MBH5900 Master's Thesis Course description

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

The master’s thesis written by one or two students. Large, interdisciplinary innovation projects can be written in groups of up to four students on application. Individual oral examination where the grade can be adjusted.

The content and scope of different forms of master's theses:

• Monograph: Recommended scope of a monographic assignment is 22,000 words +/- 10%

• Scientific article: The thesis must include a manuscript in the form of at least one article that is in accordance with the author guidelines for a relevant scientific journal, and a supplementary memo/introductory chapter to the article-based thesis ('kappe') that elaborates on the theoretical and methodological considerations underlying the article. The layout, structure and scope of the article must comply with the guidelines of the journal in question, and the introductory chapter to the article-based thesis can be a maximum of 10,000 words.

The thesis can be written in English or a Scandinavian language (Norwegian, Swedish or Danish).

The written thesis must be awarded a grade of A-E (preliminary grade) in order for a student to take the oral examination. The final grade is set after the oral examination. The whole grade scale can be used when setting the final grade.

An individual oral examination lasting up to 40 minutes based on the master’s thesis. The candidate gives a 10 - 15 minutes presentation of their master’s thesis at the start of the oral examination.

Students can appeal against the grade set for the written part of the examination in accordance with the Act relating to Universities and University Colleges.

A - F

Etter fullført emne har studenten følgende kompetanse definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har avansert kunnskap om et tema med klar relevans for barnehagefeltet
• har god innsikt i kunnskapsgrunnlaget for det aktuelle temaet og kan vurdere dette på en kritisk og systematisk måte
• har kunnskap om planlegging og gjennomføring av et forskningsprosjekt
• har god kjennskap til forskningsetiske problemstillinger
• har inngående kunnskap om akademisk skriving og god henvisningsskikk

Ferdigheter

Studenten

• kan utforme og gjennomføre et forskningsprosjekt i samsvar med gjeldende forskningsetiske normer
• kan avgrense, formulere og operasjonalisere en klar problemstilling
• kan anvende og begrunne valg av forskningsmetode og teoretiske perspektiver i samsvar med forskningsprosjektets problemstilling
• kan orientere seg i litteratur og tidligere forskning som er relevant for forskningsprosjektets problemstilling
• kan begrunne faglige, metodiske og forskningsetiske valg og vurderinger og analysere og diskutere forskningsmaterialet oppgaven bygger på

Generell kompetanse

Studenten

• kan gjennomføre et selvstendig forskningsarbeid i tråd med forskningsetiske retningslinjer
• kan vise god skriftlig fremstillingsevne og formidle forskningsbasert kunnskap både skriftlig og muntlig
• kan bruke kunnskapen og ferdighetene sine med faglig integritet, kritisk holdning og etisk bevissthet
• kan bidra i utviklingen av kunnskap om barnehagefeltet og av barnehageforskningens metodemangfold

Med utgangspunkt i valgt tema får studenten oppnevnt veileder. Student og veileder skal gjennomgå og undertegne en veiledningskontrakt. Oppgaven skal i utgangspunktet skrives individuelt. Det kan, etter søknad, åpnes opp for at flere studenter skriver masteroppgaven sammen. Dersom flere skriver sammen, skal fordeling av ansvar og omfang godkjennes av studieleder i samråd med emneansvarlig.

Studentene deltar på et prosess-seminar der felles problemstillinger og utfordringer tilknyttet forsknings- og skriveprosessen blir tematisert og diskutert, og der studentene presenterer og gir hverandre innspill på arbeidet med masteroppgaven.

Language of instruction: Norwegian/English

Under supervision, the students will conduct an independent research or development project, or a literaturestudy. Students can choose to write the master’s thesis individually or in pairs. On application, large, interdisciplinary innovation projects can be written in groups of up to four students. Students can also apply to write the master’s thesis with students from other specialisations if they so wish, provided that the scope of the master’s thesis is the same. If more than one student work on the master’s thesis together, each student’s contributions must be documented. The thesis can be written as a monograph or as a scientific article on a specialised topic.

Development of the project description in preparation for the master’s thesis is part of the course MAVIT4070 Research Design and Project Description, 10 ECTS credits.

All compulsory courses in the programme must be passed before the student can submit their master's thesis for assessment.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has advanced knowledge of their area of specialisation and can analyse academic problems to identify the need for research and professional development
• has in-depth knowledge of the research process

Skills

The student

• can analyse relevant theories and issues to initiate and carry out a limited research, quality improvement or development work
• can use relevant methods for research, quality improvement or development work in their own work
• can analyse and deal critically with various sources of information and use them in scholarly arguments in their own research, quality improvement or development work
• can carry out an independent, limited research, quality improvement or development work in accordance with the approved project description and the applicable norms for research ethics

General competence

The student

• can communicate relevant issues, analyses and conclusions from their own research, quality improvement or development work to both the general public and academia
• can contribute to new thinking, innovation processes and evidence-based practice in the health services and in health-promoting work

Work and teaching methods used in the course are self-study, three to six master’s seminars with presentations, and an offer of 20 hours’ supervision per thesis, regardless of whether it is written individually or in a group.

The seminars are an arena for sharing experience from all stages of the project work. Students will take part in academic discussion and practise structuring and wording academic argumentation and communicating constructive criticism. Presenting their work, giving feedback to fellow students, and receiving feedback from fellow students and teachers, are important parts of the seminars.

The supervision agreement is signed by the students and supervisors at the start of the supervision.

When a group of students work together, an overview of each student’s individual contribution must be enclosed with the assignment.

The following must have been approved in order for the student to be permitted to take the examination:

• Two oral presentations (up to 20 minutes each) at the master seminar, and completion of the opponent role with critique/feedback on the presentation from fellow students.