Requirements for student thesis abstract guidelines: A comparative perspective from Latvian, Lithuanian, and Estonian universities

Abstract

This article investigates the genre of the student thesis abstract as conceptualized within the methodological guidelines of higher education institutions (HEIs) in Latvia, Lithuania, and Estonia. Although in the materials of all three Baltic countries the abstract is defined as a concise overview of the thesis, the analysis reveals major inconsistencies in the conceptualization of this genre. Borrowed terms such as anotācija (LV) / anotacija (LT) / annotatsioon (EE) coexist with the local labels of summary, often used interchangeably without a clear distinction. These terminological divergences might hinder students’ understanding of the abstract as a defined academic genre.
A detailed review of the guidelines from twenty-nine HEIs shows that structural, linguistic, and functional aspects of abstracts are only sporadically defined. In some institutions, the purpose and composition of the abstract are taken for granted rather than explicitly described, leading to uneven practices and uncertainty among students. Drawing on this comparative analysis, the study proposes a set of ten core elements essential for a well-organized abstract and highlights the distinction between the core and supplementary (such as keywords) elements of the abstract.
Our findings demonstrate a need for greater standardization and pedagogical clarity. We argue for the integration of explicit guidelines and genre-based instruction into academic writing curricula. Aligning local practices more closely with internationally established models would help students produce more consistent, effective abstracts. Moreover, fostering cross-regional dialogue around abstract conventions, extending beyond the Baltic context, could enrich academic writing standards and enhance scholarly
communication.