Learning outcomes

1. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
2. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
3. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
4. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
5. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
6. Analyse how the EU and other actors manage the problems posed by the promotion of democracy and the rule-of-law state in the world.
7. Analyse the impact of the globalisation process in the public policies of the main states of the European Union, and their interrelationship with democracy and the rule-of-law state in the world.
8. In accordance with the theoretical and analytical information acquired, analyse the big challenges for democracy in a global world and the different solutions proposed to manage them.
9. Make a comparative analysis of the state of democracy and the rule-of-law state in different countries and political regimes.
10. Identify data sources and carry out rigorous bibliographical and documentary searches.
11. Use metatheoretical data to argue and establish plausible relation of causality and establish ways of validating or rejecting them.
12. Apply quantitative and qualitative analysis techniques in research processes.
13. Produce and prepare the presentation of intervention reports and/or proposals.
14. Propose new experience-based methods or alternative solutions.
15. Weigh up the risks and opportunities of one's own ideas for improvement and proposals made by others.
16. Propose new ways to measure success or failure when implementing ground-breaking proposals or ideas.
17. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
18. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
19. Propose viable projects and actions that promote social, economic and environmental benefits.
20. Propose ways to evaluate projects and actions for improving sustainability.
21. Explain the explicit or implicit code of practice of one's own area of knowledge.
22. Critically analyse the principles, values and procedures that govern the exercise of the profession.
23. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
24. Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights, diversity and democratic values.
25. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
26. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
27. Consider how gender stereotypes and roles impinge on the exercise of the profession.
28. Propose projects and actions that incorporate the gender perspective.
29. Communicate using language that is not sexist or discriminatory.