Thesis or Creative Component
Greenlee graduate students must complete either a thesis or a creative component. This discussion is designed to help define what each of these products is.
Thesis
A thesis is a scholarly product that is approved by the student's committee,
produced in a defined format, bound, placed in the Greenlee Reading Room and Parks Library and made available to scholars around the world. Until recently, the thesis
consisted almost entirely of text. Currently, theses may also contain
other media (CDs, tapes, etc.) but they usually also contain at least
a conventional text section. The thesis must be produced according
to exacting standards outlined in the Graduate College Thesis Manual.
The thesis belongs to a worldwide network of scholarly work in the field. The
abstract of each thesis produced in the School appears in Journalism and Mass Communication Abstracts, a publication found in libraries worldwide. Theses can be ordered from Parks
Library via Interlibrary Loan. Students who are contemplating moving on to a Ph.D. program should opt to write
a thesis, since Ph.D. screening committees often prefer this format.
Theses may deal with historical, legal, qualitative or quantitative
studies. In general, they contain an introductory theory chapter that reviews
relevant literature of the field and focuses on the problem to be investigated
in the thesis. This is followed by a chapter that identifies and links the
problem under investigation to a theoretical framework. This theoretical underpinning
guides the method of data gatheing and analysis. Next comes a methodology
chapter, in which the student explains the particular method used in the thesis
(historical, legal, survey research, ethnomethodology, etc.). In this section,
terms are carefully defined and operationalized, populations to be studied
are identified, and the methods and purposes of analysis are carefully explained.
Fourth, is a results section, in which the major findings of the research
are presented and discussed. Finally, a conclusions and implications section
is included, in which the student discusses the implications of the findings
for the field, and perhaps suggests future areas of study.
Creative Component
A creative component permits students maximum flexibility in their
approach to scholarship. It is equal in scholarly rigor to a thesis, but is
often presented in non-traditional ways, such as Web sites, videos, audiotapes,
CDs, self-instructional guides, campaign plans, etc...
Often, the creative component is designed for a particular professional
purpose (for example, a video to be broadcast on television or an audiotape
to be used as a series of radio programs) that does not fit well with the
requirements and procedures for a regular thesis.
The creative component provides maximum flexibility in terms of format,
and enables the student to have wide latitude in conceptualizing and producing
a scholarly product. The creative component may be suited for students most
interested in the professional rather than scholarly applications of their
work.
Students completing creative components often are expected to present
a theory or conceptual chapter that carefully explains why their product is
needed, and how they went about planning, preparing, and evaluating it. In
general, the creative component is no less work, and often requires more time,
than a traditional thesis. It should not be seen as an "easy way out." Once creative components are produced, a copy is stored in the Greenlee School Reading Room. However, creative components are not made available through Parks Library, are not listed in Journalism and Mass Communication Abstracts, and in general are not circulated beyond the School.
Examples of Creative Components:
Because the final ouputs of creative components are varied, the following
examples are cited to guide students in their choices:
Ossian, Daniel Norris. (1994).
Blood donors of tomorrow: Recruiting high school students (video)
Hagen, Frances J. (1993).
Creating and maintaining a campus publication: A study of the Global
Perspective.
Dalal, Mishelle L. (1991).
A review of study abroad and suggestions for campaign implementation
to increase the number of ISU students who study abroad.
Gray, Gregory E. (1991).
A black awareness campaign to send a message about the accomplishments
of African Americans throughout history. (Audiotape)
Neal-Meiman (1991).
An analysis of Des Moines Register and the Louisville Courier-Journal
one year before and after purchase by Gannett Co. Inc.
Pint, Jennifer L. (1991).
Focus on community: A community development campaign for Iowa State
University residence halls.
Timberg, Bernard (1976).
Voices of Iowa: A descriptive thesis. (Audiotape).
