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Cursus: 202200122
MSc-Thesis Project
Cursus informatie
Studiepunten (ECTS)40
CursustypeMaster eindopdracht
VoertaalEngels J.F. Broenink
VorigeVolgende 5
Examinator M. Abayazid, PhD
Examinator B.J.F. van Beijnum
Examinator P.T. de Boer
Contactpersoon van de cursus J.F. Broenink
Examinator J.F. Broenink
AanmeldingsprocedureZelf aanmelden via OSIRIS Student
Inschrijven via OSIRISJa
After the MSc-Thesis project has been completed, the student is able to:
  • apply a suitable research or design methodology in a scientific manner
  • deliver an original contribution to the research group
  • run a scientific project within its time frame
  • write a scientific report and hold a public presentation
  • communicate to peers and non-specialists
To get an MSc-thesis project, the student contacts one of the research groups and together with the envisaged supervisor an MSc-thesis project is defined, either (partly) by the student or by the group. This supervisor (usually the PI of the research group, but at least an examiner) checks explicitly whether this MSc-thesis-project idea is doable by a student of the MSc programme, with respect to time budget, expected knowledge and skills, and academic level. The supervisor may take into account their advice of a maximum of 2 courses to be taken to prepare for the subjects of their research.
Next to this, the supervisor checks whether the MSc-thesis project subject matches the specialisation and the profile the student has chosen.

The MSc-thesis project is split into 3 adjacent, equally-sized phases: Exploration phase, Production phase, and Finalisation phase for respectively exploring the topic including feasibility, working on the core of the project, and working towards a final report and presentation. The student delivers a project plan including feasibility and a literature study, a demo showing essential functionality, and a final report and public presentation with Q&A after the phases, respectively.

During the thesis project, the student has at least once per week a meeting with the day-to-day supervisor on progress, issues, and plans (PIP meeting). The supervision committee, consisting of the day-to- day supervisor and at least one examiner, gives regularly (i.e. once per month) formal formative assessment on the process (including planning) and content. This feedback is related to the assessment criteria as presented on the assessment form. This formative feedback can also be used to update the project topic, in case it turns out that the original project appears to be too much / too complex for MSc-thesis work.
The formative feedback after the first 2 phases is formally registered in the UT’s student- progress registration system (Osiris), by indicating that this formative feedback meeting has been taken place and feedback has been given. In case results of these first 2 phases are not good enough to achieve a pass at the very end of the MSc-thesis project, a repair policy is proposed and approved by the supervision committee during or shortly after that phase-end formative feedback. Such a repair policy can contain updates of topics and/or planning, arrangement of extra technical support, adaptation of supervision approach / policy. If, at the next formative feedback meeting, (so, after working a month according to this repair policy) the student’s work is not back on track (that is, the student’s work is still not good enough to achieve a pass at the very end of the MSc-thesis project), the student can extend the project with a maximum of 2 months. Assessment of this extended MSc-thesis project results in a pass with grade of 6 or a fail.

In case the project gets delayed due to reasons beyond the control of the student, and agreed upon as such by the examiner, the planning is updated, and after agreement by the examiner, the registrar of the EB is informed about the new end date. In case no agreement on the rescheduling of the plan is reached, the student can request the EB to mediate.

Since the approach of the MSc-thesis project follows a bit the CBL approach, contributing to the CBL skills via this project is rather straightforward. Students store their CBL results in their portfolio. This CBL part is assessed separately in the course 202200121, Challenge-Based Learning in MSc Robotics 2.

Final summative assessment of the MSc-thesis project is done by at least two examiners, one being responsible for the day-to-day supervision and the other being an independent colleague from outside the research group of the supervisor, who is not involved in the supervision. Further specification of the assessment committee is presented in the EER. Criteria for grading, including rubrics, are in the assessment form. When at assessment it turns out that the work is insufficient, the student can use up to 2 months to repair. Assessment of this ‘resit’ results in a pass with a grade of 6 or a Fail. In the latter case, the student has to look for another MSc-thesis project.

More information about organisation and procedures of the MSc-Thesis project, including the assessment form is available on the website of MSc Robotics. The list of examiners is available on the Canvas site of MSc Robotics.

Entry Requirements

Students must have no more than 10 ECs still to complete, other than the final project. The 6 compulsory courses of the chosen Specialisation and CBL Year 1 must have been passed. See the EER, articles A3.7, A3.8, B3.11 and B4.7 for more details.

Participating study
Master Robotics
Verplicht materiaal
Aanbevolen materiaal
Tulder, Rob van. 2018. Skill Sheets : An Integrated Approach to Research, Study and Management. Third edition, ISBN 978-90-430-3350-3, Pearson.
Project supervised

Project Plan



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