This first Inter-University Congress on Bachelor Degree Final Projects (BDFP) has

been a meeting point, and a place for reflection and for the exchange of the multiple
experiences coming from the different degrees and branches of knowledge of the
participating universities.
This diversity showed up in the topics dealt with during the congress, which are related
to: BDFP regulations and modalities, the number of credits and academic importance to
the curriculum of each degree program, the different approaches and assessment tools,
the development of materials for the writing of the BDFP, the teaching guides, the
defenses of the BDFP, the software developed by some universities to manage the
administrative processing of the BDFP, etc.
The participants also reflected on the various ways of BDFP dissemination (Open
Access, which are the digital repositories of each university) and the transfer of
knowledge from the degrees to the different sectors of society, culture, economy,
technology, health, social innovation, etc.
Among the issues brought up in the congress, we should highlight the following needs:
1. To avoid the danger of turning the BDFP into a Masters Thesis or a PhD
Dissertation.
2. To progress towards a tutoring model with the aim of ensuring the
rationalization of the managing and tutoring of the BDFP. In relation to this,
experiences of group, collaborative and peer coaching have been presented along
with the individual model.
3. To develop an educational plan for both students and teachers.
4. To find the balance between the weight that each of the involved agents has on
the evaluation of the BDFP.
5. To understand the BDFP as a singular subject within the curriculum of the
degree program, and perceive it as an emerging subject which its main objective
is to ensure the students learning, and that offers the possibility of improving
the academic quality.
6. To conceive the BDFP as a new space in which values that benefit both the
graduate-to-be-student and the brand of degrees and faculties are being
incorporated, strengthening the link between university and society. All these
considerations together may promote an entry to the labor market, lead to better
employment opportunities, and create entrepreneurship and new learning.
In the consolidated European Higher Education Area, the BDFP has proven to meet not
only the internal demands of the university, but also those demands connected with the
ecosystems of economic growth, the improvement of the quality of life, and related the
solution of local or community problems in all fields of science and human life.

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