The programme implements a transparent and efficient master’s dissertation policy that ensures that every student (a) has the opportunity to produce a high-quality master’s dissertation that aligns with the programme, and (b) receives adequate supervision.

What? 

Every Master's programme culminates in a mandatory Master's dissertation. At Ghent University, we use the legal provisions in the Higher Education Code (Art. I.3 and Art. II.58) to define the Master's dissertation in our own Education and Examination Code as follows: 

The Master's dissertation represents an individual or collective learning experience where students conduct a research project independently. Expressed in ECTS credits, the study load of a Master's dissertation counts towards at least one-fifth of the total number of ECTS credits in the curriculum, with a minimum of 15 ECTS credits and a maximum of 30 ECTS credits. 
Through the Master's dissertation, the student demonstrates the ability to analyse and synthesise information, to solve problems independently and at an academic level, or to create a work of art. The Master's dissertation reflects the student's critical and reflective attitude, or their research attitude. 

The Master's dissertation begins with a relevant research problem, is grounded in academic and scientific literature and usually builds on (one's own) previous research. That research is methodical and verifiable. Through the Master's dissertation, students acquire a skill set that includes interpreting research results, reporting and assessing, and designing and conducting research. A supervisor oversees the entire process.
A Master's dissertation is an academic-scientific contribution to the discipline. In some instances, it can be put into practice or policy. 

Study programmes are responsible for their Master's dissertation policy. That policy, together with the design, should be well considered to ensure quality and the achievement of learning outcomes. 

 

Consider How (Gen)AI Impacts Your Master's Dissertation!! Since the launch of ChatGPT in November 2022, the general public has acquired access to (Gen)AI tools. At Ghent University, we allow these tools on the condition that they are used responsibly. However, this approach impacts the Master's dissertation. The current Master's dissertation setup might no longer be the best approach to achieving the intended learning outcomes and producing a high-quality product. Study programmes must consider this.  Design or redesign the Master's dissertation, making clear choices about the supervision of the process and the assessment. Support supervisors in implementing this. Ensure that your team of supervisors/advisers has sufficient (Gen)AI skills to evaluate its impact on the interim supervision sessions and on the assessment of the Master's dissertation. Invest in professional development initiatives.

Why? 

Through their Master's dissertations, students demonstrate that they have acquired the intended research competencies. The term ‘research competencies’ denotes the cluster of competencies students need to conduct independent academic research. It comprises a broad range of competencies, such as information literacy (search strategies, proper data management, ...), the ability to design a research study, academic literacy (reading, writing, presenting), critical and problem-solving thought, ethical conduct, self-management skills, and entrepreneurial conduct. Even though not all students aspire to an academic career, every Ghent University study programme must give its students the opportunity to develop research skills. Research competencies are a hallmark of academic study programmes and are transferable to many (other) sectors. An inquisitive attitude, including a critical approach to research and science, is an essential skill for anyone, especially in times of GenAI, polarisation and disinformation. 

Moreover, the Master's dissertation gives students the opportunity to contribute to their field and, possibly, to society or practice. It is a way for students to assert themselves on the labour market or to prepare for a doctorate or advanced studies. The Master's dissertation can serve as a seedbed for new research or doctoral projects. In a collaboration with the professional field, a Master's dissertation can offer work placement opportunities, guest lectures and joint projects. This is one way to enhance a study programme's social visibility. In addition, high-quality Master's dissertations can also attract prospective students. 

Finally, the Master's dissertation can serve as a benchmark for the study programme’s overall exit level. It provides a means for the study programme to assess its overall quality and make appropriate adjustments where necessary. Study programmes that invest in a clear vision statement for the Master's dissertation find that it enhances the quality of supervision and the finished product. This, in turn, benefits the quality (and position) of the study programme in general. 

Let's get started

Evaluating and Monitoring the Quality of the Master's Dissertation (Supervision)   

Master’s Dissertation: Frequently Asked Questions  

  Observing the Applicable Procedures and Guidelines   

 

Evaluating and Monitoring the Quality of the Master’s Dissertation (Supervision)

Engage the Programme Committee to address the various aspects of the Master’s dissertation. Add these aspects to the Programme Committee agenda and discuss them. Make adjustments to the Master's dissertation policy where necessary. The Programme Committee monitors communication, supervision, assessment and quality of the Master's dissertation.

Please note that most faculties have their own Master’s dissertation regulations. Take these into account before making any changes at the study programme level.

If you are considering a complete redesign of the Master's dissertation, please contact us at onderwijs@ugent.be. 

Master's Dissertation Policy	What to Take into Account?	Actions and/or Guidelines
Master's Dissertation Quality	Consult and analyse data to examine the quality of the Master's dissertation.	Consult the quantitative and qualitative data of the annual Master's Dissertation Survey Survey your senior students about the content, process, organisation, supervision and assessment of the Master's dissertation.  Use the International programme review to gather feedback. Analyse the final marks of the Master's dissertation (variation, average, position in relation to other study programmes at the faculty)
Master's Dissertation Vision and Learning Outcomes	Review the learning outcomes for relevance and acquisition in the GenAI era.	Write clear and topical learning outcomes for the Master's dissertation. Ensure they are relevant to the exit level and can be assessed validly in the  (Gen)AI era.   Ensure they include sufficient generic competencies. Their importance increases when (Gen)AI is involved.   Build up the necessary preparatory competencies step by step, for example, as a curricular strand.
Master's dissertation supervision	Adequate coaching and supervision are vital to the student's learning process and the quality of the Master's dissertation. During the supervision, supervisors gain insight into the process and provide feedback.	Ask students to document their Master's dissertation process to make it visible. Use the supervision interviews to reveal the student's thought process. It is the study programme's prerogative to ask students to be transparent about their use of (Gen)AI and to support this with evidence.  Plan at least three supervision interviews: it is a shared responsibility of the student, the supervisor and/or adviser to ensure these meetings take place. Participation in these meetings is required to submit the written dissertation.  If you have a large number of students under your supervision, consider the following actions: allow joint dissertations, either in pairs or in groups. Always ensure you maintain an overview of each student's individual contribution.  organise Master's dissertation seminars or intervisions with peer feedback. The supervisor or adviser moderates the discussions and monitors the academic level. expand the group of advisers: if you have robust protocols for the Master's dissertation objectives, supervision and assessment, you can enlist professional field representatives, or colleagues from related study programmes or disciplines as advisers.   Ensure high-quality process support: Lay down arrangements with all the supervisors/advisers (in your study programme) towards a high-standard supervision.  The ‘Master’s Dissertation: How to Coach Students?’ Education Tip contains helpful guidelines. Professional development for (new) supervisors/advisers: actively invite them to participate in the training session ‘Mastering the Master's dissertation (and Other Written Assignments). We offer this training session as both an on-site and an e-learning module. Feel free to organise a training session yourself, highlighting mutual exchange or intervisions on a specific topic (supervision, assessment, ...).
Master's dissertation: valid, transparent and reliable assessment	The assessment of the Master's dissertation adopts a holistic, competency-based approach comprising three components: the process, the written dissertation, and the oral defence.	Heed the constraints stipulated in the Education and Examination Code: The written dissertation and the oral defence are assessed by a jury comprising at least one supervisor and one reading committee member. The supervisor is responsible for assessing the process.   The oral defence is essential for determining whether the student can justify the content and genesis of the Master's dissertation and whether the dissertation meets the criteria for academic integrity. It is the study programme's prerogative to decide in advance whether the oral defence should include a presentation. The jury members determine the final mark holistically. In other words, the assessors cannot award partial marks to each component (i.e., process, written dissertation and oral defence) and then compute the final mark mathematically.   The final mark is a holistic rendering of the extent to which the student has achieved the Master's dissertation's learning outcomes. However, it remains important to be transparent with the student about that final mark. Th document How to assess the Master's dissertation shows how study programmes should set up the Master's dissertation assessment. Lay down specific guidelines for the assessment of the Master's dissertation and make clear arrangements with the assessors on how to implement them. Use this checklist Holistic assessment to verify whether your existing assessment form sufficiently reflects the holistic approach. Make arrangements with the evaluators and inform them of the specific guidelines for evaluating the master’s thesis.
Student Communication	Communicate with students clearly and promptly.	Provide students with clear instructions, Master’s dissertation regulations or a guideline (“vademecum voor studenten”). These documents should include the students’ rights and obligations and comprise at least: learning outcomes and assessment criteria guidelines on supervision and (interim) feedback guidelines for the written dissertation and oral defence guidelines on the responsible use of (Gen)AI practical information and deadlines contact details of the supervisors and advisers contact details in case of problems (e.g. the ombudsperson) Organise an information session for students before or at the start of the Master’s dissertation process

 

Master's Dissertation: Frequently Asked Questions

Must students write their Master's dissertation in the final standard study track year of the Master's programme?  

Normally, students write their Master's dissertation in the final year of the standard study track of the Master's programme. Exceptions are possible following positive advice from the Education Council and approval by the Institutional Programmes Committee. This allows study programmes to stagger the Master's dissertation course unit across various standard study-track years (see Art. 43 of the Education and Examination). 

The faculty sets the deadline for submitting the Master's dissertation and stipulates whether students should also submit a paper copy (up to 3) in addition to the mandatory electronic copy. The electronic copy is the only authentic one and is archived by the University Library (see Article 59§4 of the Education and Examination Code). 

Which language can students use in their Master's dissertation?

Students write their Master's dissertation in the language of instruction or in the language studied within their programme (language studies). The use of other languages in the dissertation or oral defence is permitted only with approval from the Faculty Council. The supervisor must apply for approval. Please note that Dutch-taught programmes always require a Dutch summary of the Master's dissertation, even if it is written in another language (see Article 59§1 of the Education and Examination Code). 

Who can act as a supervisor for a Master's dissertation?

At least one of the supervisors must be a member of the professorial staff, a Ghent University doctoral assistant, a guest lecturer, or a researcher with a PhD who holds a temporary or fixed position at Ghent University or the Research Foundation - Flanders (FWO Vlaanderen). The Faculty Council must approve the supervisor(s). 

Who determines the Master's dissertation topic? Can students choose their own topic?

The supervisor determines the topic in consultation with the student, and it is then approved by the Faculty Council. There are two approaches: either you let the student choose from a closed list of suggested topics, or you allow them to come up with their own topic. Each approach has its advantages and disadvantages.
When the study programme or the supervisor hands out suggested topics, these will be strongly connected to ongoing research and the supervisor's expertise. This, in turn, makes supervision easier with respect to content, offers a better understanding of the student's thought process and academic integrity, and increases the likelihood of a journal publication or an academic career. 
Possible disadvantages include that if the topic eventually assigned to the student was not their first choice, it may result in lower motivation. It is also a missed opportunity to expand the existing set of topics. 
Moreover, a link with ongoing research usually entails the use of existing data. At this point, data collection is least affected by GenAI use. It is best to leave this skill to the student.
When students can choose their own topic, you will eventually have a larger and more diverse set of topics. This is advantageous when study programmes have difficulty offering suitable topics. Moreover, students are usually more motivated and engaged when they are allowed to come up with their own topic.
Conversely, a student’s freedom of choice requires more guidance and supervision, as the supervisor is not necessarily an expert in the field. This may be a disadvantage in the GenAI era. 

What must the final product look like?

A Master's dissertation is always a written dissertation. In addition, the student may submit an additional (authentic) final product. For example, this may include specific prototypes or applications, policy documents, or supporting materials for a presentation or scientific communication. Examples include posters, tutorials, videos, etc.

Is casuistry (e.g., a business or clinical case) an appropriate academic methodology for the Master's dissertation?

Yes, provided the student completes a research cycle. Only then does the Master's dissertation meet the academic and methodological requirements of scientific research. The following elements are essential: a clear research question or hypothesis; sufficient research subjects or cases to draw valid conclusions; a well-documented research methodology; and an academically sound analysis of the results. Last but not least, this type of Master's dissertation must include a thorough review of the existing academic literature, complemented by a critical discussion.  

Can a Master's dissertation consist solely of a review of the literature? 

As (Gen)AI becomes increasingly capable of generating complete dissertations (e.g., literature reviews, systematic reviews, meta-analyses), the study programme must invest more in process supervision and verification to ensure the achievement of learning outcomes. When process supervision cannot be guaranteed, or the acquisition of the learning outcomes cannot be verified, a literature review as the written dissertation is no longer permitted. 

When do we speak of fraud? In the (Gen)AI era, can you still infer that fraud has been committed from the written dissertation?

When a student uses fabricated data or outsources the intellectual work to a GenAI tool, they have committed fraud. As with ghost-writing, this cannot be inferred from the dissertation alone. You will need to query these elements during supervision and at the oral defence. If this shows that the student has produced (parts of) their Master's dissertation using (Gen)AI without adding original ideas and/or interventions, this can be seen as fraud. At this point, the student has fully outsourced their intellectual work and presented it as their own. It is the prerogative of the Examination Board to determine whether fraud has been committed. 
Plagiarism is a specific form of fraud. It retains its pre-(Gen)AI definition: the student has not cited sources correctly, e.g., sources are missing, sources are fabricated, or information is attributed to incorrect sources. This has nothing to do with whether the student has used a (Gen)AI tool. You can detect plagiarism using a plagiarism detection tool.  

May I use an AI detector?

No, you may not. Various AI detection tools claim to recognise AI-generated texts. However, the risk of false positives is high. This means the software will flag a text as AI-generated, while, in truth, it was written by a person. The detectors will "recognise" anything containing phrases or vocabulary that seem trite or unoriginal as AI-generated.   Specific academic phrases, e.g., as featured in the Manchester Phrasebank, will raise flags due to their high frequency in the language model. Texts by students with a less original writing style, or by foreign-language students, could thus be unjustly accused of using (Gen)AI.  
Moreover, students are permitted to use (Gen)AI tools, provided they do so responsibly. Even if AI detectors were reliable, they would tell you nothing about responsible use.  

May I use GenAI tools to assess (parts of) the Master's dissertation?  

At this stage, it is not advisable to outsource assessment to a GenAI tool. Any added value is mainly the time saved for lecturers. However, the assessment principles set out in our university's assessment policy must be observed, and assessment quality always takes precedence over efficiency. Outsourcing assessment to AI carries various risks:  
- In terms of reliability, current GenAI tools have serious shortcomings. The language models used will never be free of hallucinations. In other words, you will never be 100 % sure that the generated output is correct or that the awarded mark is a truthful reflection of the student's achievement. There is also still bias present in the language models, making any generated mark not fully representative. Take, for example, a text written by a non-native speaker. A GenAI tool may conclude that such a text is weaker in terms of content, too, because language and content are inextricably linked. The assessor's role remains very important. If GenAI is used for assessment purposes, any such output must be reviewed critically. This is the so-called human-in-the-loop principle.
- In terms of privacy and intellectual property, there are also objections: not all the tools are transparent about what happens to the input data. 

The European Union's AI Act recognises these risks and classifies the use of an AI tool for assessment as a high-risk application, as it entails “AI solutions used in education institutions that may determine the access to education and course of someone’s professional life (e.g. scoring of exams)”. There is nothing in the AI Act about giving feedback. 

Is peer assessment permitted?

Yes, it is, as it might offer opportunities for process assessment. The involvement of fellow students in the assessment gives the jury a better understanding of aspects that are hard for them to observe, such as collaboration and the student's original contribution to the process.  The peers' contribution can enrich the jury's assessment without shifting academic responsibility. Moreover, peer assessment stimulates students' learning, as does peer feedback. Please note that the marks students award each other can only count towards the final mark in a limited way. If you want to learn how to organise peer assessment, review this Education Tip: ‘Peer Assessment: Students Assessing Each Other’.

Can a student resit their Master's dissertation?

A student cannot entirely resit the Master's dissertation process. However, this does not prevent a student from demonstrating progress towards the learning outcomes. Conversely, the student can resit the written dissertation and the oral defence. During the oral defence, the student will need to demonstrate this progress so that it can be measured. The exact conditions for a resit of the Master's dissertation are set by the faculty. You can find them in the faculty's rules and regulations.

Is a Master's dissertation agreement required?

A Master's dissertation agreement is advisable but not mandatory. 
Among other things, it regulates third-party liabilities (e.g., a company or other external organisation).It must be made out in three copies signed by the supervisor, the student, the third party and the faculty's Director of Studies.  The Faculty Education Support Service will digitise a signed copy and upload it to Oasis as an attachment to the student's Master's dissertation course unit.   
The Faculty Education Support Service retains a signed copy. The other two copies are for the student and the third party. 
Ghent University's TechTransfer provides templates in Dutch and English. If you want to modify the template, please contact the TechTransfer legal team via the GISMO portal.

When do I need a ‘one-sided declaration of confidentiality and transfer of rights’?

This requirement applies, for instance, to research projects where confidentiality is essential, and it is not limited to the Master's dissertation. You might also need it during a research work placement. Some research groups ask students to sign such a declaration as soon as they enter a lab. Only the student signs the declaration. The declaration can be stored digitally in Oasis, and departments or research groups may also keep a hard copy. Ghent University's  TechTransfer Office provides a standard template. If you want to modify the template, please contact the TechTransfer legal team via the  GISMO portal.

Can a student write their Master's dissertation abroad?

Yes. Students can either complete their entire Master's dissertation or part of it (for example, only the research component) abroad. Both scenarios come with some points to consider. Review the Education Tip ‘Master's Dissertation Abroad: Supervision and Assessment’.

 

Observing the Applicable Procedures and Guidelines

• Compose or update the Master's dissertation course sheet.  
  o    Follow the following procedure for updating course sheets.  
  o    Ask your faculty’s quality assurance staff for advice; they will be happy to help.    
• Take into account the Master's dissertation specificities when preparing a curricular revision. 
  o    Consult the information on curricular reviews in the Study Programme Guidelines (Vademecum).
  o    Ask your faculty’s quality assurance staff for advice; they will be happy to help.    

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