economic thesis definition

The Young Economist’s Short Guide to Writing Economic Research

Attributes of writing economics.

• The discourse is often mathematical, with lots of formulas, lemmas, and proofs.
• Writing styles vary widely. Some authors are very dry and technical while a few are quite eloquent.

Economics writing is different from many other types of writing. It is essentially technical, and the primary goal is to achieve clarity. A clear presentation will allow the strength of your underlying analysis and the quality of your research to shine through.

Unlike prose writing in other disciplines, economics research takes time. Successful papers are not cranked out the night before a due date.

General Guidelines for Quality Research

Getting started.

The hardest part of any writing assignment is starting. Economics research usually begins with a strong understanding of literature, and papers require a section that summarizes and applies previous literature to what the paper at hand. This is the best way to start.

Your writing will demonstrate that you understand the findings that relate to the topic.

Economists use the first few paragraphs to set up research questions and the model and data they use to think about it. Sure, it can be dry, but this format ensures the write and reader have strong grasp on the subject and structure of the work that follows.

Clear and Concise Work

Clarity is hard to achieve, but revising and reworking a paper ensures it is easy to read

• Organize your ideas into an argument with the help of an outline.
• Define the important terms you will use
• State your hypothesis and proceed deductively to reach your conclusions
• Avoid excess verbiage
• Edit yourself, remove what is not needed, and keep revising until you get down to a simple, efficient way of communicating
• Use the active voice
• Put statements in positive form
• Omit needless words (concise writing is clear writing)
• In summaries, generally stick to one tense

Time Management

Poor time management can wreck the best-planned papers. Deadlines are key to successful research papers.

• Start the project by finding your topic
• Begin your research
• Start and outline
• Write a draft
• Revise and polish

The Language of Economic Analysis

Economic theory has become very mathematical. Most PhD students are mathematicians, not simply economics majors. This means most quality economic research requires a strong use of mathematical language. Economic analysis is characterized by the use of models, simplified representations of how economic phenomena work. A model’s predictions about the future or the past are essentially empirical hypotheses. Since economics is not easily tested in controlled experiments, research requires data from the real world (census reports, balance sheets), and statistical methods (regressions and econometrics) to test the predictive power of models and hypotheses based on those models.

The Writing Process

Finding a topic.

There are a million ways to find a topic. It may be that you are writing for a specific subfield of economics, so topics are limited and thus easier to pick. However, must research starts organically, from passive reading or striking news articles. Make sure to find something that interests you. Be sure to find a niche and make a contribution to the subfield.

You will also need a project that can be done within the parameters of the assignment (length, due date, access to research materials). A profoundly interesting topic may not be manageable given the time and other constraints you face. The key is to just be practical.

Be sure to start your research as soon as possible. Your topic will evolve along the way, and the question you begin with may become less interesting as new information draws you in other directions. It is perfectly fine to shape your topic based on available data, but don’t get caught up in endlessly revising topics.

Finding and Using Sources

There are two types of economic sources: empirical data (information that is or can be easily translated into numerical form), and academic literature (books and articles that help you organize your ideas).

Economic data is compiled into a number of useful secondary sources:

• Economic Report of the President
• Statistical Abstract of the United States
• National Longitudinal Survey
• Census data
• Academic journals

The Outline

A good outline acts as an agenda for the things you want to accomplish:

• Introduction: Pose an interesting question or problem
• Literature Review: Survey the literature on your topic
• Methods/Data: Formulate your hypothesis and describe your data
• Results: Present your results with the help of graphs and charts
• Discussion: Critique your method and/or discuss any policy implications
• Conclusions: Summarize what you have done; pose questions for further research

Writing a Literature Review

The literature review demonstrates your familiarity with scholarly work on your topic and lays the foundations for your paper. The particular issues you intent to raise, the terms you will employ, and the approach you will take should be defined with reference to previous scholarly works.

Presenting a Hypothesis

Formulate a question, problem or conjecture, and describe the approach you will take to answer, solve, or test it. In presenting your hypothesis, you need to discuss the data set you are using and the type of regression you will run. You should say where you found the data, and use a table, graph, or simple statistics to summarize them. In term papers, it may not be possible to reach conclusive results. Don’t be afraid to state this clearly and accurately. It is okay to have an inconclusive paper, but it is not okay to make overly broad and unsupported statements.

Presenting Results

There are essentially two decisions to make: (1) How many empirical results should be presented, and (2) How should these results be described in the text?

• Focus only on what is important and be as clear as possible. Both smart and dumb readers will appreciate you pointing things out directly and clearly.
• Less is usually more: Reporting a small group of relevant results is better than covering every possible statistical analysis that could be made on the data.
• Clearly and precisely describe your tables, graphs, and figures in the text of your results section. The first and last sentence in a paragraph describing a result should be “big picture” statements, describing how the results in the table, graph or figure fit into the overall theme of the paper.

Discussing Results

The key to discussing results is to stay clear of making value judgments, and rely instead on economic facts and analyses. It is not the job of an economist to draw policy conclusions, even if the research supports strong evidence in a particular direction.

Referencing Sources

As with any research paper, source referencing depends on the will of a professor a discourse community. However, economists generally use soft references in the literature review section and then cite sources in conventional formats at the end of papers.

This guide was made possible by the excellent work of Robert Neugeboren and Mireille Jacobson of Harvard University and Paul Dudenhefer of Duke University.

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Undergraduate Dissertations in Economics

A practical guide

1. Introduction

2. the uk experience, 3. the dissertation life-cycle, 4. an alternative to the dissertation.

Emeritus Professor Peter Smith , University of Southampton  First published 2009  Revised version July 2016

https://doi.org/10.53593/n169a

For many students, the dissertation is the culmination of their undergraduate careers, and a rewarding and satisfying experience that gives them the opportunity to undertake an in-depth study of a topic that interests them. However, it can also become a traumatic and disillusioning venture for students who do not engage with the research, or who have a bad experience with some aspect of the dissertation process.

This chapter sets out to share good practice and provide guidance for co-ordinators, curriculum planners and supervisors, highlighting danger areas and providing discussion of some of the more contentious aspects of the dissertation process.

A key aim of any honours degree programme in the UK is to encourage students to become independent learners. This is no easy task in an environment in which many students arrive from school or college with preconceived notions of what is meant by study, and an array of expectations about the support they will receive from academic staff, not to mention the feedback and interaction with staff that they can expect.

The Quality Assurance Agency (QAA) in August 2008 set out the Frameworks for Higher Education Qualifications in England, Wales and Northern Ireland , which contains the following descriptor for a Bachelor’s degree with honours:

‘Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline
• to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline
• to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline
• an appreciation of the uncertainty, ambiguity and limits of knowledge
• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).’

(Source:   http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf  )

In the context of an economics programme, where in many cases students can arrive at university with no prior knowledge of the discipline, it is ambitious to think that students will be able to use ideas and techniques ‘at the forefront’ of the discipline after only three years of study, especially if this is really to be the aim for all honours students. On many programmes, the dissertation has become the prime vehicle by which students find an opportunity to become independent learners and to confront current research. For many students, the dissertation is the culmination of their undergraduate careers, and a rewarding and satisfying experience that gives them the opportunity to undertake an in-depth study of a topic that interests them. However, it can also become a traumatic and disillusioning venture for students who do not engage with the research, or who have a bad experience with some aspect of the dissertation process.

After a brief investigation of the current experience in the UK, this chapter is organised around the typical life-cycle of a dissertation, divided into a series of stages:

• laying the foundations
• topic selection
• early practicalities
• supervision
• progress monitoring
• data issues
• dissertation structure
• academic integrity.

As background to this chapter, a brief email survey was undertaken to gather information about the role of the undergraduate dissertation in economics departments across the UK. A report on this survey may be found in Appendix 1 .

From the survey it seems that dissertations are a part of the majority of Economics programmes in the UK. However, there are significant differences in the way in which the dissertation module is organised, and the way that students experience the dissertation.

A particular issue is whether all students should be required to complete a dissertation as part of their undergraduate programme. In some institutions, the dissertation is indeed compulsory for everyone, but elsewhere it is restricted to single honours students, or to those students who obtain an average of 60% or more in their second year. The QAA’s descriptor quoted above suggests that all students should receive some exposure to research, but clearly joint honours students are likely to find this more challenging than the specialists, having acquired less in-depth familiarity with either of their chosen disciplines.

Where joint honours students are required to take the dissertation, it may be necessary to adjust the expectations in terms of content. For example, whilst a single honours student with some exposure to econometrics may be expected to undertake some empirical work, it would be unreasonable to expect a joint honours (e.g. Politics and Economics) student to have the same familiarity with econometric methods. It has been known for students to try to teach themselves econometrics, which can prove disastrous.

Whether the dissertation should be limited to the better students is a moot point. On the one hand, it could be argued that weaker students should have equal access to the dissertation option; it may even be that there are some students who may achieve a better result on the dissertation where they can immerse themselves in a topic and produce a polished piece of work, than they could produce under examination conditions or in a problem-set-oriented assessment. On the other hand, experience suggests that weaker students require more supervision, and are more likely to resort to practices that breach academic integrity guidelines.

For these reasons, it may be necessary (or desirable) to provide alternative ways of exposing joint honours and weaker students to research methods. This will be discussed later in section 4 .

Where the dissertation is compulsory for all students, the organisation of the module causes concern. When there are large numbers of students requiring supervision, the load on individual staff members becomes heavy – especially given that some topic areas (and some staff members) tend to be more popular with students than others. It may then be necessary to find some way of spreading the supervision load across available staff or accommodating differences through a workload management system. Spreading the load evenly may result in inconsistency in the supervision provided, which can be very difficult to monitor effectively.

Another major impact on the dissertation has been the rise of the internet, and the ease with which students are able to find material. This can lead to excessive reliance on sites such as Wikipedia, and makes it imperative to be able to monitor standards of academic integrity. Almost all of the survey respondents reported using TurnitinUK, whether as routine for all dissertations submitted, for a random sample or for suspect cases. The traditional remedy of holding vivas for all student dissertations becomes extremely costly when large numbers of students are involved (one institution reported that more than 500 dissertations are submitted in a typical year). Nonetheless, this practice appears to have survived in some economics departments.

3.1 Laying the foundations

3.2 topic selection, 3.3 some early practicalities, 3.4 supervision, 3.5 early progress monitoring and the dangers of the last minute rush, 3.6 data issues, 3.7 dissertation content and structure, 3.8 submission, 3.9 assessment, 3.10 academic integrity.

There is a sense in which the whole of learning and teaching in a programme can be seen as preparation for the dissertation, as it provides the opportunity for students to draw holistically upon the range of material that they have studied during their programme. However, the dissertation is a very different exercise from anything else that they will have been required to undertake and specific preparation is needed.

First, some training in research skills will need to be provided. This may or may not take place as part of a specific module within the programme that is devoted to preparation for the dissertation, perhaps in the penultimate year of study. This needs to include general discussion of research in economics, and the ways in which economists undertake research and scholarship. It is important to remember that this is likely to be a wholly new experience for most students, who may be well drilled in problem solving and mathematical exercises, but who may not have had much exposure to the practicalities of economic research.

The booklets by Greenlaw (2006) and Neugeboren (2005) may be useful references for students at this stage of the process, or they may wish to visit the "Doing a dissertation" tab of the Studying Economics website run by the Economics Network.

Included in this research training it is important to provide some guidance in library skills and the use of evidence in economics research. Being able to evaluate evidence, to weigh up the importance of a set of results and to be aware of the limitations of the evidence produced are challenging skills for students to develop.

There are different approaches to providing such research methods training. It may be that library staff will be able to provide sessions in library skills. It may be wise to incentivise students by awarding a small percentage of the dissertation marks for a library skills exercise. For example, students could be required to undertake an online literature search related to their chosen topic and produce a preliminary reading list. This has the added benefit for forcing them to start their research at an early stage of proceedings.

Depending on programme structure, some students may have had extensive exposure to statistical and econometric methods, so may be accustomed to handling data and interpreting results. However, there may still be a difference between running some regressions in response to a specific exercise during an econometrics module and devising a model to allow testing of a specific hypothesis.

Where students have not been exposed to econometrics, this will clearly affect the scope and nature of research that they can undertake. It may be that they are restricted to a theoretical approach or a literature review style of project, or that they need to find alternative ways of presenting evidence. Where there is a mixture of single and joint honours students it may well be that there are students working on similar topic areas, some of whom know some econometrics and others not. This can create particular pressures on the joint honours students, who may feel obliged to try to use techniques with which they are unfamiliar. This is almost always disastrous. It also becomes important that the skills base of students is taken into account during the assessment process, so that students without training in econometrics are not unduly penalised by markers.

It is increasingly crucial to provide clear guidance on academic integrity at an early juncture. Section 3.10 explores this issue in more depth.

Where there are large numbers of international students, support may need to be provided in academic writing. Indeed, such support may be necessary more generally, given that so many economics assessments are based on problem sets and exercises, rather than on extended continuous prose. There is some evidence that the writing skills of UK students may also need to be further developed in this context.

From a student perspective, finding a topic for the dissertation is a critical step. One of the key strengths of the dissertation is its capacity to engage the student by arousing interest and motivating through a sense of discovery. However, it can also be a stressful part of the process, especially for some weaker students who may not have strong ideas about topics that might inspire interest, and who may be daunted by the prospect of undertaking the task. Failure to find the right topic can be a recipe for a weak dissertation that does not fulfil the intended outcomes.

When the numbers of students looking for dissertation topics are relatively small, then it may be that students can be left to choose their own topics – probably subject to the availability of an appropriate supervisor or the submission of a coherent research proposal. With large numbers of students, this laissez-faire approach may not be feasible.

An alternative approach is to provide students with a list of topics from which they can choose. These topics may be closely circumscribed, or may simply offer a general topic area, leaving the student to focus on a specific research question within that topic area.

The advantage of providing very general topics is that that it leaves the responsibility of formulating a specific research question with the student. This is a key part of research in economics, of course, so it is good (albeit challenging) for the student to have to think about how to go about it. It also has the benefit of giving the student ownership of the question to be investigated, which helps to provide motivation.

Where there are large numbers of students, topic choice can be handled online.

Students can submit their preferences through a webpage, and asked to specify their top four choices and rank them. Students can then be allocated to topics and supervisors, with no guarantee that they will get their first choice – depending on whether certain topics are over-subscribed.

It is helpful for students if a selection of past dissertations is made available to current students to provide some guidance on what is expected of them. However, if the same topics appear for too many successive years, there may be the obvious danger of plagiarism. Even where this does not extend to actual copying, there is the danger that students will simply adopt the same dissertation structure as used by previous students rather than working through this part of the process on their own.

Top tips: dissertation topics

There are several ways in which students can find (or be allocated) the topic for their research.

Students find their own topic, and then look for a supervisor

This may work where the number of students is limited, but may be more difficult to manage when numbers increase. Some staff members are likely to be overwhelmed with requests, especially if they happen to have taught popular second year modules.

Students may also congregate around topics of recent interest – the financial crisis, the impact of migration, or the economics of Brexit…

Others may delay thinking about their topic until it is too late, or may choose topics that prove to be impracticable.

Staff declare topic areas in which they are prepared to supervise projects

This seems to work for a number of institutions. Topics here may be defined broadly – labour economics, development economics, or monetary economics. This may also produce bunching around some staff members.

A list of topic areas is provided

This entails listing key areas of economics – public economics, behavioural economics etc. Students are then allocated a supervisor, where possible a supervisor with a specific interest in that area. Bunching can be ameliorated by not guaranteeing that the allocated supervisor will be an expert in that field. After all, at undergraduate level, detailed knowledge of the topic area may not be crucial.

A list of topics is provided

More specific titles could be provided, rather than general areas. Some staff may prefer this, but others may not. Too specific a topic may attract no students at all (there are only so many undergraduates burning to undertake research into theoretical issues in econometrics).

For example, a topic such as ‘Child labour in less developed countries’ offers wide scope for tackling the issue in different ways and different contexts. A more specific topic such as “Are household members altruistically linked? an examination based on the Mexican anti-poverty programme Progresa’ is much more prescriptive, and may deter students.

There will always be students with fixed ideas about what they wish to research, and these should be accommodated where possible and plausible.

Legislation impinges on the dissertation process, and students may all be required to complete risk assessments before they start their research. The impetus from this comes from Health and Safety legislation in place since 1992, and many universities require such assessments for undergraduate and postgraduate students undertaking research. The need for this is perhaps more obvious where students are carrying out experiments in the physical sciences, but may also be important in the social sciences. There may also be a need to seek ethics approval, especially where research involves the use of human subjects, for example, where students intend to undertake surveys or to conduct experiments using human participants.

Given that most economics dissertations tend to be desk studies that do not involve the use of human subjects, the bureaucracy may be viewed as superfluous. Nonetheless, compliance with the law is essential. This may be especially important where economics as a discipline is part of a wider School of Social Sciences. Sociologists who decide to interview local drug dealers as part of their dissertation research clearly face rather different risks and ethical issues than an economist who decides to estimate a consumption function from macro data.

Sample forms can be viewed in Appendix 2 . The ethics form is designed for a School of Social Sciences. The expectation is that the vast majority of economics projects will qualify to skip from question 1 to question 15, thus minimising the paperwork whilst still complying with the demands of the legislation.

Given the requirements of the Data Protection Act, it is also advisable to ask students to give permission for their completed dissertations to be made available within the university for succeeding generations of students. This then allows a database of previous dissertations to be mounted on an internal website or a Virtual Learning Environment (VLE) such as Blackboard or Moodle.

It is also important at the outset to be absolutely clear about some aspects of the dissertation. In particular, students seem to get very exercised about word length. In many UK undergraduate economics programmes, the dissertation counts as a double module in the final year – for example, 15 ECTS, or a quarter of the assessment for the year. Given the importance of this piece of work (especially where the final year carries a heavy weight), it is probably appropriate for the dissertation to carry a word length of 7,500 to 10,000 words. Notice that this may depend on institutional demands set by your School, Faculty or at University level.

Top Tips on the word limit

• Be explicit from the start about what is included and not included in the word count. When students get near to submission time, the chances are that they will be hitting the limit, and will want to exclude as much as possible from the count. To remove ambiguity, it is wise to be clear.
• Acknowledgements
• Table of contents
• Bibliography
• Figures (i.e. diagrams, maps)
• Tables of data
• Prohibit the widespread use of appendices – otherwise, students will simply carve chunks of material out of the main text and stash it away at the back in the hope that it will not count. Make it clear that appendices will be part of the word count (perhaps allowing some appendices to be exempt, e.g. raw data, with the express permission of the supervisor).
• Then state that everything else counts. Students will still find questions to ask (what about footnotes?), but if you have been explicit you will be on reasonably firm ground – and you can point out that the rules are the same for everyone.
• In order to enforce the word limit, you will probably need to impose penalties for exceeding it. A sliding scale is probably best – say, 1 percentage point per 100 words (or part thereof) by which the dissertation exceeds the limit. This provides students with the incentive to learn to be selective and to avoid waffle in presenting their report. And it seems to work!

The provision of good supervision is crucial to the success of the dissertation. In many institutions facing increasing student numbers, the amount of contact between staff and students on a one-to-one basis is in decline. Indeed, it may be that the supervision of the dissertation provides the single most important opportunity for students to interact on a personal basis with a member of the academic staff. Some students may be intimidated by this, but if the relationship works, it can be mutually rewarding as an educational experience.

As in many other areas of learning and teaching, it is important to manage student expectations of the supervision process. It is helpful for students to be told clearly what they can expect from their supervisor. This may be expressed in terms of an entitlement, rather than being left open-ended. Such an entitlement could be expressed in terms of a number of meetings that each student is entitled to have with their supervisor or it could be expressed in hours. Experience with operating such a system is that although some students may request assistance above their entitlement – and this need not be prohibited within the scheme – others may choose not to avail themselves of their full entitlement. In the context of encouraging students to become independent learners, it may not be desirable to insist that all students attend for a given number of sessions. It is this that makes the entitlement system an attractive way of specifying what is the normal expectation for supervisory contact.

Such an approach has the added benefit of helping to manage the supervisors’ expectations of the process. Supervisors need to know what is expected of them in terms of reading drafts, marking, length and frequency of meetings, and so on. It is also crucial that both supervisors and students have the same expectations of what is involved. Being explicit about this is thus crucial for both groups.

Achieving consistency of supervision provision is one of the challenges, especially when large numbers of students are in need of supervision. Just as some students may need more help than others, it is also important to be aware that some supervisors may be more comfortable in the role than others, or more prepared (or able) to make themselves available.

It is also common for certain topic areas to be more popular than others – and for some supervisors to be more popular than others. If unregulated, this can lead to a situation in which some members of staff find that they have much heavier loads than their colleagues.

Some fair way of allocating supervisory responsibilities may thus be needed. One possibility is to ensure that supervisory loads are recognised as part of a workload management system, in which there is a trade-off between supervisory responsibilities and other forms of teaching contact. An alternative is to allocate loads evenly across available staff. This may require allocating students to topics that are not their first choice, or requiring supervisors to oversee topics of which they have little specialist knowledge. This needs to be monitored carefully to safeguard the student experience. However, at the undergraduate level, specialist knowledge of topic areas may be less crucial than at masters’ or doctoral level.

There may be benefits from group supervision of students following similar topics, not only in terms of economies of scale, but also because the students may be able to learn from each other. Economies of scale may arise because much of the advice given to students will be common – the central importance of economic analysis, the need for a literature review, the interpretation of evidence, how to avoid plagiarism and so on.

At my university, each supervisor is responsible for between six and ten students. It may be highly time-consuming to meet each supervisee separately on a one-to-one basis, but there are some issues that can be readily communicated in group sessions, perhaps even in combination with a colleague supervising in similar topic areas.

A first meeting could take place early in the year, or at the end of the penultimate year, when students have been allocated their topics and supervisors. This would be a preliminary briefing meeting, to answer questions and concerns, highlight some key relevant readings and data sources, and explain how the supervision will be conducted. Some preliminary explanation of how to structure a good dissertation is also provided, together with some discussion of what is meant by academic integrity.

At a second meeting each student could be asked to talk about their topic, outline their progress to date, identify their research question (if they have formulated it) and comment on any problem areas that they have encountered.

A third meeting could be held towards the end of the first term. By this time, students will have been required to submit an interim report, in which they sketch out their proposed research, including an explanation of their research question, and the methodology that they propose to use in order to investigate their question. This is an opportunity to provide feedback and progress to date, to suggest future directions and to identify potential problems.

A fourth meeting could be held towards the end of the second term. Before this meeting, you could invite each student to submit an extract from the first chapter, including their explanation of their research question. In the meeting, you could comment on writing styles and referencing, and provide an opportunity for questions. The importance of maintaining standards of academic integrity also needs to be stressed.

Students should also be encouraged to meet up on a one-to-one basis if they have questions that are specific to their own research.

In some institutions, this is taken one step further, through the provision of a whole module (normally in the second year) that deals with research methods. The economies of scale in doing this are even greater, of course, as one individual (or a relatively small number of staff) can provide the generic advice that all students need in approaching the dissertation. Such dedicated modules are not always popular with students, who may see the material as being fragmented and of little relevance to them at the time. In other words, they may need to be convinced that they really will need this material at a later stage. Such modules are not always popular with the staff either. They may not be appealing to teach, and also put pressure on the curriculum. When so much other material has to be covered in the second year, there may be a reluctance to use up a whole module on research methods that could have been used to provide more micro theory or econometrics.

A frequent complaint about students undertaking undergraduate dissertations is that they leave everything until the last minute. The pressures of other coursework items and mid-term or mid-year examinations may encourage students to devote their time to these, as the dissertation seems less urgent.

There are various ways of trying to encourage students to start work on their research early, and not to rely on a late rush. It may be worth drawing an analogy in early discussions with them. Few students would think of arriving at an exam with only a few minutes to go, and thus finding they have no time to answer the questions. So, why should they think they can fritter away their dissertation time and start work on it when it is too late to do it justice?

However, as economists, we understand about incentives, and thus realise that exhortation alone will not suffice. We need to provide good incentives if we expect students to start work early.

One possibility is to require students to give a presentation of their intended research at an early stage of proceedings. This could be a presentation to their peers with a member of academic staff present. It would even be possible to designate a discussant for each presentation or for a small percentage of the overall mark to be attached to it. However, as soon as numbers begin to grow, this option begins to become very costly in time and effort. Ensuring consistency in the assessment becomes problematic – although if it is a very small percentage of the overall mark, this may be less crucial. If the presentation becomes more than a small percentage, then the logistics of enabling appropriate external examining becomes a potential issue.

An alternative is to introduce an interim report or research proposal that has to be submitted at an early stage. Again, attaching a modest percentage of the overall marks to this report has good incentive effects, and provides an early check to identify students that are not engaging with the process, or who have unrealistic grandiose plans for solving the world’s problems in 10,000 words. It is also a good opportunity to provide formal feedback – an important consideration when the paucity of feedback is a common criticism emerging from questionnaire surveys.

It may be helpful to ask students to submit draft material (or even chapters) to provide a framework for discussion in supervisory meetings – and to do so before the meeting takes place. There is nothing worse than having a student arrive to discuss their work clutching their precious draft, only to find that the time is mainly spent in the supervisor reading it, rather than being able to discuss it. It should be made clear that this is not for the purpose of proof-reading, which is not the supervisor’s responsibility. It may be worth setting a timetable for such discussions at the beginning of the year – which then forces the student into a regular schedule of work. Of course, your institution’s rules may prohibit the reading of draft material. You may also think that it is possible to go too far in helping the student, as this may militate against encouraging independent work and time management. However, it can make for more productive supervisory meetings – and anything that highlights that you are providing feedback may pay dividends in national student surveys.

The other task that must be tackled at an early stage is data hunting. Students embarking on empirical work – probably for the first time – almost always have over-optimistic views of the data that are likely to be available. Perhaps a student has been to a course in development economics that has stressed the importance of human capital formation in stimulating improvements in agricultural productivity. An interesting project might be to examine the effect of primary schooling on agricultural productivity in rural Zanzibar. Or to examine the effect of overseas assistance on the provision of health care in Papua New Guinea. Panic then sets in when it transpires that, with only a few weeks remaining, there are no data to be found.

Again, this is partly a question of managing student expectations – and of getting students to hunt for their data as early as possible.

Of course, there is a time inconsistency problem here. We tell the students that they must look for data as soon as possible… but we also tell them that they should think about the underlying economics of their topic first, in order that they know what data they will require. Without this proviso, the danger of data-mining is high. Students told to look for data early may well see what they can find, run a few regressions and then see if they can find a theory that will match their results.

There is a lot of data readily available on the internet. This brings good and bad news. The good news is that there are more data accessible on a wide range of economic topics that students can readily obtain. This expands the range of topics on which they can undertake empirical work – and they are aided and abetted in this by the software at their disposal to enable them to produce lots of results. The bad news is that the scope for doing foolish things and getting nonsense results is also much expanded. The ease of use of today’s software makes it very easy to produce results that go way beyond the competence and understanding of the students. Indeed, a key part of the supervisor’s role may be to rein in the over-enthusiastic student to ensure that the work undertaken is appropriate for the topic being investigated, and the reasonable ambition of the student given knowledge and understanding of statistical and/or econometric methodology. This reining in has to done in a sensitive way, so as not to discourage or dishearten. A fine line to tread.

Provide web links to the most relevant data sources.

Providing web links to key recommended data sources is wise. This can be accomplished through a dedicated dissertation webpage or VLE. The links can then be tailored to the needs of a particular cohort of students. There is also a helpful section on the Economics Network website that provides links to freely available data .

One obvious situation in which this can be an issue is where a student has received no training in econometrics, but has heard of ‘regression’ and perceives that no dissertation is complete without it. There may be some bright students out there who can teach themselves regression along the way and produce sensible results. But for every one such student, there are likely to be countless others who will be unable to produce coherent results. For the econometrically untrained, more modest objectives need to be set for the analysis of empirical data. However, the collection of data, and the marshalling of evidence in support (or not) of an hypothesis, is a central part of research in economics. In some cases, students may sign up for an optional course in econometrics for which they are ill-prepared. This has a doubly damaging impact, as they may fail the module as well as finding themselves no better off for the research.

Another pitfall is where a student with some econometric training collects data and runs some regressions, but is unable to produce results that are consistent with any known economic theory. Panic then sets in. Can economic theory really be so wrong? It takes confidence for a novice researcher to look at a set of seemingly meaningless results with equanimity. It may then be for the supervisor to reassure, and to point out how many possible explanations there are for seemingly contradictory results. Perhaps the data do not measure what the model demands. Perhaps a more sophisticated econometric methodology is required. Perhaps there are omitted variables. And so on. The student researcher may then need to be persuaded that it is perfectly OK to present weak results, so long as some awareness is shown that the analysis has limitations, and that there are many possible reasons for the seeming contradictions.

It is important to remind students of the key objective of the dissertation – namely, to showcase what they have assimilated during their degree programme. If they can show competence in applying economic analysis and (perhaps) econometric techniques in a topic area of their choice, then they are on their way to a reasonable mark. They will not be submitting their dissertation to Econometrica .

‘The secret of happiness lay in limiting the aspirations.’ Thomas Hardy in The Woodlanders .

Students who have spent most of their undergraduate careers solving problems and tackling exercises are likely to need specific help in constructing a coherent argument through continuous prose and appropriate structuring of material. Furthermore, the dissertation will require them to move beyond the descriptive to analysis and evaluation. These are also key skills that may only be developed through the dissertation in many economics undergraduate programmes.

There are several guides available providing advice to students on how to structure a report on a piece of economic research (e.g. Neugeboren (2005); Greenlaw (2006) ).

A typical structure

From Neugeboren (2005)

Students need further guidance to keep an appropriate balance between the key components. The temptation is to use up too many words in the early sections in introducing the topic and describing the background. This is especially tempting in relation to some projects. For example, a student investigating a question in the context of a particular country may begin by describing the economic conditions of that country, so that the report comes to resemble something more appropriate for economic history or geography than economics. On the other hand, there may be a temptation to take some of the economic analysis for granted, thus missing the opportunity to demonstrate knowledge and understanding of economic analysis and thereby showcasing their skills to the examiner. This question of knowing what to include and what to omit is a tricky one, and an area in which supervisors will need to be ready to offer guidance. Another challenge is for students to be evaluative and analytic, going beyond description.

At the outset, students often find it intimidating to launch themselves on writing an 8,000 or 10,000 word report. It is important to find a way of overcoming this. One way is to encourage students to draw up a chapter plan at an early stage. This could be based on the general pattern set out above, with the students being asked to draft a few sentences describing the intended content of each chapter, and a target word count. This has the advantage of breaking the overall task into a sequence of shorter pieces of work, which may be less intimidating. Making some examples of previous dissertations available for students to consult may also be helpful, as they are able to see what can be achieved, as well as getting a feel for how to structure a long report.

Make sure there is no ambiguity about the deadline for submission and the penalties for missing it.

Another danger point comes at submission time. Be clear about the conditions under which an extension might be granted and how and whether this might be authorised. In addition, be clear about the conditions in which an extension will not be granted. For example, you might want to be explicit that extensions will not be granted for frivolous reasons or because ‘my computer crashed’. There are good reasons for being strict about this. One of the skills that students derive from producing a dissertation is project management. Meeting deadlines will give students the opportunity to practise time management. A student who does not understand the need to keep back-up copies of files will have a rude awakening in the world of work. Furthermore, a student granted an extension is likely to find that there are knock-on effects in terms of exam preparation.

Assessment is a crucial part of the dissertation process and entails a number of problematic issues.

It is important that students have a clear idea of what is expected of them in producing a dissertation. Unlike the problem sets and exercises that characterise much of assessment in economics, there cannot be a specific mark scheme for the dissertation. However, it is possible to provide a set of grade descriptors designed for the dissertation, showing the characteristics that markers will be looking for in allocating marks to the final product. This helps in forming student expectations and provides transparency. A sample set of descriptors is available in Appendix 3 . These descriptors can be tailored to local requirements. Asking markers to highlight a copy of the descriptors for each student being assessed indicating how well they have performed on each aspect is a good way of reaching comparability of standards across markers, and providing feedback to students afterwards.

There is no universal agreement that this approach is desirable. It has been argued that marking to descriptors enforces too much conformity and inhibits markers from examining with their own personal and professional judgement. However, this may be an argument for framing the descriptors in such a way that they are not overly prescriptive, but yet identify the intended outcomes on which the assessment of the dissertation should be based. When large numbers of students are involved, it may be that personal and professional judgement has to be harnessed in order to ensure equity in treatment.

Another way of trying to manage student expectations is through some element of peer- or self-assessment – not necessarily as part of the summative assessment. For example, students could be encouraged to evaluate a fellow student’s research proposal or presentation. Alternatively, a self-assessment checklist could be required as part of the dissertation submission, itemising key aspects of the dissertation. A sample self-assessment form is available through the Appendices .

Students may also gain confidence in their work if some portion of the summative assessment is derived from interim pieces of work, such as the research proposal, a presentation or library skills project. This can also incentivise students to manage their time and receive feedback on how they are progressing.

Achieving consistency in assessment is challenging, especially where the number of dissertations to be marked is large so that marking has to be spread between a relatively large number of staff members. Consistency is also difficult because of the wide range of dissertation topics that is possible. The use of descriptors can help here, as they are cast in general terms that do not vary across topics. The danger is that some markers will be more diligent than others in giving marks based on the descriptors. At department level, this could be monitored by constructing a spreadsheet to compare mean marks (and the standard deviation) for each pair of markers. This may help to reassure external examiners that marking has been carefully undertaken — as well as ensuring equality of treatment for students.

The nature of the dissertation is such that it is difficult to maintain anonymity in the marking, so this is one type of assessment where double-blind marking must be retained, rather than some form of sample moderation process.

Where the economics dissertation can be taken by both single honours students and those following joint honours, it is important for markers to be aware of what is reasonable for particular students to produce. A politics and economics student should not be penalised for avoiding econometric work, nor should a single honours economics student be penalised for lacking background in political science.

One of the issues on which practice varies between universities is the question of whether the supervisor should or should not be one of the markers of the dissertation. Some argue that the supervisor should be excluded from the assessment process in order to ensure independence of the marking, whereas others argue that the supervisor is able to identify the extent to which the student had received assistance as part of the supervisory process. Consistency may be more likely where marking is organised to mix up the pairings of first and second markers.

Given the ubiquity of the internet, it has become impossible to discuss undergraduate dissertations without also discussing the greater opportunities for student plagiarism. The internet provides students with access to a vast range of material, and anecdotal evidence suggests that many students arrive at university with at best a sketchy understanding of methods of scholarship and standards of academic integrity.

Inculcating a sense of what constitutes academic integrity at an early stage in the degree programme is critical. This approach – stressing that there are expected standards for student work – is to be preferred to instructing students simply to ‘avoid plagiarism’. The notion of avoiding plagiarism is almost tantamount to telling students not to get caught, whereas setting expected standards is a more positive tack to take.

The importance of academic integrity is reflected in the fact that there is a whole chapter in this Handbook by Jeremy Williams devoted to the topic. The detail of this discussion will not be repeated here, where the focus will be on academic integrity in the dissertation.

Jeremy Williams identifies three types of plagiarist. The ‘lazy plagiarist’ takes the work of another author and puts his or her own name to it, and may use a ‘cheat’ site in order to purchase a dissertation or part thereof. The ‘cunning plagiarist’ uses the work of another author or authors, but changes things sufficiently to avoid detection. ‘Cut-and-paste’ characterises this approach. The ‘accidental plagiarist’ does not even realise that they are plagiarising – for example, they may have taken notes on a journal article in the early stages of their research without realising that they were simply noting down the original author’s words. They then construct their dissertation from those notes. In some cases, students from a Confucian tradition may believe that in reproducing the words of the experts they are paying them a compliment, and may find it culturally difficult to criticise or even amend what has been printed in a textbook. The use of anti-plagiarism software will throw up examples of all three types.

In the email survey of UK economics departments, most made use of TurnitinUK as a way of identifying whether plagiarism has taken place. The convenience of this is that a dissertation submitted via a VLE can be automatically screened for overlap with TurnitinUK’s growing database. The disadvantage is that the output produced by the software requires very careful interpretation. The software produces a Similarity Index (SI), which quantifies the degree of overlap with material in the database. A high SI does not necessarily indicate plagiarism, but it does help to highlight which dissertation submissions are suspicious.

An important practical point to remember is that when students submit their dissertation they should not only be asked to sign a declaration stating that the work is their own, but also that they understand what is meant by academic integrity and that their dissertation will be checked by TurnitinUK.

Sample declaration for students to sign on submission:

I understand that by signing the declaration below, I have read and accepted the following statements:

• I have read and understood the University’s Academic Integrity Statement for Students, including the information on practice to avoid given the Statement and that in the attached submission I have worked within the expectations of this Statement.
• I am aware that failure to act in accordance with the Academic Integrity Statement for Students may lead to the imposition of penalties which, for the most serious cases, may include termination of the programme.

I consent to the University copying and distributing any or all of my work in any form and using third parties (who may be based outside the EU/EEA). This may include the use of anti-plagiarism software (e.g. TurnitinUK) to verify whether my work contains plagiarised material, and for quality assurance purposes.

Perhaps more valuable than its diagnostic properties is the deterrent value of TurnitinUK. The very fact that all dissertations are to be screened may encourage students to take care in their work. If this does not suffice, then a practical demonstration may be effective.

Encouraging good academic practice

Find a brief paper written by a member of staff in the department and submit it to TurnitinUK. Then hack the article about. Include some quotations (some with, some without quotation marks), paraphrase some passages, introduce some new material. Submit the revised version to TurnitinUK.

Arrange a session for all students writing a dissertation, and show them the TurnitinUK output on the amended version. Let them see what we see as examiners. Point out the key examples of bad practice that we can readily recognise.

This exercise can have a dramatic effect. In one academic year, I (as the School’s Academic Integrity Officer) had to investigate 10 breaches of academic integrity in economics dissertations. Penalties were imposed in all cases. The following year, having demonstrated the examiner’s eye view of the TurnitinUK output, not one single case emerged.

More difficult to detect is where students commission a third party to produced their dissertation for them – either to order, or off the peg from subscription websites. TurnitinUK may or may not identify these cases, although I have known one case where the dissertation that had been purchased was picked up because some paragraphs from it were used as an advert on the website, and were thus caught by TurnitinUK. The risks of being caught may be lower for this form of cheating – but the penalties are likely to be more severe.

An important part of the fight for academic integrity is to make sure that all supervisors are familiar with your university’s procedures for dealing with breaches of academic integrity, and with how to interpret the TurnitinUK output. This is a key part of ensuring consistency in supervision and equity of treatment across students. It is wise to make sure that the general principles of academic integrity are covered in joint sessions to all students, rather than this being left as part of the responsibility of the individual supervisor. Student handbooks also need to carry clear guidance on your institution’s policies and procedures.

More discussion on academic integrity may be found in the Handbook chapter by Jeremy Williams and the more recent chapter by Carlos Cortinhas .

If it is accepted that all honours students should be exposed to ‘current research, or equivalent advanced scholarship, in the discipline…’ (QAA), then can the dissertation be avoided?

It could be argued that if we provide research-led teaching , then this in itself ensures that students will fit the bill in terms of exposure to research. But what do we mean by ‘research-led teaching’? Does it mean that academic staff are given the opportunity to teach in their specialist research areas? Is that enough? How do we ensure that students engage with this process? If we cannot be sure about the answer to these questions, then is the dissertation the only solution?

To some extent, a research-led approach can be embedded within the normal curriculum. Modules can be designed in such a way as to enhance the students’ ability to develop critical and evaluative thinking skills and thereby support and promote independent learning. This approach can be reinforced by a research-led approach to assessment and may be most straightforward in econometric or other quantitative methods modules, where students can be required to find, analyse and interpret their own data. A similar approach can be adopted for other modules. A development economics module can require students to prepare a report on a particular country; students could be required to evaluate a recent report from the CMA . Such exercises can encourage and engender a sense of discovery and engage students in a reflective and self-critical process. There is much more discussion or undergraduate research in economics in KimMarie Goldrick’s chapter in this Handbook .

An alternative approach would be to run a seminar or tutorial-based module, in which students are required to provide critical evaluation of recent research, probably through the vehicle of appropriate journal articles. This sort of exercise can also provide students with the opportunity to develop their presentation skills, and could be part of a module that also includes sessions on aspects of research in economics. Such presentations could be given in a quasi-conference setting, if the number of students permits.

A well-organised dissertation can be the most rewarding part of the student experience. However, this may require careful thought and planning if it is not to turn into a nightmare. Here are some key points to remember as the dissertation life-cycle unfolds:

• Think about how research training will be provided
• Ensure that students are guided towards a feasible topic
• Be aware of the legislative context
• Give early rules on word length
• Manage student and supervisor expectations of the supervisory process
• Look for a coherent way of allocating students to supervisors
• Set intermediate targets to prevent students leaving too much to the last minute
• Be aware of data issues
• Provide guidance in terms of how to structure a dissertation
• Offer clear guidelines for the assessment process, so that students know what is expected of them
• Be unambiguous in setting deadlines and the rules for extensions
• Explain academic integrity and monitor adherence

Students can benefit greatly from undertaking a dissertation. The process can capture their interest and give them confidence to engage in independent work. The finished product can be used to sell their abilities to potential employers, by showcasing their skills. Supervisors can add to the experience by making sure that students are aware of these benefits. Furthermore, students often enjoy their dissertation work.

Greenlaw, S. A. (2006) Doing Economics: A guide to carrying out economic research. Boston: Houghton Miffin. ISBN 9780618379835

Neugeboren, R. (2005) The Student’s Guide to Writing Economics. London: Routledge. ISBN 9780415701235

"Doing a dissertation" in the 'Studying economics' section of the Economics Network website.

If you Google 'dissertations in economics' you will find many websites that claim to provide help and guidance. Some of these will be helpful to students e.g. the guide by Paul Dudenhefer ; other links take you to guides provided by various Universities for their students. However, care is needed here, as students may also find offers from tutors prepared to write their dissertations at a price...

Other chapters in the Handbook for Economics Lecturers augment this guide. In particular:

KimMarie McGoldrick, Undergraduate Research in Economics

Jeremy B. Williams, Plagiarism: Deterrence, Detection and Prevention

• The undergraduate dissertation in UG economics in the UK: A brief survey
• Risk assessment form
• Ethics checklist
• Grade descriptors
• Self-assessment form
• 52788 views
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Staple Thesis

Article by Mel Watkins

Published Online February 7, 2006

Last Edited December 16, 2013

Staple Thesis, a theory asserting that the export of natural resources, or staples, from Canada to more advanced economies has a pervasive impact on the economy as well as on the social and political systems. Furthermore, different staples (fur, fish, timber, grain, oil, etc) have differing impacts on rates of settlement, federal-provincial conflicts, etc. The thesis was formulated in the 1920s by economic historians Harold A. INNIS and W.A. MACKINTOSH . Agreeing that Canada had been born with a staple economy, they differed insofar as Mackintosh saw a continuing evolution toward a mature industrialized economy based on staple production, whereas Innis saw a tendency for Canada to become permanently locked into dependency as a resource hinterland. Contemporary proponents of the thesis argue that Innis's version more accurately describes the Canadian situation to the present. The thesis may be the most important single contribution to scholarship by Canadian social scientists and historians; it has also had some influence internationally, notably in the analysis of a comparable country such as Australia.

Further Reading

W.T. Easterbrook and Mel H. Watkins, eds, Approaches to Canadian Economic History (1967).

Recommended

Beaver pelts, business history, history of commercial fisheries.

134 Economics Thesis Topics: Ideas for Outstanding Writing

Writing a thesis is not an easy task. For most of the students, it can be even intimidating, especially when you do not know where to start your research.

Here, we have provided an economics thesis topics list. After all, everyone knows that choosing the right idea is crucial when writing an academic paper. In economics, it can combine history, math, social studies, politics, and numerous other subjects. You should also have solid foundations and a sound factual basis for a thesis. Without these elements, you won’t be able to master your research paper.

The issue is:

It is not always clear what could be seen as an excellent economics thesis topic. Our experts can assist you with this challenge. This list contains some outstanding examples to get you started.

• ⭐ Thesis in Economics
• 🔥 Supreme Thesis Topics
• 👍 Bachelor’s Thesis
• 😲 Master’s Thesis

📊 Microeconomics

📈 macroeconomics.

• 🤔 Developmental
• 👨‍💼 Behavioral
• 💼 Financial
• 🌱 Agricultural
• 🤝‍ Sociology
• 📚 Ph.D. Topics
• 📝 How to Pick a Topic

⭐ What Does a Thesis in Economics Look Like?

A good thesis in economics is a blend between an empirical paper and a theoretical one. One of the essential steps in choosing a topic in economics is to decide which one you will write.

You may write, research, analyze statistical data and other information. Or build and study a specific economic model.

Or why not both!

Here are some questions you can ask when deciding what topic to choose:

• What has already been written on this topic?
• What economic variables will my paper study?
• Where should I look for the data?
• What econometrics techniques should I use?
• What type of model will I study?

The best way to understand what type of research you have to do is to write a thesis proposal. You will most probably be required to submit it anyway. Your thesis supervisor will examine your ideas, methods, list of secondary and primary sources. At some universities, the proposal will be graded.

After you get the initial feedback, you will have a clear idea of what to adjust before writing your thesis. Only then, you’ll be able to start.

🔥 Supreme Economics Thesis Topics List

• Fast fashion in India.
• The UK housing prices.
• Brexit and European trade.
• Behavioral economics.
• Healthcare macroeconomics.
• COVID-19’s economic impact.
• Global gender wage gap.
• Commodity dependence in Africa.
• International trade – developing countries.
• Climate change and business development.

👍 Economics Bachelor’s Thesis Topics

At the U.S. Universities, an undergraduate thesis is very uncommon. However, it depends on the Department Policy.

The biggest challenge with the Bachelor’s Thesis in economics concerns its originality. Even though you are not required to conduct entirely unique research, you have to lack redundant ideas.

You can easily avoid making this mistake by simply choosing one of these topics. Also, consider visiting IvyPanda essays database. It’s a perfect palce to conduct a brainstorming session and come up with fresh ideas for a paper, as well as get tons of inspiration.

• The impact of the oil industry on the economic development of Nigeria. The oil industry is vital for the economic development of Nigeria. In this thesis, students can discuss the notion of the resource curse. Analyze the reasons why general people are not benefiting from the oil industry. Why did it produce very little change in the social and economic growth of the country?
• Sports Marketing and Advertising: the impact it has on the consumers.
• Economic opportunities and challenges of investing in Kenya .
• Economic Development in the Tourism Industry in Africa. Since the early 1990s, tourism significantly contributed to the economic growth of African countries. In this thesis, students can talk about the characteristics of the tourist sector in Africa. Or elaborate on specific countries and how their national development plans look like.
• Globalization and its significance to business worldwide .
• Economic risks connected to investing in Turkey .
• The decline in employment rates as the biggest American economy challenge .
• The economics of alcohol abuse problems. In this thesis, students can develop several essential issues. First, they can examine how poverty is connected to alcohol abuse. Second, they can see the link between alcohol consumption and productivity. To sum up, students can elaborate on the economic costs of alcohol abuse.
• Causes and solutions for unemployment in Great Britain.
• Parallel perspective on Global Economic Order: China and America. This thesis can bring a comparative analysis of the economies to a new level. China and The US are the world’s two largest economies. These two countries have a significant impact on the global economic order. So, looking at the set of institutions, policies, rules can be constructive.
• The new international economic order after COVID-19
• Financial stability of the banking sector in China.
• New Electronic Payment Services in Russia.
• The influence of culture on different entrepreneurial behaviors.
• The impact of natural cultural practices on entrepreneurial activity.
• The relationships between national culture and individual behavior.
• The main reasons for salary inequalities in different parts of the U.S.

😲 Economics Master’s Thesis Topics

Student life can be fascinating, but it comes with its challenges. One of which is selecting your Master’s thesis topic.

Here is a list of topics for a Master’s thesis in economics. Are you pursuing MPhil in Economics and writing a thesis? Use the following ideas as an inspiration for that. They can also be helpful if you are working on a Master’s thesis in financial economics.

• The impact of visual aid in teaching home economics.
• The effect of income changes in consumer behaviors in America.
• Forces behind socio-economic inequalities in the United States. This thesis can explore three critical factors for socio-economic differences in the United States. In the past 30 years, social disparities increased in the United States. Some of the main reasons are technology, trade, and institutions.
• The relationships between economic growth and international development.
• Technological innovations and their influence on green and environmental products.
• The economics of non-solar renewable energy .

• The economic consequences of terrorism . Terrorism not only takes away lives and destroys property but also widely affects the economy. It creates uncertainty in the market, increases insurance claims, slows down investment projects, and tourism. This thesis can address all of the ways in which terrorism can affect economies.
• Corporate Social Responsibility (CSR) implementation in the Oil and Gas Industry in Africa.
• Use of incentives in behavioral economics.
• Economic opportunities and challenges of sustainable communities .
• Economics of nuclear power plants.
• Aid and financial help for emerging markets. This topic is very versatile. Students can look at both the positive and the adverse effects that funding has on the development. There are plenty of excellent examples. Besides, some theories call international help a form of neocolonialism.
• Multinational firms impact on economic growth in America .
• The effect of natural disasters on economic development in Asia.
• The influence of globalization on emerging markets and economic development.

📑 More Economics Thesis Topics: Theme

For some students, it makes more sense to center their search around a certain subject. Sometimes you have an econ area that interests you. You may have an idea about what you want to write, but you did not decide what it will be.

If that’s the case with you, then these economics thesis topics ideas are for you.

• An analysis of the energy market in Russia.
• The impact of game theory on economic development.
• The connection between minimum wage and market equilibrium.
• Gender differences in the labor market in the United States. This topic can shed light on gender differences in the labor market in the United States. In the past years, the overall inequality in labor in the markets decreased. However, there is still a lot of work that can be done.
• Economic reasons that influence the prices of oil .
• Relationship between the Lorenz curve and the Gini coefficient.
• Challenges of small businesses in the market economy.
• The changes in oil prices: causes and solutions . Universal economic principles do not always apply to the sale and purchase of the oil. The same happens with its cost. In the thesis, talk about what affects the prices. What are the solutions that can be implemented?
• The economic analysis of the impact of immigration on the American economy.

• Economic inequality as a result of globalization . Economic inequality becomes even more apparent on the global level. There is a common belief that globalization is the cause of that. Discuss what can be the solutions to these problems. This topic is vital to minimize the gap between the rich and the poor.
• The economic explanation of political dishonesty .
• Effect of Increasing Interest rates costs in Africa .
• The connection between game theory and microeconomics.
• Marketing uses in microeconomics.
• Financial liability in human-made environmental disasters.
• Banks and their role in the economy. Banks are crucial elements of any economy, and this topic covers why. You can explain how banks allow the goods and services to be exchanged. Talk about why banks are so essential for economic growth and stability.
• Inflation in the US and ways to reduce its impact.
• The connection between politics and economics.
• Income Dynamics and demographic economics.
• US Market Liquidity and macroeconomics.
• Macroeconomics and self-correction of the economy .
• The American economy, monetary policy, and monopolies .
• The importance of control in macroeconomics. One of the central topics in macroeconomics is grouped around the issue of control. It is quite reasonable that control over money and resources should become a topic of discussion.
• Analysis of Africa’s macroeconomics and its performance.
• Economics of education in developing markets.
• Problems and possible solutions for Japan macroeconomics .
• Comparative analysis of British macroeconomics concerning the US .
• Public policies and socio-economic disparities.
• The world problems through macroeconomic analysis. Indeed, macroeconomics is very complicated. There are many influences, details, and intricacies in it. However, it allows economists to use this complex set of tools to examine the world’s leading problems today.

• The connection between employment interest and money.

🤔 Development Economics

• Economics of development . This topic is very rich in content. First, explain what it is. Then pay particular attention to domestic and international policies that affect development, income distribution, and economic growth.
• The relation between development and incentive for migration.
• The impact of natural disasters on the economy and political stability of emerging markets.
• The economic consequences of population growth in developing countries.
• The role of industrialization in developing countries . The industrialization has been connected with the development. It promotes capital formation and catalyzes economic growth in emerging markets. In this thesis, you can talk about this correlation.
• Latin American economic development.
• Gender inequality and socio-economic development .
• Problems of tax and taxation in connection with economic growth.
• The economic impact of terrorism on developing markets.
• Religious decline as a key to economic development. Not everyone knows, but a lot of research has been done in the past years on the topic. It argues that decreased religious activity is connected with increased economic growth. This topic is quite controversial. Students who decide to write about it should be extra careful and polite.

👨‍💼 Behavioral Economics

• Risk Preferences in Rural South Africa.
• Behavioral Economics and Finance .
• Applied behavioral economics in marketing strategies. If you want to focus your attention on marketing, this topic is for you. Behavioral economics provides a peculiar lens to look at marketing strategies. It allows marketers to identify common behaviors and adapt their marketing strategies.
• The impact of behavioral finance on investment decisions.
• Behavioral Economics in Child Nutrition Programs in North Texas.
• Guidelines for Behavioral Economics in Healthcare Sector.
• Cognitive and behavioral theories in economics .
• Cross-cultural consumer behavior and marketing communication. Consumers are not only affected by personal characteristics, but also by the culture they are living in. This topic focuses on the extent it should determine marketing strategy and communication.
• Behavior implications of wealth and inequality.

• Optimism and pessimism for future behavior.

💼 Financial Economics

• Financial Economics for Infrastructure and Fiscal Policy .
• The use of the economic concept of human capital. Students can focus on the dichotomy between human and nonhuman capital. Many economists believe that human capital is the most crucial of all. Some approach this issue differently. Therefore, students should do their research and find where they stand on this issue.
• The analysis of the global financial crisis of 2020s. Share your thoughts, predictions, ideas. Analyze the economic situation that affects almost everyone in the world. This thesis topic will be fresh and original. It can help to start a good and fruitful conversation.
• The big data economic challenges for Volvo car.
• The connection between finance, economics, and accounting.
• Financial economics: Banks competition in the UK .
• Risk-Taking by mutual funds as a response to incentives.
• Managerial economics and financial accounting as a basis for business decisions.
• Stock market overreaction.

🌱 Agricultural Economics

• Agricultural economics and agribusiness.
• The vulnerability of agricultural business in African countries.
• Agricultural economics and environmental considerations of biofuels .
• Farmer’s contribution to agricultural social capital.
• Agricultural and resource economics. Agricultural and resource economics plays a huge role in development. They are subdivided into four main characteristics which in this topic, students can talk about: – mineral and energy resources; – soil resources, water resources; – biological resources. One or even all of them can be a focus of the thesis.
• Water as an economic good in irrigated agriculture.
• Agriculture in the economic development of Iran.
• The US Agricultural Food Policy and Production .
• Pesticides usage on agricultural products in California.

• An analysis of economic efficiency in agriculture. A lot of research has been done on the question of economic efficiency in agriculture. However, it does not mean there is no place for your study. You have to read a lot of secondary sources to see where your arguments can fit.

🤝‍Economic Sociology

• Theory, approach, and method in economics sociology.
• Economic sociology of capitalism. While economists believe in the positive effect capitalism has on the economy, the social effect is quite different. The “economic” part of the issue has been studied a lot. However, the sociology of it has been not. This thesis can be very intriguing to read.
• Political Economy and Economic Sociology.
• Gender and economic sociology .
• Progress, sociology, and economics.
• Data analysis in economics, sociology, environment .
• Economic sociology as a way to understand the human mind.
• Economic sociology of money.
• Economics, sociology, and psychology of security.
• Major principles of economic sociology. In the past decade, economic sociology became an increasingly popular field. Mainly due to it giving a new view on economics, human mind, and behavior. Besides, it explores relationships between politics, law, culture, and gender.

📚 The List of Ph.D. Topics in Economics

If you decide to go to grad school to do your Masters, you will likely end up getting a Ph.D. as well. So, with this plan in mind, think about a field that interests you enough during your Masters. Working with the same topic for both graduate degrees is easier and more effective.

This list of Ph.D. Topics in Economics can help you identify the areas you can work on.

• Occupational injuries in Pakistan and its effect on the economy. Injuries are the leading cause of the global burden of disability. Globally, Pakistan was ranked 9th populated country with a large number of unskilled workers. In this dissertation, consider the link between occupational injuries and their effects on the economy.
• The study of the Philippines’ economic development.

• Financial derivatives and climate change .
• Econometric Analysis of Financial Markets.
• Islamic Banking and Financial Markets .
• Health economics and policy in the UK.
• Health insurance: rationale and economic justification. In this dissertation, students can find different ways to explain and justify health insurance. Starting to philosophical to purely economic grounds. In the past years, there was a lot of discussion regarding the healthcare system for all. What are some of the economic benefits of that?
• Colombian economy, economic growth, and inequality.
• Benefits of mergers and acquisitions in agribusiness.
• Methods to measure financial risks when investing in Africa.
• The significance of financial economics in understanding the relationship between a country’s GDP and NDP.
• Network effects in cryptocurrency. Cryptocurrencies are not new anymore. However, it is still an original subject for a dissertation. Students can decide to choose several crypto coins and evaluate the importance of the network effect. This effect is particularly significant for Bitcoin. Explain why.
• The comparison of the Chinese growth model with the American growth model.
• An economic justification versus political expediency.
• Pollution Externalities Role in Management Economics .

📝 How to Select an Economics Thesis Topic

As your academic journey is coming to an end, it’s time to pick the right topic for your thesis. The whole academic life you were preparing to undertake this challenge.

Here is the list of six points that will help you to select an economics thesis topic:

• Make sure it is something you are genuinely interested in. It is incredibly challenging to write something engaging if you are not interested in the topic. So, choose wisely and chose what excites you.
• Draw inspiration from the previous student’s projects. A great place to start is by looking at what the previous students wrote. You can find some fresh ideas and a general direction.
• Ask your thesis advisor for his feedback. Most probably, your thesis advisor supervised many students before. They can be a great help too because they know how to assess papers. Before meeting with your professor, do some basic research, and understand what topic is about.
• Be original, but not too much. You do not want to spend your time writing about a project that many people wrote about. Your readers will not be interested in reading it, but your professors as well. However, make sure you do not pick anything too obscure. It will leave you with no secondary sources.
• Choose a narrow and specific topic. Not only will it allow you to be more original, but also to master a topic. When the issue is too broad, there is just too much information to cover in one thesis.
• Go interdisciplinary. If you find yourself interested in history, philosophy, or any other related topic, it can help you write an exceptional thesis in economics. Most of your peers may work on pure economics. Then, the interdisciplinary approach can help you to stand out among them.

Thank you for reading the article to the end! We hope this list of economics thesis topics ideas could help you to gather your thoughts and get inspired. Share it with those who may find it useful. Let us know what you think about it in the comment section below.

🔗 References

• Economics Thesis Topics List: Seminars Only
• How To Pick A Topic For Your Economics Research Project Or Master’s Thesis: INOMICS, The Site for Economists
• What Do Theses and Dissertations Look Like: KU Writing Center, the University of Kansas
• Writing Economics: Robert Neugeboren with Mireille Jacobson, University of Harvard
• Economics Ph.D. Theses: Department of Economics, University of Sussex Business School, IDEAS_RePEc
• World Economic Situation and Prospects 2018: United Nations
• Undergraduate Honors Theses: Department of Economics, University of California, Berkeley
• Economics Department Dissertations Collection: Economics Department, University of Massachusetts Amherst
• Topics for Master Theses: Department of Economics, NHH, Norwegian School of Economics
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The dilemma I faced in getting Thesis proposal for my M Phil programme is taken away. Your article would be a useful guide to many more students.Thank you for your guidance.

Thanks for the feedback, John! Your opinion is very important for us!

I wants it for msc thesis

These are very helpful and concise research topics which I have spent days surfing the internet to get all this while. Thanks for making research life experience easier for me. Keep this good work up.

Thank you, Idris!

Glad to hear that! Thank you for your feedback, Idris!

Excellent research

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A very well written, clear and easy-to-read article. It was highly helpful. Thank you!

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What's on this Page

This page is meant to help you create a literature review for academic projects and publications. Each tab outlines a different aspect of what a literature review is and how to build one. If you need help finding sources for your literature reviews, check out How To pages.

How to Build a Literature Review

• What is a Lit Review?
• Why Write a Lit Review?
• Building a Lit Review
• Prepping for a Lit Review
• Basic Example
• Other Resources/Examples

What is a Literature Review?

A literature review is a comprehensive summary and analysis of previously published research on a particular topic. Literature reviews should give the reader an overview of the important theories and themes that have previously been discussed on the topic, as well as any important researchers who have contributed to the discourse. This review should connect the established conclusions to the hypothesis being presented in the rest of the paper.

What a Literature Review Is Not:

• Annotated Bibliography: An annotated bibliography summarizes and assesses each resource individually and separately. A literature review explores the connections between different articles to illustrate important themes/theories/research trends within a larger research area. 
• Timeline: While a literature review can be organized chronologically, they are not simple timelines of previous events. They should not be a list of any kind. Individual examples or events should be combined to illustrate larger ideas or concepts.
• Argumentative Paper: Literature reviews are not meant to be making an argument. They are explorations of a concept to give the audience an understanding of what has already been written and researched about an idea. As many perspectives as possible should be included in a literature review in order to give the reader as comprehensive understanding of a topic as possible.

Why Write a Literature Review?

After reading the literature review, the reader should have a basic understanding of the topic. A reader should be able to come into your paper without really knowing anything about an idea, and after reading the literature, feel more confident about the important points.

A literature review should also help the reader understand the focus the rest of the paper will take within the larger topic. If the reader knows what has already been studied, they will be better prepared for the novel argument that is about to be made.

A literature review should help the reader understand the important history, themes, events, and ideas about a particular topic. Connections between ideas/themes should also explored. Part of the importance of a literature review is to prove to experts who do read your paper that you are knowledgeable enough to contribute to the academic discussion. You have to have done your homework.

A literature review should also identify the gaps in research to show the reader what hasn't yet been explored. Your thesis should ideally address one of the gaps identified in the research. Scholarly articles are meant to push academic conversations forward with new ideas and arguments. Before knowing where the gaps are in a topic, you need to have read what others have written.

What does a literature review look like?

As mentioned in other tabs, literature reviews should discuss the big ideas that make up a topic. Each literature review should be broken up into different subtopics. Each subtopic should use groups of articles as evidence to support the ideas. There are several different ways of organizing a literature review. It will depend on the patterns one sees in the groups of articles as to which strategy should be used. Here are a few examples of how to organize your review:

Chronological

If there are clear trends that change over time, a chronological approach could be used to organize a literature review. For example, one might argue that in the 1970s, the predominant theories and themes argued something. However, in the 1980s, the theories evolved to something else. Then, in the 1990s, theories evolved further. Each decade is a subtopic, and articles should be used as examples. 

Themes/Theories

There may also be clear distinctions between schools of thought within a topic, a theoretical breakdown may be most appropriate. Each theory could be a subtopic, and articles supporting the theme should be included as evidence for each one. 

If researchers mainly differ in the way they went about conducting research, literature reviews can be organized by methodology. Each type of method could be a subtopic,  and articles using the method should be included as evidence for each one.

Preliminary Steps for Literature Review

• Define your research question
• Compile a list of initial keywords to use for searching based on question
• Search for literature that discusses the topics surrounding your research question
• Assess and organize your literature into logical groups
• Identify gaps in research and conduct secondary searches (if necessary)
• Reassess and reorganize literature again (if necessary)
• Write review

Here is an example of a literature review, taken from the beginning of a research article. You can find other examples within most scholarly research articles. The majority of published scholarship includes a literature review section, and you can use those to become more familiar with these reviews.

Source:  Perceptions of the Police by LGBT Communities

• ISU Writing Assistance The Julia N. Visor Academic Center provides one-on-one writing assistance for any course or need. By focusing on the writing process instead of merely on grammar and editing, we are committed to making you a better writer.
• University of Toronto: The Literature Review Written by Dena Taylor, Health Sciences Writing Centre
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• USC Libraries - Literature Reviews Offers detailed guidance on how to develop, organize, and write a college-level research paper in the social and behavioral sciences.
• Creating the literature review: integrating research questions and arguments Blog post with very helpful overview for how to organize and build/integrate arguments in a literature review
• Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your “House” Article focusing on constructing a literature review for a dissertation. Still very relevant for literature reviews in other types of content.

A note that many of these examples will be far longer and in-depth than what's required for your assignment. However, they will give you an idea of the general structure and components of a literature review. Additionally, most scholarly articles will include a literature review section. Looking over the articles you have been assigned in classes will also help you.

• Sample Literature Review (Univ. of Florida) This guide will provide research and writing tips to help students complete a literature review assignment.
• Sociology Literature Review (Univ. of Hawaii) Written in ASA citation style - don't follow this format.
• Sample Lit Review - Univ. of Vermont Includes an example with tips in the footnotes.
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• Administration
• Senior Thesis

A senior honors thesis is a chance to investigate an idea, theoretical issue, policy problem, or historical situation of keen economic interest. All economics senior thesis writers are required to take an ECON 985 Senior Thesis Seminar.  Attention Juniors: See the  Ec Thesis Canvas page for a recording of the Ec Senior Thesis Interest meeting and other key details!

Resources for Writing an Economics Thesis

• Thesis Canvas page
• Senior Thesis Guide , 2024-25 
• Ec Thesis Registration Form  (due 10/7/24)
• Non-Ec Thesis Agreement (due 10/7/24)
• Thesis Formatting Guidelines , 2023-24
• Check out Why to Write a Senior Thesis in Economics  by Professor Benjamin Friedman.
• Our  Writing Economics guide is a great reference for thesis writers, as well as for anyone doing any writing in economics (course paper, RAship, etc.).
• Sortable Thesis Advisor List, 2023-24  (updated 9/21/23)
• Advice from  former thesis writers
• Advice for  juniors thinking about a thesis
• Economics Senior Thesis Titles through 2023 , available in Harvard Archives
• Ec Dept Thesis Blog , launched May 2020!
• General (not ec-specific) thesis support from the Academic Resource Center  

Research Resources

• Undergraduate Research at Harvard , a source of info on research funding, research opportunities like BLISS, PRISE, PRIMO, and more.
• Resources for Economics Research
• Diane Sredl , Data Reference Librarian extraordinaire!
• HBS Baker Library: Data & Resources Overview ,  Financial Data FAQ .  HBS library contact:  Emilie Codega
• Sources for research funding   on our website and through the College
• Apply through Harvard's Committee on the Use of Human Subjects (CUHS).
• Fall 2023 Human Subject Training Seminars for undergraduates: details here .
• Guidance  about research that may need IRB approval and steps to follow for approval.
• FAQs  about human subjects research.
• If you have questions, please reach out to  the econ IRB contact person  at CUHS. 
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Faculty of Business, Economics and Informatics

Quicklinks und sprachwechsel, main navigation, bachelor's/master's theses.

Part of a Bachelor's or Master's program involves writing a thesis that treats a subject in the student's degree program in a scholarly manner.

Table of contents

Completion time and scope, general procedure, selection of topic and supervisor – business and economics, selection of topic and supervisor – quantitative finance, selection of topic and supervisor – informatics, olat process: registration, collection of project definition, and submission of thesis, alternative process: registration, collection of project definition and submission of thesis.

Registration for graduation

Note on publication

The information below applies to all theses.

*Plan the completion of your degree in advance, taking into consideration the published deadlines.

Registration deadlines

There are different procedures for the thesis process, from the issuance of the binding project definition to the timely and formally correct submission. The exact procedure is determined by the supervisor. 

For students of Informatics , the information and documents can be found on the website of the Department of Informatics.

Fact sheet for Bachelor's theses in Informatics   Fact sheet for Master's theses in Informatics

For students of Business and Economics as well as of the Joint Degree Master Program in Quantitative Finance of UZH and ETH, the two possible procedures for the process from registration to submission are presented below.

Business and Economics students may write their thesis with a professor of their choice from the Faculty of Business, Economics and Informatics at UZH. The individual departments can provide additional assistance when it comes to selecting a topic.

Information from the Department of Finance   Topics suggested by the Departments of Economics and Business Administration (German only (PDF, 271 KB)

Students of the joint degree Master's program in Quantitative Finance at UZH and ETH may write their thesis with a professor of their choice from the Faculty of Business, Economics and Informatics at UZH or the Department of Mathematics at ETH.

Information on the Quantitative Finance program

Informatics students must write their thesis with a professor from their program of study.

List and information for Bachelor's theses in Informatics   List and information for Master's theses in Informatics

After you have found a supervisor the further steps will be done via OLAT. You will receive an e-mail from your supervisor stating that you have been accepted into an OLAT course and that you can start with your thesis. As soon as you have selected the link in the e-mail and have thus joined the course, you will have one day (24 hours) to select your thesis topic.

With your selection, your personal workflow in OLAT will start in which the binding deadline will be recorded and which will always be visible for you. You will also receive an e-mail with the binding deadline. Please note that the deadline has to be met.

The following instructions describe the process and the further steps you have to take now.

Instructions OLAT (PDF, 960 KB)

You must submit your final thesis digitally in OLAT no later than the binding deadline (accessible in your personal workflow in OLAT or in the assignment email at the beginning of the workflow). Theses submitted late are considered to have been failed. Please be aware that the deadline is defined to the minute precisely and this has to be adhered to

Business and Economics or Quantitative Finance students can request their project definition by e-mail to [email protected] . They will also receive their topic and the exact deadline by e-mail. The submission will also be done by e-mail.

Fact sheet for theses using analogue procedure in Business and Economics and in Quantitative Finance (PDF, 126 KB)

The following documents must be attached to the e-mail:

• Proof of matriculation (e.g., student ID card)
• Students in a Bachelor's program: Proof that the assessment level has been passed (transcript of records, module booking printout or online summary of credits on a smartphone, tablet, or laptop)
• Students in a Master's program: Proof of admission to the Master's program for students who have not obtained a Bachelor's degree from the Faculty of Business, Economics and Informatics at the University of Zurich (letter of admission incl. any appendix to the letter of admission).
• The completed registration form.

Form for Business and Economics (PDF, 545 KB)   Form for Quantitative Finance (PDF, 545 KB)

The thesis must be submitted by e-mail  no later than the agreed submission deadline (until 23:59) to [email protected]

The thesis may not be placed in the Dean's Office mailbox.

Theses submitted late are considered to have been failed.

In order to register for graduation certain deadlines apply. Please consider the information on the degree conferral dates:

Degree conferral dates

The actual registration for graduation takes place in the app "Study progress & graduation". Please not the procedure on the following website:

Publication by UZH As a researcher at the University of Zurich, you are required by the UZH Open Science Policy to publish a complete version of your current publications on the ZORA repository, if the legal situation allows it. Further information on publishing on the UZH ZORA repository can be found here .

Publication by external parties After completing their final theses, students repeatedly receive requests from (mainly) German publishers for a publication. Such requests should be treated with caution. Clarify any publication with your supervisor in advance. The supervisor can impose conditions for a publication. Ultimately, however, it is your decision whether you want to publish with a publisher. You should be aware that this is not to be equated with a publication in a scientific journal. Further information on the various publication channels can be found here .

Weiterführende Informationen

Contact Dean's Office

For the submission of documents and for questions of all kinds: E-Mail

Telephone hours for inquiries about the studies (except for questions regarding Master's admission and credit transfer ): +41 44 634 21 24 Mornings: Mon, Thu, Fri 9:30-11:30am Midday: Tue, 10:30am-12:30pm Evenings: Wed, 17:00-18:00pm

Opening hours Dean's Office desk (KOL-G-207): Tuesdays, 14.00-16.00pm

Study Coordination Informatics

Office BIN 2.B.11 Binzmühlestrasse 14 8050 Zurich Office hours

Contacts (sorted alphabetically by students' surnames)

A to J: Bea Girardet, Dekanat E-Mail  

K to O: Donata Mikosch, Dekanat E-Mail  

P to S: Richard Müller-Winter, Dekanat E-Mail  

T to Z: Susanne Erber, Dekanat E-Mail

Information Search in the Central Library

The central library regularly offers courses and workshops on researching academic literature:

• Research workshops (German only)
• Individual research support

If suspicion of plagiarism arises, supervisors will apply PlagScan-in-a-BOX to the thesis to verify if plagiarism is present.

Master's theses that are to be published on ZORA are always checked by means of software beforehand.

• Fact sheet on plagiarism (PDF, 109 KB)
• Scan Software «Turnitin Similarities»
• UZH website

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Department of Economics

Honors thesis.

• Undergraduate

Junior year is the time to start thinking about eligibility requirements, topics of interest, and potential advisors for an honors thesis.

An Honors Info Session is held each spring to answer junior’s questions about their senior year, and interested students must fill out the  honors thesis form  by the end of junior year.

We strongly encourage students to write an honors thesis. This is very valuable for students interested in graduate school or careers requiring independent research skills, as well as for students interested in tying together their academic experience with an in-depth investigation of one topic.

More than a good course paper

An honors thesis is more than a good course paper. It must represent a substantial effort in research and exposition. A thesis must be an original contribution to knowledge, beyond a simple replication exercise. The department does not specify page lengths, methods, or topics. Instead, an honors thesis candidate should establish his or her goals – and a timeline to meet those goals – in an understanding with the thesis advisor. To see the range of topics and methods prior students have pursued, take a look at  examples of past honor theses here  or by visiting the academic office in person. To find a faculty advisor who would be a good match for your topic of interest, see their research questions  here. 

Requirements

To graduate with honors, students must satisfy the following requirements  by the   end of junior year ,

• Complete at least 70% of the courses required for the concentration.
• Have earned a grade of “A” or “S with distinction” in at least 70% of grades earned in the economics concentration, or 50% in the joint concentrations in APMA-Econ, CS-Econ, and Math-Econ (excluding courses transferred to Brown without a grade, and those taken Spring 2020).
• Economics Concentrators  must find a faculty thesis advisor in the economics department.
• Joint Concentrators  must find a primary faculty thesis advisor in either economics or the partner department. CS-Econ concentrators must have a secondary reader in the other department by the fall of senior year. APMA-Econ and Math-Econ do not require a secondary reader, unless the primary advisor deems it necessary. Joint concentrators need to satisfy the honors requirements of the economics department if their thesis advisor is in the economics department; while they need to satisfy the honors requirements of the partner department if their thesis advisor is in the partner department.

During senior year , thesis writers must:

• Enroll in ECON 1960 in the fall & spring semesters (Note that 1960 does not count as a 1000-level elective for your concentration). A requirement of ECON 1960 will be attendance at one of two lab sessions each week. 
• Submit a thesis proposal to both your thesis advisor and the Undergraduate Programs Coordinator Kelsey Thorpe, [email protected]  (see below for due date).
• Submit their work in progress to their thesis advisor and Kelsey (see below for due date).
• Depending on the nature of the thesis work, the thesis adviser may require the student to successfully complete one or more courses from among the  data methods ,  mathematical economics  and/or  financial economics  course groups in the fall of senior year, if they have not already done so.
• Complete an honors thesis by the deadline agreed upon with their primary advisor and obtain the final approval of their advisor(s) (see below for due date).
• Thesis writers are encouraged, but not required, to participate in the departmental Honors Thesis Presentation session held in May, with a brief presentation of their work and findings.

For students graduating  Spring 2024 :

• Proposal - September 18, 2023
• Work in Progress - December 18, 2023
• Final Draft - April 19, 2024

For students graduating in  Fall 2024*:

• Proposal - February 2, 2024
• Work in Progress - April 25, 2024
• Final Draft - December 10, 2024

For students graduating  Spring 2025 :

• Proposal - September 16, 2024
• Work in Progress - December 16, 2024
• Final Draft - April 18, 2025

For students graduating  Fall 2025 *:

• Proposal - February 7, 2025
• Work in Progress - April 24, 2025
• Final Draft - December 9, 2025

*Note that for the Requirements listed above, "by end of senior year" means by the "end of Fall semester 2023" for Fall 2024 graduates and "end of Fall semester 2024" for Fall 2025 graduates.

More information

For students interested in finding out more, please attend the information session on honors theses that will be given in the middle of every spring semester. For students interested in undertaking research, but not wanting to pursue honors, the department offers  senior capstone options .

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 1 May. 2024.

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