The final thesis is generally recognized as “the achievement in which student demonstrates the skills and proficiency she/he has acquired during the entire education” (Gunneng & Ahlstrand 2002, 1). This study focuses on Bachelors’ level final thesis in the field of social work. Objective of this research is to compare pedagogical design of Bachelors’ thesis in three European Higher Education Institutions (HEI) and analyze these cases within European Higher Education Area and especially in reference to European Qualifications Framework (EQF).
EQF defines the learning aims for eight different levels of European educational system, sixth level being equivalent to Bachelors’ level. EQF exercises influence over national educational systems and traditions (Méhaut and Winch 2012). Complicated stakeholder networks and interests exist are related to national educational systems (Deissinger 2015; Kuhlee 2017). Also, there are several paths toward European level policy objectives (Grollman and Ruth 2006). This article aims to recognize and describe some of the existing final thesis designs in Europe. We wish draw attention to (i) analytical understanding of different final thesis designs and their several dimensions, (ii) role of the final thesis within a given degree program and its’ relation to learning aims (professional skills, generic/transferable skills); (iii) dynamics of European policies and other factors (academic traditions, etc.) shaping our understanding of good and acceptable final thesis design.
Strijbos, Engels and Struyven (2015) have defined three clusters of generic skills relevant for Bachelors’ degree programs. These include (i) cluster of conceptual skills, containing the generic competences thinking skills, creativity, problem solving and information processing; (ii) the cluster of personal skills, containing the generic competences critical reflection, lifelong learning and social responsibility; (iii) the cluster of people skills, containing the generic competences teamwork, leadership and communication. (ibid. 2015).
If we understand final thesis “as the achievement in which student demonstrates the skills and proficiency she/he has acquired during the entire education”, these generic skills should be in the center of learning aims for final thesis. This comparative study will demonstrate how three HEIs aim to achieve these learning aims central to any Bachelors’ degree program.
In this article, pedagogical design is understood a consisting of two practices: socio-material design and epistemic design (Goodyear and Carvalho, 2014; Markausis and Goodyear, 2017). Socio-material design refers to physically situated aspects such as space, place, artefacts, tools and socially situated dyads, groups, teams, roles, divisions of labour and organizational forms (Goodyear and Carvalho, 2014, 59). Epistemic design defines task structures and knowledge-oriented structures of the course or assignment in question (Goodyear and Carvalho 2014, 61). Other questions relevant to epistemic design include: what kind of knowledge is needed in order to conclude the task, what kind of knowledge should be produced in order to complete the task, how to get the access to the knowledge needed (Goodyear and Carvalho 2014, 61-62).
In this article we analyse socio-material and epistemic design of final thesis in three cases. As a research question, we ask: (i) what are the differences in epistemic and socio-material design between our three cases? (ii) to what extend do European higher education policies define final thesis designs in these three cases?