Many postgraduate students complete coursework confidently but struggle to connect a chosen title to a workable methodology and later to link findings back to the original objectives. This is a recurring challenge in supervision rooms across Zambian and African universities. This paper presents a desk based systematic literature review, conducted according to the Preferred Reporting Items for Systematic Reviews and Meta Analyses, PRISMA, protocol, of peer reviewed and institutional sources published between 2015 and 2026. It examines how research questions and objectives function as the strategic model that determines a study's methodology, findings, discussion and conclusion. The central argument advanced is that a thesis is not a sequence of loosely related chapters but a single argument whose coherence is secured, or lost, entirely at the point where objectives are formulated. Every subsequent chapter is properly an answer to the objectives set out in chapter one. Guided by Biggs's theory of constructive alignment, adapted here from curriculum design to research design, the review demonstrates concretely how each objective should generate a corresponding research gap, corresponding methodological decision, a corresponding finding, a corresponding line of discussion and a corresponding concluding statement. The review further argues that supervisors are best placed to simplify thesis writing for their supervisees not through additional theory but through the disciplined, repeated use of the research problem, questions and objectives as a checklist against which every chapter is tested. The paper closes with recommendations intended to strengthen the scholarly authority of objectives as the organising instrument of postgraduate research in Zambian universities and beyond.