MACMAP TEAM Universidad Politécnica de Valencia (SPAIN) EDULEARN 2011

1. FINAL RESEARCH PROJECT OF SOCIAL SCIENCES MASTER DEGREES. A PROPOSAL FOR IMPROVEMENTJ.C. Cortes, R. Cervello, G. Ribes, F. García, B. De Miguel, M. De Miguel, M.V. Segarra MACMAP TEAM Universidad Politécnica de Valencia (SPAIN) EDULEARN 2011

2. Abstract This work provides a proposal for improvement of the methodology applied when developing and carrying out a social sciences master final research project. Universidad Politécnica de Valencia (UPV) regulation states that Post Graduate programs should be oriented to advanced, specialized and multidisciplinary learning in the areas of academic research and professional training. This statement makes clear that students should be trained in research; however, some evidence does suggest that teaching in Master level is more orientated to professional fields while the research area is left further to Doctoral Programs. In our opinion, research and academic views are not opposite although some students think that a research project can not been an applied or empirical one. Therefore, and although this experience is only based on these masters, some conclusions can be drawn from them, as well as about methodology, evaluation system and improvement issues. Our main objective is to enhance the process in order to improve objectivity and results.

3. Introduction • Our aim: to set out the main points of improvement that should be taken into account when designing a guide to the preparation, presentation and evaluation of a Final Research Project (FRP) of Social Sciences Master Degrees. • Study developed by the MACMAP Team (Master and Postgraduate Methodologies) created as an EICE (Innovation and Quality Education Team) at the Universidad Politécnica de Valencia

4. Analysis of the current situation • We carried out a seminar, through the “focus group” method to generate some ideas and solutions from students and tutors. • FRP can be based in a professional or academic approach (Doctorate): • An academic orientation implies a deeper state of the art revision and a content development similar to a research paper. • A professional standpoint implies a work based in the solution of a problem motivated from a specific professional context. But it is also necessary a revision of the state of the art to choose an adequate methodology.

5. Gaps, Lacks and Difficulties • Difficulties to measure the real time the student engaged in the performance of the FRP. While some master programs decided to assign 30 Credit Points (one semester) others give only 6-10. • Lack of clear evaluation criteria. • Heterogeneity of formats and topics. • No pre-exposure controls • Different degrees of involvement by the directors.

6. Phases and steps of the FRP

7. Evaluation • Writing document: • Originality and existence of specific goals and interest in the topic of the written document. • Existence of an appropriate methodology to deal with the proposed goals. • Interest of the obtained results and conclusions. • The document fits the guidelines and standards of the writing process. • Addition of any observation you consider appropiate. • Dissertation: • Self-confidence and fully knowledgeable of the theme/topic. • Solving arisen questions in a clear and specific way. • Clear and proper organization of the presentation. • Good communication skills. • Good ability to analyse and synthesise the main ideas.

8. Conclusions • Proposals of improvement obtained by the Focus Group Method: • Guidelines should differentiate whether the dissertation is academic or professional. • To establish the weight that written and public presentation have in the evaluation. • Professors and Tutors should agree about the evaluation criteria. • Students should be informed about these criteria.

9. Thanks for your attention MACMAP Team Correos de acuerdo a orden de autor @.upv.es