Reimagining undergraduate thesis in Nigeria

Some time ago, I came across a journal article based on an undergraduate thesis from a Western university that had made groundbreaking contributions to the field of education. This prompted me to reflect on the state of undergraduate theses in Nigerian higher education and the pressing need for reform.

To be clear, this is not a matter of comparing Nigerian institutions to their Western counterparts. The realization that undergraduate thesis work in Nigeria needs reform has long been apparent to me, both as a former student in Nigeria who completed one and as a Nigerian lecturer who has supervised final-year students in their thesis work.

The undergraduate thesis is intended to represent the culmination of a student’s academic experience, spanning four to six years. It should reflect the student’s deepening interest in their field, and demonstrate their ability to think critically and solve problems independently and interdependently, while also showcasing their capacity to apply theoretical knowledge to real-world issues. In essence, it should serve as their bridge between the academic world and the practical demands of society. The thesis is meant to be a powerful testament to a student’s growing expertise, allowing them to exhibit their professional potential to contribute meaningfully within and beyond the university setting.

Are our undergraduate theses meeting these expectations? A simple review of thesis samples across Nigerian universities reveals a concerning trend: more often than not, the answer is a resounding No.

Currently, the design and process of the undergraduate thesis are largely restrictive, isolated, formulaic, and overly focused on theory. 

To start with, the current design of undergraduate theses in many Nigerian institutions is restrictive, in that they often limit students from exploring the broader intersections of their discipline with others. Students are discouraged from crossing disciplinary boundaries to address complex societal issues. I recall a fellow student during my undergraduate years being criticized for attempting a thesis that was not deemed “geological enough,” simply because he wanted to do a multi-disciplinary type thesis that applied geological principles to another field. Yet, in today’s world, multidisciplinary approaches are critical. The challenges of the 21st century demand holistic, innovative solutions that no single discipline can tackle in isolation. Research has shown that interdisciplinary work fosters creative thinking and enhances problem-solving capabilities. If the undergraduate thesis is to prepare students for real-world problem-solving, it must encourage them to push boundaries and explore new, multidisciplinary avenues.

Secondly, the thesis process is often expected to be siloed, with students working in isolation on their chosen research question. However, in the professional world, collaboration is key. If the goal of the undergraduate thesis is to prepare students for post-academic life, then we need to rethink this solitary approach. Independent thinking, the cornerstone of the thesis, does not have to preclude collaborative work. Students could work in teams to tackle related problems, while still focusing on their distinct contributions in their writings.

A third issue is the rigid, one-size-fits-all approach that has persisted for decades, with an emphasis on theory-building. While valuable in some sense, this model may not serve all students equally, particularly those whose interests are more inclined towards practical application. It’s time to offer students alternatives that better align with their career goals. For example, students could be given the option to pursue a theory-oriented thesis, a practice-oriented thesis, or a hybrid model based on their career interests and disciplinary strengths. A theory-based thesis might focus on developing new theories or validating existing ones, involving lab work, sampling, and statistical analysis. On the other hand, a practice-oriented thesis could focus on applying theories to real-world situations, testing their viability, and exploring their limitations. I will argue that some disciplines might even need more practice-oriented theses than theory-based ones and that the hybrid model should be the base model. 

Ultimately, undergraduate theses should significantly enhance students’ ability to apply their knowledge to solve real-world problems, while also boosting their confidence as emerging experts in their fields. If the current model does not adequately serve this purpose, then reform is not just desirable—it is necessary.

Oluwatoyin is a STEM Education Doctoral Researcher, Social Impact Founder and Education Policy Advocate.  She writes from Nigeria and the United States. She can be reached at [email protected] or on LinkedIn here.