9789144093765

Maria Björklund is a senior lecturer and associate professor at Linköping University and Ulf Paulsson is a senior lecturer at Lund University. Together they have a long-standing experience of research and teaching, as well as of supervising academic papers, theses and projects.

Maria works at the Department of ­Management and Engineering, Institute of Technology at Linköping University but is also active as a visiting lecturer at other departments and universities. Ulf is active at the Department of Business Administration, School of Economics and Management at Lund University.

An educational method that is becoming all the more common at colleges and universities is that of the seminar. In the seminar, ­students write academic papers and reports, present them, and act as opponents on each other’s work. The book covers all the sections that are normally included in the seminar. The learning environment of the seminar is based on a scientific way of thinking and on scientific methods. With its point of departure in this foundation, the book aims to provide easily accessible information and advice about the ways in which academic work can be organized and carried out. Furthermore, the book takes up issues regarding layout, presentation of one’s work, opposition, and cheating, as well as criteria used to assess academic papers and theses.

The book is intended for use on first-cycle levels at university ­colleges and universities, and within other forms of post-secondary school education.

There is also a Swedish version of the book with the title: Seminarie­boken – att skriva, presentera och opponera.

Material for downloading can be found on the book’s website: www.studentlitteratur.se/37838.

Art.nr 37838

www.studentlitteratur.se

978-91-44-09376-5_01_cover.indd 1

2014-02-04 09.30

Copying prohibited All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher.

The papers and inks used in this product are eco-friendly.

Art. No 37838 ISBN 978-91-44-09376-5 First edition 1:1 Š The authors and Studentlitteratur 2014 www.studentlitteratur.se Studentlitteratur AB, Lund Cover design: Fountain Printed by Eurographic Danmark A/S, Denmark 2014

978-91-44-09376-5_01_book.indd 2

2014-02-04 09.50

Content

Preface 9 Chapter 1

1.1 1.2

1.3 1.4

What is an academic assignment? 11 What are the requirements imposed upon an academic assignment? 12 1.2.1 Relates to existing academic knowledge 12 1.2.2 Of both general and theoretical interest 13 1.2.3 With generally accepted scientific methods 14 1.2.4 An internally logical functioning whole 14 1.2.5 Provides readers with an opportunity to adopt their own positions 16 Level progression, a characteristic of an academic assignment 17 Summary of characteristics of an academic assignment 18

Chapter 2

2.1

2.2 2.3 2.4 2.5 2.6

Characteristics of an academic assignment 11

To keep in mind from the beginning 19

Level of ambition 19 2.1.1 Which are the ambitions? 19 2.1.2 Choice of level of ambition 20 The time aspect 21 The authors’ previous knowledge and proficiencies 22 Type of results 23 From whose perspective? 24 The question of responsibility 25 2.6.1 The responsibility of the authors 25 2.6.2 Collective responsibility when working in a group 26 2.6.3 The responsibility of the supervisor 26

© T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 3

3

2014-02-04 09.50

Content

2.7 2.8

About the writing process in general 27 Summary of what to keep in mind from the beginning 29

Chapter 3

3.1 3.2 3.3

3.4

3.5 3.6 3.7 3.8 3.9

3.10

The different sections of the paper 31

The three sections of the paper 31 The writing process 33 Introductory formalities 34 3.3.1 Title page 34 3.3.2 Preface 36 3.3.3 Summary 36 3.3.4 Abstract 36 3.3.5 Table of contents 37 Introductory chapter 38 3.4.1 Comprehensive structure, two different models 38 3.4.2 Structure of the paper according to content or knowledge contribution? 40 3.4.3 Background 41 3.4.4 Defining the problem 42 3.4.5 Aim 43 3.4.6 Delimitations, focus, and frames 44 3.4.7 Other issues 47 Method 49 Theory – Frame of reference 50 Empirics 52 Analysis 52 Conclusions 53 3.9.1 Support for the results 54 3.9.2 Self-critique 54 3.9.3 Generalisation of the results 55 3.9.4 Your own speculations 56 3.9.5 Suggestions for further studies 56 3.9.6 Rounding off 57 3.9.7 Not finding anything can be a great discovery 57 Ending formalities 58 3.10.1 Bibliography 58

4

978-91-44-09376-5_01_book.indd 4

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

Content

3.10.2 3.10.3 Chapter 4

4.1 4.2 4.3

4.4

4.5

4.6

4.7 4.8

Method awareness 63

What is method awareness? 63 Three levels at which method awareness is to be shown 64 Some common scientific approaches and concepts 64 4.3.1 Explorative, descriptive, explanatory and normative studies 64 4.3.2 Analytical approach, systems approach and actor approach 65 4.3.3 Validity, reliability and objectivity 65 4.3.4 Induction, deduction and abduction 68 4.3.5 Qualitative and quantitative studies 69 Scientific approach – a ground for the choice of investigation design 69 4.4.1 Conception of the world – ontology 70 4.4.2 Theory of knowledge – epistemology 71 Methods for collection and analysis of information and data 71 4.5.1 Design of a description model 71 4.5.2 Different data collection methods 73 4.5.3 Strengths and weaknesses of the different methods of data collection 76 4.5.4 Different data processing methods 78 4.5.5 Aspects which influence the choice of method 83 Investigation design 84 4.6.1 Different methods in different phases 84 4.6.2 Using different perspectives 85 Practical approach 86 What should actually be said in the method chapter? 87

Chapter 5

5.1 5.2

Appendices 61 Glossary and definitions 62

Requirements for format of the paper 89

Why is the format important? 89 Layout 89 5.2.1 Typeface 90 5.2.2 Headings 90

© T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 5

5

2014-02-04 09.50

Content

5.3

5.2.3 Line spacing and different text styles 90 5.2.4 Enumeration 91 5.2.5 Figure and tables 91 5.2.6 Reference in body text 92 Language 95 5.3.1 Definitions 95 5.3.2 Writing rules 96 5.3.3 Ease of reading 99

Chapter 6

6.1 6.2

6.3

What is a commissioner? 101 Advantages and disadvantages with a commissioner 102 6.2.1 In the introductory phase 102 6.2.2 Independence 102 6.2.3 When choosing a method 103 6.2.4 Time frames 103 6.2.5 Other contents 104 6.2.6 The nature of the results 104 6.2.7 Result expectations and generalisation 105 Important issues when working with a commissioned paper 106 6.3.1 Degree of commitment 106 6.3.2 Financial help 106 6.3.3 How to handle secrecy issues? 107 6.3.4 Writing one or two versions of the paper? 107

Chapter 7

7.1

7.2

If there is a commissioner 101

To present your paper 109

Different presentation strategies 109 7.1.1 The traditional model 109 7.1.2 The headlines model 110 7.1.3 The consultant model 111 Preparation 112 7.2.1 Preparation and practice is crucial 112 7.2.2 Preparing a good presentation 112

6

978-91-44-09376-5_01_book.indd 6

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

Content

7.3 7.4

Visual aids 117 What to think about at the actual presentation 119

Chapter 8

8.1 8.2 8.3 8.4 8.5 8.6

The final seminar 123 Why must you act as an opponent? 123 The opposition spirit 124 Preparation of opposition 125 The contents of the opposition 126 Opposition on a paper with a commissioner 127

Chapter 9

9.1 9.2 9.3

9.4 9.5 9.6 9.7

To act as an opponent on somebody else’s work 123

Assessment of an academic assignment 129

Can papers be objectively assessed? 129 Cheating and the importance of clear-cut rules of the game 129 Assessment criteria 132 9.3.1 The relevance of the topic 133 9.3.2 Clearly defined task 133 9.3.3 Investigation design and method choice 134 9.3.4 Theory 134 9.3.5 The empirical data 135 9.3.6 Analysis 135 9.3.7 Results, conclusions and knowledge contribution 135 9.3.8 Functioning whole 136 9.3.9 Degree of processing 136 9.3.10 Creativity 137 9.3.11 Presentation of the study 137 9.3.12 Opposition 138 9.3.13 Which are the criteria that apply to your assignment? 138 Working process when assessing 139 Weighing in assessments and giving grades 140 Level of ambition versus grades 142 Differing opinions about given grades 143

© T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 7

7

2014-02-04 09.50

Content Chapter 10 To write, present and act as an opponent

10.1 10.2 10.3

145

Structure and tradition 145 Creativity and freedom 145 The paper-writing seminar – a learning process 146

References 147 Index 149

8

978-91-44-09376-5_01_book.indd 8

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

 

Preface

A learning context that is becoming all the more common at colleges and universities is that of the seminar. The students participate actively in seminars by writing papers, reports or memoranda, and then presenting and discussing them. This course module differs from other course modules in which the main emphasis is on the reading of prescribed texts with a subsequent evaluation of knowledge in the form of written examinations in which the students answer set questions. The seminar method provides the students with opportunities to collect, analyse and present information with a broader content. The students are also able to create something new by combining different ideas, and to evaluate various alternative solutions and courses of action. Likewise, they are trained in thinking scientifically and in using scientific methods.

When grades are set, the written work, how this is presented and defended as well as how the opposition has been carried out are all taken into consideration. Sometimes, in grading, consideration is also taken to the process in which aspects such as keeping time plans, partial submissions and active participation in supervision sessions, are weighed in.

These parts are usually treated in separate books. However, this book covers all of the parts that are normally included in the seminar form of teaching. A fundamental idea of the book is namely that it is to be comprehensive in the sense that all of the different components that are relevant for the seminar such as writing reports or papers are to be found in the book.

Another fundamental idea is for the book to be concise. In spite of it ranging across many different fields we want it to have a limited number of pages. Finally, we want the book to be simple. Thus we have inserted various

Š  T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 9

9

2014-02-04 09.50

Preface

figures and examples as well as attempted to write in an easily comprehensible and straightforward way.

The book is intended for use in university colleges, universities and within other post-upper secondary school education. At the lower educational levels or for smaller modules it can function as the only method book; at higher levels or for more comprehensive modules it can be supplemented with other more specialised and in-depth method books.

The book provides general, practical information on how a writing assignment should be organised, carried out and finished off. The book is primarily intended for students, but we also hope that it will be rewarding reading for supervisors and others.

The traditional method issues are taken up in the book. The focus in the method section of the book is on raising awareness and affording critical reflection on how the choice of approach used when collecting and processing information/material influences the study in different ways. The theory of science is only peripherally treated. The book also gives advice and practical tips on how a paper can be presented. Layout issues are also taken up.

Furthermore, questions about opposition and the criteria influencing the assessment of the paper are treated. In connection with the section on assessment, issues concerning cheating are also taken up.

Examples interspersed in the body text serve to illustrate the discussion that is being carried out. These examples are construed, but are based on our experiences as supervisors and examiners.

Good Luck!

Maria BjĂśrklund and Ulf Paulsson

10

978-91-44-09376-5_01_book.indd 10

Š  T he au thors and S t u dentlitterat u r

2014-02-04 09.50

Chapter 3

The different sections of the paper

This is where the different sections that should be included in an academic paper are presented. Initially, the organisation of the paper as a whole is presented clearly, and thereafter the different sections will be gone through in the order in which they can be found in the finished paper.

3.1 The three sections of the paper Every paper can be said to consist of three sections: introductory section, main section and concluding section. We will stick to this structure in the chapter, and for each section we will, under the headings given in Figure 3.1 below, treat the content under the relevant heading.

Section of paper Introductory section

Heading Introductory formalities Introductory chapter

Main section

Method Theory Empirical data Analysis

Figure 3.1 The three sections in a paper with associated headings.

Concluding section

© T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 31

Conclusions Ending formalities

31

2014-02-04 09.50

3 The different sections of the paper

A paper can be written in many different ways. Some examples of the differences between various dispositions involve the positioning of the method description (before or after the theory) as well as the way in which the task is defined. Furthermore, theory, empirical data and analysis can be presented in three separate parts or woven together. An example of this is an analysis which is carried out in partial stages where new empirical data is entered in due course. In this chapter only one alternative is generally accounted for, a standard alternative. This alternative can be good to adhere to for someone who is inexperienced in carrying out academic assignments. The support of the supervisor plays an important part when it comes to adapting to other ways of structuring the paper.

The introductory section consists of introductory formalities and introductory chapter. Included in introductory formalities are title page, preface, summary, abstract and table of contents. In the introductory chapter, Chapter 1, the background, presentation of problems, aim, and objectives as well as chosen focus and delimitations will be presented. At the end of the chapter you can use a figure to present an overview of the organisation of the paper.

In the main section of the paper the relevant method, theory, empirical data and analysis are presented. In the method the choice of approach for attaining the aim is stated. In large assignments the authors’ scientific point of departure can also be taken up. By theory is meant here “a group of assumptions or assertions that explain some kind of phenomena and systematize our knowledge about them”1. The empirical material, i.e. the description of the study object can, for example, contain information from field studies, laboratory work etc. The descriptive section is not obligatory in an academic assignment, since it is possible to write an entirely theoretical paper. The empirical material of a paper usually refers to the information that the authors themselves have collected in connection with the writing assignment. There may also be data that is of interest for the writing assignment that has already been collected by others (sometimes called secondary empirical data). Examples of such data are internal reports, consulting assignments and previous papers. It is appropriate to present the empirical data after the theoretical review. In the analysis the collected information is structured and processed.

1 Nationalencyklopedin. Search words Theory. Fetched from www.ne.se [May 2012].

32

978-91-44-09376-5_01_book.indd 32

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

3 The different sections of the paper

In the concluding section the conclusions that have been arrived at in the study are presented. Furthermore, theoretical support is provided as well as a generalisation of the results. At the end of the paper the ending formalities, such as the reference list and any appendices are presented.

Of these sections it is the introductory section and the concluding section that are the most limited by formal constraint and traditions. These sections contain concentrated information for the reader. The sections have been standardised with regards to both content and position; the reader expects to find certain information under certain headings. The main section of the paper may be more freely drafted. The disposition of this section is dependent, partly on the type of aim concerned, and partly on the method chosen.

3.2 The writing process In the above we have treated the sections that are normally to be found in a finished paper as well as their internal order. There are many similarities between the structure of the finished work (the product) and the planning of the work (the process) as it proceeds in the task of writing. However, it is seldom the case that all of the sections of the paper have been written in the order in which they are presented in writing. There may also be sections in the actual process that are not revealed in the written paper.

One of the first differences between the product and the process is that the writing process can roughly be divided into a planning phase and an implementation and results phase, see Figure 3.2. (If the paper is entirely without empirical data, the theory is included in the results phase.) The planning phase can be described as a sort of academic “swimming practice on dry land” in which you sit in your chamber and plan how the actual study shall be implemented. You should strive to plan the work in such detail that you could hand over the research plan to another author who would then be able to conduct the empirical data collection and analysis in the same way as you yourself would have done. It is thus important to agree, during a supervision session, on the turning point between the planning phase and the implementation phase. If you have planned the study well, you will therefore increase your chances of collecting all the important information, while, at the same time, avoiding irrelevant information, i.e. data that is not needed in order to respond to the aim of the study. © T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 33

33

2014-02-04 09.50

3 The different sections of the paper

Sections of the paper

Phases of the writing process

Introductory formalities Introductory chapter Planning phase Method Theory Empirical data Analysis Conclusions Ending formalities

Implementation and results phase

Figure 3.2 The different sections of the paper and their connection with the different phases of the writing process.

Another difference between the product and the process is that you seldom completely finish one chapter before starting on the next. Or rather, the authors think that they have finished a chapter and continue with the next one, only to find that the first chapter lacked a number of aspects or that it contained material that had proven to be irrelevant. One reason for this is that you may often encounter a problem due to certain information being presented in different places. For example it can be difficult to determine whether certain empirical information should be put in the introductory chapter or in the empirical chapter, whether a delimitation should be put in the beginning of the study or whether the theory can provide support for the relevance of the delimitation.

A third large difference is that of securing the main thread in the final product. Thus, you must often, during the process, go back and compare the contents of various chapters in order to check that the main thread is not cut off.

3.3 Introductory formalities 3.3.1 Title page

The title page is the front page of the paper. The following should, for example, be found on the title page: 34

978-91-44-09376-5_01_book.indd 34

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

3 The different sections of the paper

• Title.

• Names of the authors, and, if applicable, orientation, name and year

of university programme.

• Group number.

• Supervisor and examiner (if the latter is someone other than the

former).

• Department/institute at which the paper is written.

• The course in which the paper is included.

• The date and location.

• In so far as there is space, an image or figure of relevance for the topic

of the paper can also adorn the title page.

The most important task of the title is to reflect the aim and thus also the contents of the paper. A title of a paper is ideally short, interesting and covers the contents of the paper. If necessary for the clarification of the contents, the main heading can readily be complemented by a sub-heading. However, it can sometimes be difficult to find a title that covers the subject, at the same time as it is short and interesting. Then it is necessary to prioritise. The most important thing is that the title covers the contents of the paper. It can then rather be a bit long and boring.

EXAMPLE Choice of title

A title such as “Problems with alcohol?” is short and interesting, at least as the name of a paper in business economics. However, if the content of the study concerns an analysis of theft at the Swedish Alcohol Retailing Monopoly in relation to the different shop designs, the title cannot stand alone but must be complemented with an appropriate sub-heading; otherwise the thoughts of the reader will be led in the wrong direction. One way of handling this is to work with a main heading and a sub-heading (and maybe even a sub-heading to the sub-heading). For example: “Problems with alcohol – an analysis of the risk of theft in relation to the different shop designs of Systembolaget (the Swedish Alcohol Retailing Monopoly)”.

© T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 35

35

2014-02-04 09.50

3 The different sections of the paper

3.3.2 Preface

The preface is a brief description of the origins of the paper, such as its emergence as a course module, and perhaps also as the initiative of a certain organisation. In the preface, personal reflections about the writing process and other information which the authors wish to convey to the reader can also be taken up. By way of conclusion the authors can also, if they so wish, express thanks to the people who have been of assistance to them during the work with the writing assignment. Longer prefaces in large assignments are concluded with the name of the place, the date and the names of the authors.

The preface is the only part of the paper about which the supervisor does normally not have anything to say. An exception to this is if the preface were to contain any major error.

3.3.3 Summary

The summary is an important part of the paper. It shall portray the main contents of the paper in a concentrated way. The reader shall, without having to read the entire paper, be able to understand the major results and how the authors have arrived at the same.

The summary must “stand alone” and therefore may not contain any references to the rest of the text. Neither may the summary contain any facts or theories that have not been described elsewhere in the paper. The length of a summary varies, but it should, nonetheless, not be comprised of more than 1-2 pages if the work is below the 15-credit level. If it is a large paper and is written in English in a country where English is not the native language it might also be appropriate to include a summary in the native language of the country or, vice-versa, in English if the paper is written in the native language. The appropriate location for the summary is directly after the preface.

3.3.4 Abstract

Abstract is a short outline of the content of the paper in just a few sentences plus a list of some key words that characterise the study. For large assignments there is usually an abstract. Its principal function is to facilitate for potential readers doing a literature search partly to find the paper, and partly to 36

978-91-44-09376-5_01_book.indd 36

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

3 The different sections of the paper

quickly be able to evaluate its relevance. Thus it is important that an abstract provides a good description of the contents of the paper as well as all the essential key words.

3.3.5 Table of contents

The table of contents should give a broad idea of the contents of the work and should facilitate for the reader to navigate in the paper. Some things worth thinking about when the headings are determined are the following: • Use informative and preferably short headings. Remember that the

reader is perhaps not as acquainted with the subject as the authors are.

The use of, for example, the name of a theory in the heading implies that a reader who is not acquainted with this theory will not either know what the chapter is about. It is inappropriate to have the same heading text in several different places, since the reader will then not know in which chapter the sought for information is to be found.

• Use a limited number of heading levels: for smaller assignments a maximum of three numbered plus possibly one unnumbered heading level (heading level 4) inside the actual paper. In large assignments a maximum of four numbered heading levels is recommended.

When the paper is less than approximately ten pages long, heading numbering is seldom necessary – the actual headings suffice.

• Only having one sub-heading to a certain main heading is usually inappropriate; instead the main heading can often be reformulated according to the contents of the sub-heading (see example below).

EXAMPLE Reformulation of main heading in order to avoid the use of only one sub-heading

Before: 4:1 Environmental impact when producing paper 4.1.1 Environmental impact at fine paper mills After: 4:1 Environmental impact when producing fine paper

© T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 37

37

2014-02-04 09.50

3 The different sections of the paper

3.4 Introductory chapter 3.4.1 Comprehensive structure, t wo different models

In the first part of the introductory chapter the authors are to give the reader an idea and understanding of the background of the paper and what you wish to accomplish by writing it. In the defining of the problem the authors choose the “problem” which is to be studied. By allowing others (researchers, politicians, business leaders, industry representatives, etc.) to be heard via references and possibly also quotations, the authors attempt to show that the problem treated in the paper is of a certain general and theoretical interest.

Furthermore, the authors attempt, by way of various choices, to scale down the problem to a manageable size and form. This way of reasoning implies a gradual narrowing down of the material and can thus be described as a funnel in which the upper part consists of a general background description, and where that which finally emerges from the other end of the funnel is the aim of the study, see Figure 3.3. Nothing can reasonably emerge from the funnel without it having been put there in the first place, i.e. the aim cannot contain anything that is completely new, but rather should emerge as a logical consequence of the reasoning that has been conducted in the problem-defining discussion.

This gradual narrowing down discussion should be conducted entirely independently of whether the authors in the beginning only have a vague idea of what they wish to write about or whether they have already decided on the contents of the study. In both cases the authors need to clarify for the readers, as well as for themselves, why it is of interest to study the defined problem and which is the orientation they intend to apply. In other words, it is a matter of motivating why the aim is relevant for an academic paper.

Background

Problematization

Aim of the study

38

978-91-44-09376-5_01_book.indd 38

Figure 3.3 The funnel model illustrates the gradual narrowing down of the subject.

© T he au thors and S t u dentlitterat u r

2014-02-04 09.50

3 The different sections of the paper

At times, however, the introductory chapter may have a somewhat different structure. If the authors have, for example, been invited to write about a specific subject and accepted this invitation because they found the subject interesting (which is a good thing), then it is a matter of convincing the reader (and the supervisor) that it can become an academic study, i.e. a study that is of a certain general interest and has a theoretical dimension. In such a case, one can introduce the chapter with a presentation by the authors for the readers of the aim of the study. After this the discussion is gradually expanded in order to demonstrate the general interest and the theoretical dimension, after which the authors move on into the usual “funnel model” and quickly run through this. The whole process can be described as a “double funnel”, see Figure 3.4.

Aim of the study

Widening

Background

Figure 3.4 Illustration

of how the subject is first expanded and then narrowed down by using a “double funnel”.

Problematization

Aim of the study

EXAMPLE Introduction to double funnel – an example from a paper about the distribution of juice as a concentrate

Within the company Good Drinks Ltd. it is presumed that most of the liquid foodstuffs will, within 10 years, be distributed as concentrates in order to reduce the transport volumes and thereby reduce the expenses and the environmental impact. © T he au thors and S t u dentlitterat u r

978-91-44-09376-5_01_book.indd 39

39

2014-02-04 09.50

Maria Björklund is a senior lecturer and associate professor at Linköping University and Ulf Paulsson is a senior lecturer at Lund University. Together they have a long-standing experience of research and teaching, as well as of supervising academic papers, theses and projects.

Maria works at the Department of ­Management and Engineering, Institute of Technology at Linköping University but is also active as a visiting lecturer at other departments and universities. Ulf is active at the Department of Business Administration, School of Economics and Management at Lund University.

An educational method that is becoming all the more common at colleges and universities is that of the seminar. In the seminar, ­students write academic papers and reports, present them, and act as opponents on each other’s work. The book covers all the sections that are normally included in the seminar. The learning environment of the seminar is based on a scientific way of thinking and on scientific methods. With its point of departure in this foundation, the book aims to provide easily accessible information and advice about the ways in which academic work can be organized and carried out. Furthermore, the book takes up issues regarding layout, presentation of one’s work, opposition, and cheating, as well as criteria used to assess academic papers and theses.

The book is intended for use on first-cycle levels at university ­colleges and universities, and within other forms of post-secondary school education.

There is also a Swedish version of the book with the title: Seminarie­boken – att skriva, presentera och opponera.

Material for downloading can be found on the book’s website: www.studentlitteratur.se/37838.

Art.nr 37838

www.studentlitteratur.se

978-91-44-09376-5_01_cover.indd 1

2014-02-04 09.30