Learn how to develop a complete and well-founded research project in communication, incorporating the appropriate tools to traditional models and new paradigms”

Research in communication sciences has its own protocols. Learning to select the best approach depending on the purposes pursued in the project, as well as identifying and mastering the right tools to develop it is hardly an easy task: the speed of technological evolution, on the one hand, forces the professional to be in constant contact with innovation; and on the other hand, the change in consumer profiles, attitude and expectations means that the message itself and its reality are now changing and differ depending on the various variables.  

In this Master's Degree, students will be methodically instructed in all aspects of line of work. The traditional ways of doing research in already well-established media, such as Television and Cinema, will be approached with a novel and thriving addition: television in its on-demand format. Students shall study the variations in communication models and the most successful representations: Netflix, HBO and Amazon Prime, to understand the new codes of communication and forms of consumption. 

Ethics shall also be covered, which is an aspect that is often absent in other training programs. However, it is nevertheless a core element when addressing ethical dilemmas in communicative environments: Limits to be aware of and responsibilities involved in information and content generation. 

In the so-called Information Age, however, not having properly developed digital, critical thinking and information management skills, often results in ambiguous truths, speculations and unsubstantiated opinions that we repeat without proper verification. Therefore, the basic algorithms that protect consumers from the so-called Fake news phenomenon will also be addressed. 

When studying communication, it is vital to understand the evolution of the media and the codes used in each format. Facebook, Instagram, Twitter, and YouTube stand out as the new spaces where society interacts.  

Today, as always, research that is not made available in the appropriate settings does not exist. Therefore, it is essential to know the appropriate mechanisms and settings available to disseminate research in communication Congresses, Seminars, Calls for Papers, Journals, Funded Projects, etc. 

As a novel element, the program includes reflective leadership skills, with strategies to follow in order to identify opportunities for change, action and visibility of the work done. 

All this knowledge will materialize in a theoretically sound and scientifically rigorous research project that will constitute the final product of this master's program. During the project, students will be supported and supervised by experts, who will also help identify and find the most suitable setting to present the project. 

Develop your research skills and learn to identify thematic nodes and problems in everyday environments"

This Master's Degree in Research in Communication: New Topics, Media and Audiences contains the most complete and up-to-date educational program on the market. The most important features include:

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the course

A contextualized and real learning experience that you will be able to put into practice by means of new skills and competences”

Our teaching staff is made up of working professionals. In this way, we ensure that we provide you with the training update we are aiming for. A multidisciplinary team of professors trained and experienced in different environments who will cover the theoretical knowledge in an efficient way, but, above all, who will put the practical knowledge derived from their own experience at the service of the program: one of its differential qualities. 

This mastery of the subject is complemented by the effectiveness of the methodology used in the design of this Master's Degree. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. This way, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the operability you need in your training.  

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, we will use telepractice learning: with the help of an innovative interactive video system, and learning from an expert , you will be able to acquire the knowledge as if you were facing the scenario you are learning at that moment. A concept that will allow you to integrate and fix learning in a more realistic and permanent way. 

The program addresses the most dominant topics and media in communication today: The Internet and all the media on it"

A practical and real course that will give you the necessary tools to disseminate and make your products visible once completed"

The contents of this Master's Degree have been developed by the different experts on this course, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field.  

A complete and well-structured program that will take you to the highest standards of quality and success.  

A comprehensive teaching program, structured in well-developed teaching units, oriented towards learning that is compatible with your personal and professional life"

Module 1. Research Methodology: Perspectives and Paradigms

1.1. What Is a Research Project?

1.1.1. Concept
1.1.2. Features
1.1.3. Types
1.1.4. Differences

1.2. Phases in Scientific Research

1.2.1. Concept
1.2.2. Processes Involved in Each
1.2.3. Tools for Each Phase
1.2.4. Example Analysis

1.3. Research Paradigms

1.3.1. Positivist
1.3.2. Constructivist
1.3.3. Socio-Critical
1.3.4. Interpretive

1.4. Qualitative Research

1.4.1. Concept
1.4.2. Features
1.4.3. Tools and Instruments
1.4.4. Differences with Other Approaches

1.5 Quantitative Research

1.5.1. Concept
1.5.2. Features
1.5.3. Tools and Instruments
1.5.4. Explanation and Causality

1.6. The Survey

1.6.1. Concept
1.6.2. Features
1.6.3. Types
1.6.4. Building Instruments

1.7. The Questionnaire

1.7.1. Concept
1.7.2. Features
1.7.3. Types
1.7.4. Building Instruments

1.8. Elaborating Instruments

1.8.1. Dimensions
1.8.2. Indicators
1.8.3. Basic Components
1.8.4. Validation

1.9. In-Depth Interview

1.9.1. Concept
1.9.2. Features
1.9.3. Types
1.9.4. Building Instruments

1.10. Focus Group

1.10.1. Definition
1.10.2. Question Script
1.10.3. Types
1.10.4. Design

Module 2. Research in Film, Television and New Media (Netflix, HBO, Amazon Prime, etc.)

2.1. Audiovisual Research

2.1.1. Observation
2.1.2. Ethnography
2.1.3. Audiovisual Language

2.2. Research Lines

2.2.1. Aesthetics and Social Representations
2.2.2. Reality and Fiction
2.2.3. Audiovisual Cultural Management 
2.2.4. Cultural Expressions and Diversity

2.3. Transmedia Narrative

2.3.1. Concept
2.3.2. Features
2.3.3. Basic Principles
2.3.4. Challenges in Transmedia Storytelling

2.4. New Forms of Information Consumption

2.4.1. Conscious Technologies
2.4.2. "Spy" Applications
2.4.3. Digital Identity
2.4.4. The Internet of Things

2.5. Theories on Transmedia Communication

2.5.1. Origin
2.5.2. Branding
2.5.3. Merchandising
2.5.4. Storytelling

2.6. Cultural Change and New Media

2.6.1. Cultural Change / Media Change
2.6.2. Portals, Search Engines and Directories
2.6.3. Participation Media
2.6.4. Counterculture and Digital Culture

2.7. Audiences. Changes in Consumer Models

2.7.1. Description
2.7.2. Classification
2.7.3. Information Consumption
2.7.4. Information Consumption Analysis

2.8. Mediamorphosis

2.8.1. How Is the Industry Changing?
2.8.2. Evolution-Involution
2.8.3. 1st, 2nd and 3rd Mediamorphoses
2.8.4. The Immediacy of the Media

2.9. Comparative Analysis in Mass Media

2.9.1. Interaction
2.9.2. Uses
2.9.3. Different Media
2.9.4. Target Audience 

2.10. Technology and Social Change

2.10.1. Concepts 
2.10.2. Features
2.10.3. From Gutenberg to Facebook
2.10.4. Technological Determinism

Module 3. Ethics and Decision-Making for Communicators

3.1. Ethics

3.1.1. Concept
3.1.2. The Object of Ethics
3.1.3. The Value of Ethics
3.1.4. Ethics and Morality

3.2. The Ethical Communicator

3.2.1. Professional Responsibilities
3.2.2. Veracity
3.2.3. Objectivity
3.2.4. Professional Secrecy and Respect for Privacy

3.3. Decision-Making

3.3.1. Concept
3.3.2. Processes Involved
3.3.3. Types of Decision
3.3.4. Requirements in Decision-Making 

3.4. Ethical Dilemmas in Contemporary Communication

3.4.1. Cyberbullying
3.4.2. Information Limits
3.4.3. Plagiarism
3.4.4. Minorities and Discrimination

3.5. Risks and Opportunities in Ethical Reasoning

3.5.1. Origin 
3.5.2. Consequences
3.5.3. Main Settings
3.5.4. Case Analysis

3.6. Argumentation and Ethics

3.6.1. Concept
3.6.2. Features
3.6.3. Elements in Argumentation
3.6.4. Argumentation Strategies

3.7. Micro Communication and Ethics

3.7.1. Origin 
3.7.2. Consequences
3.7.3. Main Settings
3.7.4. Case Analysis

3.8. Communication Stakeholders

3.8.1. Concept
3.8.2. Primary Stakeholders
3.8.3. Secondary Stakeholders
3.8.4. Stakeholder Theory

3.9. Integrating Ethics in Decision-Making

3.9.1. Norms and Principles in Decision-Making
3.9.2. Decision-Making Processes
3.9.3. Factors Influencing Decision-Making
3.9.4. Criteria for Ethical Decisions

3.10. Challenges in Contemporary Ethics

3.10.1. Ethics and Diversity
3.10.2. Ethics and Human Freedom
3.10.3. Ethics and Values
3.10.4. Ethics, Purpose and Media

Module 4. The Power of Opinion and the Crisis of Communication

4.1. Concept of Opinion

4.1.1. Elements
4.1.2. Related Concepts
4.1.3. Opinion and Trends
4.1.4. Opinion Analysis

4.2. Opinion vs. Speculation

4.2.1. Components
4.2.2. Related Concepts
4.2.3. Opinion and Trends
4.2.4. Case Analysis

4.3. Basis of Opinions

4.3.1. Psychological Basis of Opinions
4.3.2. How Does an Opinion Form?
4.3.3. Examples of Opinions
4.3.4. Regulatory Framework for Opinions

4.4. Discourse in Communication

4.4.1. Concept
4.4.2. Elements in Discourse
4.4.3. Discourse and Media
4.4.4. Discourse and Context

4.5. Opinion and Minorities

4.5.1. Concept
4.5.2. Politically Managing Opinions
4.5.3. Opinion and Gender
4.5.4. Opinion and Public Opinion

4.6. Truth and Post-Truth

4.6.1. Concepts
4.6.2. Features
4.6.3. The Context of the Emergence of Post-Truth
4.6.4. Post-Truth and Ideology

4.7. Crisis in Communication

4.7.1. Concept
4.7.2. Causes
4.7.3. Consequences
4.7.4. How to Face It?

4.8. Knowledge Democracy or Standardization of Ignorance?

4.8.1. Basic Concepts
4.8.2. Spaces for Knowledge
4.8.3. Levels of Knowledge in Contemporary Society
4.8.4. Commitments

4.9. Reaction and Action

4.9.1. Proactive Actions
4.9.2. Reactive Actions

4.10. Authorities and Referents

4.10.1. Concepts
4.10.2. Basis of Authority
4.10.3. Features
4.10.4. Assessment Criteria

Module 5. Digital Environments and Communication Processes

5.1. Digital Environments and New Information Architectures

5.1.1. Basic Concepts
5.1.2. Features
5.1.3. Resources
5.1.4. The Importance of Digital Environments

5.2. Communication Opportunities in Digital Environments

5.2.1. Advantages
5.2.2. Disadvantages
5.2.3. Using These Environments
5.2.4. Web 2.0

5.3. The Quality of Different Media

5.3.1. Features
5.3.2. The Context of Different Media
5.3.3. Using Language
5.3.4. The Structure of Different Media

5.4. Rankings in Digital Environments

5.4.1. Product Maps
5.4.2. Supervisory Organizations
5.4.3. Assessment Criteria
5.4.4. Quality Standards

5.5. Legal Framework. Limitations

5.5.1. Code of Conduct
5.5.2. Intellectual Property
5.5.3. Data Protection Act
5.5.4. Case Studies

5.6. SEO and Quality Content

5.6.1. Concept
5.6.2. Features
5.6.3. Strategies
5.6.4. Creating Quality Content

5.7. Google Algorithms. Functioning and Characteristics

5.7.1. Penguin
5.7.2. Panda
5.7.3. Pigeon
5.7.4. Hummingbird

5.8. Life Cycle of Productions in Digital Environments

5.8.1. Temporary Validity Media
5.8.2. Identifying the Cycle
5.8.3. Cultural Ecology
5.8.4. The Ubiquity of Information

5.9. Business Models in Digital Environments

5.9.1. Existing Models
5.9.2. Features
5.9.3. Value Proposals
5.9.4. Effective Strategies

5.10. Success Stories

Module 6. The Latest in Communication Research

6.1. Communication in the 21st Century

6.1.1. Context
6.1.2. Features
6.1.3. Challenges in Communication in the 21st Century
6.1.4. Threats to Communication in the 21st Century

6.2. General Trends

6.2.1. Fast Content for Fast Users
6.2.2. The Mobile: New Spaces to Interact
6.2.3. Apps as Media
6.2.4. Podcasts: A Communication Alternative

6.3. Historical Retrospective of Communication Research

6.3.1. Origins
6.3.2. Representatives
6.3.3. Schools and Trends
6.3.4. Benefits

6.4. New Topics. New Theories

6.4.1. Normative Theories
6.4.2. Classification
6.4.3. Authoritarian Theory
6.4.4. Liberal Theory 

6.5. Communication Research in Maps

6.5.1. Classification by Lines of Research
6.5.2. Representatives by Country
6.5.3. Main Groups
6.5.4. Main Products

6.6. The Latest in Advertising Research

6.6.1. Socio-Economic Research and Related Topics
6.6.2. Message Research
6.6.3. Media and Audience Research
6.6.4. Comparison 

6.7. The Latest in News Media Research

6.7.1. Audiences as a Topic
6.7.2. Advertising Agencies
6.7.3. Media Agencies
6.7.4. Consultants and Advisors

6.8. The Latest in Public Relations Research

6.8.1. Organizations and Communication
6.8.2. Introspective Research
6.8.3. Applied Research
6.8.4. Strategic Research

6.9. Research Benchmarks. Actors

6.9.1. Who Are They?
6.9.2. Where Are They?
6.9.3. What Do They Do?
6.9.4. What Are Their Benefits?

6.10. Research Benchmarks. Projects 

6.10.1. Who are They?
6.10.2. Where Are They?
6.10.3. What Do They Do?
6.10.4. What Are Their Benefits?

Module 7. New Communication Media in the 21st Century

7.1. Facebook

7.1.1. Origin
7.1.2. Features
7.1.3. Using Language
7.1.4. Structure

7.2. Information Architectures

7.2.1. Language
7.2.2. Codes
7.2.3. Images
7.2.4. Content Hierarchy 

7.3. Instagram

7.3.1. Origin
7.3.2. Features
7.3.3. Using Language
7.3.4. Structure

7.4. Information Architectures

7.4.1. Language
7.4.2. Codes
7.4.3. Images
7.4.4. Content Hierarchy 

7.5. Twitter

7.5.1. Origin
7.5.2. Features
7.5.3. Using Language
7.5.4. Structure

7.6. Information Architectures

7.6.1. Language
7.6.2. Codes
7.6.3. Images
7.6.4. Content Hierarchy 

7.7. YouTube

7.7.1. Origin
7.7.2. Features
7.7.3. Using Language
7.7.4. Structure

7.8. Information Architectures

7.8.1. Language
7.8.2. Codes
7.8.3. Images
7.8.4. Content Hierarchy

7.9. LinkedIn

7.9.1. Origin
7.9.2. Features
7.9.3. Using Language
7.9.4. Structure

7.10. Information Architectures

7.10.1. Language
7.10.2. Codes
7.10.3. Images
7.10.4. Content Hierarchy 

Module 8. Research and Dissemination

8.1. Scientific Publications

8.1.1. Concept
8.1.2. Types
8.1.3. Classification
8.1.4. Selection Criteria

8.2. Current Benchmarks in Communication Publications

8.2.1. Indices
8.2.2. Selection Criteria

8.3. Scientific Research in Communication and International Impact

8.3.1. Main Settings for Research
8.3.2. Features
8.3.3. Conditions Required
8.3.4. The Importance of Prospects in these Settings

8.4. Drafting Techniques and Strategies. How to Write Scientific Articles

8.4.1. Structure
8.4.2. Sections and Headings
8.4.3. Academic Language
8.4.4. Writing Strategies

8.5. How to Present and Disseminate Research Results

8.5.1. Scenarios
8.5.2. Dissemination Strategies
8.5.3. Research Journals
8.5.4. Suitable Events for Research Dissemination

8.6. Publishing in English

8.6.1. Concepts
8.6.2. Features
8.6.3. Differences with Non-English Language Publications
8.6.4. How to Write Articles to Publish in English-Language Journals

8.7. Congresses, Seminars and Dissemination Settings

8.7.1. Concepts
8.7.2. Types
8.7.3. Predatory Congresses
8.7.4. How to Choose the Right Conference/Seminar

8.8. Research and N.G.O. Foundations, Agencies and Funding Options

8.8.1. Research Projects as Platforms
8.8.2. Calls for Proposals by Research Lines
8.8.3. Funding and Dissemination: Two Birds with One Stone
8.8.4. Main Agencies and How They Operate

8.9. Argumentation to Convince in Scientific Research

8.9.1. What is Argumentation?
8.9.2. Writing and Arguing for Publication
8.9.3. Validity and Relevance in Argumentation
8.9.4. Physiognomy of Scientific Research Articles

8.10. Research Articles. Structure and Variants

8.10.1. Concepts
8.10.2. Structure
8.10.3. Language
8.10.4. Example Analysis

Module 9. Reflective Leaders in Communication: Identifying Problems

9.1. Reflective Leaders in Communication

9.1.1. Concepts
9.1.2. Features
9.1.3. Functions
9.1.4. Importance

9.2. Reflective Leaders in Research

9.2.1. Concepts
9.2.2. Features
9.2.3. Functions
9.2.4. Importance

9.3. Reflective Leadership as a Skill

9.3.1. Definition
9.3.2. Importance
9.3.3. Domain Levels
9.3.4. Performance Indicators

9.4. Research Team Management

9.4.1. Strategies
9.4.2. Organisational Models
9.4.3. Negotiating in Groups
9.4.4. Assessment Criteria

9.5. Teamwork as a Skill

9.5.1. Definition
9.5.2. Importance
9.5.3. Domain Levels
9.5.4. Performance Indicators

9.6. Ideas and Strategies for Reflective Leadership

9.6.1. Concept of Leader
9.6.2. Concept of Reflective Leader
9.6.3. Features
9.6.4. Strategies Used by Reflective Leaders

9.7. Tools to Diagnose Problems

9.7.1. Diagnostics
9.7.2. Context Assessment
9.7.3. Diagnostic Mechanisms
9.7.4. The Importance of a Sound Diagnosis

9.8. Troubleshooting Tools

9.8.1. Concept
9.8.2. Features
9.8.3. Tools
9.8.4. The Importance of Problem Solving as a Skill

9.9. Problem-Solving Resilience

9.9.1. Concept
9.9.2. Features
9.9.3. Tools
9.9.4. The Importance of Problem-Solving as a Skill

9.10. Reflective Leaders as Coaches

9.10.1. Concept of Coach
9.10.2. Features
9.10.3. Importance
9.10.4. Coaches’ Main Tools

Module 10. Final Project

10.1. Research Design

10.1.1. Concept
10.1.2. Design Elements
10.1.3. Types of Design
10.1.4. Example Analysis

10.2. Problem Statement

10.2.1. Concept
10.2.2. Problem Statement Elements
10.2.3. Types of Design
10.2.4. Example Analysis

10.3. Choosing a Research Paradigm

10.3.1. Concept of a Research Paradigm
10.3.2. Types
10.3.3. Tools for Each
10.3.4. Selection Criteria

10.4. Research Objectives

10.4.1. Concept of Objectives
10.4.2. Types of Objectives
10.4.3. Drafting Objectives
10.4.4. Example Analysis

10.5. Methodology

10.5.1. Concept of Methodology
10.5.2. Types of Methodology
10.5.3. Selection Criteria
10.5.4. Example Analysis

10.5. Instruments

10.6.1. Concepts
10.6.2. Tools for Each Paradigm
10.6.3. Features
10.6.4. Selection Criteria Based on Objectives and Research Paradigm

10.6. Referential and Theoretical Framework

10.7.1. Concept of Referential Framework
10.7.2. Concept of Theoretical Framework
10.7.3. Differences
10.7.4. Primordial Elements

10.7. Research Context

10.8.1. Concept
10.8.2. Identifying Fundamental Elements
10.8.3. The Importance of Interpretation
10.8.4. Example Analysis

10.8. The Results

10.9.1. Concept
10.9.2. Editorial Staff
10.9.3. Hierarchy of the Results
10.9.4. Analysis of Examples

10.9. New Opportunities

10.10.1. How to Identify Them
10.10.2. Relevance
10.10.3. Originality
10.10.4. Opportunities

Develop communication skills and formal framework to disseminate and present quality research projects in social and academic settings of greater scope”