamisesta. Tampere University, School of Business Administration publications, series A2. 82 p.

Olkkonen, T. 1993. Johdatus teollisuustalouden tutkimustyhn. Otaniemi, HUT, Industrial management and work psychology. 143 p.

Uusitalo, H. 2001. Tiede, tutkimus ja tutkielma. Johdatus tutkielman maailmaan. WSOY. 121 p.

Websters Encyclopaedic Unabridged Dictionary of the English Language 1989. Portland House, New York. 2078 p.

APPENDIX 1 (1/4)

INSTRUCTIONS ON GRADING MASTERS THESES

The Industrial Engineering and Management Department Council approved these instructions on the 11th of April 2001.

An approved Masters Thesis is graded on the following scale, as introduced in the Tampere University of Technology degree regulations: satisfactory (1), fair (2), good (3), very good (4), and excellent (5).

Students writing their thesis will hand the thesis (not bound, e.g. in plastic covers) in for examination when they feel they have finished the work. The examiner may call on them to correct the language of the thesis before he or she gives permission for it to be bound into a book. The thesis grade is given based on the final manuscript.

Grading Principles

Students must show maturity of thought when writing their theses: to achieve the grade excellent they must show particular maturity and judgement. The grade evaluates a students own contribution to the final product. Also, the company a thesis was made for can express views on the process and the results, and these views are taken into consideration in the grading of the thesis.

The maturity of a thesis is evaluated on the basis of dedication to the project, quality and originality of the work, and the final, written product. The quality of the work includes the following factors: the way the project has moved forward from the beginning, the examiners or supervisors role in creating the product, achieving the goals (results, schedule) that were set for the project, engineering skills evident in the work, independence of the work and potential new research results. In the written product the grading focuses on the logicality of the structure, consistency, conciseness and language of the thesis. The depth of the work, its freshness, use of sources and typography (pictures, tables, layout etc) also influence the grade.

The extent and difficulty of a topic are also grading principles, even though the topic itself doesnt affect a grade. If the topic is such that an excellent grade cant even be considered, it is possible to change the topic. Publications, patents etc. that are based on the thesis are good additional merits, but by no means necessary for or guarantees of having an excellent grade. The grading doesnt only consider the documentation and results of the work, but the process that bore the thesis, as well.

APPENDIX 1 (2/4)

Grade: Satisfactory (1)

This grade is given in exceptional cases only. It means there are significant flaws in the work, especially in the treatment of the topic. This grade may be given if the schedule of the project is failing due to the writer of the thesis, the goals set for the paper arent being met, or if the writer is completely ignoring the advice he or she receives from the supervisor.

Grade: Fair (2)

The thesis doesnt comply with the conventions of an academic paper, nor does so inconsistently, which makes it hard to understand. The work is unimaginative, shallow and rather short, lacking in foundation or contains irrelevant material. The meaning of the thesis remains clouded, as does the connection between the paper and the theory it has used, or the paper and other research. Typically, the examiners suggestions have been largely ignored. All in all, the thesis suggests that the writer was able to independently complete the task that he or she was given, and report of it on a passable level.

Grade: Good (3)

The general impression of the thesis is good; the writer knew how to complete the project and report of it. The language and conventions of the paper are good. The writer has both perceived and proven the connection between the thesis topic and its background. The definition of the topic is appropriate. The object of research and the goals of the paper are well illustrated; the formatting of the paper is nearly flawless, even though there may be small inaccuracies in expressing things. There is no major innovation in the paper; the writer has done what he or she was requested to do. It is relatively easy for an examiner to make suggestions for improving the thesis. It is, however, clear proof of engineering ability.

Grade: Very good (4)

The thesis is flawless. The writer shows a good command of reporting practises and conventions of academic writing; uses fresh sources in varied ways; has an independent view of the topic and there are hardly any mistakes in the language or typography. The writer compares different alternatives in a mature way, and makes well-founded choices in the application section. The thesis is of very high quality, but doesnt exhibit exceptional depth.

APPENDIX 1 (3/4)

Grade: Excellent (5)

The thesis is exceptionally good. The writer exhibits independent thought and vision, and exceptional depth in his or her command of the topic and the sources. The typography, language etc are impeccable. Typically, the thesis is also newsworthy. It may result in significant changes in the operations of the company it was written with.

You must take bound copies of the thesis to the examiners, one or two, depending on their number, and one for the library to the faculty office no later than 12 oclock the Wednesday before the Department Council meeting. The examiners will issue a written statement to the Council. An examiner will also give more detailed spoken feedback to the writer. The company the thesis was written with may also issue a statement to an examiner.

The grading (thesis grading form) will consider the following, from the point of view of theory and application:

content nature of project achieving goals theoretical observations structure, esp. logicality of structure mathematical presentations (if any) signs formatting language amount of work involved.

Grading is based on the following factors:

command of the field of study, thoroughness of source literature analysis and use of sources

quality and conscientiousness of the work, suitability of research methods and use and development of new methods of research

achieving goals independence of work importance of thesis, considering the observations and solutions the research has to offer

sticking to ones schedule.

APPENDIX 1 (4/4)

An approved thesis must fulfil the previous criteria satisfactorily. Also, the written product must show the writers own insights, e.g. conclusions drawn from source literature and comparisons between sources and the thesis research results, measures the writer proposes may solve particular problems, and potential suggestions for further research.

APPENDIX 2 (1/4)

TAMPERE UNIVERSITY OF TECHNOLOGY

REGULATIONS

Approved by the Board on 10 September 2007

The Regulations have been amended as follows: Board 10 December 2007

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The Duties of the Faculty Council

The duties of the faculty council will be:

1) to prepare strategies for the facultys teaching and research and international operations and to monitor and evaluate their implementation

4) to make representations to the Board regarding the establishment or discontinuation of a degree programme

5) to develop and monitor activities and quality of the degree programmes and to promote uniformity between degree programmes and co-operation in basic teaching

6) to appoint the steering group members for the degree programme having consulted the departments and Student Union, likewise the head of the degree programme

7) to approve the objectives, content, size and names of degree programmes on the proposal of the steering groups

8) to appoint pre-examiners and opponents for doctoral dissertations, also examiners for licentiates and masters theses and to adjudicate these theses

9) to process requests for remedial action regarding studies taken

APPENDIX 2 (2/4)

DEGREE REGULATIONS

Tampere University of Technology Degree Regulations (approved 2007)

40 Evaluation of studies

The achievement of the objectives of studies shall be assessed in the manner required by the teaching method. A possible examination forming part of the course shall be offered at least three times.

Students shall enrol for the examination at least a week before it is held.

The Rector shall separately confirm the regulations pertaining to examinations, which include more specific instructions on the arranging of examinations.

Studies shall be evaluated by the teacher responsible for the studies. In the event of the teacher being unable to do so or temporarily prevented the Dean shall appoint another person to evaluate the studies.

The teacher shall be required to submit the evaluation of the studies to the study register within one month of the examination being taken.

41 Grades

Studies on basic (i.e. lower and higher) degrees are evaluated on a scale excellent (5) very good (4), good (3), very satisfactory (2) and satisfactory or approved (1) fail (0). For special reasons studies may be evaluated on a pass/fail basis. Postgraduate studies may also be evaluated on a scale excellent, pass, fail.

Studies taken elsewhere than at the home university shall be noted on the certificate mainly as entities with a grade of pass.

Theses for lower and higher basic degrees, the bachelors and masters thesis shall be evaluated on a scale excellent (5), very good (4), good (3), very satisfactory (2) satisfactory or approved (1), fail (0).

Licentiates theses and doctoral dissertations shall be evaluated excellent, pass, fail.

42 Rectification of evaluation of studies

Students shall be entitled to receive information on the application of evaluation principles to their studies. They shall be given an opportunity to familiarise themselves

APPENDIX 2 (3/4)

with their evaluated written or otherwise recorded achievements. Study achievements shall be preserved for at least six months after the results have been made public.

If a student is dissatisfied with the evaluation of his/her studies (excluding a licentiates thesis or doctoral dissertation), s/he may request a rectification thereof either verbally or in writing of the lecturer who did the evaluation. In the case of a masters thesis a written request shall be sent to the Faculty Council. A request for rectification shall be submitted within 14 days of the time at which the student had an opportunity to obtain the results of the evaluation and the application of the evaluation criteria in his/her own case.

If a student is dissatisfied with a rectification decision taken by a lecturer, s/he may in writing request rectification from the Dean, who if necessary may transfer the matter to be processed in the Faculty Council. A request for rectification shall be made within 14 days of the time when the student received notification of the decision.

A student dissatisfied with the evaluation of a doctoral dissertation, licentiates thesis or masters thesis may request rectification thereof of the Faculty Council within 14 days of the time at which s/he received notification of the evaluation.

An individual who is dissatisfied with the decision on a request for rectification may forward the matter to be resolved by the Education Council within 14 days of being notified of the decision.

Before a doctoral dissertation or licentiates thesis is evaluated the author shall be given an opportunity to submit a rejoinder to the statement by the pre-examiner, the examiner or the opponent. (Universities Decree 115/1998)

43 Discipline of students

A student who within the sphere of the University has committed an offence against teaching or research may be penalised with a warning or by suspension for a maximum of a year. (Universities Act 645/1997). The Rector shall decide on the issuing of a warning and the University Board shall decide on the suspension of the student from the University. Before the matter is processed the student shall be informed of what offence s/he is accused and given an opportunity to have a say in the matter. (Universities Decree 115/1998)

The students examination shall be disqualified if a student acts dishonestly in an examination, copies material for his/her own practical assignment or thesis without the appropriate references to the original sources or if s/he is found to have committed other dishonesty with regard to studies. The dishonesty shall be detected by the lecturer

APPENDIX 2 (4/4)

responsible for the studies. Students shall be entitled to request rectification of disqualification for cheating in the manner mentioned in 42 above.

If the cheating recurs the consequence shall be a warning from the Rector or the suspension of the student as noted above.

APPENDIX 3

TIMO VHMURTO

COMMERCIAL EFFECT OF ELECTRONIC PROCUREMENT

Masters Thesis

Prof. Erkki Uusi-Rauva and Lic. Tech. Jari Paranko have been appointed as the examiners at the Council Meeting of the Faculty of Business and Technology Management on the 6th of June 2007.

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TAMPERE UNIVERSITY OF TECHNOLOGY Degree Programme in Industrial Engineering and Management

DEDEHAYIR, OZGUR: Exploring Temporal Aspects of Co-evolution between PC and PC Game Technologies Master of Science Thesis: 89 pages, 3 appendices (8 pages) May 2006 Major: Industrial Management Examiner: Professor Saku Mkinen Keywords: co-evolution, technology, computer games, pc, and game industry Technologies incorporated in computers are recognised as progressing at a fast pace and the same can be claimed for computer games which are played on PC platforms. Based on the assumption that computers and games are strongly associated, their technologies are expected to evolve in unison. The objective of this study is to analyse the possibility of such co-evolutionary existence between PC and PC game technologies.

In search of its goal, the study commences by introducing theoretical concepts with respect to technology. It is defined and means are configured to locate and measure technology in the first instance. Evolution of technologies is in turn explored in relation to both its drivers of change and the process itself. These discussions are followed by the examination of technological co-evolution and the generation of models which represent this concept. The theoretical component is followed by empirical investigation pertaining to PC and PC games. Existing materials such as internet sources are used to gather data relating to technologies integrated in these products. Models established in earlier discussions of co-evolutionary theory are in turn applied to this practical case study. Graphical representations are produced and discussed to determine the potential for coevolving associations.

Analysis findings suggest the existence of co-evolution between technologies captured in PCs and PC games. In parallel, it is discovered that the level of technology utilised in games design consistently trails that which is possessed by computers. These results are beneficial for game developers who can better understand and manipulate the adoption pattern of technologies in their products creation. Furthermore, the outcomes of exploration assist in the perception of similar technological relationships which may exist in other product groups. Additional empirical investigations are recommended in order to confirm these possibilities as well as broaden the comprehension of co-evolution processes.

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TABLE OF CONTENTS

ABSTRACT ......................................................................................................................i

TIIVISTELM................................................................................................................ii

PREFACE ........................................................................................................................ v

TABLE OF CONTENTS...............................................................................................vi

LIST OF FIGURES .....................................................................................................viii

LIST OF TABLES .........................................................................................................ix

1. INTRODUCTION ................................................................................................. 1 1.1. Culturally Customer-Oriented Technology Services ........................................ 1 1.2. The Empirical Environment .............................................................................. 2 1.3. The Approach, Objectives, and Methodology of the Study .............................. 3 1.4. The Study Structure........................................................................................... 4

2. CUSTOMER-ORIENTATION, CHILEAN BUSINESS CULTURE, AND TECHNOLOGY SERVICES ............................................................................... 5

2.1. Customer-Orientation........................................................................................ 5 2.1.1. The Characteristics of a Customer-Oriented Company .................... 5 2.1.2. Customer Value................................................................................. 7 2.1.3. Creating Customer Value ................................................................ 12 2.1.4. Measuring Customer Value............................................................. 18 2.1.5. Buyer-Seller Relationships ............................................................. 19 2.1.6. Relationship Marketing ................................................................... 22

2.2. Chilean Business Culture ................................................................................ 24 2.2.1. Culture............................................................................................. 24 2.2.2. Cultural Value Models .................................................................... 26 2.2.3. Business Culture in Chile................................................................ 29

2.3. Technology Services and the Development of their Sales .............................. 39 2.3.1. Technology Services as Systems Selling and Systems Integrating 39 2.3.2. Technology Services as After-Sales Services ................................. 40 2.3.3. Development of Technology Services Sales................................... 43

2.4. Developing the Sales of Technology Services of Investment Products Culturally Customer-Orientedly....................................................................... 44

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3. EXECUTION OF THE EMPIRICAL STUDY ................................................ 47 3.1. The Objectives of the Empirical Study ........................................................... 47 3.2. Strategy of the Study: Internal and External Benchmarking........................... 48 3.3. Reliability and Validity ................................................................................... 51

3.3.1. Quantitative Research: Internal Benchmarking .............................. 51 3.3.2. Qualitative Research: External Benchmarking ............................... 54

4. TECHNOLOGY SERVICE BUSINESS IN CHILE ........................................ 60

4.1. Internal Benchmarking .................................................................................... 60 4.1.1. Maintenance .................................................................................... 60 4.1.2. Spare Part Sales............................................................................... 63

4.2. Customer Benchmarking ................................................................................. 67 4.2.1. General aspects................................................................................ 67 4.2.2. Maintenance .................................................................................... 68 4.2.3. Modernizations and Machinery Upgrades ...................................... 74 4.2.4. Spare Parts....................................................................................... 74 4.2.5. Personnel Training .......................................................................... 76

4.3. Business Process Benchmarking ..................................................................... 77 4.3.1. Company C ..................................................................................... 77 4.3.2. Company D ..................................................................................... 80

4.4. Legal Aspects .................................................................................................. 83 4.5. Conclusions ..................................................................................................... 86

5. A ROADMAP FOR DEVELOPING TECHNOLOGY SERVICES SALES WITHIN CHILE.................................................................................................. 89

6. CONCLUSIONS ...............................................................................