Bachelor Project (INT)2021/2022
- Purpose and learning objectives
The intended learning outcomes include the knowledge, skills and competencies that a student in Product Development and Integrative Technology must achieve during the bachelor’s degree programme.Knowledge
The graduate has acquired:Skills
- development-based knowledge of theory and practice in product development and integrative technology based on a technological concept encompassing the following elements: techniques, knowledge, organisation and product.
- an understanding of practice and key theories and methods in relation to the relevant theory of science and ethical issues in product development and integrative technology.
- an ability to reflect on practice and the application of key theories and methods of the profession based on their own qualifications with a special focus on the environment, safety and sustainability.
The graduate is able toCompetences
- assess practice-oriented and theoretical issues as well as justify and select relevant methods
and tools for product development, construction and technical planning as well as integrative
- master methods for the development of products and complex technical solutions in their own profession.
- assess practise-oriented and theoretical issues in relation to energy, the environment, ethics and sustainability - specifically and practically - for the development of products and
technical solutions as well as justify and select relevant solutions.
- use relevant knowledge from research and development in product development and
- communicate practise-oriented and professional issues and solutions to customers, partners, as well as internally in the company.
The graduate is able to
- manage complex product development, construction and technical planning relying on
knowledge of the development of the product or service, its manufacturing process, use,
disposal or discontinuation.
- independently engage in academic and interdisciplinary collaboration with internal and
external business partners and customers and assume responsibility within the framework of a professional code of ethics for the development process.
- identify their own learning requirements and develop their own knowledge, skills and
competencies in relation to the profession.
- Type of instruction
The bachelor's degree programme in product development and integrative technology applies a wide range of teaching and learning methods including:
- Classroom teaching
- Group work
- Case-based exercises
- Games and role play
- Company field trips
- Interdisciplinary project-oriented teaching
- Problem-based learning
- Interdisciplinary knowledge sharing
- Student presentations
- Cooperative learning
- Digital learning technologies and learning environments
- Independent study
Teaching and learning methods are adapted to the individual programme elements in order to facilitate the development of student's knowledge, skills and competencies. At the same time, the intension is to establish a foundation which will allow the students to continue in qualifying continuing education.
Teaching and learning methods emphasise a professional presence in the programme through a mix of teaching and practical experience. Teaching at the academy is a mix of theory and practical exercises.
The extent of the teaching corresponds to a full-time study programme.
The learning outcomes of the exam are identical with the learning outcomes of the subject(s)/modul(es)Prerequisites for access to the examinationThe exam project in the final semester concludes the programme when all other exams have been passed.
The identified problem, which must be central to the programme and the profession, is formulated by the student, possibly in cooperation with a private or public company. The institution approves the problem definition.Exam in one or more subjectsSubject/module is tested standaloneType of examCombined written and oral examinationThe exam consists of an oral and a written exam with an external co-examiner. Students are awarded an individual overall grade according to the 7-point grading scale for the written project and the oral performance.Type of assignmentThe bachelor project must document the student's understanding of and ability to reflect on the practice of the profession as well as their application of theories and methods in relation to a practice- oriented problem. The identified problem, which must be central to the programme and the profession, is formulated by the student, possibly in cooperation with a private or public company. The institution approves the problem definition.Formal requirementsThe project, which constitutes the written part of the exam, must contain:
- Front page and title
- Table of contents
- Introduction, inc. presentation of the problem, problem statement and approaches.
- Background, theory, methodology, analysis, including a description and justification of the choice of any empirical data in reply to the problem statement.
- Bibliography (including all sources referenced in the project)
The final exam project must may as a maximu fill 20 pages. For each additional student who participates in the final exam project, 10 standard pages will be added.
Front page, table of contents, bibliography and appendices are not included in the required number of pages. Appendices will not be assessed.
A standard page is 2,400 characters including spaces and footnotes. Front page, table of contents, bibliography and appendices are not included. Appendices will not be assessed.Individual exam or group examIndividual or group, 1-3 max participantsExam languagesDanish(Norwegian/Swedish)DurationA maximum of 15 minutes has been set aside for the individual student presentation(s) followed by an individual examination. 45 minutes per examinee including deliberation, grading and a break between students.Permitted exam aidsAll materials and aids, including electronic aids, are allowed unless otherwise stated in the individual exam. KEA may restrict the access to electronic devices for reasons of capacity.Type of evaluation7-point grading scaleExaminersExternal censureExam criteriaThe learning objectives for the bachelor project are identical to the learning objectives for the programmeSpelling and writing abilitiesThe assessment of the bachelor project includes not only the academic content but also the student’s writing and spelling in a communicative context. The student’s writing skills are weighted 10%, whereas the academic content is weighted 90%.
Spelling and writing skills may be disregarded by KEA upon the student’s documentation of a relevant specific impairment.
Spelling and writing skills may be included in the assessment of other exams.Deadline for submissionAt the end of the 7th semester. More info on precise dates can be found on the intranetRe-examination and re-examination due to illnessStudents who have been prevented from taking an examination due to a documented illness or another unforeseen circumstance will be given the opportunity to take a new exam as soon as possible. If the exam is in the final exam period of the programme, the student must be allowed to take the exam in the same period or in continuation of this period. The re-examination may be the same as the next regular exam. The student is responsible for finding out when the sick and re-exams take place.
If several individual parts of an exam are to be graded separately, the student can only take an exam in the part(s) not yet completed. This also applies to exams where the individual grades are aggregated in one single grade.
Illness must be documented by a medical certificate and KEA must have received the medical certificate three working days after the exam at the latest. If the illness is not documented, the student will have used an examination attempt.
During your final assignment you or your group will receive 5 hours of guidance from your counselor.
The rest of the time equivalent to 406 hours are used on final assignment work. It is your responsibility to structure the time spent on writing your assignment, preparing for the exam, etc.
The final assignment primarily includes of the following activities: writing, collecting empiricism, reading, cooperating with a company.
Read about KEAs Study Activity Model
*KEA can deviate from the number of hours if this is justified by special circumstances