Leiden University · Faculty of Humanities

Thesis Supervision

Resources and guidance for thesis students supervised by Dr. Steven Denney

Assessment Standards

These assessment standards are used across all programs I supervise (BAIS, BAKS, MAAS, MAIR). The core criteria are broadly shared, with expectations calibrated to program level. See your program page for program-specific details.

Assessment Criteria

Every thesis is assessed according to the following dimensions. The first four criteria capture the quality of the written thesis; the fifth — Learning Skills — assesses the research process and is used primarily in MA programs.

Knowledge and Insight

Thesis sections: Introduction, Literature Review

  • A clear, well-motivated research question that reflects insight into key discussions and methods in the field
  • A literature review that critically assesses existing research, identifies a gap, and demonstrates originality
  • Evidence of engagement with relevant academic debates

Application of Knowledge

Thesis sections: Analytical Framework, Findings

  • Critical analysis of primary and/or secondary sources
  • Selection and effective application of appropriate research methods
  • Clear justification of the chosen methodology and its suitability to the research question
  • Thoughtful management of data, with attention to transparency and reproducibility where applicable

Reaching Conclusions

Thesis sections: Conclusion & Discussion

  • Logical, well-founded conclusions grounded in the empirical analysis
  • Meaningful connection between findings and the research question
  • Discussion of the contribution to existing knowledge
  • Honest assessment of limitations, alternative explanations, and directions for future research

Communication

Assessed across: Entire thesis

  • Competent academic writing: readability, style, spelling, grammar, and appropriate terminology
  • Clear and logical structure with effective transitions between sections
  • Proper citations following a recognized style, used consistently (check your program page for specific requirements)
  • Professional formatting and presentation

Learning Skills (Process)

Assessed by: Supervisor — used primarily in MA programs; BA programs may assess process through seminar participation

  • Degree of independence throughout the research process
  • Planning and time management
  • Responsiveness to supervisor feedback
  • Participation in thesis group (if applicable)

This criterion is assessed by the supervisor based on their observation of the research process. Check your program page for how this is weighted in your program.

Example Thesis Structure

While the specifics of your thesis will depend on your topic and methodology, the following structure provides a solid starting point:

I. Introduction

  • Research question
  • Research problem, gap, and motivation
  • Proposed research plan
  • Thesis roadmap (brief summary of each chapter)

II. Literature Review

  • Thematic or chronological review of relevant scholarship
  • Identification of the gap your research addresses

III. Analytical Framework

  • Research design, data sources, and methods
  • Methodological concerns and scope conditions

IV. Empirical Findings

  • Presentation and analysis of results
  • Organized by theme, case, or research sub-question

V. Conclusion and Discussion

  • Summary of research and key findings
  • Research contributions
  • Limitations and alternative explanations
  • Directions for future research

VI. Bibliography

VII. Appendices (if applicable)

Grade Descriptors

Grade Level Description
9–10 Distinction Outstanding work; excellent understanding of the field; original thinking; rigorous and persuasive argument
8–8.9 Merit Excellent understanding; independent thought; strong, well-supported argument
7–7.9 Merit Good to very good work; most criteria met convincingly
6–6.9 Pass Satisfactory understanding; reasonable argument; minor shortcomings in some areas
5.1–5.9 — The faculty does not issue grades in this range
3–5.0 Fail Inadequate understanding; substantial omissions or weaknesses
0–2.9 Ungradable No significant grasp of the material; irrelevant, incomplete, or plagiarized work

BA vs MA Expectations

All programs share core assessment criteria, but the depth and sophistication expected differs by level.

Dimension BA (BAIS, BAKS) MA (MAAS, MAIR)
Research question Clear and focused; addresses an identifiable gap Demonstrates advanced understanding of theoretical debates; situates the research within the field
Literature review Engages with key scholarship; identifies a gap Critically synthesizes a broader body of literature; situates the research within theoretical frameworks
Methodology Appropriate and clearly explained More sophisticated and well-justified; demonstrates methodological awareness and reflexivity
Analysis Sound application of chosen methods Deeper analytical engagement; nuanced interpretation of findings
Independent contribution Shows capacity for independent research Demonstrates a more advanced level of scholarly engagement and sustained independent inquiry
Word count 10,000 (±10%) 12,000–15,000 (MAAS) / 15,000 hard max (MAIR)

In short: a strong BA thesis demonstrates that a student can conduct independent research competently. A strong MA thesis reflects a greater depth of scholarly engagement and the capacity for sustained independent research.

Thesis Assessment System

All theses in the Faculty of Humanities are graded through the faculty’s digital thesis assessment system. Both the first reader (supervisor) and second reader complete independent assessments.