Academic regulations for the Master’s degree in Cognitive Semiotics (2009)

Contents 1. Framework Provisions of the Academic Regulations 2. Structure of the Programme 3. Individual disciplines and examinations in the programme: 4. The provisions on regulations of the academic regulations 1. Framework Provisions of the Academic Regulations The academic regulations for the Master’s degree in Cognitive Semiotics (2009) were prepared by the Board of Studies for the Scandinavian Institute and approved by the Dean of the Faculty of Humanities on 29 May 2009. The academic regulations take effect on 1 September 2009 The Master’s degree in Cognitive Semiotics entitles the holder to use the title of MA in Cognitive Semiotics (Master of Arts in Cognitive Semiotics). The Academic Direction and Primary Subject Areas of the Programme The aim of a Master's degree is to 1. strengthen the student's academic knowledge and skills and to improve theoretical and methodological qualifications and independence in relation to the Bachelor level, 2. give the student in-depth academic knowledge by teaching advanced components in the disciplines and methodologies of the subject area(s), including training in scientific work and methodology. This training strengthens the student's ability to master more specialised functions in the business community and to participate in scientific development work, and 3. provide the student with the necessary qualifications for further studies such as PhD degree programme, cf. the executive order on the PhD degree programme and the PhD degree (the PhD Executive Order). Academic Skills and Qualifications A Master's degree in Cognitive Semiotics gives the student the following qualifications and skills: Qualifications: The student acquires qualifications in the form of knowledge, understanding and skills in the following areas: • knowledge of general semiotic theories, historical as well as current, on the fundamental elements of meaning and understanding; • insight into cognitive theories on e.g. consciousness, the memory system, the attention system and the power of imagination, as well as knowledge of the principles that are decisive for social cognition; • knowledge of the basic assumptions in Cognitive Linguistics, including an understanding of the general cognitive processes upon which text production and text interpretation are based; • knowledge of the basic hypotheses in Cognitive Aesthetics, including the cognitive processes upon which the conversion from visual information to perceived recognition are based, as well as knowledge of the basic structures of literary works of art and their relation to human cognition. Skills: Through academic course work, the student acquires the following academic and social skills: • the ability to identify the general principles of meaning regardless of the communication medium and thus acquire an agility to function in an analytically active and creative manner in relation to any given communicative situation, linguistically as well as visually, artistically as well as non-artistically, and commercially as well as non-commercially; • the ability to understand the meaning effects of a linguistic expression and the underlying cause; • the ability to analyse and understand the intended meaning of a visual expression, including understanding the cause of the expression’s meaning effects, even when these are not expressly intentional; • the ability to compare objects from different domains with respect to their meaning effects by means of a developed sense of and thorough insight into conditions that would justify a comparison, and thus develop the ability to function across subjects and in a multidisciplinary manner; • the ability to understand meaning phenomena (texts, images, film, art), both as objects – how do they make sense – and in relation to the person who perceives them – why do they make sense to a person, what is it that makes them particularly effective to people; • the ability to understand the general cognitive principles upon which social communication is based, including the ability to localise the source of why a communicated message is not effective. Authority The Education Executive Order, order no. 338 of May 6th 2004 on Bachelor’s and Master’s degree programmes at universities, VTU, see http://www.au.dk/en/rules/2004/bek338 Admission requirements and prerequisites To fulfil the admission requirements for enrolment in the Master's degree programme in Cognitive Semiotics, the student must have completed the Bachelor's degree programme in Cognitive Semiotics. Graduates from other faculties can apply for exemption. This degree programme gives access to the following: The Master’s degree in Cognitive Semiotics gives access to a PhD degree programme. Transitional regulations The student can be transferred from the 2001 and 2006 regulations to the 2007 regulations in accordance with the following guidelines: Cognition and Semiotics is transferred to Cognition and Semiotics Cognitive Linguistics is transferred to Cognitive Semantics and Text Linguistics Cognitive Aesthetics is transferred to The Visual Work of Art and Literary Art Mind and Cognition is transferred to Social Cognition and General cognition The student can be transferred from the 2007 regulations to the 2009 regulations in accordance with the following guidelines: Cognition and Semiotics is transferred to Cognition and Semiotics Cognitive Semantics is transferred to Cognitive Semantics Text Linguistics is transferred to Text Linguistics The Visual Work of Art is transferred to The Visual Work of Art Literary Art is transferred to Literary Art Social Cognition is transferred to Social Cognition General Cognition is transferred to General Cognition Internship is transferred to Internship Elective Subject is transferred to Elective Subject No courses in the former academic regulations are equivalent to the course Experimental Methodology.

2. Structure of the Programme Examination overview – Module/annual exam Name of exam/marking Type of subject/assessment Term/ECTS Cognition and Semiotics Cognition and Semiotics Fundamental and compulsory 1. term - Internal examination with internal co-examiner Marked 10 ECTS Cognitive Linguistics Cognitive Semantics Fundamental and compulsory 1. term - Internal examination with internal co-examiner Marked 10 ECTS Text Linguistics Fundamental and compulsory 2. term - Internal examination with internal co-examiner Marked 10 ECTS Cognitive Aesthetics The Visual Work of Art Fundamental and compulsory 2. term - External exam with appointed external co-examiner Marked 10 ECTS Literary Art Fundamental and compulsory 3. term - Internal examination with internal co-examiner Marked 10 ECTS Mind and Cognition Social Cognition Fundamental and compulsory 1. term - Internal examination with internal co-examiner Marked 10 ECTS General Cognition Fundamental and compulsory 2. term - Internal examination with internal co-examiner Marked 10 ECTS Experimental Methodology Fundamental and compulsory 3. term - Internal examination with internal co-examiner Pass/fail 10 ECTS Elective/Internship (10 ECTS / 3. term) Internship Elective 3. term - Internal examination with internal co-examiner Marked 10 ECTS Elective subject Elective 3. term - Internal examination with internal co-examiner Marked 10 ECTS Thesis Thesis Fundamental and compulsory 4. term - External exam with appointed external co-examiner Marked 30 ECTS

Box diagram - 1. term 2. term 3. term 4. term Cognition and Semiotics 10 ECTS Cognitive Semantics 10 ECTS Social Cognition 10 ECTS Text Linguistics 10 ECTS The Visual Work of Art 10 ECTS General Cognition 10 ECTS Literary Art 10 ECTS Experimental Methodology 10 ECTS Elective/Internship 10 ECTS Thesis 30 ECTS

Regulations and academic progression provisions - The Cognition and Semiotics course must be the first subject passed. Cognitive Semantics must be passed before the student can enrol in the exam for Text Linguistics. The Visual Work of Art must be passed before the student can enrol in the exam for Literary Art. Students cannot hand in a thesis until they have passed all other examinations for the Master’s degree programme.

3. Individual disciplines and examinations in the programme: Cognition and Semiotics This module gives the student the following qualifications: • knowledge of the main cognitive theories and meaning theories as well as related concepts, methodologies and opinions; • a general overview of standard cognitive problems such as categorisation, creation of conceptual metaphors, blending, meaning charts, concept formation and sign theory; • knowledge of the perceptive and sensory motor function basis of meaning structures as well as their dependence on the communicative structure. The module gives the following competences: • The student learns to quickly and accurately pinpoint the basic structures (or so-called charts) that form the basis of all meaning comprehension and meaning construction for both linguistic and visual meaning phenomena. The student becomes able to understand and analyse a given meaning phenomenon in a real-life situation, whether it involves image or text. The student strengthens his/her communication comprehension and therefore the ability to understand the reasons why communication does or does not function in a given situation.     The module consists of the following exams: The module consists of the following exams: 1. Cognition and Semiotics Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • masters the basic concepts and theories of cognitive semiotics; • is familiar with the basic concepts of meaning creation (such as charts, frame, the creation of metaphors, blending); • is familiar with the relationship between bodily/perceptual experience and linguistic meaning structures; • is able to analyse actual meaning phenomena whether perceptive or linguistic; • is able to structure own material logically and express himself/herself clearly. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: Cognition and Semiotics provides an introduction to the basic concepts and theories of cognitive semiotics. It presents the student with the schematic basis of meaning creation and the concepts tied to it (metaphor, picture diagram, frame, blending, etc.). It aims to give the student insight into the relationship of meaning creation to perception and sensory-motory experience. It attempts to give the student a general understanding of what meaning is, regardless of whether it is expressed in language or images, in speech or through sight. Finally, it is to give the student the general theoretical tools he/she needs to analyse specific meaning phenomena. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Written Question given/asked 2 week(s) Submission Note Scope of assignment: max. 15 standard pages. Cognitive Linguistics This module gives the student the following qualifications: • knowledge of basic hypotheses and problem areas within cognitive linguistics; • knowledge of the relationship between linguistic syntax and semantics; • knowledge of the relationship between language and other cognitive skills such as: perception, attention and memory; • knowledge of the relationship between linguistic theory and other disciplines such as perception theory, cognitive psychology, neurocognition and the Gestalt theory. The module gives the following skills: • the module gives the student practical and accurate skills in understanding and determining the composition of texts in a broad sense (from individual statements to large bodies of texts); • the student therefore becomes able to determine the basis of the meaning of a text, including in particular an understanding of ways to achieve aesthetic effects by using general cognitive principles for linguistic creation.      The module consists of the following exams: The module consists of the following exams: 1. Cognitive Semantics Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • is familiar with the linguistic mechanisms which give effect to the meaning of a sentence; • is able to link specific linguistic constructions to more general cognitive skills; • demonstrates an understanding of the way the world of human experience is reflected in linguistic constructions. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: The course deals with linguistic meaning. It aims at explaining the cognitive processes underlying the semantic level of the language, including categorisation, the creation of metaphors and metonymies, organisation of a sentence into figures/structures, schematisation and the principles for supplementing non-explicit semantic content. In addition, the course explains the different types of sentence structures and their correlation with the semantic level. The connection between the language and other cognitive systems is emphasised. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Oral Question given/asked 30 minutes 1 hour(s) Selected Presentation Note The candidate must answer a question formulated by the examiner and taken from a set syllabus. Materials permitted: Notes and relevant texts included in the syllabus. 2. Text Linguistics Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • is familiar with the general principles for the creation of textual coherence; • is able to recognise the most common principles for the creation of the semantics of a sentence in a broader textual context, including the identification of metaphors, figures/structures, point of view and inferences; • is able to distinguish between the analysis of the linguistic level of a fictional text and a literary analysis. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: The course deals with textual meaning. It aims at explaining the cognitive principles used when a number of sentences are combined to form a meaning, including different types of coherence principles. The course also deals with the way the cognitive principles that apply to a sentence help create the global meaning of a text, including the way a point of view or opinion is manifested in the text and the way the text’s manifestation of dynamic relations creates a meaning. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Written Elective Topic Submission Note Individual written home assignment on a topic of own choice and a scope of max. 15 pages. Cognitive Aesthetics This module gives the student the following qualifications: • insight into the basic structures of aesthetic experiences and objects of art, including the relationship between aesthetic perception and everyday perception; • understanding of the basic elements and structures in works of art that lie at the root of specific meaning effects; • understanding of the similarities between general and aesthetic creation of meaning as well as the uniqueness of the aesthetic object. This applies to both visual art and literary texts The module gives the following skills: • the student becomes able to provide a simple and rational description of a work of art, including arriving at an understanding of the cause of the meaning effects; • it teaches the student to identify the mechanisms at play when a work of art has no apparent aesthetic affect; • it strengthens the student’s understanding of the fact that a work of art is not a unique meaning phenomenon but depends on the cognition of everyday life. In this way, it teaches the student to recognise which creative application of everyday cognition is at the root of the aesthetic practice; • it teaches the student to explain the meaning of even very complex aesthetic objects in a clear, reasoned manner.      The module consists of the following exams: The module consists of the following exams: 1. The Visual Work of Art Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • masters the fundamental means of meaning creation within visual art; • is able to analyse works of art with a view to their meaning effects; • is familiar with the relationship between visual everyday cognition and visual aesthetic cognition; • is able to structure own work logically and express himself/herself clearly. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: The course deals with image aesthetics. It aims at providing an introduction to the general principles for the way in which the visual system functions, for what is important for the perception and how these principles and meanings are used creatively in the aesthetic work of an artist. The course is a general introduction to the means available to artists to create meaning in the visual medium and provides tools for exact aesthetic meaning analysis. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Oral Question given/asked 30 minutes 1 hour(s) Selected Presentation Note Set oral examination. The candidate must answer a question formulated by the examiner and taken from a set syllabus. Materials permitted: Notes and relevant texts included in the syllabus. 2. Literary Art Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • masters the fundamental means of meaning creation within literary art; • is able to analyse literary works of art with a view to their concrete meaning effects; • is familiar with the relationship between linguistic everyday cognition and linguistic aesthetic cognition; • is able to structure own material logically and express himself/herself clearly. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: The course deals with literary texts. It provides an introduction to narrative models and the cognitive mechanisms at the root of the creation of meaning in literary texts. It discusses the means available to artists to create meaning and produce aesthetic effects in literary texts. The course provides an insight into the relationship between aesthetic meaning creation in literary texts and meaning creation in everyday language and everyday cognition. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Written Elective Topic Submission Note Individual written home assignment on a topic of own choice and a scope of max. 15 pages. Mind and Cognition This module gives the student the following qualifications: • knowledge of fundamental theoretical cognition hypotheses about perception, memory, attention and emotions; • knowledge of theories about social cognition, i.e. theories about inter-human relations and the basis of social organisation; • knowledge of the interplay between the motor system and perception and the importance of the motor system for social interaction; • insight into the hypotheses of current neuroscientific and consciousness philosophy theories about the neurophysiological basis for these superior and more specific cognitive skills; • knowledge of experimental methodology within cognition and neuroscience. The module gives the following skills: • on the basis of insight into the basic cognitive skills of man, the course strengthens the student's ability to understand why individuals think, speak and experience the way they do and why man's social behaviour is the way it is; • the course enables the student to translate general knowledge about the basic structure of cognition and perception to an assessment and analysis of the effect of given meaning phenomena (e.g. advertisements and texts) on a given receiver or group of receivers; • the course strengthens the student’s ability to determine which cognitive or social skills are not intact in a given situation and thus enables the student to make a competent contribution to therapeutic work; • practical experience in execution and analysis and cognitive experiments.      The module consists of the following exams: The module consists of the following exams: 1. Social Cognition Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • is aware of the important differences between the cognition of man and other primates; • is familiar with the important steps in the development of the individual as a social being; • knows the most fundamental principles for language learning; • understands the correlation between the development of language and the development of non-linguistic skills. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: The course deals with the interplay between individual cognition and social exchange. It aims at explaining important aspects of the development of the individual as a social being, including the understanding of intentionality and the development of the so-called “theory of mind”. The course provides a rudimentary understanding of the mechanisms leading to language learning and an understanding of the way the development of language affects general cognitive skills relating to the interaction with other people. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Written Elective Topic Submission Note Individual written home assignment on a topic of own choice and a scope of max. 15 pages. 2. General Cognition Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • is familiar with the most common aspects of the visual system and its interplay with attention, imagination and the motor system; • knows the most important aspects of memory and the way it works; • is able to correlate localised brain damage with a lack of specific cognitive skills. Method of teaching: The instruction takes place in English and is based on lectures by the teacher with some student contributions. The students are encouraged to participate actively in the instruction whether by asking questions relating to comprehension, adding additional information or providing criticism. Language of instruction: English Course description: The course deals with aspects of individual cognition such as perception, attention and imagination, the interplay between perception and the motor system as well as memory. Emphasis is placed on the correlation between the topics and the linguistic dimension of the subject. The course also emphasises the neurological basis of cognitive skills and presents certain explanatory neurobiological models, including the theory about mirror neurons and certain theories about the interplay between the visual and the motor systems. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Oral Question given/asked 30 minutes 1 hour(s) Selected Presentation Note Set oral examination. The candidate must answer a question formulated by the examiner and taken from a set syllabus. Materials permitted: Notes and relevant texts included in the syllabus. 3. Experimental Methodology Aim: In evaluating the student’s performance, special emphasis is placed on the extent to which the student: • has actively participated in the practical exercises; • has an understanding of basic empirical principals. Method of teaching: The instruction takes place in English and consists of a combination of lectures by the teacher introducing methodology and practical exercises. The students conduct and analyse simple cognitive experiments individually or in groups. Language of instruction: English Course description: The teaching describes the most commonly used methods in experimental cognitive science, i.e. behavioural studies, scanning studies and lesion studies. Furthermore, an introduction to basic data analysis is given. Simple behavioural studies are implemented and analysed by the students along the way. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Combined practical and written - Attendance Note The student passes the examination by completing the practical exercises in a satisfactory manner. Electives/Internship The module gives the student the following qualifications: • the ability to apply semiotic theories to specific areas and thereby increase the empirical knowledge of these areas (text, literature, images, visual art, computer interfaces, website design, design, marketing, branding, film, rites, myths, social institutions, neurocognition, neurolinguistics, language philosophy, etc.); • the ability to appreciate the specificity of a topic in accordance with the knowledge established by the “parent subject” and the general characteristics that make the topic available for semiotic analysis; • the ability, if desired, to use the elective as a preparatory study for the thesis and thereby acquire more in-depth insight into the collection, processing and summarising of analytical material; • the ability to apply academic insight to actual work tasks in a given institution, company or organisation. The module gives the following skills: • the ability to work in multidisciplinary contexts, include knowledge from other subject areas, adapt analytical tools and methodologies to different types of topics, summarise knowledge from different areas, identify correlations and respect differences; • the ability to collaborate with individuals with different competences and different knowledge backgrounds and who may be accustomed to applying other methodologies and in that way become able to assess and illustrate a given topic from several different angles. The internship also gives the student the following skills: • the ability to work in a practice-oriented manner and to apply scholarly knowledge, methodologies and skills to the solution of specific tasks for an organisation; • the ability to determine which academic skills are relevant in a given business context and to present arguments in favour of their ability to contribute towards the performance of actual tasks for organisations and businesses; • the ability to collaborate with individuals with a different educational background and apply own knowledge in such a context with a view to translating ideas into activities with commercial value; • The ability to plan and structure tasks appropriately within limited time and resources, including keeping to deadlines and performing efficiently.      The module consists of the following exams: The module consists of the following exams: 1. Internship Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • is able to describe the institution or company; • explains and is able to analyse own functions in the institution/company; • contemplates what he/she has contributed to the workplace as a result of own qualifications and skills; • explains how the experience has changed or strengthened those qualifications and competences. Method of teaching: The period of internship does not involve any actual instruction but the student has the opportunity to obtain individual guidance. Language of instruction: Danish or English Course description: During the internship, the student takes part in the work at an institution or company. The student is responsible for entering into an agreement with the workplace, with the help of the institute/department. A teacher on the behalf of the Board of Studies gives prior approval of the chosen institution or company on the basis of a written consent by the latter describing the tasks the student will be handling. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Written Elective Topic Submission Note The examination in Internship takes the form of a written report of 12–15 pages. The internship must as a minimum equal one month of full-time work and comply with current requirements to internship (http://www.humaniora.au.dk/uddannelse/ophold/praktik). 2. Elective Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • is able to apply cognitive semiotic concepts and methodologies to a chosen topic; • demonstrates a strict methodological approach to this application; • combines knowledge from different subject areas; • is able to structure own material logically and express himself/herself clearly. Method of teaching: If the student chooses an elective topic in Cognitive Semiotics, the method of instruction is as described above. In other cases, the method is determined by the institute/department at which the elective is studied. Language of instruction: Danish or English Course description: The elective module comprises one course. The aim of the course is to give the student an opportunity to shape his/her educational profile by including other subject areas than those that are strictly related to semiotics. In addition, it gives the student an opportunity to study and analyse a topic that can later be made the subject of a more in-depth analysis in the thesis. The elective can therefore be completed in three different ways: • by attending relevant lessons in Cognitive Semiotics; • by independent study of a topic as agreed with a supervisor; • by taking subjects at the student’s own or other faculties in accordance with the current rules for credits. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Oral Elective Topic 30 minutes Presentation Note The student submits a written synopsis of max. 7 pages two weeks prior to the examination. 7 The synopsis must include a description of the chosen topic supported by reasons, reasons for the choice of methodology and an indication of the results of the analysis as well as the theoretical conclusions. The synopsis is accompanied by a syllabus. The synopsis forms the basis of the student’s presentation at the oral examination and the subsequent discussion between the examiner and the student. The student is given a combined mark in which the written and the verbal presentations carry equal weight. Thesis Qualifications The student acquires qualifications in the form of knowledge, understanding and skills in the following areas: • knowledge of select general and specific areas of knowledge within the subject; • the ability to independently and critically define and examine a topic; • the ability to analyse complex material in depth and comment on it; • skills in the contemplative application of the scholarly methodologies of the subject; • the ability to communicate about complex issues in a scholarly manner. Skills Through his/her work with the thesis, the student acquires the following academic, personal and social skills: • the ability to independently plan and carry out a focused scientific investigation of up to six months' duration of a chosen topic and as a result of this process learn to structure a vast amount of material and issues; • the ability to partake in research; • the ability to apply academic methodology and theory in the work with a specific, limited academic issue at a high academic level; • the ability to work in a project oriented manner, including the ability to plan and conduct the project work whilst showing due consideration to time and other resources; • the ability to make a critical choice of methodology and theoretical basis.      The module consists of the following exams: The module consists of the following exams: 1. Thesis Aim: In the evaluation of the student's performance, special emphasis is placed on the extent to which the student: • analyses and describes a subject-related issue, theoretically and/or empirically; • demonstrates in-depth understanding of theories and methodologies  of cognitive semiotics; • demonstrates proficiency in the use of relevant terminology; • relates in a reflective and evaluating manner to relevant texts, theories and positions within the completed thesis work; • is able to structure and communicate complex material and provide consistent arguments; • communicates clearly and demonstrates an academic overview. Method of teaching: The framework for individual supervision is agreed with a supervisor. Language of instruction: Danish or English Course description: The thesis is a major independent assignment of an academic nature and must document the student’s ability to work in an academic manner with a limited academic topic of own choice. The topic of the thesis is agreed with the supervisor. The supervisor and the student jointly prepare an agreement with information about the type of thesis (with or without a product) and the topic as well as a plan regarding supervision and the date of submission of the thesis. The thesis can include an independent product prepared by the student. This product can consist of a report or an investigation on behalf of a company. METHODS OF EVALUATION 1 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Written Elective Topic Submission Note The examination consists of a written assignment on a topic of own choice of 60–80 pages per student. The thesis can be written by up to 5 collaborating students. Parts of the thesis may be written together including the thesis statement and conclusion but it must be possible to assess at least 40 pages per student individually. The thesis must include a summary of max. 5 pages per student in English. If the thesis is written in English, the summary may be in Danish or English. The summary is included in the overall assessment. 2 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Combined written and oral. Elective Topic 1 hour(s) Presentation Note The examination consists of two parts, a written assignment on a chosen topic and an oral part. The written examination is made up of a portfolio consisting of 2-6 written presentations, that have been produced along the way, totalling 20-40 standard pages along with a final written presentation of 20-30 standard pages. The final written presentation should present relevant theoretical and methodical issues and contemplations on and perspectives of the portfolio's sections. The oral examination takes up to 1 hour including evaluation. The student gives a short perspectival presentation (max. 15 min.) that presents the correlation between the various sections of the portfolio. Afterwards there are up to 30 min. for discussion and 15 min. for marking and feedback for the student. The thesis can be written by up to 5 collaborating students. The problem statement, conclusion and parts of the portfolio may be written together. Parts of the final written presentation may be written together. It must be possible to assess at least 30 pages (from the portfolio and final presentation) per student individually and the oral examination is also individual. An overall assessment is made of the written and oral portions. The thesis must include a summary of max. 5 pages per student in English. If the thesis is written in English, the summary may be in Danish or English. The summary is included in the overall assessment. 3 Examinees Product Scope of product Duration Preparation Materials permitted Basis Individual Combined written and oral. Elective Topic 1 hour(s) Presentation Note The examination consists of two parts, a written assignment on a chosen topic and an oral part. The written examination consists of a product and an appertaining written presentation. The nature and possibly the extent of the product should be reflected in the thesis contract. The appertaining written presentation must consist of 40-60 standard pages per student and it must include theoretical and methodological contemplations in relation to the product and/or production process. The oral examination consists of a 20 minute product presentation and 40 minutes of examination per student including marking and feedback. The thesis can be written by up to 5 collaborating students. The product can be developed together. Parts of the written presentation may be written together including the thesis statement and conclusion but it must be possible to assess at least 30 pages per student individually. The product presentation may be done together but the rest of the oral examination must be individual. An overall assessment is made of the written and oral portions. The product is included in the overall assessment but is not assessed in its immanent quality. The thesis must include a summary of max. 5 pages per student in English. If the thesis is written in English, the summary may be in Danish or English. The summary is included in the overall assessment.