Length of program 5 years
Timetable morning and afternoon
Credits 354 ECTS
Application Open

1. Introduction

The main purpose of the Final Degree Project (FDP) is to evaluate the integration of the basic competences acquired during the degree programme. It essentially consists of developing a study or project of a cross-curricular, descriptive or analytic nature, generally associated to the different subjects, which allows students to demonstrate that they have integrated the competences of their degree programme.

The curriculum of the double degree course includes the development of two final degree projects, corresponding to the degree in Psychology and the degree in Speech and Language Therapy. In this sense, we ensure that students acquire their maximal potential in the competences of both degrees.

General competences:

  • To develop independent learning strategies.
  • To generate innovative, competitive research proposals in the professional field.

Cross-curricular competences:

  • To organise and programme with the goal of establishing a plan to be developed within a given period.
  • To seek, evaluate, organise and maintain information systems.
  • To express oneself fluently, coherently and appropriately given the established norms, both orally and in writing.
  • To design and manage projects.
  • To be ethically committed to the quality of the action.

2. Orientation and type

Bearing in mind the peculiarities of FDP in the different studies, there can be two types of project in general:


Design and/or implementation of a project in a professional area: Implementation and assessment of a current project; the point would be to set it up and then analyse results and specific conclusions. Usually, when this kind of FDP is linked to the Practicum and optional subjects, it could be the Degree Mention of the corresponding studies.


  • Literature review about topics of interest: Review study of international literature about a specific topic related to the Degree.
  • Research projects including literature review, hypothesis, empirical part, results, discussion, and conclusions.
  • Updating a topic: Review of clinical, speech therapy and/or educational intervention guidelines based on scientific evidence.

Topics can refer to or be related to any field in their profession.

3. Definition of working methodology

Projects must be preferably done individually. They should be written in Catalan, Spanish or English. In any case, every project must have an abstract written in English, Catalan and Spanish.

The maximum length will be 16,000 words. By way of guidance, this corresponds to about 40 pages of text. References and annexes will be considered as separate. In case of group projects (2 people), the maximum length of the paper’s body (not including references and annexes) shall be 30,000 words.

4. Monitoring

The FDP will be developed in two semesters, and will be monitored by a teacher/tutor, both individually and in seminar sessions. Therefore, there will be a weekly 2-hour space where the teacher/tutor will carry out group seminar sessions to talk about the student’s current process (sequencing and organizing the activity, choosing the topic, collecting information, planning activities...).

These seminar sessions will combine with individualized follow-up/tutorials, where every tutor will carry out personalised follow-up of the student’s work.

Every seminar group will consist of 10 students and a tutor, with attendance being compulsory for all the group members.

In one of the semesters, preferably in the first, there will be two new learning settings: Classroom work in big group (2h/week) and small group (2h/week), in order to develop topics related to research and/or applied statistical methods so that students can have a greater methodological support to develop their FDP.

If students are participating in an international mobility programme, then their FDP could be totally or partially monitored on-line.

The main role of the teacher/tutor is to provide methodological and topic-related guidance throughout the entire FDP process. The following references can be taken into account for the project’s timing:

Professionalising Final Degree Project:

a) Introduction and definition of demand: October.

b) Development of the conceptual theoretical background (in relation to the demand): December.

Submission of the student’s first report.

c) Development of an intervention framework, including the description of the organization or centre (particularly, with those elements that may have more connection with the intervention): February and March.

d) Proposal of intervention taking into account the theoretical background and context (with objectives, content and activities, material and assessment criteria, if appropriate): April.

Submission of the student’s second report.

e) Submission of final project: First week in May.

f) Public defence of project: Last two weeks in May.

Academic Final Degree Project:

a) Topic and working title: October.

b) Bibliographical review, approach (hypothesis, if appropriate, and objectives) and the method section, confirmation of access to the sample or item subject to study: December.

Submission of the student’s first report.

When it is a research project:

c) Submission of the protocol for the research project, following scientific method sections according to APA style: January.

d) Data collection: February and March.

e) Data analysis: April.

Submission of the student’s second report.

f) Writing: April.

g) Submission of final project: First week in May.

h) Public defence of project: Last two weeks in May.

When it is a literature review or updating study of a topic:

c) Bibliographical research: January and February.

d) Analysis and critical review of bibliographical guidelines or materials: March and April.

Submission of the student’s second report.

e) Writing: April.

f) Submission of final project: First week in May.

g) Public defence of project: Last two weeks in May.


5. Assessment

There will be three assessment systems and moments:

1. The tutor will carry out continuous assessment of every assignment throughout the academic year. During this period, students will have to hand in two progress reports (December and April), not longer than two pages each. Taking into consideration the student’s work in the seminars and tutorials, progress, etc., the tutor will propose a mark. The following specific aspects will be assessed:

  • Initiative, feasibility, and originality of the proposal or topic
  • Design, organization and management of work
  • Use of appropriate research resources and tools
  • Ability to overcome difficulties
  • Student’s degree of autonomy and rigour
  • Meeting deadlines and guidelines established by the tutor

2. Presentation and public defence in front of an assessment commission, made up by two teachers of the corresponding area, with the possibility of the tutor being one of them. To defend their project, the seminar tutor has to show conformity with the project, in the sense that it complies with minimal standards of requirement. The final qualification will be awarded by general consent; if there is no general agreement, then every commission member will award a mark and the final qualification will be their average. The following specific aspects will be assessed:

  • Clarity and precision of presentation
  • Linguistic correctness
  • Originality, organization, and quality of content
  • Results and development of conclusions
  • Suitability of answers to questions posed by the assessment commission members
  • Suitability of presentation to the written project’s content

In this sense, the official examination calendar has to include two days for the presentation of projects. The student’s oral presentation cannot last more than 15 minutes.

3. Written report. There will be two complementary modalities of written report. A report about the work carried out, or a scientific article including a reflection on the student’s learning process. The written report will be marked by the teacher-tutor. The following specific aspects will be assessed:

  • Linguistic correctness and good structure of the different parts
  • Originality of ideas, contribution to the creation of knowledge, and personal contributions
  • Method correctness
  • Appropriateness of result interpretation and conclusions
  • Clarity of expression
  • Appropriate use of references

In front of formal errors, whether in the written report or in the oral presentation, and if the teacher-tutor considers that they can be solved in a short period of time, the FDP could be assessed again in June.

Every assessment system will have the following repercussion on the final mark:

  • Process assessment (teacher-tutor): 35%
  • Assessment of presentation and public defence: 25%
  • Assessment of written report/scientific article (teacher-tutor): 40%

Copyright for the FDP will be held by the student author of the project. Nevertheless, as we understand that the teacher-tutor has also contributed to its development, should the project be disseminated or modified, consent from both author and tutor will be needed, with the name of the teacher-tutor being put as co-author in second place.