Bachelor's Essay in Education, 15 credits

Main field of study

Course level

Advancement level

Course offered for

• Bachelor´s Programme in Human Resources

Entry requirements

General entry requirements for undergraduate studies
and
Social Studies and Mathematics corresponding to the level in Swedish upper secondary education (Samhällskunskap 1b/(1a1 och 1a2 and Matematik 2a/2b/2c or Matematik B)
and
At least 135 ECTS credits passed from Bachelor´s Programme in Human Resources or Bachelor´s Programme in Human resource management and work sicences including the threshold requirement from term 5 and HRM: Organizing and Managing Organizations (15 ECTS) and HRD: Learning, Change and Development in Organizations (15 ECTS)

Intended learning outcomes

On completion of the course, the student should be able to:
- carry out an empirical and/or theoretical study of a problem in the area of teaching and learning.
- formulate, describe, analyse and discuss chosen problems in a systematic way in writing
- orally discuss and defend a scientific work
- critically review, evaluate and discuss scholarly work.

Course content

A cohesive work in pedagogy is planned, carried out, analysed and presented in the course. The work is structured as a degree project in education. The focus of the course is on implementation and writing of the degree project on the basis of relevant theorising and previous research.

Teaching and working methods

Teaching takes the form of continuous supervision for the duration of the thesis work and in seminars. The thesis work should follow the formalities that are set by the supervisor and examiner. Both presentation and examination of the essays is done in planned seminar activity. The bachelor's essay may be carried out independently or with another course participant.

Examination

The examination is in oral and written form. The course is examined at the end of the course. Detailed information can be found in the separate course instructions.

If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Students failing an exam covering either the entire course or part of the course twice are entitled to have a new examiner appointed for the reexamination.

Students who have passed an examination may not retake it in order to improve their grades.

Grades

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. 

The course is conducted in such a way that there are equal opportunities with regard to sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation and age.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

Department