Research and Report Guide · Research and Report Guide For the ATCM-program at VIA-UC June 2019...

Research and Report Guide For the ATCM students

VIA UNIVERSITY COLLEGE, 2019

Research and Report Guide For the ATCM-program at VIA-UC

1.0 Introduction to the research and report guide .................................................................................... 1

1.1 Why even do research and write reports at all? .............................................................................. 1

1.2 Why have a report guide specifically for BC-students? ..................................................................... 2

1.3 Readers guide to the report guide .................................................................................................. 2

2.0 How do you make a report?............................................................................................................... 4

2.1 Before you start writing ................................................................................................................. 4

2.2 Organising the report and Outline .................................................................................................. 5

2.3 Synopsis........................................................................................................................................ 7

2.4 The Structure of the Report ........................................................................................................... 7

3.0 What should the report contain? ....................................................................................................... 9

3.1 Philosophy of science and knowledge processing ............................................................................ 9

3.2 The Introduction of the report with Problem Statement – especially Problem Statement .................10

3.3 The Primary Sections ....................................................................................................................15

3.4 Conclusion ...................................................................................................................................20

3.5 Reflections and perspectives .........................................................................................................20

3.6 Finishing up the primary sections ..................................................................................................21

4.0 All the Formal Stuff ..........................................................................................................................22

4.1 Front Page ...................................................................................................................................22

4.2 Title Page and Header and Footer..................................................................................................22

4.3 Preface ........................................................................................................................................22

4.4 Abstract .......................................................................................................................................23

4.5 Table of Content and the Decimal Classification System..................................................................23

4.6 Treatment of Sources ...................................................................................................................24

4.7 Source Referencing.......................................................................................................................25

4.8 List of Sources ..............................................................................................................................25

4.9 List of Illustrations ........................................................................................................................26

4.10 Appendix ...................................................................................................................................26

4.11 Formal Requirements: Normal page and layout............................................................................27

5.0 Source list ........................................................................................................................................27

5.1 Books ..........................................................................................................................................27

5.2 Internet ressources ......................................................................................................................28


June 2019 Page 1 of 28

1.0 Introduction to the research and report guide

1.1 Why even do research and write reports at all? It all begins a wee bit lofty and philosophical: Why even do research and write reports at all! Why train

those skills at an education like ATCM (Constructing Architect) – aren´t they just supposed to be able to

make drawings and plans?

To answer that question it is necessary to enter the higher stratospheres and see everything from above for

a short while. Put on your oxygen mask and come along, as good as you can. It is about our relation to

reality and our relationship to writing.

Our relation to reality is asking hard and grand questions like: What is reality? How can we research it?

What happens to reality when we do? How do we do research so our conclusions about reality are valid

and durable?

Writing is about letters and figures on paper (or a computer). What does writing do to us? How is written

communication different from other types of communication; a phone conversation, a meeting, a talk over

lunch?

Written communication is first and foremost different in terms of life span. Written communication lasts

longer. . When something has been written on a piece of paper, it rises above time and space. When it is

written, it can be shared with people in other places and even out in the future. And it does not matter

whether it is presented in the form of drawings or text.

The consequence is that written communication is the strongest tool we have to organi se and share

knowledge, once we have done our research. And that is exactly the primary task of the Constructing

Architect: To organise and share knowledge about how and when who is doing what on a building

project. Sure MOLIO and drawings take a lot when it comes to organising and sharing knowledge. And yet

the written text is central to the building process. Therefore it is essential to be able to make research and

to create texts – subsequently to write a report.

Besides these grand, overall purposes there are a number of indirect goals connected with training of

writing reports and practicing academic writing:

Of course you must be able to write a technical report on building and construction but in addition to

that the written organization of knowledge should also affect other academic areas of your education

Academic report writing also helps you getting better at working in a problem oriented manner.

When practicing academic writing, you also work within the field of philosophy of science. That means

being reflective on your own production of knowledge and collection of empirical data. Furthermore

you learn to be critical towards the sources and theories being applied. Both when working individually

and in groups, it is necessary that you consider your own role in communication, work ethics and

collaboration in general.

And of course there are all the formal requirements:

Most semesters are concluded with an oral presentation of a project, but besides that the written

report work is an important part of the assessment



In 4th and 7th semester there is EPE – Elective Programme Element, where a written report constitutes

the examination form, likewise there is a requirement for an internship report in the 6th semester.

It is part of the curriculum to be working with report writing

In the requirements for the professional bachelor educations in general (and therefore also for ATCM),

it is presumed that you as a student can demonstrate your ability to communicate research based

knowledge.

When opting for further studies on Masters level it is expected that you have been introduced to and

trained in academic writing at a professional bachelor degree like the ATCM program

When you write a report within the area of Architectural Technology and Construction Management

(hereafter named ATCM-report), it is structured systematically and logically. The language is easy to read,

accessible and correct. In short: The reports on the ATCM -education live up to the requirement you usually

meet in professional life: They are supposed to be precise, easy to read, well founded and professionally

relevant.

1.2 Why have a report guide specifically for ATCM-students? Why have a report guide? There are tons and tons of literature about how to create a good assignment. On

the ATCM-program, we have added these two title to the booklist:

The good paper (Jørgensen og Rieinicker, 2017).

og Bachelorprojektet – sådan gør du (Toft, 2016).

Both titles are good introductions on how to approach writing in connection with doing research. The first

is a somewhat overall introduction aimed at university and professional bachelors in general, the latter is

more directly aimed at students in a technical professional bachelors program (and in Danish).

Still we have decided to make a special research and report guide for the ATCM-program. For several

reasons. We address the overall reasons in the previous chapter. In addition to these, it is partly because

there are many students who have a background without much experience with creating a written product,

even less with written products of academic quality. That might incur problems not being addressed in the

literature. Furthermore, it is partly to describe how we work with written products in the individual

semesters. Last, but not least it is partly to have all the formal demands to written works in the ATCM-

program gathered in one place. This report guide is a tool for both students and teachers at all 3 campuses

- Horsens, Holstebro and Århus.

1.3 Readers guide to the report guide The report guide is based on the progression in writing through the semesters of the ATCM program . In

addition to the introduction, it contains three chapters:

Chapter 2.0 How do you make a report?

Chapter 3.0 What does a report contain?

Chapter 4.0 Formalities

Chapter 2 is about all the tools you use when doing research and how to build a report; which sections it

contains and what structure it can have. It is also about how to make and use an outline, and what a

synopsis is and how you can use it. The chapter also contains information about the research pentagon,

and finally how you work scientifically.



Chapter 3 contains a description of all the sections in the report where you have to produce the content

yourself. The most important thing both when doing research and when writing a report is that you know

exactly what the problem is. To have a good, precise problem statement. Furthermore in the chapter we

address what are the contents of the individual headlines. These are – apart from the intro with the

problem statement – sections on theoretical background, method, empirical data, analysis, discussion,

assessment, conclusion, reflection and perspective.

Chapter 4 deals with all the formalities that must be observed , as well as ideas to what it can contain in

addition.

You do not have to read the report guide cover to cover. It is meant to be used as a reference tool and –

well – a guide to research and writing a report. Therefore you can have different focus points, according to

where you are in the program:

1st semester students: When you are on the 1st semester, you concentrate on making a good problem

statement (section 3.2 Introduction) plus the formal requirements for a written product - they are

described in Chapter 4.0 All the Formal Stuff.

2nd semester students: On the 2nd semester, you are to produce a report about your observations on a

building site. To that end you gather empiri for your assignment. That means you concentrate on

section 3.3.3 Empiri.

In the 4th semester, you produce a report on a topic of your own choice. It is called Elective Project

Element (EPE). It is a training assignment partly to encourage you to think critically when it comes to

production, processing and communication of knowledge, partly to ensure that you have experience

when reaching the 7th semester's final thesis. It has a particular focus on what it means to create

knowledge and thus it is important here that you get experience about the knowledge you collect and

create and your thoughts and reflections about it. To that end you orient yourself in relation to sections

on the theory of science; theory, method, empirical data and analysis.

In the 4th and 5th semester, you will also prepare a synopsis in connection with the Local Educational

Element. For that purpose, use the section 3.2 Introduction and 2.3 Synopsis. Additionally, you

familiarise yourself with the sections on theory, method and Empirical data.

In the 6th semester you write three small internship reports, which in part is to ensure reflection and

learning during your internship, in part to serve as empirical data for your 7th semester EPE. Problem

statement for and content of internship reports is given in the syllabus . When you write the internship

reports, you focus especially on reflection on your learning. To that end, you primarily use the report

guide section 3.5 Reflections.

On the 7th semester, you must complete the final assignment. It has the same character as on the

fourth semester, but is more extensive. For this purpose, you use the entire report guide.

The chapter here has primarily been about why we write reports. But how do we do that? And what should

a report actually contain? That is the subject of the rest of the report. Enjoy.



2.0 How do you make a report? We write reports because it is a way of organising and sharing knowledge. In other words, we write to

make knowledge clear and thus accessible (organisation) and for others to have access to it (sharing). When

we write a report, we have a target group – someone, who is going to read our report. If we do not write

our report for our reader’s sake, we might as well drop it. Therefore, it is important to consider the reader

– the target group. There are many ways to pay attention to your reader.

First, it is important that you have something on your mind. That it is clear what you have on your mind and

why you have it on your mind. It is important that you have a purpose for your work. That you find your

work interesting and important. If you find it interesting and important, there is a better chance that your

reader also will.

Another way to keep focus on your audience is to create a good structure for the report. A good structure

makes it easier for the readers to find their way around the report and that makes the knowledge, which is

in the report, easier to understand and thus more accessible to the reader.

2.1 Before you start writing

2.1.1 Choosing a subject If you are going to write a report on a topic of your own choice, it is a really good idea to spend some time

finding a good topic. A good topic has different characteristics:

First, it is a good idea to find a topic that you find exciting: A topic that you are passionate about. A topic

that sparks your curiosity. That makes you say "yes, d**m it! This is important. I want to find out more.” If

you find a topic that you are passionate about – something that is relevant and motivating – it will be easier

to get through the rough patches of the report writing process (and it will be more fun for your reader to

read).

Second, it is a good idea to find a topic you know well enough to know that you find it interesting, but nota

topic, you know so well, that you do not learn anything new about it in the process of writing the report. If

you choose a topic you are very familiar with, you run the risk of getting bore d along the way and that

might have a negative effect on your motivation.

Third, it is a good idea to find a topic where it is possible to find new knowledge. A topic that contains a

knowledge gap. At the same time, it is important that you do not find a knowledge gap so large that you do

not have any literature or articles – no theoretical basis – to lean on. Rather something, that somebody

already examined at least a little.

Last, but not least: The topic you end up choosing is of course relevant to your profession.

2.1.2 The Research Pentagon Once you have chosen you subject, you must start examining the topic. To make sure you cover the whole

subject, you may use the research pentagon.



Figure 1: The Research Pentagon (From “The Good Paper”. For a Danish version: http://dengodeopgave.dk/redskaber/pentagonen/)

The research pentagon has 5 corners:

1. Focus: About your study question: What are you going to investigate?

2. Purpose: Partly your study's academic questions: Why is it professionally relevant? Partly the personal

dimension: Why do you think the topic is worth dealing with?

3. Empiri: About the subject of your study: What are you examining? What are you asking? What methods

do you use to gather empirical data?

4. Theoretical basis, concepts and methods: How do you obtain knowledge about the topic? How does fit

into a larger scientific philosophical context? Which articles and what literature exists on your topic?

5. Procedure: How do you proceed, step by step?

If you answer the five question groups, it will also largely constitute the synopsis described in section 2.3

Synopsis.

2.2 Organising the report and the Outline Once you have made your problem statement and before you really start writing the report, it is important

that you have a sense of how you want to structure your report. First you decide which parts should

contain what and in what order it should come. You call that organising the report. Organising the report is

http://dengodeopgave.dk/redskaber/pentagonen/



the process, from this process comes a product: You call that an Outline. Below it will be presented how

you organise a report, then how to make an Outline.

2.2.1 Organising When deciding what your report should include, it is a good idea to use different creative methods: for

example, Brainstorm and mind map. It is not enough to find content - you must also decide in which order

you present the content of your report.

There are different templates on how to organise your report. In the ATCM-program we recommend you

use the caramel model:

Figure 2: The Caramel Model (https://samf.ku.dk/pcs/pdf_filer/artikler/byggestenspjecetilnet.pdf)

Here you start with a broad introduction, quickly narrowing your perspective into a sharp problem

statement. After the problem statement, you broaden your report again into the primary parts of the

report. You keep it wide and then narrowing it into an equally sharp conclusion (reflecting your problem

statement), in which you answer the questions, you have put forth. Finally you can then again widen your

perspective in your reflection- and perspective section. More about that later – particularly in chapter 3.

When you organise your report, ask yourself why you place the individual section, where you choose to

place them. Start out by writing all the headlines to your different sections on post-it-notes. Then you can

move them around, partly to gain an idea about how the sections are to be placed in relation to each other,

partly to gain an overview of the content of the entire report. When doing this, it is also useful to reflect on

what each section is going to contain. You do that by adding keywords about the content to each post-it-

note. When you do this – considering content of the headlines – you are already working on your Outline.

2.2.2 Outline

The outline is a document you have by your side, helping you to maintain the overview of the report

structure.. It is not the document in which you write the report itself. You are using the outline to keep

track on structure and progress. Once you have decided an order, you make a document with all your

headlines and three-five keywords or sentences to each headline. These headlines and keywords/sentence

altogether form a complete outline. You may consider marking each headline with a colour: Red for those

sections you still have to work with, yellow for those that you are currently working on, and green for the

ones you have finished. This way you have a visual representation of how far along you are in your project.

https://samf.ku.dk/pcs/pdf_filer/artikler/byggestenspjecetilnet.pdf



2.3 Synopsis A synopsis is – like the outline – not a part of a report. It is a written product, you make at an early stage in

a research phase. You use it to describe the research you set out to make, and to put forth a number of

questions and qualified guesses, that you can be reflective on, once you have conducted the research.

The synopsis can either be a mini report in itself that is submitted. Then you call it a discussion paper

subject to a following debriefing or exam. Alternatively, a synopsis may form a milestone, which you create

at an early stage in the report writing process, before conducting the research itself.

A synopsis consists of different parts. Some can be used directly in a report, in case you are using the

synopsis as a tool in your report writing process. Other parts function as guidelines to sections of report,

but cannot be transferred directly.

The synopsis is kept in normal language and contains an introduction, a method section, sub conclusions,

the final conclusion and a list of references.

Section 3.2 Introduction describes the content of the introduction. That is the section that can be

transferred directly into your report.

The method section is a description of the method you are going to use in your research, your research

design and both practical and philosophical reflections on your choices. It is the answers to the questions

in the Research Pentagon in a short form. This section cannot be transferred directly into your report, but

has to be written into different sections; theoretical basis, method and empirical data.

Sub conclusions and the final conclusion are your preliminary qualified guess about what your research is

going to show. Because have not yet conducted the research they will be preliminary and incomplete. They

represent conclusions that you imagine to reach. These are also not transferable to you report: you first

have to make the research and find out whether or not the conclusions are solid.

The reference list is also preliminary, but can be transferred to and expanded in the report itself.

If you create your synopsis as a discussion paper before a presentation, you put forth a number of

questions that you then can answer in your presentation. Moreover, a synopsis can contain drawings or

illustrations that serve as a basis for the later presentation.

Once you have made your synopsis, you carry out the research that you described in the method section. In

the subsequent reporting, you must relate to the conclusions envisaged in your synopsis: Was the reality

actually as expected ? If so, why? And if not, why not? In fact, you are answering the questions you may

have posed in your synopsis.

The extend of a synopsis is approximately 3-5 normal pages (see section 4.11 Normal page and layout)

2.4 The Structure of the Report This section presents a possible structure, a possible way of building your report. It is not a template. It is

not THE ONLY way to structure the report. It is a proposal. If you follow the proposal, you are relatively sure

you do not get lost in the woods. But as with every other proposal, it is important that you give it thorough

thought, that you consider: “Does this make sense to me?”, “Does this structure provide a thread of

consistency to my reader?” and “Does it make sense to my reader?”. If it makes sense to use this report

guide´s proposed structure, then do it. If it does not make sense to use it, you think for yourself and

structure your own report differently.



The report guides proposed structure looks like this:

Front page (4.1)

Title leaf (a pre created template to be filled out – 4.2)

Foreword (4.3)

Abstract (4.4)

Table of content (4.5)

Introduction with problem statement, including; (3.2)

Problem presentation (3.2.1)

Problem background (3.2.2)

Problem statement (3.2.3)

Delimitation (3.2.4.1)

Short presentation of theoretical basis (3.2.4.2)

Short presentation of empiri (3.2.4.3)

Structure and Reading guide (3.2.4.4)

Primary sections; (3.3)

Theoretical basis (3.3.1)

Method (3.3.2)

Empiri (3.3.3)

Analysis (3.3.4)

Discussion (3.3.5) *

Assessment (3.3.6) *

Conclusion (3.4)

Reflections/Perspective (3.5) *

Source list (4.8)

Figure and illustrations list (4.9) *

Appendix (4.10) *

All the sections marked with a * are the ones a report can contain, but not being compulsory in order to

pass. The bracket after each headline marks where in the report guide you can find further explanation of

each section.

But what should each section actually contain? We describe that in chapter 3.0: What should the report

contain?



3.0 What should the report contain? Your report can roughly be divided into two: Partly the sections in which you create the content, partly the

sections, where the content is given beforehand. The sections where you create the content are called the

primary sections. Chapter 3.0 describes how you approach these sections. The latter are called “Formalities

”. The approach to those sections are described in chapter 4.0 Formalities

Chapter 3 deals first with Philosophy of Science and knowledge processing in general. Then follows a

description of how to make an introduction and especially how to work with a problem statement. Then it

addresses the primary sections; theoretical basis, method, empirical data and analysis – that is; how you

specifically deal with knowledge in writing. Finally, the chapter deals with conclusion, reflection and

perspective.

Enjoy.

3.1 Philosophy of science and knowledge processing The ATCM program is structured in a way that you gradually get better at working scientifically. On 1st and

2nd semester the focus is on “learning how to learn”. Here you are trained in reflection and consciousness

about how to acquire knowledge. On 3rd-6th semester you are gradually more trained in writing skills. It

involves, among other things training in how to reflect on the nature of knowledge and how to develop it.

Therefore, throughout the semesters, you learn how to work scientifically and what it takes to make a

scientific study valid and sustainable.

Apart from this, processing knowledge only makes sense, if the knowledge that you process and therefore

acquire is disseminated. It is only meaningful to process knowledge, it you share that knowledge with

other people. This is why you are trained – both in oral communication, including presentation techniques,

and written communication, including report writing.

The program is completed with a major written report on the 7th semester – an EPE report. This is a

requirement for the ATCM program in order to meet the standards of bachelor level.. You must therefore

demonstrate that you are able to communicate both in writing and orally.

3.1.1 Philosophy of Science

Before you can perform any research – before you can process and create knowledge – it is necessary that

understand some basic concepts of knowledge. In particular how knowledge is created, discovered and

uncovered. Philosophy of Science is all about how knowledge is created, discovered and uncovered.

Philosophy of Science is the philosophical understanding of the nature of science, knowledge and reality -

how you can work scientifically? How can you process knowledge?

Scientific work – the processing of knowledge – basically has six elements:

The Problem

The Theoretical Basis

The Empiri

The Procedure of the investigation/The Research Design

The Analysis

The Conclusion



When you work scientifically – when you process knowledge – it is necessary that you take all six elements

into consideration. Otherwise your work is not going to meet the standards of the scientific text genre. And

then your work is not taken seriously (Rienecker & Jørgensen 2017).

One way to make sure you have all six elements in consideration, is by using the Research Pentagon as a

planning tool (see section 2.1.2 The Research Pentagon)

3.2 The Introduction of the report with Problem Statement –

The Problem Statement in particular The Introduction is the first thing that greets your reader. When the reader has read your introduction, it is

important that the reader has a clear sense of what your problem is and how you are going to examine the

problem.

The introduction section contains the following points:

Presentation of your topic and problem, together with your grounds for your topic selection and the

topic’s professional purpose and relevance.

Presentation of the background to the problem, as well as your personal reasons for taking an interest

in it.

The problem statement it self, including sub questions.

Delimitation

Short presentation of theoretical basis and sources

Short presentation of method and empiri

Structure and reading guide

There are three purposes of the introduction section:

It is to show your motivation to write about the topic/problem and thus motivate your reader to read,

what you write.

It is to give the reader a clear idea about what you are researching and how.

It is to give the reader an overview of the report and what the reader can expect.

As said, the introduction contains a number of subsections. They are reviewed in the following sections.

3.2.1 Topic- and Problem Presentation

When you introduce your report, it is a good idea to explain why your topic is exciting, relevant and

important. Why should your reader spend time reading your report? That is called a teaser (or sometimes an

inciting incident if you want to be more dramatic) and is the very first part of your topic and problem

presentation. You can make a teaser in various ways: It can be an anecdote – a small narrative that you or

someone else have experienced. It can be a statement of how things are, grounded in statistics or another

form of knowledge. Or it can be a short, provocative or dramatic exclamation.

The teaser serves two purposes: First it is to activate and motivate your reader and thus give your reader a

better experience reading your report. Second it serves to motivate you – to remind you why it is an

important work that you are doing each time you sit down in front of your computer, while you write the

report.

Keep The Teaser no more than four lines long, preferably shorter. It is good to make it lofty, grandiose,

larger-than-life. An example could be: “People suffer from stress!” Now you are of course not supposed to



solve humanity’s stress related problems,

because stress found in many places. You

concern yourself with professional life, and

more precisely the building industry and you

can examine stress as a phenomenon by

investigating stress on one work place

based on two interviews with floor level

employees and one interview with a

manager. Suddenly you have moved from a

very large, extensive topic to a specific

corner that you can actually research in your

report. The way you do that is by going from

The Grand Problem through a kind of funnel

to the specific problem you can examine:

1. First it is concerning something

professional

2. then your industry or business

3. then which corner of the industry

4. and finally: What are you specifically

going to do to research your little corner of The Grand Problem

(see figure 3 )

The final step leads naturally to your problem statement, but before you make a problem statement, it is

important that you describe the background both of the small corner of the problem and your personal

reasons to be interested in this problem.

3.2.2 Problem Background

The section about the background of the problem is split in two: First it is about the setting/environment to

which the problem is related. Both generally – the profession and more specifically – the place, where you

are going to conduct your research. Secondly it also contains a more personal subsection, in which you

write about your personal motives for being interested in the problem.

On completion of the problem presentation and background sections, you can check if the two sections

answer the following questions:

Is the topic academically and professionally relevant?

Is the topic currently relevant?

Is it realistic to write adequately about the topic within the given timeframe?

Does the topic build on knowledge you already possess?

Is the topic interesting for you as an author?

Would it be beneficial to you after the study to have dealt with this topic?

If you can answer yes to the first four and to one of the last two questions, then you are probably well on

your way and have found a good topic

Figure 3: Problem Presentation



3.2.3 Problem statement

The last section about the problem is where you find the essence of the previous two sections: Exactly what

is the problem and how do you intend to investigate it? A good problem statement contains one overall

question that delimitates the problem. It can be delimitated in categories like time, place, concept, persons.

In addition to the overall question, you include three to four sub questions. More about those later in this

section.

Rienecker og Jørgensen (2017) have a useful definition of a problem statement – see figure 6. In the 1st to

3rd semester you will either be given a problem statement or you have to define one yourself. They are

most likely going to fall in the middle category. When you are preparing a report in the 4th semester and

onwards you create a problem statement from the first category, maybe mix it up with one or more

questions from the middle category. It is unlikely that you are going to use the last category during this

program.

A good problem statement gives some clear guidelines for:

What kind of investigation, you are going to make with your report

Which theoretical basis you need.

How you are going to investigate your topic

In other words: If you write a good problem statement, writing the report itself becomes a whole lot easier.

This illustration shows the relationship between problem statement, theoretical basis, empirical data,

analysis and conclusion:



Figure 5: From Andersen "Den skinbarlige virkelighed" The scientific model

You mark the main question of your problem statement with

a headline, end it with a question mark and if there are sub

questions you mark them with bullet points

The questions are central to your report. You have one main

question. With regards to the sub questions, make a logical

order to them that follows the box to the right: Describing

questions before analysing and so forth. All in all you use the

questions to keep focus and delimitate, what you are going

to investigate.

Wh-question words like: ”What”/”Which” (describing),

“Why” (Identifying, categorising) and “how” (Problem

solving, prescribing action), are usually part of the problem

statement. If you use “Why”, you set up for analysis and

interpretation. If you use “How”, you set up for discussion

and analysis

Look to earlier reports for examples of or inspiration on how

to make a problem statement. You can find earlier reports

either by asking older students or at the library. When

looking for inspiration, however, remember only to be

inspired by others and actually write your own problem

statement. Plagiarism is severely punished (Plagiarism is when you copy parts or sections from earlier

report, articles or work written work from the internet etc. – see section 4.6 References and sources for

more info on plagiarism).

3.2.4 Delimitation, Presentation of theoretical basis and empiri, plus Reading guide

The rest of the introduction is a metaphorical map over your report. It is to prepare your reader to what to

expect.

A problem statement is:

One or more connected questions you

want to answer in your report.

Or

One or more connected phenomena,

which you are going to:

Describe, account for

Categorise (divide into categories

or groups)

Analyse – interpret

Discuss – argue for or against

Synthetise (make into a whole)

integrate

Evaluate

Design, construct, create

Or

A statement you want to argue for

Figure 4: Definition of a problem statement (Reinecker 2017, p. 110)



3.2.4.1 Delimitation

This section is used to tune/adjust expectations with your reader: It is the brief account of what the report

is not about. Here you clarify the subject fields that are bordering your topic. Subject fields that you did not

include, and why you chose to omit them. In short, in this section, you describe the limits of your report

and why you chose those limits.

3.2.4.2 Short Presentation of the Theoretical Basis

In this section, you should briefly and in broad terms present the theoretical basis of your report. In this

section, you can also justify if there is any theoretical basis you have chosen not to include, in case you have

not already done so in your delimitation section. If you have only a very small theoretical basis, you can

settle for a slightly deeper presentation in the introduction and then completely omit a separate chapter

about the theoretical basis. It is probably relevant to do so in the 3rd semester, but it depends again, on

what makes more sense in your report.

3.2.4.3 Short Presentation of your Empiri

This section is also a brief and overall presentation – here of your empirical data. It may be brief about the

building you are investigating or the building site you have observed. Or briefly about your interviews or

your questionnaire survey. Avoid too much detail. You save them to the introduction of your empirical

section. In case your report is very theoretical and you have little empiri, you might choose to make this

section more comprehensive and then omit a primary section on empiri. However, this is not

recommended as the collection and treatment of empirical data is one of the main learning goals of the

program.

3.2.4.3 Reading guide

In the reading guide, you explain the structure and argumentation of the report. It contains a brief listing of

the parts of the report and their order, as well as your reasons for choosing to structure the report in this

order.

It makes most sense to write the reading guide as the very last thing (except the abstract). It is only when

you have your finished report you know what it looks like, what the order is. Only then does it make sense

to write the reading guide.

If you are writing a synopsis, the reading guide is the only part of the introduction that you are not

supposed to make.

If you write together in a group, you can explain in plain text who has written which paragraphs - especially

if there are things in your writing process that cannot be clarified by a marking by the author in the table of

contents (see section 4.5 Table of Content)

3.2.5 Linguistic Considerations, when writing academically You may have been taught that introductory sections are written in the grammatical future "I want to

investigate ..." or “In this section I am going to write about…”. That is a bad habit. It is correct when you

write it (because you haven't written the rest of the report yet), but the moment the reader reads what you

have written, it is no longer something you want to investigate or something you are going to write about.

It is something you are investigating or something that now is written. In other words, it is a good idea to

use grammatical contemporary form ("I examine"). It is also a good idea that the introductory section is

well-presented, targeted and assertive. Any reservations you can put in your reflection section.



Another debate that often occurs about scientific literature, is whether it should write in passive form ("it is

investigated"), in neutral 3rd person ("one investigates") or in personal 1st person, I -form ("I investigate ").

There is no absolute answer to this debate. It is largely a matter of personal taste. However, it seems that

passive form is mostly used in natural science tradition, neutral third person in the societal science tradition

and the I-form in the humanistic scientific tradition. But, as mentioned, it is a matter of taste and therefore

you have to make a well argued choice about which form suits you and your report best.

You present your arguments for your linguistic choices in section 1.7 Reading guide.

3.2.5.1 Naming headlines in your report

It is important when you choose a headline, that it prepares the reader to what comes next. For chapters it

is okay to use general terms like “2.0 Theoretical Basis” or “3.0 Method Section”. For sub questions it is on

the contrary better, if you use the headline to name the theoretical basis you are describing (e.g. “2.1 The

attributes of concrete” or “2.3 Inclusive leadership”) or the empirical data you present (e.g. “4.1 In terview

with a building site manager with 12 years experience” or “4.3 Survey examining stress in the workplace”)

3.2.6 Summary With your introduction, you have given your reader an impression of why your research is important

(problem presentation and -background), how you approach your project (Problem statement) and what

your report actually contains (delimitation, short presentations and the reading guide).

Then it is time to conduct and write about the research itself. You do that with and in 3.0 Primary Sections.

3.3 The Primary Sections The primary sections consists of the sections about your theoretical basis, empiri, method, and analysis,

The latter can contain discussion and assessment. However, these two can also be independent sections,

according to what makes most sense in your report.

This section of the report guide elaborates the concepts theoretical basis, methods and empiri. It also

explains what a methods section is and how to make an analysis.

3.3.1 Theoretical basis Your theoretical basis is what is said and written about your topic in general. It is when people have

accumulated experiences and worked structured enough to create enough knowledge to be able to say

something in general. In law, for example, the laws, in the field of statics it is physics and in the building

industry it is BYG-erfa leaflets and SBI recommendations.

You use the theoretical basis as a set of “glasses” through wh ich you see your empiri. It is supposed to help

you understand your empiri. So, it is very important that you choose a theoretical basis that us useful for

this purpose: It has to say something about your empiri. You find your theoretical basis through des k-

research. Desk-research is rear-end-to-seat doing literature-searches and reading about your topic. When

you make your theoretical basis, it is important that you remember to make references in the process. That

makes it easier for your reader to see, where you have found the different parts of your theoretical basis.

During this phase of your report writing, you have to assess the literature from this criterion of usefulness:

Does the literature say anything about your topic and about your empiri – is it useful?

Your section on your theoretical basis consists of two parts, once you have made that choice: First, account

for the literature you have chosen to be your theoretical basis. Once you have found the literature you



want to include in your theoretical basis, you use a section to give an account of it. In the account you

briefly tell, what your theoretical basis says. What are the key points?

Then you have an analysis of the theoretical basis: In an analysis, you take the key point or central concepts

and hold them up against each other. You often need an analysis of your theoretical basis, when you use

several different texts as your theoretical basis. In that case you need to know, what each text says, how

they differ and in any case, how they can shed light on your empiri.

Overall, one can say that the theoretical basis is the general about your topic, your empirical the specific

within the topic you are studying. The report guide will deal with the term e mpiri shortly. But before you

write about your empiri, it is good idea to devote a section of your report on the method: How did you

gather your empiri, what choice did you make and how did those choices affect your research?

The usage of the theoretical basis – an example

The problem (in brief)

A student – Lise - has been a construction project manager during her practical placement and often wondered why

the project materials did not have all the information needed - or had so many mistakes. She decided to find out, how Quality Assurance i s actually done in practice during the projecting (planning and design) phases. Finally she comes up with this problem statement:

How is Quality Assurance actually done in practice during the projecting phases – up to the project being offered

for tender on basis of the Detail Design? Furthermore, how do those involved actually coordinate Quality Assurance?

As theoretical basis she decides to focus on the ‘Guide to Quality Assurance’ published by the Danish Enterprise and

Construction Authority (Byggestyrelsen) as well as the guide ‘ Project Scrutinization 1998’ published by PAR (Danish

Architects Association) and FRI - The Danish Association of Consulting Engineers).

In her theoretical basis section, she looks at and defines her interpretation of the relevant concepts and methods

from the two guides. She starts with an explanation of what the section is about; introducing relevant concepts from

first one text, then the other. Finally, she compares the two texts. That way she is sure that she can see any differences.

She quotes the relevant concepts from the guides’ texts and then interprets them in her own words. She does that to

use it, when she is going to analyse her empirical data. She chooses the theoretical concepts that she thinks are

relevant to the topic she is going to investigate.

She writes a small section called "Choice of theoretical basis". She uses this to argue partly for the choice of these

two guides, partly for the chosen concepts of the 2 guides. She also touches why she omits certain terms This way she makes sure that there is no doubt that her choices are conscious ones.

By studying a theoretical basis of her choice in advance before collecting empirical data, Lise has also created a

framework for her empirical studies. She knows what she wants to look for when she observes or asks for when

doing interviews. The theoretical basis helps her keeping focus when making observations in the "field". Thus, it helps to ensure that the empirical data, she collects, are useful.

Figure 6: The usage of theoretical basis, an example



3.3.2 Method

Before you describe your empiri, you have a method section. It consists of three different parts:

A description of how you have gathered your empiri, including reasons for the choices you have made

in that process.

An account for the scientific philosophic approach to the project in general, and particularly to the

method and the collection of empirical data.

Reflections on how you have collected your empirical data, including how your choices have affected

the validity and durability of the empirical data you have collected.

3.3.2.1 Description of your Collection of Empirical data

This section consists of an account of how you have collected your empirical data. Who did you ask? What

have you measured? Did you make an interview and who and what did you ask? Did you make observations

and of what or who? And so on. This is where you write your research design, your interview guide –

generally, about which choices you made in the process of collecting data. In addition you use this section

to give an account for why you have made the choices in question. This section furthermore contains what

changes you have made along the way, why and how it has affected the outcome of your investigation.

Choice of methods for collection of data- an example (continued with Lise)

After careful considerations where she includes her problem statement, and an examina tion of available options

Lise chooses to collect quantitative data by using a questionnaire survey .

She decides to look at what architects and engineers do regarding quality assurance during their planning and

design work. She chooses to do so, because her problem statement also implies coordination between those

involved in design During her internship, she mostly worked on small projects, so she decides to focus on three

types of smaller projects – contracts up to 5 mill ion Danish kroner (DKK), contracts from 5 to 20 mill ion DKK and

contracts from 20 to 50 mill ion DKK. She also decides to send out questionnaires to two design offices – architect

and engineer offices covering the three contract ranges. Lise knows that she cannot make a valid generali sation

based on such a relatively small amount of data, but she also has to think about the time available to process and analyse such data.

During her internship, she found that in reality the companies primarily work with the project proposal phases and

the technical planning so she decides to concentrate her questions on these two phases , which will give her a good basis when she is going to analyse incoming data.

After looking at suitable design offices Lise makes her first contacts by phone to get the companies involved to agree

to take part and find specific contacts. Before call ing, s he makes a time plan for collecting her data, to be well

prepared to answer any questions. During her internship, she learned how important it is to be well prepared – she simply wants to show right from the start that she i s serious about her research.

Figure 7: Example of choice of method for gathering empirical data



3.3.2.2 Scientifically Philosophical Approach

This section contains your thoughts on what you are investigating: What are you examining and how is it

meaningful to investigate this phenomenon? As a natural extension of this lies considerations about your

own approach to what reality is. You also use this section to reflect on how your investigation may

influence the phenomenon you are examining and on your own role as a researcher.

3.3.2.3 Reflections on the validity and durability of the knowledge you get from your empirical data

You base your conclusion on your empirical data, together with your theoretical basis. In order to show that

you understand that not all knowledge is equally valid or equally durable, it is important that you relate

critically to the empirical data you have collected. You do this by asking yourself if there is anything - either

in the method in which your empirical data is collected or in the content of it - that could devalue your

empirical data or make them useless.. For example, you may have affected your interviewees by the

questions you have asked. It may also be a question if you have enough observations to be able to derive

anything in general from what you have studied.

Your reflections on the validity of your empirical data can be placed either in a method section or at the

end of your empirical section, whichever makes the most sense in your report.

3.3.3 Empirical Data Where the theoretical basis is general with respect to your subject, the empirical is the specific basis. It is

your observations, interviews or calculations on exactly one building. It can also be arbitration court rulings

the drawings of a house. All parts of the specific case in your report, depending on your topic.

So, your empirical data is the specific part of your topic. It is preferable that you collect your data yourself.

This means that you go out and ask people, you observe on a building site or you take measurements in a

house. If you have collected data yourself, it gives you training in acquiring knowledge about the world. In

return that it easier for you to relate critically and reflectively to the knowledge you acquire. Training in

gathering data and critical assessment makes the knowledge you create more valid and more sustainable. It

makes your claims more credible.

The empirical section may include the following:

A presentation of your empirical data

An meaning condensation or analysis of your empirical data

A reflection on the validity of your empirical data in case you have not included such in the method

section.

3.3.3.1 Presentation of your Empirical Data

When you present your empirical data, you start by describing the surroundings to your empirical data: It

can be the building site you have observed, the house you have looked at, or the people you interviewed. If

you have made a questionnaire survey, it is a description of how many people have answered (response),

their gender, age and the like.

When you have presented the surroundings of the empirical data, you begin to go into the data: What

observations did you make - on the construction site or measurements in the house? What did your

interviewee say? How do the answers distribute in your questionnaire? If you have several different types

of empirical data, it is very important that you present them one by one and not mix them together. In the

presentation of your empirical information, it is also important that you only explain what data says - not



what you think about it. In other words, you should not, for example assess the truth in the content of an

interview. You save that for your analysis or your assessment section.

3.3.3.2 Treatment – Meaning Condensation and Analysis of Your Empirical Data

When you analyse the empirical it is mostly about extracting meaning. If it is qualitative empirical data you

analyse, it is important to keep an eye on whether there are reoccurring factors such as things, words or

concepts. Reccuring factors are often central key points. When you analyse quantitative data, the goal is

finding patterns in the data; It can be observations that often occur, there can be many similar answers in a

questionnaire. For both qualitative and quantitative data, it is about finding out what is central: Which

parts of your data are most important.

When analysing your empirical data, it is also important that you pay attention to your own interpretation

or understanding: Is something significant or do you see a repetitive pattern because you think it is

important? Do you overlook something because you are eager to see something specific? When you

analyse, you also interpret and that means your attitudes and values may interfere with your interpretation

if you are not aware and reflect on it. This goes for both your analysis of the empirical data and the analysis

of the theoretical basis. This sub section can be placed both the end of your empirical section and in the

analysis section. It depends on what makes the most sense in your report.

Figure 8: Subdivision of empirical data, an example

3.3.4 Analysis

Analysis has Greek origin and etymologically it means dividing or splitting. The analysis section may contain

three different parts:

An analysis of the theoretical basis - if it is not in the section of the same name above

An analysis of empirical evidence - if it is not located in the empirical section.

A summarising analysis of the theoretical basis and empirical data.



When you analyse something, you split it into smaller parts. It gives you the opportunity to look at the parts

from new angles, decode new significance and meaning. You also get the chance to combine the different

parts in new ways or focus and to get a deeper understanding of each part. . All this provides an

opportunity to understand the whole in a deeper or a new way.

A good example of an analysis is the function analysis: You divide a building into smaller units. Then you

find out what the function of the individual part is. Next, you consider how place to them in relation to

each other. To do this you need to take both aesthetic and practical considerations. In other words, you

must have knowledge of the specific project (empirical data); who should use the building and for what -

and general knowledge (the theoretical basis); lighting, walkways, function and much more.

When you make a summarising analysis, it is important to include both the parts of your theoretical basis

and parts of your empirical data. This way you are likely to learn new things about both the theoretical

basis and the empirical evidence. So the analysis is about taking parts of the empirical data and seeing what

your theoretical basis says about the part of your empirical data or whether patterns in an empirical data

are in accordance or contradictory to what the theoretical basis says.

3.3.5 Discussion

Discussion is when you hold different and more or less contradictory opinions of your topic up against each

other. In this way, you let the different opinions be heard. You do not need to have a separate discussion

section. You can include it in your analysis. If you choose to have a separate discussion section, it usually

makes sense to place it right after your analysis section, as it is here where you find out what kind of

opinions you are facing.. However that of course depends on what makes sense in your particular report.

It is very important that you do not bring your own opinions into play. Your opinions are the result of your

assessment of your analysis and the different opinions why they belong to a separate assessment section.

3.3.6 Assessment

The assessment section is where you present your qualified proposal on the quality of possible solutions

that emerge from the analysis and discussion. The assessment may be a short preface to the following

conclusion. As with the discussion section, there is not necessarily an assessment section in your report.

3.4 Conclusion In the conclusion, you summarise the main topics/sub-conclusions of the report. This is where you answer

the questions you posed in the problem statement. It is an extremely bad idea to write any new

information in the conclusion.

If you have formulated a hypothesis problem statement, then it is here where the hypothesis should be

either confirmed or refuted (proved wrong) .

3.5 Reflections and perspectives Reflections contains a critical assessment of the durability, validity and usefulness of your results.

Durability is about how well founded your conclusions are – to what extend your empiri and theoretical

basis support your conclusion? Validity is about scope: Do your conclusions apply narrowly in one case or if

and to what extend they are valid in a broader and more general context. Usefulness is about how useful

your conclusions are and, if so, in what context.

In addition, it is a natural extension of a critical assessment of durability, validity and usability that you

evaluate your own approach: How did your choice of theoretical basis and empirical data work? In other



words, you also use the reflection section to reflect on its use of theoretical basis, data collection method

and professional approach.

While the reflection is where you look backwards over your project and assess it, perspective is more

forward-looking: This is where you answer the question "So now what?". You have investigated and

concluded something and have reached a result. Now what? What are the consequences of your

investigation? It can be for you personally, for the construction site you have studied, for the construction

industry in general or for the whole world. Perspective can thus be from the very specific case to the very

large picture. What is the consequence? What to do now?

3.6 Finishing up the primary sections Once you have produced your introduction and your sections with theoretical basis, method, empirical

data, analysis and so on, you are basically just about there. However, there are also a number of formal

requirements for lay-out, use of sources, front page and the like, which you have to be aware of and fulfil.

These requirements are presented in the next chapter: 4.0 Formalities .



4.0 All the Formal Stuff There are a number of formal requirements on how to prepare a scientific report. These are in part

requirements given by the institution - the ATCM Program and partly requirements that are required for

the report to comply with scientific integrity.

The requirements of the ATCM Program address formal requirements for an exam report. Like how the

front page should look, what information should be on it. It is also a requirement for the formatting of

documents; page margins, font size, and so on. And of course yes: Scope of the report – how many pages?

You will find this information in section 4.11 Formal Requirements: Normal page and layout.

As to the scientific aspect of a report, the requirement is that it must be verifiable. . Other people must be

able to do the same as you and be able to enter into a discussion about your results. In order to do this, it is

important that your reader has access to your sources and therefore you must provide a comprehensive

source list.

These are the topics of this section of the report guide.

4.1 Front Page The front page is the first thing your reader meets. Here you have the opportunity to design a front page,

for example with an illustration that works as an eye catcher. That way, you can capture your reader's

curiosity and arouse the reader's desire to read the report.

At the same time, the cover page also contains the following – Clearly marked:

Task type (e.g. 7th semester EPE-report),

the name of the program (ATCM),

the title of the report and possibly subtitle,

the author's full name and study number,

the supervisor's name,

institution name (VIA University College, Campus Horsens)

and date of submission.

4.2 Title Page and Header and Footer The school's pre-printed form is to be filled in and inserted as a title page. Do not change the text or layout

of this form. (See the appendix to this guide).

The following pages of the report contain your name and date of submission in the HEADER. In addition,

you can insert the title of the report and/or a design element of your choice (possibly logo). Avoid the

headline being too dominant – use a smaller font size and more subtle font type and colour in the header

and footer than in the rest of the report.

SIDE FOOTER contains page numbering. The page number should be on the right in the footer.

The page numbering starts with page 2 on the page immediately after the title page.

4.3 Preface A preface can be used to briefly present the context in which the report is written: Is it part of the final

exam (or part of the curriculum on the 3rd / 5th / 6th semester). In addition, you can use the preface to

present the overall topic briefly, your procedure and perhaps some practical remarks: Have you used your

own photos or similar. Most often, you use the preface to thank people who have been involved in the



process without being credited as authors – either directly involved in the subject: Sources, companies,

fellow students and/or supervisors – or people who have supported indirectly: family, girlfriend and

friends.

You do not have to write a preface. If you do, keep it short.

4.4 Abstract The abstract is a short summary in English (approx.125 words and max. ¼ A4 page).

Imagine researching a task and finding 15 reports in a database. It will take a long time to get through them

all. Instead, you can read the abstract on the reports and in this way quickly form an initial overview of

which of the reports are relevant to read further and which ones are not. In other words the purpose of the

abstract is helping future readers, in a quick and easy way, to get an overview of whether your report is

relevant to them to read or not.

To achieve this, it is important that you can read the abstract independently. It contains the topic, the

problem formulation, very briefly on theoretical basis and examination method, as well as the most

important points (preferably no more than three) from your conclusion. It is therefore also not a good idea

to write the abstract before the entire report is completed.

4.5 Table of Content and the Decimal Classification System The human being is capable

of keeping track of three,

maybe four things

simultaneously. In special

situations or if somebody

has trained a lot, they can

focus on seven, or maybe

nine things. We are in other

word not built to keep track

of large sums of information

and knowledge. Fortunately,

we can get help. One way

you can help your reader is

to make a table of content.

It is best to put it at the

beginning of your report,

because you through a table

of content give your reader

a first hand impression of

what is where in your

report. With a table of

content, you give your

reader a metaphorical land

map over your report.

You can make a table of content by giving your headlines different levels. That makes it possible to auto

generate a Table of Content under “References”

Example – Table of Content

TABLE of CONTENT 1. Introduction with problem statement 5

1.1. Problem presentation 5 1.2. Problem background 6 1.3. Problem statement 6 1.4. Delimitation 6 1.5. Short presentation of Theoretical basis and sources 7 1.6. Short presentation of method and empiri 7 1.7. The Structure of the report and Argumentation 7

2. Headline 8 2.1 Subsection, first part 8 2.2. Subsection, second part 9

2.2.1 Subsection, first part 10 2.2.2 Subsection, second part 11

2.3 Partial Conclusion 12 3. Headline 13

And so on 14 x. Conclusion 18 List of Sources 21 Appendixes

Figure 9: Table of content – an example



If the report is written as a group report, you must state in your table of contents who of you has written

which paragraphs. In the case of group reports, each one of you must contribute with important sections

including analysis and discussion. .

Furthermore it is compulsory to use the Decimal Classification System.

4.5.1 The Decimal Classification System The decimal classification system is a system, where chapter – head sections, or ”headline 1” get the first

number. Then a punctuation mark and then sub sections (”headline 2”) a new number. If there are

subsections to the subsections, they get another number after a new punctuation mark. The decimal

classification system is another way to make it easier for your reader to navigate in your report. Your

reader is often reminded where the reader is in your report. That increases ease-of-reading and thus makes

the report more accessible. Furthermore, it makes it easier for you to navigate in your report during your

writing process. If you want an example of the decimal classification system, look in this report guide – it

uses the system. You can also look to section 2.4 The Structure of the Report, for how it is used.

4.5.1 Requirements for the Table of Content You place the table of content is after preface and abstract and before the introduction section. The table

of content contains the following sections that you have classified to be headline 1 and 2.

The points in the Table of Content corresponds word for word with the wording in the headlines and sub

headlines.

All the points in the Table of Content corresponds with the correct page number.

4.6 Treatment of Sources It is important to keep you sources in check right from the start. Remember to record sources of all

information from the beginning - especially when you do not yet know which sources you are going to use.

Make a system from the beginning that can be used all the way through the report. One possible tool is

Word's reference management tool. The amount of information can quickly assume large dimensions. You

might lose the overall picture, or worse, important information may be lost or the source will disappear if

you do not keep track of where you gained what knowledge.

It is your responsibility to provide the correct source references. You always state from where you have

facts and other descriptive information. If you do not specify a source, the text your write is considered

your own considerations and conclusions. Direct quotes are therefore always 100% verbatim (word by

word). When you use direct quotes make sure you state it in the correct way (see 4.11 Formal

Requirements Normal page and layout) and provide it with a source reference. You are allowed to rephrase

(that means to retell in your own words what another person has said or written), but it is a good idea that

you do not put yourself too close to the original words. When you reformulate, you also put in a source

reference.

Documentation of what you write is a very important part of the report writing. Plagiarism, that means

direct transcript, is under no circumstances allowed and will have serious consequences for you. As far as

the report is concerned, plagiarism will inevitably cause you to fail your report.

There are two reasons why copying really is a bad idea. First, there is plagiarism control built into Wiseflow.

This means that there is a great risk of getting caught doing it. Second, and in fact, much more importantly,

when you copy (plagiarise), you miss the learning opportunity that lies in researching and acquiring



knowledge and then passing it on to someone else. It is difficult to say "that thing with processing of

knowledge (creating, finding and communicating it) ... it's not really something I consort myself with ..."

4.7 Source Referencing In side the report, the function of the source reference is to tell your reader where in the list of so urce the

reader can find your source. The point is – in other words – that your reader with your source reference can

find your source in your list of sources and by that the source itself.

A source reference is placed right after both quotations and accounts of other peoples information or

ideas. The source reference is shown in brackets immediately after the applicable text. This follows the

conventions of the Harvard Anglia Reference System. In the brackets you write the last name of the author,

followed by year of publishing.

Example: …text (Andersen 2013).

If the reference is right after a quote, you also add page number:

Example: ”…quote” (Andersen 2013 pp. 23).

As far as possible, Internet documents are treated as books: That means by writing the author or if there is

no author, the publisher or the parent site name. You then write the entire link in the source list. If you

have a quote from an internet site, you may need to enter the entire site name. However, try to as far as

possible, to avoid it, as there is a risk that you break your reader's reading rhythm.

In this way, you only specify the information about the individual source that your reader needs to find that

source in the source list.

Footnotes are not used for source references. They are used for additional comments and glossaries.

Footnotes are numbered consecutively and placed at the bottom of each page.

4.8 List of Sources All scientific work is an ongoing discussion of your findings. In order for your reader to be able to

participate in that discussion, your reader must have the opportunity to examine your sources for

themselves. Therefore, make it as easy as possible for your reader to check your sources. You do this using

a complete list of literature / sources. The list of sources of course contains ALL the sources and literature

you use in your report. You enter all the sources you refer to in your report text into your list of sources -

even if you do not quote directly from them (see also section 4.6. Source processing).

The sources of illustrations can be listed as a separate point (see section 4.9 List of Illustrations)

Examples of source referencing: 1. There are various methods of galvanization. ‘Hot-dipping’ – where the article is dipped in molten

zinc is one of them (Bengtsson & Selck 2004 p 32).

2. It is standard practice to undertake life cycle assessment in conjunction with concrete work

(www.sbi.dk).

3. ”There is a growing need for all building professionals to become involved in the design of low or

zero energy housing ”. (http://www.our-energy.com)

Figurs 10: Source reference, example



In the List of Sources you specify the sources according to the Harvard Anglia reference system. Information

about this can be found at the library and at http://libweb.anglia.ac.uk/refe-rencing/harvard.htm

You may use Word's reference management tool.

For your source list to be as clear as possible, it is a good idea to set up all sources listed in categories;

Books, articles, websites. Each category then is arranged alphabetically by the author's last name. This also

applies to internet sites. In addition, you also provide the date you have visited the page. See the example

below. If you only have a short source list (½ page or less) you do not have to divide your sources into

categories. Then you can just list them in alphabetical order 4.9 List of Illustrations

Just like your table of content provides an overview over the content of the report, it is healthy to provide

an overview of the illustrations in the report (pictures, illustrations, schemes and so on). That can be done

by having a separate, numbered list of Illustrations. This list includes the number of the illustration, the

explanatory text of the illustration and the location of the illustration in the report.

You can number and name your illustrations in different ways. If you have but a few (<20), just give them

consecutive numbers and a name for each. If you have many, you might be better of giving them a number

according to a decimal classification system: Illustration #1 in chapter 3, you call 3.1 and the name,

illustration #4 in chapter 5 you call 5.4 plus the name and so forth. That will have the effect, that the

numbers of the illustrations follow the outline of the report and thus gives your reader a better overview.

In addition to the numbering, the complete source information appears from the illustration list. (see 4.7

Source References).

4.10 Appendix Appendixes are supplementing materials that are not part of the report itself, but can be read to check

sources. It can be schedules, maps, interview guide, transcripts of interviews, sound files, pictures from

building sites, internet articles and so on.

Example of a list of sources: Books: Hovmand, U.A. & Andersen, N.M. 2006, Illustrated Building Dictionary, Huset Hovmand

Kurir Sprogservice, Birkerød/Slangerup

Danish Building Research Insitute 2008, SBI-guidelines to Building Regulations 2008,

Aalborg University, Hørsholm, Denmark

Articles: Bignall T ”Collaboration of architects and engineers in design ”, The Structural Engineer Oct 2010 p 18

Webpages: Debacker, W. et al. 2011, Sustainable building, materials use and Cradle to Cradle. A survey

of cur-rent project practices, OVAM, Mechelen http://www.c2cn.eu/sites/default/files/Build-Materials-C2C_EN_Full%20report.pdf accessed the 18th of Jan. 2019 Press-Kristensen, K. 2013, Energi- og miljørigtigt byggeri i praksis, Det Økologiske Råd

http://www.cowi.dk/PublishingImages/Energi-%20og%20milj%C3%B8rigtigt%20husbyg-

geri%20i%20praksis.pdf

accessed the 18th of Jan. 2019

Figure 11: List of Sources, example

http://www.c2cn.eu/sites/default/files/Build-Materials-C2C_EN_Full%20report.pdf

http://www.cowi.dk/PublishingImages/Energi-%20og%20milj%C3%B8rigtigt%20husbyg-geri%20i%20praksis.pdf

http://www.cowi.dk/PublishingImages/Energi-%20og%20milj%C3%B8rigtigt%20husbyg-geri%20i%20praksis.pdf



In order to be able to reference to your appendixes in report, you give your appendixes numbers.

Furthermore, it makes sense to make a list of your appendixes (a mini table of content), that you place just

before the appendixes. The list of your appendixes contains a headline and a short description of the

content of each appendix

If you do not refer to an appendix in the report, there is no reason to add the appendix to your report. In

other words: Attach only appendixes to which you refer.

4.11 Formal Requirements: Normal page and layout There are requirements for font type, -size, and spaces between lines and so on. On the ATCM program

there are the following formal requirements for reports:

1. Font type: Times New Roman, Calibri or Arial

2. Font size: 12

3. Space between lines: 1,15

4. Left margin: 3 cm

5. 1 normal page (NP) = 2400 characters incl. spaces. On your title page, you report the number of

Character and then how many NPs that equal – without decimals.

6. The total number of pages is measured from and including the introduction to and including

perspective. Number of NP:

a. 2nd semester, Building site report: 4-6 NP pr. student in the group

b. Synopsis: 3-5 NP

c. 4th semester EPE: 15-20 NP

d. 7th semester Thesis: max 30 NP. (Vedr. omfang af individuelle rapporter og grupper-

apporter i øvrige semestre henvises til Semesterorienteringerne).

7. Illustrations are:

a. numbered with consecutive numbers

b. with the corresponding text and reference (see 4.7 Source References)

c. placed, so they support the text.

8. Layout: clear an consistent

9. Quotes:

a. Short quotes (less than 20 words): Are placed in the text, in italics with quotation marks

”text”. Is followed by a reference. (see 4.7 Source References)

b. Long quotes (more than 20 words): Are written in Italics with indented margin and line

skipping both before and after. Reference is placed underneath in the right side (see 4.7

Source References)

You must follow all these requirements. If you deviate, it might affect the assessment of your report

negatively, maybe even so much so the report cannot pass.

5.0 Source list

5.1 Books Andersen, I. 2008, Den skinbarlige virkelighed – vidensproduktion inden for samfundsvidenskaberne, 4. udg., Forlaget Samfundslitteratur, Frederiksberg



Andersen, I. 2013, Den skinbarlige virkelighed – vidensproduktion i samfundsvidenskaberne, 5. udg., Forlaget Samfundslitteratur, Frederiksberg

Rienecker, L. & Stray Jørgensen, P. 2017, Den gode opgave. Håndbog i opgaveskrivning på videregående uddannelser, 5. udg., Forlaget Samfundslitteratur, Frederiksberg

Stray Jørgensen, P. et al. 2011, Specielt om specialer – en aktivitetsbog, 4. udg., Forlaget Samfundslit-teratur, Frederiksberg

Toft, Trine 2016, Bachelorprojektet – sådan gør du!, Pretty Page, Svendborg

5.2 Internet resources Research Pentagon from the Good Paper (see above – website in Danish):


Caramel model in ”Byggesten i samfundsvidenskabelige opgaver”, Københavns Universitet (website in

Danish) https://samf.ku.dk/pcs/pdf_filer/artikler/byggestenspjecetilnet.pdf

Figure 1: The Research Pentagon (From “The Good Paper”. For a Danish version:

http://dengodeopgave.dk/redskaber/pentagonen/) ................................................................................. 5

Figure 2: The Caramel Model (https://samf.ku.dk/pcs/pdf_filer/artikler/byggestenspjecetilnet.pdf) ........... 6

Figure 3: Problem Presentation ..............................................................................................................11

Figure 4: From Andersen "Den skinbarlige virkelighed" The scientific model .............................................13

Figure 5: Definition of a problem statement (Reinecker 2017, p. 110) .......................................................13

Figure 6: The usage of theoretical basis, an example................................................................................16

Figure 7: Example of choice of method for gathering empirical data .........................................................17

Figure 8: Subdivision of empirical data, an example .................................................................................19

Figure 9: Table of content – an example..................................................................................................23

Figurs 10: Source referencing, example ...................................................................................................25

Figure 11: List of Sources, example .........................................................................................................26


https://samf.ku.dk/pcs/pdf_filer/artikler/byggestenspjecetilnet.pdf

Research and Report Guide · Research and Report Guide For the ATCM-program at VIA-UC June 2019...

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