Support and guidance bodies and services at the UVEG

• CADE: A UVEG service for student guidance and engagement through the establishment and promotion of personal support programmes for students (study grants, mobility, psychological, pedagogical and sexological counselling, coexistence programmes, management of collaboration grants, etc.), as well as actions aimed at encouraging participation, student associations and volunteering, and advising on the creation and management of associations.
• OPAL: A UVEG service whose main objective is to enhance the employability of graduates and postgraduates of the University of Valencia by developing the necessary actions to effectively connect supply and demand; it essentially acts as a bridge between education and employment.
• ADEIT: A service of the University–Enterprise Foundation whose main objective is to promote the completion of curricular and extracurricular external internships, carrying out the necessary actions to bring education and employment closer together.
• DISE: Information and Documentation Service.
• DPD: Delegation for the Integration of Persons with Disabilities, which coordinates various personalised support actions, improvements to campus facilities, awareness-raising campaigns, and support measures in teaching and assessment (curricular adaptations, use of assistive technologies, modification of exam duration, flexibility in the academic calendar, etc.).
• Postgraduate Centre of the University of Valencia.

MASTER’S SPECIFIC SUPPORT AND GUIDANCE BODIES AND SERVICES

Student welcome and guidance

The course begins with a videoconference with students in which the Master’s Director presents the characteristics and organisation of the programme, introducing the members of the Academic Coordination Committee of the Master’s degree and the rest of the teaching staff.

The Master’s Director and the members of the Academic Coordination Committee will also be the people who directly attend to students to assist them with any doubts or issues related to management or administration that may arise during the start and development of the course.

If support actions are required for students with special needs, these will be carried out in collaboration with the UVEG services dedicated to this purpose.

Student tutoring

All Master’s degree lecturers have the opportunity to offer, at the beginning of each academic year, a minimum of one and a maximum of three topics to act as supervisors of a student’s Master’s Final Project, or of more than one student, depending on the number of topics offered.

The list of topics and supervisors must be approved by the Academic Coordination Committee.

All lecturers authorised to teach on the Master’s degree may participate in supervising the Master’s Final Project; however, if the supervisor does not have a permanent link with the UVEG, a co-supervisor who is a UVEG lecturer must be appointed.

The academic tutor assigned to each Master’s student will act as an advisor and contact person within the degree programme, facilitating their integration into the studies and guiding them throughout their development, particularly in the choice of the Master’s Final Project topic.

Student representation bodies

According to UVEG regulations, Master’s students may stand as candidates for the Department Council responsible for the Master’s degree in the corresponding annual elections.

In addition, at the beginning of the course, the Master’s Directorate encourages students to choose a representative to act as course delegate in order to streamline the resolution of possible issues, convey suggestions, etc. Although this representation is not official, it has the advantage of being operational from the very start of the course and also prepares the selected person for a potential official candidacy for the Council.

Student representation is highly recommended, as it not only facilitates the expression of students’ interests or concerns but also helps the Master’s Directorate to progressively refine the management of the programme, enabling potential issues to be avoided in future editions and improving the teaching and organisational processes of the Master’s degree.