thesis defence cbs

TEACHING & LEARNING

COPENHAGEN BUSINESS SCHOOL

Guidelines for the oral defense of theses at CBS

Oral defense of master’s theses.

The oral defense marks the completion of 5 years of studies and is therefore a day of celebration.

Below, you will find guidance for ensuring that the defense sticks to current rules and regulations.

The supervisor becomes the examiner the moment the thesis is submitted and from that point on, the examiner is  not  allowed to be in contact with the students until the oral defense.

The oral defense consists of:

• A presentation controlled by the student(s)
• A discussion controlled by the examiner
• Deliberation / reviewing
• Grade-giving and feedback

The timeframe varies from program to program and is shown in the course description (search on master’s thesis along with the relevant program). On most CBS programs one hour per student is allocated to the entire function (i.e. the list above).

The examiners have read the thesis in advance and the oral defense is therefore  not  a repetition of the content of the thesis. The oral defense is an opportunity for a discussion of particularly interesting aspects of the thesis. Examiners should try to form the defense as a discussion amongst interested parties rather than a question/answer session. All aspects within the delimitation of the thesis are subject to discussion and adjacent theory/methods/perspectives can be included, but the oral defense is not an exam in the entire syllabus of the graduate program.

The purpose of the defense, alongside the discussion among interested parties, is also to check that the thesis has indeed been written by the student. Therefore, the examiners have to ensure that the discussion does not get stalled in a corner of the research, but covers substantial parts of it. In a group oral defense, the examiners have to make sure that a basis for giving individual grades is established and this will normally imply that all students are heard more or less equally.

The defense is also the student’s opportunity to correct possible substantial errors or omissions in the written work. Since the current grading scale focuses exactly on the number/seriousness of errors and omissions in the student performance, normally most of the time and discussion in the oral defense will circle around this issue.

The assessment must be based on the criteria, which appear in the learning objectives and examination requirements in the  program regulations . It is not allowed to include other criteria. Be aware that the criteria can vary across the different programs and that criteria might change over time. Therefore, it is important that you read the current criteria in each student’s learning objectives. The assessment includes the written work, including summary and bibliography (but excluding appendices), and writing- and expression skills. However, the academic content, as well as the oral defense, carries the biggest weight. See note on the overall assessment.

Assessment is conducted according to the  7-point grading scale .

Assessment of group theses

Each student must be given an individual grade, even though they have written and defended the thesis together. The students shall therefore be given different grades if the academic assessment dictates it.

Feedback on grade

The examiners must always justify the grade to students (normally referring to errors/omissions in the student performance regarding the learning objectives). The situation can be emotional, positive, or negative, so the examiner should ask the student whether he/she understands the reason for the grade and give the student an opportunity to ask questions regarding the assessment. However, the grade itself is not up for discussion or negotiation and the examiners are not allowed to communicate whether they disagree with the grade given. A reasonable explanation can prevent examination complaints and give the student a good completion of his/her studies, even if the student is disappointed with the grade.

If anything goes wrong

Is the student absent? Is the external examiner absent? Has the room been double-booked? Do the examiners suspect  plagiarism ? Or are there other things that go wrong, you must contact The Program Administration immediately:

Log on to  eksamen.cbs.dk  and click on the name of the test and click on the exam administrator’s name for contact information.

Course in oral examination and assessment

Teaching & Learning is facilitating a course in oral examination and assessment that will help you qualify as an oral examiner in university education in Denmark, primarily bachelor and master level programs in social sciences, incl. business administration and economics.

Read more about the course here .

Student theses

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`drink responsibly´ communication campaigns: a perfect cocktail of brand promotion and social responsibility.

Simone Massaro

Cand.merc.smc Strategic Market Creation, (Graduate Programme) Final Thesis, 2012

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(Un-)Predictability in Bond Returns: Benchmarking Deep Learning Architectures out of Sample

Mads Bibow Busborg Nielsen, Kai Rövenich

MSc in Advanced Economics and Finance, (Graduate Programme) Final Thesis, 2017

#AUTHENTICITY: A Case Study on how Influencers can Appear Authentic on Instagram

Ida Stockfleth Jensen

MA in International Business Communication (Intercultural Marketing), (Graduate Programme) Final Thesis, 2022

#Fitstagram: The Role of Strategic Liking on Instagram in the Context of the Fitness Culture

Laura S. Andersen, Louise Kristiansen

MA in International Business Communication (Intercultural Marketing), (Graduate Programme) Final Thesis, 2016

#PaidPartnerships: The Drivers of Consumer Perceived Brand Authenticity of Social Media Influencers and the Role of a Sponsorship Disclosure

Caroline Sofia Fich Andersen, Cecilie Juul Jørgensen

MSc in Brand and Communications Management, (Graduate Programme) Final Thesis, 2021

#Upgrading Grunig and Hunt: A reconceptualization of Grunig & Hunt’s public relations models from a CCO perspective

Charlotte Rex

MA in International Business Communication (Intercultural Marketing), (Graduate Programme) Final Thesis, 2015

#SPONSORED : An Explorative Study on Perceived Influencer Credibility in a Commercialized Context on Instagram

Signe Søder, Katrine Guldager

MSc in Business Administration and Organizational Communication, (Graduate Programme) Final Thesis, 2018

#Sponsored; If I Say It’s Good, Do You Trust Me? A Thesis on Gen Z’s Perception of Credibility in Influencer Marketing

Mathilde Bjørn Andersen

MSc in Economics and Marketing, (Graduate Programme) Final Thesis, 2023

1 Multilisting – hvad er værdien for virksomheder og investorer?

Tina Esmarch Viuf

Graduate Diploma in Finance, (Diploma Programme) Final Thesis, 2015

Student thesis : Diploma thesis

2022 FIFA World Cup : Authenticity in Football

Frederik Wolf Windum

MA in International Business Communication (Intercultural Marketing), (Graduate Programme) Final Thesis, 2020

3D printing global value chains: How new technology is restructuring production in the 21st Century

Martha Rehnberg

MSc in International Business and Politics, (Graduate Programme) Final Thesis, 2015

3D-printing Could Change the World: An Analysisin Law and Economics of the InfoSoc-directive’s Efficiency

Alexander Kroer Dal, Alexander Lerche

MSc in Commercial Law, (Graduate Programme) Final Thesis, 2017

50 years of Sustainability in the UN: A Genealogy

Kristoffer Østergaard Bruun Kristensen, Milad Azim

MSocSc in Political Communication and Management, (Graduate Programme) Final Thesis, 2022

7-trins-skalaen: En analyse af information og diskurs

Helle Bjørnstrup

MA in International Business Communication (Intercultural Marketing), (Graduate Programme) Final Thesis, 2009

95% målsætningen og uddannelsesvejledning

Annemette Færch

Master of Public Governance, (Executive Master Programme) Final Thesis, 2013

Student thesis : Master executive thesis

A/B Modellen: I krydsfeltet mellem selskabsretten og skatteretten

Maibritt Nybro Jensen

Master i Skat, (Executive Master Programme) Final Thesis, 2016

A basic income for Central America: Towards the eradication of extreme poverty in the region

Alice Krozer

MSc in Business, Language and Culture, (Graduate Programme) Final Thesis, 2011

ABC-costing i Handicapcentret i Københavns Kommune

Viktoria Feldstedt, Christian Helvad

Graduate Diploma in Accounting and Financial Management, (Diploma Programme) Final Thesis, 2013

Abenas udnyttelse af internationaliseringsfordele i udlandet

Steffen Boel Kristensen, Morten Redder Madsen

Graduate Diploma in International Business, (Diploma Programme) Final Thesis, 2017

Abnormal Returns on Employee Stock Option Grants: An Event Study on Stockholm Stock Exchange

Ermin Keric, Mia Vale Sæter

MSc in Finance and Investments, (Graduate Programme) Final Thesis, 2016

MSc in Applied Economics and Finance, (Graduate Programme) Final Thesis, 2016

A bottom-up approach to reintegration of ex-combatants in the Democratic Republic of Congo

Anne Katrine Hansen

MSc in Business, Language and Culture, (Graduate Programme) Final Thesis, 2009

A Brave New Symbiotic World: An Emerging Ecological Order of Worth

Nicholas Haagensen

MSc in International Business and Politics, (Graduate Programme) Final Thesis, 2016

A breakthrough approach for the study of innovations that combines Actor Network Theory and Tribal Consumption: The case of the 3D printer and the Third Industrial Revolution

Barbara Jiménez Fuentes, Virginia Cimino

MSc in Brand and Communications Management, (Graduate Programme) Final Thesis, 2013

A business model approach to Web 2.0

Sebastian Schröder

MSc in Strategy, Organization and Leadership, (Graduate Programme) Final Thesis, 2011

A Business Model Framework for Sharing Economy: Disclosing Customer Value and Characteristics

Julie Blom Engelsholm

MSocSc in Service Management, (Graduate Programme) Final Thesis, 2016

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2021/2022  kan-ccdco1029u  master's thesis.

The master’s thesis is normally the last step in a graduate course of study, representing a research inquiry in the field of concentration, reflecting appropriate social science research method and offering original contributions. Orientation sessions and various workshops are offered in support of all facets of the thesis process.

The purpose of the master’s thesis is for the student to develop and manifest the ability to conduct a graduate level research involving proper description, analysis, and the crafting of an appropriate research issue using appropriate scientific theory and research method.

The general focus of the BLC master’s thesis, consistent with the BLC course of study, should involve a defined international and/or intercultural issue relevant to companies and organizations.

Students can find further information about writing a master's thesis under my.cbs.dk => Master's Thesis .

Preparing For Your Dissertation Defense

13 Key Questions To Expect In The Viva Voce

By: Derek Jansen (MBA) & David Phair (PhD) . Reviewed By: Dr Eunice Rautenbach | June 2021

Preparing for your dissertation or thesis defense (also called a “viva voce”) is a formidable task . All your hard work over the years leads you to this one point, and you’ll need to defend yourself against some of the most experienced researchers you’ve encountered so far.

It’s natural to feel a little nervous.

In this post, we’ll cover some of the most important questions you should be able to answer in your viva voce, whether it’s for a Masters or PhD degree. Naturally, they might not arise in exactly the same form (some may not come up at all), but if you can answer these questions well, it means you’re in a good position to tackle your oral defense.

Viva Voce Prep: 13 Essential Questions

• What is your study about and why did you choose to research this in particular?
• How did your research questions evolve during the research process?
• How did you decide on which sources to include in your literature review?
• How did you design your study and why did you take this approach?
• How generalisable and valid are the findings?
• What were the main shortcomings and limitations created by your research design?
• How did your findings relate to the existing literature?
• What were your key findings in relation to the research questions?
• Were there any findings that surprised you?
• What biases may exist in your research?
• How can your findings be put into practice?
• How has your research contributed to current thinking in the field?
• If you could redo your research, how would you alter your approach?

#1: What is your study about and why did you choose to research this in particular?

This question, a classic party starter, is pretty straightforward.

What the dissertation or thesis committee is assessing here is your ability to clearly articulate your research aims, objectives and research questions in a concise manner. Concise is the keyword here – you need to clearly explain your research topic without rambling on for a half-hour. Don’t feel the need to go into the weeds here – you’ll have many opportunities to unpack the details later on.

In the second half of the question, they’re looking for a brief explanation of the justification of your research. In other words, why was this particular set of research aims, objectives and questions worth addressing? To address this question well in your oral defense, you need to make it clear what gap existed within the research and why that gap was worth filling.

#2: How did your research questions evolve during the research process?

Good research generally follows a long and winding path . It’s seldom a straight line (unless you got really lucky). What they’re assessing here is your ability to follow that path and let the research process unfold.

Specifically, they’ll want to hear about the impact that the literature review process had on you in terms of shaping the research aims, objectives and research questions . For example, you may have started with a certain set of aims, but then as you immersed yourself in the literature, you may have changed direction. Similarly, your initial fieldwork findings may have turned out some unexpected data that drove you to adjust or expand on your initial research questions.

Long story short – a good defense involves clearly describing your research journey , including all the twists and turns. Adjusting your direction based on findings in the literature or the fieldwork shows that you’re responsive , which is essential for high-quality research.

#3: How did you decide on which sources to include in your literature review?

A comprehensive literature review is the foundation of any high-quality piece of research. With this question, your dissertation or thesis committee are trying to assess which quality criteria and approach you used to select the sources for your literature review.

Typically, good research draws on both the seminal work in the respective field and more recent sources . In other words, a combination of the older landmark studies and pivotal work, along with up-to-date sources that build on to those older studies. This combination ensures that the study has a rock-solid foundation but is not out of date.

So, make sure that your study draws on a mix of both the “classics” and new kids on the block, and take note of any major evolutions in the literature that you can use as an example when asked this question in your viva voce.

#4: How did you design your study and why did you take this approach?

This is a classic methodological question that you can almost certainly expect in some or other shape.

What they’re looking for here is a clear articulation of the research design and methodology, as well as a strong justification of each choice . So, you need to be able to walk through each methodological choice and clearly explain both what you did and why you did it. The why is particularly important – you need to be able to justify each choice you made by clearly linking your design back to your research aims, objectives and research questions, while also taking into account practical constraints.

To ensure you cover every base, check out our research methodology vlog post , as well as our post covering the Research Onion .

#5: How generalizable and valid are the findings?

This question is aimed at specifically digging into your understanding of the sample and how that relates to the population, as well as potential validity issues in your methodology.

To answer question this well, you’ll need to critically assess your sample and findings and consider if they truly apply to the entire population, as well as whether they assessed what they set out to. Note that there are two components here – generalizability and validity . Generalizability is about how well the sample represents the population. Validity is about how accurately you’ve measured what you intended to measure .

To ace this part of your dissertation defense, make sure that you’re very familiar with the concepts of generalizability , validity and reliability , and how these apply to your research. Remember, you don’t need to achieve perfection – you just need to be aware of the strengths and weaknesses of your research (and how the weaknesses could be improved upon).

Need a helping hand?

#6: What were the main shortcomings and limitations created by your research design?

This question picks up where the last one left off.

As I mentioned, it’s perfectly natural that your research will have shortcomings and limitations as a result of your chosen design and methodology. No piece of research is flawless. Therefore, a good dissertation defense is not about arguing that your work is perfect, but rather it’s about clearly articulating the strengths and weaknesses of your approach.

To address this question well, you need to think critically about all of the potential weaknesses your design may have, as well as potential responses to these (which could be adopted in future research) to ensure you’re well prepared for this question. For a list of common methodological limitations, check out our video about research limitations here .

#7: How did your findings relate to the existing literature?

This common dissertation defense question links directly to your discussion chapter , where you would have presented and discussed the findings in relation to your literature review.

What your dissertation or thesis committee is assessing here is your ability to compare your study’s findings to the findings of existing research . Specifically, you need to discuss which findings aligned with existing research and which findings did not. For those findings that contrasted against existing research, you should also explain what you believe to be the reasons for this.

As with many questions in a viva voce, it’s both the what and the why that matter here. So, you need to think deeply about what the underlying reasons may be for both the similarities and differences between your findings and those of similar studies.

#8: What were your key findings in relation to the research questions?

This question is similar to the last one in that it too focuses on your research findings. However, here the focus is specifically on the findings that directly relate to your research questions (as opposed to findings in general).

So, a good way to prepare for this question is to step back and revisit your research questions . Ask yourself the following:

• What exactly were you asking in those questions, and what did your research uncover concerning them?
• Which questions were well answered by your study and which ones were lacking?
• Why were they lacking and what more could be done to address this in future research?

Conquering this part dissertation defense requires that you focus squarely on the research questions. Your study will have provided many findings (hopefully!), and not all of these will link directly to the research questions. Therefore, you need to clear your mind of all of the fascinating side paths your study may have lead you down and regain a clear focus on the research questions .

#9: Were there any findings that surprised you?

This question is two-pronged.

First, you should discuss the surprising findings that were directly related to the original research questions . Going into your research, you likely had some expectations in terms of what you would find, so this is your opportunity to discuss the outcomes that emerged as contrary to what you initially expected. You’ll also want to think about what the reasons for these contrasts may be.

Second, you should discuss the findings that weren’t directly related to the research questions, but that emerged from the data set . You may have a few or you may have none – although generally there are a handful of interesting musings that you can glean from the data set. Again, make sure you can articulate why you find these interesting and what it means for future research in the area.

What the committee is looking for in this type of question is your ability to interpret the findings holistically and comprehensively , and to respond to unexpected data. So, take the time to zoom out and reflect on your findings thoroughly.

#10: What biases may exist in your research?

Biases… we all have them.

For this question, you’ll need to think about potential biases in your research , in the data itself but also in your interpretation of the data. With this question, your committee is assessing whether you have considered your own potential biases and the biases inherent in your analysis approach (i.e. your methodology). So, think carefully about these research biases and be ready to explain how these may exist in your study.

In an oral defense, this question is often followed up with a question on how the biases were mitigated or could be mitigated in future research. So, give some thought not just to what biases may exist, but also the mitigation measures (in your own study and for future research).

#11: How can your findings be put into practice?

Another classic question in the typical viva voce.

With this question, your committee is assessing your ability to bring your findings back down to earth and demonstrate their practical value and application. Importantly, this question is not about the contribution to academia or the overall field of research (we’ll get to that next) – it is specifically asking about how this newly created knowledge can be used in the real world.

Naturally, the actionability of your findings will vary depending on the nature of your research topic. Some studies will produce many action points and some won’t. If you’re researching marketing strategies within an industry, for example, you should be able to make some very specific recommendations for marketing practitioners in that industry.

To help you flesh out points for this question, look back at your original justification for the research (i.e. in your introduction and literature review chapters). What were the driving forces that led you to research your specific topic? That justification should help you identify ways in which your findings can be put into practice.

#12: How has your research contributed to current thinking in the field?

While the previous question was aimed at practical contribution, this question is aimed at theoretical contribution . In other words, what is the significance of your study within the current body of research? How does it fit into the existing research and what does it add to it?

This question is often asked by a field specialist and is used to assess whether you’re able to place your findings into the research field to critically convey what your research contributed. This argument needs to be well justified – in other words, you can’t just discuss what your research contributed, you need to also back each proposition up with a strong why .

To answer this question well, you need to humbly consider the quality and impact of your work and to be realistic in your response. You don’t want to come across as arrogant (“my work is groundbreaking”), nor do you want to undersell the impact of your work. So, it’s important to strike the right balance between realistic and pessimistic .

This question also opens the door to questions about potential future research . So, think about what future research opportunities your study has created and which of these you feel are of the highest priority.

#13: If you could redo your research, how would you alter your approach?

This question is often used to wrap up a viva voce as it brings the discussion full circle.

Here, your committee is again assessing your ability to clearly identify and articulate the limitations and shortcomings of your research, both in terms of research design and topic focus . Perhaps, in hindsight, it would have been better to use a different analysis method or data set. Perhaps the research questions should have leaned in a slightly different direction. And so on.

This question intends to assess whether you’re able to look at your work critically , assess where the weaknesses are and make recommendations for the future . This question often sets apart those who did the research purely because it was required, from those that genuinely engaged with their research. So, don’t hold back here – reflect on your entire research journey ask yourself how you’d do things differently if you were starting with a  blank canvas today.

Recap: The 13 Key Dissertation Defense Questions

To recap, here are the 13 questions you need to be ready for to ace your dissertation or thesis oral defense:

As I mentioned, this list of dissertation defense questions is certainly not exhaustive – don’t assume that we’ve covered every possible question here. However, these questions are quite likely to come up in some shape or form in a typical dissertation or thesis defense, whether it’s for a Master’s degree, PhD or any other research degree. So, you should take the time to make sure you can answer them well.

If you need assistance preparing for your dissertation defense or viva voce, get in touch with us to discuss 1-on-1 coaching. We can critically review your research and identify potential issues and responses, as well as undertake a mock oral defense to prepare you for the pressures and stresses on the day.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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12 Comments

Very interesting

Interesting. I appreciate!

Really appreciating

My field is International Trade

Interesting

This is a full course on defence. I was fabulously enlightened and I gained enough confidence for my upcoming Masters Defence.

There are many lessons to learn and the simplicity in presentationmakes thee reader say “YesI can”

This is so helping… it has Enlightened me on how to answer specific questions. I pray to make it through for my upcoming defense

Lovely to hear that 🙂

Really educative and beneficial

Interesting. On-point and elaborate. And comforting too! Thanks.

Thank you very much for the enlightening me, be blessed

Thankyou so much. I am planning to defend my thesis soon and I found this very useful

Very interesting and useful to all masters and PhD students

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How to prepare an excellent thesis defense

What is a thesis defense?

How long is a thesis defense, what happens at a thesis defense, your presentation, questions from the committee, 6 tips to help you prepare for your thesis defense, 1. anticipate questions and prepare for them, 2. dress for success, 3. ask for help, as needed, 4. have a backup plan, 5. prepare for the possibility that you might not know an answer, 6. de-stress before, during, and after, frequently asked questions about preparing an excellent thesis defense, related articles.

If you're about to complete, or have ever completed a graduate degree, you have most likely come across the term "thesis defense." In many countries, to finish a graduate degree, you have to write a thesis .

A thesis is a large paper, or multi-chapter work, based on a topic relating to your field of study.

Once you hand in your thesis, you will be assigned a date to defend your work. Your thesis defense meeting usually consists of you and a committee of two or more professors working in your program. It may also include other people, like professionals from other colleges or those who are working in your field.

During your thesis defense, you will be asked questions about your work. The main purpose of your thesis defense is for the committee to make sure that you actually understand your field and focus area.

The questions are usually open-ended and require the student to think critically about their work. By the time of your thesis defense, your paper has already been evaluated. The questions asked are not designed so that you actually have to aggressively "defend" your work; often, your thesis defense is more of a formality required so that you can get your degree.

• Check with your department about requirements and timing.
• Re-read your thesis.
• Anticipate questions and prepare for them.
• Create a back-up plan to deal with technology hiccups.
• Plan de-stressing activities both before, and after, your defense.

How long your oral thesis defense is depends largely on the institution and requirements of your degree. It is best to consult your department or institution about this. In general, a thesis defense may take only 20 minutes, but it may also take two hours or more. The length also depends on how much time is allocated to the presentation and questioning part.

Tip: Check with your department or institution as soon as possible to determine the approved length for a thesis defense.

First of all, be aware that a thesis defense varies from country to country. This is just a general overview, but a thesis defense can take many different formats. Some are closed, others are public defenses. Some take place with two committee members, some with more examiners.

The same goes for the length of your thesis defense, as mentioned above. The most important first step for you is to clarify with your department what the structure of your thesis defense will look like. In general, your thesis defense will include:

• your presentation of around 20-30 minutes
• questions from the committee
• questions from the audience (if the defense is public and the department allows it)

You might have to give a presentation, often with Powerpoint, Google slides, or Keynote slides. Make sure to prepare an appropriate amount of slides. A general rule is to use about 10 slides for a 20-minute presentation.

But that also depends on your specific topic and the way you present. The good news is that there will be plenty of time ahead of your thesis defense to prepare your slides and practice your presentation alone and in front of friends or family.

Tip: Practice delivering your thesis presentation in front of family, friends, or colleagues.

You can prepare your slides by using information from your thesis' first chapter (the overview of your thesis) as a framework or outline. Substantive information in your thesis should correspond with your slides.

Make sure your slides are of good quality— both in terms of the integrity of the information and the appearance. If you need more help with how to prepare your presentation slides, both the ASQ Higher Education Brief and James Hayton have good guidelines on the topic.

The committee will ask questions about your work after you finish your presentation. The questions will most likely be about the core content of your thesis, such as what you learned from the study you conducted. They may also ask you to summarize certain findings and to discuss how your work will contribute to the existing body of knowledge.

Tip: Read your entire thesis in preparation of the questions, so you have a refreshed perspective on your work.

While you are preparing, you can create a list of possible questions and try to answer them. You can foresee many of the questions you will get by simply spending some time rereading your thesis.

Here are a few tips on how to prepare for your thesis defense:

You can absolutely prepare for most of the questions you will be asked. Read through your thesis and while you're reading it, create a list of possible questions. In addition, since you will know who will be on the committee, look at the academic expertise of the committee members. In what areas would they most likely be focused?

If possible, sit at other thesis defenses with these committee members to get a feel for how they ask and what they ask. As a graduate student, you should generally be adept at anticipating test questions, so use this advantage to gather as much information as possible before your thesis defense meeting.

Your thesis defense is a formal event, often the entire department or university is invited to participate. It signals a critical rite of passage for graduate students and faculty who have supported them throughout a long and challenging process.

While most universities don't have specific rules on how to dress for that event, do regard it with dignity and respect. This one might be a no-brainer, but know that you should dress as if you were on a job interview or delivering a paper at a conference.

It might help you deal with your stress before your thesis defense to entrust someone with the smaller but important responsibilities of your defense well ahead of schedule. This trusted person could be responsible for:

• preparing the room of the day of defense
• setting up equipment for the presentation
• preparing and distributing handouts

Technology is unpredictable. Life is too. There are no guarantees that your Powerpoint presentation will work at all or look the way it is supposed to on the big screen. We've all been there. Make sure to have a plan B for these situations. Handouts can help when technology fails, and an additional clean shirt can save the day if you have a spill.

One of the scariest aspects of the defense is the possibility of being asked a question you can't answer. While you can prepare for some questions, you can never know exactly what the committee will ask.

There will always be gaps in your knowledge. But your thesis defense is not about being perfect and knowing everything, it's about how you deal with challenging situations. You are not expected to know everything.

James Hayton writes on his blog that examiners will sometimes even ask questions they don't know the answer to, out of curiosity, or because they want to see how you think. While it is ok sometimes to just say "I don't know", he advises to try something like "I don't know, but I would think [...] because of x and y, but you would need to do [...] in order to find out.” This shows that you have the ability to think as an academic.

You will be nervous. But your examiners will expect you to be nervous. Being well prepared can help minimize your stress, but do know that your examiners have seen this many times before and are willing to help, by repeating questions, for example. Dora Farkas at finishyourthesis.com notes that it’s a myth that thesis committees are out to get you.

Two common symptoms of being nervous are talking really fast and nervous laughs. Try to slow yourself down and take a deep breath. Remember what feels like hours to you are just a few seconds in real life.

• Try meditational breathing right before your defense.
• Get plenty of exercise and sleep in the weeks prior to your defense.
• Have your clothes or other items you need ready to go the night before.
• During your defense, allow yourself to process each question before answering.
• Go to dinner with friends and family, or to a fun activity like mini-golf, after your defense.

Allow yourself to process each question, respond to it, and stop talking once you have responded. While a smile can often help dissolve a difficult situation, remember that nervous laughs can be irritating for your audience.

We all make mistakes and your thesis defense will not be perfect. However, careful preparation, mindfulness, and confidence can help you feel less stressful both before, and during, your defense.

Finally, consider planning something fun that you can look forward to after your defense.

It is completely normal to be nervous. Being well prepared can help minimize your stress, but do know that your examiners have seen this many times before and are willing to help, by repeating questions for example if needed. Slow yourself down, and take a deep breath.

Your thesis defense is not about being perfect and knowing everything, it's about how you deal with challenging situations. James Hayton writes on his blog that it is ok sometimes to just say "I don't know", but he advises to try something like "I don't know, but I would think [...] because of x and y, you would need to do [...] in order to find out".

Your Powerpoint presentation can get stuck or not look the way it is supposed to do on the big screen. It can happen and your supervisors know it. In general, handouts can always save the day when technology fails.

• Dress for success.
• Ask for help setting up.
• Have a backup plan (in case technology fails you).
• Deal with your nerves.

The top 10 thesis defense questions (+ how to prepare strong answers)

Crafting a thesis is significant, but defending it often feels like the ultimate test. While nerve-wracking, proper preparation can make it manageable. Prepare for your thesis defense with insights on the top questions you can expect, including strategies for answering convincingly.

Mastering the thesis defense: cultivate a success mindset

Question 1: why did you choose this particular topic for your research, question 2: how does your research contribute to the existing body of knowledge, question 3: what are the key findings of your research, question 4: can you defend your research methodology, question 5: how did you analyze the data and what challenges did you encounter, question 6: what theoretical frameworks or references underpin your research, question 7: how did you address ethical considerations in your research, question 8: in what ways does your research contribute to the field, question 9: how did you ensure your research was free from bias, question 10: where can future research go from here.

Nurturing a success mindset for your defense is pivotal. This means adopting a mental outlook geared towards achieving favorable outcomes during your thesis defense. To truly excel in this pivotal academic moment, it’s imperative to cultivate both confidence and composure.

Confidence enables you to present your research with conviction, while composure allows you to navigate any challenges with grace and clarity.

Remember, you know your thesis best, so trust in your expertise.

In essence, a success mindset encompasses the belief in your abilities, coupled with the ability to remain calm and focused under pressure.

Stay composed and focused, relying on your thorough preparation. If you encounter a question you can’t answer, gracefully guide the conversation back to familiar topics.

Use strategic responses when needed. For example, if a question goes beyond your thesis scope, acknowledge its relevance but steer back to your focused areas. Similarly, if you’re unfamiliar with a theory or literature, admit it but offer related insights or perspectives.

By embracing these principles and staying confident and adaptable, you’ll navigate your thesis defense with ease.

This question delves into the origins of your academic journey, aiming to understand not just what you studied, but the underlying motivations and processes that drove your exploration. It’s not merely about the superficial aspects of your research, but rather about the deeper intellectual curiosity that ignited your quest.

To effectively respond, take the opportunity to elaborate on the intricacies of your journey. Begin by unpacking the specific interests or questions that sparked your intellectual curiosity in the subject matter. What events, experiences, or influences led you to delve into this particular area of study? Providing an anecdote or example that vividly illustrates the genesis of your scholarly pursuit can be helpful.

Moreover, discuss the gaps you identified in the existing literature that motivated you to contribute to your field. What deficiencies or unanswered questions did you observe? How did these gaps inspire you to embark on your research journey with the aim of filling these voids? By articulating the specific shortcomings in the current body of knowledge, you demonstrate a nuanced understanding of your research area and underscore the significance of your work.

Additionally, highlight any personal or academic experiences that played a pivotal role in steering you towards your chosen topic. Whether it was a transformative educational experience, a profound personal interest, or a meaningful encounter, these experiences can offer valuable insights into the origins of your scholarly pursuits.

In summary, when articulating your narrative, consider the following key points:

• Unpack the specific interests or questions that sparked your intellectual curiosity.
• Discuss the gaps in the existing literature that motivated your research.
• Highlight any personal or academic experiences that influenced your choice of topic.

This question delves into the vital role your research plays within the existing body of knowledge, urging you to articulate its significance and impact. It’s not merely about the subject matter you’ve studied, but also about the unique contributions and advancements your research brings to your field. To effectively respond, delve into the intricacies of your work and its implications for the broader academic landscape.

Begin by emphasizing the novelties and breakthroughs your research introduces. Highlight specific aspects of your study that represent advancements in understanding or methodologies. Whether it’s a novel approach to a longstanding problem, the discovery of new phenomena, or the development of innovative methodologies, these contributions underscore the significance of your research within the academic community.

Next, describe how your work engages with or challenges current conversations in your field. Discuss the existing paradigms or theories your research builds upon or critiques. Articulate how your findings contribute to ongoing debates or reshape prevailing understandings. By positioning your research within the broader context of scholarly discourse, you showcase its relevance and impact on the evolving landscape of your field.

Illuminate how your findings could influence future research trajectories. Explore potential avenues for further inquiry that emerge from your research findings. Consider how your work opens up new questions or areas of exploration for future researchers. By identifying these potential research directions, you demonstrate the forward-looking nature of your work and its potential to shape the future trajectory of your field.

In summary, when addressing how your research contributes to the existing body of knowledge, consider the following key points:

• Emphasize the novelties and breakthroughs your research introduces.
• Describe the conversations in your field that your work engages with or challenges.
• Illuminate how your findings could influence future research trajectories.

Addressing the question of your research’s key findings demands skill, as it necessitates succinctly summarizing your work while conveying its significance. To effectively respond, distill your findings into digestible takeaways that encapsulate the essence of your research. Identify the central discoveries or outcomes of your study, ensuring clarity and conciseness in your presentation.

Furthermore, relate these findings to the broader implications they hold for your field. Articulate how your research contributes to advancing knowledge or addressing pressing issues within your academic discipline. Consider the potential impact of your findings on theory, practice, or policy, highlighting their relevance and significance within the larger scholarly community.

Additionally, be prepared to elucidate the nuances and complexities involved in your results. While providing a concise summary of your findings is essential, it’s equally important to acknowledge the intricacies and limitations of your research. Discuss any methodological considerations, unexpected outcomes, or areas for further investigation, demonstrating a nuanced understanding of your work.

In summary, when addressing the key findings of your research, consider the following key points:

• Distill your findings into digestible takeaways.
• Relate the outcomes to the broader implications they hold for your field.
• Be prepared to shed light on the nuances and complexities involved in your results.

Defending your research methodology entails a comprehensive understanding of its rationale, alignment with research objectives, and acknowledgment of potential limitations. It’s not merely about explaining the methods employed but also justifying why they were chosen over alternative approaches. To effectively respond, delve into the intricacies of your methodology and its implications for the study.

Begin by elucidating the reasons for selecting the chosen methodology over alternatives. Discuss the specific advantages or suitability of the selected approach in addressing the research questions or objectives. Consider factors such as feasibility, appropriateness for the research context, and compatibility with the theoretical framework guiding your study.

Furthermore, explain how your chosen methods align with your research objectives. Articulate how the selected methodology enables you to achieve the intended outcomes and contribute to answering the research questions. Discuss how each methodological choice supports the overall research design and furthers the overarching goals of the study.

Be prepared to discuss the limitations inherent in your chosen methodology and how you mitigated them. Acknowledge any constraints or shortcomings associated with the selected approach, such as potential biases, sample size limitations, or data collection challenges. Demonstrate your awareness of these limitations and discuss the strategies implemented to address or minimize their impact on the validity and reliability of your findings.

In summary, when defending your research methodology, consider the following key points:

• Justify the methodology with reasons for selecting it over alternatives.
• Explain the methods’ alignment with your research objectives.
• Be ready to discuss the limitations and how you mitigated them.

Addressing the intricacies of data analysis involves not only outlining the techniques employed but also navigating the challenges encountered and evaluating the reliability and validity of the interpretations drawn. When responding to inquiries about data analysis, it’s essential to provide a comprehensive understanding of the methodologies employed, the obstacles faced, and the strategies utilized to ensure the accuracy and credibility of the findings.

Begin by outlining the techniques used for data analysis. Describe the specific methods, tools, and software employed to process and interpret the data collected. Whether it involved quantitative statistical analysis, qualitative coding techniques, or a combination of both, provide insights into the analytical framework guiding your study. Additionally, discuss the rationale behind the chosen analytical approach and how it aligns with the research objectives and questions.

Next, share the hurdles faced during the data analysis process and how you overcame them. Reflect on any challenges encountered, such as data cleaning issues, missing data, or unexpected patterns in the dataset. Discuss the steps taken to address these challenges, whether through iterative refinement of analytical techniques, consultation with peers or supervisors, or adaptation of the research design. Highlighting your ability to navigate obstacles demonstrates resilience and resourcefulness in overcoming methodological challenges.

Furthermore, discuss the reliability and validity of your data interpretation. Evaluate the rigor and credibility of your analytical process, considering factors such as data integrity, consistency, and relevance to the research objectives. Discuss any measures taken to ensure the trustworthiness of the findings, such as inter-coder reliability checks, triangulation of data sources, or member checking with participants. By critically examining the reliability and validity of your data interpretation, you provide insights into the robustness of your analytical approach and the credibility of the conclusions drawn.

In summary, when addressing inquiries about data analysis, consider the following key points:

• Outline the techniques used for data analysis.
• Share the hurdles faced during the process and how you overcame them.
• Discuss the reliability and validity of your data interpretation.

Exploring the theoretical underpinnings of your research involves delving into the foundational frameworks and seminal works that informed your study’s conceptual framework and analytical approach. When responding to inquiries about theoretical frameworks , it’s essential to provide a comprehensive understanding of the theories and references that shaped your research, elucidate their influence on your hypothesis and analysis, and reflect on the potential contributions or revisions your study may offer to existing theoretical foundations.

Begin by naming the key theories and seminal works that guided your research. Identify the theoretical frameworks that provided the conceptual scaffolding for your study, as well as the seminal works that shaped your understanding of the research area. Discuss how these theories and references informed your research design, methodology, and analytical approach, providing a theoretical lens through which to interpret your findings.

Elucidate on how these frameworks shaped your hypothesis and analysis. Describe how the theoretical perspectives and insights gleaned from seminal works informed the development of your research questions, hypotheses, and analytical framework. Discuss the ways in which these theoretical frameworks guided your data collection and interpretation, influencing the selection of variables, measures, and analytical techniques employed in your study.

Reflect on how your research may contribute to or revise these theoretical foundations. Consider the implications of your findings for advancing existing theoretical frameworks or revising established paradigms within your field. Discuss how your research extends or challenges current theoretical perspectives, offering new insights, conceptual refinements, or empirical evidence that may enrich or reshape prevailing theories. By critically examining the relationship between your research and existing theoretical frameworks, you provide insights into the broader theoretical implications and contributions of your study.

In summary, when addressing inquiries about theoretical frameworks, consider the following key points:

• Name the key theories and seminal works that guided your research.
• Elucidate on how these frameworks shaped your hypothesis and analysis.
• Reflect on how your research may contribute to or revise these theoretical foundations.

When addressing ethical considerations in your research, it’s essential to demonstrate a commitment to upholding ethical standards and protecting the rights and well-being of participants. Responding to inquiries about ethical protocols involves explaining the steps taken to ensure ethical conduct throughout the research process, describing the consent process and data protection measures implemented, and mentioning any institutional review board (IRB) approvals obtained.

Begin by explaining the ethical protocols you followed. Detail the ethical guidelines, codes of conduct, or regulatory frameworks that informed your research design and conduct. Discuss how these guidelines influenced decisions regarding participant recruitment, data collection methods, confidentiality protocols, and data storage procedures, emphasizing your adherence to ethical principles throughout the research process.

Describe the consent process, if applicable, and how you protected participants’ data. Provide insights into how informed consent was obtained from participants, including the procedures used to inform participants about the research purpose, risks, benefits, and their rights. Discuss any measures taken to safeguard participants’ privacy and confidentiality, such as anonymizing data, securing data storage, and limiting access to sensitive information, ensuring the protection of participants’ identities and personal information.

Mention any institutional ethics review board approvals you obtained. Highlight any formal ethical review processes or approvals obtained from relevant regulatory bodies, such as IRBs or ethics committees. Discuss how the research protocol was reviewed for compliance with ethical guidelines and standards, including considerations of participant welfare, informed consent procedures, and data protection measures. By acknowledging the oversight and approval of institutional review bodies, you demonstrate your commitment to ethical integrity and accountability in conducting research involving human subjects.

In summary, when addressing inquiries about ethical considerations in your research, consider the following key points:

• Explain the ethical protocols you followed.
• Describe the consent process and data protection measures implemented.
• Mention any institutional ethics review board approvals obtained.

When discussing the contributions of your research to the field, it’s essential to highlight the novel insights and potential impact your thesis offers. Responding to inquiries about your research’s significance involves detailing the unique perspectives and fresh understanding it brings to the academic discourse, as well as considering its implications for future research or practice and arguing its relevance within the broader academic community.

Begin by detailing the novel insights your thesis provides. Articulate the key findings, discoveries, or perspectives that distinguish your research from existing literature and contribute to advancing knowledge within your field. Discuss how your study fills gaps in current understanding, challenges established assumptions, or offers innovative approaches to addressing pressing issues, highlighting its potential to generate new avenues of inquiry and broaden the scope of scholarly discourse.

Discuss how your findings might influence future research or practice. Consider the implications of your research for shaping future scholarship, informing policy decisions, or guiding professional practice within relevant domains. Reflect on the potential practical applications, theoretical advancements, or methodological innovations stemming from your findings, highlighting their significance for advancing the field and addressing real-world challenges.

Be prepared to argue the relevance of your research within the broader academic community. Articulate the broader significance of your study within the context of current debates, trends, or priorities within your discipline. Discuss how your research aligns with existing scholarly agendas, contributes to interdisciplinary dialogue, or addresses pressing societal concerns, underscoring its relevance and potential impact on shaping the direction of future research and practice.

In summary, when addressing inquiries about the contributions of your research to the field, consider the following key points:

• Detail the novel insights your thesis provides.
• Discuss how your findings might influence future research or practice.
• Be prepared to argue the relevance of your research within the broader academic community.

When ensuring the integrity of your research and minimizing bias, it’s crucial to maintain objectivity and rigor throughout the study. Responding to inquiries about bias involves discussing the steps taken to uphold objectivity, describing any blind or double-blind procedures employed, and acknowledging and mitigating any unavoidable biases that may have arisen during the research process.

Begin by discussing the steps taken to maintain objectivity and rigor. Detail the strategies implemented to minimize the influence of personal biases, preconceptions, or external factors on the research outcomes. This may include adhering to a predetermined research protocol, using standardized procedures for data collection and analysis, and engaging in peer review or validation processes to ensure the reliability and validity of the findings.

Describe any blind or double-blind procedures employed in the study. Explain how blinding techniques were used to prevent bias in data collection, analysis, or interpretation. This may involve withholding certain information from researchers or participants to minimize the potential for conscious or unconscious bias to influence the results. Discuss how these procedures were implemented and their impact on enhancing the credibility and impartiality of the research outcomes.

Acknowledge any unavoidable biases that may have emerged during the research process and discuss how they were mitigated. Reflect on the inherent limitations or sources of bias in the study design, data collection methods, or participant selection criteria. Discuss the steps taken to minimize the impact of these biases, such as conducting sensitivity analyses, controlling for confounding variables, or triangulating data sources to corroborate findings.

In summary, when addressing inquiries about bias in your research, consider the following key points:

• Discuss steps taken to maintain objectivity and rigor.
• Describe any blind or double-blind procedures employed.
• Acknowledge any unavoidable biases and discuss how they were mitigated.

When considering the potential trajectory of your research topic, it’s essential to identify areas where further investigation could yield valuable insights, discuss unexplored questions that emerged from your research, and reflect on the limitations of your study as starting points for future research endeavors. Responding to inquiries about the future direction of research involves suggesting fruitful areas for further investigation, highlighting unresolved questions, and leveraging the limitations of your study as opportunities for future exploration.

Begin by suggesting areas where further investigation could be fruitful. Identify specific gaps, ambiguities, or unanswered questions within the existing literature that warrant additional inquiry. Consider emerging trends, advancements in technology or methodology, or pressing societal issues that may inform potential research directions. Propose research topics or hypotheses that build upon the findings of your study and extend the boundaries of current knowledge within your field.

Discuss unexplored questions that arose from your research. Reflect on any unexpected findings, anomalies, or areas of ambiguity that emerged during the course of your study. Consider how these unanswered questions or unresolved issues could serve as catalysts for future research endeavors, prompting further investigation into related phenomena, alternative explanations, or novel research methodologies.

Reflect on the limitations of your study as starting points for future research. Acknowledge any constraints, biases, or methodological shortcomings that may have influenced the outcomes or interpretations of your study. Discuss how these limitations provide opportunities for future research to refine methodologies, address confounding variables, or explore alternative theoretical frameworks. Consider how addressing these limitations could enhance the validity, reliability, and generalizability of future research findings within your field.

In summary, when addressing inquiries about the potential trajectory of your research topic, consider the following key points:

• Suggest areas where further investigation could be fruitful.
• Discuss unexplored questions that arose from your research.
• Reflect on the limitations of your study as starting points for future research.

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17 Thesis Defense Questions and How to Answer Them

A thesis defense gives you the chance to show off your thesis work and demonstrate your expertise in your field of study. During this one- to two-hour discussion with the members of your thesis committee, you'll have some control over how you present your research, but your committee will ask you some prodding questions to test your knowledge and preparedness. They will all have read your thesis beforehand, so their questions will relate to your study, topic, methods, data sample, and other aspects.

A good defense requires mastery of the thesis itself, so before you consider the questions you might face,

1. What is your topic, and why did you choose it?

Give a quick summary in just a few sentences on what you've researched. You could certainly go on for hours about your work, but make sure you prepare a way to give a very brief overview of your thesis. Then, give a quick background on your process for choosing this topic.

2. How does your topic contribute to the existing literature? How is it important?

Many researchers identify a need in the field and choose a topic to bridge the gaps that previous literature has failed to cover. For example, previous studies might not have included a certain population, region, or circumstance. Talk about how your thesis enhances the general understanding of the topic to extend the reach beyond what others have found, and then give examples of why the world needs that increased understanding. For instance, a thesis on romaine lettuce crops in desert climates might bring much-needed knowledge to a region that might not have been represented in previous work.

3. What are the key findings of your study?

When reporting your main results, make sure you have a handle on how detailed your committee wants you to be. Give yourself several options by preparing 1) a very general, quick summary of your findings that takes a minute or less, 2) a more detailed rundown of what your study revealed that is 3-5 minutes long, and 3) a 10- to 15-minute synopsis that delves into your results in detail. With each of these responses prepared, you can gauge which one is most appropriate in the moment, based on what your committee asks you and what has already been requested.

4. What type of background research did you do for your study?

Here you'll describe what you did while you were deciding what to study. This usually includes a literary review to determine what previous researchers have already introduced to the field. You also likely had to look into whether your study was going to be possible and what you would need in order to collect the needed data. Did you need info from databases that require permissions or fees?

5. What was your hypothesis, and how did you form it?

Describe the expected results you had for your study and whether your hypothesis came from previous research experience, long-held expectations, or cultural myths.

6. What limitations did you face when writing your text?

It's inevitable — researchers will face roadblocks or limiting factors during their work. This could be a limited population you had access to, like if you had a great method of surveying university students, but you didn't have a way to reach out to other people who weren't attending that school.

7. Why did you choose your particular method for your study?

Different research methods are more fitting to specific studies than others (e.g., qualitative vs. quantitative ), and knowing this, you applied a method that would present your findings most effectively. What factors led you to choose your method?

8. Who formed the sample group of your study, and why did you choose this population?

Many factors go into the selection of a participant group. Perhaps you were motivated to survey women over 50 who experience burnout in the workplace. Did you take extra measures to target this population? Or perhaps you found a sample group that responded more readily to your request for participation, and after hitting dead ends for months, convenience is what shaped your study population. Make sure to present your reasoning in an honest but favorable way.

9. What obstacles or limitations did you encounter while working with your sample?

Outline the process of pursuing respondents for your study and the difficulties you faced in collecting enough quality data for your thesis. Perhaps the decisions you made took shape based on the participants you ended up interviewing.

10. Was there something specific you were expecting to find during your analysis?

Expectations are natural when you set out to explore a topic, especially one you've been dancing around throughout your academic career. This question can refer to your hypotheses , but it can also touch on your personal feelings and expectations about this topic. What did you believe you would find when you dove deeper into the subject? Was that what you actually found, or were you surprised by your results?

11. What did you learn from your study?

Your response to this question can include not only the basic findings of your work (if you haven't covered this already) but also some personal surprises you might have found that veered away from your expectations. Sometimes these details are not included in the thesis, so these details can add some spice to your defense.

12. What are the recommendations from your study?

With connection to the reasons you chose the topic, your results can address the problems your work is solving. Give specifics on how policymakers, professionals in the field, etc., can improve their service with the knowledge your thesis provides.

13. If given the chance, what would you do differently?

Your response to this one can include the limitations you encountered or dead ends you hit that wasted time and funding. Try not to dwell too long on the annoyances of your study, and consider an area of curiosity; for example, discuss an area that piqued your interest during your exploration that would have been exciting to pursue but didn't directly benefit your outlined study.

14. How did you relate your study to the existing theories in the literature?

Your paper likely ties your ideas into those of other researchers, so this could be an easy one to answer. Point out how similar your work is to some and how it contrasts other works of research; both contribute greatly to the overall body of research.

15. What is the future scope of this study?

This one is pretty easy, since most theses include recommendations for future research within the text. That means you already have this one covered, and since you read over your thesis before your defense, it's already fresh in your mind.

16. What do you plan to do professionally after you complete your study?

This is a question directed more to you and your future professional plans. This might align with the research you performed, and if so, you can direct your question back to your research, maybe mentioning the personal motivations you have for pursuing study of that subject.

17. Do you have any questions?

Although your thesis defense feels like an interrogation, and you're the one in the spotlight, it provides an ideal opportunity to gather input from your committee, if you want it. Possible questions you could ask are: What were your impressions when reading my thesis? Do you believe I missed any important steps or details when conducting my work? Where do you see this work going in the future?

Bonus tip: What if you get asked a question to which you don't know the answer? You can spend weeks preparing to defend your thesis, but you might still be caught off guard when you don't know exactly what's coming. You can be ready for this situation by preparing a general strategy. It's okay to admit that your thesis doesn't offer the answers to everything – your committee won't reasonably expect it to do so. What you can do to sound (and feel!) confident and knowledgeable is to refer to a work of literature you have encountered in your research and draw on that work to give an answer. For example, you could respond, "My thesis doesn't directly address your question, but my study of Dr. Leifsen's work provided some interesting insights on that subject…." By preparing a way to address curveball questions, you can maintain your cool and create the impression that you truly are an expert in your field.

After you're done answering the questions your committee presents to you, they will either approve your thesis or suggest changes you should make to your paper. Regardless of the outcome, your confidence in addressing the questions presented to you will communicate to your thesis committee members that you know your stuff. Preparation can ease a lot of anxiety surrounding this event, so use these possible questions to make sure you can present your thesis feeling relaxed, prepared, and confident.

Header image by Kasto .

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PhD Defense: Sumair Hussain

In order to obtain the PhD degree, Sumair Hussain has submitted her thesis entitled:

Essays on Disclosures

This thesis examines disclosures related to firms. The first chapter investigates whether and how US-domiciled firms disclose a cyber-attack incident is associated with differential stock market reaction surrounding the first disclosure made to the U.S. Securities and Exchange Commission (SEC). The second chapter investigates the effect of whether to report research and development (R&D) expenses as a separate line item on the income statement. The third chapter compares two recent disclosure requirements of the expanded auditor report disclosure initiative, Key Audit Matters (KAMs) from the EU and Critical Audit Matters (CAMs) from the US.

The thesis will be available from research.cbs.dk

Primary Supervisor: Associate Professor Jeppe Christoffersen Department of Accounting Copenhagen Business School  

Secondary Supervisor: Professor Bjørn N. Jørgensen Department of Accounting Copenhagen Business School   

Assessment Committee: Associate Professor Nikolaos Kavadis (Chair) Department of Accounting Copenhagen Business School  

Associate Professor Jenny Chu Cambridge Judge Business School University of Cambridge

Associate Professor Urooj Khan McCombs School of Business University of Texas at Austin 

Date : 3 June 2024 Time : 15:00-17:00

Location: Solbjerg Plads Room: SPs03 North Consulting Reception: FUHU, 3rd floor above the canteen

*The CBS PhD School will host a reception, which will take place immediately after the defence.

Joseph Wakim PhD Thesis Defense

Physical models of chromatin organization and epigenetic domain stability, event details:, this event is open to:.

Joseph Wakim PhD Candidate Chemical Engineering Academic advisor: Professor Andrew Spakowitz

Abstract: Physical Models of Chromatin Organization and Epigenetic Domain Stability

Although there are about 200 distinct cell types in the human body, all somatic cells in an individual share the same genetic code. The spatial organization of DNA plays an important role in regulating gene expression, enabling broad cellular diversity. In each cell, approximately two meters of DNA is organized into a cell nucleus only about 10 microns in diameter. This high degree of compaction is achieved by wrapping DNA tightly around histone octamers to form units called nucleosomes. These nucleosomes are arranged into tight chains called chromatin. Chemical modifications along the chromatin fiber, known as epigenetic marks, cause chromatin to phase separate into loose “euchromatin” and dense “heterochromatin.” Genes in euchromatin are accessible to transcriptional machinery and are more likely to be expressed, while those in heterochromatin are inaccessible and tend to be suppressed. Dysregulation of 3D chromatin architecture has been implicated in several age-related disorders, including Alzheimer’s disease and cancer.

During this presentation, I will explore how patterns of epigenetic marks and conditions in the nuclear environment dictate chromatin organization. I will begin by focusing on the transcriptionally active euchromatic phase. Despite its overall accessibility, euchromatin is characterized by isolated clusters of nucleosomes, which can affect local transcription levels. I will introduce a model that explains how nucleosome geometry and positioning are affected by trace levels of epigenetic marks in euchromatin, causing clusters to form along the chromatin fiber. Using this model, I will evaluate the physical factors dictating cluster sizes.

I will then introduce a model that explains how interacting “reader proteins,” which preferentially bind specific epigenetic marks, affect large-scale chromatin organization and contribute to the segregation of euchromatic and heterochromatic phases. I will demonstrate that direct interactions between different reader proteins are not required to facilitate their crosstalk. Rather, due to the shared scaffold to which reader proteins bind, chromatin condensation by one reader protein may indirectly support the binding of another. According to our model, if different reader proteins compete for binding sites along the chromatin fiber, large-scale chromatin organization can be remodeled in response to changes in reader protein concentrations. By characterizing modes of epigenetic crosstalk, I will demonstrate the interdependence of multiple epigenetic marks on the spatial organization of DNA.

Overall, my presentation will leverage principles from polymer theory, statistical mechanics, and molecular biology to identify factors contributing to the physical regulation of gene expression. The projects I will discuss offer a framework for evaluating how changes in epigenetic patterning and the nuclear environment affect local chromatin accessibility, which is implicated in cell differentiation and age-related diseases.

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Former Defense Secretary Robert Gates says many campus protesters "don't know much of that history" from Middle East

By Kaia Hubbard

Updated on: May 19, 2024 / 4:54 PM EDT / CBS News

Washington — Former Defense Secretary Robert Gates said a lot of the young people protesting the Israel-Hamas war on college campuses "don't know much of that history" of the region as American universities in recent weeks have become the center of opposition to the war's toll on Palestinians in Gaza. 

"What has gone on, transpired between Israel and the Palestinians going back decades is very complex, very difficult," Gates said on "Face the Nation." "And I think a lot of the young demonstrators don't know much of that history."

As protests at college campuses have cropped up throughout the country in recent weeks, some of which have featured antisemitic rhetoric that has prompted concerns about the safety of Jewish students on campuses, Gates said universities — balancing free speech considerations with the protections of all students — have enforced their rules regarding demonstrations inconsistently.

"So I think where you've seen success in managing the protests and where the protests have not been disruptive, even though the students are making their points, are in those universities where the rules have been consistently applied and consistently enforced," he said. 

On the dynamics in the region more broadly and their implications for American security, Gates, who served as the Secretary of Defense between 2006 and 2011 under Presidents George W. Bush and Barack Obama, noted that there are four wars going on in the Middle East at present. He pointed to the war in Gaza, between Israel and Hezbollah, the Houthis in Yemen and militias in Syria and Iraq, saying Iran is the "one power behind all four of these conflicts."

"We become so preoccupied with Gaza, what we've failed to talk sufficiently about is how do we deal with an Iran that is basically the one providing the arms, the planning and the intelligence in all four of these conflicts, and that Iran is the source of the problem," Gates said. "How do we deal with that? That's the real issue, it seems to me that's being missed."

Meanwhile, Gates said that Israeli Prime Minister Benjamin Netanyahu's government has "essentially ignored" U.S. views and requests, including related to humanitarian aid, as the war in Gaza goes on. Referring to President Biden's recent decision to withhold some specific armaments to Israel, Gates said that "when our allies ignore us, and particularly on issues that are of huge importance to us and to the region, then I think it's reasonable to take actions that try to get their attention."

Kaia Hubbard is a politics reporter for CBS News Digital based in Washington, D.C.

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