Master Thesis Health Care Management GW4020MV Academic year

Transcription

1 Master Thesis Health Care Management GW4020MV Academic year Institute of Health Policy & Management Block 3, Block 4, Block 5, Block 6 December August ECTS Thesis coordinator: prof.dr. Anna P. Nieboer

2 Index 1 COURSE CONTENT INTRODUCTION PRIOR KNOWLEDGE CREDITS AND CONTACT PERSONS OVERVIEW OF ACTIVITIES AND DEADLINES ROLE OF THE CO-EVALUATOR ROLE OF THE SUPERVISOR ROLE OF THE THESIS COORDINATOR SCHEDULING OBJECTIVES ASSESSMENT FRAUD BLACKBOARD AND MY-PAPERS LITERATURE GENERAL GUIDELINES FOR THE GRADUATION WORK SOME PRINCIPLES PROJECT PROPOSAL THE MASTER THESIS ASSESSMENT INFORMATION ON THE GROUP SESSIONS INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION INFORMATION ABOUT SESSION PRACTICING YOUR THESIS DEFENCE THESIS DEFENCE MEETING DELAY IN GRADUATION WORK... 29

3 1 Course content 1.1 Introduction In order to complete the Master Health Care Management you are required to write a scientific Master thesis on a topic related to one of the subjects covered in the HCM Master programme. The objective of the Master thesis is to show that the student is able to perform scientific research individually and to report the study and its conclusions in a transparent and scientifically sound way. The thesis has a workload of 15 ECTS and thus constitutes a major part of the curriculum. This course book provides basic guidance about the process of writing a thesis and the requirements to be met. In this stage of the programme you are expected to integrate and apply a range of skills and knowledge. From experience we know that graduation work often is a stumbling block and make take longer than the scheduled time period. To prevent delay we have opted for group sessions, which means you are not supervised individually but in a group of about 4-6 students. Each thesis group concentrates on a specific theme. The topics of the theses will be in line with each other. The themes conform to the final attainment targets of the programme. Nine sessions with the thesis supervisor are planned, each of which will focus on one aspect of the thesis. The thesis writing process will be better 'manageable' in this way. Group work moreover has the advantage of factual and social support from fellow students. 1.2 Prior knowledge We expect that you will have mastered all subject matter offered both at Bachelor level and Master level (Advanced Research Methods). In the thesis writing you will make use of the writing skills acquired in the Bachelor programme and the first two blocks of the Master. The group sessions offer the opportunity to discuss with your fellow students and the thesis supervisor how to best use your knowledge and skills in your graduation work and thesis. 1.3 Credits and contact persons The graduation work is awarded 15 ECTS (420 SBU). In case of problems (or questions) please first contact the thesis coordinator: Anna Nieboer. Function Name Room address Tel Thesis coordinator Prof.dr. Anna P. Nieboer J6-11 [email protected] Master coordinator Dr. Jeroen van Wijngaarden J6-68 [email protected]

4 1.4 Overview of activities and deadlines Session Date Mediator lecture 8-11 Thesis coordinator Subject Information on graduation work 13:00 14:00 hrs Register for thesis group via sin-online from 8:30 hrs Thesis supervisor Thesis supervisor Thesis supervisor Thesis supervisor Introduction to project proposal Meet your group, brainstorm on theme, assigning sub-questions and explanation project proposal requirements Thesis question and Theoretical framework Discussing thesis question and ideas on theoretical and social framework and relevant literature Research design Discussing ideas on methodology and institutions to be approached Review of project proposal All project proposals will be reviewed 7 February: Submit Project proposal to supervisor and co-readers PROVIDED the supervisor has given a GO for the project proposal Thesis supervisor Thesis supervisor Thesis supervisor Thesis supervisor Thesis supervisor Data collection Further elaboration of data collection: use/development of topic lists, questionnaires, etc. Data collection and analysis Discussing problems with collecting data and ideas on analysis and presentation of results Discussing introductory chapters of thesis End of May: optionally ask feedback from first co-reader Analyses and results Discussing data-analysis progress and considering interpretation Discussing methodological chapters and ideas on conclusions What is lacking or could be improved and what can you conclude now? 11 June: Submit thesis (only if the supervisor has given a GO) to the supervisor and co-readers 18 June: Before 12:00 hrs., submit digital version to the OSC; supervisor and co-readers hand in signed GO-NO GO forms 27 June: definitive Go-No GO from Examination board 1, 2, 3 July Thesis defence meetings; submit two copies of thesis to the OSC and one to the supervisor and each co-reader 18 July Graduation ceremony (1 st round) To be announced Graduation ceremony (2 nd round) As the above overview shows, you are expected to attend 9 supervised thesis group sessions. If it should be impossible for everyone to meet on a particular date, a new date may be set if the thesis supervisor and the students agree with this. None of the sessions will be cancelled. Attending all sessions is compulsory. Please take care to incorporate a buffer at the end to compensate for any delay during the data collection or analysis phase. In qualitative research the analysis phase often 2

5 takes longer, whereas in quantitative research preparation of the data collection may take more time. 1.5 Role of the co-evaluator The co-readers do not function as supervisors but rather as co-evaluators. They will assess both the project proposal and the definitive version of the thesis. Before submitting the definitive thesis you may present the draft version once to the first coreader (see schedule end of May). The project proposal must have been approved by both the thesis supervisor and the coreaders before data collection can be started. However, the project proposal cannot be sent to the co-readers until the supervisor has given a GO. The co-reader will give feedback to the thesis supervisor within 2 weeks after the set submission date (including GO / NO GO), which the thesis supervisor will then discuss with the student. Both the co-readers and the supervisor complete the GO NO GO form and hand it in to the OSC. If one of the co-readers should recommend a NO GO, the student may request a verbal explanation and advice, preferably with the supervisor present. The first co-reader may be asked to give an opinion on the draft version of the thesis. The co-readers will then assess the definitive version van the thesis. However, the definitive version cannot be presented to the co-readers until the supervisor has issued a GO. The thesis defence cannot take place until the examination board has approved with this. The examination board has set the following criteria: Both the co-readers and the supervisor have assigned a satisfactory grade for the thesis (>= 5.5); the plagiarism check did not show irregularities; and in case the examination board requested assessment from an external assessor, the external assessor also assigned a satisfactory grade. The co-readers will ask questions during the defence meeting and decide on the final grade after the student s defence. 1.6 Role of the supervisor You yourself are primarily responsible for the planning and the coordination of your own thesis work. The same holds true for collecting data and getting access to data sources if applicable. The supervisor mainly plays a supporting role. He or she will further explain the criteria, think along with you, and provide feedback, both verbally and in writing, to your work. To fulfil this role, supervisors should possess the analytic skills needed to offer conceptual input on a subject, have sufficient methodological knowledge and be familiar with the requirements for the content of a thesis. Regarding feedback, the supervisor is expected to respond within 5 working days to work submitted on the agreed-upon dates. Only exceptionally, if special or unexpected circumstances should 3

6 arise, the supervisor is allowed to deviate from this rule. You will then be informed within the set term of 5 working days when the feedback is to be expected. In case of any problems related to the thesis work which you and the supervisor cannot resolve, please contact the thesis supervisor Anna Nieboer. 1.7 Role of the thesis coordinator The Master HCM thesis coordinator is responsible for informing students and supervisors about the requirements and procedures, encouraging students and supervisors to finish the thesis within the Master year, assisting students in case of exceptional circumstances with bearing upon the thesis work, monitoring progress and implementing My Papers as the communication channel for thesis supervision and administration tool for thesis coordination. The thesis coordinator is not able to: - give personal feedback on your project plans / thesis ideas (= discuss with your supervisor) - assist you in dealing with personal problems, difficulties in planning, etc. (= make an appointment with the study advisor) - answer your questions and queries about the forms, procedures and MyPapers (= read the Course Book, check the website or ask OSC) 1.8 Scheduling The project proposal should be submitted to the co-readers on 7 February at the latest provided the supervisor has approved the proposal. On 21 February at the latest you should have been informed about their opinions. The definitive version van the thesis should be submitted to the co-readers on 11 June at the latest (please note that earlier submission is stimulated and facilitated where possible). On 18 June the OSC must have received the GO - NO GO forms. On 27 June the examination board will make known whether the thesis qualifies for defence. If so, defence is scheduled for early July. The thesis supervisor and both co-readers each must sign a form stating they give the proposal a GO. These forms are to be handed in to Silvia Woelms at the OSC. The final deadline for defence of the thesis is 31 August This is the date when supervision in effect will stop. Students who on this date not yet have received a GO from both the co-readers and the supervisor for the definitive version of the thesis, 4

7 should in principle take up graduation work again in December 2015, with a new supervisor and embarking on a new theme. If students through no fault of themselves have substantive grounds for delay, they may in exceptional cases request prolongation from the thesis coordinator, provided time planning is a realistic one. Only when both the thesis coordinator and the supervisor agree with this request, postponement to after 31 August 2014 may be granted. 1.9 Objectives The thesis work is an aptitude test that demonstrates that you: are capable of performing scientific research independently can diagnose and analyse management problems in healthcare in a scientific way are able to formulate possible solutions 1.10 Assessment The thesis work will be assessed on the following criteria: thesis question: the objective addresses a clearly delineated management problem in healthcare and is scientifically relevant; there is a clear thesis question (including secondary questions), problem analysis, theoretical framework, empirical research, conclusion method: the empirical research meets the scientific criteria (is methodologically correct) argumentation: the empirical research actually answers the thesis question in a clear and efficient manner format: the thesis document is written in English and meets the academic standards with regard to style and deepening of the subject The thesis should be awarded a minimal 5.5 grade. The grade is a number with one decimal place. The Rules and Regulations for the Examinations (OER) apply to the thesis work. Both the supervisor and the two co-readers are required to sign the so-called Thesis GO / NO GO form, Master Health Care management and hand it in to Silvia Woelms at the OSC (18 June at the latest) Fraud In education, fraud and the prevention thereof (among other things due to the increasing use of computers) has become an important policy issue. A strict fraud policy is in place in Erasmus University and thus also ibmg. We have the means to identify plagiarism electronically. Please send a digital version of the thesis to [email protected] 5

8 quoting HCM Master thesis and your student number. Please always refer correctly to work of others or your own work, so as to prevent any misunderstandings (see also: Furthermore you are expected to upload the definitive version of your thesis in safe assignment (Black Board) Blackboard and my-papers Blackboard is the platform for news and information about graduation issues. Please check regularly for new messages. Furthermore, both teachers and students are expected to always use my-papers Literature There is no compulsory reading for the Master thesis. You will have to search for factual information about your topic yourself. The methodological knowledge required is also dependent on the type of research you will be going to perform. You are supposed to have gained this knowledge also through the Advanced Research Methods course. 6

9 2 General guidelines for the graduation work 2.1 Some principles Relation between research and thesis writing The graduation work starts with formulating a good (and relevant) thesis question embedded within a broader theoretical framework. Empirical research is performed that may hold the answer to the thesis question. The results of the empirical research are discussed in the light of the theoretical framework. Finally an answer to the thesis question is formulated = conclusion. The empirical research therefore is essential to answer the thesis question and is described in the methods and results sections of the thesis. Theoretical vs. empirical problem and the need of empirical research The thesis question may be empirically or theoretically based. Empirical questions should also have theoretical relevance, however, and may not only be practice- or solution oriented. Vice versa theoretical questions should be empirically relevant and not only be theory oriented. For both types of questions a literature review is needed as well as empirical research. The external organisations where the research is performed To perform empirical research you are usually dependent on the cooperation of external organisations. Soliciting cooperation from organisations is a joint responsibility of the student and the thesis supervisor. In a number of cases students perform research in their own organisations. Alternatively the thesis supervisor makes the first contacts and ensures that you get 'access' to the organisation. If needed, students will be asked to search actively themselves. For the external organisation it should be quite clear what exactly you plan to do, with what aim and how. For this reason you are required to write a project proposal preceding the empirical research and have it approved by the thesis supervisor as well as the co-reader. Furthermore it is important to make unambiguous, concrete arrangements with the organisation. For example about assigning a dedicated contact person within the organisation, and the scope of support the contact can offer. It may so happen that more students do research in the same organisation. In that case, make sure to optimally harmonize your plans, and your contacts with the organization! If any problems should occur in the contact with the external organisation, please inform your thesis supervisor as soon as possible. 7

10 Your own role, that of the fellow students, the student co-reader, and the thesis supervisor The group of students deals with one theme. Nevertheless, each student carries responsibility for a certain aspect of this theme. This implies that you should perform research independently and write an individual thesis. As all students in the group are dealing with the same theme, we do expect, however, that they will be eminently suited to give and receive peer support and feedback (intervision). To make optimal use of intervision each student will be appointed 'co-reader' of one other student in the group. The student co-reader reviews the work of 'his / her student' extra carefully, provides constructive criticism and helps find solutions for any problems and stumbling blocks. So a lot of self-activation is expected! We expect that in this way the students can keep each other motivated and if necessary will buck up each other! The role of the thesis supervisor during the sessions is mainly intended to stimulate and monitor the intervision process. Naturally he or she is also the expert in the field: both on the theme and the various (methodological) facets of the research and the thesis writing. The supervisor therefore is also the first point of contact if there are any problems or questions the students cannot resolve among themselves. The thesis supervisor should also be consulted in case of problems or circumstances of a more personal nature that may threaten your thesis writing. If your thesis supervisor should not be able to find a solution, then please contact the thesis coordinator and/or study councillor. 2.2 Project proposal The first step leading to your thesis is preparing a project proposal. The project proposal should clearly state the subject of your thesis, the relevance of this subject, the proposed research design, and the timeframe for the project. The project proposal should in any case address the following items: Aim of the research Problem analysis based on literature The theoretical framework and, if applicable, a conceptual model. Thesis question: formulated as concretely as possible, including secondary questions if any (see also bachelor writing manual) Research method, explaining and motivating the choices with regard to: The study design The organisations that will be approached (type, number) The respondents who will be approached (type, number) Data collection methods (e.g. structured or unstructured individual or group interviews, observations, document analysis, questionnaires, etc.) 8

11 Indicate (as far as possible) what you intend to measure, for example the independent and dependent variables from your conceptual model. Plan for data analysis Validity and reliability Expected result of the research Time planning. Try to incorporate dead moments in your planning; these are moments when you are awaiting questionnaires. Try to do other tasks meanwhile, such as making transcripts of interviews. List of the literature references you intend to use The project proposal will be assessed on the following three criteria: Is the thesis question relevant and original (or not too broad or too narrow), is the literature relevant, and the theoretical framework appropriate? Will the proposed method allow finding a (scientifically valid) answer to the thesis question (or in other words: is it valid?) Is the project feasible in view of the available time? The information in het project proposal must therefore permit for assessing the above questions. This does not mean, however, that you should detail all elements at this stage. Some details of the theoretical framework can be elaborated on at a later stage. The same holds true for the data collection (e.g. preparing topic list/interview schedules) and the data analysis. 2.3 The Master thesis A good method to get an impression of what is expected from you is reading Master theses of former students. Please ask your thesis supervisor or find them in the Erasmus library. The text of the thesis should be written in English and include a number of elements. These may differ for a study with a more evaluating or exploring approach versus a study aimed at a design problem. - Title page: Provide a concise and attractive title without acronyms. The title should make clear what the thesis is about. State also your name, student number, name of thesis supervisor, Rotterdam, date. - Preface (optional): This may include your personal experiences with the thesis work and thanks and acknowledgements to people who have been helpful in preparing the thesis. 9

12 - Summary in the English language (about 1 page): It must be self-contained, i.e. clear to someone who has not read the whole thesis. Therefore, do not refer to the text of the thesis. Also do not include references to the literature, quotations, tables or figures. Write the summary last, after you have finished the whole thesis. - For Dutch students only, summary in the Dutch language (about 1 page) - Table of contents: phrase the chapter titles and section headings to permit the reader to get a good impression of the structure of your document at a glance. Make sure that the headings cover the subject dealt with. Start preparing a table of contents as soon as possible. This will help structure your thoughts. - Chapter 1. Introduction. In the introductory chapter, describe the theme of the thesis, provide the rationale for this theme, and point out its relevance. The chapter concludes with the thesis question and a reading guide presenting a short overview of the chapters. For a more design-oriented study it will be necessary to write a more extensive thesis question, for which data already must be collected. In addition the requirements for the design must be identified. You may consider presenting a very extensive problem analysis in a separate section following the introduction. - Chapter 2. Theoretical framework. This chapter will make clear what is already known on your subject and what knowledge is lacking. Any contradictory results from previous studies in the field are discussed as well (although you may move this in part or in whole to the discussion chapter). On the basis of literature the thesis question is further explored and elaborated on. Within the theoretical framework you address the main concepts from the thesis question (for example choice of definitions) and describe the interrelations between these concepts. This may possibly results in a conceptual model. You will further develop the (theoretical) perspective using brief summaries of known studies and then position your study in the debate. The major issue in the development of the theoretical concepts is not so much their definitions, but rather the question what perspective on the data they may offer. On the basis of this knowledge the thesis question is broken down into a number of sub-questions. Dependent on the nature of the research and the sub-questions, these questions may be included in the introduction. For example if the answer to a sub-question must be sought in the literature and is to be incorporated in the theoretical framework. In case of a design-oriented study the theoretical framework should present a well-motivated choice for the model or the theory on which it will be based. Here, too, you are expected to provide a critical reflection on the scholarly debates around this model or this theory and to reflect on the significance of this model for the healthcare sector and your thesis question. 10

13 - Chapter 3. Research methods: This chapter explains how you have collected the data that should lead to answering your thesis question and sub-questions. It should describe the complete set-up of the study including justification of all the choices made. Describe the relevant characteristics of the study population, the variables to be considered, selection and drop-out of subjects or respondents, the used materials or instruments, the applied procedures and interventions, the manner of data collection, the statistical models, and so on. Provide enough detail to permit the reader to assess representativeness of the study population, manner of experimental manipulations or interventions, and validity and reliability of the outcomes. Thus both in quantitative and qualitative research you will need to describe the design (e.g. a case-study), the methods used to collect data, selection of respondents and the procedures used to test validity and reliability of the findings. These issues are also addressed in the next chapter, information per session. The methods section of a design study should make clear what steps you will take to develop the design: how will you collect the data, how will je analyse them, how will you build a first design, and how will you validate this design? - Chapter 4. Results: Description of what the study eventually revealed, and presentation of the data collected. Do not report everything you found but try to condense the data as much as possible in neatly arranged tables and graphs. Restrict the text mainly to the most important and most striking findings. Identification of the most important and most striking findings is guided by your research question and the theory. Provide a critical reflection on the conceptual model on the basis of the research outcomes. In qualitative research, try to reduce the data to a number of central themes. Report in the text the most relevant and striking interpretations of the data. Demonstrate how you made use of the theoretical concepts in your analysis. Reflect critically on the interpretation that you provide. Ensure that the data cannot be used to trace recognizable persons! Unless you have obtained prior consent from the person or persons in question. If your performed a design study, please provide the steps with which you built the design from your data, and demonstrate how you validated the design. - Chapter 5. Discussion and conclusion: This chapter gives room to interpret the results by linking them to the thesis question, the literature and theoretical framework. For research in which theory formation was a fundamental tenet, a conceptual model is developed and discussed on the basis of the data. Please also address any limitations of your own study and indicate in how far the findings of your study are valid in the light of the limitations. The question is to what extent (and why) specific limitations have far-reaching consequences, or not, for the value of your results. End this chapter with a conclusion. During the 11

14 writing process, keep a list of issues that deserve to be addressed in the discussion (comments on specific choices in the research are particularly relevant but also possible limitations or strengths of the theoretical framework used). Linking your findings to findings from previous research conducted by others is an essential component of a discussion section. For qualitative research it is especially important to put the results in a broader perspective. In the discussion chapter you virtually broaden the view from the minute details to the greater relevance. Also address any limitations of your own study by expounding and evaluating the chosen perspective. At the end provide recommendations: What could others learn from this study? Could you provide any practical recommendations now you have answered the thesis question? (please distinguish with regard to target groups and topics). Please only offer recommendations that really follow from the results obtained. What further studies would be needed? Also in design-oriented research you are expected to refer back to the theoretical framework; to what extent does the study confirm or refute the theoretical insights from the theoretical framework? Then there is the question of generalizability; to what extent could the design be relevant for other settings? - References: All literature sources referred to in the text are compiled in the list of references. Various reference styles are possible. You may use the APA style, which is mostly used in the social sciences; the Vancouver style, notably used in the bio-medical sciences; or the Chicago style (author-date system). Discuss at an early stage with your thesis supervisor what style you will be using. For that matter, avoid footnotes as much as possible. Usually the information can be included in the body of the text. You may want to include a list of abbreviations/acronyms at the end of your thesis. Tip: compile your list of references with the refworks software (see and keep your list up to date when preparing your thesis. See also other web courses d/ - Appendices (optional): You may add appendices to present information that is too long or too detailed for the main body of the text, but still relevant to your research. For example the questionnaires or topic lists/interview schedules applied, or one or two large tables. But do not include all collected data! Use appendices sparingly. The final version of the thesis may take the form of an article (for a specified peerreviewed journal in one of the HCM fields) or of a research report. The grammar and lay- 12

15 out have to fit the chosen format. Papers may not exceed 4,000-8,000 words depending on the word limit of the chosen journal (excluding a limited number of annexes which may be used to further explain certain elements within the thesis); reports may not exceed 20,000 words or 50 pages (in total; excluding References and Appendices). Please submit two copies of the thesis to the OSC and make sure that the supervisor and co-readers also receive a hardcopy to prepare for the defence meeting. Send a digital version to [email protected] quoting Master thesis Health Care Management and your student number. 2.4 Assessment Your thesis will be assessed on a large number of criteria. The schedule below shows the elements to be assessed. Title Summary Introduction Theoretical framework Research methods Criteria Does it clearly indicate what this thesis is about? Is this a clear, self-contained summary in which the major issues are addressed? Does it state the objective of the study? Are its relevance / motivation explained? Does it include a clear thesis question? For design studies: -is a clear research question presented? -have clear design requirements been formulated? Is the most relevant literature discussed? Is the theory well analysed? Is it correctly incorporated in the conceptual model? Do the sub-questions logically follow from this conceptual model? Are these sub-questions relevant / appropriate? For design studies: Is the choice for a theory or model well motivated? Is there critical reflection on the theory or the model? Is (the choice of) the design discussed? Is (the choice of) units of analysis (institutions / respondents) discussed? Is a justification given of the number of respondents? Is representativeness / selection bias addressed? Is (the choice of) the measurement method(s) discussed? Validity and reliability of the measurement method(s)? Are the concepts from the (sub-)questions correctly operationalized? Is it made clear how the data will be analysed? (Note: include literature review in the introduction / theoretical framework) Only if this concerns a genuine review / meta-analysis the literature review can be included as a method. For design studies: 13

16 Results Are the research steps for development of the design well motivated? Is there mention of optimisation of the validity and the reliability? Is the (non)response rate addressed? Is a description of the study population presented? Quantitative Are the major results presented descriptively? Are the appropriate issues tested, and in a correct way? Are the tables correct and sufficiently informative? Qualitative: in-depth interviews Are content-relevant codes (themes / categories) proposed in line with the theory / sub-questions? Are the quotations illustrative? For design studies Are the data analysed that underlie the choices for the design? Is the design validated in a scientific manner? Discussion Are the thesis question and the sub-questions repeated? Are the major findings briefly summarized? Are the results linked to previous findings in the literature? Are the limitations of the study addressed? Are the results referred back to the theoretical framework? Is there sufficient critical reflection? Is there not too much repetition of the results? In principle there should be no quotations in the discussion. Is there a conclusion? Does this conclusion indeed follow from the results and literature? Recommend- Are these really based on the results? ations Do they follow logically from results / conclusions? Skills and thesis lay-out Literature Is the way of referencing in the text correct? Are the references presented in the appropriate style? Is the list of references correct? Writing skills Grammatically correct? Is formal written language used rather than colloquial language? Rambling or logical storyline? Lay-out In principle font size 11 (Arial) or 12 (Times New Roman), with minimal 1.2 line spacing and 2.5 cm margins all around. Variants are allowed; provided the set length is not exceeded and good readability is maintained. Elements Does the thesis contain all prescribed elements? Length Maximally words or 50 pages (excluding title page, summaries, preface, table of contents and list of references) What determines the grade? structure and length of the thesis must meet the requirements mentioned in the previous pages; the research must be methodologically sound; 14

17 there must be critical reflection: the student must be able to indicate what he or she has learned or what he or she would do differently in a next study (Note: this is not a matter of personal experiences but of academic insights); the student must be capable of arguing in a logical and clear manner; the student must be able to work independently (easily taking up suggestions from the instructor and solving any problems during the data collection on their own); presentation + defence; the extent to which the thesis yields new scholarly insights (this is only for the toppers, from grade 8 and higher). grade description < 6 One or more of the above-mentioned requirements are not met 6 The above-mentioned requirements are met only at a basic level; the thesis does not yield new scholarly insights 7 A number of the above-mentioned requirements are met satisfactorily (e.g. the level of independence or the level of reflection); the thesis does not yield new scholarly insights 8 The thesis has yielded new scholarly insights; number of the above-mentioned requirements are met only at a basic level 9 The thesis has yielded new scholarly insights; almost all above-mentioned requirements are satisfactorily met 10 the thesis has yielded new scholarly insights; all other requirements are met excellently 15

18 3 Information on the group sessions In principle you will attend nine supervised group sessions. Nevertheless, the supervisor may deviate from this if individual counselling is thought necessary. The sessions are planned jointly by supervisors and co-readers. The following section offers a guideline for the content of these sessions separately. 3.1 Information about session 1 During this first session the thesis supervisor will first clarify the main theme. Next she will explore which student is interested in what aspect, and address the ideas that students may already have about the theme. This 'brainstorm' may result in rephrasing of some sub-questions or the emergence of new sub-questions. At the end of this session it must have been decided, however, which student will tackle what aspect. Furthermore the timeframe for the whole thesis writing period is presented to make clear what may be expected from both the students and the thesis supervisor in the next sixth month. The criteria for a project proposal will be addressed as well. In this session you are expected to recruit one other student who will critically review all your work. This of course implies that you will become student-reader for somebody else. Summary of the goals Exploring the theme Assigning the sub-aspects Clarifying the criteria for the project proposal Deciding on who will be whose co-reader (exchange addresses!) Global idea of expectations during the whole graduation period Self-study assignments Write down your first ideas on the aspect of the theme you are going to focus on. Why do you find the main theme and specifically this sub-aspect interesting? What could be the social and theoretical relevance? Is a further delineation of the subject necessary in your opinion (or perhaps instead a broadening)? Complete the online course 'literatuurzoeken' as preparation for the next session. see 16

19 3.2 Information about session 2 Meanwhile everybody has had the opportunity to ponder on the theme and the subaspect chosen, and will have delved into the literature. The next step is describing the theoretical framework and elaborating on the thesis question. These two go hand in hand. Within the theoretical framework you need to further explore the major concepts from the thesis question and interrelate them. You are developing, in a way, a conceptual model. Such a model provides a good basis for further detailing of the thesis question (into sub-questions) and to set up a research plan. It gives direction to considerations about the things that should be measured and the most appropriate design to do this. Moreover, at the conclusion of the thesis the conceptual model will help correct interpretation of the research findings. In this session we will brainstorm about possible thesis question as well as existing theories. The results of the literature review are important here. This brainstorming will also make clear what literature is still lacking. Summary of the goals: Getting to know how to formulate a thesis question Learning what a theoretical framework should look like Developing ideas about the theoretical framework for your own thesis Finding clues for a further literature search Self-study assignments: Write a first draft of the introduction and het theoretical framework, including a further detailing of the thesis question. Start thinking about a logical structure of your thesis, e.g. in terms of chapter headings. And go on with the literature review. 17

20 3.3 Information about session 3 The central topic in this session is the research needed to answer your thesis question. Within this context we would like to explicitly remind you of the various qualitative and quantitative M&T-courses you have been taking in your earlier education. The following questions may help you find a suitable design: Empirical study or literature review? Qualitative or quantitative? Exploring, testing or descriptive? One or multiple measurements moments (e.g. pre- and post-intervention measurement)? What measurement moment(s) too choose? Would you like to control for specific variables? If yes, how? What are the characteristics the institutions you want to study should possess, or rather not possess? Will one institution do or would you like include more institutions? What kind of subjects would you like to involve in the study (directors, staff members, clients, etc.) How many people would you like to include in total? Will everyone be allowed to know what the study is about? (think of the risk of socially desirable answers) What method(s) of data collection will you apply? (structured or non-structured interviews, questionnaires, observation, document analysis, etc.). Eventually the study findings should permit a scientifically sound answer to the thesis question. Things to consider are therefore: Validity: does the study as you envisage it really provide an answer to the thesis question? In other words, are you convinced that you are not measuring something a bit different from what you actually wished to measure? For example, if you intend to measure 'quality of care', can you be certain that your study covers all aspects, or perhaps several of these? Reliability: in how far do you know that what you find is not coincidental? Is your sample for instance representative for what you would like to find out? The above questions should also provide an answer to the question how generalizable the conclusions will be that you draw from the findings. In the end, can you say something only about the institution you researched or do the results have general validity? 18

21 In this session you are expected to critically discuss each other s ideas and this will help you to decide on the approach of your study. Please also consider feasibility aspects. You will have some 3 months to further prepare the study, to conduct it in practice and to analyse data and put it all in writing. Last but not least: be practical. Ask the thesis supervisor if contacts have been made already in institutions; to what extent you can use these, and what remains to be done before you can start the study. Summary of the goals: Preparing a global research plan Finding out what institutions you can approach via the thesis supervisor and what remains to be done before you can actually start there. Self-study assignment: Continue working on the project proposal (including theoretical framework). Don t forget to involve the student co-reader. 19

22 3.4 Information about session 4 The project proposal is a crucial element in the thesis work. It provides the basis for the remainder of the project: the research question you will be going to answer and the way in which you will proceed. The thesis supervisor and the co-readers must have approved the project proposal before you may start collecting data. The criteria for the project proposal are listed in section 2.2. You should more or less have finished your project proposal before this session. During this session you will have the opportunity to go through it in detail with the thesis supervisor so that you can resolve the last hurdles. Make sure that both you know exactly what changes must be applied to the proposal. Summary of the goals: Getting to know the ins and outs of a project proposal Developing your own project proposal Being able to complete the project proposal on the basis of received feedback Self-study assignment: In the previous sessions we already discussed the theoretical framework, the thesis question and the method(s) that would permit finding an answer to your thesis question. You will now be able to finish the project proposal. Please submit it to the co-readers after the supervisor has approved it. 20

23 3.5 Information about session 5 Before today s session you should have been informed how your project proposal was assessed: GO or NO GO. In case of a NO GO, please ask the thesis supervisor outside the context of this session what the reason is and discuss necessary adaptations. In this case you may not start collecting data but should first rewrite the project proposal. All students who were awarded a GO may now start collecting data. In the previous sessions it was already decided how you will collect data (e.g. interviews with a board member, a quality officer, 6 doctors and 6 patients; analysis of meeting documents). Today we will more precisely determine how you will be going to collect these data. The questions below may help you in decision-making. Please give well-reasoned answers to these questions. Interviews: To what extent would you like to structure the interviews? Will you only think up the topics beforehand or write down all questions you want to ask? Or perhaps use an intermediate type or combination of both? Will you ask closed questions (e.g. yes/no questions) or open questions (e.g. 'what do you think of ')? Would you like to use existing questionnaires of develop one yourself? Are your questions valid and reliable? Observation or document analysis: Also when using these methods, please carefully consider what you would like to know. Think of a way to record unambiguously what you would need to know or measure; and/or find out how others have done this. And prepare yourself for this: After you have collected the data as foreseen, will you know if (and how) you can analyse them? The above questions bear on designing measurement instruments. Be aware, however, that interviewing is an art in itself. With some people it will be hard to get them talking, but others will not stop or will move on to irrelevant issues, and so on. It would be a good idea, therefore, to conduct some test interviews with fellow students or others. This will also give a reasonable impression of the average interview duration. 21

24 Summary of the goals: At the end of this session is should be clear what measurement battery (both valid and reliable) you will be going to use. The thesis supervisor should approve of this. Self-study assignments: Further developing of the measurement battery and making test interviews. Approaching institutions. Concretely deciding on course of action around the data collection. Continue writing the introductory chapters. 22

25 3.6 Information about session 6 Today s session is dedicated to data collection progress. Report the state of affairs, your experiences so far, and things that are in the way or may be expected to be in the way. Possible items to discuss: How do you keep in touch with the institution? Do you have a contact person? Have you made arrangements with the institution about, for example, approaching staff or clients / patients? Have you managed to recruit 'subjects' (e.g. staff or clients)? How did you handle this and how is the response? How are your 'measurement instruments' working out? Did you conduct trial interviews? Do things in practice proceed as you had planned? In case you developed a questionnaire or topic list: do the respondents interpret your questions as anticipated? Do they skip certain (types of) questions? Do you manage to reliably record the interviews? Are you keeping a (reflective) diary? In addition we will discuss how to set up the Research methods chapter. In this chapter you are expected to describe exactly how you collected the data to answer your research question (recruitment of respondents, operationalization of the theoretical concepts into measurement, and the manner of data collection). You are also expected to describe the method of data analysis. Propose the options and your ideas on how to tackle these. Summary of the goals: Solving problems around the data collection Action plan for remainder of the data collection Discussing set-up of the Research methods chapter, including analysis plan Self-study assignments: Continue collecting data Finish introductory chapters Start writing the Research methods chapter Prepare a plan of action' for the remainder of the data collection, including a timeframe. 23

26 3.7 Information about session 7 Meanwhile you will have a reasonably complete impression about the kind of data and the amounts of data available after the data collection. The next question therefore is how you will be going to process these 'raw' data so as to get an answer to your research question. (1) probably you will have collected data initially on paper only. The first question then is: how are you going to computerize theses data? Data from standard questionnaires can be entered into SPSS; qualitative data in for example in Atlas/ti (download a demo via (2) the second question, what will your analysis plan look like? In quantitative research this is usually in two parts. First you state how you will be going to describe the relevant characteristics of the respondents. Please do not forget to pay attention to non-response and missing values. Next you will present the way in which you will test relations between the major variables, also in terms of univariate and multivariate analyses. In qualitative research the focus is on the way in which you will be coding the respondents and the materials (interviews, observations, notes, etc.), the way in which you will perform reliability- and validity checks on the material (e.g. data source triangulation and the use of context material, your diary), and the way in which you plan to structure all the information. Please realize that it is not easy to design a perfect analysis plan in one go. The important thing to learn today is how to proceed when your data start coming into and knowing what information is still needed (e.g. M&T readers) to complete your analysis plan. Any problems in setting up the Research methods chapter could be discussed in this session as well. Summary of the goals: Preparing a proposal for the data analysis Self-study assignments: Continue collecting data Complete the analysis plan and start putting it into practice Continue writing the Research methods chapter (and include a section on choices of the analysis methods) 24

27 3.8 Information about session 8 The central point of this session is the manner in which the outcomes of the analyses are translated to the 'results' chapter. The following questions may guide you: What have you found so far? What results will you include in the main body of the text, what results will be presented in annexes, and what results will you leave out? How will you present the result? If this is a quantitative study: what tables and figures to include in this chapter? If this is a qualitative study: what quotations will you include, how will you relate these to your other sources, and how will your relate these to the theoretical insights? To what extent do the results you found so far provide an answer to the question? What, if anything, should be added? In the next session you are meant to provide feedback to the others on the Research methods and 'Results' chapters. The available 2 hours are probably not enough to deal with everything in the same way as was done for the introductory chapters. So please discuss with each other the best possible approach for providing mutual feedback in the next session. Whatever format is chosen, in any case the dedicated co-reader of the student will be the referent. He or she will have reviewed the work extra carefully. Summary of the goals: Gaining insight into the structure of the 'Results' chapter Getting to know what should be adapted in or added to this chapter Self-study assignment: Prepare first draft of the Research methods and 'Results' chapters 25

28 3.9 Information about session 9 This session is dedicated to discussing progress of the thesis writing and eliciting ideas about the structure and content of the final chapters. What exactly have you learned from your data? To what extent does this fit within the conceptual framework described in the introductory chapters? Could you think of any alternative explanations for the results? What conclusions can you draw? What academic and practical recommendations could you make on the basis of the (results of the) thesis? Summary of the goals: Fine-tuning of ideas on the discussion and recommendations. Self-study assignment: Completing the entire thesis (first draft). Include all chapters from introduction up to and including the discussion and recommendations. 26

29 3.10 Practicing your thesis defence Arrange with your group a session to practice not only your oral presentation preceding the thesis defence but also the defence itself. The student co-reader will assume the role of the thesis supervisor. He / she will chair the mock defence meeting, ask a number of questions, and give the floor to the other students who wish to ask questions. Please try to mimic the defence as realistically as possible. This means: ask really critical questions and do not help out the others too quickly. For this is the way to learn to anticipate what you can expect in the real defence meeting and to learn how you yourself respond to (awkward) situations. This, however, is not at all intended to putting the others down. The aim of the thesis defence is to initiate an academic discussion. After a student has finished his / her defence, please spend some time on discussing what went well and what could be improved. After the debriefing you may want to repeat some elements. Please prevent the situation that time is running out before everybody has had the chance to practise. Therefore, prepare a time schedule stating exactly how much time is allotted to each student for the oral presentation, the thesis defence and the debriefing (including possible repeats of elements). Summary of the goals: Learning how to face the defence meeting with great confidence! Self-study assignment: Try to think of any questions you may be asked (and think up the answers). For example, ask yourself what you would do differently if you had the chance to do the study once again. 27

30 HCM Thesis defence meeting Each student is expected to give an oral presentation preceding the thesis defence. The duration is preferably no more than 10 minutes. The presentation should deal with the thesis but there are no rules for the exact content. You may, for example, review all results, or discuss aspects of the study that have been under documented in the thesis. An overhead projector is available for sheets; use of a beamer may have to be arranged with the OSC (depending on where the defence will be held). The defence is directly followed by the thesis presentation, which will last some 20 minutes. The co-readers and your thesis supervisor will ask you a number of critical questions on your thesis work. The major goal of these questions is to elicit an academic discussion. The questions will largely focus on the choices you have made (e.g. for the specific study design) and the interpretation of the findings. After the defence you will be asked to leave the room. The thesis supervisor and the coreaders will then determine the final grade, based on quality of the thesis and aspects of the thesis defence. Next you will be asked to return. Your supervisor will then give a celebratory speech announcing the grade and mentioning the considerations that led to this grade, and presenting some personal reflections on the process. If the thesis supervisor judges the thesis to be of insufficient quality, he or she will inform you timely and in that case there is no defence. If the supervisor and co-readers approve the thesis they should sign the so-called Thesis GO / NO GO form, Master HCM and hand it in to Silvia Woelms at the OSC. The examination board must have approved the defence. The formal examination result slip is signed after the defence and the supervisor is expected to hand it in to the OSC. You will receive the diploma on a later occasion. The defence meeting is public in principle. Please let the supervisor know if you wish to invite guests, to a maximum of 10. Guests are not expected to mingle in the discussion and they also will have to leave the room when the grade is being determined. 28

31 HCM Delay in graduation work As a matter of course we would like to prevent delay as much as possible. Please discuss any bottlenecks in the time planning of your graduation work with your thesis supervisor or the thesis coordinator in good time. However, if you should still not be able to complete your thesis and defend it in June, the following rule becomes effective. Seeing that there are no more group sessions you will be individually counselled by your own thesis supervisor up to and including 31 August at the latest. Note however that this is the summer holiday period in which the thesis supervisor may be absent for some time! In exceptional cases you may submit a motivated request to the HCM coordinator and thesis coordinator asking permission to complete the thesis after August, provided the thesis supervisor judges this to be feasible within a foreseeable time. If graduation at the short term is not feasible you will have to enrol for a new Master Thesis trajectory. 29