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💡 Taught Masters vs Research Masters:

There are many types of Master’s degrees, and most of these are Taught Masters . In the United Kingdom, such programmes are also called postgraduate taught or PGT for short. They typically require completing a set number of modules and a thesis (also called dissertation), plus sometimes work experience through a placement. The type of dissertation you will undertake will depend on the type of Master’s degree you are enrolled in, and might for example include your own small research project. Most postgraduate taught degrees have these elements of independent work and research to varying extents.

In contrast, a Research Master ’ s degree will focus on, you guessed it, research. In the UK, such programmes are also called postgraduate research or PGR (although this term may also refer to doctorate programmes). Rather than attending classes every semester and completing module assignments, you will need to focus on an independent research project – under supervision, of course. The course will still include a few taught modules, most often on research methodologies, but it will require you to work independently for most of the time.

Master’s degrees in the UK are usually one year full-time or two years part-time, but in other countries the duration may differ.

Remember: A final dissertation will be compulsory for all Master ’ s degrees. However, a dissertation for an MRes will typically be longer than that for an MA or MSc.

Typically, Research Masters will lead to an MRes degree. At some universities, however, you'll instead be awarded an MPhil (Master of Philosophy) or MLitt (Master of Letters). For more information, have a look at our detailed glossary.

🤔 Is a Research Master’s the same as a PhD?

No, a Research Master’s degree is not the same as a PhD. Although for both degrees you will need to complete a dissertation based on an independent research project, there are notable differences:

• The first difference is the duration : A Master’s degree will typically last one to two years, while a PhD usually takes up about three to five years. The research project you’ll undertake during a doctorate degree will therefore be longer and broader than one you would pursue in a Master’s degree.
• As a PhD student, you’re expected to publish research papers in journals before you are awarded your degree. MRes students might occasionally do that during or after their studies, but it’s rarely obligatory.
• As a PhD student, you’ll most often be expected to take on other duties , such as teaching.

If you wish to pursue doctoral research and a career in academia, a research Master’s degree could be a great option for you as it will allow you to get to grips with and gather valuable experience and training on independent research early on in your studies.

👀 Overview: What’s the difference?

There are a few differences between Taught Masters and Research Masters , and not all of them are obvious.

The table below outlines some of the main elements to consider when choosing which of the two degrees to pursue after your Bachelor’s degree:

Study in Europe: Find your Master ’ s degrees

🏛️ Which should you choose?

The choice between a taught Master’s and a research Master’s depends on a few factors.

• First of all, do you enjoy research more than coursework? Then an MRes may be more suitable – but remember that any Master’s degree, especially an MSc, will have a research component.
• Then, it’s crucial to understand how you like to work and study. Do you particularly enjoy working independently? Perhaps then you can consider an MRes. In a taught Master’s, you’ll have a more solid structure, timetables and regular deadlines to keep you on track, but these may not be as readily available during an MRes, so consider which environment you are more likely to thrive in.  
• Another important consideration is what you want to do after your Master’s degree. If you want to enter the labour market immediately, and you are not particularly interested in focusing on research training, then perhaps a taught Master’s degree is more suited.

💸 Is there a difference in fees between Taught and Research Masters?

No, normally, you won’t find a huge difference in tuition fees between taught and research Master’s degrees. Only in some instances, Postgraduate Research Masters tend to be cheaper.

📝 Can I do a PhD after taking a Taught Master’s Degree?

Yes, you can pursue a PhD after any type of Master’s course, provided that you have a degree in a relevant subject. All taught postgraduate degrees involve some independent work and research, especially for your dissertation, which will prepare you for further research should you choose to pursue a PhD.

Some taught Masters require more independent research work than others, particularly when it comes to the dissertation after completing the taught modules. Consult the curriculum or ask admissions staff to get a better idea of what to expect.

While a taught Master’s degree won’t prevent you from doing a PhD further down the line, it’s vital that you have a good idea of what requirements you will have to fulfil in order to be admitted to the PhD, and how you can best prepare.

If you already have a clear idea of what field you’d like to conduct your doctoral research in, you could take advantage of the joint Master’s – PhD programmes on offer at some universities.

These four-year programmes – also called “combined” or “integrated” degrees – offer the chance to complete a Master’s degree in the first year and to progress seamlessly to PhD research in the next three.

Looking for Masters in Europe? Have a look at these English-taught degrees 👀

Author: Claudia Civinini

Claudia has many years of experience as a reporter and writer on international education and student mobility. Originally from Italy, she holds a BA in Communication and Media Studies from the University of Genova; a Graduate Diploma in Education, Secondary Education and Teaching from the Australian Catholic University; and a joint MSc in Educational Neuroscience from UCL and Birkbeck, University of London. Claudia has previously worked as Chief Reporter for the English Language Gazette, as Senior Reporter for the PIE News (Professionals in International Education), and as Reporter for Tes.

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Scripting must be enabled to use this site., difference between postgraduate research and coursework, what is the difference between postgraduate coursework and postgraduate research programs.

There are a few key differences between postgraduate coursework and postgraduate research programs.

Postgraduate Coursework

Postgraduate coursework programs deliver content through a set unit program (similar to an undergraduate Bachelor degree), but at a more advanced level. Coursework will allow you to deepen your knowledge within a discipline, or to pursue a new or additional study area at an advanced level.

Postgraduate degrees which can be studied through coursework include Graduate Certificates , Graduate Diplomas and Masters degrees.

Postgraduate Research

Postgraduate research programs (also known as Higher Degree Research ) allow you to develop your knowledge and experience within your field by completing a major research project under the supervision of an academic .

Postgraduate research degrees which you can study include Masters by research or Doctorate ( PhD ) programs.

Additional Information

For a comprehensive list of courses available, please refer to the Prospective Student Catalogue , or for further information view our Postgraduate Study page.

For further information regarding postgraduate coursework programs, please contact the Future Students Team through the Contact Us tab, online Live Chat , phone to 1800 818 865, or via Facebook .

For further information regarding postgraduate research programs, please submit your enquiry to Higher Degree Research through the Contact Us tab, or phone (02) 6773 3715 for assistance.

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What is the difference between taught and research courses.

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Taught vs research masters: What's the difference and which should I choose?

Table of Contents

1. taught masters meaning, 2. popular taught master courses, 1. research masters meaning, 2. popular research master courses, 1. curriculum and structure, 2. coursework, 3. duration, 3. specialisation, 4. supervision, 5. employability, taught vs research masters: which should you choose, 1. career aspirations, 2. interest in research, 3. program structure, 4. academic background, 5. time commitment, postgraduate taught vs research, can i do a phd after taking a taught masters, taught vs research masters: fee difference, frequently asked questions.

So you’ve decided you want to do a masters degree and you have a rough idea of which courses you like the sound of and where you might want to study. So all that’s left to do now is apply, right?

Not quite. There’s actually one more decision to make, that you might not even have known about in the first place: would you rather study a taught or research masters?

Both course types involve a high level of academic study and independent work . However, a taught course offers a more familiar structure and a wider variety of subjects. It also offers more assessment modules than a research-based course, which puts more focus on in-depth research and writing. Not sure which option to choose? We’ve got you covered. Without further ado, here are the difference between taught and research masters, so you can choose the course that’s best for you.

Also Read: Canada vs USA for masters

What is a taught master's degree?

As the name suggests, the majority of a taught masters course revolves around a series of modules, each with seminars, lectures and assignments or exams.

Most taught masters degrees will also generally require you to complete a final dissertation or major research project. In other words, a masters taught degree is like a continuation of an undergraduate degree.

Also Read: 6 Masters degrees in Engineering Management that will change your life

• Master of Business Administration (MBA)
• Master of Science (MSc)
• Master of Arts (MA)
• Master of Engineering (MEng)
• Master of Public Health (MPH)

What is a research masters degree?

A research masters is very different, both in terms of course content and structure. Rather than taking a variety of modules, each with a mixture of exams and coursework, the progression of a research masters is more fluid. You may start the course with an introductory module or set of classes focusing on developing your research and writing skills, but after that, you’ll likely have little to no timetabled hours. Instead, you will be spending your time working independently on one or more extended research projects.

• Master of Research (MRes)
• Master of Philosophy (MPhil)

Taught vs research masters

Taught masters and research masters are two distinct types of masters programs that offer different approaches to education and learning. Here are the main difference between taught and research masters:

Taught masters are structured programs with a predetermined curriculum. Students take a set of modules or courses covering specific subject areas relevant to their field of study. These programs are more structured and organised, with clear learning outcomes. Unlike taught masters, research masters offer more flexibility in terms of the curriculum. Students have more freedom to design their research project within the scope of their field of study.

The focus of taught masters is on coursework, where students attend lectures, seminars, and workshops. They are assessed through exams, assignments, projects, and sometimes a dissertation or thesis. The centrepiece of a research master's program is the research project or thesis. Students are required to conduct independent research under the guidance of a supervisor or mentor.

Taught masters typically last one to two years , depending on the country and the program's requirements. Research masters may take longer to complete than Taught Masters due to the in-depth research and analysis involved.

Students often choose a specialisation within the field, but their coursework is determined by the university or department. Research masters are more research-oriented, with a significant emphasis on original research and exploration of a particular subject area.

While students have access to academic staff for guidance and support, they generally have less individualised supervision than in research-focused programs. Research masters offer more individualised supervision and mentorship as students work closely with their research advisors throughout the process.

Taught masters are generally designed to enhance employability by providing students with practical skills and knowledge relevant to their chosen career path. Research masters are often considered a pathway to a Ph.D. or further research-based careers in academia or industry.

Here's a table summarising the key difference between taught and research masters:

When it comes to deciding between a taught or research masters, you should first ask yourself what motivates you to study and what you’ve enjoyed most about your undergraduate degree. If your favourite part of your degree was researching and writing a dissertation, and you want to further develop your academic skills and potentially go on to do a PhD then it’s worth looking into research masters courses. But if you have a specific career goal outside of academia, a taught masters will allow you to gain a broader range of skills and experience to enhance your CV.

One final consideration should be what are you best at?

For example, if you struggle with essays but tend to do well in exams and presentations, then a taught masters with a wider variety of assessment modes might be a better fit for you.

At the end of the day, regardless of which option you choose, studying for a master’s degree is an invaluable experience and either course is sure to open a lot of doors for you further down the line.

Thinking about studying your taught or research masters course abroad? Let us help you find your perfect course and university today!

Should I study a taught or research Masters?

Deciding between a taught or research master's program depends on your academic and career goals, as well as your personal preferences and strengths. Here are some factors to consider when making your decision:

Consider your career goals and the type of role you wish to pursue after completing your master's degree. If you aim to work in a profession that values specialised knowledge and practical skills, a taught master's program may be more suitable. On the other hand, if you are interested in a career in research, academia, or a field that requires advanced research capabilities, a research master's program may be a better fit.

Reflect on your interest in research. Are you passionate about conducting independent research and contributing to the knowledge in your field? If research excites you and you enjoy the process of inquiry, a research master's program could be an excellent choice.

Compare the structure and content of both types of programs. Taught master's programs typically involve a mix of lectures, seminars, and coursework, while research master's programs focus on a more significant research project. Assess which learning approach aligns better with your preferred style of study.

Consider your academic background and strengths. Research master's programs often require a strong academic record and a solid foundation in the chosen field of study, as the emphasis is on conducting original research. If your academic strengths lie in coursework and exams, a taught master's program may suit you better.

Evaluate the time commitment required for each type of program. Research master's degrees tend to be longer and more intense, as they involve substantial research and writing. Taught master's programs are usually shorter and may be more suitable if you wish to enter the job market sooner.

Take the time to research different programs, talk to current students and faculty members, and seek advice from academic advisors to make an informed choice that aligns with your aspirations.

Postgraduate education in the United Kingdom offers two main pathways

• Postgraduate research programs
• Postgraduate taught programs

Postgraduate research programs focus on independent and original research, where students delve deep into a specific research question or topic within their chosen field. They work closely with a research supervisor and complete a research thesis or dissertation to contribute new knowledge to their discipline. These programs are suitable for individuals pursuing careers in academia or research.

On the other hand, postgraduate taught programs emphasise structured classroom-based learning. Students follow a set curriculum, attending lectures, seminars, and practical sessions to gain specialised knowledge and practical skills. Assessment in these programs involves coursework, exams, and sometimes a dissertation or research project.

The choice between postgraduate research vs taught depends on individual interests and career aspirations. If you have a passion for conducting independent research and want to contribute to your field, a postgraduate research program might be the right fit. However, if you seek specialised skills and industry-focused expertise, a postgraduate taught program may be more suitable.

Many students wonder if they can pursue a Ph.D. after completing a taught master's degree. The answer is yes, it is indeed possible. Universities and research institutions often welcome students who have successfully completed a taught master's program and wish to continue their academic journey by undertaking a Ph.D. program.

Completing a taught master's degree can serve as a stepping stone toward a research-based Ph.D. program. While some additional effort may be required to strengthen your research profile, many students successfully make the transition and go on to make significant contributions in their chosen fields of study.

In general, Taught Masters programs tend to be more structured and may involve a higher number of taught modules or courses, which can lead to higher tuition fees. These programs often focus on providing practical skills and knowledge that are directly applicable to the job market, and the additional resources required for delivering coursework can contribute to higher fees.

On the other hand, while the fees for Research Masters can still be substantial, they might be slightly lower than Taught Masters in some cases. This is because Research Masters programs often have fewer taught modules, and students spend a significant portion of their time conducting research, which may require fewer resources compared to a more structured coursework-based program.

Which degree is right for me in the UK?

If you prefer a structured and specialised curriculum with classroom-based learning, a taught Masters may be suitable. On the other hand, if you have a strong interest in conducting independent research and contributing to your field, a research Masters could be a better fit.

Taught vs Research, which is better?

The choice between taught vs research Masters depends on your academic and career objectives. A taught Masters offers a structured curriculum with specific subject knowledge, while a research Masters focuses on independent research and academic inquiry.

What is the difference between taught and research masters?

The main difference between taught and research masters lies in their core focus. A taught Masters emphasises classroom-based learning, lectures, and assessments, providing specialised subject knowledge and skills. In contrast, a research Masters centres around conducting independent research, contributing to the existing knowledge in a field, and developing strong research skills.

Are Masters by research better?

A Masters by research offers an opportunity to engage in independent and in-depth research, making it ideal for students pursuing a career in academia or research-oriented professions. However, a taught Masters may suit those seeking specialised skills and industry-focused expertise. The decision should align with your aspirations and preferred learning style.

Why are research Masters cheaper?

Research Masters programs are often cheaper than taught Masters because they require less institutional resources.

Is a Masters by research a full Masters?

Yes, a Masters by research is considered a full Masters degree. It is a postgraduate qualification that requires the completion of a research project, dissertation, or thesis. Know someone considering postgraduate studies? Share the insights in our 'Taught vs Research Masters' article with them.

Refer a friend and help them make the right choice for their academic journey.

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Talya is a part-time journalism master's student living in North Yorkshire.

Disclaimer: The views and opinions shared in this site solely belong to the individual authors and do not necessarily represent t ...Read More

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What is the difference between a postgraduate taught master’s and a postgraduate research master’s?

Pgce, mres, ma, msc or phd if you’re considering postgraduate study, use this guide to learn the difference between the kinds of postgraduate degrees on offer.

Richard Carruthers

Postgraduate courses come in many formats, ranging from vocational diplomas and certificates through to master’s and doctoral qualifications.

The two most common categories of postgraduate study are postgraduate taught (PGT) courses and postgraduate research (PGR) courses.

As you shop around potential postgraduate courses, you may also come across the PGCE, the LLM, the MRes, the MPhil and the PhD.

But what is the difference between all these acronyms?

Below is a guide explaining the differences between all the postgraduate degrees on offer, including how the application process varies between them.

Postgraduate taught (PGT) courses

Postgraduate taught courses are sometimes called level 7 qualifications and are one of the most common kinds of master’s degrees. When people refer to master’s courses, they usually mean a postgraduate taught course.

These courses are typically one year in duration if studied full-time, or two years if studying part-time.

The course will usually comprise several months of taught classes, much like undergraduate study, followed by an intensive independent research project for the final few months.

These courses have highly specialised content, making them great launchpads for careers where specialist knowledge is required. They are also often used as a stepping stone to more advanced research degrees.

What’s the difference between an MSc and an MA?

Postgraduate taught courses will usually lead to either an MSc or an MA qualification, depending on the subject you choose.

An MSc stands for a “master of science” and will focus on advancing a particular aspect of scientific research across the sciences, engineering, mathematics or a similar field that involves logic, scientific research or numbers.

An MA refers to a “master of arts”, and covers postgraduate taught degrees in the arts and humanities, such as literature, languages, history, cultural studies and some social sciences.

Applying for a postgraduate taught course

To apply for a postgraduate taught course, you will normally be asked to provide transcripts showing your academic performance on your undergraduate degree, a personal statement and a CV.

Your CV should focus on your educational achievements and interests and discuss any project work that shows you have the technical and academic skills needed to be a successful and independent postgraduate student.

Your personal statement can be tackled in a similar way to a cover letter, where you introduce yourself and convey your interest, enthusiasm and motivation to study the subject. It is also advisable to tailor your statement to each course you apply for and to explain your interest in some of the modules offered by that specific course.

It can also be beneficial to demonstrate some thought around where the course will lead you in the future, whether that’s into a new career or towards further study.

With postgraduate taught courses, you often won’t have to submit a research proposal for your research project as part of your application, as the taught elements of the course are meant to help inform your research proposal.

However, some postgraduate master’s courses may ask for you to submit a research proposal or at least have an idea of the topic you want to do your master’s dissertation on, even if this changes later.

Applying to master’s courses is generally done through a decentralised system, meaning you apply individually to each course and university. Each institution will set different entrance and application requirements. Check the exact requirements your course is looking for, and get in touch with the institution’s postgraduate admissions office with any questions.

What are MRes and MPhil degrees?

The MPhil stands for “master of philosophy”. The MRes course option, which is relatively new but has grown in popularity in recent years, stands for a “master of research”.

Much like postgraduate taught courses, both the MPhil and the MRes are technically classified as level 7 qualifications, and typically take one year to complete.

The main difference between an MRes or MPhil and a postgraduate taught course is that MRes and MPhil courses place much more focus on individual research, with as much as 60 per cent to 100 per cent of either degree consisting of a personal research project.

Given the heavy research focus, MRes and MPhil courses tend to contain fewer taught classes, but you will usually receive training in research techniques. As a result of the research focus, an MRes or an MPhil may help prepare a student for a doctoral programme (PGR) or a career that requires specific research skills and techniques.

Applying for an MRes or MPhil course is very similar to applying for a postgraduate taught course, but you may be asked to submit a research proposal as part of your application, so it’s important to have an idea of the kind of research project you would like to pursue.

Doctorate courses

Postgraduate research (PGR) courses are sometimes called level 8 qualifications and usually refer to doctorate courses.

These courses take about three to four years of full-time study to complete, but the exact duration of a doctorate course depends on whether you get involved in teaching, how long your research takes to complete and how long it takes you to write your doctorate thesis.

Successful PhD candidates are awarded doctoral qualifications such as doctor of philosophy (PhD) or doctor of engineering (EngD), depending on their field of research.

Research is the core component of a PhD programme, and you will be expected to produce original work on a specific subject topic, usually in the form of a thesis.

Doctorate qualifications are often a prerequisite for a career as a university academic, researcher or scientist in industry.

Applying for a doctorate (PhD) programme

To apply for a doctorate degree, you’ll need to submit a personal statement and a CV, both providing evidence of your academic experiences and passion for the subject.

Some PhD programmes will expect you to have already completed a postgraduate taught programme, but this isn’t always essential.

For a PhD, you may also be asked to submit a detailed research proposal outlining a specific research question you would like to address, the subject area you will work in, and the approach you would take to solving this.

Your proposal should demonstrate your current knowledge and discuss how your research idea could develop or challenge existing knowledge. You should also mention the potential significance of your research and why it would be a useful contribution to your chosen field.

Usually, you will be expected to apply individually to each PhD programme you’re interested in. Places will usually be dependent on your academic achievements, but also on the funding available in your chosen university department and whether the university can provide an appropriate supervisor.

If you’re considering applying for a PhD, it may be worth contacting academics individually to discuss whether they’d be interested in supervising you and asking about any funding opportunities.

Other postgraduate courses

Aside from the categories discussed above, there are many other classifications of master’s degrees, including postgraduate diplomas and certificates.

Often these lead to a vocational qualification that is used to gain entry to a specific profession.

Examples include the postgraduate certificate of education (PGCE), which leads to a career in teaching, the graduate diploma in law (GDL) or master of law (LLM), which opens the door to the legal professions, or the master of business administration (MBA), which is a common choice for business professionals looking to gain entry to C-suite positions.

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Coursework or research?

What's the difference between postgraduate degree coursework and higher degree research.

At UTS, you could pursue postgraduate studies by coursework or research.

Postgraduate Degree Coursework

Doing it by coursework means, you’ll attend classes, write assessments, sit for exams and work your way through a set of subjects – a structured program. You could potentially add a research project using your elective.

Programs offered through postgraduate coursework are:

Master of Quantitative Finance

Master of Science – offered in five majors and a no specific major.

Master of Science (Extension) – offered in five majors and a no specific major

Graduate Certificate in Science

Graduate Certificate in Mathematics

Higher Degree Research

Doing postgraduate study by research means, you’ll undertake supervised study and research, guided by an academic supervisor. You’ll work independently on your chosen project with the aim of producing, presenting and submitting a final thesis. The final thesis is your original research and investigation, backed by evidence.

Programs offered through higher degree research are:

Masters by Research  - Science

Masters by Research  - Mathematical Sciences

Doctor of Philosophy (PhD) - Science

Doctor of Philosophy (PhD) – Mathematical Sciences

So, what kind of projects can I undertake as my higher research degree?

You can undertake any project or discipline, as long as the Faculty and UTS has the expertise in the area, and the relevant supervisor agrees to supervise you.

We strongly encourage you to visit the Faculty’s research areas and use the Find a Supervisor  tool, to search a supervisor of your research interest.

Find a Supervisor

Once you've found a potential supervisor, it's important to make contact with them to discuss your research project proposal andmake sure they agree to supervise you.

Are you still confused on which research project to undertake?

You can hear from some of our  current and past research students’ experiences here . This may help you to decide what research project is right for you.

What if I change my mind, after...

I have started a postgraduate coursework program at UTS Science, but now I want to pursue a higher degree research?

You can transfer from your current UTS Science postgraduate coursework degree into the UTS  Master of Science (Honours) . You’ll need to line up a faculty academic to be your supervisor. Entry into the Master of Science (Honours) is through an internal course transfer via the UTS Master of Science or UTS Master of Science (Extension). There is no direct entry into the UTS Master of Science (Honours).

I have started one of the UTS Science postgraduate coursework masters, e.g. Master of Science or Master of Science (Extension),or the Master of Quantitative Finance, but I can no longer continue my studies?

You can exit your degree through the UTS Graduate Diploma in Science or the UTS Graduate Diploma in Quantitative Finance, which are dependent on the number of subjects you have completed.

Want more information?

Attend a science and maths postgraduate info session.

Download the Science and Maths Postgraduate Course Guide . For information on the application process, here’s a step by step guide on how to apply .

Want to talk to someone?

Contact our course directors:

Ken Rodgers Higher Degree Research Programs Director [email protected]

Bernadette Saunders Postgraduate Coursework Programs Director [email protected]

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A research degree is an advanced study program that allows you to deeply explore a topic that interests you.

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Research degree candidates are driven by naturally inquiring minds, and have a passion to solve problems and advance humanity.

You’ll conduct unique research, and produce new knowledge and expertise that is innovative, relevant, and enlightened.

Research degrees equip you with the transferable skills and attributes for diverse roles in industry, government and business, as well as in research and academic organisations.

Studying in Tasmania gives you unrivalled access to nature, industry and passionate people. The research you do will be inspired by the challenges of our unique island and have global relevance.

Which means you’ll become a sought-after expert in your field.

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Higher Degree by Research (HDR) programs at the University of Tasmania include:

A PhD is an advanced academic qualification and is often considered a requirement for the majority of academic and research positions in a wide range of fields and industries. The aim of the PhD is to foster the development of independent research skills. These skills include the capacity to formulate a significant problem, to develop mastery of appropriate conceptual and methodological skills to pursue investigation, and to relate the research to a broader framework of knowledge in a relevant disciplinary area.

Duration: PhD candidature runs for a minimum duration of two years and a maximum of four years full-time (or part-time equivalent).

Examination: Candidates enrolled in a Higher Degree by Research must submit a thesis for examination in fulfilment of the award for which they are enrolled. Students are required to produce a thesis of no more than 100,000 words (Exegesis = 20,000-50,000), with the research representing a significant new contribution to the discipline.

Admission: In accordance with the Research Training Ordinance (PDF 327.7 KB) , the Dean may admit to candidature for a Doctor of Philosophy a person who has been awarded a degree from a Recognised Tertiary Institution as being in the appropriate discipline and equivalent to:

• A Bachelor Honours degree of at least second class upper standard with a Minimum Research Component
• A Masters of Research Degree with a Minimum Research Component
• A Masters Degree (Coursework) with a Minimum Research Component

As per Schedule A: Minimum course entry requirements of the HDR Admission, Selection and Enrolment Procedure (PDF 278.2 KB) , qualifying degrees must have been awarded within a 10-year period prior to the date of application for admission to Higher Degree by Research candidature.

Where a coursework masters' degree is considered as the basis for admission, the research project or thesis must be between 10,000 to 20,000 words and equate to a minimum 25 per cent research component of the entire degree.

Where any of the above standard admission requirements are not met, an application will be considered as part of an application via the alternative entry pathway process (see Pathways to a Research Degree below).

An MRes is an internationally recognised postgraduate research degree that involves undertaking a significant research project. MRes programs aim to train students in analysing their thesis topic at an advanced level; research methodology and techniques; and the application of such methodology by conducting a specified program of research under appropriate supervision. Many MRes students choose to continue with their research in order to obtain a PhD.

Duration: MRes candidature runs for a minimum duration of one year and a maximum of two years full-time (or part-time equivalent).

Examination: The degree of Master of Research is awarded on the basis of a thesis prepared under supervision that presents the results of original research. The thesis should demonstrate the Candidate's knowledge of the research topic and the discipline/s it embraces, as judged by independent experts applying accepted contemporary international standards. Students are required to produce a thesis of no more than 50,000 words (exegesis = 10,000-20,000), that demonstrates their capacity for critical analysis and application of specialist knowledge.

Admission: In accordance with the  Research Training Ordinance (PDF 327.7 KB) , the Dean may admit to candidature for a Master of Research a person who has been awarded a degree from a Recognised Tertiary Institution as being in the appropriate discipline and equivalent to:

• A Bachelor Honours degree of at least second class lower standard with a Minimum Research Component
• A Masters degree (Coursework) with a Minimum Research Component

As per Schedule A: Minimum course entry requirements of the Admission, Selection and Enrolment Procedure (PDF 278.2 KB) , qualifying degrees must have been awarded within a 10-year period prior to the date of application for admission to Higher Degree by Research candidature.

A Professional Doctorate is a professional research qualification which has an equivalent status to a PhD. This degree is ideal for mid-career and senior managers who wish to integrate advanced research into their professional lives.

Duration: A Professional Doctorate is usually completed over three or four years, the minimum and maximum degree periods are as approved by Academic Senate.

Examination: Assessment involves coursework and a thesis of up to 80,000 words representing a significant contribution to your discipline of research.

Admission: In accordance with the  Research Training Ordinance (PDF 327.7 KB) , the Dean may admit to candidature for a Professional Doctorate a person who has been awarded a degree from a Recognised Tertiary Institution as being in the appropriate discipline and equivalent to:

Please also refer to the University of Tasmania Course and Unit Handbook for the applicable course.

As per Schedule B: English Language Proficiency Requirements of the Interim HDR  Admissions and Enrolment Procedure , an applicant must provide evidence of their English language proficiency in accordance with the requirements listed below at the time they submit their application. Results of an English language proficiency test must have been awarded within 2 years of application date.

Proof of English language ability may be demonstrated by providing official test scores for one of the following tests:

You are a citizen of and hold a passport from one of the following countries:

• New Zealand
• Republic of Ireland
• United Kingdom

Evidence of ongoing residence and employment for a period of not less than 5 years within one of the following countries (in an occupation requiring proficient written and verbal communication in English):

• South Africa

Completion within 2 years of your application date of a Graduate Degree (equivalent to AQF Level 8 or higher) from a recognised tertiary institution, of at least one year duration, where the medium and language of instruction of the degree was entirely in English.

There are different paths you can take to start your journey in completing a Research Degree at UTAS.

The chief requirement is prior research experience in the form of an Honours or Master's Degree, or relevant professional experience and training.

Honours Degree

An Australian Honours Degree is the standard pathway for entry into a Research Degree, providing you with the experience and skills to take on advanced postgraduate research. An Honours Degree is a program of study which involves deeply investigating a research topic and writing a thesis, usually full-time over one year. Entry requirements for an Honours Degree vary by program. Most Honours students complete the program during an "Honours year", an additional year of study following completion of a Bachelor's Degree. Students can also complete Honours "on-course", where the Honours component is embedded in the Bachelor's Degree over four or five years.

Transferring from a Master of Research (MRes) to a Doctor of Philosophy (PhD)

If you are currently enrolled in a Master of Research (MRes) at UTAS, it may be possible to transfer to a PhD. To apply to transfer to a PhD, you must have completed no more than 75% of your MRes at UTAS and have demonstrated strong academic progress. Many MRes candidates choose to continue with their research in order to obtain a PhD.  MRes Candidates should discuss this pathway with their supervisory team and school of enrolment.

Postgraduate Coursework

A Master by Coursework Degree provides another entry-point to a Research Degree. To be accepted for a Research Degree, your Master Degree must contain a research component of at least 25%.

Relevant Experience

Your professional experience may also satisfy the admission requirements for undertaking a Research Degree at UTAS. For example, working as a research assistant and publishing research outcomes are strong evidence of relevant research experience. You may have a passion for research in a field where you can already demonstrate expertise. We value professional work experience in our Research Degree candidates and also consider experience such as leading large projects and implementing your research into organisational change.  With your application, please submit supporting documentation that addresses your competency in the following skill areas:

• Conceptual and theoretical understanding/knowledge of the field;
• Research design, data collection and data management skills/ability to undertake research;
• Analytical and interpretative skills (e.g. data analysis, critical analysis, problem solving); and
• Communication skills

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What Is Research Methodology? A Plain-Language Explanation & Definition (With Examples)

By Derek Jansen (MBA)  and Kerryn Warren (PhD) | June 2020 (Last updated April 2023)

If you’re new to formal academic research, it’s quite likely that you’re feeling a little overwhelmed by all the technical lingo that gets thrown around. And who could blame you – “research methodology”, “research methods”, “sampling strategies”… it all seems never-ending!

In this post, we’ll demystify the landscape with plain-language explanations and loads of examples (including easy-to-follow videos), so that you can approach your dissertation, thesis or research project with confidence. Let’s get started.

Research Methodology 101

• What exactly research methodology means
• What qualitative , quantitative and mixed methods are
• What sampling strategy is
• What data collection methods are
• What data analysis methods are
• How to choose your research methodology
• Example of a research methodology

What is research methodology?

Research methodology simply refers to the practical “how” of a research study. More specifically, it’s about how  a researcher  systematically designs a study  to ensure valid and reliable results that address the research aims, objectives and research questions . Specifically, how the researcher went about deciding:

• What type of data to collect (e.g., qualitative or quantitative data )
• Who  to collect it from (i.e., the sampling strategy )
• How to  collect  it (i.e., the data collection method )
• How to  analyse  it (i.e., the data analysis methods )

Within any formal piece of academic research (be it a dissertation, thesis or journal article), you’ll find a research methodology chapter or section which covers the aspects mentioned above. Importantly, a good methodology chapter explains not just   what methodological choices were made, but also explains  why they were made. In other words, the methodology chapter should justify  the design choices, by showing that the chosen methods and techniques are the best fit for the research aims, objectives and research questions. 

So, it’s the same as research design?

Not quite. As we mentioned, research methodology refers to the collection of practical decisions regarding what data you’ll collect, from who, how you’ll collect it and how you’ll analyse it. Research design, on the other hand, is more about the overall strategy you’ll adopt in your study. For example, whether you’ll use an experimental design in which you manipulate one variable while controlling others. You can learn more about research design and the various design types here .

Need a helping hand?

What are qualitative, quantitative and mixed-methods?

Qualitative, quantitative and mixed-methods are different types of methodological approaches, distinguished by their focus on words , numbers or both . This is a bit of an oversimplification, but its a good starting point for understanding.

Let’s take a closer look.

Qualitative research refers to research which focuses on collecting and analysing words (written or spoken) and textual or visual data, whereas quantitative research focuses on measurement and testing using numerical data . Qualitative analysis can also focus on other “softer” data points, such as body language or visual elements.

It’s quite common for a qualitative methodology to be used when the research aims and research questions are exploratory  in nature. For example, a qualitative methodology might be used to understand peoples’ perceptions about an event that took place, or a political candidate running for president. 

Contrasted to this, a quantitative methodology is typically used when the research aims and research questions are confirmatory  in nature. For example, a quantitative methodology might be used to measure the relationship between two variables (e.g. personality type and likelihood to commit a crime) or to test a set of hypotheses .

As you’ve probably guessed, the mixed-method methodology attempts to combine the best of both qualitative and quantitative methodologies to integrate perspectives and create a rich picture. If you’d like to learn more about these three methodological approaches, be sure to watch our explainer video below.

What is sampling strategy?

Simply put, sampling is about deciding who (or where) you’re going to collect your data from . Why does this matter? Well, generally it’s not possible to collect data from every single person in your group of interest (this is called the “population”), so you’ll need to engage a smaller portion of that group that’s accessible and manageable (this is called the “sample”).

How you go about selecting the sample (i.e., your sampling strategy) will have a major impact on your study.  There are many different sampling methods  you can choose from, but the two overarching categories are probability   sampling and  non-probability   sampling .

Probability sampling  involves using a completely random sample from the group of people you’re interested in. This is comparable to throwing the names all potential participants into a hat, shaking it up, and picking out the “winners”. By using a completely random sample, you’ll minimise the risk of selection bias and the results of your study will be more generalisable  to the entire population. 

Non-probability sampling , on the other hand,  doesn’t use a random sample . For example, it might involve using a convenience sample, which means you’d only interview or survey people that you have access to (perhaps your friends, family or work colleagues), rather than a truly random sample. With non-probability sampling, the results are typically not generalisable .

To learn more about sampling methods, be sure to check out the video below.

What are data collection methods?

As the name suggests, data collection methods simply refers to the way in which you go about collecting the data for your study. Some of the most common data collection methods include:

• Interviews (which can be unstructured, semi-structured or structured)
• Focus groups and group interviews
• Surveys (online or physical surveys)
• Observations (watching and recording activities)
• Biophysical measurements (e.g., blood pressure, heart rate, etc.)
• Documents and records (e.g., financial reports, court records, etc.)

The choice of which data collection method to use depends on your overall research aims and research questions , as well as practicalities and resource constraints. For example, if your research is exploratory in nature, qualitative methods such as interviews and focus groups would likely be a good fit. Conversely, if your research aims to measure specific variables or test hypotheses, large-scale surveys that produce large volumes of numerical data would likely be a better fit.

What are data analysis methods?

Data analysis methods refer to the methods and techniques that you’ll use to make sense of your data. These can be grouped according to whether the research is qualitative  (words-based) or quantitative (numbers-based).

Popular data analysis methods in qualitative research include:

• Qualitative content analysis
• Thematic analysis
• Discourse analysis
• Narrative analysis
• Interpretative phenomenological analysis (IPA)
• Visual analysis (of photographs, videos, art, etc.)

Qualitative data analysis all begins with data coding , after which an analysis method is applied. In some cases, more than one analysis method is used, depending on the research aims and research questions . In the video below, we explore some  common qualitative analysis methods, along with practical examples.  

Moving on to the quantitative side of things, popular data analysis methods in this type of research include:

• Descriptive statistics (e.g. means, medians, modes )
• Inferential statistics (e.g. correlation, regression, structural equation modelling)

Again, the choice of which data collection method to use depends on your overall research aims and objectives , as well as practicalities and resource constraints. In the video below, we explain some core concepts central to quantitative analysis.

How do I choose a research methodology?

As you’ve probably picked up by now, your research aims and objectives have a major influence on the research methodology . So, the starting point for developing your research methodology is to take a step back and look at the big picture of your research, before you make methodology decisions. The first question you need to ask yourself is whether your research is exploratory or confirmatory in nature.

If your research aims and objectives are primarily exploratory in nature, your research will likely be qualitative and therefore you might consider qualitative data collection methods (e.g. interviews) and analysis methods (e.g. qualitative content analysis). 

Conversely, if your research aims and objective are looking to measure or test something (i.e. they’re confirmatory), then your research will quite likely be quantitative in nature, and you might consider quantitative data collection methods (e.g. surveys) and analyses (e.g. statistical analysis).

Designing your research and working out your methodology is a large topic, which we cover extensively on the blog . For now, however, the key takeaway is that you should always start with your research aims, objectives and research questions (the golden thread). Every methodological choice you make needs align with those three components. 

Example of a research methodology chapter

In the video below, we provide a detailed walkthrough of a research methodology from an actual dissertation, as well as an overview of our free methodology template .

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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198 Comments

Thank you for this simple yet comprehensive and easy to digest presentation. God Bless!

You’re most welcome, Leo. Best of luck with your research!

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Good morning thanks so much for the on line lectures am a student of university of Makeni.select a research topic and deliberate on is so that we will continue to understand more.sorry that’s a suggestion.

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I am writing a APA Format paper . I using questionnaire with 120 STDs teacher for my participant. Can you write me mthology for this research. Send it through email sent. Just need a sample as an example please. My topic is ” impacts of overcrowding on students learning

Thanks for your comment.

We can’t write your methodology for you. If you’re looking for samples, you should be able to find some sample methodologies on Google. Alternatively, you can download some previous dissertations from a dissertation directory and have a look at the methodology chapters therein.

All the best with your research.

Thank you so much for this!! God Bless

Thank you. Explicit explanation

Thank you, Derek and Kerryn, for making this simple to understand. I’m currently at the inception stage of my research.

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Very interesting and informative yet I would like to know about examples of Research Questions as well, if possible.

I’m about to submit a research presentation, I have come to understand from your simplification on understanding research methodology. My research will be mixed methodology, qualitative as well as quantitative. So aim and objective of mixed method would be both exploratory and confirmatory. Thanks you very much for your guidance.

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I’m going to write synopsis which will be quantitative research method and I don’t know how to frame my topic, can I kindly get some ideas..

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Thank you Doctor Derek for this wonderful piece, please help to provide your details for reference purpose. God bless.

Many compliments to you

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Well explained. Now I know my research methodology will be qualitative and exploratory. Thank you so much, keep up the good work

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Thanks Derek. Kerryn was just fantastic!

Great to hear that, Hyacinth. Best of luck with your research!

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Thanks for the feedback, Matobela. Good luck with your research methodology.

Thank you. This is really helpful.

You’re very welcome, Elie. Good luck with your research methodology.

Well explained thanks

This is a very helpful site especially for young researchers at college. It provides sufficient information to guide students and equip them with the necessary foundation to ask any other questions aimed at deepening their understanding.

Thanks for the kind words, Edward. Good luck with your research!

Thank you. I have learned a lot.

Great to hear that, Ngwisa. Good luck with your research methodology!

Thank you for keeping your presentation simples and short and covering key information for research methodology. My key takeaway: Start with defining your research objective the other will depend on the aims of your research question.

My name is Zanele I would like to be assisted with my research , and the topic is shortage of nursing staff globally want are the causes , effects on health, patients and community and also globally

Thanks for making it simple and clear. It greatly helped in understanding research methodology. Regards.

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Thank you Dr

I was given an assignment to research 2 publications and describe their research methodology? I don’t know how to start this task can someone help me?

Sure. You’re welcome to book an initial consultation with one of our Research Coaches to discuss how we can assist – https://gradcoach.com/book/new/ .

Thanks a lot I am relieved of a heavy burden.keep up with the good work

I’m very much grateful Dr Derek. I’m planning to pursue one of the careers that really needs one to be very much eager to know. There’s a lot of research to do and everything, but since I’ve gotten this information I will use it to the best of my potential.

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Thank Derek. This is very helpful. Your step by step explanation has made it easier for me to understand different concepts. Now i can get on with my research.

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I would like to be assisted with my research topic : Literature Review and research methodologies. My topic is : what is the relationship between unemployment and economic growth?

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Short but sweet.Thank you

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I’m currently working on my Ph.D. thesis. Thanks a lot, Derek and Kerryn, Well-organized sequences, facilitate the readers’ following.

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I am a bit confused about research design and methodology. Are they the same? If not, what are the differences and how are they related?

Thanks in advance.

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How can we site this article is Harvard style?

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Am a new researcher trying to learn how best to write a research proposal. I find your article spot on and want to download the free template but finding difficulties. Can u kindly send it to my email, the free download entitled, “Free Download: Research Proposal Template (with Examples)”.

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how do i reference this?

MLA Jansen, Derek, and Kerryn Warren. “What (Exactly) Is Research Methodology?” Grad Coach, June 2021, gradcoach.com/what-is-research-methodology/.

APA Jansen, D., & Warren, K. (2021, June). What (Exactly) Is Research Methodology? Grad Coach. https://gradcoach.com/what-is-research-methodology/

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hello sir/ma’am, i didn’t find yet that what type of research methodology i am using. because i am writing my report on CSR and collect all my data from websites and articles so which type of methodology i should write in dissertation report. please help me. i am from India.

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Course-based Vs Research-based Master’s Programs || Which Is Best For You?

Ebere Nsofor

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If getting a master’s degree is in your academic or career plans, then you need to fully understand what it entails. Getting a master’s degree is a great way to advance your career or kick-start a new career. However, there are different types of master’s degrees offered by universities. This article will discuss course-based and research-based masters to help you understand what they mean and how they are different.

Course-based programs

Course-based master’s degree programs are designed for students who want to learn new skills, gain knowledge, and advance their careers. These structured programs offer students a set of courses to complete for their degree. The courses are designed to provide students with the necessary skills and knowledge to succeed in their chosen careers.

Research-based programs

Research-based master’s degree programs are designed for students who want to conduct research, develop new knowledge, and contribute to their field. These programs are research-intensive and require students to conduct original research and write a thesis or dissertation. The research conducted should contribute to the knowledge base of the field.

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Differences between Course-Based and Research-Based Master’s Degree Programs

Though both programs have their unique advantages, they are tailored to different career goals and learning styles. Here are four major differences between course-based programs and research-based degree programs:

• Approach to learning

The main difference between course-based and research-based master’s degree programs is the approach to learning. As earlier stated, course-based programs offer students a set of courses to complete for their degree. These programs are often referred to as taught master’s programs and are structured around a predetermined curriculum.

On the other hand, research-based programs are not structured, and students have to conduct their research independently. This program requires students to be self-motivated, independent, and have excellent research skills.

2. Duration

Another difference between course-based and research-based master’s degree programs is the length of time it takes to complete the program. Course-based programs typically take one to two years to complete, while research-based programs usually take two to three years to complete due to the time required for extensive research. Course-based programs are an excellent choice for people looking to advance their careers quickly.

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3. Purpose  

Course-based master’s degree programs are designed to equip students with practical skills and knowledge directly applicable to their chosen profession. Students can choose from a variety of courses and tailor their programs to meet their interests and career goals.

Research-based programs, however, are research-intensive and require students to conduct original research and write a thesis or dissertation. Students have the freedom to choose their research topic and conduct their research independently. Research-based master’s degrees are best for students interested in pursuing academic careers or roles that require advanced research skills.

4. Curriculum and Assessment

While course-based programs may include a small research project, the emphasis is primarily on coursework. The majority of your time in a course-based program is spent attending lectures, seminars, and workshops. Assessment is primarily through exams, coursework, and projects.

Research-based or thesis-based programs are centred on independent research and academic exploration. The core of the program is the research thesis. The thesis serves as the culmination of the program, showcasing a student’s ability to conduct independent research, analyze data, and present findings coherently.

Now that you have an idea of the key differences between both master’s programs, you need to consider your learning style and career goals before choosing one that is right for you. If you’re looking to gain practical skills and enter a specific industry, then a course-based program will be a better choice, however, if your goal is to pursue a PhD, then, a more appropriate choice would be a research-based master’s.

Preparing to study abroad can be overwhelming, if you need further guidance on degree options, application requirements and schools to apply to for your degree or counselling regarding the best master’s degree program for you, please click here to chat with our counsellors. 

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What's the difference between a Masters by Coursework and a Masters by Research?

A  Masters by Coursework  is a professional qualification involving the study of a specified set of core units and a selection of eligible elective units. Undertaking a coursework program will mean that you will attend classes, complete assignments and sit exams where applicable. Some Masters by Coursework also require the completion of a minor thesis as part of the course. Dependent on the course, part-time and online study options are available. For more information, please see our  Postgraduate Study at ECU  web page. A  Masters by Research  involves the submission of a completed thesis based on an independent research project. Students studying a Masters by Research work independently with the support of a supervisor and the School. Students may be required to attend units to help expand skills in the area of research. For more information, please see our Research Degree  web page.

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Definition of coursework

Examples of coursework in a sentence.

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

Word History

1890, in the meaning defined above

Dictionary Entries Near coursework

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“Coursework.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/coursework. Accessed 1 Apr. 2024.

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Definition of course-based research

• Objective of project/data collection is for the student to acquire skills involved with conducting academic and scholarly research in a rigorous manner.
• The student is not the primary beneficiary of the activity
• Results may be shared with classmates or professors and are intended to generate generalizable (and new) knowledge from which others might benefit even if this does not actually occur.
• Course syllabus includes an objective which deals with the need for the student to acquire research skills
• Typically characterized as research in syllabus, evaluation scheme/rubric, and descriptions.
• Evaluation criteria include an assessment of the quality of the research conducted
• While pedagogical in nature, results intend to reflect scholarly or academic traditions and customary approaches used in the discipline
• Process used is systematic, rigorous, and intended to generate knowledge according to scholarly or academic traditions within the discipline
• Participants are typically drawn from populations outside of the University of Waterloo
• Findings and results are typically not disseminated beyond the classroom or department but is of sufficient quality that it could be via posters, seminar presentations, articles
• Does not include research papers/projects designated as “thesis” at either undergraduate or graduate level and course title and description makes no mention and there is no intention of the research being a “thesis”

Course-based research is typically restricted to activities that:

• pose no greater than minimal risk to participants,
• do not involve partial disclosure nor deception, and
• do not include participants who are vulnerable such as children, institutionalized elderly, cognitive impaired individuals, or persons who are not able to legally consent to participate in the research.

Course-based research typically use methods involving:

• Structured or semi-structured Interviews with key informants working in a particular area/field (e.g., professors, not-for-profit organizations, employers)
• Surveys with family/friends/other students/members of the general public
• Focus groups/group interviews with employees or members of an organization or group

Course-based research typically does not involve :

• Schools or school boards
• Hospitals or clinics or other health-based institutions
• Controlled acts as outlined by the Regulated Health Professions Act
• Procedures or equipment for the collection of physiological or biometric data
• Secondary data analysis of health or personal data or the linking of data sets

Definitions

Professional skill development and entrepreneurial activities - may not require ethics review

Exceptions - activities that require ethics review

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What is Coursework? An Ultimate Guide to Coursework Writing

Coursework is the most significant part of academic writing that requires so much time and effort. You should consider the guidance of your teachers and your seniors who have similar experiences in writing a coursework. This makes the process of working faster and more effective, which leads to the best outcomes. This guide will help you to understand what coursework is and how to write coursework effectively. 

What is Coursework?

Coursework consists of all basic assignments given to students to evaluate their level of understanding. It includes following types of assignments, such as essay writing , research papers, discussion boards and written reports. To get excellent grades and grade point averages (GPA), students must understand the basic concepts of their courses.

Coursework is difficult to define, even though it is usually important to complete a specific program. This kind of assignment can be completed in a wide range of formats.  If you require any coursework help, you may contact Nerdpapers . 

Importance of Coursework

Coursework is the most common type of assignment that teachers give students to understand their level of learning on a specific topic or subject. Moreover, it shows how well a student understands and uses the topic in various contexts. Through coursework writing, students may improve their research abilities, increase their understanding of a subject, develop their analytical skills, and apply the knowledge they have discovered to use independently. Furthermore, students learn to summarize the topic with key arguments and then draw conclusions from it. 

Types of Coursework

Do you need a "do my coursework writing services"? But do you know that coursework has different types? Five different types of coursework are given to students to write:

Analytical Coursework

Analytical Coursework presents a thesis statement or claim and demonstrates how to study different things. It usually focuses on the literary style of the text rather than the synopsis.

Supportive Commentary

Supportive Commentary helps students to create a single piece of media writing. Coursework should be written in an experimental mode, such as written, spoken, or multimodal. Students must also include a supporting statement that contains all the information and aspects. 

Journal Coursework

Writing journals for coursework is regarded as an act that promotes casual writing as a regular activity. This can take many different forms and is useful for multiple purposes. It can be both creative and personal. In order to organize their thoughts, compose their ideas, and respond to them, students are always expected to keep journals as part of their coursework.

Analytical Study

Analytical study is the process of sharing an analysis of the chosen work and how it relates to the relevant material. It also shows how well the writer understands the entire process of writing. Students should use proper vocabulary and must maintain word consistency. Also, understand the structure and format of writing.  

Commentary and Creative Writing

In commentary and creative writing coursework, students are asked to generate creative content that reflects the tone or style of the assessed text. It also helps to share comments to support the knowledge. Additionally, the major purpose of creative writing and commentary is to demonstrate knowledge, test skills, and engage the target audience through various languages.

Coursework Writing Tips

There are some key points that you should keep in mind while writing coursework. 

It is the worst possible scenario for any kind of academic writing assignment. Today, the internet has tons of relevant information, and professors become rigorous in the context of plagiarism. Your own words should be used in all writing! Use the advised citation style and make references list if you choose to include quotations from the sources. Claim that it is your own project and sign the declaration.

Keep in mind the precise guidelines for the coursework's length. Specify whether the references, appendices, and footnotes are counted as part of the word count.

Browse the possible topics. Try to pick a relevant coursework topic that is similar to the subject of the upcoming exam if one will be held on it. 

Get Help from Tutor

Never ignore your teacher's advice; ask for their guidance on your topic. Also, to learn more, ask questions, but remember they may only read the first draft once and give general suggestions.

Perfect Coursework Writing Structure

The precision required for coursework writing depends not only on the writing process but also on the design. Even if you produce a stunning and thoroughly researched paper for the professor, poor design will still result in bad grades. We have chosen the most significant components to build a flawless coursework structure for you after reviewing many coursework standards. The structure consists of the following main components:

Introduction or Opening

The first step is to write the coursework introduction after choosing a topic. This introduction section needs to be extraordinary to catch the reader's attention. Make sure to include all essential details, and keep it brief or precise. 

Include any background data about the topic you have chosen. Write down your goals as well. This section should contain your thesis statement. Also, write the introduction in such a way that it serves as the reader's guide.

Main Body 

Your hard work and dedication will be reflected in this section. In the body section, you should add every minute detail you discovered on your research journey. Additionally, this section will be written in the past tense with an informative tone. 

Readers may find research findings boring because they are just stats and figures. Therefore, this section should include appealing tables, graphs, infographics and charts to make it interesting. Mention each statistic as it is; do not change any findings. 

Summarize your whole coursework in this section. The conclusion needs to be short while covering all the details. You might mention the essential takeaways from the coursework.

How to Write a Coursework: Step-by-Step Guide

It's time to start researching and writing once you've chosen a topic that excites you. 

Research is the most crucial part of any writing project. A lot of effort and time is required, but it is worthwhile because it serves as the core of your work and helps establish and defend your point of view.  You can find the necessary information from many primary and secondary sources. Always double-check the information you get online because not all of it is reliable, and some of it can be out of date. Make notes on each source you consult while researching, including the definition, quotation, or information you discovered. Make a table with citations or links to web sources. It is also very helpful to utilize such a table while writing the bibliography section.

Planning 

At the planning phase, it is advised to make a rough outline of your coursework, decide which information you will add, and what points you should add in each section. Making a plan first and then sticking to it is very helpful.  For example, create a table and include all steps of your work with the dates when you want to work on them. This is a fantastic method for time management and a great way to quit delaying things so you can finish them before the deadline.

Drafting 

It could be challenging to write the initial draft of a lengthy article. However, there isn't much you can do about it. In this scenario, the sole piece of guidance that is appropriate is to start writing. Once you start putting together your coursework, you'll observe that there aren't a lot of differences between your paper and other typical written assignments. The section for which you have the most information should come first. These academic papers are never written according to the structure's order. The opening portion of your paper is where you can begin writing because it is more general than the rest.  You can pick out some interesting, pertinent coursework examples or reports to discuss in your writing so your reader will better understand the issue you are gradually focused on. You can go on to terms and situations that are more precise after acquiring the background information.

The last step is to edit and polish your document. While proofreading, it's crucial to focus on consistency problems, stylistic errors, and grammar and punctuation errors.

Many tools, including Grammarly , are available to help you with grammar. You should use these tools because you might miss some errors. No software can help you fix your writing style and logical structure mistakes. However, you can turn to a team of expert writers and editors for a high-quality editing service and a properly polished document.

Verify the word count and formatting specifications provided by your educational institution. Before submitting your work for review to your professor, you should also allow time for the editing phase, so plan accordingly.

Formative vs Summative Coursework Assessments

Formative assessment assesses students' understanding of a subject by offering them practice in essay creation and structure. It assists students in evaluating their strengths and weaknesses and focuses on areas that require improvement. Moreover, formative assessments help instructors in identifying students' areas of difficulty and taking prompt action to resolve issues

Summative assignments, on the other hand, evaluate students' knowledge at the end of the semester. Summative assessment includes mid-term exams and final-year project. When completing courses, it is vital to understand the type of review you are submitting to. If you understand the coursework meaning and finish your assignments on time, you might obtain an A+.

Get Coursework Help from Experts

If you want to write your coursework successfully, follow all the steps mentioned above. If you still have difficulty writing coursework, you can get our coursework writing services with one click. We have a group of experienced writers who can offer you timely, cost-effective coursework help online. 

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Meaning of coursework in English

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• academic year
• access course
• Advanced Placement
• asynchronous
• immersion course
• interdisciplinarity
• on a course
• open admissions
• open classroom
• work placement

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null and void

having no legal force

Sitting on the fence (Newspaper idioms)

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Creating a Corporate Social Responsibility Program with Real Impact

• Emilio Marti,
• David Risi,
• Eva Schlindwein,
• Andromachi Athanasopoulou

Lessons from multinational companies that adapted their CSR practices based on local feedback and knowledge.

Exploring the critical role of experimentation in Corporate Social Responsibility (CSR), research on four multinational companies reveals a stark difference in CSR effectiveness. Successful companies integrate an experimental approach, constantly adapting their CSR practices based on local feedback and knowledge. This strategy fosters genuine community engagement and responsive initiatives, as seen in a mining company’s impactful HIV/AIDS program. Conversely, companies that rely on standardized, inflexible CSR methods often fail to achieve their goals, demonstrated by a failed partnership due to local corruption in another mining company. The study recommends encouraging broad employee participation in CSR and fostering a culture that values CSR’s long-term business benefits. It also suggests that sustainable investors and ESG rating agencies should focus on assessing companies’ experimental approaches to CSR, going beyond current practices to examine the involvement of diverse employees in both developing and adapting CSR initiatives. Overall, embracing a dynamic, data-driven approach to CSR is essential for meaningful social and environmental impact.

By now, almost all large companies are engaged in corporate social responsibility (CSR): they have CSR policies, employ CSR staff, engage in activities that aim to have a positive impact on the environment and society, and write CSR reports. However, the evolution of CSR has brought forth new challenges. A stark contrast to two decades ago, when the primary concern was the sheer neglect of CSR, the current issue lies in the ineffective execution of these practices. Why do some companies implement CSR in ways that create a positive impact on the environment and society, while others fail to do so? Our research reveals that experimentation is critical for impactful CSR, which has implications for both companies that implement CSR and companies that externally monitor these CSR activities, such as sustainable investors and ESG rating agencies.

• EM Emilio Marti is an assistant professor at the Rotterdam School of Management (RSM) at Erasmus University Rotterdam.
• DR David Risi is a professor at the Bern University of Applied Sciences and a habilitated lecturer at the University of St. Gallen. His research focuses on how companies organize CSR and sustainability.
• ES Eva Schlindwein is a professor at the Bern University of Applied Sciences and a postdoctoral fellow at the University of Oxford. Her research focuses on how organizations navigate tensions between business and society.
• AA Andromachi Athanasopoulou is an associate professor at Queen Mary University of London and an associate fellow at the University of Oxford. Her research focuses on how individuals manage their leadership careers and make ethically charged decisions.

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International Researchers Explore New Territory in the Grand Challenges of Wind Energy Science

Nrel researchers led a report tackling atmospheric science, turbine technology, grid integration, environmental codesign, and social science.

Paul Veers, an NREL wind energy research fellow, led a 2023 International Energy Agency Topical Expert Meeting on the five grand challenges of wind energy and the ways in which those challenges intersect. The findings from this meeting informed a new NREL report. Photo by Werner Slocum, NREL

Wind energy— one of the fastest-growing and lowest-cost sources of electricity in the world —will play an important role in the transition to a carbon-free energy system. However, wind energy’s growth must be planned with careful consideration of atmospheric physics, turbine design, and grid resilience, as well as environmental and social impacts. Finding solutions to these types of challenges will require experts to collaborate across their disciplines.

That is the thesis of a new report co-authored by researchers at the U.S. Department of Energy’s National Renewable Energy Laboratory (NREL) along with global industry and academic experts. The report, Grand Challenges Revisited: Wind Energy Research Needs for a Global Energy Transition , follows a 2019 article published in the journal Science , which outlined three grand challenges of wind energy research. Broadly speaking, these original three challenges focused on our inadequate understanding of and inability to accurately model atmospheric physics, wind turbine technology, and wind power plant integration into the grid.

The new report expands those three original challenges to five:

• Wind atmospheric science
• Wind turbine systems
• Wind plants and grid
• Environmental codesign
• Social science.

For wind energy to realize its role in the clean energy transition and supply 50% of future global energy needs, experts from many different disciplines will need to collaborate to tackle wind energy’s interconnected challenges. These challenges, illustrated above, include wind atmospheric science, wind turbine systems, environmental co-design, social science, and wind plants and the grid. Illustration by Taylor Henry, NREL

“Three grand challenges were a grand start,” said Paul Veers , an NREL research fellow and report co-author. “But readers of the 2019 Science article pointed out that we had neglected to consider the environmental and social challenges of wind energy development. Recognizing our oversight, we incorporated these additional challenges into our expanded vision.”

To further explore these five grand challenges and their intersections, Veers and his colleagues convened an International Energy Agency (IEA) Wind Energy Topical Expert Meeting in February 2023. Grand Challenges Revisited summarizes the key findings from that meeting.

Charting the Course for a Complex System

Many countries around the world, including the United States, have set ambitious goals to reduce greenhouse gas emissions. A first step toward these goals will be to transition to renewable sources of energy, like wind, in the next few decades.

However, for wind energy to assume its role in the clean energy transition, the industry must address critical issues around the design, development, and deployment of wind turbines and power plants. In addition, as wind energy deployment increases, so will its environmental and social impacts.

“Wind energy is complicated,” Veers said. “It comes with technical, environmental, and social challenges that intersect and cut across discipline boundaries.”

To help address wind energy’s dynamic opportunities for expansion to meet global energy demand, IEA meeting participants examined the cross-disciplinary issues created by the intersections between the five grand challenges. For Veers and his colleagues, these issues highlight a need to integrate social, environmental, economic, and technical elements into wind turbine and plant design before they are built.

“For example, a prospective wind farm site may also be near an eagle population, and wind turbines pose a risk to eagles,” Veers explained. “That means the wind turbines and farm need to be designed in a way that minimizes that risk while still maintaining optimal power generation—and that means you need to integrate knowledge about eagle behavior with knowledge about plant optimization.”

Designing wind energy facilities to minimize risk to wildlife like this bald eagle while still maintaining optimal power production is one example of a wind energy challenge that requires interdisciplinary expertise. Photo by Dennis Schroeder, NREL

Common Needs Across All Grand Challenges

Through their discussions, all groups at the IEA meeting observed three issues that all five challenges have in common, which are:

• A lack of understanding of basic concepts and terminology between wind energy disciplines, creating a need for cross-disciplinary education
• The challenge of aggregating and managing vast datasets while safeguarding intellectual property, which presents yet-to-be-realized opportunities to leverage existing data through digitization
• That opportunities for discussion, like the IEA Topical Expert Meeting, are rare and sparsely located but are highly enlightening.

“It turned out these experts enjoyed talking to each other across the boundaries of their disciplines,” Veers said. “There aren’t many places where these different experts can come together, so doing that intentionally should be a goal.”

The Turbine’s Continued Evolution

The IEA meeting discussions also served as a reminder that wind energy still has lots of room for innovation.

For Veers and his colleagues, supporting the continued advancement of the wind turbine will require a holistic approach to design that considers metrics beyond levelized cost of energy (the ratio of costs expended to energy produced). Those designs need to incorporate intelligent control systems, which enhance turbine awareness and operational efficiency. Researchers need to step back and think about how these turbines are made, which will help improve industrial-scale turbine production, enhance recyclability, avoid the use of critical materials, and reduce manufacturing costs.

“The current success of the wind turbine does not mean it's a done technology any more than the success of the Model T meant the car was a done technology in 1920,” Veers said. “Current wind turbines work and are cost-effective, but the demands of the future will be very different from what they are today and from what they have been in the past. The evolution of the wind turbine is still a major area of opportunity.”

Wind energy still has plenty of room to evolve. Holistic turbine design, intelligent turbine control systems, and improved industrial-scale turbine production are and will continue to be key opportunities for innovation. Photo by Josh Bauer and Bryan Bechtold

Now that the participants at the IEA Wind meetings have identified the critical issues at the intersections of wind energy’s grand challenges, the next step will be to develop solutions necessary for the substantial expansion of wind energy.

Veers and his co-authors' findings offer the basis for a five-year roadmap for international collaborative research, which will help enable wind energy to fulfill its role in the clean energy transition.

Learn more about the Grand Challenges . Be sure to subscribe to NREL’s wind energy newsletter for more news like this.

Baltimore bridge collapse wasn't first major accident for giant container ship Dali

Propulsion failed on the cargo ship that struck the Francis Key Bridge in Baltimore early Tuesday as it was leaving port, causing it to collapse into the frigid Patapsco River. Its crew warned Maryland officials of a possible collision because they had lost control.

“The vessel notified MD Department of Transportation (MDOT) that they had lost control of the vessel” and a collision with the bridge “was possible,” according to an unclassified Department of Homeland Security report. “The vessel struck the bridge causing a complete collapse.”

An official speaking on condition of anonymity confirmed to USA TODAY that the DHS’ Cybersecurity and Infrastructure Security Agency is working with federal, state, and local officials “to understand the potential impacts of this morning’s collapse of the Francis Scott Key Bridge.”

Clay Diamond, executive director, American Pilots’ Association, told USA TODAY power issues are not unusual on cargo ships, which are so large they cannot easily course correct.

“It’s likely that virtually every pilot in the country has experienced a power loss of some kind (but) it generally is momentary,” Diamond said. “This was a complete blackout of all the power on the ship, so that’s unusual. Of course this happened at the worst possible location.” 

The ship in Tuesday's crash, Dali, was involved in at least one prior accident when it collided with a shipping pier in Belgium.

That 2016 incident occurred as the Dali was leaving port in Antwerp and struck a loading pier made of stone, causing damage to the ship’s stern, according to VesselFinder.com, a site that tracks ships across the world. An investigation determined a mistake made by the ship’s master and pilot was to blame.

No one was injured in that crash, although the ship required repair and a full inspection before being returned to service. The pier – or berth – was also seriously damaged and had to be closed.

VesselFinder reports that the Dali was chartered by Maersk, the same company chartering it during the Baltimore harbor incident.

The 9-year-old container ship had passed previous inspections during its time at sea, but during one such inspection in June at the Port of San Antonio in Chile, officials discovered a deficiency with its "propulsion and auxiliary machinery (gauges, thermometers, etc)," according to the Tokyo MOU, an intergovernmental maritime authority in the Asia-Pacific region.

The report provided no other information about the deficiency except to note that it was not serious enough to remove the ship from service.

Follow here for live updates: Baltimore's Key Bridge collapses after ship strike; construction crew missing: Live Updates

Why did Dali crash into the Baltimore bridge?

Officials said Tuesday they’re investigating the collision, including whether systems on board lost electricity early Tuesday morning, which could be related to mechanical failure, according to a U.S. official who was not authorized to speak publicly.

Accidents at sea, known as marine casualties, are not uncommon, the source told USA TODAY. However, “allisions,” in which a moving object strikes a stationary one with catastrophic results, are far less common. The investigation of the power loss aboard the Dali, a Singapore-flagged vessel, will be a high priority.

In a video posted to social media, lights on the Dali shut off, then turned back on, then shut off again before the ship struck a support pier on the bridge.

Numerous cargo and cruise ships have lost power over the years.

The International Convention for the Safety of Life at Sea requires all international vessels to have two independent sources of electricity, both of which should be able to maintain the ship's seaworthiness on their own, according to a safety study about power failures on ships , citing the International Convention for the Safety of Life at Sea.

The Dali's emergency generator was likely responsible for the lights coming back on after the initial blackout, Diamond said.

“There was still some steerage left when they initially lost power,” he said. “We’ve been told the ship never recovered propulsion. The emergency generator is a diesel itself – so if you light off the generator, that’s also going to put off a puff of exhaust.”

Under maritime law, all foreign flagged vessels must be piloted into state ports by a state licensed pilot so the Dali's pilot is licensed by Association of Maryland Pilots .

Diamond described the incident based on information from the Maryland agency that licensed the pilot aboard the ship. His organization represents that group and all other state piloting agencies in the US.

“The pilot was directing navigation of the ship as it happened,” he said. “He asked the captain to get the engines back online. They weren’t able to do that, so the pilot took all the action he could. He tried to steer, to keep the ship in the channel. He also dropped the ship’s anchor to slow the ship and guide the direction.

“Neither one was enough. The ship never did regain its engine power.”

How big is the Dali ship?

The Dali is a 984-foot container vessel built in 2015 by Hyundai Heavy Industries in South Korea. With a cruising speed of about 22 knots – roughly 25 mph. It has traveled the world carrying goods from port to port.

The ship, constructed of high-strength steel, has one engine and one propeller, according to MarineTraffic.com.

The Dali arrived in Baltimore on Sunday from the Port of Norfolk in Virginia. Before that, it had been in New York and came through the Panama Canal.

It remains at the scene of the collapse as authorities investigate.

Who owns and operates the Dali?

It is owned by the Singapore-based Grace Ocean Pte Ltd but managed by Synergy Marine Group, also based in Singapore. It was carrying Maersk customers’ cargo, according to a statement from the shipping company.

“We are deeply concerned by this incident and are closely monitoring the situation,” Maersk said in the statement. 

Synergy, which describes itself as a leading ship manager with more than 600 vessels under its guidance, issued a statement on its website acknowledging the incident and reporting no injuries among its crew and no pollution in the water. There were two pilots on board and 22 crew members in all, according to Synergy, all of them from India.

USA TODAY reached out to Synergy on Tuesday, but the company did not immediately return a call seeking comment.

Contributing: Josh Susong

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FASB changes course on software cost accounting

Defining Issues | March 2024

Board abandons ‘single model’ in favor of  targeted improvements to existing US GAAP.

At its March 20, 2024, meeting the Board reached a tentative decision to focus its future efforts on making targeted improvements to modernize the internal use software accounting model in ASC 350-40 and enhancing disclosures on software developments costs for investors.

Applicability

• All entities that develop software for either internal or external use

Relevant dates

• On June 22, 2022, the FASB  decided  to add a project on the accounting for software costs to its technical agenda. No technical decisions about the project path were made.
• On April 5, 2023, the FASB directed its staff to abandon further consideration of a dual model that would account for internal- and external-use software costs differently. Instead, the Board directed the staff to focus its efforts on developing a single accounting model for both.
• On September 20, 2023, the  FASB reached tentative decisions  about when to recognize internal- and external-use software development costs under a new single software cost accounting model. The Board also directed its staff to perform additional investor outreach and to concurrently explore an alternative that would only make targeted improvements to the existing software guidance.
• On March 20, 2024, the  FASB discussed  investor outreach that generally indicated investors do not see a need for significant changes to companies’ software development cost capitalization. Therefore, the Board decided to re-focus its software cost project principally on (1) targeted improvements to modernize ASC 350-40 for agile software development and (2) enhancing software cost disclosures.

Key Impacts:

• The project addresses the recognition, measurement, presentation and disclosure of software costs in the financial statements.
• The project objectives are to modernize the software cost accounting guidance in US GAAP and enhance the transparency of entities’ accounting for those costs.

Key project decisions to date:

Project direction.

• The Board tentatively decided to abandon a larger re-write of software cost accounting in US GAAP that would have implemented a new single accounting model for internal- and external-use software costs. Instead, the Board will focus on making only targeted improvements to the internal-use software guidance in ASC 350-40 and enhancing disclosures about software development costs for investors. Investor input that increased capitalization of software development costs--  a likely result for many entities under the single model previously being considered -  was not desirable drove this decision.
• The Board considered but rejected any targeted improvements to the existing external-use software cost guidance in ASC 985-20 or expanding the project scope to include software acquired in a business combination.

Targeted improvements to ASC 350-40

The Board directed the staff to further explore the following potential amendments:

• Specify that software development costs incurred before the resolution of unresolved high-risk development issues related to a software project are R&D costs.
• Eliminate the guidance that requires companies to identify and differentiate between costs incurred during the preliminary and application development stages for software projects that use agile or similar non-linear development methodologies. Some Board members raised concerns about potentially forcing companies to differentiate their accounting based on their software development approach (e.g. Agile versus Waterfall).
• Require entities to consider any unresolved development uncertainties when evaluating whether it is probable a software project will be completed (only after which capitalization can begin).

Disclosure enhancements

• The Board directed the staff to explore potential enhancements to existing disclosures for software development costs, which would include thoroughly evaluating what is required under US GAAP today and what additional information about software development costs and activities investors would find useful.

The Board directed the staff to continue research and outreach on the targeted improvement amendments and enhanced disclosure requirements.

Related projects

Board members observed that efforts to date on the software costs project, including efforts to develop the now-abandoned single software cost accounting model, would continue to inform the Board in relation to its broader intangible assets project that remains on the research agenda.

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Texas Children's Houston Open

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Houston Open winner has an emotional story about the meaning behind his 3 special ball markers

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Stephan Jaeger didn’t know he was going to win the Texas Children’s Houston Open, but he knew Sunday was going to be a good day.

The 34-year-old from Germany who moved to the U.S. when he was 17 has long been searching for his first PGA Tour victory. After shooting 69-66-66 the first three rounds at Memorial Park Golf Course, Jaeger found himself in Sunday’s final grouping with David Skinns and World No. 1 Scottie Scheffler, who was searching for his third consecutive victory.

Jaeger has three special ball markers that his wife Shelby had made for him. One has Fritz on it, a nickname for their 16-month-old son Harrison. The other says Phil, after their dog. The third says Papa Klaus, in honor of Jaeger’s father who passed away two years ago, the week of the Players Championship.

Before each round, Jaeger reaches into his bag and randomly selects one. The first three days? Fritz. The final round, he reached into the bag and pulled out Papa Klaus.

“He obviously passed away a couple years ago that week of the Players and that was a low part of my life, I was playing terrible golf,” Jaeger said Sunday after winning in Houston, topping Scheffler, Tony Finau and three others by a single shot. The victory now gets him into the remaining signature events, the Masters and the PGA Championship. “The silver lining in that story is my son was conceived that week. That was kind of you lose a life and you gain a life, right? He would be rolling over right now happy. Yeah, we miss him. And my mom's coming over next week, so we'll celebrate with her a little bit. Yeah, it will be great.

“It was my son the first three days and it was my dad today,” Jaeger said. “I just kind of smiled.

“That was my good omen for the day, for sure.”

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Dogs can understand the meaning of nouns, new research finds

Study confirms our canine companions can grasp more than simple commands – or at least for items they care about

Dogs understand what certain words stand for, according to researchers who monitored the brain activity of willing pooches while they were shown balls, slippers, leashes and other highlights of the domestic canine world.

The finding suggests that the dog brain can reach beyond commands such as “sit” and “fetch”, and the frenzy-inducing “walkies”, to grasp the essence of nouns, or at least those that refer to items the animals care about.

“I think the capacity is there in all dogs,” said Marianna Boros, who helped arrange the experiments at Eötvös Loránd University in Hungary. “This changes our understanding of language evolution and our sense of what is uniquely human.”

Scientists have long been fascinated by whether dogs can truly learn the meanings of words and have built up some evidence to back the suspicion. A survey in 2022 found that dog owners believed their furry companions responded to between 15 and 215 words.

More direct evidence for canine cognitive prowess came in 2011 when psychologists in South Carolina reported that after three years of intensive training, a border collie called Chaser had learned the names of more than 1,000 objects , including 800 cloth toys, 116 balls and 26 Frisbees.

However, studies have said little about what is happening in the canine brain when it processes words. To delve into the mystery, Boros and her colleagues invited 18 dog owners to bring their pets to the laboratory along with five objects the animals knew well. These included balls, slippers, Frisbees, rubber toys, leads and other items.

At the lab, the owners were instructed to say words for objects before showing their dog either the correct item or a different one. For example, an owner might say “Look, here’s the ball”, but hold up a Frisbee instead. The experiments were repeated multiple times with matching and non-matching objects.

During the tests, researchers monitored the dogs’ brain activity through non-invasive electroencephalography, or EEG. The traces revealed different patterns of activity when the objects matched or clashed with the words their owner said. The difference in the traces was more pronounced for words that owners believed their dogs knew best.

Similar blips in EEG recordings were seen when humans performed the tests and were interpreted as people understanding a word well enough to form a mental representation that was either confirmed or confounded by the object they were subsequently shown.

Writing in Current Biology , the scientists say the results “provide the first neural evidence for object word knowledge in a non-human animal”.

Boros emphasised she was not claiming dogs understood words as well as humans. It will take further work to understand, for example, whether dogs can generalise in the way humans learn to as infants, and grasp that the word “ball” need not refer to one specific, heavily chewed spongy sphere.

The study raises the question of why, if dogs understand certain nouns, more of them don’t show it. One possibility is that a dog knows what a word refers to but is not bothered about acting on it. “My dog only cares about his ball,” said Boros. “If I bring him another toy, he doesn’t care about it at all.”

Dr Holly Root-Gutteridge, a postdoctoral researcher at the University of Lincoln who was not involved in the study, called the work “fascinating”.

“It’s particularly interesting because I think it’s unlikely this started during domestication, so it may be widespread throughout mammals,” she said. “That’s highly exciting in itself as it shines new light on language evolution.

“It might be that the dogs don’t really care enough about the game of ‘fetch this particular thing’ to play along with the way we’ve been training and testing them so far. Your dog may understand what you’re saying but choose not to act.”

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