Thesis projects in linguistics at El Alto Public University during 2022, 23 and 2024

Authors

DOI:

https://doi.org/10.71068/3wf1as98

Keywords:

Epistemic models, core aspects, lines of research, types of objectives

Abstract

The research, understood as a systematic and methodical process to generate and validate knowledge, addressed the characterisation of the core aspects of the thesis profiles approved by the Honourable Council of the Department of Linguistics and Languages of the Public University of El Alto during the years 2022, 2023 and part of 2024. The aim of the study was to characterise the core aspects of the thesis projects approved in the Linguistics and Languages Department in recent years in order to make the quality of the proposals visible. Ten thesis profiles were reviewed, showing the relationship established in these aspects. A document analysis technique and a consistency matrix were used to identify data in this respect. The conclusions show the inconsistency between some core aspects. However, it is essential to state that these can be rectified before continuing with the research. Furthermore, the practice of only two lines of research was identified, leaving aside the others out of a total of 15 in the degree programme. The results showed that only two thematic areas predominate: linguistics applied to teaching and semantics/morphosyntax, evidencing a limited diversification of research lines.     

References

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Cauas (2006). Elementos para la elaboración y ejecución de un proyecto de investigación. Investigación en Ciencias Sociales. Recuperado el Agosto 8 de 2014 en: http://www.ninvus.cl/

Hurtado, J. (2010). Metodología de la Investigación: Guía para la comprensión de la ciencia holística. 4ta. Edición. Editorial Quirón. https://pdfcoffee.com/jacqueline-hurtado-de-barrera-metodologia-de-investigacion-holistica-pdf-free.html

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Published

2025-01-10

How to Cite

Aduviri Delgado, J. D. (2025). Thesis projects in linguistics at El Alto Public University during 2022, 23 and 2024. Sapiens in Higher Education, 2(1), 1-10. https://doi.org/10.71068/3wf1as98