Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Master's Student Supervision
Theses completed in 2010 or later are listed below. Please note that there is a 6-12 month delay to add the latest theses.
Many studies are dedicated to the theatre of the absurd, a comical anti-theatre born from the horrors and atrocities committed during the World War II. However, there is a lack of research which seeks to compare this movement from the 20th century and apocalypse narratives, which are also written in response to the catastrophes that take place around the world. Our study proposes a comparative analysis of five works—two theatre pieces from emblematic playwrights of the absurd, Samuel Beckett and Eugène Ionesco, as well as three apocalyptic novels—in order to determine the thematic echoes of the absurd that can be observed in end of world literature. The first section of our study focuses on the representation of spaces and the way in which the authors and playwrights portray the deterioration of the world in a similar manner. The second section addresses the subject of language and its loss of value in the damned world of our corpus.
- Dissolve everything: The poetics of ruin in CharØgnards by Stéphane Vanderhaeghe (2020)
Etudes Francaises, 56 (1), 77-90
- Presentation. The world in ruins: Broken spaces of contemporary literature (2020)
Etudes Francaises, 56 (1), 5-13
- The Narrative Lives of Places: Literature as an Architecture (2018)
Contemporary French and Francophone Studies, 22 (4), 454-462
- Materials: Symbols and senses (2011)
Design Principles and Practices, 5 (4), 29-34