what is literature review in architecture thesis

We want to hear from you! Fill out the Library's User Survey and enter to win.

Thesis Research in Architecture: Literature reviews

• Get started
• Finding theses
• Literature reviews
• Research methods
• Primary Sources

Literature Reviews

A literature review is a required component of an M.Arch thesis as outlined in the Thesis Guide , and  Master’s Design Thesis in Architecture documents on the School of Architecture’s website.

What is it?

A literature review is an account of what has been published on a topic by accredited scholars and researchers. It may be part of an essay, research report, or thesis; however it can also be a standalone document. It demonstrates to the reader established knowledge and ideas on a topic as well as strengths/weaknesses of those ideas.

What is the Purpose of a Literature Review in a Thesis?

• Contextualize and justify your research project
• Ensure your research is novel and not replicated
• Situate the research within the existing body of knowledge
• Help you as a researcher learn from previous theory/research
• Illustrate how the subject has been studied previously
• Highlight flaws and identify gaps in previous research by others
• Show that your work is adding to the understanding and knowledge of the field
• Help refine, refocus or even change the topic

Strategies for Writing a Literature Review

A lit review must be organized around a central idea that focuses on the themes or issues & not the sources themselves as an annotated bibliography would be organized

Construct a working thesis question/statement. Ideally it is a very small question that may have big implications for architecture.

Search UW Library catalogue, databases, WorldCat, et. cetera, evaluating potential sources as you go along using RADAR

To determine if a text is useful for you read the abstract, introduction chapter, tables of content, first and last paragraphs. Does it answer one of your question(s)? Does it inform/support a potential section of your thesis?

• Prepare for efficient and critical reading and note taking.
• Break your thesis down into manageable, distinct themes/topics to be addressed
• Skim & scan the texts to determine the themes/topics of each resource
• Look for keywords that represent your thesis topic

Record the themes/topics (chart, list, mind map…)

• After reading a manageable chunk (paragraph, page, chapter…) summarize it to help determine if you understood, and are able to remember the content
• Look for evidence, examples, authority to back up assertions; connections with other texts or your own knowledge
• What are the author’s central arguments? What do they conclude? What is their evidence? Is relevant/strong? What are the author’s assumptions?

Record any thoughts or comments you have

Consider the organization of your literature review. It must contain at least five basic elements: the Introduction, Bibliography, the body of the review, conclusions/recommendations, and a glossary of terms.

• provides an argument and critical assessment of the literature (topics and claims
• does not necessarily argue for a position or an opinion on the thesis questions, but rather for a particular perspective on the material
• offers an overview of current scholarly conversations about topic.
• outlines the gaps/weaknesses in literature to be reviewed

relates the literature being reviewed the to larger aim of your thesis

• A literature review must be more than just a list describing other scholars’ publications.
• Your reader wants to know your assessment of these papers and how your work fits into the big picture of related scholarship.

Consider how to present the sources: chronological, topical/thematic, methodological (which focuses on the "methods" used by the researcher(s) or writer(s)), starting with a seminal text in the field, or debate style.

• Current Situation: Information necessary to understand the topic or focus of the lit review.
• Chronological progression of the field, the literature, or an idea.
• Methods and/or Standards: criteria used to select your sources or the way in which you present your information

Resources on Literature Reviews

Additional Resourses

When critically appraising your sources, RADAR is a framework that you can use to ask questions about an information source and determine its quality and usefulness in your literature review, your thesis, as well as for any research project.

• RADAR Framework
• Matrix Method

From the onset of your research consider using the Matrix Method to organized your sources, and review the literature you find. As you have already done the bulk of the work, it is easily translated into a literature review.

• << Previous: Finding theses
• Next: Research methods >>
• Last Updated: Mar 27, 2024 12:44 PM
• URL: https://subjectguides.uwaterloo.ca/architecturethesis

Research guides by subject

Course reserves

My library account

Book a study room

News and events

Work for the library

Support the library

We want to hear from you. You're viewing the newest version of the Library's website. Please send us your feedback !

• Contact Waterloo
• Maps & Directions
• Accessibility

•   LibGuides
•   A-Z List
•   Help

Architecture Research Methods: Special Topics & Literature Review

• Architecture Reference
• Architecture Books
• Discovery Search & Research Tips
• Interlibrary Loan

Literature Review

• Off-Campus Access: Logging In
• FIU Libraries Youtube
• OWL @Purdue

Copyright ©2021 by  The Writing Lab  &  The OWL at Purdue  and  Purdue University . 

Writing a literature review.

A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research (scholarship) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

WHERE, WHEN, AND WHY WOULD I WRITE A LIT REVIEW?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

WHAT ARE THE PARTS OF A LIT REVIEW?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction :

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentences to draw connections, comparisons, and contrasts.

Conclusion :

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

HOW SHOULD I ORGANIZE MY LIT REVIEW?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological: The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic: If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

WHAT ARE SOME STRATEGIES OR TIPS I CAN USE WHILE WRITING MY LIT REVIEW?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available  in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

Getting Started on your Literature Review

Recommended steps for a literature review (from  Kimmons & West, 2018 )

• << Previous: Interlibrary Loan
• Next: APA >>
• Last Updated: May 13, 2024 5:21 PM
• URL: https://library.fiu.edu/arch-research

Information

Fiu libraries floorplans, green library, modesto a. maidique campus, hubert library, biscayne bay campus.

Directions: Green Library, MMC

Directions: Hubert Library, BBC

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation
• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

The only proofreading tool specialized in correcting academic writing

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Correct my document today

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list if you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can use boolean operators to help narrow down your search:

Read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible, and make sure you read any landmark studies and major theories in your field of research.

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

You can use our free APA Reference Generator for quick, correct, consistent citations.

To begin organising your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly-visual platforms like Instagram and Snapchat – this is a gap that you could address in your own research.

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarising sources in order.

Try to analyse patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organise your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text, your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, discussing the significance of findings in relation to the literature as a whole.
• Critically evaluate: mention the strengths and weaknesses of your sources.
• Write in well-structured paragraphs: use transitions and topic sentences to draw connections, comparisons and contrasts.

In the conclusion, you should summarise the key findings you have taken from the literature and emphasise their significance.

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a dissertation , thesis, research paper , or proposal .

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarise yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, June 07). What is a Literature Review? | Guide, Template, & Examples. Scribbr. Retrieved 14 May 2024, from https://www.scribbr.co.uk/thesis-dissertation/literature-review/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a dissertation proposal | a step-by-step guide, what is a theoretical framework | a step-by-step guide, what is a research methodology | steps & tips.

Free Site Analysis Checklist

Every design project begins with site analysis … start it with confidence for free!

How To Write an Architecture Dissertation

• Updated: April 9, 2024

Embarking on the journey of writing an architecture dissertation marks a pivotal moment in the academic life of an architecture student.

This rigorous exercise is not merely about showcasing design prowess; it’s an intricate blend of research, analysis, and the eloquent presentation of ideas and findings.

The dissertation serves as a testament to the knowledge and skills honed over years of study , and more importantly, it reflects a student’s ability to contribute thoughtfully to the architectural discourse.

The process of crafting an architecture dissertation can be as daunting as it is exciting. It involves delving into uncharted territories of design and theory, while also navigating through a sea of existing literature, case studies , and architectural precedents .

The challenge lies in identifying a unique topic that resonates with personal interests and the current architectural landscape, and then framing a research question that is both original and feasible.

This question becomes the guiding light for the entire dissertation, shaping the research, analysis, and the eventual conclusions drawn.

Here we outline a comprehensive approach to writing an architecture dissertation, inspired by a range of intriguing topics that cater to the evolving landscape of modern architecture.

From exploring the nuances of sustainable design to understanding the complexities of urban development, we will guide you through each step of this scholarly endeavor.

Whether it’s dissecting the architectural marvels of sustainable hospitals or innovating designs for public spaces, the dissertation journey promises to be a deeply enriching experience, pushing the boundaries of your academic and creative capabilities.

Choosing Your Dissertation Topic

Selecting the right topic for your architecture dissertation is a crucial step that sets the foundation for your entire project.

This phase is critical in determining the direction and scope of your research, ultimately influencing the success of your dissertation.

It involves a series of steps designed to refine your interests and align them with academic and professional aspirations. Below, we delve into the methodology for choosing a compelling and relevant dissertation topic.

Identifying Your Area of Interest

The initial step in this journey is to introspect and identify what aspects of architecture ignite your passion.

Whether it’s sustainable building practices, innovative public spaces, historical restoration, or another niche, your enthusiasm for the subject will significantly influence your research and writing endeavors.

Creating a list of themes and subjects within architecture that intrigue you is a practical approach to starting this process. This list will act as a beacon, guiding you toward narrowing down your topic.

Researching Current Trends and Gaps

Keeping abreast of the latest developments in the field of architecture is essential.

This can be achieved through various means such as reading industry journals, attending webinars, or engaging with prominent architects and institutions via social media.

An effective tip is to identify gaps in the existing research or explore emerging trends that have not been extensively covered. This pursuit may uncover a distinctive and impactful dissertation topic.

Considering Practicality and Resources

It is imperative to consider the feasibility of your chosen topic, especially in terms of resource availability, data, and research material. Assessing the scope of your project and its realistic completion within the allotted timeframe is crucial.

Ensuring the accessibility of primary sources, datasets, and case studies pertinent to your topic is advisable. Should resources be limited, refining your topic may be necessary.

Consulting with Mentors and Peers

Engaging in discussions with mentors, tutors, or peers about your ideas can provide invaluable insights. They may suggest resources, offer advice, and assist in refining your topic.

Remaining open to feedback and considering different perspectives can often illuminate your topic in a new light, offering fresh angles and ideas.

Aligning with Your Career Aspirations

Choosing a dissertation topic that complements your future career goals or specialization areas is beneficial. This approach transforms your dissertation from a mere academic requirement into a valuable asset for your professional journey.

Reflect on how your dissertation can enhance your portfolio and improve your employability within your chosen architecture field.

Exploring Case Studies and Examples

Seeking inspiration from relevant case studies can be incredibly helpful. Analyzing successful projects that align with your interests can aid in defining both your topic and research approach.

For instance, if sustainable architecture fascinates you, exploring projects like the Edge in Amsterdam or the Pixel Building in Melbourne might provide the inspiration needed to solidify your topic.

Narrowing Down and Focusing

With a general area of interest in mind, the next step is to hone in on a specific aspect. Focusing your topic allows for a deeper investigation and the development of a robust dissertation.

For example, if urban architecture captures your interest, you might narrow your focus to topics such as the revitalization of historic urban districts or the integration of green spaces in city centers.

Finalizing and Validating Your Choice

After narrowing down your topic, it’s important to validate its relevance and originality. Confirm that it contributes value to the field and isn’t overly saturated in existing literature.

Conducting a preliminary literature review can provide insights into how much has been written about your topic and assist in formulating your research question.

Choosing your dissertation topic is a reflective and meticulous process, requiring exploration and refinement. It’s crucial to select a subject that not only contributes to the field of architecture but also resonates with your personal and professional ambitions.

Through thoughtful consideration and comprehensive research, you can select a topic that lays the groundwork for a successful dissertation.

Formulating Your Research Question

Understanding the field and identifying the gap.

The process begins by deeply engaging with the current research landscape of your chosen topic.

This foundational step entails a thorough review of existing literature, a grasp of the ongoing debates within the field, and a keen eye for areas that remain lightly explored or entirely untouched.

The primary aim here is to carve out a unique niche for your study, one that promises fresh insights or presents a challenge to established theories.

This niche might manifest as an under-researched dimension, a novel perspective on a familiar subject, or an innovative methodology addressing a known issue.

Refining Your Topic from Broad to Specific

Once the broader landscape is understood, the journey narrows down to specifying your research interest.

This phase is crucial for transitioning from a general area, such as urban architecture, to a more defined subject, such as the influence of urban design on community well-being.

Additionally, it’s essential to conduct a feasibility check to ensure the chosen topic is practical in terms of scope, time, resources, and data availability.

The ideal topic should strike a balance between complexity and manageability, ensuring it is both intriguing and achievable.

Crafting the Research Question with Clarity and Focus

The core of your research endeavor is the formulation of a clear, focused, and concise research question. This question acts as a beacon, guiding your research direction and shaping the data collection process.

For instance, in the realm of sustainable architecture, a potent question might be, “How does the employment of recycled materials in construction diminish the ecological footprint of urban development?”

This question not only specifies the research’s direction but also underlines its relevance and purpose.

Aligning the Research Question with Objectives

The research question should resonate with the broader objectives of your study, whether it aims to propose new solutions, analyze current issues, or explore conceptual theories.

For example, if the goal is to suggest practical solutions, a fitting question could be, “What are the most effective strategies for integrating green spaces into urban high-density housing?”

This alignment ensures that the research remains purpose-driven and focused on achieving its stated aims.

Hypothesis Formation through Predictive Statements

Based on the initial exploration, you are expected to formulate a hypothesis or a predictive statement that your research will test.

For example, a hypothesis in sustainable architecture might posit that “Utilizing biodegradable materials in residential construction significantly curtails the carbon footprint.”

This hypothesis sets the stage for empirical investigation and analysis.

Incorporating Ethical Considerations into Research

It is paramount that your research upholds the highest ethical standards, particularly if it involves human participants, sensitive information, or potential environmental impacts.

For instance, research involving interviews with architects must guarantee confidentiality and informed consent to adhere to ethical research practices.

Seeking Feedback through Consultation and Peer Review

Engaging with your academic advisor or mentors is a vital step in refining your research question and ensuring its academic rigor.

Advisors can offer invaluable feedback, assisting in the honing of your question to ensure it is robust and academically sound.

Similarly, peer discussions can unveil new perspectives or identify overlooked elements, contributing to the overall strength and clarity of your research question.

The formulation of your research question marks a pivotal moment in your academic journey.

It defines the trajectory of your investigation and encapsulates your scholarly curiosity, setting the stage for a study that is not only methodologically sound but also rich in impact and significance.

Conducting Your Research

Identifying and gathering resources.

The first step in conducting comprehensive research involves assembling a wide array of resources.

This process should encompass a variety of materials including, but not limited to, academic journals, architectural books, reputable online databases, case studies, and interviews with professionals.

For example, when investigating sustainable architecture, it’s advisable to include journals focused on environmental design, books detailing sustainable materials, and case studies highlighting green buildings.

Additionally, leveraging digital libraries and archives can prove invaluable, offering access to thesis papers, design portfolios, and scholarly articles that provide both historical and contemporary insights.

Fieldwork and Case Studies

Engaging in fieldwork by visiting relevant architectural sites allows for the observation of design principles, materials, and environmental integration of buildings.

These visits can unearth practical insights, particularly in areas such as sustainable design practices highlighted by recent eco-friendly construction projects.

Furthermore, interviewing architects, designers, and scholars can unveil unique perspectives and knowledge not found in published sources. It’s crucial to approach these interviews with well-prepared questions that align with your research objectives.

Data Collection and Analysis

Research typically involves the gathering of both quantitative data, like energy efficiency ratings, and qualitative data, such as personal opinions on design aesthetics.

Employing suitable analysis methods for each type of data is essential, with statistical analysis for quantitative data and thematic analysis for qualitative data.

It’s equally important to critically assess each source’s reliability, relevance, and potential bias, ensuring the credibility of the information used in your research.

Organizing and Documenting Your Research

Developing effective note-taking and organizational strategies is crucial for managing the vast amounts of information collected during research.

This may involve utilizing digital tools for reference management or maintaining a simple, yet organized, spreadsheet.

Additionally, keeping a detailed research log of activities, including dates, contacts made, and interviews conducted, will not only aid in organization but also support the methodology section of your dissertation.

Ethical Considerations

Respecting copyright and intellectual property rights is paramount, requiring proper citation of all sources in accordance with institutional guidelines.

When conducting interviews or surveys, it’s imperative to obtain consent from participants, ensuring transparency in the use of gathered information while maintaining the confidentiality and anonymity of your sources.

Embarking on research is a complex and nuanced endeavor that necessitates a thoughtful approach to source diversity, fieldwork participation, and data organization.

Adhering to ethical standards throughout the process is essential. The thoroughness and integrity of your research will significantly influence the depth and impact of your dissertation, thereby contributing to the broader field of architecture.

Writing your Dissertation

This is where you translate your research and ideas into a coherent, well-structured document. This section of the process requires meticulous planning, clear articulation, and a consistent academic style. Here are the key steps to follow:

1. Developing a Structured Outline:

• Example: Introduce the concept of sustainable architecture, highlighting its importance and relevance in today’s world.
• Example: Review studies on the use of recycled materials in architecture, focusing on their application in hospital buildings.
• Example: Detail your approach to collecting data on sustainable hospital designs, including any site visits, interviews, or architectural analyses conducted.
• Example: Showcase the results from your case studies or interviews, providing specific examples of successful sustainable practices in hospital design.
• Example: Discuss how the use of recycled materials in hospitals impacts environmental sustainability and patient well-being.
• Example: Emphasize the importance of sustainable materials in architecture and propose future research directions, such as long-term sustainability studies.

2. Writing with Clarity and Cohesion:

• Example: Use technical and architectural terms appropriately and explain any complex concepts for clarity.
• Example: Link the discussion on sustainable materials to broader sustainability goals in architecture, leading smoothly into your conclusion.
• Example: If your university requires APA formatting, ensure all your citations and references are formatted accordingly.

3. Incorporating Visual Elements:

• Example: Include a diagram illustrating the lifecycle of recycled materials in hospital construction.
• Example: Refer to each figure in the text and explain its relevance to your discussion.

4. Revision and Feedback:

• Example: Have a fellow architecture student review your methodology section for clarity and comprehensiveness.
• Example: Check for consistency in terminology, especially architectural terms, and ensure all figures are correctly numbered.

Presenting Your Findings

Once you have conducted your research and gathered all necessary data, a crucial step is presenting your findings effectively. This section is where you demonstrate how your research contributes to the field of architecture, applying your skills in both analysis and presentation.

Organizing Your Data

To start, ensure your findings are arranged in a clear and logical order, whether it be chronological, thematic, or directly tied to your research questions.

For instance, in a dissertation examining sustainable materials in hospital design, it would be prudent to categorize your findings by types of materials, their applications, and their overall impact on the environment.

Visual Presentation

Given that architecture heavily relies on visual comprehension, your dissertation should be enriched with diagrams, charts, photographs, and sketches.

These visual aids are meant to enhance and clarify your narrative, not serve as a substitute for it. For example, incorporating architectural sketches that show the application of sustainable materials in various hospital areas can significantly aid in understanding.

Critical Analysis

Beyond presenting data, it’s crucial to interpret your findings. Discuss the significance of your results within the context of your research question and the broader architectural field.

A detailed analysis of how a specific sustainable material contributes to a hospital’s environmental performance exemplifies this approach well.

Balanced Discussion

Recognizing the strengths and weaknesses of your findings demonstrates a comprehensive understanding and critical thinking ability.

For example, while highlighting the advantages of using recycled materials in hospitals, also consider their potential drawbacks, such as issues with durability or availability.

Linking Theory and Practice

Connect your empirical findings back to the theoretical framework laid out in your literature review. This could involve linking practical observations about sustainable materials to established theories of environmental sustainability.

Use of Case Studies

Incorporating case studies provides tangible evidence to support your findings. Citing a particular hospital project that effectively utilized recycled materials in its construction can offer valuable real-world insights.

Narrative Flow

Crafting your findings into a compelling narrative can make your dissertation more engaging and memorable. For instance, narrating how material selection impacts hospital design and patient experience can make for a persuasive argument.

Recommendations and Implications

Base your practical recommendations on your findings and discuss how these can be implemented in architectural practice. Proposing guidelines for selecting sustainable materials in future hospital projects is a practical example of this.

Reflecting on Research Questions

Ensure that your presentation directly addresses the research questions or objectives outlined at the beginning of your dissertation. Revisiting your initial query on the role of sustainable materials in enhancing hospital architecture and demonstrating how your findings offer insights is crucial.

Engaging Presentation Style

The style of your presentation is just as important as its content. Utilize clear, concise language and ensure that your visual aids are of high quality and relevant to your discussion.

Effective visual aids that are easily understandable and directly related to your findings can significantly enhance your presentation.

By meticulously organizing your data, critically analyzing your findings, and engagingly presenting your research, you can craft a compelling and coherent argument.

This approach not only highlights the significance of your research within the architectural field but also bridges the gap between theory and practice, making for a strong, persuasive dissertation.

To Sum Up…

As you reach the conclusion of your architecture dissertation journey, it’s essential to reflect on the journey you’ve embarked upon. This process is not just about fulfilling an academic requirement; it’s about contributing to the ever-evolving field of architecture.

Your dissertation is a testament to your growth as a scholar and a professional, showcasing your ability to conduct in-depth research, analyze complex topics, and present your findings with clarity and insight.

Key Takeaways and Impact

Your dissertation should leave a lasting impression on its readers. It’s vital to recapitulate your main findings and underscore their significance in the context of architecture.

For instance, if your dissertation focused on sustainable materials in hospital construction, highlight how your research provides new insights or solutions that could be applied in real-world scenarios.

Emphasize how your findings can influence future architectural designs, sustainability practices, or policy-making.

Reflecting on Challenges and Learnings

Acknowledge the challenges you faced and how they shaped your research process. Reflecting on these hurdles not only humanizes your journey but also provides valuable insights for future researchers who may tread a similar path.

Discuss the limitations of your study candidly, as recognizing these constraints is a hallmark of rigorous academic research.

Future Directions

Propose avenues for future research, building on your work. This could involve exploring new materials, different architectural styles, or other geographical contexts.

By suggesting future research directions, you’re contributing to a continuous dialogue in your field and potentially inspiring others to build upon your work.

Personal Growth and Future Aspirations

Finally, consider how this process has contributed to your personal and professional development. Discuss your aspirations in the field of architecture and how your dissertation has equipped you with the skills and knowledge to pursue these goals.

Whether it’s advancing sustainable practices, influencing urban design, or innovating in residential construction, your journey doesn’t end here. Your dissertation is a stepping stone to further explorations and achievements in the dynamic and impactful world of architecture.

In conclusion, your architecture dissertation is more than just a document; it’s a manifestation of your dedication, intellect, and passion for architecture. It not only contributes to your field but also sets the foundation for your future endeavors in this exciting and vital discipline.

Every design project begins with site analysis … start it with confidence for free!.

As seen on:

Unlock access to all our new and current products for life .

Providing a general introduction and overview into the subject, and life as a student and professional.

Study aid for both students and young architects, offering tutorials, tips, guides and resources.

Information and resources addressing the professional architectural environment and industry.

• Concept Design Skills
• Portfolio Creation
• Meet The Team

Where can we send the Checklist?

By entering your email address, you agree to receive emails from archisoup. We’ll respect your privacy, and you can unsubscribe anytime.

We use cookies to ensure you have the best experience, improve functionality and performance, personalize ads, and analyze traffic. By clicking ‘Allow,’ you agree to our use of cookies. To change your preferences, please click ‘Cookie Settings.’ For more information, visit our Cookie Policy.

Architecture and design

• Key resources
• Journal articles
• Images and videos
• Materials and product information
• Architectural plans and drawings
• Professional organisations
• More architectural sites

What is a literature review / annotated bibliography?

Useful resources on literature or systematic reviews, finding the gaps and advances in your topic, finding theses, referencing.

A literature review is an assessment and critical analysis of the literature (what has been published) on a particular topic.

An annotated bibliography provides:

• A reference list with a summary of the main arguments or idea of each source
• A critique or evaluation of the source’s usefulness, reliability, objectivity or bias 
• A reflection on how the source fits into your research

Both provide a critical review of the literature

For more information visit the Literature reviews library guide

And UQ Student support  Assignment types

• Griffith school of environment - systematic quantitative literature review Developed by the school of environment at Griffith University for environmental science students, this resource shows how to systematically search the literature using online databases; save and manage the information and quantify the current status of the literature.
• Systematic searching for environmental evidence using multiple tools and sources Environmental evidence - the official journal of the collaboration for environmental evidence, 2017, 6(23). https://doi.org/10.1186/s13750-017-0099-6
• Guidelines for systematic reviews in environmental management Collaboration for environmental evidence. 2013. Guidelines for systematic review and evidence synthesis in environmental management. Version 4.2. http://environmentalevidence.org/wp-content/uploads/2014/06/Review-guidelinesversion-4.2-finalPRINT.pdf
• GEOS6001 qualitative research and literature reviews ppt slides
• Finding review articles Reading review articles is a good way to get an overview of the current research on a topic. Review articles provide a comprehensive summary of the research on a topic, offer a perspective on the status, and often deliver recommendations for future research.
• Set up research alerts Keep up to date with new research on your topic by setting up alerts.
• Cited reference searching Find more articles on your topic.

Search for theses - UQ, Australian, UK, North American and other sources .

Referencing is a crucial part of successful academic writing and is key to your assignments and research.

• Referencing style guides
• EndNote and other referencing software How to download EndNote and instructions on setting up EndNote. Information on other types of referencing software.
• << Previous: News
• Last Updated: May 7, 2024 12:39 PM
• URL: https://guides.library.uq.edu.au/architecture-and-design

Undergraduate Thesis

Preparing for Thesis

• Elements of Thesis
• List of References
• Images and Figures
• Library Home

books on portfolio

Thesis Writing Guides

Getting Started - Topic Selection

Check out our Thesis Finding Aid to see topics previous students have chosen. 

Brainstorm for ideas - what problem(s) might you address through design.

• choose a topic that will enable you to read and understand the literature
• ensure that the topic is manageable and that material is available
• make a list of keywords
• be flexible
• define your topic as a focused research question
• research and read more about your topic
• use your question to formulate a thesis statement

For more ideas check out our guide on How to Write an Academic Paper

Types of Architectural Research

There are many types of research in architecture but they all share the same goal to create new architectural knowledge. The books on this page provide more information on conducting research. Depending on your thesis topic you may choose to apply any research methods, but each thesis includes at a minimum the following:

• Literature Review - A summary and analysis of published sources on the thesis topic that brings the reader up to date with current thinking.
• Case Studies - Built projects relevant to the thesis topic which are analyzed for ideas and inspiration. Usually include images, data, drawings, and description and analysis of the project. 
• Physical model - A scale model physical representation of the design solution intended to demonstrate the space and communicate design ideas. 

Some other approaches include questionnaires, surveys, interviews, site analysis, demographics, digital models, materials research, performativity tests, consumer research, or financial viability. They are all valid. The type of research you do will be determined by your research question. 

• << Previous: Basics
• Next: Elements of Thesis >>
• Last Updated: Apr 23, 2024 7:16 PM
• URL: https://library.newschoolarch.edu/ugthesis

What Is A Literature Review?

A plain-language explainer (with examples).

By:  Derek Jansen (MBA) & Kerryn Warren (PhD) | June 2020 (Updated May 2023)

If you’re faced with writing a dissertation or thesis, chances are you’ve encountered the term “literature review” . If you’re on this page, you’re probably not 100% what the literature review is all about. The good news is that you’ve come to the right place.

Literature Review 101

• What (exactly) is a literature review
• What’s the purpose of the literature review chapter
• How to find high-quality resources
• How to structure your literature review chapter
• Example of an actual literature review

What is a literature review?

The word “literature review” can refer to two related things that are part of the broader literature review process. The first is the task of  reviewing the literature  – i.e. sourcing and reading through the existing research relating to your research topic. The second is the  actual chapter  that you write up in your dissertation, thesis or research project. Let’s look at each of them:

Reviewing the literature

The first step of any literature review is to hunt down and  read through the existing research  that’s relevant to your research topic. To do this, you’ll use a combination of tools (we’ll discuss some of these later) to find journal articles, books, ebooks, research reports, dissertations, theses and any other credible sources of information that relate to your topic. You’ll then  summarise and catalogue these  for easy reference when you write up your literature review chapter. 

The literature review chapter

The second step of the literature review is to write the actual literature review chapter (this is usually the second chapter in a typical dissertation or thesis structure ). At the simplest level, the literature review chapter is an  overview of the key literature  that’s relevant to your research topic. This chapter should provide a smooth-flowing discussion of what research has already been done, what is known, what is unknown and what is contested in relation to your research topic. So, you can think of it as an  integrated review of the state of knowledge  around your research topic. 

What’s the purpose of a literature review?

The literature review chapter has a few important functions within your dissertation, thesis or research project. Let’s take a look at these:

Purpose #1 – Demonstrate your topic knowledge

The first function of the literature review chapter is, quite simply, to show the reader (or marker) that you  know what you’re talking about . In other words, a good literature review chapter demonstrates that you’ve read the relevant existing research and understand what’s going on – who’s said what, what’s agreed upon, disagreed upon and so on. This needs to be  more than just a summary  of who said what – it needs to integrate the existing research to  show how it all fits together  and what’s missing (which leads us to purpose #2, next). 

Purpose #2 – Reveal the research gap that you’ll fill

The second function of the literature review chapter is to  show what’s currently missing  from the existing research, to lay the foundation for your own research topic. In other words, your literature review chapter needs to show that there are currently “missing pieces” in terms of the bigger puzzle, and that  your study will fill one of those research gaps . By doing this, you are showing that your research topic is original and will help contribute to the body of knowledge. In other words, the literature review helps justify your research topic.  

Purpose #3 – Lay the foundation for your conceptual framework

The third function of the literature review is to form the  basis for a conceptual framework . Not every research topic will necessarily have a conceptual framework, but if your topic does require one, it needs to be rooted in your literature review. 

For example, let’s say your research aims to identify the drivers of a certain outcome – the factors which contribute to burnout in office workers. In this case, you’d likely develop a conceptual framework which details the potential factors (e.g. long hours, excessive stress, etc), as well as the outcome (burnout). Those factors would need to emerge from the literature review chapter – they can’t just come from your gut! 

So, in this case, the literature review chapter would uncover each of the potential factors (based on previous studies about burnout), which would then be modelled into a framework. 

Purpose #4 – To inform your methodology

The fourth function of the literature review is to  inform the choice of methodology  for your own research. As we’ve  discussed on the Grad Coach blog , your choice of methodology will be heavily influenced by your research aims, objectives and questions . Given that you’ll be reviewing studies covering a topic close to yours, it makes sense that you could learn a lot from their (well-considered) methodologies.

So, when you’re reviewing the literature, you’ll need to  pay close attention to the research design , methodology and methods used in similar studies, and use these to inform your methodology. Quite often, you’ll be able to  “borrow” from previous studies . This is especially true for quantitative studies , as you can use previously tried and tested measures and scales. 

How do I find articles for my literature review?

Finding quality journal articles is essential to crafting a rock-solid literature review. As you probably already know, not all research is created equally, and so you need to make sure that your literature review is  built on credible research . 

We could write an entire post on how to find quality literature (actually, we have ), but a good starting point is Google Scholar . Google Scholar is essentially the academic equivalent of Google, using Google’s powerful search capabilities to find relevant journal articles and reports. It certainly doesn’t cover every possible resource, but it’s a very useful way to get started on your literature review journey, as it will very quickly give you a good indication of what the  most popular pieces of research  are in your field.

One downside of Google Scholar is that it’s merely a search engine – that is, it lists the articles, but oftentimes  it doesn’t host the articles . So you’ll often hit a paywall when clicking through to journal websites. 

Thankfully, your university should provide you with access to their library, so you can find the article titles using Google Scholar and then search for them by name in your university’s online library. Your university may also provide you with access to  ResearchGate , which is another great source for existing research. 

Remember, the correct search keywords will be super important to get the right information from the start. So, pay close attention to the keywords used in the journal articles you read and use those keywords to search for more articles. If you can’t find a spoon in the kitchen, you haven’t looked in the right drawer. 

Need a helping hand?

How should I structure my literature review?

Unfortunately, there’s no generic universal answer for this one. The structure of your literature review will depend largely on your topic area and your research aims and objectives.

You could potentially structure your literature review chapter according to theme, group, variables , chronologically or per concepts in your field of research. We explain the main approaches to structuring your literature review here . You can also download a copy of our free literature review template to help you establish an initial structure.

In general, it’s also a good idea to start wide (i.e. the big-picture-level) and then narrow down, ending your literature review close to your research questions . However, there’s no universal one “right way” to structure your literature review. The most important thing is not to discuss your sources one after the other like a list – as we touched on earlier, your literature review needs to synthesise the research , not summarise it .

Ultimately, you need to craft your literature review so that it conveys the most important information effectively – it needs to tell a logical story in a digestible way. It’s no use starting off with highly technical terms and then only explaining what these terms mean later. Always assume your reader is not a subject matter expert and hold their hand through a journe y of the literature while keeping the functions of the literature review chapter (which we discussed earlier) front of mind.

Example of a literature review

In the video below, we walk you through a high-quality literature review from a dissertation that earned full distinction. This will give you a clearer view of what a strong literature review looks like in practice and hopefully provide some inspiration for your own. 

Wrapping Up

In this post, we’ve (hopefully) answered the question, “ what is a literature review? “. We’ve also considered the purpose and functions of the literature review, as well as how to find literature and how to structure the literature review chapter. If you’re keen to learn more, check out the literature review section of the Grad Coach blog , as well as our detailed video post covering how to write a literature review . 

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

You Might Also Like:

16 Comments

Thanks for this review. It narrates what’s not been taught as tutors are always in a early to finish their classes.

Thanks for the kind words, Becky. Good luck with your literature review 🙂

This website is amazing, it really helps break everything down. Thank you, I would have been lost without it.

This is review is amazing. I benefited from it a lot and hope others visiting this website will benefit too.

Timothy T. Chol [email protected]

Thank you very much for the guiding in literature review I learn and benefited a lot this make my journey smooth I’ll recommend this site to my friends

This was so useful. Thank you so much.

Hi, Concept was explained nicely by both of you. Thanks a lot for sharing it. It will surely help research scholars to start their Research Journey.

The review is really helpful to me especially during this period of covid-19 pandemic when most universities in my country only offer online classes. Great stuff

Great Brief Explanation, thanks

So helpful to me as a student

GradCoach is a fantastic site with brilliant and modern minds behind it.. I spent weeks decoding the substantial academic Jargon and grounding my initial steps on the research process, which could be shortened to a couple of days through the Gradcoach. Thanks again!

This is an amazing talk. I paved way for myself as a researcher. Thank you GradCoach!

Well-presented overview of the literature!

This was brilliant. So clear. Thank you

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

Successful thesis proposals in architecture and urban planning

Archnet-IJAR

ISSN : 2631-6862

Article publication date: 1 May 2020

Issue publication date: 11 November 2020

The purpose of this research is to improve the understanding of what constitutes a successful thesis proposal (TP) and as such enhance the quality of the TP writing in architecture, planning and related disciplines.

Design/methodology/approach

Based on extended personal experience and a review of relevant literature, the authors proposed a conception of a successful TP comprising 13 standard components. The conception provides specific definition/s, attributes and success rules for each component. The conception was applied for 15 years on several batches of Saudi graduate students. The implications of the conception were assessed by a students' opinion survey. An expert inquiry of experienced academics from architectural schools in nine countries was applied to validate and improve the conception.

Assessment of the proposed conception demonstrated several positive implications on students' knowledge, performance and outputs which illustrates its applicability in real life. Experts' validation of the conception and constructive remarks have enabled further improvements on the definitions, attributes and success rules of the TP components.

Research limitations/implications

The proposed TP conception with its 13 components is limited to standard problem-solving research and will differ in the case of other types such as hypothesis-based research.

Practical implications

The proposed conception is a useful directive and evaluative tool for writing and assessing thesis proposals for graduate students, academic advisors and examiners.

Social implications

The research contributes to improving the quality of thesis production process among the academic community in the built environment fields.

Originality/value

The paper is meant to alleviate the confusion and hardship caused by the absence of a consensus on what constitutes a successful TP in the fields of architecture, urban planning and related disciplines.

• Urban planning
• Architecture
• Built environment
• Postgraduate research
• Writing successful thesis proposals

Abdellatif, M. and Abdellatif, R. (2020), "Successful thesis proposals in architecture and urban planning", Archnet-IJAR , Vol. 14 No. 3, pp. 503-524. https://doi.org/10.1108/ARCH-12-2019-0281

Emerald Publishing Limited

Copyright © 2020, Mahmoud Abdellatif and Reham Abdellatif

Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode .

1. Introduction

After the postgraduate student completes her/his coursework in a master programme or passes the comprehensive exam and becomes a doctoral candidate in a doctoral programme, s/he is allowed to submit a “Thesis Proposal” (TP) to her/his department whose main concern is to assess whether the topic is suitable for a graduate study and for the time and resources available ( Afful, 2008 ; Kivunja, 2016 ; Reddy, 2019 ).

The department then sends the submitted TP to higher bodies for official approval. Once approved, the TP becomes a legal binding or “a formal contract” ( Walliman, 2017 ) and “a statement of intent” ( Hofstee, 2006 ) between the researcher and the university. If the student adheres to all prescribed TP requirements within the specified time, s/he will be awarded the degree ( Leo, 2019 ).

Guided by his/her academic advisor, the student prepares the TP within which the researcher explains the research problem, questions, aim and objectives, scope, and methodologies to describe, analyse and synthesize the research problem and develop solutions for it ( Paltridge and Starfield, 2007 ). In addition, the proposal includes a brief about research significance and expected contributions; a preliminary review of literature; thesis structure and approximate completion timeline; and a list of relevant references ( Kivunja, 2016 ; Thomas, 2016 ; Kornuta and Germaine, 2019 ).

1.1 Statement of the problem and research aim

After decades of writing, supervising and refereeing master and doctoral theses in the fields of Architecture and Urban Planning, the authors noticed that TP's differ in format and content from a school to another. This may be considered a healthy matter because it gives room for flexibility that absorbs the variety of research problems and techniques. Yet, the absence of a consensus on what constitutes a successful TP could cause confusion and hardship to both students and advisors ( Kamler and Thomson, 2008 ; Abdulai and Owusu-Ansah, 2014 ). The review of literature indicates that TP writing has been tackled in depth in many fields (see for instance Gonzalez, 2007 ; Balakumar et al. , 2013 ; Eco, 2015 ; Kivunja, 2016 ; Glatthorn and Randy, 2018 ; Kornuta and Germaine, 2019 ). Apart from thesis proposal instruction and guideline manuals posted on universities' websites, the authors believe that there is a lack of in-depth research on the issue of producing successful thesis proposals in the fields of Architecture and Planning.

To propose a successful TP conception which determines the standard components of TP and sets specific definitions, attributes and rules of success for each component.

To apply the proposed conception on several batches of graduate students, then assess its impact on students' performance and output along the years of application.

To validate the proposed conception by getting the insights of experienced academics from architecture and planning schools worldwide, and as such, improve and finalize the conception.

1.2 Research methodology

To propose the Successful TP Conception , the authors relied on two sources: knowledge extracted from their extended experience and a review of relevant studies and instruction manuals and guidelines for preparing TP in several worldwide universities. The Conception has been applied on several batches of master and doctoral students from IAU, KSA for almost 15 years between 2005 and 2020 during their enrolment in three courses in the College of Architecture and Planning, IAU, KSA. These courses are “ARPL 603 Research Methods” and “BISC 600 Research Methods” for the master's level and “URPL 803 Seminar (3): Doctoral Research Methods” for the doctoral level.

From a total of 60 students, 39 students (65%) completed the survey; of whom 12 students (31%) were doctoral and 27 students (69%) were masters students.

- Improve their understanding of the components of a successful TP.

- Enhance their performance in developing their TP's.

- Conduct a more effective self-assessment of their developed TP's.

- Enhance their performance along other stages of producing their theses and dissertations.

- Maintain any other benefits adding to students' research capabilities.

The first part recorded the general characteristics of respondents.

The second inquired about experts' viewpoints on the definitions, attributes and the rules of success of the components of the proposed TP conception.

2. Proposing the Successful TP Conception

2.1 components of a tp for a standard problem-solving research type.

A review of thesis writing guidelines posted on universities' websites and other related literature has indicated that the number of components of a masters' or doctoral thesis proposal varies. After a thorough review of related literature and with their experience, the authors have been convinced that, in its standard form, a TP should include 13 components. Chronically arranged, as appearing in the proposal, they are: title page, abstract, keywords, background, statement of the problem, research questions, research aim and objectives, research scope, research significance and contributions, preliminary review of literature, research methodology, thesis structure and timeline, and references list ( Ostler, 1996 ; Simpson and Turner, 2004 ; Zhou, 2004 ; Davies, 2011 ; Axelrod and Windell, 2012 ; Donohue, 2018 ; Glatthorn and Randy, 2018 ; Kornuta and Germaine, 2019 ). It is worth mentioning that these 13 components will differ in the case of a hypothesis-based research whose aim is to validate a specific hypothesis that a specific variable/s is/are or is/are not the main cause/s of an investigated research problem. This paper is limited only to the standard problem-solving research type.

2.2 Building the Successful TP Conception

Setting a general definition for each component including its meaning, importance, functions and contents.

Outlining the most important attributes that must be considered when writing the component.

Based on step 1 and 2, the authors extracted a list of success rules which provides a concise definition for each component of the TP, and/or describes the relationship between the component and other components of the TP (the list is summarized at the end of Part 2).

2.2.1 Research title

This is the first item that appears to the reader. It invites or detains him/her from proceeding to other contents ( Blaxter et al. , 2010 ). The research title is positioned in the title page along with several basic data, namely, the title; the names of the Department, College, University, study programme, researcher and advisory committee; and submission date.

The research title should be useful, discussing an issue critical to society; true, conveying a real message about the investigated problem ( Donohue, 2018 ); concise, presenting the message with the minimum number of words; adequate, using the right wording to explain the intended meaning; and attractive , stimulating the reader's attention. Iterations in refining the research title go hand-in-hand with refining the research question ( Groat and Wang, 2013 ).

2.2.2 The abstract

It is the first item that appears in the TP after the title and of the same significance; yet, it is the last to be written ( Kornuta and Germaine, 2019 ). It has a marketing function ( Lamanauskas, 2019 ); it calls the reader in or alienates him out. A comprehensive abstract contains a summary of the problem, aim, scope, methodology, importance, contributions and outline ( Koopman, 1997 ).

The Abstract should be concise or brief with a maximum of 200–300 words; adequate, including profiles of all parts of the proposal; clear, expressing its message without ambiguity; and interrelated, serving as a body of sequential, coherent and connected ideas ( Blaxter et al. , 2010 ).

2.2.3 The keywords

These are a set of words or terms used for archiving, tabulation and electronic search on databases. They should include essential “subject terms” describing the research topic, the unique sub-specializations and focus of the research (what is researched), the contextual scope of the research (where and when), and the used research methodology (how to conduct the research) ( Lamanauskas, 2019 ). They are better written by splitting the title into its separate single words or terms which must be found in the abstract, as well ( Mack, 2012 ).

Keywords should be brief, not more than 8–12 words; adequate, conveying the research theme, scope, aim and approach; exact, focusing on the investigated topic and scope; and standard, using scientific terminology used in the field.

2.2.4 The background

This is a gradual preparation of the reader from the larger scientific field to the specific field, from the wider geographic area to the immediate area, and from the larger timeframe to the immediate one. It starts from the strategic level and general scope of the research and gradually reaches the level closer to the examined problem ( Abdellatif and Abdellatif, 2005 ). It places the study within the larger context of the research, creates interest to the reader and catches his attention, and includes quotations and statistics leading the reader to proceed ( Babbie, 2014 ).

The background statement should be striking, drawing the reader's attention to the research; brief, not lengthy; gradual, moving from the general level surrounding the investigated issue to the specific level; and careful, not speeding up in disclosing the study problem, aim or methodology to the reader ( Axelrod and Windell, 2012 ; Pautasso, 2013 ).

2.2.5 The statement of the problem

Statement of the General Research Problem is a narrative describing a negative aspect/s prevailing in the investigated urban environment/ecosystem or architectural setting; it is equivalent to the negative wording of the research aim ( Abdellatif and Abdellatif, 2005 ). It stimulates interest in the study; scientifically explained to convey a simple, clear and specific issue to which a reader can relate and is useful to the society at large ( Balakumar et al. , 2013 ). In the humanities and social sciences many dissertations endeavour to establish the conditions of the problem, not to solve it ( Dorst, 2011 ).

In formulating the research problem, it is useful to consider it a problem which hinders the natural development of the society and/or environment and leads to a decline in the Quality of Life (QOL) or Quality of Environment (QOE) or both. A development problem is a factor/cause leading to either a quantitative or qualitative deficiency in satisfying a human need or both such as a lack of certain service or inadequate provision of the service ( Abdellatif, 2015 ). To arrive at a successful statement of the general problem, the researcher should pinpoint the main cause/s behind the study problem. All what comes next depends on the clarity of the problem statement.

Technically oriented research (TOR), which places emphasis on the process and procedures as the primary basis of effective design, TOR can be either systematic, or computational, or managerial.

Conceptually driven research (CDR), which can be either psychological or person–environment. The psychological type is driven by the goal of matching knowledge with the nature of the design problem, its components, context and social and environmental requirements. Whereas, the person–environment type places emphasis on the socio-cultural and socio-behavioural factors as they relate to the design process itself and to settings, buildings and urban environments.

Classify the investigated situation to branched dimensions, e.g. demographic, planning, regulatory, economic, social, environmental, etc.

Trace the causes or the influencing factors that lead to the emergence or aggravation of the problem/s in each dimension.

Clarify the problem more by identifying the consequences or adverse effects (the symptoms of the problem) that resulted from those causes. This helps isolate the causes from the consequences to focus on treating the causes not the consequences. Using temporary painkillers will not eliminate the disease; it only tranquilizes the symptoms.

Statement of the consequences of the problem is a narrative that describes the negative effects caused by sub-problems on the investigated environment ( Goetz et al. , 2005 ).

The statement of consequences of the problem should be focused, where each consequence focuses on one independent sub-problem; articulate, not overlapping with other consequences; rooted, relating to one of the roots of the general problems; deep, providing description for specific symptom; and comprehended, could be perceived, described and determined ( Abdellatif, 2015 ).

2.2.6 Research questions

What is the nature of the development problem as defined by the latest findings of previous literature, similar studies and published statistical reports?

What are the key features of the investigated problem according to a direct field survey?

What are the appropriate links between different variables of the study (causes, consequences, etc.) according to the information gathered from the theoretical review and field surveys?

What are the extracted results and the appropriate solutions and/or recommendations to deal with the general research problem and its sub-problems?

What are the critical contributions of the research findings on the life and/or environmental qualities?

How can the research increase the benefits of research results on the ground?

What are the research areas/points that need further investigation?

Research questions should be specific, each question addresses one sub-problem; unduplicated, each question does not repeat itself in a different format; sequential, or arranged according to their importance and order; and interrelated, where each question relates to other questions.

2.2.7 Research aim, goals and objectives

The general aim of the research is a specific and clear statement presenting the overall purpose of the study. It is directed to find an appropriate and effective solution to the general research problem ( Donohue, 2018 ). It is an attempt to fill a gap between a negative reality of an environment/ecosystem/or development situation and a desired positive future to be achieved at the end of the research process ( Glatthorn and Randy, 2018 ). The aim should be properly stated to ensure the success of all the following stages of the scientific research process.

Exploring the problem by defining the research problem, formulating aim and objectives, designing the methodology, defining the scope, and highlighting the expected contributions.

Collecting secondary data by defining basic concepts and terms, reviewing relevant literature and previous studies, and describing the most important characteristics of the investigated environment from secondary sources and statistical reports.

Collecting primary data via direct field surveys and based on the views of concerned population, experts and officials to describe the characteristics of the investigated development problem.

Analysing the gathered data by using theoretical and field data to determine the appropriate links among different variables of the study (e.g. causes, consequences, etc.).

Synthesizing the gathered data by integrating the findings of analysis to build appropriate approaches or solutions to deal with the general problem.

Extracting conclusions and writing recommendations to highlight research findings and make them more useful and effective.

A micro level objective contributes to solving the specific investigated problem (e.g. a specific quantitative or qualitative problem that hinders the development of a sector of society, environment, or eco-system).

A macro level objective contributes to realizing a higher goal (e.g. improving the overall quality of life of a larger community, upgrading the quality of the larger environment, etc.).

Development objectives should apply the SMART goal rule (previously explained); and be non-overlapping by ensuring that each objective is focused and not conflicting with other objectives.

2.2.8 Research scope

Thematic scope clarifies the general and specific areas of the research (e.g. the research falls within the field of sustainable development in general and focuses on social sustainability).

Geographic/Spatial scope specifies the spatial boundaries of the physical environment within which the research is applied (e.g. a specific local or regional setting).

Temporal scope shows the past, present and future spans the research will cover indicating the number of years from the historical information inventory until the expected completion date. If the research aim is to develop future strategies or policies, the span will extend to future target point.

Research Scope should be categorized, by being classified by subject, place and time; focused, by reaching the closest limits of the investigated research problem, environment and time; and clear, by not being so general or ambiguous.

2.2.9 Research significance and contributions

They highlight the most important benefits and the main beneficiaries from solving the research problem; the potential positive impacts of the study on the life and environmental qualities ( Groat and Wang, 2013 ). Contributions differ in nature (theoretical or applied or both) and in size (huge, average, or marginal). There is a positive relationship between the size of contributions and the size of impacted beneficiaries (individuals, groups, institutions, communities, societies), the scale of the impacted geographic boundaries (local, national or global), the type of impacted development sectors (service, production, etc.) and the numbers of the impacted sectors (one, a few, or all sectors). Research significance increases as the size of contributions increases. Specifying the research significance, expected contributions and potential beneficiaries helps promote the research and provides rational justifications for conducting it. The higher the contributions and the greater the sectors of the beneficiaries, the more significant the research is ( Abdellatif and Abdellatif, 2005 ). According to Balakumar et al. (2013) research significance justifies the need for the research that is being proposed.

Research significance and expected contributions should be categorized, in terms of type (theoretical or applied contribution or both), size and nature of the beneficiaries (individuals, institutions, communities, etc.) and geographical extent (small site, district, city, region, nation, etc.); clear, simple and comprehensible to the reader; and realistic, real, accurate and not exaggerated.

2.2.10 The preliminary review of literature

This is an initial review of literature dealt with relevant problems. It aims to build an initial understanding of the problem, identify the most important variables that have been considered, cite methodologies used to deal with the problem; make use of the latest findings and record the various recommendations/solutions suggested to deal with the problem ( Hart, 1998 ; Grix, 2001 ). According to Dunleavy (2003) , it is a critical review on related recent research that is well documented, structured, analysed and synthesized. It offers the researcher an opportunity to engage with other scholars in one's disciplinary community.

In addition to having a separate part, it is useful to combine the literature review with other components of the TP (e.g. the research problem, questions, aim and objectives, and methodology). It is important that the review presents differing perspectives or contrasting views of the topic and reports the complexities of the issue ( Kornuta and Germaine, 2019 ). By conducting the review, the researcher becomes able to build an initial but comprehensive understanding of the causes and consequences of the problem, the methodologies used to study and analyse the problem and the solutions proposed to deal with it by synthesizing various viewpoints of previous studies, thereby, supporting her/his principle argument about the study problem with the results derived from previous literature ( Pautasso, 2013 ).

Definitions of key terms and concepts; standard terms to appear in the research and special concepts which are not formally provided by previous scholars. The definitions must be logic and derived from scientifically recognized sources.

Review of previous studies; focusing on identifying several issues, namely, the most important dimensions and variables of the research problem (the causes of the problem; why the problem has emerged or aggravated; the most important consequences of this problem on the human and/or physical environment); the methods used to deal with the problem; the latest findings of previous studies and the various approaches/solutions suggested to deal with the problem.

Contextual aspects of the investigated development situation; including a review of relevant characteristics of the researched environment (its basic dimensions and elements) as found in previous studies. Contextual aspects may be classified into physical and human components; or into environmental, functional, aesthetic, structural, economic and social design determinants; or into demographic, planning, regulatory, economic, social, environmental sectors or other classifications.

Preliminary review of literature should be indexed, from reliable scholarly sources; categorized or documented according to standard classification system; employed, used wisely to achieve a desired purpose; up to date, recent, however, in topics which address chronological development or evolutionary aspects references could be recent and old; and related, relevant to the study problem ( Hart, 1998 ).

2.2.11 Research methodology

Data collection methods including office methods used to collect secondary data from previous literature and case studies as well as field methods used to gather original data through field visits, surveying, questionnaires, interviews with stakeholders, etc.

Data analysis methods including methods used to analyse both the secondary and primary information collected from office and the field surveys such as Statistical Analysis, Environmental Scanning (SWOT), Development Components Analysis, etc.

Data synthesis methods including methods used to compile, synthesize the analysis and develop appropriate alternative scenarios or solutions to deal with the problem.

Data presentation methods including methods to present the research process and findings such as scientific research paper containing narratives, tables, figures, forms, maps, results and recommendations as well as final visual presentation to review panel to get remarks and write the last version of the TP.

Research methodology should be appropriate, aligned with the purpose/s in which they will be used; achievable, within the reach of the researcher; effective, achieving the purpose fast and with high quality; reliable, previously tested, applied and approved in similar cases; and precise, accurate and specific.

2.2.12 Research structure and timeline

This is a brief statement of the main sections of the master's/doctoral thesis with tentative dates for completing the various stages of the research. Careful preparation of research structure and timeline ensures the effectiveness and integrity of the plan of actions towards the completion of the study ( Kivunja, 2016 ). It is also a criterion to judge the achieved progress and seriousness of the researcher.

Research structure and timeline should be sequential, arranged according to a standard scientific research process; logical, proportionate to the total period available for completion; and balanced, distributing time properly among various stages.

2.2.13 The list of references

This is a list which contains a reasonable number of relevant references on the topic which were actually cited in the TP ( Kornuta and Germaine, 2019 ). Including a list of the references about the topic demonstrates that the researcher is familiar with the basic and latest knowledge on his/her problem.

The list of references should be relevant, closely related to the investigated subject; up to date, recent yet containing old and new according the topic and context; and reliable, published in dependable vessels.

2.3 Extracting the success rules

Based on the above definitions and attributes provided for each of the 13 TP components, the authors were able to extract a number of success rules that took the form of equations, each of which describes an equality function between each component and its counterpart component/s as shown in Table 1 . For instance, rule #1 shows that “research title” is equal to “the general aim of the research” and is equal to “the negative wording of the research problem”.

3. Assessing the Successful TP Conception from students' viewpoints

They better understood the meanings of each component (97% agree and strongly agree and 3% neutral).

They better understood the attributes of each component (94% agree and strongly agree and 6% neutral).

They better understood the rules which control the relations between the various components of the TP (87% agree and strongly agree and 13% neutral).

The process of writing the proposal has become easier and more convenient (100% agree and strongly agree).

The effort, cost and time spent in submitting the proposal have been substantially saved (87% agree and strongly and 12% neutral).

The relationship with academic advisor has improved (87% agree and strongly agree and 12% neutral).

The students' confidence in advancing their own learning abilities has improved (93% agree and strongly agree and 7% neutral).

The students' abilities to address the strengths and weaknesses of their personal skills have improved (93% agree and strongly agree and 7% neutral).

The students' abilities to manage their learning process more independently have improved (90% agree and strongly agree, 7% neutral and 3% disagree).

The students have created a clearer and better mutual understanding with their academic advisors (90% agree and strongly agree and 10% neutral).

The students have reduced their distraction from the original target set out in the proposal (81% agree and strongly agree, 16% neutral and 3% disagree).

The students have been able to finish their research on time (78% agree and strongly agree, 19% neutral and 3% disagree).

They gained better analytical skills (87% agree and strongly agree, 10% neutral and 3% disagree).

They gained better problem-solving skills (87% agree and strongly agree, 10% neutral and 3% disagree).

They gained better critical thinking skills (87% agree and strongly agree, 10% neutral and 3% disagree).

4. Verifying the Successful TP Conception based on experts' viewpoints

Having proposed, applied and assessed the Successful TP Conception, it becomes important to validate it using the insights of experienced academics from Architectural and Planning schools worldwide. This part summarizes the results of the experts' inquiry survey conducted in November 2019 to February 2020. It shows the characteristics of experts and their viewpoints and remarks on the originally proposed definitions, attributes and success rules.

4.1 Experts' characteristics

They were from nine countries, namely, the United States of America, Canada, United Kingdom, Australia, Egypt, Saudi Arabia, United Arab Emirates, Qatar and Bahrain.

About 75% of the experts were males and 25% were females. About 5% were 35–45 years old, 20% were 45–55 years, 55% were 55–65 years and 20% were 65 years and over.

About 5% were Assistant Professors, 10% Associate Professors and the majority (85%) were Professors.

The experts had teaching experiences in undergraduate and graduate levels (masters, doctoral, diploma, postdoctoral and continuing professional development).

The general specialization of 70% of the experts was Architecture and 30% of experts were specialized in Urban Planning. They taught in several built environment fields (Architecture, Interior Design, Building Technology, Urban Design, Landscape Architecture and Urban and Regional Planning).

The experts had several focus areas, namely, Architecture, History and Theories of Architecture, Assessment of Designed Environments, Design Methods, Pedagogy, Architecture and Digital Technologies, Heritage Conservation, Middle East Architecture and Cities, Construction Project Management, Urban Design, Spatial Development Planning, Landscape, Built Environment and Behaviour, Urban Studies, Techniques and Quantitative Methods of Urban Planning, Urban Conflict, Urban Justice, Community Development, Environmental Management and Planning and Development Approaches.

About 10% of the experts supervised 5 theses, 5% supervised 6–10 theses, 50% supervised 11–20 theses and 35% supervised more than 20 theses.

4.2 Experts' viewpoints and remarks

Concerning the proposed definitions of the TP components, the experts expressed their agreement which ranged between 73 and 96%. Some experts provided additional remarks to help improve the definitions. Table 2 presents the originally proposed definitions, the percentages of agreed experts and their additional remarks.

Regarding the attributes of each component of the TP, the original conception proposed 38 attributes, the experts added 18 attributes resulting in a total of 56 attributes. Table 3 presents a matrix showing the percentages of experts' agreement of the originally proposed attributes as well as the added attributes. The lowest agreement percentage was 59% and the highest was 96%.

Concerning the proposed success rules which were called “equations” in the originally proposed conception, the experts suggested to change the expression into “rules”; which is more appropriate for subjective contents than mathematical expression. Table 4 presents the final 19 success rules for the components/sub-components of a TP and the percentage of experts' agreement which ranged between 57 and 95%.

5. Conclusion

Based on their experience in preparing and supervising masters and doctoral theses and after a thorough review of the literature on preparing thesis proposals, the authors drafted a conception of a successful thesis proposal comprising specific definitions, attributes and rules for each of the 13 components of a standard TP. The conception had been applied over a duration of 15 years (2005–2020) on several batches of master and doctoral students in IAU, KSA. Through an online survey, the majority of students (78–100%) have indicated that understanding and applying the conception helped them improve their performances and outputs during the TP development process and beyond.

The conception was then validated by getting the insights of 39 experienced academics from worldwide architectural schools. The experts accepted the proposed definitions with (73–96%) agreement rate. The experts also accepted the proposed attributes with (59–96%) agreement rate. As for the success rules, the experts' agreed as well with an acceptance rate ranging from (57–95%). The experts suggested constructive remarks which were considered in writing the final version of the conception.

The extracted success rules combine the definitions and attributes of each component of the TP and present them in a concise statement which defines the component and, where applicable, exemplifies its relationship to another corresponding or counterpart component of the TP. For example, rule #1 shows that “research title” should reflect “the general aim and scope of the research” and should also reflect “the negative wording of the research problem”. Extracted also is rule #14 which indicates that “the whole thesis proposal” written in future tenses, should resemble “the introduction of the final thesis” written in past tenses.

A directive tool that assists the researcher in writing a sound TP. Combining the last three tables (2, 3 and 4) into a comprehensive checklist would aid the students in preparing their TP's; enhancing the quality of their performance and outputs.

An evaluative tool that helps in assessing the validity and integrity of the submitted TP's that can be used by the researcher for self-assessment, or by the academic advisor, or by an examiner/evaluator before sending the proposal to higher authorities for approval.

The findings of this paper could be useful not only in evaluating thesis proposals, but also, with proper modifications, in assessing various scientific research documents, including scientific thesis, research papers and others; which is another research topic that will be addressed in the future.

The stages of developing the successful thesis proposal conception

Proposed list of success rules for the TP components

An extracted list of success rules for thesis proposals

Source(s) : Prepared by the authors based on the above analysis and the results of expert inquiry

Abdellatif , M. ( 2015 ), The Simplifying-Integrating Approach to Deal with Contemporary Design, Planning and Urban Development Problems , Scientific Publication Center, Imam Abdulrahman bin Faisal University , Dammam .

Abdellatif , M. and Abdellatif , R. ( 2005 ), Scientific Research Methods and Techniques in Architecture and Urban Planning , Unpublished Textbook for Graduate Students in Abdulrahman bin Faisal University , Dammam .

Abdulai , R.T. and Owusu-Ansah , A. ( 2014 ), “ Essential ingredients of a good research proposal for undergraduate and postgraduate students in the social sciences ”, SAGE Open , Vol. 4 No. 3 , pp. 1 - 15 .

Afful , J.B. ( 2008 ), “ Research proposal and thesis writing: narrative of a recently graduated researcher in applied linguistics ”, Nebula , Vol. 5 No. 4 , pp. 193 - 211 .

Axelrod , B. and Windell , J. ( 2012 ), Dissertation Solutions: A Concise Guide to Planning, Implementing, and Surviving the Dissertation Process , Rowman & Littlefield Publishers, Inc. , Plymouth .

Babbie , E. ( 2014 ), The Basics of Social Research , 6th ed. , Wadsworth Cengage Learning , Belmont, CA .

Balakumar , P. , Inamdar , M. and Jagadeesh , G. ( 2013 ), “ The critical steps for successful research: the research proposal and scientific writing ”, Journal of Pharmacology and Pharmacotherapeutics , Vol. 4 No. 2 , pp. 130 - 138 .

Blaxter , L. , Hughes , C. and Tight , M. ( 2010 ), How to Research , Open University Press MaGraw-Hill Education , New York, NY .

Davies , W.M. ( 2011 ), Study Skills for International Postgraduate Students , Palgrave, MacMillan , Basingstoke .

Donohue , M. ( 2018 ), “ Research proposal toolkit: design tools for developing multi-stakeholder research proposals ”, available at: https://repository.library.northeastern.edu/files/neu:m044c6541 ( accessed 24 October 2019 ).

Doran , G.T. ( 1981 ), “ There's, a S.M.A.R.T. way to write management's goals and objectives ”, Management Review , Vol. 70 No. 11 , pp. 35 - 36 .

Dorst , K. ( 2011 ), “ The core of “design thinking” and its application ”, Design Studies , Vol. 32 No. 6 , pp. 521 - 532 .

Dunleavy , P. ( 2003 ), Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation , Macmillan International Higher Education , Hampshire .

Eco , U. ( 2015 ), How to Write a Thesis , MIT Press, ProQuest Ebook Central , Cambridge .

Experts_Survey ( 2019 ), “ Opinion poll on definitions, attributes and equations of the successful thesis proposal ”, available at: https://www.questionpro.com/t/AOkM7ZdeXy ( accessed 01 November 2019 ).

Glatthorn , A.A. and Randy , L.J. ( 2018 ), Writing the Winning Thesis or Dissertation; a Step-by-step Guide , Corwin , Thousand Oaks, CA .

Goetz , S.J. , Shortle , J.S. and Bergstrom , J.C. ( 2005 ), Land Use Problems and Conflict: Causes, Consequences and Solutions , Routledge, Taylor & Francis Group , London .

Gonzalez , A.M. ( 2007 ), Shaping the Thesis and Dissertation: Case Studies of Writers across the Curriculum , Texas Christian University, ProQuest Dissertations Publishing , Fort Worth, TX .

Grix , J. ( 2001 ), Demystifying Postgraduate Research from MA to PhD , University of Birmingram Press , Birmingham .

Groat , L. and Wang , D. ( 2013 ), Architectural Research Methods , Wiley & Sons, Inc. , Hoboken, NJ .

Hart , C. ( 1998 ), Doing a Literature Review: Releasing the Social Science Research Imagination , Sage Publications , London .

Hofstee , E. ( 2006 ), Constructing a Good Dissertation: A Practical Guide to Finishing a Master's, MBA or PhD on Schedule , EPE , Sandton .

Kamler , B. and Thomson , P. ( 2008 ), “ The failure of dissertation advice books: toward alternative' ”, Educational Researcher , Vol. 37 No. 8 , pp. 507 - 514 .

Kivunja , C. ( 2016 ), “ How to write an effective research proposal for higher degree research in higher education ”, International Journal of Higher Education , Vol. 5 No. 2 , pp. 163 - 172 .

Koopman , P. ( 1997 ), “ How to write an abstract ”, available at: http://users.ece.cmu.edu/∼koopman/essays/abstract.html ( accessed October 2019 ).

Kornuta , H.M. and Germaine , R.W. ( 2019 ), A Concise Guide to Writing a Thesis or Dissertation Educational Research and beyond , Routledge , New York, NY .

Lamanauskas , V. ( 2019 ), “ Scientific article preparation: title, abstract and keywords ”, Problems in Education in the 21st Century , Vol. 77 No. 4 , pp. 456 - 462 .

Leo , S. ( 2019 ), “ Pitfalls of tourism graduate students in presenting the ingredients of research proposals ”, Journal of Hospitality, Leisure, Sports and Tourism Education , Vol. 24 , pp. 178 - 189 .

Mack , C. ( 2012 ), “ How to write a good scientific paper: title, abstract, and keywords ”, Journal of Micro/Nanolithography, MEMS, and MOEMS , Vol. 11 No. 2 , pp. 1 - 5 .

Ostler , E. ( 1996 ), Guidelines for Writing Research Proposals, Reports, Theses, and Dissertations , The Educational Resources Information Center (Eric) , Washington, DC .

Paltridge , B. and Starfield , S. ( 2007 ), Thesis and Dissertation Writing in a Second Language: A Handbook for Supervisors , Routledge , London .

Pautasso , M. ( 2013 ), “ Ten simple rules for writing a literature review ”, PLoS Computational Biology , Vol. 9 No. 7 , pp. 1 - 4 .

Reddy , C.D. ( 2019 ), “ Thinking through a research proposal: a question approach ”, in 18th European Conference on Research Methodology for Business and Management Studies , Academic Conferences International Limited , Johannesburg , pp. 271 - 277 .

Salama , A.M. ( 2019 ), “ Methodological research in architecture and allied disciplines: philosophical positions, frames of reference, and spheres of inquiry ”, Archnet-IJAR: International Journal of Architectural Research , Vol. 13 No. 1 , pp. 8 - 24 .

Simpson , D.D. and Turner , L.W. ( 2004 ), “ Guide for preparing a thesis or dissertation ”, American Journal of Health Behavior , Vol. 28 No. 5 , pp. 477 - 478 .

Students_Survey ( 2020 ), “ Implication of the successful thesis proposal conception on the students' performance and output ”, available at: https://www.questionpro.com/t/AOkM7ZgieG ( accessed 02 February 2020 ).

Thomas , D. ( 2016 ), The PhD Writing Handbook , Palgrave, Macmillan Publisher Limited , New York, NY .

Walliman , N. ( 2017 ), Research Methods: The Basics , Routledge , New York, NY .

Zhou , A.A. ( 2004 ), Writing the Dissertation Proposal: A Comparative Case Study of Four Nonnative- and Two Native -English -speaking Doctoral Students of Education , University of Toronto, ProQuest Dissertations Publishing , Toronto .

Acknowledgements

The authors acknowledge the sincere assistance provided by the team of experts from several Architectural Schools worldwide to verify and improve the TP Conception. Appreciation is also extended to the post graduate students of the College of Architecture and Planning, IAU, who have positively responded to the students' opinion survey.

Corresponding author

About the authors.

Mahmoud Abdellatif is a Professor of Urban and Regional Planning, College of Architecture and Planning, Imam Abdulrahman Bin Faisal University (IAU), Dammam, Saudi Arabia. He received an MSc from Assuit University, Egypt in 1977 and another MSc from Iowa State University in 1981 and a PhD degree from Texas A&M University in 1985. He has taught and practiced Architecture and Urban Planning for more than 45 years in Egypt, United Arab Emirates and Saudi Arabia. His main research focus is on research methods, strategic planning and design and development approaches. He is currently the adviser of IAU Vice President for Studies, Development and Community Services. His last book (published in Arabic) entitled The Simplifying-Integrating Approach to Contemporary Design, Planning and Urban Development articulates his own problem-solving approach. He is the principle editor of the Strategic Plan of Imam Abdulrahman Bin Faisal University 2018–2025.

Reham Abdellatif is an Assistant Professor in Architecture, College of Design, Imam Abdulrahman Bin Faisal University (IAU), Dammam, Saudi Arabia. She obtained an MSc degree from Assiut University in 2003 and a PhD degree from Newcastle University, UK, in 2012. She has taught and practiced Architecture and Interior Design for more than 22 years in Egypt and Saudi Arabia. Her main research focus is on Architectural Education and Curriculum Development, Analysing Design Learning Activities, Distant/Online Learning, Communication and Computation, VR and Information Technologies in Architecture. She ran the interior design curriculum development committee in Assiut University and in IAU.

Related articles

We’re listening — tell us what you think, something didn’t work….

Report bugs here

All feedback is valuable

Please share your general feedback

Join us on our journey

Platform update page.

Visit emeraldpublishing.com/platformupdate to discover the latest news and updates

Questions & More Information

Answers to the most commonly asked questions here

#Mission2.0 is here to disrupt the mundane. Are you? Join Now

• BIM Professional Course for Architects
• Master Computational Design Course
• BIM Professional Course For Civil Engineers
• Hire From Us

Request a callback

• Architecture & Construction
• Computational Design
• Company News
• Expert Talks

Writing an Architecture Thesis: A-Z Guide

ishika kapoor

14 min read

January 5, 2022

Table of Contents

How to Choose Your Architecture Thesis Topic

As with most things, taking the first step is often the hardest. Choosing a topic for your architecture thesis is not just daunting but also one that your faculty will not offer much help with. To aid this annual confusion among students of architecture, we've created this resource with tips, topics to choose from, case examples, and links to further reading!

[Read: 7 Tips on Choosing the Perfect Architecture Thesis Topic for you ]

1. What You Love

Might seem like a no-brainer, but in the flurry of taking up a feasible topic, students often neglect this crucial point. Taking up a topic you're passionate about will not just make for a unique thesis, but will also ensure your dedication during tough times.

Think about the things you're interested in apart from architecture. Is it music? Sports? History? Then, look for topics that can logically incorporate these interests into your thesis. For example, I have always been invested in women's rights, and therefore I chose to design rehabilitation shelters for battered women for my thesis. My vested interest in the topic kept me going through heavy submissions and nights of demotivation!

Watch Vipanchi's video above to get insights on how she incorporated her interest in Urban Farming to create a brilliant thesis proposal, which ended up being one of the most viewed theses on the internet in India!

2. What You're Good At

You might admire, say, tensile structures, but it’s not necessary that you’re also good at designing them. Take a good look at the skills you’ve gathered over the years in architecture school- whether it be landscapes, form creation, parametric modelling- and try to incorporate one or two of them into your thesis.

It is these skills that give you an edge and make the process slightly easier.

The other way to look at this is context-based , both personal and geographical. Ask yourself the following questions:

• Do you have a unique insight into a particular town by virtue of having spent some time there?

• Do you come from a certain background , like doctors, chefs, etc? That might give you access to information not commonly available.

• Do you have a stronghold over a particular built typology?

3. What the World Needs

By now, we’ve covered two aspects of picking your topic which focus solely on you. However, your thesis will be concerned with a lot more people than you! A worthy objective to factor in is to think about what the world needs which can combine with what you want to do.

For example, say Tara loves photography, and has unique knowledge of its processes. Rather than creating a museum for cameras, she may consider a school for filmmaking or even a film studio!

Another way to look at this is to think about socio-economically relevant topics, which demonstrate their own urgency. Think disaster housing, adaptive reuse of spaces for medical care, etcetera. Browse many such categories in our resource below!

[Read: 30 Architecture Thesis Topics You Can Choose From ]

4. What is Feasible

Time to get real! As your thesis is a project being conducted within the confines of an institution as well as a semester, there are certain constraints which we need to take care of:

• Site/Data Accessibility: Can you access your site? Is it possible to get your hands on site data and drawings in time?

• Size of Site and Built-up Area: Try for bigger than a residential plot, but much smaller than urban scale. The larger your site/built-up, the harder it will be to do justice to it.

• Popularity/Controversy of Topic: While there’s nothing wrong with going for a popular or controversial topic, you may find highly opinionated faculty/jury on that subject, which might hinder their ability to give unbiased feedback.

• Timeline! Only you know how productive you are, so go with a topic that suits the speed at which you work. This will help you avoid unnecessary stress during the semester.

How to Create an Area Program for your Architecture Thesis

Watch SPA Delhi Thesis Gold-Medallist Nishita Mohta talk about how to create a good quality area program.

Often assumed to be a quantitative exercise, creating an area program is just as much a qualitative effort. As Nishita says, “An area program is of good quality when all user experiences are created with thought and intention to enhance the usage of the site and social fabric.”

Essentially, your area program needs to be human-centric, wherein each component is present for a very good reason. Rigorously question the existence of every component on your program for whether it satisfies an existing need, or creates immense value for users of your site.

To this end, you need to create three lists:

• A list of proposed spaces by referring to area programs of similar projects;

• A list of needs of your users which can be fulfilled by spatial intervention.

• A list of existing functions offered by your immediate context.

Once you put these lists side-by-side, you’ll see that you are able to match certain needs of users to some proposed spaces on your list, or to those in the immediate context.

However, there will be some proposed spaces which do not cater to any need, and needs that are not catered to by any of the spaces. There will also be certain proposed spaces which are redundant because the context already fulfils that need.

This when you remove redundant spaces to create ones for unmatched needs, and viola, you have a good quality area program!

Confused? Here’s an example from the above video. Nishita originally intended to provide a typical eatery on her site, which she later realised was redundant because several eateries already existed around it. In this manner, she was able to fulfil the actual needs of her users- one of which was to be able to rest without having to pay for anything- rather than creating a generic, unnecessary space.

How to Identify Key Stakeholders for Your Architecture Thesis

“A stakeholder? You mean investors in my thesis?”, you scoff.

You’re not wrong! Theoretically, there are several people invested in your thesis! A stakeholder in an architectural project is anyone who has interest and gets impacted by the process or outcome of the project.

At this point, you may question why it’s important to identify your stakeholders. The stakeholders in your thesis will comprise of your user groups, and without knowing your users, you can’t know their needs or design for them!

There are usually two broad categories of stakeholders you must investigate:

• Key Stakeholders: Client and the targeted users

• Invisible Stakeholders: Residents around the site, local businesses, etc.

Within these broad categories, start by naming the kind of stakeholder. Are they residents in your site? Visitors? Workers? Low-income neighbours? Once you’ve named all of them, go ahead and interview at least one person from each category!

The reason for this activity is that you are not the all-knowing Almighty. One can never assume to know what all your users and stakeholders need, and therefore, it’s essential to understand perspectives and break assumptions by talking directly to them. This is how you come up with the aforementioned 'List of Needs', and through it, an area program with a solid footing.

An added advantage of carrying out this interviewing process is that at the end of the day, nobody, not even the jury, can question you on the relevance of a function on your site!

Why Empathy Mapping is Crucial for Your Architecture Thesis

Okay, I interviewed my stakeholders, but I can’t really convert a long conversation into actionable inputs. What do I do?

This is where empathy mapping comes in. It basically allows you to synthesize your data and reduce it to the Pain Points and Gain Points of your stakeholders, which are the inferences of all your observations.

• Pain Points: Problems and challenges that your users face, which you should try to address through design.

• Gain Points: Aspirations of your users which can be catered to through design.

In the above video, Nishita guides you through using an empathy map, so I would highly recommend our readers to watch it. The inferences through empathy mapping are what will help you create a human-centric design that is valuable to the user, the city, and the social fabric.

Download your own copy of this Empathy Map by David Gray , and get working!

Beyond Case Studies: Component Research for your Architecture Thesis

Coming to the more important aspects, it’s essential to know whether learning a new skill will expand your employability prospects. Otherwise, might as well just spend the extra time sleeping. Apart from being a highly sought-after skill within each design field, Rhinoceros is a unique software application being used across the entire spectrum of design. This vastly multiples your chances of being hired and gives you powerful versatility as a freelancer or entrepreneur. The following are some heavyweights in the design world where Rhino 3D is used:

Case Studies are usually existing projects that broadly capture the intent of your thesis. But, it’s not necessary that all components on your site will get covered in depth during your case studies.', 'Instead, we recommend also doing individual Component (or Typology) Research, especially for functions with highly technical spatial requirements.

For example, say you have proposed a residence hall which has a dining area, and therefore, a kitchen- but you have never seen an industrial kitchen before. How would you go about designing it?', 'Not very well!', 'Or, you’re designing a research institute with a chemistry lab, but you don’t know what kind of equipment they use or how a chem lab is typically laid out.

But don’t freak out, it’s not necessary that all of this research needs to be in person! You can use a mixture of primary and secondary studies to your advantage. The point of this exercise is to deeply understand each component on your site such that you face lesser obstacles while designing.

[Read: Site Analysis Categories You Need to Cover For Your Architecture Thesis Project ]" ]

The Technique of Writing an Experiential Narrative for your Architecture Thesis

A narrative? You mean writing? What does that have to do with anything?

A hell of a lot, actually! While your area programs, case studies, site analysis, etc. deal with the tangible, the experience narrative is about the intangible. It is about creating a story for what your user would experience as they walk through the space, which is communicated best in the form of text. This is done for your clarity before you start designing, to be your constant reference as to what you aim to experientially achieve through design.

At the end of the day, all your user will consciously feel is the experience of using your space, so why not have a clear idea of what we want to achieve?

This can be as long or as short as you want, it’s completely up to you! To get an example of what an experience narrative looks like, download the ebook and take a look at what Nishita wrote for her thesis.

Overcoming Creative Blocks During Your Architecture Thesis

Ah, the old enemy of the artist, the Creative Block. Much has been said about creative blocks over time, but there’s not enough guidance on how to overcome them before they send your deadline straight to hell.

When you must put your work out into the world for judgement, there is an automatic fear of judgement and failure which gets activated. It is a defensive mechanism that the brain creates to avoid potential emotional harm.

So how do we override this self-destructive mechanism?

As Nishita says, just waiting for the block to dissolve until we magically feel okay again is not always an option. Therefore, we need to address the block there and then, and to systematically seek inspiration which would help us with a creative breakthrough.

This is where the concept of Divergent and Convergent Thinking comes in.

• Divergent Thinking: Say you browse through ideas on pinterest to get inspired. If you’re in a creative rut, do just that, but don’t worry about implementing any of those ideas. Freely and carelessly jot down everything that inspires you right now regardless of how unfeasible they may be. This is called Divergent Thinking! This process will help unclog your brain and free it from anxiety.

Divergent and convergent thinking.

• Convergent Thinking: Now, using the various constraints of your architecture thesis project, keep or eliminate those ideas based on how feasible they are for your thesis. This is called Convergent Thinking. You’ll either end up with some great concepts to pursue, or have become much more receptive to creative thinking!

Feel free to use Nishita’s Idea Dashboard (example in the video) to give an identity to the ideas you chose to go forward with. Who knows, maybe your creative block will end up being what propels you forward in your ideation process!

How to Prototype Form and Function During Your Architecture Thesis

Prototyping is one of the most crucial processes of your architecture thesis project. But what exactly does it mean?

“A preliminary version of your designed space which can be used to give an idea of various aspects of your space is known as a prototype.”

As Nishita explains in the video above, there can be endless kinds of prototypes that you can explore for your thesis, and all of them explain different parts of your designed space. However, the two aspects of your thesis most crucial to communicate through prototyping are Form and Function.

As we know, nothing beats physical or 3D models as prototypes of form. But how can you prototype function? Nishita gives the example of designing a School for the Blind , wherein you can rearrange your actual studio according to principles you’re using to design for blind people. And then, make your faculty and friends walk through the space with blindfolds on! Prototyping doesn’t get better than this.

In the absence of time or a physical space, you may also explore digital walkthroughs to achieve similar results. Whatever your method may be, eventually the aim of the prototype is to give a good idea of versions of your space to your faculty, friends, or jury, such that they can offer valuable feedback. The different prototypes you create during your thesis will all end up in formulating the best possible version towards the end.

Within the spectrum of prototypes, they also may vary between Narrative Prototypes and Experiential Prototypes. Watch the video above to know where your chosen methods lie on this scale and to get more examples of fascinating prototyping!

How to Convert Feedback (Crits) into Action During Your Architecture Thesis Project

Nishita talks about how to efficiently capture feedback and convert them into actionable points during your architecture thesis process.

If you’ve understood the worth of prototyping, you would also know by now that those prototypes are only valuable if you continuously seek feedback on them. However, the process of taking architectural ‘crits’ (critique) can often be a prolonged, meandering affair and one may come out of them feeling dazed, hopeless and confused. This is especially true for the dreaded architecture thesis crits!

To avoid that, Nishita suggests capturing feedback efficiently in a simple grid, noting remarks under the following four categories:

• Amplify: There will be certain aspects of your thesis that your faculty and friends would appreciate, or would point out as key features of your design that must be made more prominent. For example, you may have chosen to use a certain definitive kind of window in a space, which you could be advised to use more consistently across your design. This is the kind of feedback you would put under ‘Amplify’.

• Address: More often, you will receive feedback which says, ‘this is not working’ or ‘you’ve done nothing to address this problem’. In such cases, don’t get dejected or defensive, simply note the points under the ‘Address’ column. Whether you agree with the advice or not, you cannot ignore it completely!

• Explore: Sometimes, you get feedback that is totally out of the blue or is rather unclear in its intent. Don’t ponder too long over those points during your crit at the cost of other (probably more important) aspects. Rather, write down such feedback under the ‘Explore’ column, to investigate further independently.

• Consider: When someone looks at your work, their creative and problem-solving synapses start firing as well, and they are likely to come up with ideas of their own which you may not have considered. You may or may not want to take them up, but it is a worthy effort to put them down under the ‘Consider’ column to ruminate over later!

Following this system, you would come out of the feedback session with action points already in hand! Feel free to now go get a coffee, knowing that you have everything you need to continue developing your architecture thesis project.

How to Structure Your Architecture Thesis Presentation for a Brilliant Jury

And so, together, we have reached the last stage of your architecture thesis project: The Jury. Here, I will refrain from telling you that this is the most important part of the semester, as I believe that the process of learning is a lot more valuable than the outcome. However, one cannot deny the satisfaction of a good jury at the end of a gruelling semester!

Related Topics

• Architecture and Construction
• design careers
• future tech

Subscribe to Novatr

Always stay up to date with what’s new in AEC!

Get articles like these delivered to your inbox every two weeks.

Related articles

Everything You Need to Know About Rhino 3D

September 6, 2022

15 min read

Top 7 Rhino and Grasshopper Online Courses to Get Started with Parametric Modelling

September 7, 2022

Rhino 3D v/s Solidworks: Which Software is Best to Learn In 2024?

April 30, 2024

10 min read

Rhino 3D v/s Fusion 360: Which Software Should You Learn in 2024?

Saumya Verma

October 15, 2022

Ready to skyrocket your career?

Your next chapter in AEC begins with Novatr!

As you would have gathered, we are here to help you take the industry by storm with advanced, tech-first skills.

Dare to Disrupt.

Join thousands of people who organise work and life with Novatr.

Join our newsletter

We’ll send you a nice letter once per week. No spam.

• Become a Mentor
• Careers at Novatr
• Events & Webinars
• Privacy Policy
• Terms of Use

©2023 Novatr Network Pvt. Ltd.

All Rights Reserved

• Research Guides
• University Libraries

Landscape Architecture and Urban Planning

• Literature Review Tips
• Data Sources
• Maps and GIS
• Organizations
• Getting Started with New RefWorks

Understanding Literature Reviews

• Author Profile

I.  Getting Started with a Workshop Video (Highly recommended!)

          A lecture by the Writing Center, TAMU.

II.  What is a Literature Review?

• Generally, the purpose of a review is to analyze critically a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles. <http://writing.wisc.edu/Handbook/ReviewofLiterature.html>  
•  A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.  < http://writingcenter.unc.edu/resources/handouts-demos/specific-writing-assignments/literature-reviews >  
•  A literature review is a body of text that aims to review the critical points of current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic...Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as future research that may be needed in the area. <http://en.wikipedia.org/wiki/Literature_review>

III.  What Major Steps Literature Reviews Require?

• 1. Develop a review protocol. Protocols define the scope of studies that will be reviewed, the process through which studies will be identified, and the outcomes that will be examined. Protocols also specify the time period during which relevant studies will have been conducted, the outcomes to be examined in the review, and keyword strategies for the literature search. 2. Identify relevant studies, often through a systematic search of the literature. 3. Screen studies for relevance and the adequacy of study design, implementation, and reporting. 4. Retrieve and summarize information on the intervention studied, the study characteristics, and the study findings. 5. Combine findings within studies and across studies when relevant. < http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v2_1_standards_handbook.pdf>  
• The basic stages in a typical research project are: i) identify your topic of interest, ii) perform a literature review, iii) generate related questions, iv) state your unsolved problem or hypothesis, v) find or develop a solution, and vi) document your results.  
• The four stages required: Problem formulation—which topic or field is being examined and what are its component issues? Literature search—finding materials relevant to the subject being explored Data evaluation—determining which literature makes a significant contribution to the understanding of the topic Analysis and interpretation—discussing the findings and conclusions of pertinent literature < http://library.ucsc.edu/help/howto/write-a-literature-review#components >

IV.    What Basic Elements Comprise a Literature Review?   

• An overview of the subject, issue or theory under consideration, along with the objectives of the literature review
• Division of works under review into categories (e.g. those in support of a particular position, those against, and those offering alternative theses entirely)
• Explanation of how each work is similar to and how it varies from the others
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research    

          < http://library.ucsc.edu/help/howto/write-a-literature-review#components > V.    Which Citation Tool Are You Going to Use to Manage the Search Results?

•   Choose your citation tool before conducing your literature reviews. If you decide to use RefWorks , the information can be found at http://tamu.libguides.com/refworks .          

VII. Other Useful Guides

• Literature Reviews (University of North Carolina at Chapel Hill)
• The Literature Review: A Few Tips On Conducting It
• How to Write a Literature Review (UCSC)
• Learn how to write a review of literature (WISC)
• Reviewing the Literature
• Procedures for Performing Systematic Reviews
• << Previous: Getting Started with New RefWorks
• Last Updated: May 8, 2024 8:20 AM
• URL: https://tamu.libguides.com/c.php?g=559809

Architecture: Thesis Preparation

• King + King Architecture Library
• Reference Tools
• Architectural Periodicals
• Architectural Working Drawings
• SoA Suggested Reading List
• Special Collections
• Architectural Journalism
• Architectural Theory
• Architecture Related Exhibitions
• Campus Architecture
• Careers in Architecture
• General Web Resources
• Historic Preservation
• Image Resources
• Landscape Architecture
• Local Architecture
• Open Access
• Site Documentation
• Urban Studies
• American Architectural Resources
• Architectural Design
• Architectural History
• Architectural Technology
• Architecture and Sustainability
• Building Types
• M.S. in Architecture - Interdisciplinary Resources
• Legal, Statistical, Technical and Other Considerations
• Pattern Books
• Research Databases
• Research Strategies
• Resources for the NYC Architecture Program
• Theory Research
• Thesis Preparation
• Collection Information Including Recently Acquired Resources
• Architectural Design & Technology Online
• Architectural History Online
• Faculty Picks
• Graphic Novels
• Introduction

In an article in the July 24 1974 issue of Architect's Journal, Jeremy Baker talks about the student thesis as a way of providing students with "greater awareness of the world." Library research can help to provide the framework as well as set the boundaries for the design project.  Good research techniques can make the process both expedient and enjoyable.

Writing Your Thesis

Guidelines for starting your thesis, courtesy of UC Berkeley

https://slc.berkeley.edu/writing-worksheets-and-other-writing-resources/building-thesis

Thesis Organization

• Objectives, Scope and Limitations
• Description of the research
• Conclusions/Summary of the work
• List of Case studies
• List of references/literature case studies for thesis research work
• Identification of the project site

Harvard Guide to Using Sources

Harvard Guide to Using Sources : The Harvard Guide to Using Sources is an easily accessible introductory guide to use of sources. It includes tips for students on finding, choosing, and integrating reliable sources into academic writing. The Guide provides examples of MLA, APA, and Chicago styles of citation and includes information on avoiding plagiarism.

Past Thesis and Thesis Prep Books

The Libraries maintains online documentation of past Super Jury award winners and other theses receiving a B+ or better grade.  They are available on  SURFACE , the Syracuse University database of scholarly works, by searching for "School of Architecture Theses."

Click Here  for an easy link to the list of available theses.

General Guidelines

Familiarize yourself with your topic.

Be sure you are able to answer the following questions before beginning your research:  Take a journalistic approach to gathering information. Who? What? Where? When? Why? How? ​

Gather background information  about your topic using reference sources.

Reference books provide important information on a topic, include specific details, and point to other useful sources of information. They point the way into the core literature of a topic contained in books, journals, reports, and many other types of publications. They can also summarize, digest, or review the literature on a topic in ways that save you time and energy. Knowing the reference sources in your discipline can increase the efficiency of your searches by enabling you to better focus your questions.

The Search Plan

Define the topic.

Determine the component parts.  If the topic is fairly broad, start with the narrowest concept.  If your topic is very narrow, begin your research using broad terms.

Gear your searching to the resource.  For example, when searching subject specific periodical databases, use terms the least common to the discipline.

Review your results and refine your search as necessary.  Broaden the terms if you need more information. Narrow the terms to limit the amount of information retrieved.

Synthesize the information.  Determine if and what additional information is needed.

Actively seek out alternative views  as a way of testing your theory.

Begin your research in the architectural literature.

Search Strategies

Familiarize yourself with your topic before beginning your research.  This will save time later. This includes determining the appropriate search terms to use. Include synonyms and related terms.

Modify your search as necessary , including searching related resources or additional databases not as closely linked to your subject. These sources may include relevant information.

Know the nature and parameters of the reference tool(s) you are searching.  Certain reference works only cover particular time periods or may not be comprehensive in scope. For instance, most online databases begin their coverage in the 1970s-80s.

Make the fullest use possible of reference tools , including bibliographies and footnotes which can lead you to other sources.

Read the source carefully . Note organizational differences between tools.

Library Services

Off-desk Consultations

Students are encouraged to make appointments with  Barbara Opar  and/or other subject librarians as appropriate.  You may contact Barbara by email at  [email protected]  or at 443-3518 (King + King Architecture Library) preferably, 443-2905 (452 Bird Library). For assistance in other subject areas see the following list of  subject specialists .

Special orders

The Library may be able to order new architecture books or other materials to assist you. If you have specific requests, contact Barbara.

Extended loan period

Thesis and thesis prep. students are given graduate status in terms of library circulation privileges. Stack books circulate for one year. See Barbara for details or special requests.

Interlibrary Loan (ILL)

ILL obtains materials (books, periodical articles) not available within the Syracuse Libraries system. ILL requests may be submitted online using the appropriate form found online at  Interlibrary Loan .  Periodical articles will be made available electronically. Books will be delivered to Bird Library or Carnegie Library. Thesis Prep, thesis and graduate students are eligible for delivery of most materials directly to the King + King Architecture Library. Services are free of charge. To submit a book request, it is suggested that you use WorldCat to locate the citation. To submit a periodical article request, it is suggested that you use the SU links tab on the specific database citation page.

Delivery Service

Thesis students are eligible to have circulating books from Bird, Carnegie and Interlibrary Loan delivered to King + King Architecture Library. Prior sign up is required. See Barbara for details.

Sample thesis prep books

Select (B+ and above) books are available through the Library's institutional repository,  SURFACE .

Citation guidance

RefWorks (Databases tab) is one of the many sources available for proper formatting of your bibliography and notes.

• << Previous: Theory Research
• Next: Collection Information Including Recently Acquired Resources >>
• Last Updated: Feb 21, 2024 11:37 AM
• URL: https://researchguides.library.syr.edu/Architecture
• Print This Page

• University of Texas Libraries

Interior Design

• Literature Reviews
• Databases and Journals
• Digital Collections
• Visual Resources
• Writing a Research Paper
• Evaluate Sources
• Citations and Data
• Case Studies
• Codes and Standards

Literature Review

What is a Literature Review?

It is…. a systematic and critical analysis of the literature on a specific topic. It describes trends, quality, relationships, inconsistencies and gaps in the research; and it details how the works enhance your understanding of the topic at large.

It is NOT…. simply an annotated bibliography that summarizes and/or assesses each article. There is not one, correct way to approach and write a literature review. It can be a stand-alone paper or part of a thesis/dissertation. Format and requirements can vary between disciplines, purpose and intended audience.

A literature review is an overview of existing literature (books, articles, dissertations, conference proceedings, and other sources) in a particular scholarly area. With a lit review, you will:

• Gather information about your topic, including the sources used by others who have previously conducted research
• Find out if your specific research question has already been answered
• Find out what areas or perspectives have not yet been covered by others on your topic
• Analyze and evaluate existing information

The literature review will assist you in considering the validity and scope of your research question so that you can do the necessary revision and fine tuning to it. It provides the foundation to formulate and present strong arguments to justify your chosen research topic.

• How to Write a Literature Review  (University of California, Santa Cruz)

Check out these books from the library for further guidance:

• Després, Carole. "The meaning of home: literature review and directions for future research and theoretical development." Journal of architectural and planning research 8, no.2, (Summer 1991): 96-155.
• Steiner, Frederick R. "Philadelphia, the holy experiment: A literature review and analysis." Ekistics , 49, (1982): 298-305.

Reckoning with Authorities

As you are developing your Lit Review, part of your objective is to identify the leading authorities within the field or who address your topic or theme. Some tips for identifying the scholars:

Old Fashioned Method:

• Keep notes on footnotes and names as you read articles, books, blogs, exhibition catalogs, etc. Are there names or works that everyone references? Use the catalog to track these reference down.
• Consider looking for state of the field articles often found either in a discipline's primary journal or in conference proceedings - keynote speakers.
• Look for book reviews.

Publication Metrics:

• These resources include information about the frequency of citations for an article/author.
• These resources are not specifically for Architecture or Planning. Remember therefore to be critical and careful about the assumptions you make with regard to the results!

The Web of Science platform currently also provides temporary access to several databases that are not part of the Core Collection, including Biosis Citation Index, Data Citation Index, and Zoological Record.

Use this link to access Google Scholar, and see our Google Scholar Guide for information on using this resource.

If you encounter a warning about the security certificate when using the FindIt@UT tool in Google Scholar, you can learn more about that using this guide .

• Last Updated: Oct 5, 2023 8:40 AM
• URL: https://guides.lib.utexas.edu/interior_design

· Applications Now Open

SCI-Arc Breadcrumbs Home

SCI-Arc Breadcrumbs News

• May 13, 2024

UG Thesis 2024 Explores Architectural Frontiers with Bold Review Weekend

SCI-Arc’s 2024 Undergraduate Thesis has once again concluded with a remarkable exhibition of creative brilliance and architectural exploration. This year's showcase unveiled a dazzling array of projects that pushed the boundaries of design thinking and cultural discourse.

Spanning diverse themes and methodologies, the thesis projects on display offered a glimpse into the future of architecture and its intersection with society, technology, and the environment, as interpreted through the lens of this year’s graduating B.Arch class. From innovative housing solutions to speculative urban interventions, each thesis project reflected unique vision and ingenuity.

One project, titled "Urban Reclamation: Rethinking Public Spaces," reimagined abandoned industrial sites as vibrant community hubs, blending principles of sustainable design and social equity. Through thoughtful programming and adaptive reuse strategies, the project proposed a revitalization model that fosters inclusivity and community engagement.

Another compelling exploration, "Architecture of Memory: Mapping Collective Identity," delved into the role of architecture in preserving and commemorating cultural heritage. Drawing inspiration from local narratives and historical contexts, the project proposed a series of memorial structures that serve as anchors of remembrance and identity in rapidly evolving urban landscapes.

Innovative use of digital fabrication techniques was showcased in projects such as "Materiality in Flux: Exploring 3D Printed Structures," which experimented with novel materials and construction methods to create dynamic architectural forms. By harnessing the power of advanced technologies, the project pushed the boundaries of material expression and structural efficiency.

Environmental sustainability emerged as a recurring theme throughout the exhibition, with projects like "Resilient Habitats: Designing for Climate Change," offering visionary solutions to the pressing challenges of climate adaptation and mitigation. Through integrated design strategies and biomimetic principles, the project proposed resilient habitats that harmonize with nature and minimize ecological impact.

“The forty-seven thesis projects presented by this year’s undergraduate thesis class at SCI-Arc reveal architecture’s profound capacity to affect how we experience and think about the environments that surround us. The projects situate us provocatively at the intersection of multiple histories, presents, and futures with myriad modalities for researching, projective thinking, and designing,” shares Undergraduate Programs Co-Chair Marcelyn Gow.

Undergraduate Co-Chair Kristy Balliet had this to say of the weekend, “Undergraduate Thesis Spring 2024 was a vibrate display of a diverse range of ideas, inquiries, and close observations into issues that matter to communities large and small. The students hosted guests in conversation using immersive visual representation exhibited from small scale sketches, expansive animations, and models that invite you to enter. This class should be proud as it moves beyond these walls to make an impact in the world.”

SCI-Arc UG Thesis 2024 not only showcased the talent and creativity of its graduating students but also underscored the school's commitment to fostering innovative thinking and critical inquiry in the field of architecture. As these emerging architects embark on their professional journeys, their visionary projects serve as a testament to the transformative power of architecture in shaping the world we inhabit.