dissertation tutoring and students' wellbeing: empowering dynamic systems in higher education

The international literature considers dissertations as an important learning process in many undergraduate and master degrees. In the last 20 years there has been a significant increase of this pedagogic works among disciplines and countries. However, there are some concerns about the way pedagogical research is transfered into educational practice within each brand of knowledge. Given this context, it is necessary to apply general standards which stand out by its originality, significance, rigorousness and relevance; with no mention to geografphic nature or other particular subjects' background factors. At the international level, some methodological processes have been raised to dynamically measure the evaluation consistency in faculties or universities; but these processes refer to the criteria analysis without students' perspective. For this reason, this project follows three main objectives: 1.- To develop a new scale on the students' evaluation of dissertation tutoring, considering transversal competences from all branches of knowledge which may be based on wellbeing and emotional intelligence; 2.- To conduct a pilot study of this new scale in a large sample of representative university students; and 3.- To conduct a validation study of the international structure of the instrument with a new large sample of university students.