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Master’s Thesis Guidelines for Music and Technology

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Purpose

These guidelines serve as a reference for planning, organizing, and executing a master’s thesis in the Music Technology Study Program at Uniarts Helsinki’s Sibelius Academy. They are designed to encourage adherence to the highest academic standards in all aspects of thesis work and to foster thorough and reflective scholarly work.

Document created by Alejandro Olarte February 15, 2024.
Last updated by Alejandro Olarte December 3, 2024.

Contents, goals, objectives, duration, credits

Weight of components

The master’s program in Music Technology consists of 150 credits (ECST) to be completed in the normative time of two and a half years [Universities Act 558/2009, sections 40–43/ Yliopistolaki 558/2009. LINK]. The 150 credits include 40 credits for the master’s thesis, which will be discussed in this document. The rest of the studies and courses needed for completing the degree can be found in the Study Guide with their respective contents, requirements and credits and can be discussed in detail with the Study Coordinator and the responsible teachers. (LINK)

The master’s Thesis allows the student [AO1] [MS2] [AO3] to demonstrate proficiency and skills in the field of music technology by completing a creative project and presenting and discussing their findings, issues, and critiques of their work in a broad academic context both orally and in writing. Therefore, the three main components of the master’s thesis are:

The development, planning, implementation, documentation, reporting, and evaluation of the three components must be understood as a cohesive whole and will be graded on a pass/fail basis (See the “Evaluation criteria” section below). For the evaluation process, the components are weighted as follows: 50% for the demonstrative component, 30% for the written component, and 20% for the oral presentation.

In the event that an alternative path to graduation is pursued (for further details, see the section “Alternative Paths for graduation and Special Needs”), and with the agreement of the student, the supervisor, and head of the study program, the relative weighting of the components used for evaluation may be adjusted in accordance with the student’s requirements.

Music technology project – demonstrative component

The central element of the master’s thesis is the demonstrative component, which is a practical project that embodies the candidate’s proficiency in the field. This component can take various forms, including but not limited to; fixed media studio productions such as recording albums, film or game soundtracks; electroacoustic–acousmatic, generative, or live-electronic compositions; public presentation such as sound installations, concerts, and art exhibitions; or innovative presentations of technological advancements in software or hardware designed for musical purposes. Additionally, it may consist of a collection of artistic experiments compiled as a portfolio for online or physical publication. The aforementioned examples are illustrative and not exhaustive, and there is ample room for innovation. If the project necessitates an alternative presentation format, it must always be discussed and approved by the supervisor and the head of the study program.

The content of the project must explicitly engage with and address contemporary issues within the field of music technology. Given the inherently multidisciplinary nature of this field, there exists considerable potential to challenge and expand both aesthetic and conceptual boundaries. Consequently, the project’s content should reflect this potential for innovation and exploration embracing a multidisciplinary spirit. The demonstrative component should have an ambitious yet feasible scope, ensuring it remains manageable within the designated timeframe. Although the project is expected to evolve throughout the course of the master’s studies, the candidate should establish a well-defined starting point at the beginning of the program. Any significant modification to the project’s content, objectives, or direction must be approved on a case-by-case basis, supported by a clear rationale and a realistic timeline.

The project should be comprehensively documented during its production phase as support material for the reflective process and, in its final form, as an accessible audio or audiovisual document, regardless of the presentation format. The documentation of the demonstrative component, which includes at a minimum the media extracts referenced in the text, is to be published in the Research Catalogue alongside the written component.

Written component

The written component is an academic text of approximately 50 pages, written in English, Finnish or Swedish, to be published in the Uniarts Helsinki repository (Taju – LINK).

While the form and structure of the written work will vary according to each project, the text must provide context and articulate the candidate’s vision of the demonstrative component. Contextualization involves situating the work (the demonstrative component) within a broader framework of existing knowledge and practices, explaining its relation to previous studies, theories, and artistic movements. This may include:

The written component should particularly emphasize the candidate’s personal input and perspective. This may be achieved through:

The submission timeline and evaluation of the written component is project-dependent and can be organized as needed, either before, immediately after, or up to three months following the completion of the demonstration component.  This process should align with the overarching timeframe of normative graduation time.

In addition to the supervisor’s assistance with the written component, the university provides support for academic writing through communication and information retrieval courses with accessible online materials. However, it should be noted that there is no official translation or professional proofreading service for the written component at the master’s level.

Oral presentation

The oral presentation should be regarded as an opportunity to effectively demonstrate the ability to fluently communicate one’s work and expertise in a professional and scholarly manner.

The purpose of this component is to allow the student to present, explain, and highlight the quality, merits, significance, and relevance of their work while engaging in verbal interactions through questions, remarks, and comments with the examiners.

The presentation may be organized with or without an audience, in agreement with the supervisor. As with the written component, the specific timing of the oral presentation will be determined on a per-project basis in consultation with the supervisor. However, the default setting is to schedule the oral presentation after the submission of the written component.

Timeline

Preliminary steps (master’s thesis project proposal

There are two possible paths of access to the master’s degree: by continuing the studies directly after obtaining the bachelor’s degree or by applying directly to the program (students are admitted every two years). For applicants following the latter path, a project proposal should be submitted as part of the admission process. For those continuing from the bachelor’s level, an intensive preparation period will be organized in August to facilitate the submission of the project proposal. This proposal should include a clear description of the demonstrative component, a draft structure for the written component, and a proposed timeline.

1st year

During the first year of the master’s program, in addition to completing compulsory studies, students should engage in a comprehensive review of the current state of the art. This process aims to delineate the research topic and identify relevant sources for contextualization at practical, applied, and theoretical levels. Another key objective during this year is to develop academic writing skills, encompassing various styles (essayistic, scientific, autobiographical, speculative, etc.), managing different types of argumentation, methods, and methodologies, as well as mastering tools for referencing, annotation, and documentation.

Typically, one or more study projects will be undertaken during the first year to prepare and support the main project. These preliminary projects serve as opportunities to test a variety of scenarios, working hypotheses, settings, or to function as case studies that experiment with the concepts, methods, ideas, and elements central to the main project. Applying for and reporting on these study projects also provides valuable practice in presenting and communicating (both in written and oral form) the project’s description, abstract, schedule, resources, goals, and deliverables, which is crucial for professional development, particularly when applying for external funding. It is recommended that students interested in pursuing an international exchange do so during their first year. The studies completed abroad will be validated by the university and will count as part of the degree. It is essential to maintain a connection between the activities and courses undertaken abroad and the overall master’s project to ensure a cohesive and integrated learning experience.

2nd year

In the second year, the primary focus should be on the realization, production, and documentation of the main project, along with the completion of the written component. If the project includes a public presentation, it is essential to clearly define the dates, spaces, and resources in collaboration with the supervisor. If necessary, an application should be submitted through the TAITO channel for the production and communication of the event. The department festival “MuTeFest” which takes place during the last week of November in even-numbered years (e.g., 2024, 2026), can serve as a platform for the presentation of the demonstrative component of the thesis.

In addition to participating in the master’s and profile[MS1]  seminars, each master’s student has the opportunity to consult external experts for advice, feedback, or guidance to advance, shape, or gain different perspectives on the project. These consultations should be discussed and agreed upon with the supervisor.

If an international exchange is scheduled for the second year, it is crucial to ensure that a significant portion, if not all, of the demonstrative and written components of the project are integrated into the study plan abroad to avoid delaying the graduation process. If necessary, online supervision meetings can be arranged during this period to provide ongoing support and guidance.

2.5 year

During the last term, it is essential to complete the evaluations of all project components, obtain final statements and feedback from the supervisor and examiners, and fulfill all remaining requirements, including compulsory courses, credits, and the validation of the maturity essay. It is important to note that no international exchange can be undertaken during this term.

Once the examiners have presented their proposal regarding acceptance or rejection of the master’s thesis and all its components and after consultation with the supervisor, the head of the study program will make the final decision. In the event of rejection, the student may request a correction of the thesis project [LINK] or initiate a review and adaptation process in accordance with the feedback received. Upon approval, the credits for the master’s thesis project will be registered in the academic record.

Finally, the thesis must be submitted to the library and the application for the degree must be completed.

Roles and responsibilities

The master’s student

The master’s student is fundamentally the “raison d’être” of the master’s education program. It is crucial for the student to understand, value, and actively engage with the entire process of the master’s program. Effective communication is essential; consistent, honest, and transparent interactions with relevant university personnel (such as the supervisor, head of the study program, study coordinator, teachers, and colleagues) enable the student to achieve ambitious goals, shape the content, methods, and evaluation of their education, and effectively plan for or respond to any eventualities. The ultimate goal of all planning, including the guidelines provided in this document, is to facilitate and maximize the student’s experience and opportunities during their time at the university.

Responsibilities

Active engagement and participation

  • The student is expected to actively participate in all courses, seminars, supervision sessions, and university activities. This engagement is critical for their learning and development, and it ensures that they make the most of their time at the university.

Effective communication

  • Maintaining consistent, honest, and transparent communication with supervisors, the head of the study program, study coordinators, teachers, and peers is essential. This communication fosters a collaborative environment and helps the student navigate any challenges that may arise.

Time management and attendance

  • While absences or difficulties in attending sessions may be unavoidable, the student must communicate these instances in advance to ensure that sessions can be rescheduled, respecting everyone’s time and resources. Unjustified absences are considered a misuse of resources and should be avoided.

Project organization

  • The student is responsible for applying and organizing the production of their demonstrative component, whether it be a concert, exhibition, recording, or other forms of presentation. This includes planning, coordinating logistics, and ensuring all necessary preparations are made.

Publication of thesis

  • The student must ensure the timely and proper publication of their thesis in the university library and in the research catalogue. This involves adhering to all submission guidelines and ensuring that the thesis is complete and meets the required standards. [LINK]. The student is responsible for obtaining all the rights for the open access of the media extracts published as part of the thesis on the Research Catalogue.

Adherence to guidelines and deadlines

  • The student must adhere to all guidelines and deadlines outlined in the study program. This includes meeting submission deadlines for the thesis proposal, written and demonstrative component, and any other required documentation.

Engagement with external experts

  • Where necessary, the student should engage with external experts for advice, feedback, or guidance to advance, shape, or gain different perspectives on their project. This should be done in consultation with the supervisor.

Ensuring high academic and artistic standards

  • The student is responsible for maintaining high academic and artistic standards throughout their work. This includes ensuring that all components of the thesis reflect a strong understanding of both the scholarly and creative aspects of their field, adhering to the rigorous expectations set forth by the program. See The Finnish National Board on Research Integrity (TENK) and the publication on “Responsible Conduct of Research”. [RCR LINK]

By fulfilling the obligations outlined above, the student will ensure a successful and enriching experience in the master’s program, which ultimately leads to the completion of the thesis project and the attainment of academic and professional goals.

Rights

  • In the context of the master’s thesis project, the student has the right to request an update or a change to their plan by making a new proposal that is realistic in terms of the resources and time frameworks involved addressed to their supervisor and the head of the study program.
  • The student may request a change of supervision at any stage of the process by addressing the request to the head of the study program.
  • The student may influence the choice of examiners by suggesting potential names to their supervisor and may subsequently request details or clarifications in the feedback process with the examiners and supervisor.
  • If the student is dissatisfied with the grading of the master’s thesis, they may request rectification in accordance with sections 82–84 of the Universities Act. [LINK]

The supervisor

The thesis supervisor plays a pivotal role in guiding the master’s student through the completion of their master’s thesis. This role involves a contractual pedagogical relationship with the university, ensuring that the supervisor provides structured, consistent, and comprehensive support to the student.

Allocation of supervision hours

Each master’s student is allocated 24 hours of supervision over the course of 2.5 years. The default distribution of these hours is as follows:

  • 5 hours for each of the first four terms
  • 4 hours in the fifth semester

Additionally, students have the possibility to request up to 6 extra supervision hours if needed.

Responsibilities

Project overview and guidance

  • The supervisor is responsible for providing an overarching view and continuous support throughout the development of the master’s thesis. This includes monitoring the student’s progress and offering guidance on both academic and practical aspects of the thesis.

Coaching and mentoring

  • The supervisor acts as a coach and mentor, assisting the student in navigating the challenges of their research, refining their project goals, and developing their skills. This involves providing feedback on their work, suggesting relevant resources, and helping them to sharpen their critical thinking and problem-solving abilities.

Granting approval to initiate the evaluation process

  • The supervisor is responsible for authorizing the start of the master’s thesis evaluation process. This involves ensuring that all components are completed to a high standard, the written component is checked for plagiarism using approved tools [LINK], the work aligns with the evaluation criteria, and the documentation is thorough and accurate, facilitating an efficient evaluation process.

Proposing examiners

  • In agreement with the student, the supervisor proposes suitable examiners to the head of the study program. This includes identifying internal (from within the department or university) and external experts who are qualified and have the academic credentials or suitable expertise to evaluate the thesis project.

Continuous support and feedback

  • Throughout the entire duration of the master’s program, the supervisor provides ongoing support and constructive feedback, helping the student to stay on track and make continuous improvements to their project.

In essence, the thesis supervisor is integral to the student’s academic journey, providing expert guidance, support, and mentorship to ensure the successful completion of the master’s thesis.

Master’s seminar

The master’s seminar is a critical component of the master’s program, consisting of 60 hours of contact teaching distributed over two years. It serves as an essential platform for developing the academic skills and knowledge necessary for successful completion of a master’s thesis. The seminar focuses on various aspects of academic research and writing, providing a structured environment for collegial discussions and argumentations.

  • Literature and state of the art: During the seminar, students will engage in reading, analyzing, and discussing other master’s theses to understand current standards and practices. This process will involve benchmarking, where students compare and contrast different theses to identify the key components of successful academic writing.
  • Academic writing practices: The seminar will cover the structure and presentation of academic documentation, including the Research Catalogue platform (RC) and typical thesis structures underlining the essential requirements of academic writing, such as clarity, coherence, and adherence to academic standards.
  • Project presentations and feedback: students will present their master’s thesis plan to the seminar group, receiving constructive feedback from both peers and teachers. This interaction will enhance their critical evaluation skills and help them refine their thesis plans.
  • Familiarization with evaluation criteria: Throughout the seminar, students will become familiar with the evaluation criteria for the department’s master’s thesis, gaining a clear understanding of what is expected for successful completion.
  • Methods of academic research and critical thinking: In addition to the seminar, master’s students are required to enroll in the course “Research methods basics.” This course introduces a variety of methods utilized in academic research and provides guidance on how to critically evaluate sources to ensure credibility and relevance.

The profile seminar

The profile seminar provides an opportunity for detailed examination of the practical aspects of each specific project. It serves as an in-depth forum for comprehensive discussions on aesthetic considerations, technical aspects, and the theoretical background pertinent to the students’ projects.

  • Aesthetic discussions: Discussions on the aesthetic aspects of each project help students to articulate and refine their artistic vision. This includes exploring how aesthetic choices impact the overall presentation and reception of their work.
  • Technical considerations: Students examine the technical components of the projects and discuss the tools, techniques, and methodologies used in the creation process. Students receive guidance on the overcoming of technical challenges and the optimization of their use of technology. This involves evaluating the environmental impact of their technological choices and exploring sustainable alternatives that minimize resource consumption and reduce waste, thereby promoting responsible and ethical use of technology in their projects.
  • Theoretical background: Students engage in discussions about the theoretical foundations of their projects. This involves examining relevant theories, concepts, and frameworks that underpin their work. Students learn to integrate theoretical insights with practical execution, enriching the depth and rigor of their projects.
  • Project-specific feedback: Students are offered tailored feedback on individual projects, addressing specific needs and challenges. This personalized support helps students to refine their work and align it more closely with their artistic and academic goals.
  • Collaborative learning environment: Students get to share ideas, insights, and experiences in a learning environment that fosters collaboration. This collective approach encourages peer learning and the exchange of diverse perspectives.

The profile seminar thus serves as an essential component of the master’s program, providing specialized support and fostering a comprehensive understanding of the practical, aesthetic, technical, and theoretical aspects of each project. By addressing these dimensions, the seminar helps students to develop well-rounded, high-quality work that meets the program’s academic and artistic standards.

Advisors, experts and consultants

Each student may engage in discussions with their supervisor regarding the possibility of conducting sessions beyond the designated supervision hours, up to a maximum of five hours per project, with experts, external advisors, or consultants. Approval for these extra hours and the selected individuals must be obtained from the head of the study program.

The involvement of experts in the master’s thesis project ensures that students have access to the most advanced knowledge and professional insights, enabling the creation of comprehensive and rigorous projects. These experts are responsible for providing specialized support and expertise tailored to the specific needs of each student’s project. Additionally, they offer constructive feedback and suggestions for refining project ideas and execution, including reviewing drafts, prototypes, or preliminary works, and offering insights that enhance the project’s overall coherence, quality, and impact.

When selecting external advisors and experts, it is important to consider their ability to provide specialized knowledge and skills in response to specific inquiries or challenges faced by students. These advisors may offer technical advice, theoretical insights, or practical solutions relevant to the project’s needs. Furthermore, experts can assist students in developing a network of contacts that will be beneficial for their future professional lives. Given their diverse professional profiles, they can also encourage and support an interdisciplinary approach to the projects, enhancing the depth and breadth of the students’ work and fostering innovative and holistic solutions.

The examiners

The examiners ensure a rigorous and fair evaluation process, assessing both the academic and artistic merits of the master’s thesis. In doing so, they contribute to the academic integrity and artistic excellence of the master’s program.

Responsibilities

  • Familiarization with the project: Examiners must thoroughly familiarize themselves with all aspects of the project, including the demonstrative, written, and oral components. This comprehensive understanding is essential for providing an accurate and fair evaluation.
  • Written Evaluation Report: Examiners are responsible for providing a detailed written evaluation report. This report should synthesize an assessment of all the three components, offering constructive feedback that highlights strengths and areas for improvement. This feedback should aim to help the student understand the strengths and weaknesses of their work, providing perspectives for future projects.
  • Application of evaluation criteria: Examiners must apply the established evaluation criteria consistently and fairly to all components of the thesis. This ensures that the assessment is aligned with the academic standards of the program.
  • Proposal for acceptance or rejection: Based on their evaluation, examiners must make a clear proposal for either accepting or rejecting the project (pass/fail). This decision should be well-supported by their assessment and feedback, ensuring that it reflects the quality of the work submitted.

Peer support team for supervisors

The peer support team for supervisors plays a focal role[MS1]  in providing faculty support. This team consists of faculty members who meet regularly with supervisors to review the progress of master’s projects and address any issues or challenges that arise during the supervision process.

The function of the team is to facilitate a collaborative environment in which supervisors can share experiences, discuss challenges, and seek advice on how to effectively guide their students.

The team’s regular meetings ensure that supervisors receive timely support and feedback, enabling them to enhance their mentoring strategies and address any emerging problems in the supervision process. This ongoing support contributes to the overall quality and consistency of guidance provided to master’s students, ensuring that projects remain on track.

The study coordinator

In the master’s thesis process, the study coordinator provides essential administrative and advisory support.

They are responsible for engaging in discussions with students regarding their Personal Study Plans (PSP, or HOPS in Finnish), offering guidance and reflecting on effective time management to ensure timely progression through the program. Additionally, the study coordinator is tasked with reminding students of critical dates throughout the thesis process and leading up to graduation, safeguarding that all necessary deadlines are met.

The coordinator also facilitates the logistical aspects of the thesis process by handling contracts for supervisors, external experts, and examiners, thus ensuring that all involved parties are formally engaged and that the procedural requirements of the program are upheld. This support helps maintain a structured and efficient thesis process, contributing to the successful completion of the master’s projects.

The head of the study program

The head of the study program monitors the progress of the master’s thesis project, ensuring that it is conducted efficiently and aligns with the required academic standards.

This role involves the approval of various steps throughout the process, from the distribution or assignment of supervisors to student projects to the final acceptance of the project’s evaluation. The head of the study program is also responsible for resolving conflicts that may arise during the project, approving exceptions for supervision hours, and managing expert consultation hours. Additionally, they appoint and oversee the examiners’ board, working closely with the study coordinator to maintain adherence to timelines and deadlines.

The head of the study program also considers specific requests from both students and supervisors regarding the thesis project process and chairs the peer support team for supervisors, helping to ensure that all aspects of the process are managed effectively and run smoothly.

Feedback in the master’s thesis process

Feedback is an integral component of the master’s thesis process, ensuring continuous improvement and alignment with academic standards. The feedback mechanism spans all stages of the thesis process, including requests for adjustments, evaluations of specific project components, and assessments of final outcomes. All parties involved in the process are encouraged to provide feedback to each other on expectations, goals, and needs, maintaining a respectful and collegial atmosphere.

Various formats for gathering feedback, such as informal conversations, interviews, and collective feedback sessions, facilitate a rich diversity of perspectives, enriching the overall evaluation. The objective of the feedback provided is to transcend superficial judgments, promoting a culture where feedback is recognized as a valuable tool for enhancement. This approach fosters an environment where articulating viewpoints constructively opens up reflective spaces for in-depth discussion about the project and work.

Feedback on the process

Throughout the thesis process, students receive continuous feedback from their supervisors, teachers and peers aimed at refining and improving their work. This includes constructive comments on their research methodology, project planning, and time management. Regular check-ins and updates with their supervisors ensure that any necessary changes or adjustments can be made promptly, keeping the project on track and aligned with its objectives. As students approach the completion of their projects, they receive comprehensive feedback on the project outcomes by their supervisors. This encompasses an evaluation of the overall quality, coherence, and impact of the project. Constructive suggestions help students to refine their work before final submission, ensuring it meets the academic standards.

Changes and adjustments

Feedback often identifies areas where changes and adjustments are needed. This might involve modifying research questions, adjusting project scope, or improving methodologies. Constructive feedback helps students to make informed decisions about these adjustments, ensuring that their projects evolve in response to new insights and challenges.

Feedback on project components

Each component of the master’s project – demonstrative, written, and oral – is subject to detailed feedback. This includes:

  • Demonstrative component, feedback on the creative and technical aspects, focusing on innovation, execution, and coherence with the project’s aims.
  • Written component, constructive critique on structure, argumentation, clarity, and adherence to academic standards.
  • Oral Presentation, insights on presentation skills, the clarity of communication, and the ability to engage critically with questions and comments.

Meeting with supervisors

Feedback is crucial in meetings with supervisors, providing opportunities for in-depth discussions about the master’s thesis progress, challenges, and future directions. Supervisors offer constructive feedback based on their expertise, aiding students in navigating complex issues and maintaining focus on their goals. Simultaneously, students are encouraged to give direct feedback to their supervisors regarding their expectations for the sessions, interaction methods, timing, pace, and progress. A continuous dialogue about objectives, needs, doubts, and subsequent steps should always be maintained, ensuring a dynamic and responsive mentoring relationship.

Overall, the feedback process is designed to be constructive and supportive, encouraging students to critically engage with their work and continuously improve. The process emphasizes clarity, constructive criticism, and a focus on growth and development, ensuring that students are well-prepared to succeed in their academic and artistic endeavors.

Criteria for evaluation and grade

All the master’s thesis projects in Music Technology are awarded either a Pass or Fail grade.

Pass

A master’s thesis will be awarded a Pass if it meets the following criteria

  • Demonstrative component: The demonstrative component exhibits a high level of proficiency, exhibiting a comprehensive understanding of the artistic and technological tools and skills employed in the project, as well as a keen grasp of the nuances of contemporary contexts in music and audio technology. High-quality projects consistently showcase inventive and sophisticated artistry that effectively and skillfully conveys the project’s intentions.
  • Written Component: The written component elucidates the demonstrative component through critical and substantial analysis. The text is clear, coherent, and proves the capacity for advanced studies. It situates the student’s work within contemporary contexts, providing a comprehensive account of its relation to the broader field of music technology. The written expression is engaging and accessible, offering compelling insight into the thesis project. References are relevant and significant to the field and used proficiently.
  • Oral presentation: The presentation is adequately prepared, well-organized, and effectively showcases the quality, merits, significance, and relevance of the thesis project. The student presents and explains their work and ideas clearly and confidently, engaging with examiners through insightful responses, questions, remarks, and comments.

Fail

A master’s thesis may be awarded a grade of Fail on one of the following grounds:

  • Poor command of the tools, techniques, and concepts in the field of music technology: The demonstrative component must prove proficient use of artistic tools, concepts, and skills, as well as an adequate understanding of the conceptual frameworks within the music and technology field. A project that falls short in these areas, failing to show a comprehensive understanding of the music and technology context, will be considered below the requisite standards and therefore considered failed.
  • Insufficient academic quality: The ability to structure and articulate concepts and practices must be evident in the written component. Projects with an obscure approach, poorly structured contents, or inappropriate references will fail.
  • Linguistic expression and ethical conduct: Significant deficiencies in linguistic expression and referencing, including plagiarism, will result in a Fail grade. Similarly, if the personal contribution and, or authorship of the work(s) are not adequately articulated and established, a failing grade will be given. Finally, any unethical activities engaged in during the preparation of the thesis will also result in failure.

This evaluation framework ensures that all thesis projects are rigorously assessed, maintaining high standards expected of master’s level work in music technology.

The Maturity test (kypsyysnäyte)

https://student.uniarts.fi/guides/guidelines-for-maturity-tests
https://www.finlex.fi/fi/laki/alkup/2004/20040794 

The maturity test is a compulsory component to finalize the master’s program, and it is designed to assess the candidate’s proficiency and depth of knowledge in their chosen field. This test is conducted with pen and paper and can take up to four hours to complete. It is organized, and evaluated by the thesis supervisor.

Topic and structure

The topic of the maturity test is defined by the supervisor and typically takes the form of a broad, open-ended question. This question is crafted to allow the candidate to demonstrate their fluency and expertise on the subject matter, requiring them to produce a comprehensive and articulate response that spans at least two pages of text.

The candidate should showcase their ability to engage with complex concepts, synthesize information, and present their ideas clearly and coherently.

Language check

In accordance with the Finnish University Law and Government Decree (794/2004), Finnish students are required to demonstrate proficiency in the language of their general education[AO1] , provided that this was either Finnish or Swedish. This can be fulfilled either at the bachelor’s or master’s level. If it was completed at the bachelor’s level, there is no longer a legal requirement for a language test at the master’s level.

When[AO2]  it comes to foreign students who have not completed their education in Finnish or Swedish, [MS3] there is no language requirement for the maturity test, as stipulated by law. In such instances, the decision ultimately rests with the university. Therefore, the specifics of the language check are detailed in the university’s guidelines, which should be consulted to determine the exact requirements and procedures.

Assessment and acceptance

The supervisor is responsible for the arrangement and acceptance of the maturity test. Upon completion, the supervisor will review the test to ensure that it meets the academic standards and demonstrates the candidate’s expertise and fluency in the subject matter. This assessment not only evaluates the candidate’s mastery of their subject but also their capability to communicate their insights effectively.

Alternative paths for graduation (special needs)

In recognition of the diverse needs and circumstances of students, alternative paths for graduation are available for those who may require special arrangements for the written or oral components of their thesis. If such adjustments are necessary, the student must provide a detailed rationale in the thesis project plan. This plan, along with the proposed special arrangements, must be approved by both the supervisor and the head of the study program. This ensures that the alternative methods of evaluation are rigorous and equitable, maintaining the integrity of the academic standards while accommodating the student’s needs.

For students with dyslexia or other conditions affecting their learning and self-expression, it is essential to obtain a certificate from a qualified expert detailing their condition. This documentation should be discussed with the supervisor to incorporate the necessary adjustments into the thesis project plan. These considerations might include different deadlines, alternative formats for written or oral presentations, or additional supervision and support, or modified evaluation criteria. By proactively addressing these needs, the study program ensures that all students have a fair opportunity to achieve their full academic and artistic potential, thereby promoting an inclusive and supportive educational environment.

Other Mas­ter the­sis pro­ject guide­lines: