The document outlines elements and guidelines for conducting a research project within the Master of Urbanism program at TU Delft, focusing on aspects such as thesis formulation, research objectives, methodology, and ethical considerations. It emphasizes the importance of developing a structured thesis plan, starting with a literature review and addressing societal relevance and deliverables. Additionally, it provides a framework for engaging in practice-based research while acknowledging various methods and approaches within urbanism.

1. Elements of a
Research Project
Directed to the Master of Urbanism of the
TU !Delft
!
!
Prepared by Roberto Rocco
!
AR2U090 Methodology for Urbanism
SpatialPlanning
&Strategy
Challenge the future

2. A Masters degree
A master's degree is an academic degree granted to
individuals who have undergone study demonstrating
a mastery or high-order overview of a specific field of
study or area of professional practice. Within the area
studied, graduates are posited to possess advanced
knowledge of a specialised body of theoretical and
applied topics; high order skills in analysis, critical
evaluation and/or professional application; and the
ability to solve complex problems and think
rigorously and independently.
Source: The Australian Qualification Framewrok http://www.aqf.edu.au/

4. Possible research and design trajectories
at the master course at TU Delft

5. Possible research and design trajectories
at the master course at TU Delft
RESEARCH

6. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS

7. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE

8. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE

9. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
GUIDELINES
FOR DESIGN

10. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
GUIDELINES
FOR DESIGN

11. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
GUIDELINES
FOR DESIGN

12. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
GUIDELINES
FOR DESIGN

13. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN

14. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN

15. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

16. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

17. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
ADD TO BODY OF
KNOWLEDGE
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

18. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

19. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

20. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

21. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

22. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

23. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

24. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

25. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

26. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

27. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

28. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

29. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

30. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

31. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

32. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN

33. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
RESEARCH BY
DESIGN

34. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
USE THE BODY OF
KNOWLEDGE
RESEARCH BY
DESIGN

35. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
USE THE BODY OF
KNOWLEDGE
DESIGN
RESEARCH BY
DESIGN

36. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
RESEARCH BY
DESIGN
USE THE BODY OF
KNOWLEDGE
DESIGN
MEANINGLESS
DESIGN

37. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
RESEARCH BY
DESIGN
USE THE BODY OF
KNOWLEDGE
DESIGN
MEANINGLESS
DESIGN

38. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
RESEARCH BY
DESIGN
USE THE BODY OF
KNOWLEDGE
DESIGN
MEANINGLESS
DESIGN

39. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
RESEARCH BY
DESIGN
USE THE BODY OF
KNOWLEDGE
DESIGN
MEANINGLESS
DESIGN

40. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
RESEARCH BY
DESIGN
USE THE BODY OF
KNOWLEDGE
MEANINGLESS
DESIGN

41. Possible research and design trajectories
at the master course at TU Delft
RESEARCH
RESEARCH
TO STAND ON THE
SHOULDER OF GIANTS
ADD TO
BODY OF
KNOWLEDGE
ADD TO
BODY OF
KNOWLEDGE
DESIGN
GUIDELINES
FOR DESIGN
RESEARCH
AND DESIGN
ADD TO BODY OF
KNOWLEDGE
RESEARCH
DESIGN
USE THE BODY OF
KNOWLEDGE
RESEARCH BY
DESIGN

42. 8 criteria for research in
areas of creative practice
Biggs & Buchler, 2008
• Four ‘requirements’
of academic
research (that apply
to all disciplines)
• Four ‘issues’ in
areas of creative
practice (discipline
specific)
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher Education,
7.

43. Generic
criteria
Biggs & Buchler, 2008
• Question (and answer)
• Method
• Knowledge
• Audience
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher
Education, 7.

44. Generic
criteria
Biggs & Buchler, 2008
Question
• Question (and answer)
• Method
• Knowledge
• Audience
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher
Education, 7.

45. Generic
criteria
Biggs & Buchler, 2008
Question
Answer
• Question (and answer)
• Method
• Knowledge
• Audience
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher
Education, 7.

46. Generic
criteria
Biggs & Buchler, 2008
Question
Answer
• Question (and answer)
• Method
Methods
• Knowledge
• Audience
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher
Education, 7.

47. Generic
criteria
Biggs & Buchler, 2008
Question
Answer
• Question (and answer)
• Method
Methods
• Knowledge
• Audience
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher
Education, 7.

48. Generic
criteria
Biggs & Buchler, 2008
Question
Answer
• Question (and answer)
• Method
Methods
• Knowledge
• Audience
But remember the different
logics of enquiry!
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher
Education, 7.

49. Specific criteria
Biggs & Buchler, 2008
Question
Answer
• Image and text
• Form and content
Methods
• Rhetoric
• Role of
Experience (or
practice)
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher Education, 7.

50. Specific criteria
Biggs & Buchler, 2008
Question
Answer
• Image and text
• Form and content
Methods
• Rhetoric
• Role of
Gre
Experience (or
practice)
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher Education, 7.

51. Specific criteria
Biggs & Buchler, 2008
Question
Answer
Discipline
specific
audience
Methods
• Image and text
• Form and content
• Rhetoric
• Role of
Gre
Experience (or
practice)
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher Education, 7.

52. Specific criteria
Biggs & Buchler, 2008
Question
Answer
Discipline
specific
audience
Methods
• Image and text
• Form and content
• Rhetoric
• Role of
Gre
Experience (or
practice)
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher Education, 7.

53. Specific criteria
Biggs & Buchler, 2008
Question
Answer
Discipline
specific
audience
Methods
• Image and text
• Form and content
• Rhetoric
• Role of
Gre
Experience (or
practice)
This does not mean there is only ONE
logic of enquiry in Urbanism
BIGGS, M. & BUCHLER, D. 2008. Eight Criteria for practice-based research in the creative and cultural industries. Art, Design and Education in Higher Education, 7.

54. Basic Elements of a
Thesis Plan at the Urbanism MSc
programme of the TU Delft

55. Basic Elements of a
Thesis Plan at the Urbanism MSc
programme of the TU Delft
1. (Working) title and explanatory subtitle

56. Basic Elements of a
Thesis Plan at the Urbanism MSc
programme of the TU Delft
1. (Working) title and explanatory subtitle
2.Colophon! (we need to know the details: your name, email address, who are your mentors, your studio, etc...)

57. Basic Elements of a
Thesis Plan at the Urbanism MSc
programme of the TU Delft
1. (Working) title and explanatory subtitle
2.Colophon! (we need to know the details: your name, email address, who are your mentors, your studio, etc...)
3. INTRODUCTION (summary, similar to an abstract in
a paper. Remember you have to be crystal clear here,
because this piece of text is supposed to “hook” the
reader and show them why your project is worth reading)

58. Basic Elements of a
Thesis Plan at the Urbanism MSc
programme of the TU Delft
1. (Working) title and explanatory subtitle
2.Colophon! (we need to know the details: your name, email address, who are your mentors, your studio, etc...)
3. INTRODUCTION (summary, similar to an abstract in
a paper. Remember you have to be crystal clear here,
because this piece of text is supposed to “hook” the
reader and show them why your project is worth reading)
4. A Description of the Problem and a Problem
Statement(Alternatively, you can describe the Context
and then introduce a problem)

59. Basic Elements of a
Thesis Plan

60. Basic Elements of a
Thesis Plan
5. Aims of the research and design project (what do you
want to achieve with this design and research project?)

61. Basic Elements of a
Thesis Plan
5. Aims of the research and design project (what do you
want to achieve with this design and research project?)
6. Research question(s): What do you have to answer in
order to achieve your aim IN A SPATIALLY RELATED
FRAMEWORK?

62. Basic Elements of a
Thesis Plan
5. Aims of the research and design project (what do you
want to achieve with this design and research project?)
6. Research question(s): What do you have to answer in
order to achieve your aim IN A SPATIALLY RELATED
FRAMEWORK?
7.AND/OR PROJECT OBJECTIVES! (the objectives you
want to achieve, with the information you have collected
preliminarily or was given to you by your studio)

63. Basic Elements of a
Thesis Plan
5. Aims of the research and design project (what do you
want to achieve with this design and research project?)
6. Research question(s): What do you have to answer in
order to achieve your aim IN A SPATIALLY RELATED
FRAMEWORK?
7.AND/OR PROJECT OBJECTIVES! (the objectives you
want to achieve, with the information you have collected
preliminarily or was given to you by your studio)
8. Sub-research questions (what questions do you have
to answer in order to clarify the underlying elements of
the main research question?)

64. Basic Elements of a
Thesis Plan

65. Basic Elements of a
Thesis Plan
9.Methodology

66. Basic Elements of a
Thesis Plan
9.Methodology
Yes, Methodology. Here, methodology refers to the critical and
structured description of the steps you are going to take in order
to answer your research questions WITHIN A THEORETICAL
FRAMEWORK (otherwise, we are talking loose methods)

67. Basic Elements of a
Thesis Plan
9.Methodology
Yes, Methodology. Here, methodology refers to the critical and
structured description of the steps you are going to take in order
to answer your research questions WITHIN A THEORETICAL
FRAMEWORK (otherwise, we are talking loose methods)
Tip: you almost always start with a literature review.

68. Basic Elements of a
Thesis Plan
9.Methodology
Yes, Methodology. Here, methodology refers to the critical and
structured description of the steps you are going to take in order
to answer your research questions WITHIN A THEORETICAL
FRAMEWORK (otherwise, we are talking loose methods)
Tip: you almost always start with a literature review.
10.Expected products and deliverables

69. Basic Elements of a
Thesis Plan
9.Methodology
Yes, Methodology. Here, methodology refers to the critical and
structured description of the steps you are going to take in order
to answer your research questions WITHIN A THEORETICAL
FRAMEWORK (otherwise, we are talking loose methods)
Tip: you almost always start with a literature review.
10.Expected products and deliverables
11.Societal and Scientific relevance

70. Basic Elements of a
Thesis Plan

71. Basic Elements of a
Thesis Plan
12.The ethical dimension (ethical problems
arising in your work)

72. Basic Elements of a
Thesis Plan
12.The ethical dimension (ethical problems
arising in your work)
13.Time-schedule

73. Basic Elements of a
Thesis Plan
12.The ethical dimension (ethical problems
arising in your work)
13.Time-schedule
14. Key words

74. Basic Elements of a
Thesis Plan
12.The ethical dimension (ethical problems
arising in your work)
13.Time-schedule
14. Key words
15.(Preliminary) Literature (in the CORRECT
format: HARVARD!)

75. Please, oh please!
DOWNLOAD
ENDNOTE FROM
BLACKBOARD
(and use it!)

76. But how do I start?

77. But how do I start?

78. What about the title?

79. What about the title?
•Urbanism on Track:
improving the design of
public spaces using input
from new tracking
technologies. The case of
Delft, The Netherlands.

80. What about the title?

81. What about the title?
1. (Working) Title: Sexy/
Intriguing/catching title +
explicative sub-title.

82. A title should...

83. A title should...
•Hook the reader. You want the reader to be
intrigued and curious

84. A title should...
•Hook the reader. You want the reader to be
intrigued and curious
•Inform the reader about the theme or the direction
of the study/the population concerned/the time
frame

85. A title should...
•Hook the reader. You want the reader to be
intrigued and curious
•Inform the reader about the theme or the direction
of the study/the population concerned/the time
frame
•Inform the reader about the target place or the area

86. A title should...
•Hook the reader. You want the reader to be
intrigued and curious
•Inform the reader about the theme or the direction
of the study/the population concerned/the time
frame
•Inform the reader about the target place or the area
•Give some idea about possible results or solutions.
Alternatively, give an idea about the direction you
want to take.

87. The title

88. The title
•Urban Vitality:
Exploring centrality
conditions in Dutch
new towns: Almere,
Zoetermeer and
Hoofddorp.

89. The title

90. The title
•Urban conditions for
creativity: What are
the spatial elements
that express the
concept of knowledge
city??

91. A title shouldn’t..

92. A title shouldn’t..
•Be too mystifying (mysterious)

93. A title shouldn’t..
•Be too mystifying (mysterious)
•Mislead the reader

94. A title shouldn’t..
•Be too mystifying (mysterious)
•Mislead the reader
•Be too long

95. A title shouldn’t..
•Be too mystifying (mysterious)
•Mislead the reader
•Be too long
•Consist only of sexy elements
without explanation

96. Playing in the garden of
good & evil: buildings,
gardens and streets as
elements for the
comprehension of the
sublimity of life in the urban
environment*
* This is a research and design project about redesign of modernist
neighbourhoods in North-western Europe, having Zoetermeer as main
case study

97. Reduce UHI effect by urban
geometry adjusting in
Beijing: search for
community scale design
principle in the topographic
and climatology context of
Beijing*
*This is a project about reducing urban heat effect, having Beijing as
the main case.

98. How to achieve integrated
urbanisation in the urban
periphery with the topdown project-based national
science park context, to
avoid fragmented and dual
development?
*This is a project about upgrading urbanisation in Chinese urban
peripheries

99. What about by creating a file with
all the headings?
Case study Nieuw-Dordrecht
improving local livability within the
perspective of regional transition
Thesis plan
20/07/11
Thomas Paul
1181181 | t.a.paul@gmail.com
1

100. The Problem Statement

101. The Problem Statement
The problem statement provides the context
for the research study and typically
generates QUESTIONS and OBJECTIVES
which the research hopes to answer
(objective of the research) and the design
hopes to solve (objective of the design)
In considering whether or not to move forward
with a research project, you will generally
spend some time considering the problem.

102. The Problem Statement
In your research project, the statement of
the problem is the first part of the
proposal to be read [apart from the title
and the abstract, if you decide to have
one]. The problem statement should
"hook" the reader and establish a
persuasive context for what follows.

103. The Problem Statement
You need to be able to clearly answer the
question: "what is the problem"? and "why
is this problem worth my attention"? (this
helps you define the RELEVANCE)
At the same time, the problem statement
limits scope by focusing on some
variables and not others. It also provides
an opportunity for you to demonstrate
why these variables are important.

104. Transferability
(in place of generalizability)
It is also important to be able to
make your problem ”transferable”.
Is it possible that the answers and
solutions you find can be used
somewhere else (even if variations?)

105. The Problem Statement

106. The Problem Statement
MOST IMPORTANT, your problem
must have some connection with
urban design, spatial planning or
landscape. This means that the
problem you want to analyse has
some connection with SPACE
(FGS*)! (*For God’s Sake!)

107. Pertinence

108. Pertinence
•Stating that China is industrialising
quickly is not a “pertinent” problem
(this is not a problem and anyway,
everybody knows that!).

109. Pertinence
•Stating that China is industrialising
quickly is not a “pertinent” problem
(this is not a problem and anyway,
everybody knows that!).
•Stating that the rapid industrialisation
of China is producing massive urban
growth and mass migration from
rural areas towards cities IS!

110. Pertinence

111. Pertinence
•Stating that the Delta Metropolis
needs to be defended from rising sea
levels is not as pertinent as...

112. Pertinence
•Stating that the Delta Metropolis
needs to be defended from rising sea
levels is not as pertinent as...
•Stating that the Delta Metropolis
needs to reconcile urbanisation with
the strengthening of its water defences
in order to create a more harmonic
living and productive environment.

113. The Problem Statement
Description of the problem
(you can use this as introduction to your research questions and
objective)
A clear and interesting statement of the problem at hand, in the form of:

114. The Problem Statement
Description of the problem
(you can use this as introduction to your research questions and
objective)
A clear and interesting statement of the problem at hand, in the form of:
A value, a belief or a fact

115. The Problem Statement
Description of the problem
(you can use this as introduction to your research questions and
objective)
A clear and interesting statement of the problem at hand, in the form of:
A value, a belief or a fact

116. The Problem Statement
Description of the problem
(you can use this as introduction to your research questions and
objective)
A clear and interesting statement of the problem at hand, in the form of:
A value, a belief or a fact
But
However,
Although
In contrast
In spite
of

117. The Problem Statement
Description of the problem
(you can use this as introduction to your research questions and
objective)
A clear and interesting statement of the problem at hand, in the form of:
A value, a belief or a fact
But
However,
Although
In contrast
In spite
of

118. The Problem Statement
Description of the problem
(you can use this as introduction to your research questions and
objective)
A clear and interesting statement of the problem at hand, in the form of:
A value, a belief or a fact
But
However,
Although
In contrast
In spite
of
A fact, results from
investigation

119. Example

120. Example
Utrech city and municipality is the capital and most populous city of the Dutch
province of Utrecht. It is located in the eastern corner of the Randstad
conurbation, and is the fourth largest city of the Netherlands with a population
of 312,634 on 1 Jan 2011. It is a nodal location for many kinds of transportation
modes. The city also has a high pool of knowledge workers and a rich history,
which makes it a logical choice of large Dutch companies to locate.

121. Example
Utrech city and municipality is the capital and most populous city of the Dutch
province of Utrecht. It is located in the eastern corner of the Randstad
conurbation, and is the fourth largest city of the Netherlands with a population
of 312,634 on 1 Jan 2011. It is a nodal location for many kinds of transportation
modes. The city also has a high pool of knowledge workers and a rich history,
which makes it a logical choice of large Dutch companies to locate.
HOWEVER...

122. Example
According to Priemus (2008)*, Utrecht has lost most of its
competitiveness to Amsterdam and Rotterdam, because it
is not conveniently connected to global circuits. In
spatial terms, this means that international infrastructures
bypass the city. The inhabitants of Utrecht do not profit
from rapid train connections (the high speed line does
not stop in the city), the international airport of Schiphol
is relatively far away and the congestion of motor roads
makes it difficult for trucks coming from Germany or
Belgium to use the city as a exchange point.
* This is not an example drawn from real life.

123. The Problem Statement

124. The Problem Statement
Another question arises: is your problem
MANAGEABLE within the scope of spatial planning
and design?

125. The Problem Statement
Another question arises: is your problem
MANAGEABLE within the scope of spatial planning
and design?
Is your problem manageable within the scope of the
Masters Course of the TU Delft? (meaning: can you
research and find design solutions for that problem
within the framework given by the University)?

126. The Research Question
•
The MAIN research question (there might be more than one)
concerns the main elements of the problems statement that
you want to tackle in your research and design project
(therefore, we stick to spatial related features. Urban
regulations and planning laws are not spatial, but they are
certainly spatially related!):
•
Example: How to improve the competitiveness of Utrecht
using its unique geographical position and nodal functions as
leverage for development?

127. Sub-research questions
Sub research questions are questions that aim to answer
underlying elements of your main research question. They
might help you define your research strategy by highlighting
what are elements you need to know to answer your
research question.
Example:
1. How is city competitiveness related to physical
connectivity?
2. What are spatial/ geographical advantages of Utrecht?
3. How is the city of Utrecht performing in the Randstad?

128. Thank you for watching
Any questions?
This presentation was prepared by Roberto Rocco of the Chair
Spatial Planning and Strategy of the Department of Urbanism,
Tu Delft. For more information please write: r.c.rocco@tudelft.nl
SpatialPlanning
&Strategy