An extended essay (EE) in business management gives students an opportunity to carry out in-depth research in an area of personal interest relating to business management.
• reviewing business theories, concepts and principles
• critically analysing their use and application in the business world and their resultant impact on business activity.
The EE requires the application of business management theories, tools and techniques to produce a coherent and structured analytical essay that effectively addresses the research question.
Students can choose a topic they have encountered during their Diploma Programme business management course. However, they may also choose to investigate issues that fall outside its scope. For example:
• business practices in a specific regional or national context, or
• the practical applications of the work of a particular business management theorist.
Whatever area they choose, students must root their research firmly in accepted business management theories and use the core principles of business management as the basis for their research.
Students are strongly advised to choose a topic that enables them to carry out research and apply business management theories and techniques in a real-world setting. This setting may be an organization, industry or market in a particular region or country, or globally.
Sources of ideas may include:
• an interest in issues raised in the classroom
• aspects of a student’s own experience
• current events.
Research questions that do not allow a systematic and meaningful investigation using business management theories, concepts and principles are unlikely to be suitable.
Students can choose to investigate past event(s). However, they must ensure that their question will enable them to analyse and evaluate rather than simply describe what happened.
A forward-looking question can enable students to search for conflicting sources to arrive at a well-supported argument and conclusion. But the topic should not be so forward-looking that information and results are not yet available: hypothetical questions based on future events are to be avoided.
These examples are for guidance only. Students must ensure that their choice of topic is focused rather than broad.
Application of lean production principles to the NGO ABC
Relevance of ethical objectives for very small and very large companies in Canada
The link between ethical objectives and organizational size use of Herzberg’s motivation theory in productivity improvement at XYZ Ltd
The contribution of Just-in-Time production in improving efficiency in the textile industry in Cambodia
Relevance of lean production for NGOs
Motivational techniques at XYZ Ltd
Effectiveness of Just-in-Time production techniques
Students’ research should be broad and detailed, using a range of sources. Excessive reliance on a single source, such as a company’s annual report, is unlikely to give students sufficient scope or breadth in their analysis.
Students can include materials sourced from a particular business or organization whose area of business is related to the topic chosen, eg market research companies, industry analysts or think tanks.
Students should use secondary data as the basis of their EE, supported where appropriate by primary research. The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment criteria.
(Note that this is similar to the research approach of the SL internal assessment task of the business management course and different to the research approach of the HL internal assessment task, where primary research takes precedence.)
A good range of secondary sources should be consulted, including:
• business management textbooks
• general business management books
• industry analyses
• company reports and data.
Students must plan any primary research well so that it yields genuinely additional and significant insights.
Students and supervisors are required to:
• act with tact and sensitivity towards the research subjects
• respect the confidentiality of the organization(s) and people involved.
All the research carried out must address the research question. Similarly, the development of the essay must be related to the research question directly and consistently and must not include information that is unnecessary.
A good essay will demonstrate the appropriate use of analytical tools, often supported by numerical data to assist the discussion and evaluation.
Appropriate analytical tools from the business management syllabus include:
• Ansoff Matrix
• BCG Matrix
• Break-even analysis
• Decision tree
• Financial statements and ratio analysis
• Fishbone diagram
• Force field analysis
• Position maps
• Stakeholders analysis
• STEEPLE analysis
• SWOT analysis
Students may also use analytical tools that are not included in the syllabus.
Strategic and conceptual perspectives on the research question can add to the interest and rigour of the essay, for example:
• the effect of new technologies on organizational innovation
• the cultural and ethical implications of business decisions.
Students should integrate relevant business management theories, tools and techniques with the evidence obtained by the research throughout the essay.
Students should not present theory as a separate section. An essay that delivers theory as a separate section of the essay and does not apply it to the specific research question is unlikely to succeed.
Students should avoid making assertions using business management theories and techniques if they cannot meaningfully link these to their case study with supporting evidence.
Students must ask probing questions and look at all relevant factors when considering the information obtained from their research. Information cannot always be accepted at face value.
A critical approach, in which students display the skills of analysis and evaluation, is essential.
Students should indicate unresolved questions, or new questions that have arisen from their study, in their conclusions.
Students should remember that a business management essay must be written in an objective style without personal bias. Conclusions should be derived from the evidence and not based on any preconceptions of the student.
Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.
Topic: An evaluation of the introduction of total quality management in ABC Ltd
Research question: To what extent has the introduction of total quality management (TQM) improved quality at ABC Ltd?
Approach:
• A literature review of how quality management techniques have changed with the introduction of TQM, both generally and specifically in the industry of ABC Ltd.
• Selection of relevant indicators measuring quality and collection of the corresponding data for ABC Ltd.
• Analysis and evaluation of the ways in which ABC Ltd has adapted its approach to managing quality, and the impact of this on the selected indicators.
Topic: An evaluation of the case for strengthening social responsibility practices at multinational XYZ
Research question: Should multinational XYZ strengthen its corporate social responsibility practices in the aftermath of scandal X?
Approach:
• A review of how various local and international media reported on the reasons for and events around scandal X at multinational XYZ.
• Analysis of the social responsibility practices at multinational XYZ preceding scandal X, with a particular emphasis on practices and indicators relevant to scandal X.
• Application of SWOT analysis to these practices.
• Identification of potential ways of strengthening social responsibility practices from industry leaders.
• Application of SWOT analysis to these practices.
• Evaluation, from different stakeholder groups’ perspectives, on whether multinational XYZ should strengthen its social responsibility practices in suggested ways or leave them as is.
Topic: Measuring the success of joint ventures: a comparative case study
Research question: How successful has the joint venture between ABC Ltd and XYZ Ltd been as a growth strategy for both companies?
Approach:
• A literature review of the theoretical benefits and drawbacks of joint ventures.
• A review on the reporting around the joint venture at the time it happened: what were the reasons given by the companies for the joint venture and how did industry analysts assess the case?
• An examination of the financial results of ABC Ltd and XYC Ltd prior to and after the joint venture, and comparison of these results with industry benchmarks.
• Analysis and evaluation of the qualitative and longer term benefits and drawbacks of the joint venture since the joint venture, in comparison with benchmarks in the industry.
Students must ensure that their EE does not duplicate any other work they are submitting for the Diploma Programme. In particular, the EE must not be an extension of the internal assessment task. Students must ensure that they understand the differences between the two.
• The HLIA task—a research project—must be based on primary research (eg interviews or questionnaires), whereas the EE must be based on secondary research (eg academic journal articles or specialized publications).
• The HLIA task is a practical and highly structured piece of investigation leading to practical proposals for action for company management, whereas the EE is a scholarly piece of investigation that does not result in the formulation of recommendations.
• The SLIA task—a written commentary—must be based on secondary research, like the EE, but for the SLIA task, only three to five supporting documents are required, whereas for the EE, there is an expectation of attempting a more academic, broader and in-depth investigation.
Supervisors play an important role here in guiding students on these distinctions. Students risk their diploma if academic misconduct is found.
(Strands: Topic, Research question, Methodology)
The EE title promotes the application of the higher order skills of analysis, evaluation and synthesis, rather than encouraging a descriptive essay.
The research question must be specific and sharply focused on a business problem or issue worthy of investigation. It should require the use of business management theories, tools and techniques. Topics that consider generic or broad issues will restrict the possibility of effective treatment within the word limit and will constrain performance on this criterion.
Students must use secondary resources in the first instance. Students should employ high-level academic research and writing skills, and show that the student is capable of intellectual discovery and creativity .
The essay should be based on a comprehensive review of the literature on the topic selected. It must not end up as a practical investigation resembling a higher level internal assessment.
Any essay based heavily on questionnaires and/or interviews will inevitably lose marks on a range of criteria.
If primary research is conducted it must provide information that is not accessible from secondary sources or that significantly enhances the value of the secondary data presented.
All research conducted, whether primary or secondary, should support specific quantitative and qualitative analysis and evaluation directly related to the research question.
Students must demonstrate that their essay has been well planned and that they have designed an appropriate and coherent approach and structure to address the research question.
(Strands: Context, Subject-specific terminology and concepts)
The student should use the sources to place their topic into a wider business context. For example, if the focus of the essay is on the role of social media, the student should be able to explain the impact the social media has on a number of business functions, such as marketing and recruitment.
The student must demonstrate that they have a good grasp of business terminology and that they can use this fluently, accurately and consistently when developing lines of argument. They may need to clarify terms or provide further explanation or definition of selected terms or concepts.
(Strands: Research, Analysis and Discussion and evaluation)
The sources collected by the student should be relevant to the research question and applied appropriately, so that an argument can be formed and a conclusion(s) reached.
Throughout the essay, the student is expected to present and analyse business data and sources and to evaluate the insights and significance of these for addressing the research question. To score highly against this criterion, the student needs to demonstrate a sophisticated application of analytical and evaluative skills.
An integrated use of research and business theories, tools and techniques is required to develop an argument and to assess the strengths and limitations of various perspectives on the topic under investigation. Essays that are wholly or largely descriptive in nature will score poorly against this criterion.
The student should develop a reasoned, coherent and logical argument in response to the research question. Where appropriate, conclusions to points should be made throughout, and there must be at least one culminating conclusion that summarizes the student’s response to the research question. Any judgments made should be consistent with the argument presented and supported by evidence.
The student should comment on the quality, balance and quantity of the sources and reflect on any bias or limitations that may weaken the strength or affect the objectivity of supporting materials.
The student should point out any limitations or unresolved issues in the research and suggest further action to address these.
(Strands: Structure, Layout)
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Students may provide a section and subsection structure to their essays, with appropriate informative headings. Subheadings should not distract from the overall structure of the essay or argument presented.
Any graphs, charts, images or tables from literature sources included in essays must be carefully selected and labelled. They should only be used if they are directly relevant to the research question, contribute towards the understanding of the argument and are of a good graphic quality. Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled.
Too many graphs, charts and tables detract from the overall quality of the communication. Only processed data that is central to the argument of the essay should be included in the body of the essay, as close as possible to its first reference. Any tables should enhance a written explanation and should not themselves include significant bodies of text; if this is the case then these words will be included in the word count.
Students must take care in their use of appendices as examiners are not required to read them. All information with direct relevance to the analysis, discussion and evaluation of the essay must be contained in the main body of the essay.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers, as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Graphs, figures, calculations and diagrams are not included in the word count. Students should be aware that examiners will not read beyond the 4,000 word limit, nor assess any material presented thereafter.
(Strands: Process, Research focus)
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.
For example, students may reflect on:
• the approach and strategies chosen, and their relative success
• the Approaches to learning skills they have acquired and how they have developed as a learner
• how their conceptual understandings have developed or changed as a result of their research
• challenges faced in their research and how they overcame these
• questions that emerged as a result of their research
• what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. In order to demonstrate that engagement, students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed. Reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.
An extended essay (EE) in economics provides students with an opportunity to:
• undertake in-depth research in economics in an area of personal interest to them
• develop research skills
• apply economic theory to real-world situations
• make inferences based on real-world data
• analyse and evaluate the outcomes of their research.
The outcome of the research should be a coherent and structured analytical essay that effectively addresses the particular research question.
Students can choose a topic within any of the syllabus sections in the current Economics guide, but they are not restricted to these.
Use of economic theories, models and tools Students should undertake an essay that uses the principles of economics as a basis for researching a particular topic. They may take a recent economic event, issue or policy, gather data and apply economic theories, models and tools to evaluate it.
Research questions that do not allow a systematic and meaningful investigation using economic theory and do not require critical analysis and detailed understanding are unlikely to be suitable in economics.
It is essential that students answer the question using economic theories and concepts, and that the work does not diverge into another subject area. Some topics can be approached through different disciplines, such as business management, geography or psychology. Students must therefore ensure they use economic theories, models and tools and meet the subject requirements of economics.
Alternatively, if students wish to approach a topic from the perspective of economics and another discipline within the Diploma Programme, they can undertake an interdisciplinary World Studies EE .
Topics should not be historical. They should relate to economic information, policies, outcomes or events that are no more than approximately five years old. Topics that are too retrospective, such as “What was the impact of the global financial crisis on unemployment in the United States from 2007–2010?” almost invariably become descriptive.
Essays should also not be based on future economic events. For example, “What will be the effect of the 2026 Football World Cup on the economy of Country X?” would not be suitable as it would be entirely speculative and unsupported.
The topic chosen should provide opportunities for some critical analysis of the information that is gathered. Students should avoid topics that depend entirely on summarizing secondary data, as they tend to lead to an essay that is essentially narrative or descriptive in nature.
Restricting the scope of the essay is necessary to ensure a clear focus, and will also provide opportunities for demonstrating detailed understanding of economics and critical analysis.
Macroeconomics topics may be chosen, but it is essential that the research question is narrowed to a reasonable focus on a particular part of the economy and is not on the economy as a whole.
Topics researching economic development are highly suitable, but the research question should relate to a particular aspect of development or a limited area. It would not be suitable, for example, to examine the effect of some government policy on the development of the whole economy.
These examples are for guidance only. Students must ensure that their choice of topic is focused rather than broad.
The effect of the recent imposition of a minimum wage in Austria on unemployment in the fast food industry in Graz
The effect of a fall in the exchange rate of the US dollar and its effect on the tourist industry in Carmel, California
The economic effect of water privatization on the farming industry in my region of Zambia
How the fall in the exchange rate of the US dollar affected the US economy
The effect of the minimum wage on unemployment in Austria
How the privatization of water affected Zambia
Choosing a research question that is made up of more than one question (a “double-barrelled” research question) is unlikely to result in a successful essay—eg “Does Company X practice monopolistic behaviours and, if so, how does it help the firm to increase revenues” or “What is the effect of European interest rate policy on aggregate demand in Greece and what should the government do to increase aggregate demand?
In the first example, the answer to the first part of the question must be affirmative in order to proceed with the essay. If not, the second part of the question cannot be answered. In the second example, the scope of the essay is simply too wide.
The answer to the research question should not be self-evident. There must be scope to research the question and weave together an argument that is not obvious from the outset. For example, “To what extent is the market for mobile phone service in Country X an oligopoly” would not be appropriate when it is obviously an oligopoly as there are only three firms.
Students can base their essay solely on secondary sources. They can also choose to undertake primary research.
Students should consult a good range of secondary resources, including:
• economics textbooks
• general economics books
• research from think tanks such as the OECD or the New Economics Foundation
• government publications
• publications from international organizations such as the World Bank or UN bodies
• newspaper and magazine articles.
For certain topics, primary research may enhance the approach, including:
• interviews
• surveys
• questionnaires.
Interviews with experts (face-to-face, virtual or electronic) in a given topic can be very beneficial, for
example:
• university lecturers
• journalists
• government officials
• business people.
Where students undertake primary research, they must approach it in an academic manner.
• They must construct any surveys or questionnaires so that they gather meaningful, relevant data.
• Sample sizes must be large enough to generate statistically significant results.
When students have carried out surveys or questionnaires, they must:
• explain the process in their essay (How many people? Who? Where?)
• summarize and analyse the relevant results.
Pages of pie charts summarizing survey results are rarely appropriate.
Questionnaires based on speculative, anecdotal responses rarely, if ever, generate appropriate data and should not be used.
Students should integrate relevant economic theories, models and tools with the evidence obtained by the research throughout the essay. The theory should not be presented as a separate section. An essay that delivers the theory as a separate section of the essay and does not apply it to the specific research question is unlikely to be successful in terms of analysis.
Students should never make assertions using economic theories, models and tools if they cannot meaningfully link these theories to their case study with supporting data or evidence. Students can demonstrate their skills of analysis and evaluation by judging the extent to which a theory is valid or useful in answering the research question.
Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.
Topic: Policy of plain cigarette packaging in reducing the negative externalities of cigarette consumption in Country X
Research question: How effective has Country X’s policy of plain cigarette packaging been in reducing the negative externalities associated with the consumption of cigarettes in Country X?
Approach:
Theory to be researched in depth:
• Negative externalities of consumption. Data to be gathered through secondary research (medical data, government data, newspaper articles):
• External costs associated with smoking before the policy.
• Changes in external costs since the policy.
• Information concerning the government’s reasoning/ objectives.
• Information concerning changes in consumption of cigarettes.
Possible primary research:
• Surveys/questionnaires to try to assess the extent to which consumption patterns were affected, trying to divide the market into different categories: long-term smokers, shorter-term smokers, young people who may be influenced before taking up smoking.
• Interview with a government official, health economist or newspaper reporter covering the issue.
Topic: Company X’s abuse of monopoly power in the fast food industry of Country Y
Research question: To what extent does Company X abuse its monopoly power in the fast food industry in Country Y?
Approach:
Theory to be researched in depth:
• Positive and negative outcomes associated with monopoly power. Data to be gathered through secondary (or primary)
research:
• Positive “behaviours” of Company X in terms of pricing, innovation, corporate social responsibility in Country Y.
• Negative “behaviours” of Company X in terms of pricing, lack of innovation, anti-competitive behaviour in Country Y.
• Articles in the newspapers about company activity.
Possible primary research:
• Interviews with customers to ascertain consumer satisfaction.
• Email questions to representative of the country’s competition commission to gather information about the
company’s competitive behaviour.
Topic: Relationship between the official inflation rate of Country Y and wages of international school teachers in City X
Research question: To what extent has the official inflation rate offered an accurate way to adjust the wages of international school teachers in City X over the past four years?
Approach:
Theory to be researched in depth:
• How is inflation calculated in Country Y?
• What are the limitations to the accuracy of official inflation figures?
Data to be gathered through secondary research:
• Composition/weighting of Country Y’s consumer price index (CPI).
• Changes in the country Y’s CPI in the period in question.
Possible primary research:
• Interview with an HR representative of an international school in City X on how wages are determined; in particular, what is the role of the CPI?
• Surveys/questionnaires to determine the weighting of items in an “average” international school teacher’s basket of goods and services.
Topic: Impact of mobile telephones on economic development in Country Y’s Market Town X
Research question: How has the increased use of mobile telephones contributed to economic development in a developing country market town?
Approach:
Theory to be researched in depth:
• Theories of economic development.
• Characteristics associated with economic development.
• The theoretical advantages of the use of mobile phones in developing countries.
Data to be gathered through secondary research:
• Challenges in the functioning of markets in Country Y prior to availability of mobile technology (NGO reports).
• The ways in which mobile phones have changed the functioning of markets in Country Y and Market Town X (NGO reports, newspaper articles).
Possible primary research:
• Interviews with local market traders on how mobile phones have changed their ability to conduct business.
Topic: Relationship between taxation of high-emission cars and purchases of low-emission cars in Country X Research question To what extent has the recent (within the past three years) change to the indirect taxes on high-emission cars influenced buying of low-emission cars in Country X?
Approach:
Theory to be researched in depth:
• Theory of market failure in the context of car emissions: negative externalities of consumption and ways of remedying these; in particular, indirect taxes.
• High-emission cars and low-emission cars as substitutes.
Data to be gathered through secondary research:
• Supporting evidence of the external costs of car emissions (government documents, newspaper articles, publications from environmental groups).
• The extent to which the change in the tax policy was due to the goal of reducing emissions (government documents, newspaper articles).
• Data on the numbers of low-emission cars sold before and after the tax policy.
Possible primary research:
• Interviews with managers of car dealerships on their views on the taxation change.
• Interviews with new car buyers on their rationale for choosing a particular car.
Students must ensure that their EE does not overlap significantly with any other work they are submitting for the Diploma Programme. For example, the data gathered for an economics EE should not be used to fulfil the requirements of internal assessment tasks in other subjects.
The economics EE and internal assessment The internal assessment task (IA)—a portfolio of commentaries—may give students ideas for topics to research in depth, but the EE is not an extension of this task. Students must ensure that they understand the clear distinction between the IA and the EE:
• Both allow students to apply economic theory to a particular real-world situation, but the IA is anchored in specific articles in the news media.
• In the EE, the student’s topic and research question determine which economic theory it is relevant to explore; in the IA commentaries, the articles decide this.
• Both use secondary sources, but there is no expectation in the IA to consult sources beyond the specific news articles.
• There is no expectation of primary research in the IA.
• The tighter word limit of each IA commentary means that the 4,000-word EE is a study of much greater depth and breadth.
Supervisors play an important role in guiding students on these distinctions. Students risk their diploma if academic misconduct is found.
(Strands: Topic, Research question, Methodology)
The topic and context of the economics extended essay must be clearly established at the beginning of the essay. This should include the theoretical area of economics to which the essay relates with a clear indication as to how the topic fits into this area and why it is worthy of investigation.
If the topic relates to a specific event, issue or policy, it should date from within the last five years. It should not concern a future or hypothetical event.
Students must express their topic in the form of a research question. The question must be specific, sharply focused and capable of being discussed effectively with the help of economic theory and within the word limit.
The question should not be “double-barrelled”, ie made up of more than one question.
The research question should be genuine, requiring research to find an answer. That is, the answer to the research question should not be obvious.
Students must demonstrate that they have selected a suitable range of appropriate and relevant sources. This includes secondary research into the case study itself and relevant economic theory, including current or recent academic analysis in the area.
Students can choose to undertake primary research, such as interviews with relevant people with pertinent knowledge and background, or surveys and questionnaires. Surveys and questionnaires must be carefully planned and only elicit information that is relevant to the research question. The results must be based on an appropriate range of respondents and be statistically significant. Primary research is not a requirement.
In the early part of the essay, there should be an explicit methodology outlining the steps of the research and the nature of the data collection.
Five-year rule
If the topic relates to a specific event, issue or policy, it should date from within the past five years. It should not concern a future or hypothetical event.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than four marks can be awarded for this criterion. This applies to economics essays that breach the 5-year rule.
(Strands: Context, Subject-specific terminology and concepts)
The essay must demonstrate an effective understanding of relevant economic theory and the way that this theory and the data gathered may be used to address the research question. All data and theory used in the essay should be clearly relevant and appropriate to the research question.
Students need to demonstrate a sound understanding of economic theory through appropriate and accurate application of relevant models. As much as possible, the application of the models should be based on specific real-world information acquired about the topic.
Knowledge and understanding may be effectively shown through appropriate use of economic terminology. Definitions should not be included as footnotes.
Knowledge and understanding may also be effectively shown through accurately drawn and labelled diagrams along with appropriate explanations. Students should not use generic diagrams from secondary sources. They must place the diagrams into the context of the essay by using relevant labels and numbers.
To illustrate that there is knowledge and understanding in context, background theory and terminology should be integrated at all times with the relevant research, and not presented as a separate section.
Diagrams should only be included if they are supported by the evidence that makes them relevant. If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than four marks can be awarded for this criterion. This applies to economics essays that breach the 5-year rule.
(Strands: Research, Analysis and Discussion and evaluation)
“Research” refers to both research into relevant economic theory and information collected about the topic. The research used must be consistently relevant to the research question. The inclusion of material that is not clearly relevant to the research question will detract from the analysis and limit the ability of the student to score well against this criterion.
The student is expected to construct the discussion by weaving together economic theory and real-world evidence to present a well-supported answer to the research question. The points contained in the analysis must at all times be supported by specific, relevant material chosen from the student’s research.
A clear and logical argument may be made by regular reference to the research question. Essays that are largely descriptive in nature do not show evidence of analytical skills and will not do well against this criterion.
All data in the form of diagrams, charts, tables, images and graphs must be analysed within the essay, as close as possible to the data itself. No data should be included if it is not being used to answer the research question, and no analysis should be left up to the reader.
When formulating their argument, students must demonstrate an awareness and understanding of the limitations of their own research and the limitations of the economic theory they have used. They should critically assess the extent to which economic theory may or may not explain the realities present in their case study. Such evaluation should not be contained in a separate section of the essay or solely in the conclusion but should be integrated into the text where it can effectively support the analysis.
Conclusions must be stated and be consistent with the evidence and analysis presented in the essay. Students may draw conclusions throughout the essay in response to the arguments presented. There must be a summative conclusion of the student’s response to the research question. Questions that have arisen as a result of the research may be included at the end as evidence of critical awareness.
Five-year rule
Failure to follow the five-year rule will limit the grade in this criterion to a maximum of three.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than three marks can be awarded for this criterion. This applies to economics essays that breach the five-year rule.
(Strands: Structure, Layout)
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Students may provide a section and subsection structure to their essays, with appropriate informative headings. Subheadings should not distract from the overall structure of the essay or argument presented.
Any graphs, charts, images or tables from literature sources included in essays must be carefully selected and labelled. They should only be used if they are directly relevant to the research question, contribute towards the understanding of the argument and are of a good graphic quality.
Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled. Too many graphs, charts and tables distract from the overall quality of the communication.
Only processed data that is central to the argument of the essay should be included in the body of the essay, as close as possible to its first reference.
Any tables should enhance a written explanation and should not themselves include significant bodies of text; if this is the case then these words must be included in the word count. Students must take care in their use of appendices as examiners are not required to read them. All information with direct relevance to the analysis, discussion and evaluation of the essay must be contained in the main body of the essay.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Graphs, figures, calculations, diagrams, formulas and equations are not included in the word count. Students should be aware that examiners will not read beyond the 4,000-word limit, nor assess any material presented thereafter.
(Strands: Process, Research focus)
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.
For example, students may reflect on:
• the approach and strategies chosen, and their relative success
• the Approaches to learning skills they have acquired and how they have developed as a learner
• how their conceptual understandings have developed or changed as a result of their research
• challenges faced in their research and how they overcame these
• questions that emerged as a result of their research
• what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. In order to demonstrate that engagement, students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed. Reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.
An EE in geography gives the student an opportunity to apply a range of geographic skills to complete an
independent and in-depth research investigation using geographic concepts, methodologies, theories
and sources with a clear spatial emphasis.
The essay topic may relate to an area of the Diploma Programme geography course, but this is not a requirement. Students can also explore other areas of the wider subject, such as how global issues can be examined through the lens of geography.
These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).
The extent that soil characteristics affect land use on a farm in ABC, XYZ
Challenges in ensuring a sustainable tourism industry on the island of ABC, XYZ
Factors that account for the changing pattern of refugee migration into country X
Positive impacts in XYZ as a result of the redevelopment of ABC shopping centre
Soil characteristics have an effect on farming
Managing tourism is a priority in sensitive environments
Different patterns of refugee migration
Retail area redevelopment and its effect
It is the task of the supervisor to ensure that the research question:
• is relevant to the subject
• allows the student to make use of appropriate geographic sources
• encourages the application of relevant subject concepts, theories or ideas.
Students should establish the geographic and theoretical context for their research question early in the essay. Students should outline clearly the geographic context in which they are conducting their research using:
• one or more annotated maps
• where relevant, photographs and/or satellite images.
Students are not required to undertake primary research, but it is rare for an essay that is based entirely on the reading of published texts to score highly.
Many successful research topics are based on published data such as census or weather records.
Investigations carried out at a local scale also usually achieve highly:
• they demonstrate connections between the subject and local manifestations and instances
• their narrow focus discourages an over-reliance on published materials and encourages original research
• students become more involved when investigating in a familiar, accessible location.
Students should focus on individual research and avoid approaches involving group fieldwork data collection. They must not view the EE as simply an extended piece of fieldwork.
Information on the methodology of the investigation is essential. If students collect their own data, it must be of high quality. It is vital that the investigation is tailored closely to the research question and shows evidence of careful planning.
Students will be assessed for their skills of analysis rather than techniques of data collection and processing. For the EE, the emphasis should be on:
• written analysis
• interpretation
• discussion
• critical evaluation
• the development of a coherent, reasoned argument.
Appropriate resources for an EE in geography could include:
• primary and secondary data
• quantitative and qualitative information
• books, newspapers and magazines
• interviews and/or questionnaires
• the internet
• maps
• aerial photographs and satellite images
• digital landscape simulations
• videos
• GIS
• diagrams and models.
Students should analyse their data using appropriate quantitative, statistical, graphical or qualitative techniques and the findings should be critically evaluated.
Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.
Topic: Factors that account for differing fertility rates in two states in India
Research question: How can differences in the total fertility rates of Uttar Pradesh and Kerala be accounted for?
Approach: The essay contrasts two states of India, one in the north (Uttar Pradesh) and one in the south (Kerala) in terms of their different total fertility rates (TFR). Historic changes in the TFR for each state were examined. Differences in the percentage of rural and urban population, sex ratios, infant mortality rates, female literacy, religion, income levels and local customs were examined in order to explain contrasting levels of the TFR and differences in its rate of change in each state.
Topic: The sustainability of Singapore’s transport system: the Circle Line
Research question: How far can it be argued that Singapore’s Circle Line is a sustainable transport system?
Approach: Using published models of sutainability, a transport sustainability model was devised similar to the Egan Wheel. Eight measures of transport sustainability (accessibility, efficiency, infrastructure quality, comfort and security, affordability, policy response, environmental and health impacts) were applied to eleven selected stations on the Circle Line. Information was collected via passenger questionnaires, an environmental quality survey, qualitative observation and a topological analysis of the transport system to evaluate the sustainability of the system.
Topic: Globalization in the Suseong district of South Korea
Research question: Can Suseong be considered to be a socially globalised community?
Approach: The approach uses the KOF Index definition of social globalization. A questionnaire was used to gather information regarding levels of social globalization in each of the 13 subdistricts of Suseong, including dress, music, food, language, technology, access to foreign TV stations, newspapers and services. A land use survey was carried out to examine the range of foreign restaurants, fast food, shops and services. Levels of personal contact, information flows and cultural proximity (KOF indicators), were then evaluated for the sample population in the study area.
It is essential that a geography EE be supported by appropriate illustrative graphical material, such as diagrams, maps, tables, images and graphs. Students must acknowledge the sources for each.
• Good essays usually have maps in the introduction to place the investigation in a clear spatial context.
• All maps should give an indication of orientation and scale, and include a legend or key.
• Students should clearly reference all maps used and give the source of any base maps they have not constructed themselves.
• The use of scanned maps or satellite images, or those that are downloaded in unaltered form, is rarely effective and provides little evidence of students’ map skills. However, students are encouraged to modify or adapt such images.
• Students are encouraged to include:
• sketch maps
• labelled or annotated diagrams
• maps they have constructed.
• If students draw maps using computer software, they should state the proprietary program used. Handdrawn maps should be neat and clear, and employ standard map conventions.
• Images or photographs should only be used if they are essential illustrative components of the essay, ie not just decoration.
• Students should explain the feature(s) an image or photograph is intended to illustrate. Each should be:
• oriented
• sourced
• labelled, annotated or captioned.
• Colour is frequently used in geographic illustrative materials, so it is important that an original colour version of the essay is submitted.
Students must ensure that their EE does not duplicate any other work they are submitting for the Diploma Programme.
In particular, an EE in geography is not an extension of the internal assessment (IA) task. Students must ensure that they understand the differences between the two. Supervisors play an important role in guiding students on these distinctions. Students risk their diploma if academic misconduct is detected.
(Strands: Topic, Research question, Methodology)
The topic of the geography extended essay must be clearly indicated at the beginning. This should include the area of the research, the purpose, and the focus of the essay in order to clearly establish the context of the research question. It is usually appropriate to include the general locational background as well as appropriate geographic theory or concept required to understand how the research question has been established. Above all there should be a clear spatial component. For example, a topic statement of an essay may be ‘The distribution of textile retail shops in South Mumbai”. The explanation of this topic might revolve around location on major thoroughfares and access to a market.
The research question is best stated in the form of an actual question. An example of research question could be “To what extent does location have an impact of educational attainment of indigenous people in Queensland? The research question should be identified clearly and set out prominently at the start of the essay and on the title page.
The student needs to demonstrate within the essay that their research methodology has been well planned. It is expected that students show that they have researched the topic and selected an appropriate geographic approach to address the research question. This applies both to literature research and to practical data collection. Primary or secondary data collection is acceptable. The very best essays are likely to have a mixture of both. Students must ensure and demonstrate that their chosen methods and materials are appropriate for addressing the research question. Investigative methods should be clearly explained. The investigation should be sufficiently clear for, so that others could repeat the work. The reliability of the research should be discussed.
If students are investigating a well-documented or standard topic, they should attempt to look for a new approach or perspective to the issue. This is most likely undertaken by choosing a particular location within the student’s own experience, for example their home location. For example, a topic covering climate change may look at changes in snow cover in a ski resort. This would also help in reducing the scope to a manageable local scale.
(Strands: Context, Subject-specific terminology and concepts)
The source materials accessed should be clearly relevant and appropriate to the research question. They should be effectively referenced and incorporated into the main body of the essay in a way that demonstrates the student’s understanding. Literature cited should predominantly come from acknowledged sources.
Students writing in geography need to show a mastery of, and fluency in, the use of appropriate terminology. Any technical terms or concepts that are used should be clearly explained and the student must demonstrate an understanding by using them appropriately within the text. The student must try to maintain a consistent linguistic style throughout the essay.
(Strands: Research, Analysis and Discussion and evaluation)
“Research” refers to both literature sources and data collected by the students themselves. It must be consistently relevant to the research question. If the research involves sampling then the selection and size of the sample must allow for valid analysis. Students must demonstrate the ability to apply their selected sources and methods effectively in support of their argument.
Students should present and analyse the data and sources appropriately. The data must be analysed and presented in such a way that the argument leading to the conclusion is supported and clarified.
This analysis may include:
• maps of various scales and types
• statistical analysis
• tables of processed data
• graphs.
If they analyse the data statistically, students must clearly show understanding of why that particular test was chosen and what the results mean.
If students use maps, graphs or infographics, they must be correctly selected and drawn to illustrate key elements of the analysis. They should only be included if they aid communication. Students should aim to maintain a reasoned, logical argument that focuses on the research question. Essays that attempt to deal with a large number of variables are unlikely to be focused and coherent.
Students can achieve a clear and logical argument by making repeated reference to the research question and to any hypotheses derived from it. Students’ assessment of the extent to which a hypothesis is supported or the question is answered by the data should form part of the argument. The stated conclusion(s) must be based on and consistent with the research presented in the essay.
Geographic research often reveals unexpected outcomes and students should point these out. The original research question may not be fully answered by the investigation. In these cases, the student should point out unresolved issues and make suggestions as to how these might be further investigated.
Students must comment on the reliability, quantity, balance and quality of their research, including their own data collection and published material. They should show an awareness of any limitations or uncertainties inherent in their approach. In particular, they should critically comment on the validity and reliability of their data relative to their management of variables within the investigation.
(Strands: Structure, Layout)
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Students must provide a section and subsection structure to their essays, with appropriate informative headings. Graphics should be set out and analysed at relevant points within the essay and not set out at the end.
Geography is a graphical subject and maps, graphs, infographics, images and tables from literature sources can be included in the essay. They must be carefully selected, labelled and referenced. They should only be used if they are directly relevant to the research question, contribute towards the understanding of the argument and are of a good graphic quality.
Students’ own graphical material should also be carefully selected. If scanned in, they should be of good quality and legible.
Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled. Tables of processed data should be designed to clearly display the information in the most appropriate form. Graphical representation of data, especially spatial, is to be encouraged.
The importance of good mapping techniques cannot be overemphasized. Maps, graphs or infographics drawn from the analysed data should be selected to highlight only the most pertinent aspects related to the argument. Too many graphs, charts and tables may distract from the overall impression. If tables contain a lot of text, these words will be included in the word count.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Maps, graphs, figures, infographics, calculations, diagrams, formulas and equations are not included in the word count. Students should be aware that examiners will not read beyond the 4,000-word limit, or assess any material presented thereafter.
(Strands: Process, Research focus)
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.
For example, students may reflect on:
• the approach and strategies they chose, and their relative success
• the Approaches to learning skills they have developed and their effect on the student as a learner
• how their conceptual understandings have developed or changed as a result of their research
• challenges they faced in their research and how they overcame these
• questions that emerged as a result of their research
• what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. Students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed.
The reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.
An extended essay (EE) in global politics gives students an opportunity to undertake an in-depth analysis of a significant, contemporary global political issue.
Students should choose a topic that will allow them to demonstrate their:
• knowledge
• research skills
• critical thinking skills.
The outcome should be a substantial, coherent and structured essay that utilizes relevant key concepts, theoretical foundations and approaches to global politics to effectively answer a specific research question.
Global politics is an interdisciplinary subject, reflecting the complex nature of many contemporary political issues. Nonetheless, it has its own theoretical and conceptual frames, terminology, methods and literature. It is essential for students undertaking an EE in global politics to have knowledge and understanding of these. Global politics is not a residual category for essays that do not fit into any other subject.
In the Diploma Programme global politics course, a political issue is defined as: “Any question that deals with how power is distributed and how it operates within social organization, and how people think about, and engage in, their communities and the wider world on matters that affect their lives.”
Hence, there is a wide range of questions that are in principle suitable for an EE in global politics. Students must narrow their initial topic ideas to a concise question that can be researched effectively within the EE’s 4,000-word scope.
EEs in global politics may focus on topics that invite a local to global level of analysis, or on any level in between. Sometimes, it may be interesting to investigate how the same political issue unfolds at different levels of analysis.
The benefit of undertaking research that investigates issues at a global level is the availability of secondary data. Research at a local level may be more effectively investigated using primary methods.
In addition to levels of analysis, different theoretical foundations or the perspectives of varying groups of people or individuals on a political issue may help students to formulate a clear and focused research question.
The topic students choose must be contemporary. Contemporary here is taken to refer to events during the student’s lifetime.
References to historical events and issues can be included if they:
• provide useful background context
• are necessary for understanding a topic
• have clear implications for the present.
However, the emphasis of the essay should be on current affairs. Similarly, students should not base their essay on future events, as in this case it will become speculative and unsupported.
When choosing a topic, students and supervisors must ensure that the various assessment criteria can be satisfied within the word limit. Students are advised to avoid topics that are too broad in scope to permit an in-depth study within the prescribed word limit.
These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).
A comparison of how the Hong Kong protests of late 2014 were portrayed in the official media in Singapore versus the reporting undertaken by NGOs X, Y and Z active in Singapore
The influence of the election success of Syriza in Greece on the campaign and outcomes of the 2015 parliamentary election in Spain
An evaluation of the ability of Mexican migrants to achieve a political voice in county X in Arizona
The influence of 2014 Hong Kong protests on Singapore
How Mexican migration has changed the politics of the US
How populist political parties have changed the political landscape in Europe
EEs in global politics will often be interdisciplinary in terms of subject matter and research approach and may use both primary and secondary sources. Essays that rely on secondary sources only are perfectly valid, but students must engage critically with the sources of information that they use.
The topic and chosen level(s) of analysis will suggest the appropriate theoretical perspectives and methodological approaches.
• case studies
• comparative studies
• analyses of discourse.
Relevant techniques for gathering and interpreting evidence include:
• interviews
• literature or media reviews
• quantitative data analysis.
Students may use journalistic or visual material, interviews or data from popular and social media, but their essay should not be based solely on such sources.
Students must show that they have grounding in theories and methods of global politics and are able to use these appropriately and effectively in order to develop a reasoned argument.
The essay is a formal research essay that examines contemporary political issues, and may do so from an angle previously unfamiliar to the student. For example:
• Students interested in a more theoretical approach to political issues can examine the key concepts of global politics in a way that is more anchored in academic debates.
• Students interested in statistics that underpin decision-making and perceptions in global politics can undertake more comprehensive data analysis.
Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.
Topic: Influence of “big data” on election campaign tactics: the case of the Obama 2012 campaign
Research question: To what extent should we be worried about the use of “big data” in election campaigns? The case of the Obama 2012 campaign.
Approach • Literature review of the ways in which “big data” on voter opinions and behaviours delivers different information to political campaigners than traditional pre-election voter surveys.
• Analysis of the differences in how the Obama 2008 and 2012 campaigns approached voters and which of these could be attributable to understanding more about individual voters in the 2012 campaign, including an interview with a key campaign manager.
• Evaluation of the ethical implications of the use of “big data” tactics in light of different political conceptions of democracy and different political ideologies about individual freedom.
Topic: A comparative study of migration from rural areas into cities in Australia and Indonesia
Research question: To what extent are the ideological and practical forces that drive urbanization global instead of nation-specific? A comparison of the political rhetoric, government policies and impact of global forces in driving migration from rural areas into cities in Australia and Indonesia.
Approach • Quantitative and qualitative analysis of the extent and local and global reasons behind rural-to-urban migration in Australia and Indonesia.
• Analysis of the political rhetoric used in the two countries to argue for the necessity (or otherwise) and benefits (or drawbacks) of this form of migration.
• Analysis of the government policies applied in the two countries that have as their intention to encourage this form of migration.
Topic: Evolution in the Russia–China relationship during and after the 2014–15 Ukraine crisis
Research question: To what extent is the evolution in the Russia–China relationship during and after the 2014–15 Ukraine crisis evidence that a realist view on international politics still has applicability?
Approach • Literature review on the ways in which variants of the theory of realism have been used to explain big powers’ strategies and moves in post-Cold War international politics.
• Brief historical review of the Russia–China relationship in the post-Cold War era.
• Analysis of Russian, Chinese and Western media reporting on the evolution in the Russia–China relationship during and after the 2014–15 Ukraine crisis.
• Evaluation of these developments against realist theories of international politics.
Students must ensure that their EE does not overlap significantly with any other work they are submitting for the Diploma Programme. For example, the engagement activity and higher level extension tasks might give students ideas and inspiration for their EE but they must not examine the same political issue.
In particular, an EE in global politics is not an extension of the internal assessment tasks—the engagement activity (SL and HL students) and the HL extension (HL students only)—for the subject. Students must ensure that they understand the differences between the two.
• The engagement activity task is based primarily on experiential learning, whereas the EE in global politics is a formal research essay relying primarily on secondary sources.
• Although the HL extension task and the EE in global politics are both based primarily on secondary sources, the HL extension task is directed towards an oral end product, whereas the EE in global politics culminates in a comprehensive written task.
Supervisors play an important role here in guiding students on these distinctions. Students risk their diploma if academic misconduct is found.
(Strands: Topic, Research question, Methodology)
Students must choose a topic that deals with a contemporary global political issue. They must explain the significance of the issue and why it is worthy of investigation. Often this has to do with how the issue affects people’s lives within a social organization either locally, globally or at other levels of analysis.
The topic chosen must be expressed in the form of a research question. The research question must be specific and sharply focused and capable of being discussed effectively within the word limit. As global politics is an interdisciplinary subject and as what counts as a ‘political issue’ is broadly interpreted, it is particularly important that students choose a topic and formulate a research question that allows them to base their essay on the specific theoretical and conceptual frames, terminology, methods and literature of global politics.
Students must demonstrate that they have made considered methodological choices in their research and selected a suitable range of appropriate and relevant sources. Case studies, comparative studies and analyses of discourse are all legitimate approaches to research, whereas interviews, literature or media reviews, or quantitative data analysis are all possible research techniques; choices depend on the research question and what is available, and need to be justified. It is appropriate to use only secondary sources or a combination of primary and secondary sources; selection depends on the level of analysis at which students approach their political issue. Again, this needs to be justified.
The approaches, techniques and sources must provide sufficient material to develop and support an argument and conclusion relevant to the research question, and they must contain different theoretical or conceptual perspectives for critical engagement to be possible.
Effective planning and a well-focused research question tend to go together. A key indicator of this is that students have chosen a comprehensive range of sources and suitable research methods, which are relevant and appropriate to answering the research question.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than four marks can be awarded for this criterion. This applies to global politics essays where the issue is not contemporary. (“Contemporary” is defined here as an issue that is relevant during the student’s lifetime.)
(Strands: Context, Subject-specific terminology and concepts)
The essay must demonstrate an effective understanding of the place of the research question in a broader context of global politics and the theoretical discipline, establishing links between the political issue investigated and political institutions, actors and theories. Additionally, students should demonstrate an awareness of how social and cultural contexts and biases can affect understandings of political issues.
Students must be able to demonstrate both a sound understanding of, and the ability to employ accurately, the terminology and concepts relevant to the research topic. Where it is deemed useful to clarify meaning or context, students may provide further explanation or definition of selected terms or concepts. A solid use of the key concepts of the global politics course is particularly expected.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than four marks can be awarded for this criterion. This applies to global politics essays where the issue is not contemporary. (“Contemporary” is defined here as an issue that is relevant during the student’s lifetime.)
(Strands: Research, Analysis and Discussion and evaluation)
“Research” here refers to a critical engagement with a contemporary political issue through relevant approaches, techniques and sources.
Students must be able to construct, present and support effectively a specific argument or position that provides their response or answer to the research question. This argument will be developed through an analysis of the research material, including consideration of the value and limitations of this material.
Additionally, students must demonstrate that the knowledge gained from their selected approaches, techniques and sources can then be analysed and, on the basis of this analysis, an argument can be formed and a conclusion(s) to the research question reached.
The points contained in the analysis must, at all times, be supported by specific, relevant material chosen from the student’s research. Throughout the essay, the thoughts and ideas students present must relate to the analysis of the research question. The inclusion of thoughts or ideas that are not relevant will detract from the value of the analysis and limit the student’s ability to score well on this criterion.
Students should not present essays that are wholly or largely narrative or descriptive in nature. These do not provide any evidence of analytical skills and will not score well.
In global politics, the development of a reasoned argument based on research may start with a student stating their position in relation to the question posed. This position must then be supported by evidence and developed into a reasoned argument, which culminates in conclusion(s) being given.
Personal views should not simply be stated without being supported by reference to the research material. When constructing an argument in global politics, it is crucial that students seek to achieve a balance by presenting conflicting views in an impartial way before reaching a conclusion.
A conclusion summarizes the student’s response to the research question. This conclusion must be consistent with the position and evidence presented in the essay. The conclusion may not include material that has not been discussed in the body of the essay. However, questions that have arisen as a result of the research and may be suitable for further study may be included in the conclusion.
An integral part of the analysis of the evidence and the development of a reasoned argument is that an evaluation of the relative value and limitations of the selected approaches, techniques and sources is made. This evaluation should not be contained in a separate section of the essay but should be integrated into the text where it provides useful insight relative to an approach, technique or source that the student is referring to.
Because global politics issues are often contested and it is common for biased views to be presented, students must pay particular attention to the evaluation of sources. They should avoid unjustified and subjective value judgments, and instead be able to evaluate views using the theoretical and conceptual frames of the subject.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than three marks can be awarded for this criterion. This applies to global politics essays where the issue is not contemporary. (“Contemporary” is defined here as an issue that is relevant during the student’s lifetime.)
(Strands: Structure, Layout)
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Students may provide a section and subsection structure to their essays, with informative headings. Subheadings should not distract from the overall structure of the essay or argument presented. Charts, tables and images may appear in the body of the essay only if they illustrate or clarify the argument at that particular point. The inclusion of non-relevant or superfluous material will not be rewarded and may actually detract from the argument. All charts, images and tables must be properly referenced with respect to their origin or source.
Any tables should enhance a written explanation and not themselves include significant bodies of text. If they do, then these words must be included in the word count.
Students must take care in their use of appendices as examiners are not required to read them. All information with direct relevance to the analysis, discussion and evaluation of the essay must be contained in the main body of the essay.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words. Charts, tables and images are not included in the word count.
Students should be aware that examiners will not read beyond the 4,000-word limit, or assess any material presented thereafter.
(Strands: Process, Research focus)
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.
For example, students may reflect on:
• the approach and strategies they chose, and their relative success
• the Approaches to learning skills they have developed and their effect on the student as a learner
• how their conceptual understandings have developed or changed as a result of their research
• challenges they faced in their research and how they overcame these
• questions that emerged as a result of their research
• what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. Students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed.
The reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.
The EE gives students an opportunity to undertake in-depth research in an area of interest to them, of local, regional or global significance.
The outcome of the research should be a coherent and structured essay that effectively addresses a particular issue expressed as a research question.
The question should encourage an investigation that lends itself to analysis and critical commentary. Students should avoid straightforward “What” and “How” questions as they tend to lead to narrative treatment. Terms such as “How significant…?” or “How successful…?” are more likely to engage students in analysis.
“To what extent…?” requires an analytical answer, but if students choose this or a similar term, they need to ensure that their task does also require them to consider other factors to answer the question.
The topic must:
• focus on the human past (at least 10 years ago)
• be worthy of study
• lend itself to systematic investigation in line with the published assessment criteria.
Essays that focus on events of the past 10 years are not acceptable, as these are regarded as current affairs ,not history. Any essay that does so will be compromised across several criteria.
It is not a requirement for the topic to be chosen from the Diploma Programme history course, but it must be acceptable to the supervisor.
It should provide an opportunity for critical analysis of source material, and not depend on summarizing general secondary sources (such as textbooks and encyclopedias). Such an approach is likely to produce an essay that is essentially narrative or descriptive.
The topic chosen must be suitable for effective treatment within the 4,000-word limit. Essays that cover many aspects of history, or a long time period, are unlikely to prove successful.
Narrowing the scope of the essay:
• is a crucial step in helping to ensure that the essay has a clear focus
• allows students to demonstrate detailed and specific historical knowledge, understanding and critical analysis.
These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).
Focused topics
An examination of the economic reasons that led to the overthrow of the Tokugawa Shogunate in Japan
An evaluation of the success of denazification carried out in the US zone of Germany 1945–48 Denazification in Germany after the Second World War
An examination of the extent to which the Holodomor in the Ukraine 1932–33 was a failure of Stalin’s policy of collectivization
An examination of the extent to which the overthrow of Allende in 1973 was the result of external factors
Broad topics
The overthrow of the Tokugawa Shogunate in Japan
The introduction of collectivization in the Soviet Union
The coup against Allende 1973
One way to help students narrow down their topic is to encourage them to think about the key concepts in the Diploma Programme history course:
• causation
• consequence
• change
• continuity
• significance
• perspectives.
Causation and consequence are the most common focus of history EEs. Thinking about all the key concepts can give students ideas beyond these.
Some topics can also be approached from the perspective of other subjects, such as economics or geography. Social history includes areas such as music and sport.
Students must ensure their treatment of the topic meets the subject requirements of history.
• While social history does include areas such as music and sport, these are only acceptable for a history extended essay if they are tackled from a historical perspective.
Suitable research questions need to lead to:
• systematic investigation
• critical analysis
• detailed understanding.
Adequate available sources are essential. If it is clear at an early stage in the research that they are not, then students should change focus. If necessary, the supervisor should advise them to do so.
Students who use both primary and secondary sources for their research will find it easier to achieve the highest marks.
If a student chooses to use secondary sources only they will need to take particular care to address the assessment criteria.
Possible approaches to the research question include:
• using primary and secondary sources in order to establish and appraise varying interpretations
• analysing sources in order to explain changing views over time of particular happenings or developments
• using source material for a case study or local history project, perhaps leading to a comparison of local and national developments
• collecting and analysing oral and written data from family and other contacts to help explain past happenings, perhaps leading to a comparison of local and national developments
• using all available sources to answer the question posed.
Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples have all been chosen by past students and are included here for guidance only.
Topic The origins of the Cold War in Europe 1945–48
Research question How far was the Christian Democrat victory in the Italian elections of 1948 influenced by Cold War tensions?
Approach Reading is undertaken to fully understand the context and the importance of this election as the first in post-war republican Italy. More detailed research may be carried out to determine the methods used by the Italian Communist Party and the Christian Democrats to rally their supporters and also any role played by the USSR and the US in influencing the outcome. Both primary and secondary sources would be accessible and should be used. An examination, and evaluation, of different interpretations would be carried out as well as consideration of domestic factors to be weighed against the influence of the Cold War, allowing a conclusion to be reached.
Topic The decline of the Ottoman Empire
Research question To what extent was poor leadership the reason for the defeat of the Ottoman armies at the gates of Vienna in 1683?
Approach Reading is undertaken to become familiar with the context of the topic, in particular to understand the nature of the Ottoman Empire and its weaknesses by the end of the 17th century in order to determine how these may have contributed to its defeat. Also to read sources on the decline in leadership after the death of Suleiman the Magnificent, over a century earlier. The growing unity among the Christian powers in Europe and its contribution to their victory in 1683 will also be examined. Both primary and secondary sources as well as a variety of historical interpretations will be accessed to understand the Habsburg Empires at this time and the reasons why the siege was brought to an end. The merits of various interpretations regarding the factors that led to the defeat of the Ottomans as well as the success of the Christian league can be examined and both primary and secondary sources will be used to allow a judgment to be made.
Topic The 1968 Democratic Convention in Chicago
Research question “I have done my best. I have lost, Mr. Nixon has won.” (Hubert Humphrey) To what extent did Hubert Humphrey lose the 1968 presidential election because of the Chicago Convention?
Approach General reading is undertaken to aid familiarization with the events of 1968, a year marked by riots, protests and political assassinations. Both primary and secondary sources are used as well as different interpretations accessed to discover the reasons for the defeat of Humphrey, the Democratic presidential candidate. These are identified and assessed to allow a judgment to be made on the importance of the Convention as a factor that influenced the outcome of the election.
Topic The Truth and Reconciliation Commission in post-apartheid South Africa
Research question How far did the Truth and Reconciliation Commission achieve its twin aims of establishing the truth and achieving reconciliation by 2002?
Approach Both primary and secondary resources that outline the Commission procedures and findings are used for background and note-taking. The criticisms of the Commission are also investigated to see how far they can be justified. The end point of 2002 (the year that the Commission came to an end) is included to provide a focus to the investigation and to narrow its scope sufficiently.
Students should not accept uncritically the value and reliability of sources, especially when the authenticity of some of the sources may be questionable.
Students should show awareness of the value and limitations of their main sources through analysing their origin, purpose and content:
• Who were the authors?
• What was the intended audience?
• What were the overt and covert reasons for the production of the source being evaluated?
They should integrate this evaluation into the main body of the essay and not adopt a “stand alone” approach of two sources.
Students can show good critical analysis and historical judgment through a sound assessment of source material and different explanations and interpretations.
Opportunities for reporting and assessing different interpretations will vary with the topic chosen. Students will gain credit for explaining why a historian formed an interpretation, not merely stating it.
Students should aim to produce an argument that:
• consistently shows good historical understanding
• sets the research question into context
• addresses the research question fully and effectively
• is well substantiated, based on relevant specific evidence with added analytical comments.
An EE in history is a formal essay that is marked according to the assessment criteria. An essay will not score well if students are unaware of these criteria and make no attempt to address them in the work.
Students must ensure that their EE does not overlap significantly with any other work they are submitting for the Diploma Programme.
In particular, the EE is not an extension of the internal assessment (IA) for the subject. Students must ensure that they understand the differences between the two.
Topic: Students may choose to write their EE and the IA on the same time period or on a similar topic.
Sources: These must be sufficiently different to show clearly that the student has accessed a broad range of both primary and secondary material. In other words, the IA and EE must not replicate sources. If some of the same sources are used, other different sources must also be used for each of the tasks.
Supervisors play an important role here in guiding students on these distinctions. Students risk their diploma if academic misconduct is found.
(Strands: Topic, Research question, Methodology)
Students must choose a topic from the human past that is of a meaningful nature. Topics may not discuss events/individuals/movements which have taken place within 10 years of the writing of the essay. For example, an essay submitted for assessment in 2018 must discuss events prior to 2008. Failure to follow this instruction will limit the grade in this criterion to a maximum of 4.
The topic chosen must be expressed in the form of a research question. The research question must be focused and capable of being discussed effectively within the word limit. Students must establish the historical context and significance of the topic and explain why it is worthy of investigation.
Students must demonstrate that they have selected a suitable range of appropriate and relevant sources. An attempt should be made to use both primary and secondary sources where possible. They should demonstrate both factual material as well as the opinions of historians. These sources must provide sufficient material to develop and support an argument and conclusion relevant to the research question.
Effective planning and a well-focused research question tend to go together. A key indicator of this is that students have chosen a comprehensive range of sources that are relevant and appropriate to answering the research question.
Ten-year rule
If the ten-year rule has not been adhered to, a maximum of only 4 marks can be awarded in this criterion. If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than four marks can be awarded for this criterion. This applies to history essays that breach the 10-year rule.
(Strands: Context, Subject-specific terminology and concepts)
The essay must show that the student understands the place of the research question in a broader historical context; for example, the Marshall Plan with respect to the origins of the Cold War. In other words, if the focus of the essay is the Marshall Plan, students must demonstrate how this focus is relevant to an understanding of the origins of the Cold War.
The student must demonstrate that they understand and can use accurately historical terms and concepts relevant to the research topic.
Where it is deemed useful to clarify meaning or context, students may provide further explanation or definition of selected terms or concepts.
Ten-year rule
If the ten-year rule has not been adhered to, a maximum of only 4 marks can be awarded in this criterion. If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than four marks can be awarded for this criterion. This applies to history essays that breach the 10-year rule.
(Strands: Research, Analysis and Discussion and evaluation)
In a history essay, “research” refers to a critical engagement with the past through relevant sources. Students must be able to construct, present and support effectively a specific argument or position that provides their response to the research question.
This argument must be supported and developed by an analysis or consideration of the value and limitations of the research material.
Additionally, students must demonstrate that the knowledge gained from their selected sources can then be analysed and, on the basis of this analysis, form an argument and reach a conclusion(s) to the research Throughout the essay students must present ideas or concepts that relate consistently to the analysis of the research question. The inclusion of ideas or concepts that are not relevant will detract from the value of the analysis and limit the student’s ability to score well on this criterion.
The points contained in the argument and analysis must, at all times, be supported by specific, relevant material chosen from the student’s research.
Students should not present essays that are wholly or largely narrative or descriptive in nature. These do not provide any evidence of analytical skills and will not score well.
In history, the development of a reasoned argument based on the analysis of historical sources may start with a student stating their position in relation to the question posed. This position must then be supported by evidence and developed into a reasoned argument, which culminates in conclusion(s) being given.
A conclusion summarizes the student’s response to the research question. This conclusion must be consistent with the position and evidence presented in the essay. The conclusion may not include material that has not been discussed in the body of the essay.
However, questions that have arisen as a result of the research and may be suitable for further study may be included in the conclusion.
An evaluation of the relative value and limitations of the sources is an integral part of the analysis of the evidence and the development of a reasoned argument. This evaluation should be integrated into the text rather than contained in a separate section of the essay. It will then provide useful information or insight relative to the source or historian’s opinion that the student is referring to in support of their argument.
Ten-year rule
If the 10-year rule has not been adhered to, a maximum of only 3 marks can be awarded in this criterion. If the topic or research question is deemed inappropriate for the subject in which the essay is registered, no more than three marks can be awarded for this criterion. This applies to history essays that breach the 10-year rule.
(Strands: Structure, Layout)
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Students may provide a section and subsection structure to their essays, with informative headings. Subheadings should not distract from the overall structure of the essay or argument presented.
Use of charts, images and tables
Charts, tables and images may appear in the body of the essay only if they illustrate or clarify the argument at that particular point. The inclusion of non-relevant or superfluous material will not be rewarded and may actually detract from the argument.
Any tables should enhance a written explanation and should not themselves include significant bodies of text. If they do, then these words must be included in the word count. Students must take care in their use of appendices as examiners are not required to read them. All information with direct relevance to the analysis, discussion and evaluation of the essay must be contained in the main body of the essay. All charts, images and tables must be properly referenced with respect to their origin or source.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words. Charts, tables and images are not included in the word count.
Students should be aware that examiners will not read beyond the 4,000-word limit, or assess any material presented thereafter.
(Strands: Process, Research focus)
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.
For example, students may reflect on:
• the approach and strategies they chose, and their relative success
• the Approaches to learning skills they have developed and their effect on the student as a learner
• how their conceptual understandings have developed or changed as a result of their research
• challenges they faced in their research and how they overcame these
• questions that emerged as a result of their research
• what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. Students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed.
The reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.