coursework vs thesis master's

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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What to Think About When Choosing Between a Thesis & Non-Thesis Master’s Degree

When choosing a graduate program, you’ll find that you may have to decide between pursuing either a thesis or non-thesis master’s degree. Although employers do not consider which you choose during the hiring process, your decision can significantly impact the skills you acquire in your academic career. 

What Is the difference?

A non-thesis master’s degree focuses on coursework . Students are immersed into projects and learning environments that help strengthen their knowledge in their field. Similar to undergraduate programs, a non-thesis program is structured around assignments, group and individual projects, and exams. Research may be included somewhere in the program, but it is primarily focused on helping students achieve skills that will help them become more successful in their careers. This degree path typically has more courses than a non-thesis degree but can be completed in a shorter amount of time.

A thesis master’s degree is more research intensive. Students who aim to work on a thesis can expect to do more reading and writing as they specialize their knowledge. The coursework is generally centered around preparation for a final thesis, building their skills in research, data collection, analysis, and writing. Professors act more as guides and advisors who help students clarify their goals and aid in their research projects and thesis development. Master’s theses are a great primer for anyone looking to pursue a Ph.D., as research skills will be crucial in the development of a dissertation.

Which One Should You Choose?

Ultimately, there is no right or wrong degree path. Both degrees offer a quality education that can help you excel. One thing to consider when deliberating is why you’re pursuing your graduate degree. If you’re going back to college to help you change fields or get to that next level of your career, a non-thesis master’s degree can help you get there. If you want to dive into a career in research and development or pursue a Ph.D., a thesis master’s degree may be more worthwhile. 

Another thing to consider is your learning style. What methods of learning do you enjoy more? If you thrive in group projects and assignments, a non-thesis degree may be more efficient in helping you retain information. For those of you independent thinkers who love to dive deeply into subjects, you might relish in the idea of the research needed in the production of a thesis. Think about what type of academic environment will motivate you to earn your degree. 

Here are 7 questions that you can ask yourself to help you decide:

• What are my career goals?
• Where do I see myself in 5 to 10 years?
• What motivated me to pursue a master’s degree in the first place?
• What are my plans after graduation?
• Do I want to learn in a classroom setting, or do I want to be more independent?
• Am I interested in learning about research?
• How much writing do I want in my program?

If you have any questions or want to learn more about what each program has to offer, reach out to your school’s faculty and admissions officers. After all, the most important thing about a program isn’t the name of the degree, but what you gain from it.

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• October 15, 2023
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Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

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Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

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How to decide between postgraduate research and coursework

It can be a little tricky figuring out which postgraduate degree is for you. That’s why we’ve done the work for you to clarify the differences between a coursework degree and a research degree, and where each could take your career.

The main difference between these two styles is coursework has classes and research has a thesis.

Postgraduate coursework: advanced classes

In a nutshell: an advanced continuation of undergrad-style learning.

Choosing a coursework degree means you’ll attend lectures and tutorials, complete assignments and sit exams – just like your first degree. You’ll be taught discrete units that are part of a set program and at a higher academic level than your undergrad.

Coursework degrees aim to deepen your knowledge and enhance your undergraduate degree with postgraduate training, focusing you towards a specific profession. Alternatively, you can use your undergraduate degree to pivot and pursue a new area of study at postgraduate level.

For instance, you may have completed a Bachelor of Arts majoring in English and Japanese, then realised you’d like be a high school teacher, so you enrol in a Master of Teaching (Secondary) .

Or perhaps you did a Bachelor of Science majoring in Engineering Science and after working for a couple of years, you now want to start your own business. Enrolling in a Graduate Certificate in Entrepreneurship and Innovation could get you there.

Also bear in mind, some coursework courses can involve a research element such as the completion of a minor thesis. This forms part of training your time management and written skills.

If you’re looking to complete a degree part time or solely online, you can find a postgraduate coursework degree to suit you. There are graduate certificates, graduate diplomas and master’s degrees, and we’ve explained the difference between these  too.

Postgraduate research: independent thesis

In a nutshell: solo research project to produce an original thesis.

Taking on a postgraduate research degree provides you with the unique opportunity to follow your interest in an area of research and contribute to the field.

You’ll work on your own project, under the guidance of an academic supervisor who you have chosen, with the aim of producing, presenting and submitting a final thesis. This final thesis is the culmination of your original research and investigation – an original contribution to knowledge.

You can often undertake any project of your choosing, as long as you can find a supervisor to connect with. Once you’ve found a potential supervisor, meet with them to discuss your project proposal and see if they agree to supervise you.

If you’re interested in completing a PhD or are thinking about a career in academia, a research degree is a popular decision. This type of study enables you to demonstrate your capacity to conduct research independently and form a distinct contribution to an area.

So what’s ‘honours’, then?

Honours  is the opportunity to extend your undergraduate degree by a year – a sort of bridging year between undergrad and postgrad. The benefit is setting yourself apart from other undergraduate grads, as employers value the skills gained from the independent research project you’ll complete.

Honours is reserved for students who demonstrate strong academic performance in their final-year units. You may be invited to consider honours or you can apply directly . Students considering a research master’s or PhD are strongly encouraged to complete an honours year as a research training exercise and a taster of what’s to come in the research life.

Still can’t decide? See what some of our coursework and research graduates have to say .

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What is a Thesis-Based vs. Course-Based Master’s Degree?

Generally, there are two paths that an international student can take in receiving their Masters Degree.

• One way is through a course-based program, and the other is through a thesis-based program.
• A course-based program is basically like your undergraduate degree: you take a certain amount of courses for a certain amount of credit, and once you pass those you receive your degree.
• A thesis-based program differs greatly from that.
• Thesis based degrees require you take fewer courses, and one or two substantially larger and more committed courses.
• In these courses, you perform your research and work on writing your thesis, which is typically based upon an original research topic of your choosing.

How Do You Choose?

Oftentimes, it can be difficult to choose between which types of masters program you wish to complete. Perhaps the most important factor in deciding which type of route to take is asking yourself what you wish to do after the completion of the program.

For example, if you wish to be a teacher or professor or have some sort of job that revolves around research, perhaps a thesis-based route would be best for you. On the other hand, a course-based program is usually completed faster and can sometimes give you a head start in the particular industry you wish to specialize in.

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The thesis-based path provides a number of pros and cons.

• First off, it is considered the more ‘traditional’ path. Oftentimes, this is the path to a master’s degree offered more commonly than the course-based.
• Completing a thesis-based program also can set you, an international student , up better to participate in a doctorate program upon completion of the masters program.
• Also, the scope of the research you will perform in a thesis-based program is smaller than the research you would perform in a doctorate program.
• Oftentimes, one of the biggest cons to a thesis-based program is the time it takes to complete.
• This path typically takes significantly longer than the course-based option.
• Also, another potential setback to thesis-based courses is that it could limit your future to research like positions and does not set one up as well for business or management decisions.
• We strongly suggest that you perform some of your own research to see if the thesis-based route is the one for you.

One of the biggest pros of the course-based route is that it typically is completed much quicker than the alternative.

• This works out nicely if you are trying to get your degree in a hurry or if you want to try and receive two degrees, for example.
• Also, course-based usually works out better when you do not intend to follow it up with another degree at the doctorate level.
• Another typically big pro about course-based work is that it tends to not narrow your prospective employment like how thesis-based can sometimes narrow employment to research based positions.
• There are, however, some cons as well with course-based work.
• One of them is that if you complete a course-based program and later decide that you would like to complete a degree at the doctorate level, you may have to complete and/or perform some work to show that you are ready to complete a degree at the level and so you can show your abilities to perform at that level.
• Another setback to this path is that all the learning is done in the classroom, so it leaves out the practical learning aspect.
• It also does not bolster your research skills as well as the thesis-based approach, and also does not prepare as well for technical specialization.

Choosing what program works best for you can oftentimes prove difficult. In addition, it can be even harder to international student loan options once you decide on a program. If you have any questions about scholarships or other options for finding funding to study in the U.S. please visit us at  www.nomadcredit.com . We’d be happy to help you search and compare options for  education loans or study loans , too. Please send us an email at  [email protected]  if you have any questions! We are happy to help.

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What kind of master’s degree is right for me?

Posted on Thursday, March 14th, 2024

Written by Jadyn Koehler, OAC undergraduate student

Deciding on a master’s program in food, agriculture, communities or the environment can be overwhelming. You might be asking yourself:

• “What’s the difference between a course-based master’s program and thesis-based?” 
• “What careers can I pursue with a master’s in agriculture and food?”
• “What is a major research project (MRP)?”
• “Do I need to find a faculty advisor?”

This article will list the key differences between a master’s by coursework and a master’s by thesis, to help you decide which is the best fit for you!

Do you want to complete more courses or research in your master’s program?

In both course-based and thesis-based master’s programs, you will be required to take some graduate level courses, but the main difference between them is how many. Course-based programs typically fall under one of two frameworks for completion: 

• A strictly coursework program: you must enroll in certain courses to earn your degree, or 
• A coursework + major research project (MRP) program: you must complete several courses in addition to a MRP to graduate. 

It may be helpful to think of a MRP as a “mini-thesis” of sorts; the scope of the project is smaller than a thesis and does not need to be a new contribution to the discipline, but it still needs to be well-researched and academically strong!

Thesis-based programs, on the other hand, are research intensive. The small number of courses you complete are more tailored to your specific research interests. To graduate, you need to complete and defend a thesis that contributes something new to your discipline. Much of your time is spent conducting research and working towards this goal.

Discover course-based and thesis-based masters programs from the Ontario Agricultural College

Complete your master’s degree in months vs. years.

Another big difference between course-based and thesis-based is the length of the program. Course-based master’s programs typically take around 1 year to complete (3-4 semesters of full-time study), while thesis-based programs are a longer commitment and are often completed in 2 years (5-6 semesters of full-time study). Remember that these are general timelines for both types of programs, but individual completion times can vary based on personal circumstances, part-time semesters, and more.

Finding an advisor for your master’s degree

The majority of the course-based master’s offered by OAC do not require you to find an advisor prior to applying. In most cases, you can find an advisor after you have been accepted into, or started, your program. 

If you’re applying to a thesis-based program, in most cases you are required to find a faculty advisor willing to advise you on your studies and research before submitting your application. Some exceptions (thesis-based master’s that don’t require students to have an advisor before applying) are the Master of Landscape Architecture (MLA) and the MSc in Food, Agricultural and Resource Economics (FARE) programs. 

How to fund your master’s degree

A big draw of thesis programs is that students are often able to receive funding to help them pay for their graduate studies. Many thesis-based programs in the OAC offer master’s students a minimum stipend for each year of their program (the exact amount or if it is offered varies by department). Thesis students are also eligible for paid roles such as Graduate Teaching Assistantships (GTAs), Graduate Research Assistantships (GRAs), and Graduate Service Assistantships (GSAs), and can apply for a plethora of different scholarships ranging from internal to government funded awards. 

Alternatively, course-based master’s programs are often self-funded, meaning that no guaranteed funding is offered by the department and students are largely responsible for funding their studies themselves. There are still a number of scholarships available for course-based master’s students and other opportunities for funding, such as bursaries, that can make pursuing a course-based program feasible and affordable for many students.

You can learn more about funding here: How to Finance Your Degree: Guide to Awards and Master’s Program Scholarships | Ontario Agricultural College

More comprehensive vs more specific

With both program types, you will specialize your learning in a specific area by choosing a field to focus on and will often take multiple courses on this particular field. For example, OAC’s Department of Animal Biosciences offers four different specializations within their master’s programs; a student specializing in Animal Nutrition would therefore take courses such as Advanced Animal Nutrition, Metabolism, and Techniques in Animal Nutrition Research in both the thesis and course-based programs. However, students in the course-based program are also required to take courses outside of their specialization, while thesis students typically focus on their main specialization. Thesis programs = more focused. Course-based programs = more comprehensive.

Course-based master’s programs allow students to gain a broader understanding of their chosen topic area, and with the addition of experiential learning opportunities such as workplace projects and internships, can help students prepare to enter the workforce and begin building a career in their chosen field. 

With a thesis-based program, students take that a step further and are able to delve really deeply into their area of research as they complete their thesis, effectively preparing them for future careers in research or to continue their educational journey in a PhD program, for example.  However, remember that everyone’s path is their own, and both a course-based or thesis-based program can properly prepare you for your future career and further education by giving you transferable skills, hands-on experience, and a place in the close-knit OAC community at the University of Guelph! 

You may want to consider a course-based master’s program if:

• You want a program that allows you to explore your subject area and field through a focus on coursework rather than research
• You want a program that you can complete quickly (only 1 year)
• You don’t necessarily want to find or decide on a faculty advisor right away
• You are willing to take on the responsibility of self-funding your studies
• You want to gain a comprehensive understanding of your subject area and field while completing courses and engaging in experiential learning opportunities

You may be interested in a thesis-based master’s program if:

• You want a program that is more research-intensive with less coursework requirements
• You want a longer program (2 years vs 1)
• You are willing to find a faculty advisor before applying to your program
• You would like the opportunity to receive funding during the completion of your program
• You want to learn really deeply about a specific topic while conducting your own research, and eventually write and defend a thesis

About Jadyn Koehler (she/her)

Jadyn is a motivated 4th year student at the University of Guelph currently working on completing her undergraduate degree in the Bachelor of Arts and Sciences (BAS) program with minors in History and Nutritional and Nutraceutical Sciences. She is passionate about learning, nutrition, and animals, and hopes to pursue a graduate degree (MSc) in the field of nutritional sciences next year.  

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Pursuing a non-thesis master’s degree: Is it worth it?

When navigating the world of master’s programs, the plethora of choices can be bewildering. For instance, prospective candidates often grapple with questions regarding the nature and value of non-thesis master’s degrees. To demystify these programs and provide clarity, delve into this guide to gain insights into commonly asked questions about non-thesis master’s degrees and equip yourself with the knowledge needed to determine whether such a program aligns with your academic and career goals.

What is a non-thesis master’s degree?

These programs are often more focused on coursework, examinations, projects, or practical experience.

Instead of conducting original research and writing a thesis, students in non-thesis master’s programs primarily take courses and complete a set number of credits or specific coursework.

A non-thesis master’s degree can be definitely worth it is you are aware of the differences and decide that this option best fits to your ambitions, learning style and future career prospects.

A non-thesis master’s degree can undoubtedly be worth it, provided that you are well-informed about the distinctions between program types and have carefully concluded that this option aligns with your aspirations, preferred learning approach, and the potential pathways it offers for your future career.

The difference between non-thesis and thesis master’s degrees

It’s crucial to understand that a thesis-based master’s degree isn’t exclusively tailored for those aspiring to enter academia or pursue a Ph.D. In fact, a significant majority of individuals pursuing a master’s program that includes a thesis ultimately find their paths in various professional fields.

However, it’s important to note that this does not imply that non-thesis master’s degrees are inherently inferior or misguided choices. The decision to pursue a non-thesis program should be a well-considered one, grounded in a thorough assessment of your personal motivations and objectives.

How common are non-thesis master’s degree?

Non-thesis master’s programs are designed to equip students with practical skills and knowledge that can be immediately applied in a professional context, as opposed to focusing on original research. In several European countries, these programs may be referred to as “professional” or “applied” master’s degrees, emphasizing practical training and real-world experience.

In general, non-thesis master’s degrees are relatively less prevalent, and their particular structure and prerequisites exhibit variations not only between countries but also among different universities.

The length of a thesis vs. non-thesis master’s degree

It is erroneous to assume that a non-thesis master’s degree requires less time to complete than a master’s program with a thesis component.

Reasons to pursue a non-thesis master’s degree

Pursuing a non-thesis master’s degree can offer unique advantages for individuals with diverse career goals and learning preferences:

How to decide whether a non-thesis master’s degree is right for you

Master academia, get new content delivered directly to your inbox, 10 tips for engaging your audience in academic writing, the best online courses for phd researchers in 2024, related articles, journal editors: what they do, and how to become one, writing a successful academic cv (and a free template), hidden gems: 3 free apps every phd researcher should know about, 10 reasons not to do a master’s degree.

Masters by Coursework vs. Masters by Research

What's the difference.

Masters by Coursework and Masters by Research are two distinct types of postgraduate degrees. Masters by Coursework programs typically involve a structured curriculum where students attend classes, complete assignments, and take exams. These programs are designed to provide students with a comprehensive understanding of a specific field or discipline. On the other hand, Masters by Research programs focus on independent research and the production of a thesis or dissertation. Students in these programs work closely with a supervisor to conduct original research and contribute new knowledge to their field. While Masters by Coursework programs offer a broader range of coursework and are suitable for those seeking a deeper understanding of a subject, Masters by Research programs are ideal for individuals interested in pursuing a career in academia or research.

Further Detail

Introduction.

When considering pursuing a master's degree, one of the key decisions to make is whether to opt for a Masters by Coursework or a Masters by Research. Both options have their own unique attributes and advantages, catering to different interests and career goals. In this article, we will delve into the characteristics of each type of master's program, highlighting their differences and helping prospective students make an informed choice.

Masters by Coursework

A Masters by Coursework is a program that primarily focuses on structured coursework and assessments. It is designed to provide students with a comprehensive understanding of a specific field or discipline. This type of master's program typically involves attending lectures, seminars, and workshops, and completing assignments, projects, and examinations.

One of the key advantages of a Masters by Coursework is its structured nature. Students are provided with a clear curriculum and a predetermined set of courses to complete. This allows for a more organized and predictable learning experience, making it easier for students to plan their schedules and manage their time effectively.

Furthermore, a Masters by Coursework often offers a wide range of elective courses, allowing students to tailor their studies to their specific interests and career aspirations. This flexibility enables students to gain a diverse skill set and knowledge base, which can be advantageous in a competitive job market.

Another benefit of a Masters by Coursework is the opportunity for networking and collaboration. Students in these programs often work closely with their peers, engaging in group projects and discussions. This fosters a collaborative learning environment, where students can exchange ideas, learn from each other's experiences, and build valuable professional connections.

Lastly, a Masters by Coursework is typically shorter in duration compared to a Masters by Research. This can be appealing to individuals who wish to complete their studies and enter the workforce sooner. The structured nature of the program also ensures a more efficient progression towards graduation.

Masters by Research

A Masters by Research, on the other hand, is a program that emphasizes independent research and scholarly inquiry. It is designed for students who have a strong interest in conducting original research and contributing to the existing body of knowledge in their field of study.

One of the key attributes of a Masters by Research is the opportunity for in-depth exploration of a specific research topic. Students are required to undertake a substantial research project under the guidance of a supervisor or mentor. This allows them to develop advanced research skills, including data collection, analysis, and interpretation.

Unlike a Masters by Coursework, a Masters by Research offers a higher degree of flexibility in terms of the research topic and methodology. Students have the freedom to choose a research area that aligns with their interests and expertise. They can also adopt innovative research methods and approaches, contributing to the advancement of knowledge in their field.

Furthermore, a Masters by Research provides students with the opportunity to develop critical thinking and problem-solving skills. Through the research process, students learn to analyze complex issues, evaluate existing theories, and propose novel solutions. These skills are highly valued in academia, research institutions, and industries that require individuals with strong analytical abilities.

Another advantage of a Masters by Research is the potential for publication and dissemination of research findings. Students often have the opportunity to present their research at conferences and publish their work in academic journals. This enhances their academic profile and can open doors to further research opportunities or doctoral studies.

Choosing the Right Path

When deciding between a Masters by Coursework and a Masters by Research, it is crucial to consider your personal interests, career goals, and preferred learning style. If you are passionate about conducting independent research, contributing to knowledge, and pursuing a career in academia or research, a Masters by Research may be the ideal choice for you.

On the other hand, if you prefer a structured learning environment, want to gain a broad understanding of a specific field, and aim to enter the workforce sooner, a Masters by Coursework may be more suitable. This option allows you to acquire practical skills and knowledge that can be directly applied in various professional settings.

It is also worth noting that some universities offer combined programs that incorporate elements of both Masters by Coursework and Masters by Research. These programs provide students with the opportunity to engage in coursework while also conducting a smaller research project. This can be a great option for individuals who wish to strike a balance between structured learning and research exploration.

In conclusion, both Masters by Coursework and Masters by Research have their own unique attributes and advantages. A Masters by Coursework offers a structured learning experience, flexibility in course selection, networking opportunities, and a shorter duration. On the other hand, a Masters by Research provides the opportunity for in-depth research, flexibility in research topics and methodologies, development of critical thinking skills, and potential for publication.

Ultimately, the choice between the two types of master's programs depends on your individual preferences, career aspirations, and learning style. It is important to carefully evaluate your goals and consider the specific offerings of each program before making a decision. Regardless of the path you choose, pursuing a master's degree is a significant step towards personal and professional growth, opening doors to new opportunities and expanding your knowledge in your chosen field.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

• Course-based vs. Thesis-based Master’s of Education Program

I have the following question: I am considering starting a Masters of Education but am having difficulty deciding between a course and thesis-based program. I have asked numerous colleagues for advice and their opinions vary. What advice can you offer as I begin my quest for a Masters program?

Answer – Before you decide on a Master’s program, ask yourself this question: what do you hope to do afterwards? Generally speaking, students contemplating a Ph.D. or an academic career are better served with a thesis-based program. Pre-professional students might get more value out of the coursework, unless they are already involved in a particular career. If you’ve worked in the field and have a specialized function, you might benefit from the intensive focus of a thesis research project.

Both programs, by the way, lead to the same degree; your diploma won’t indicate how you satisfied the academic requirements for the M.Ed. In deciding between the two sets of requirements, it helps to understand exactly what each entails. The academic, thesis-based master’s differs from the professional degree in that it emphasizes original research and research methodology. Professional, course-based master’s degrees are more structured and focus on the direct application of knowledge in teaching and educational administration contexts.

Another important consideration: do you intend to go on to a doctoral degree someday? If so, the thesis-based program offers better preparation for a Ph.D. program. Many course-based master’s degrees are not designed with doctoral study in mind, and therefore don’t offer certain training crucial for Ph.D. students–namely, research methodology. Moreover, these professional-style programs typically lead to a ‘terminal’ master’s degree, meaning that the credits will not necessarily transfer to a doctoral program.

Aside from these considerations, opinions abound on the relative merits of thesis and non-thesis-based programs. Many argue that a couple courses cannot make up for the knowledge gained in the process of writing a thesis. This is probably true, but you’ll have more time to pursue other learning opportunities. An internship, for example, can provide an applied education more relevant to your future career–not to mention networking opportunities. Unless you expect to work for an educational policy think tank, the benefits of an internship–networking and practical experience–might outweigh the benefits of a research project.

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

Table of Contents

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

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

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

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

Also Read: Canada vs USA for masters

What is a taught master's degree?

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

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

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

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

What is a research masters degree?

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

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

Taught vs research masters

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

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

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

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

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

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

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

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

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

One final consideration should be what are you best at?

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

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

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

Should I study a taught or research Masters?

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

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

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

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

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

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

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

Postgraduate education in the United Kingdom offers two main pathways

• Postgraduate research programs
• Postgraduate taught programs

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

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

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

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

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

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

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

Which degree is right for me in the UK?

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

Taught vs Research, which is better?

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

What is the difference between taught and research masters?

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

Are Masters by research better?

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

Why are research Masters cheaper?

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

Is a Masters by research a full Masters?

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

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Master by Coursework vs. Master by Research: Which One to Choose?

“In preparing for your future academic degree, prospective Master’s degree students should comprehend various academic and non-academic aspects that will be experienced at the study destination, including the pathways of graduate studies.

In this article, Yogi Saputra Mahmud (Content Director for Australia, New Zealand, and Pacific Islands) will help you understand more about the differences between Master by Coursework vs. Master by Research, as well as some advice to select a pathway of graduate studies.”

Before starting your initial journey as a master’s degree student overseas, it is essential to explore the programs you wish to take. University websites will always become the best source of information for you to examine the desired courses. For instance, before I decided to pursue a Master’s degree in Teaching English to Speakers of Other Languages (TESOL) , I started my investigation by visiting several university websites all over the globe. Ultimately, I chose Monash University as my study destination as it offers a very unique course pathway that supported my future career.

At Monash University, I also experienced working as a Student Engagement Officer who helped students in their course progression. At that time, I realised that different universities might have different types of graduate studies offered to prospective students. Some Master degree programs are specifically designed for a full-coursework, a full-research, and coursework with a partial research pathway during the study, which will be exemplified further below.

Master by Coursework

On its website, Edith Cowan University outlines that A Masters by Coursework “is a professional qualification involving the study of a specified set of core units and a selection of eligible elective units” ( ECU, 2019 ). In other words, Master by Coursework students are required to enrol in classes that belong to compulsory units and choose several elective units for a certain number of credit hours throughout their study. During the study, you are also expected to complete assignments/projects/exams specified in each class or unit.

An example of Masters by Full Coursework pathway that I will illustrate here is Master of Business at Monash University . As an industry-focused graduate program, Master of Business enormously creates a professionally developed and socially responsible business practitioner. Therefore, the full coursework type allows you to immerse yourself in practical understanding to become an effective business practitioner.

As shown in the picture above, a Master of Business course requires its students to complete 96 credit points consisting of three major parts, including Advanced Preparatory, Mastery Knowledge, and Application Studies. Students will have to take core units and some elective units based on their interests in each part. In my perspective, the full coursework type will allow students to scrutinise theoretical and practical understandings in a particular field. Furthermore, it also enables students to tailor their expertise in their area based on their selection of core and elective units throughout their academic journey.

Master by Coursework + Partial Research

Besides the full coursework pathway, some Master’s degree programs also offer a partial research stream as an alternative pathway in the Masters by Coursework program. Usually, the partial research stream requires the students to complete a minor thesis comprising less than 15,000 words.

There are several requirements that you must fulfil to take this pathway. For instance, I personally took this pathway when I was studying at Monash University. Regarding this, the Master of TESOL course offers a Master by Coursework for prospective students. However, this course also has an alternative research pathway for those who achieve satisfactory results (75 of 100) from the first to the third semester. Since other courses may have different requirements, you are advised to check the university website or the course handbook to investigate them further.

As can be identified in the picture below, Master of TESOL at Monash University offers either a Master of Full Coursework or Master of Coursework + a partial research pathway. I believe that both types provide different advantages for prospective students. In this case, students who prefer a Master of Full Coursework type will have a more comprehensive experience in teaching and other professional development programs. Similarly, those who select a partial research pathway will improve their research experience and capacity, which can become an essential milestone for their future academic trajectory at Ph.D.

Master by Research

In a Master by Research program, students are required to submit “a completed thesis based on an independent research project” ( ECU, 2019 ). Furthermore, students will engage with a research supervisor throughout the completion of their research project. In this graduate study type, students will not have to attend any course units (core or elective units). However, there might be some preliminary classes to support their understanding of their research project, including classes in research methodology and statistics. Therefore, it is essential to explore the course progression and requirement in the university website or course handbook.

An example that I will illustrate here is the Master of Engineering Science (Research) at Monash University. This course is offered with two years and four years duration for full-time and part-time study respectively. Regarding this, students have to complete a research project in the areas of chemical engineering, civil engineering, electrical and computer systems, materials, and mechanical engineering. In each area of research, students will also be able to explore several subthemes that they are interested in. Ultimately, students are required to submit a thesis of not more than 50,000 words to complete their Master by Research degree.

In the other Master by Research courses, students will also find areas of research that can be selected as the theme of your research project. In addition, communication between yourself as the prospective student and a prospective supervisor is also necessary to ensure that the suitability of the research project, as well as the approval from the prospective supervisor to supervise you throughout the academic program. You can find the list of prospective supervisors by entering the following keyword in the Google search box: “find a supervisor + University name + Faculty/Department name.”

Which One to Choose?

As stated earlier, each type of graduate studies has its particular characteristics. In this regard, Masters by Full Coursework pathway allow you to deepen theoretical and practical insights about a specific area of knowledge. For instance, a Master by Full Coursework pathway at Master of TESOL course allows the students to immerse in teaching and classroom supervision, further supporting the key developments of becoming an effective teacher after completing the study. In other words, a Master by Full Coursework pathway is suitable for those who are planning to have a future career as a professional/expert in a particular field (e.g., business practitioner, education practitioner, and many more).

However, some Masters by Full Coursework pathway also offers a partial research pathway for those planning to extend their understanding of research. The partial research along with Masters by Full Research pathways are essential for students who would like to pursue a Doctoral degree since most Ph.D. programs require their applicants to have prior experience in completing a substantial amount of research in the form of a Master’s thesis. Furthermore, those who intend to become researchers, analysts, and university lecturers will also benefit from taking these pathways since the professions require them to engage in rigorous research and other academic projects.

Main Takeaways

It is important for you to explore the available pathways in the Master’s degree course that you desire. Every pathway at the graduate level has its own characteristics and strengths that ultimately affect your overall academic trajectory. Moreover, selecting a particular Master’s degree pathway should be based on the future career that you want to have.

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What makes a Bachelor's thesis different from Master's and PhD theses? [duplicate]

All the three types of research revolve around an argument, a thesis. They of course differ in terms of student level, that is complexity.

But, what makes a bachelor's thesis different from master's and PhD theses in terms of procedures of researching given that all of them may follow the same process of research, questions or hypotheses, review of the literature, methodology, results and discussion?

• research-process
• research-undergraduate

• 13 In a bachelor thesis you are usually not expected to expand the existing body of human knowledge in contrast to a PhD. Bachelor theses are closer to literature reviews. –  Marc Claesen Commented Mar 29, 2014 at 9:08
• 1 I see what you meant but I'm not really convinced. Concerning the contribution to human knowledge, I think this depends on whether the thesis is innovative. If an undergraduate thesis is genuine, it can be published in a respectable academic journal. In that case, it would expand existing body of human knowledge. Concerning its similarity with literature reviews, how can it be similar if the literature review is but a chapter of the thesis? –  EasternRiver Commented Mar 29, 2014 at 10:26
• 5 You are very unlikely to do anything really innovative as a BA, unless you just happen to be lucky to be working in a very new field, or under a very, very good mentor. The idea that you're going to make a meaningful contribution to some well established, famous open problem at 22 is really, really low. –  user10636 Commented Mar 29, 2014 at 12:00
• 2 A PhD thesis requires original research, a master's does not required it, and a bachelor's thesis ... they just do assignments. –  Philip Gibbs Commented Mar 29, 2014 at 15:25
• 6 This graphic is a bit instructive: An illustrated guide to a Ph.D. –  Matthew G. Commented Mar 29, 2014 at 16:37

3 Answers 3

The PhD thesis should be on a much higher level than the Honours/Masters thesis, offering a contribution to human knowledge that is of a sufficient level of "significance" to warrant publication in a respected journal.

Significance is highly subjective, and you also do not necessarily have to publish to be awarded the PhD (sometimes the peer-review delay means that they come out afterwards, or there may be some intellectual property issues that make it beneficial to refrain from publication). It is awarded based on your supervisors consent and a review of academics in your field. So the "significance" would probably be judged by them in terms of how much original work they see as a reasonable expectation at that stage of your development (first 3 years of serious/committed research). Unfortunately it also means that some people who probably do not deserve PhD's are awarded them anyway for fulfilling grunt work for their easy-going supervisors.

It is possible that some Honours/Masters thesis might even be more significant/higher quality than a PhD thesis. Unfortunately, this does not mean that the submission of the thesis will award the degree that they deserve. The university may have a policy to upgrade the student's enrolment if the supervisor senses that such progress is being made. However, it is impossible to upgrade to a PhD without completing Honours and I believe nearly every single university has a policy of a minimum period of enrolment before submission is allowed. A subsequent question that you may have is how to gain a PhD without enrolling in one, which is another level of achievement completely.

As for the difference between Honours/Bachelor and Masters it would depend on your university, but both have no requirement for publication quality research and are usually small tasks/ideas that are not worth the supervisors time to think about alone, or involve a lot of labor. In fact, in my school, many Honours thesis are of a higher level than the Masters, because the smart Honours students will either graduate into the work force or go straight into a PhD. The Masters students are usually those who cannot find a job and are not suited to research. However, I believe some other universities may require a mandatory Masters degree to start the PhD.

You may get a better idea by looking at some titles/abstracts of completed theses. The PhD level will be something like a new method/observation/application whereas the Masters/Honours will be an application specific set of measurements/simulations or even simply a literature review to gauge the needs of future work. The word limits are also typically different (although note that quality is NOT proportional to the number of words), with PhD at 100K, Masters at 50K and Honours at 30K at my university.

Go back to basic definitions... In history of university degrees (500 years ago)

A bachelors degree is about learning existing knowledge. Historically from the book(s) written by the univ staff.

A masters degree, after you have learnt what is already known and in books in your topic area, is about learning evolving knowledge - that is near recent and current literature in academic journals and conference presentations.

A doctorate degree is about creating new knowledge by research.

So it is now easy to understand a thesis/dissertation for each degree.

A bachelors degree should be a critique of existing knowledge, often looking for inconsistencies in view points from different sources and synthesising arguments or positions in a DISSERTATION )that is you disserting !

A masters thesis (thesis is Greek for 'I believe') can be either an assembly of new knowledge from new published research or simply a critique and integration. It might have propositions (not hypotheses) that the masters student offers as a conclusion from bringing together new knowledge from different sources.

A doctoral thesis is where the author undertakes research, usually collecting primary new data which is presented as both factual findings and conceptual findings and thus new knowledge in the form of a new model or theory. Also possible, is to challenge existing knowledge and show earlier published knowledge is invalid.

Well that's what they all should be. In practice there is some overlap and different universities and faculties have their own custom and practice. It all starts to break down about 40 years ago when a masters degree become post graduate in time rather than post graduate in level. Thus engineers with a bachelor degree might take an MBA to make them more employable and did more a less a bachelor degree in business in 18 months rather than 3 years as they were already a graduate.

But still thinking in the above categories can help students today focus on the overall agenda.

I have examined over 55 PhD theses. And several hundred masters theses and I base my approach to assessment on the above.

Prof Peter Woolliams, B.Sc(hons), B.A., PhD, Emeritus professor, Anglian Ruskin College Cambridge, U K

• Your answer is very clear. However, I have come across many Bachelor's and especially Master's theses following the processes of research. personally, I am writing my Bachelor's thesis. I've followed the same of research. Specifically I've used online ethnography, collected data through participant observation and interviews, and trying to analyze data through constant comparative method. My supervisor did not impose this on me, but students have to follow the processes of research, literature review, data collection and analysis and discussion, etc. I really wonder if I am doing it wrong. –  EasternRiver Commented Mar 29, 2014 at 20:51
• 1 As I said, many units and supervisor have their local specific requirements, peter –  Prof Peter Woolliams Commented Mar 30, 2014 at 10:14

Roughly speaking, there are three levels of tasks:

• Application

For a Bachelor's thesis, you would only expect 1 and 2, that is the student should do something (e.g. solve a well-defined problem) with the knowledge they have aquired during their studies.

For Master's thesis, you would want to have a non-trivial amount of 3, that is the student should transfer the competences aquired during studies to new problems. This usually includes (more) extensive literature research.

A formal difference that (imho) derives from the above is volume; Bachelor's theses typically award less credits than Master's theses and should thus take up less time and fewer pages.

• 1 Note that excellent students will often move to 3 in their Bachelor's thesis and on to independent research in their Master's thesis. That's fair, encouraged even, but should by no means be required. –  Raphael Commented Mar 29, 2014 at 14:26

Not the answer you're looking for? Browse other questions tagged phd research-process masters research-undergraduate .

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Canadian Master’s and PhD programs

At our universities you will find the following programs if you are interested on a master’s, this could help you decide which one is a better fit for you: some tips that could also help you:.

• Think about what you hope to do after the program, usually students contemplating a PhD or an academic career are better served with a thesis based program.
• The  thesis-based program offers better preparation for a PhD program .
• The course-based program will offer you more time to pursue other learning opportunities, like an internship , for example, or other networking opportunities.
• At CALDO universities you will find more options of thesis-based masters Admission. For a thesis-based Master’s you will need a supervisor which may make the admission process a bit more complex. On the other hand, some course-based Master’s will require evidence of professional experience (e.g. MBA).

For more information on how to apply see the Steps to Apply section.

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Master of Science in ECE

Uniquely interdisciplinary and flexible: coursework-only, project and thesis options.

Program Benefits

The 30-credit Duke Master of Science in Electrical & Computer Engineering degree provides a unique combination of opportunities:

• World-class research Integrated into a project-based learning environment
• Flexible, individualized curriculum You choose: Thesis, Project or Coursework-only options
• Professional development opportunities Take an internship or teaching assistantship
• Excellent graduate outcomes Enter an elite PhD program or launch an industry career
• Project MS option: 3 credits of ungraded research may substitute for standard coursework.
• Thesis MS option: Up to 6 credits of ungraded research may substitute for standard coursework.
• Responsible Conduct in Research (RCR) —3 training forums
• ECE Master’s Success Seminar (ECE 701)—0 credits Weekly seminar (no tuition). Required for students entering Fall 2024 or later.

I was looking for that strong university-industry connection. That, along with the flexibility of the coursework, which gave me a lot more bandwidth for research, made Duke the best fit for me, in the end. Aniket Dalvi ’21 PhD Candidate at Duke University LinkedIn Logo

Choose Your Study Track

Degree Options & Requirements

• Only graduate-level courses (500 and above) satisfy MS degree requirements.
• No more than two ECE 899: Independent Study courses may be taken.
• English for International Students (EIS) courses (EGR 505, 506, 705, 706) do not count toward the 30 total units required for the MS degree.
• Students must maintain a 3.0 cumulative GPA to remain in good standing and to graduate.
• Course selection is formally approved by submitting a Program of Study form.
• MS students (except Duke 4+1) are required to take at least three full-time semesters to graduate.

Coursework Only

Requirements.

• 30 units of graduate-level coursework as determined by the curricular track course requirements
• ECE 701—ECE Master’s Success Seminar (0 credit, tuition-free) Required for students entering Fall 2024 or later.
• 3 Responsible Conduct in Research (RCR) training forums in order to graduate.

Coursework MS Final Exam

The Graduate School requires a final exam approved by a committee made up of three Graduate Faculty members. The committee must be approved by the Director of Graduate Studies and the Dean of the Graduate School at least one month prior to the examination date. The student is not required to generate a written document for the ECE department, and the format of the exam is determined by the department.

• 3 units of ungraded research (if desired, to substitute for standard coursework)

Project MS Final Exam

For the project option, a written research report and oral presentation are required to be presented to a committee made up of the student’s advisor and two other members of the graduate faculty, one of whom must be from a department other than ECE or outside the student’s main curricular area. The committee must be approved by the Director of Graduate Studies and the Dean of the Graduate School at least one month prior to the examination date. The formats of the written and oral project reports are determined by the student’s advisor. The project report is not submitted to the Graduate School; however, a final copy must be submitted to the ECE Department.

• Up to 6 units of ungraded research (if desired, to substitute for standard coursework)

Thesis MS Final Exam

A written thesis must be uploaded by the guidelines presented in the Graduate School’s Guide for the Electronic Submission of Thesis and Dissertation , and the thesis must be defended orally before a committee composed of the faculty member under whose direction the work was done and at least two other members of the graduate faculty, one of whom must be from a department other than ECE or outside the student’s main curricular area. The committee must be approved by the Director of Graduate Studies and the Dean of the Graduate School at least one month prior to the examination date.

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Meng in electrical & computer engineering, meng in photonics & optical sciences, introductory c programming specialization (online).

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Master of Arts in History

Whether your goals are related to research, teaching, or public service, our program will prepare you well for a successful and rewarding career.

Pursue What Interests You Most

The University of Wisconsin-Eau Claire's master of arts in history graduate program is intended for those who wish to increase their backgrounds in history and for those who intend to do further advanced work in history. The program is designed so graduate students can prepare themselves in an area of expertise that best meets their interests and needs. Areas of expertise may be defined by broad themes, topics, chronology, or geography. Courses are chosen by you, giving you the ability to personalize your degree and align it with your career goals.

Students are able to further customize their experience at UW-Eau Claire by choosing between two program options: 1) a 30-credit thesis option; or 2) a 33-credit non-thesis option. Those who choose the 30-credit thesis option will complete a traditional six-credit research paper and thesis. Those who pursue the 33-credit non-thesis option will take additional graduate coursework to complete degree requirements.

No matter your path, coursework throughout the program will broaden and deepen your knowledge and understanding of history and techniques of historical research. Through the study of current trends in history, you'll examine the emergence of history as a profession, major subfields in the discipline, methodologies, and models currently influencing the work of historians, and dominant issues historians are looking at today. The program is rooted in small reading and discussion seminars, allowing you to learn from experts in the field as well as students who, like you, are interested and passionate about the world of history.

Whether your professional goals are related to research, teaching, or public service, our supportive, expert faculty — combined with a rigorous, experiential curriculum — will prepare you well for the field you wish to enter.

Program Details

Both master of arts in history programs are intentionally structured so you can study the topics that most interest you. Choose from a variety of history courses, including those related to American history, American Indian history, public history, modern military history, comparative world cultures, and women’s history.

While pursuing your degree, you can expect close supervision and guidance from a faculty mentor. A counseling and advising system has also been devised with the intention of providing each student with a personalized program encompassing both breadth and depth. Your advisor will work with you directly to design a plan that will allow for the completion of program requirements in the most efficient way possible while still accomplishing your educational goals. 

UW-Eau Claire is known for its top-notch faculty. In fact, two of our history professors have been recipients of Wisconsin Professor of the Year awards. The history department also was a recent recipient of the University of Wisconsin Regents Teaching Excellence Award for Academic Departments and Programs.

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24 Programs To Choose From Whether you want to work in a museum, explore a particular area of history, or teach social studies — you have come to the right place.

Explore A New Campus Participate in the National Student Exchange Program and choose from 180 schools, including universities in Canada, Guam, and the Virgin Islands.

Where can the master of arts in history program lead me after graduation?

Graduates of the history master's degree leave UW-Eau Claire able to appreciate the historical method of searching for truth, make judgments about concrete issues and exercise careful analysis along the way. They are proficient at gathering, analyzing, and presenting material, and understand the complexity of human history and historical developments. These skills allow them to succeed in a variety of roles and organizations, including work in archives and historical museums across the nation. 

Our grads have also enjoyed success in securing teaching positions in secondary schools and many have found opportunities in government and business. Students have also found the program to be exceptional preparation for further graduate work at leading doctoral universities.

Those pursuing their master of arts in history at UWEC will choose between two program options: a 30-credit program including a thesis and a 33-credit, non-thesis program. Working closely with an advisor, you'll design a degree plan that will allow for the completion of program requirements in the most efficient way possible all while studying the topics that most interest you. 

Curriculum throughout the degree will help you to analyze and interpret historical developments through historical research, writing, and presentation. Coursework is intentionally designed so you can develop your professional identity as a historian and graduate with a strong knowledge of pertinent historical literature in the field you wish to enter.

Here are a few courses in Master of Arts in History at UW-Eau Claire.

Current Trends in History

Examines the emergence of history as a profession, major subfields today within the discipline of history, methodologies and models currently influencing the work of historians, and dominant issues presently engaging the attention of historians.

A description of acceptable topics and the precise nature of the thesis requirement is provided in the departmental program descriptions.

Readings in Area of Thesis

Independent study format. Reading in depth in area of concentration for thesis or research paper. Thesis/research paper adviser is instructor. Culminates in presentation of prospectus to thesis committee.

Related Programs

Thinking about studying master of arts in history? You might also be interested in exploring these related programs.

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Attacks on Walz’s Military Record

By Robert Farley , D'Angelo Gore and Eugene Kiely

Posted on August 8, 2024 | Updated on August 12, 2024 | Corrected on August 9, 2024

In introducing her pick for vice presidential running mate, Kamala Harris has prominently touted Tim Walz’s 24 years of service in the Army National Guard. Now, however, GOP vice presidential nominee JD Vance and the Trump campaign are attacking Walz on his military record, accusing the Minnesota governor of “stolen valor.”

We’ll sort through the facts surrounding the three main attacks on Walz’s military record and let readers decide their merit. The claims include:

• Vance claimed that Walz “dropped out” of the National Guard when he learned his battalion was slated to be deployed to Iraq. Walz retired to focus on a run for Congress two months before his unit got official word of impending deployment, though the possibility had been rumored for months.
• Vance also accused Walz of having once claimed to have served in combat, when he did not. While advocating a ban on assault-style weapons, Walz said, “We can make sure that those weapons of war that I carried in war, is the only place where those weapons are at.” Update, Aug. 12: The Harris campaign says that Walz “misspoke.”
• The Republican National Committee has criticized Walz for misrepresenting his military rank in campaign materials. The Harris campaign website salutes Walz for “rising to the rank of Command Sergeant Major.” Walz did rise to that rank, but he retired as a master sergeant because he had not completed the requirements of a command sergeant major.

A native of West Point, Nebraska, Walz joined the Nebraska Army National Guard in April 1981, two days after his 17th birthday. When Walz and his wife moved to Minnesota in 1996, he transferred to the Minnesota National Guard, where he served in 1st Battalion, 125th Field Artillery.

“While serving in Minnesota, his military occupational specialties were 13B – a cannon crewmember who operates and maintains cannons and 13Z -field artillery senior sergeant,” according to a statement released by Army Lt. Col. Kristen Augé, the Minnesota National Guard’s state public affairs officer.

According to MPR News , Walz suffered some hearing impairment related to exposure to cannon booms during training over the years, and he underwent some corrective surgery to address it.

On Aug. 3, 2003, “Walz mobilized with the Minnesota National Guard’s 1st Battalion, 125th Field Artillery … to support Operation Enduring Freedom. The battalion supported security missions at various locations in Europe and Turkey. Governor Walz was stationed at Vicenza, Italy, during his deployment,” Augé stated. The deployment lasted about eight months.

“For 24 years I proudly wore the uniform of this nation,” Walz said at a rally in Philadelphia where he was announced as Harris’ running mate on Aug. 6. “The National Guard gave me purpose. It gave me the strength of a shared commitment to something greater than ourselves.”

Walz’s Retirement from the National Guard

In recent years, however, several of his fellow guard members have taken issue with the timing of Walz’s retirement from the National Guard in May 2005, claiming he left to avoid a deployment to Iraq.

Vance, who served a four-year active duty enlistment in the Marine Corps as a combat correspondent, serving in Iraq for six months in 2005, advanced that argument at a campaign event on Aug. 7.

“When the United States of America asked me to go to Iraq to serve my country, I did it,” Vance said. “When Tim Walz was asked by his country to go to Iraq, you know what he did? He dropped out of the Army and allowed his unit to go without him, a fact that he’s been criticized for aggressively by a lot of the people that he served with. I think it’s shameful to prepare your unit to go to Iraq, to make a promise that you’re going to follow through and then to drop out right before you actually have to go.”

In early 2005, Walz, then a high school geography teacher and football coach at Mankato West High School, decided to run for public office. In a 2009 interview Walz provided as part of the Library of Congress’ veterans oral history project, Walz said he made the decision to retire from the National Guard to “focus full time” on a run for the U.S. House of Representatives for Minnesota’s 1st Congressional District (which he ultimately won in 2006). Walz said he was “really concerned” about trying to seek public office and serve in the National Guard at the same time without running afoul of the Hatch Act , which limits political speech by federal employees, including members of the National Guard.

Federal Election Commission records show that Walz filed to run for Congress on Feb. 10, 2005.

On March 20, 2005, Walz’s campaign put out a press release titled “Walz Still Planning to Run for Congress Despite Possible Call to Duty in Iraq.”

Three days prior, the release said, “the National Guard Public Affairs Office announced a possible partial mobilization of roughly 2,000 troops from the Minnesota National Guard. … The announcement from the National Guard PAO specified that all or a portion of Walz’s battalion could be mobilized to serve in Iraq within the next two years.”

According to the release, “When asked about his possible deployment to Iraq Walz said, ‘I do not yet know if my artillery unit will be part of this mobilization and I am unable to comment further on specifics of the deployment.’ Although his tour of duty in Iraq might coincide with his campaign for Minnesota’s 1st Congressional seat, Walz is determined to stay in the race. ‘As Command Sergeant Major I have a responsibility not only to ready my battalion for Iraq, but also to serve if called on. I am dedicated to serving my country to the best of my ability, whether that is in Washington DC or in Iraq.'”

On March 23, 2005, the Pipestone County Star reported, “Detachments of the Minnesota National Guard have been ‘alerted’ of possible deployment to Iraq in mid-to-late 2006.”

“Major Kevin Olson of the Minnesota National Guard said a brigade-sized contingent of soldiers could be expected to be called to Iraq, but he was not, at this time, aware of which batteries would be called,” the story said. “All soldiers in the First Brigade combat team of the 34th Division, Minnesota National Guard, could be eligible for call-up. ‘We don’t know yet what the force is like’ he said. ‘It’s too early to speculate, if the (soldiers) do go.’

“He added: ‘We will have a major announcement if and when the alert order moves ahead.’”

ABC News spoke to Joseph Eustice, a retired command sergeant major who served with Walz, and he told the news organization this week that “he remembers Walz struggling with the timing of wanting to serve as a lawmaker but also avoiding asking for a deferment so he could do so.”

“He had a window of time,” Eustice told ABC News. “He had to decide. And in his deciding, we were not on notice to be deployed. There were rumors. There were lots of rumors, and we didn’t know where we were going until it was later that, early summer, I believe.”

Al Bonnifield, who served under Walz, also recalled Walz agonizing over the decision.

“It was a very long conversation behind closed doors,” Bonnifield told the Washington Post this week. “He was trying to decide where he could do better for soldiers, for veterans, for the country. He weighed that for a long time.”

In 2018, Bonnifield told MPR News that Walz worried in early 2005, “Would the soldier look down on him because he didn’t go with us? Would the common soldier say, ‘Hey, he didn’t go with us, he’s trying to skip out on a deployment?’ And he wasn’t. He talked with us for quite a while on that subject. He weighed that decision to run for Congress very heavy. He loved the military, he loved the guard, he loved the soldiers he worked with.”

But not all of Walz’s fellow Guard members felt that way.

In a paid letter to the West Central Tribune in Minnesota in November 2018, Thomas Behrends and Paul Herr — both retired command sergeants major in the Minnesota National Guard — wrote, “On May 16th, 2005 he [Walz] quit, leaving the 1-125th Field Artillery Battalion and its Soldiers hanging; without its senior Non-Commissioned Officer, as the battalion prepared for war. His excuse to other leaders was that he needed to retire in order to run for congress. Which is false, according to a Department of Defense Directive, he could have run and requested permission from the Secretary of Defense before entering active duty; as many reservists have.”

“For Tim Walz to abandon his fellow soldiers and quit when they needed experienced leadership most is disheartening,” they wrote. “When the nation called, he quit.”

Walz retired on May 16, 2005. Walz’s brigade received alert orders for mobilization on July 14, 2005, according to the National Guard and MPR News . The official mobilization report came the following month, and the unit mobilized and trained through the fall. It was finally deployed to Iraq in the spring of 2006.

The unit was originally scheduled to return in February 2007, but its tour was extended four months as part of President George W. Bush’s “surge” strategy , the National Guard reported. In all, the soldiers were mobilized for 22 months.

Responding to Vance’s claim that Walz retired to avoid deploying to Iraq, the Harris-Walz campaign released a statement saying, “After 24 years of military service, Governor Walz retired in 2005 and ran for Congress, where he was a tireless advocate for our men and women in uniform – and as Vice President of the United States he will continue to be a relentless champion for our veterans and military families.”

Walz on Carrying a Weapon ‘in War’

Vance also called Walz “dishonest” for a claim that Walz made in 2018 while speaking to a group about gun control.

“He made this interesting comment that the Kamala Harris campaign put out there,” Vance said, referring to a video of Walz that the Harris campaign posted to X on Aug. 6. “He said, ‘We shouldn’t allow weapons that I used in war to be on America’s streets.’ Well, I wonder, Tim Walz, when were you ever in war? What was this weapon that you carried into war given that you abandoned your unit right before they went to Iraq and he has not spent a day in a combat zone.”

In the video , Walz, who was campaigning for governor at the time, talked about pushing back on the National Rifle Association and said: “I spent 25 years in the Army and I hunt. … I’ve been voting for common sense legislation that protects the Second Amendment, but we can do background checks. We can do [Centers for Disease Control and Prevention] research. We can make sure we don’t have reciprocal carry among states. And we can make sure that those weapons of war that I carried in war, is the only place where those weapons are at.”

But, as Vance indicated, there is no evidence that Walz carried a weapon “in war.”

Update, Aug. 12: In an Aug. 10 statement to CNN, the Harris campaign told CNN that Walz “misspoke.”

“In making the case for why weapons of war should never be on our streets or in our classrooms, the Governor misspoke,” campaign spokesperson Lauren Hitt said in the statement. “He did handle weapons of war and believes strongly that only military members trained to carry those deadly weapons should have access to them.”

As we said, Augé, in her statement, said Walz’s battalion deployed “to support Operation Enduring Freedom” on Aug. 3, 2003, and “supported security missions at various locations in Europe and Turkey.” During his deployment, Walz was stationed in Vicenza, Italy, and he returned to Minnesota in April 2004, Augé said. There was no mention of Walz serving in Afghanistan, Iraq or another combat zone.

In the 2009 interview for the veterans history project, Walz said he and members of his battalion initially thought they would “shoot artillery in Afghanistan,” as they had trained to do. That didn’t happen, he said, explaining that his group ended up helping with security and training while stationed at an Army base in Vicenza.

“I think in the beginning, many of my troops were disappointed,” Walz said in the interview. “I think they felt a little guilty, many of them, that they weren’t in the fight up front as this was happening.”

In an Aug. 8 statement addressing his claim about carrying weapons “in war,” the Harris campaign noted that Walz, whose military occupational specialties included field artillery senior sergeant, “fired and trained others to use weapons of war innumerable times” in his 24 years of service.

Walz’s National Guard Rank

The Republican National Committee has criticized Walz for saying “in campaign materials that he is a former ‘Command Sergeant Major’ in the Army National Guard despite not completing the requirements to hold the rank into retirement.”

Walz’s biography on the Harris campaign website correctly says that the governor “served for 24 years” in the National Guard, “rising to the rank of Command Sergeant Major.” 

Walz’s official biography on the Minnesota state website goes further, referring to the governor as “Command Sergeant Major Walz.”

“After 24 years in the Army National Guard, Command Sergeant Major Walz retired from the 1-125th Field Artillery Battalion in 2005,” the state website says. 

Walz did serve as command sergeant major , but Walz did not complete the requirements to retire with the rank of command sergeant, Augé told us in an email. 

“He held multiple positions within field artillery such as firing battery chief, operations sergeant, first sergeant, and culminated his career serving as the command sergeant major for the battalion,” Augé said. “He retired as a master sergeant in 2005 for benefit purposes because he did not complete additional coursework at the U.S. Army Sergeants Major Academy.”

This isn’t the first time that Walz’s National Guard rank has come up in a campaign. 

In their 2018 paid letter to the West Central Tribune, when Walz was running for governor, the two Minnesota National Guard retired command sergeants major who criticized Walz for retiring before the Iraq deployment also wrote: “Yes, he served at that rank, but was never qualified at that rank, and will receive retirement benefits at one rank below. You be the judge.”

Correction, Aug. 9: We mistakenly said a 2007 “surge” strategy in Iraq occurred under President Barack Obama. It was President George W. Bush.

Editor’s note: In the interest of full disclosure, Harris campaign spokesperson Lauren Hitt was an undergraduate intern at FactCheck.org from 2010 to 2011.

Editor’s note: FactCheck.org does not accept advertising. We rely on grants and individual donations from people like you. Please consider a donation. Credit card donations may be made through  our “Donate” page . If you prefer to give by check, send to: FactCheck.org, Annenberg Public Policy Center, 202 S. 36th St., Philadelphia, PA 19104. 

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Thesis vs. Coursework? - Masters in Electrical Engineering

Just want to get some more opinions and maybe some insights I don't know about. I'm a year away from graduating with a bachelor's in electrical engineering, and I plan on getting a master's immediately after.

I can either do a traditional M.S. with a thesis, or a M.Eng. where I don't write a thesis and do more coursework instead.

I don't have any interest in continuing in academia or going for a PhD after the master's. I really just want to work in a place where I get to help design and build things. That is my favorite kind of work.

I have done a couple ambitious projects in my free time that have required some extensive learning on my own. I enjoyed those projects, but I don't know if writing a thesis is a similar experience. I haven't had much research experience throughout undergrad, and I remember hating the intensive research papers I was assigned in high school. Maybe the research process won't be so painful and stressful if it's something I find interesting.

I work part-time at a good place, and I really want to stay there throughout my master's. Would this complicate writing a thesis? My understanding is students can get funding from a professor for a thesis. Is thesis research intended to take the role of a part-time job, or do students typically continue working a job outside of school during their program?

Doing the non-thesis route seems a little easier, which is very tempting to me. I would get to take a couple more interesting classes, too.

What else should I know as I balance my options?

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