Regarding the structure of the TFM and the weight of each section, we will refer back to the distinction between research TFM and professional TFM, for suggesting some figures, merely illustrative, which are collected in Table 1.
TABLE 1. STRUCTURE AND ILLUSTRATIVE WEIGHT OF THE TFM SECTIONS
| TFM Research | TFM Professional | ||
| INTRODUCTION | Introduction | 5% | 5% |
| General objectives and hypotheses to research | 5% | 5% | |
| CONCEPTUAL FRAMEWORK | Theoretical framework | 30% | 10% |
| Description of the company or sector | no percentage | 15% | |
| METHODOLOGY | Research metholodoly | 10% | 5% |
| RESULTS | Presentation of the results | 25% | 30% |
| Analysis and discussion of the results | 15% | 20% | |
| CONCLUSIONS | Conclusions | 10% | 10% |
In this regard, the students have to take care of some aspects:
- To write an introduction in the TFM that clearly shows the justification of the topic chosen, a brief presentation of the current situation and the objectives that the author sets out and which are the foundations of the TFM, as well as the clear approach or hypothesis of the issue to research.
- To review the existing academic literature, after reading a considerable number of academic articles that allow you to construct a solid theoretical framework, after which the model or set of specific hypotheses that want to give an answer to the research will be evident.
- To use the tools and concepts learned during the teaching modules for approaching properly on the writing of the theoretical framework and especially the description of the company or sector.
- To ensure that you are not committing serious errors in the use of explained concepts in any modules.
- To focus the methodology without losing sight of the same, that is not other than answering the research question.
- To present the results properly for extracting all the potential of the methodology.
- To analyse the results and compare them with the information extracted from the literature or the knowledge of the sector from the work placement, and establish a “discussion” that clearly collect an analytical, critical and original attitude of the student.
