This version of the course guide is provisional until the period for editing the new course guides ends.

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2022/2023

Master's Degree Dissertation

Code: 43217 ECTS Credits: 15
Degree Type Year Semester
4313815 Research in Education OB 0 2

Contact

Name:
Josefina Sala Roca
Email:
fina.sala@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Prerequisites

This module is compulsory for the master's degree. The theme of the Final Master's Project will be related to the specialty that the student is studying.

It is not possible to enroll in it if the rest of the modules have not been enrolled.

Objectives and Contextualisation

Master's dissertation aims to evaluate the integration of skills acquired in the Master.

 

Master's dissertation is established as a research in the field of education developed with empirical data. It is a work that the student develops individually and presented in a commission

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and evaluate the potential and limitations of the instruments and strategies.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Analyse data quantitatively or qualitatively.
  2. Analyse theoretical reference frameworks to establish which ones orientate research.
  3. Carry out a research project with specific objectives and research questions.
  4. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  5. Construct and validate instruments.
  6. Continue the learning process, to a large extent autonomously.
  7. Decide on the information and the subjects involved in the study.
  8. Defend the research carried out orally, using the appropriate technology.
  9. Design strategies for collecting information.
  10. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  11. Establish strategies for the analysis of relevant data.
  12. Evaluate the potential and limitations of different types of analysis and the computer programs that allow it to be carried out.
  13. Evaluate the potential and limitations of the different instruments and strategies for data collection.
  14. Find and analyse theoretical references.
  15. Identify education problems and evaluate the methodological approaches for their solution.
  16. Identify problems in practice and their importance, interest and suitability in the educational context.
  17. Identify theoretical references and evaluate their appropriateness for interpreting the problems that are the objects of study.
  18. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  19. Judge the ethical limitations of the application of certain methodological strategies.
  20. Judge the importance and theoretical and social pertinence of a research problem in education.
  21. Negotiate the collection of information with people and/or institutions (permission, protocols, timescale).
  22. Prepare the research report according to the structure of formal protocols.
  23. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  24. Relate results in accordance with their origin (sources and instruments).
  25. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  26. Understand the main aspects in the context of developing and applying the research.
  27. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  28. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  29. Use research methods, strategies and techniques and design research pertinent to the research problem in context.
  30. Write scientific summaries to be presented to different audiences.

Content

The research report must present:
• Definition of the research problem.
• Research question. Research objectives.
• Theoretical framework
• Research design: phases or moments, tools and strategies for information gathering, information collection process, quality criteria, ethical aspects ...
• Process data analysis
• Results and discussion
• Conclusions and implications for practice.
• Bibliography

Methodology

The training activity will be developed from the following dynamics:
• Group introduction to research work.
• Individual or group tutorials with the director of the master's thesis.
• Presentation / oral presentation throughout the process
• Individual work
 
* The proposed teaching methodology and assessment may change depending on the protection needs and the restrictions on attendance imposed by the health authorities.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Group introduction to research work 10 0.4
Type: Supervised      
Individual or group tutoring 65 2.6
Type: Autonomous      
Development of the study, report writting and presentation 300 12

Assessment

The evaluation of the module will be carried out through the activities that are indicated.
 
The development of the Final Master's Work is based on the tutorial action.
 
Each student will have a tutor who will be a doctor in the department responsible for the specialty that the student will take to the Master's Degree
 
The student and the tutor will agree on a schedule of tutorials for the follow-up of the work.
 
The final grade will be the weighted average of the activities planned.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Monitoring tutorials 20% 0 0 1, 14, 5, 26, 10, 7, 9, 23, 11, 15, 17, 20, 21, 30, 24, 29
Presentation/oral presentation 20% 0 0 8, 27
Report 60% 0 0 1, 2, 13, 12, 14, 5, 26, 8, 10, 7, 9, 23, 3, 22, 11, 16, 15, 17, 27, 20, 19, 21, 18, 25, 4, 6, 30, 24, 28, 29

Bibliography

AMERICAN PSYCHOLOGICAL ASSOCIATION (2019). Concise Guide to APA Style (7th Edition). American Psychological Association.

ARNAU, L., & SALA, J. (2020). La revisión de la literatura científica: pautas, procedimientos y criterios de calidad. DDD: https://ddd.uab.cat/record/222109

CAMPBELL, D. Y STANLEY, J. (1996). Diseños experimentales y cuasiexperimentales en la investigación social. Séptima reimpresión. Buenos Aires: Amorrrtu Editores.

COHEN, L. I MANION, L. (1990). Métodos de investigación educativa. Madrid: La Muralla.

COLOBRANS, J. (2001). El doctorando organizado. Zaragoza: Mira Editores.

COOK, T.D. I REICHARDT (1986). Métodos cualitativos y cuantitativos en investigación evaluativa. Madrid: Morata.

CRESWELL, J.W., & CRESWELL, J.D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. SAGE Publications.

DELGADO, C. (2014). Viajando a Ítaca por mares cuantitativos: manual de ruta para investigar en grado y postgrado. Amarú.  

GOETZ, J.P. I LECOMPTE, M.D. (1988). Etnografía y diseño cualitativo en investigación educativa. Madrid: Morata.

GOYETTE, G. I LESSARD-HÉBERT, M. (1988). La investigación-acción.  Barcelona: Laertes.

HAIR, J.F.; ANDERSON, R.E.; TATHAM, R.L.; BLACK, W.C. (1999). Análisis multivariante. Prentice-Hall.

HERNÁNDEZ-SAMPIERI, R., & MENDOZA, C. (2020). Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta. McGraw HillEducación.

HERNÁNDEZ, R., FERNÁNDEZ, C. & BAPTISTA, P. (2014). Metodología de la investigación. McGraw-Hill.

KERLINGER, F.N. Y LEE, H.B. (2002). Investigación del comportamiento. México: McGraw Hill.

LANDETA, J. (1999). El método Delphi. Barcelona: Ariel.

LEÓN, O., & MONTERO, I. (2015). Métodos de investigación en psicología y educación: las tradiciones cuantitativa y cualitativa. McGrawHill.

LEVY, J.P.; VALERA, J. (2003). Análisis multivariado para ciencias sociales. Madrid: Prentice-Hall.

MACMILLAN, J. I SCHUMAQUER,S. (2005). Investigación educativa. 5a. Ed. Madrid: Pearson.

MAYKUT, P. I MOREHOUSE, R. (1999). Investigación cualitativa. Barcelona: Hurtado.

NÚÑEZ, L. (ed.) (1993). Metodología de investigación en educación no formal. Sevilla: Preu-Spínola.

PARDO, A. Y RUIZ, M.A. (2005). Análisis de datos con SPSS 13. Madrid: McGraw-Hill.

PÉREZ SERRANO, G. (1994). Investigación cualitativa (2 vol.). Madrid: La Muralla.

QUIVY, R.; VAN CAMPENHOUDT, L. (1999). Manual de investigación en ciencias sociales. México: Limusa.

RODRÍGUEZ GÓMEZ, G. et al. (1996). Metodología de la investigación cualitativa. Málaga: Aljibe.

SALA-ROCA, J. & ARNAU-SABATÉS, L.(2014). El planteamiento del problema, las preguntas y los objetivos de la investigación : criterios de redacción y check list para formular correctamente. Universitat Autònoma de Barcelona. DDD. https://ddd.uab.cat/record/126350

SANCHEZ ASÍN, A., OLMOS RUEDA, P., TORRADO FONSECA, M., & GARCÍA LÓPEZ, J. (2016). Trabajos de Fin de Grado y de Postgrado. Guía práctica para su elaboración. Málaga: Ediciones Aljibe

SARRAMONA, J. (2006). Debate sobre la educación. Barcelona: Paidós.

SIERRA, R. (1994). Tesis doctorales y trabajos de investigación científica. Madrid: Paraninfo.

STAKE, R.E. (1998). Investigación con estudio de casos. Madrid: Morata.

STAKE, R.E. (2006). Evaluación comprensiva y evaluación basada en estándares. Barcelona: Graó.

VAN DALE, D.B. I MEYER, W.J. (1981). Manual de técnica de la investigación educacional. Barcelona: Paidós.

VAN MANEN, M. (2003). Investigación educativa y experiencia vivida. Barcelona: Idea Books.

Software

Data qualitative analysis: Atlas.ti

Data quantitative analysis: Jasp; Jamovi