Graduate Student Departmental Guidelines
(April 13, 2011)
for
The Thesis
Criminal Justice Department
University of Central Missouri
Why a Thesis?
The student who selects the thesis as part of the graduate degree gains a great deal from
that decision. The student who selects a thesis topic of interest embarks upon a project filled
with discovery, accomplishment, and rewards. The value of a thesis lies not so much in the endproduct, but rather in the enhanced experiences, self confidence and self satisfaction of the
student.
Evidence of a thesis on one's college transcript is tangible evidence to a potential
employer of a number of skills and traits that are always in demand. Completion of a thesis is
evidence of knowledge of research, analysis, and problem solving. It demonstrates a degree of
perseverance and self-discipline that indicates the student has completed more than the
mechanics of course attendance. It predicts an ability to write well, to organize one's thoughts,
and to work independently. It demonstrates an ability to work with others, to coordinate, to
collect data, to make observations, to analyze meanings, to identify relationships.
A thesis provides experience in problem solving, writing, analysis and permits entry of
one or more publications on the resume. A thesis often provides enough data to prepare
additional publications and presentations at professional association meetings. The process of
working with the faculty members of the thesis committee often results in life-long friendships
that are career enhancing. The faculty is better able to assess the abilities and capabilities of the
student resulting in more comprehensive and meaningful letters of recommendations.
Most of all, conducting the data collection and analysis and arriving at conclusions are
usually enjoyable and often is exhilarating. A thesis requires hard work and dedication but the
results and the benefits far outweigh the hours devoted to the project.
What is a Thesis?
A thesis is a research study that contributes to the overall body of knowledge in the area
of criminal justice. It may be a solution to a problem, the answer to a penetrating question, the
resolution of a significant issue, the eradication of a basic doubt, a meaningful criticism, a
refinement, a description, or a relevant work. A thesis indicates a certain competence in the
areas of inquiry, problem solving, writing, and in the technical work of research.
A thesis is the culmination of the master's degree education process - a demonstration of
capability and knowledge. It is neither a “book” nor a "glorified" term paper. The choice of
possible topics or areas of inquiry is virtually unlimited.
Types of Research Suitable for Thesis
A thesis may involve many different types of research. The common misconception that
a thesis must include "number-crunching" or statistical manipulation of numerical data often
leads to a lack of consideration of topics and research methods that are appropriate for the
graduate thesis. The discussion below suggests several types of research that may be suitable for
a thesis. The discussion is, of course, not exhaustive and does not preclude other types of
research.
Students are encouraged to do research in areas that have caught their interest or raised a
question in their mind. Selecting a topic and a type of research that is both challenging and
interesting is perhaps the single most important step in the thesis process. Unless the student has
an interest in both the topic and the method, the entire process may become laborious and tedious
instead of an exhilarating process of discovery and accomplishment. The student is to seek
topics of individual interest first and let the topic lead to selection of a type of research rather
than the reverse.
Historical Research
Historical research is based upon an objective and systematic reconstruction of past event
by careful collection, verification, evaluation, and synthesis of data observed and recorded by
others. The researcher has the responsibility of analyzing the data in terms of authenticity,
accuracy, and significance. Historical research must be rigorous, systematic, and exhaustive.
The researcher must avoid simply collecting information and compiling unevaluated and
unreliable collections of anecdotes and tales.
Topics for historical research include a study of the evolution of criminal justice
agencies, practices, or statutes; tracing the history of punishment for specific types of offenses;
testing the hypothesis that crime rates have been related to economic conditions.
Descriptive Research
Descriptive research is used to systematically describe the characteristics of a topic of
interest. Descriptive research involves the collection of a factual and accurate data base that is
purely descriptive. Such research is not intended to explain relationships between variables or to
test hypotheses. Descriptive research often includes comparisons and identification of areas that
require additional research.
There is a strong need for descriptive research in the area of criminal justice. Before
theoretical research can be meaningful, it is necessary to have basic descriptive data upon which
to base hypotheses generation.
Some examples of descriptive research include community or regional surveys to
determine public concerns, attitudes, opinions, or perceptions about issues in criminal justice;
fact-finding surveys; surveys of literature related to a contemporary issue; critical incident
reports such as prison disorders, civil disorders, and similar events.
Case Study Research
Case study research involves an extensive, in-depth investigation of the background,
current status, and interactions of an individual, group, agency, institution or community. A case
study requires the study of a small unit across a large number of variables and conditions. The
end result should be a complete, well organized depiction of the case under study. Case studies
are particularly useful to provide background information for planning major research in the area
of criminal justice. Because the well conducted case study is both intensive and pioneering, they
are particularly useful in discovering new variables, processes, and interactions and often provide
hypotheses for further research.
Examples of case studies include a study of the management practices of a police
department, the roles and interactions of a prosecutor, judge or defense attorney, the environment
and social interactions of a neighborhood, an offender of a specific type, the status, role, and
conflicts in a probation/parole office.
Developmental Research
Research focusing upon patterns, processes, change, and growth over time is often
referred to as developmental research. Developmental research focuses upon the study of
variables and their development over a period of time. Some researchers term this type of
research as trend research. Developmental research usually requires a lengthy period of research
OR access to a data base that provides data for a period of time.
Examples of developmental research include analyses of past crime rates and an attempt
to predict future trends, patterns or conditions, analysis of changing residential patterns and
offense types, changes in characteristics of offenders over time, studies of criminal careers,
follow-up studies of probationers and parolees.
Comparative Research
Comparative research, sometimes termed correlational research, investigates the extent to
which one or more variables change in relation to changes in other variables. Comparative
research is particularly appropriate in the field of criminal justice where the variables of human
behavior are very complex and do not lend themselves to experimental manipulation.
Examples of correlational or comparative research includes a study investigating the
relationship between offender characteristics and trial or sentence outcomes, study of the
relationship between career choice and personality factors, study of characteristics of criminal
justice personnel and job satisfaction, investigations into the relationships between educational
levels and subsequent recidivism among prison inmates.
Action Research
Action research involves the development and application of new skills, approaches or
techniques to an actual situation in the working world. Action research is situational and, as
such, cannot usually be generalized beyond the environment where it is conducted. Action
research is often more demanding in time, resources, and problem-solving than other methods. It
requires systematic trial and error approaches to real world situations.
Action research includes such studies as an in-service training project to help train
probation/parole officers to work more effectively with minority group members, development
and implementation of a pre-trial release program, planning and implementation of a crisis
center, or a hot line service, testing of a new approach to recruiting students or criminal justice
personnel, development of new curricula.
Evaluation Research
Evaluation research focuses upon process evaluation and/or impact evaluation of specific
programs or methods. The research involves evaluating the process or processes involved in a
program and/or the effects or results of a program or method. Such research requires a thorough
understanding of the method or process involved and analysis of the effects of such a program.
Examples include evaluation of patrol area allocations in an area; evaluation of juvenile
justice treatment programs; evaluation of grievance procedures in collective bargaining
agreements; evaluation of the effects of changes in environment upon prison inmates; evaluation
of the effects of video-taped testimony on juries, judges and defendants; evolution of training
methods.
Experimental Research
Students may choose to perform a traditional research project for a thesis. These types of
research include true-experimental, quasi-experimental and cause-effect research. To varying
degrees research of these types requires some manipulation and control of variables.
Examples include studies of effects of various "treatment" programs; assessment of the
change in behavior from introduction of a manipulation in the environment; studies of social
problems; study of effects of educational programs in drug/alcohol abuse among school children;
studies of factors involved in either high or low accident rates.
Legal Analysis Research
Legal analysis research may involve the examination of the rule or law which governs an
application of an issue of law in the criminal justice system. Enacted law, case or common law
or a combination of either might be necessary to properly analyze the case. Legal analysis will
involve examining how the law applies to the legal issue. The student may want to examine how
a major U.S. Supreme Court case on an aspect of Fourth Amendment has been applied by lower
courts. This can entail an examination of the legal commentary of the case and whether the
lower courts have recognized concerns identified in this commentary.
The Thesis Committee
A committee of three or more fulltime members of the faculty is required to supervise the
Thesis. The Chair must be a member of the Department of Criminal Justice and a full member
of the Graduate Faculty. One of the other members of the Committee may be from another
department or college of the University, but must be associate or full members of the Graduate
Faculty. Committee members should be selected as carefully as the thesis topic.
The Chair must be knowledgeable in the area of the thesis topic, in research methodology
and data analysis. The Chair's role is similar to that of a navigational pilot on a ship. The Chair
directs and guides the student's work. The Chair and the student will work very closely together
and should have mutual respect and rapport. The Chair must be a person with whom the student
can communicate, debate, and compromise. It is an honor to be asked to serve as a Chair of a
thesis and a request should be carefully considered. The Chair has a heavy responsibility to the
student, to the other committee members and to the Department and University. The ultimate
quality of the thesis and the learning experience of the student are largely dependent upon the
Chair. In fairness to all, the Chair should be certain that he/she can and will meet the demands of
the position.
The other members of the committee should be selected after coordination and discussion
with the chair. Everyone involved, student and committee members, must be compatible and
able to work together. The other committee members, often called readers, provide specialized
assistance and guidance in their particular areas of expertise. They should be selected with their
role in mind.
The Thesis Proposal or Prospectus
One of the first steps to be completed in the thesis process is the preparation of a proposal
or prospectus for the planned thesis. The proposal, usually in a broad outline format, provides
both the student and the thesis committee with a blueprint of the planned thesis. The proposal,
when approved and signed by the student and the thesis committee members, becomes a contract
that is useful in several ways.
For the thesis committee, the approved proposal provides a written record of what the
student has agreed to do to complete the thesis. For the student, the proposal is a blueprint useful
to keep the research on track and directed toward the final product. It also protects the student
from added tasks or broadened scope of thesis expectations on the part of the thesis committee.
Your thesis Chair will provide a format for the thesis prospectus.
A Basic Thesis Format
This section of the handbook provides one basic format that is suitable for many types of
research and theses. Not all of the suggested categories are necessary or appropriate for all
studies and the order of items within chapters will vary from one study to another. This is
certainly not the only format that could be used nor is it appropriate for all theses.
This basic format is presented because the concept of a thesis is often overwhelming to
the student. Any undertaking may well appear to be overwhelming when viewed as a totality.
When broken down into tasks that overwhelmingly massive project often becomes less daunting.
The basic format offered here includes organization of the thesis into five sections or
chapters. The Department does not have a required word-length for theses. Masters theses,
however, should not be excessively long. Masters theses, excluding reference lists and
appendices, are normally about 30 to 40 thousand words.
Sample Format:
Chapter I
The Problem
a.
b.
c.
d.
e.
f.
Chapter II
Introduction
Background of the problem
Statement of the problem
Purpose of the study
Importance or need for the study
Overview of the rest of the study
Review of Related Literature
This sets the student’s intended research in its wider academic context. The discussion
should indicate the focus of previous related work and its conclusions. This is where you
place your proposed study in the body of knowledge that has already examined the topic..
a.
Overview of the chapter
b.
Historical background (if necessary)
c.
Review of existing related studies
d.
When appropriate, establish the theoretical framework for
the study
e.
How will this study add to the literature? Why is this
research important?
Chapter III
Methodology/ Research Design
a.
b.
c.
d.
e.
f.
g.
h.
Description of research approach
Research questions or hypothesis
Operational definition of variables
Selection of subjects
Method of data collection
Methods of data analysis
Assumptions
Limitations
Chapter IV
Findings and Results
a.
b.
Results of research
Research findings related to research questions or
c.
Summary
hypotheses
Chapter V
Summary, Conclusions, Recommendations
a.
b.
c.
Brief summary of Chapters I - IV
Conclusions
Recommendations
It is worthwhile to repeat that this format is only one of many possible formats that could
be adopted based on topic, type of research, and individual preference. The major point to be
understood is that a thesis is a series of small, interrelated tasks that soon result in a completed
task.
The Thesis Defense
The final step in the thesis process is to present the completed thesis to your committee
and the faculty of the department. The defense of the thesis generally consists of a statement of
how the topic was selected, a recap of the problem statement and a very brief overview of
relevant literature. The major focus of the presentation and discussion is on the methods used,
the findings and the conclusions reached. This process is one of learning and personal
enrichment. The student has an opportunity to share his/her work, usually already approved by
his/her committee. It is an occasion of scholarly presentation and recognition of the student's
worthwhile accomplishment. The defense will be announced to Criminal Justice faculty
members and graduate students to permit their attendance.
A Checklist for Thesis Planning
1.
Select a topic or area of interest.
2.
Discuss the topic or area of interest with one or more faculty members.
3.
Refine the topic to one that is feasible and manageable.
4.
Select a faculty member and discuss the topic and whether or not the faculty member
would chair your thesis committee.
5.
Once a chair is selected, discuss with him/her other members of your committee.
6.
Select two additional members of the committee. Discuss your planned thesis with each
and ask them to be on your committee.
7.
Submit your application to do a thesis using the online form located at
www.ucmo.edu/cj/grad under the Online Forms button. Also, review all the information
available online regarding thesis, including the Tips document designed to help you through the
process.
8.
Work with your committee and develop a thesis proposal.
9.
When completed, the thesis proposal is provided to each committee member.
10.
Work closely with your Chair throughout the thesis process.
11.
Incorporate recommendations and suggestions into your drafts.
12.
Stay on track. Refer frequently to your proposal to ensure direction.
13.
Ask your Chair for approval of each chapter as it is completed.
14.
Usually, chapters should be completed in order. Work on the first chapter before
beginning the second and so forth.
15.
If during the progress of the thesis, you discover needed changes in the thesis proposal,
discuss the changes with the Chair and get signed, written approval.
16.
Use the committee members as resources. While their job is not to write the thesis for
you, they are willing and capable of assisting you over the rough spots and problems that
you may encounter.
17.
When the final chapter is approved by the Chair, give each committee member a copy of
the draft of the thesis. You should allow a minimum of two weeks for committee review.
Incorporate their comments and recommendations.
18.
Plan for final typing and schedule the thesis defense.
19.
Discuss the defense with the Chair and members of your committee. Remember this is
your show. It is your chance to present your work and to be recognized for your
accomplishment.
20.
Sit back and be proud of what you have accomplished. You have completed your thesis
and earned the respect of your peers, the faculty and future employers.