Developments in the Master

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Developments in the Masters level in the
European Higher Education Area

• Prof. Andrejs Rauhvargers, Secretary General,
  Latvian Rectors Council

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In the Qualifications framework for the EHEA

Qualifications are characterized by
Level
Learning outcomes
Profile
Workload
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Profile the Functions of Masters
degrees in Europe

Completing higher education after Bachelors degree
Postgraduate studies after the old long programmes
Preparation for doctoral studies
Acquiring a profession after the bachelors degree
Narrower specialization in the academic field
Narrower specialization in the professional area
Acquiring a relatively close field of studies
Acquiring a totally different field of studies
Adding European dimension to studies
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Structures
years Tot.ECTS comments
Estonia 32 300 Mainstream in new Bologna structure
42 360 Mainstream pre-Bologna
Latvia 41 or 2 360-420 Depending on institution or Prof
32 300 Academic Bachelor and Master
Germany 32 or 41 300 300 Single type of bachelors and masters
Austria 42 32 360300 Arts Music Mainstream structure
Switzerland 31,5 or 32 270 300 Arts, humanities, social science, business, law, science, computing, technology, engineering, architecture building, agriculture, health, social services, environmental protection
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Nordics years ECTS comments
Denmark 33(2,5) 360 Medicine (Veterinary)
32,5 330 Veterinary
42 360 After Prof Bach Teacher, Health, business, engineering, construction, agric., dramat.arts
32 300 Mainstream
Norway 42 360 Music, teacher ed., business adm., etc
32 300 Mainstream
Sweden 3 1-3 240-360 Teachers
31 240 Mainstream
Iceland 42 360 Nursing, physiother., engineering, technol.
32 300 Mainstream
Finland 33 360 Veterinary
32,5 330 Music, Psychology
3,52 330 Fine arts
32 300 Mainstream
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South years ECTS ECTS comments
Greece 51 or 2 360-420 360-420 Agriculture, arts, dentistry, pharmacy, veterinary, engineering
41 or 2 360 360 All other University programmes
42 360 360 All TEI programmes
Cyprus 41 or 42 300 360 300 360 Depends on institution
Spain No Bologna structure yet - first admission autumn 2008 No Bologna structure yet - first admission autumn 2008 No Bologna structure yet - first admission autumn 2008 No Bologna structure yet - first admission autumn 2008
Portugal 32 300 Psychology, engineering, progr. of technical institutes Psychology, engineering, progr. of technical institutes
41 or 41,5 300 330 Mainstream Mainstream
Italy 3(1-2)(1-2) 240-300360-420 2 subsequent Masters lev.1 level 2 2 subsequent Masters lev.1 level 2
France 311 1806060 License Master 1 Master 2 or License Prof. Mast1 Prof mast 2 License Master 1 Master 2 or License Prof. Mast1 Prof mast 2
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Italy
8
France
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ECTS Comments
UK (all) 5 1-2 360-420 Medicine, dental studies, veterinary studies
31 or 2, 40, 1 ,2 240-300300-360 All other programmes
Ireland 41 or 2 300-360 Engineering, Agriculture
41 300 Teacher education
32 300 Mainstream NB Bachelor Honours only!
Malta 42 360 Banking, computing, econ., engineer., journal., nursing, paramed., teacher, science, social services arts, humanities
32 300 Arts, humanities, science, education science
Netherl. 33 360 Medicine
32 300 Engineer., agronomy, physical sci., philos.,
31 240 Mainstream
Belgium 33 360 Veterinary, Medicine (34 in Flanders)
32 300 Mainstream in Fl., many progr. in Be-Fr
31 240 Fl Engineering, audiovisual, fine dramatic arts, Fr Philos., arts, econ., science, paramed. Agricult.
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Struct. ECTS Comments
Czech R. 41, 2, 3 300-420 depending on HEI and programme
31, 2,3 240-360
Slovakia 42 360 Management, fine arts, arts, Architecture
41 300 Nursing
32 300 Mainstream
Poland 3,52 or 42 230 360 Profes. HEI, Agriculture, architecture, Nursing, midwifery, Humanit., social sci., journalism, business, law, science, social serv., teacher ed., theol., arts
32 300 Universities most programmes
Hungary 41 or 2 or 3,52 300-360 (architecture), education science Paramedical studies, nursing, engineering
32,5 330 Teacher education
32 300 Arts, social sciences, sports, computing, law, management, security services
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Former structure ECTS Comments
Croatia 3,5 1,5 300 Mechanics and metal work, motor vehicles
41 300 arts, music, languages, hist. social sci, soc.w.
32 300 mainstream
Slovenia 4,52 330 Engineering, computer science, architecture
42 360 Science, arts, teacher education, social work, other programmes, social work, etc.
32 300 Mainstream
Montenegro 411 360 Mainstream bachelor-specialist-master
62 480 Medicine
52 420 Dentistry
Macedonia 6(5)2 480 (420) Medicine Dentistry, veterinary, pharmacy
42 360 Social sciences, technical and natural sciences, mathematics, biotechn., arts
32 300 Architect., engineering, tourism, biochem, etc.
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structure ECTS Comments
Bulgaria 41 300 Mainstream (long programmes also exist)
Romania 41 or 2 300-360 Mainstream
32 300 town planning, arts, crafts, design, performing arts
Albania 41 300 Economics, Law, marketing, finance, management
32 300 Mainstream
31 240 Teacher education, nursing
Armenia 42 360 Many old long programmes! Law, science, computing, architecture, agriculture, veterinary, education, humanities, social science, journalism and information, business
32 300 Computing, engineering, manufacturing, environmental protection, transport services
Georgia 32 300
42 360
Moldova 41 300
Russia 42 360
Turkey 42 360
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Summary on Structures

Besides the typical 32 and 42 there are other structures leading to Master degree Longer than Bologna 43, 52, 4,52 Bologna compatible 41,5 41, 3,52 32,5 Shorter than Bologna 40 31,5 31
in medicine Bologna Bachelor-Master structure exists in Belgium, the Netherlands and Denmarkin Macedonia, Montenegro, Greece and UK Master studies in medicine are after becoming a doctor.
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Conclusions on Structures

It can be suggested that the following fields of studies require a longer Bachelor phase (4 years, 240 ECTS) and often longer studies towards Master degree altogether
Engineering Arts Sciences Teacher education Nursing/ paramedical Agriculture
Some countries also have a longer Bachelor phase for business, social work and architecture
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Conclusions on Structures

Some countries have established two-step studies between Bachelor and Master degrees, leaving possibility to actually follow the previous system
In some countries there are Post-Master Master degrees or a second Master phase
In some countries there are professional Bachelor and Master degrees
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Learning outcomes ofMaster degrees in National
qualifications frameworks

• New Zealand, Australia, Canada (Ontario),
  Germany, Estonia, UK-EWNI, UK-Scotland, Ireland,
  Denmark

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Masters degree Australia (I)

• Characteristics of learning outcomes
• Include mastery of
• the relevant field of study or
• area of professional practice
• and the emphasis of LOs may range from
• acquisition of specific professional or
  vocational skills and knowledge,
• the acquisition of in-depth understanding in a
  specific area of knowledge

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Masters degree Australia (II)

• A graduate is able to
• provide evidence of advanced theoretical
  applied knowledge
• demonstrate through the planning execution of
  project or a piece of research a high order of
  skill in
• analysis, critical evaluation and/
• or professional application
• and demonstrate creativity and flexibility in the
  application of knowledge and skills to new
  situations, to solve complex problems and to
  think rigorously and independently.'

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Masters degree Ontario, Canada

• Depth and Breadth of Knowledge
• A systematic understanding of knowledge,
  including, where appropriate,
• relevant knowledge outside the discipline, and
• a critical awareness of current problems and/or
• new insights which is at, or informed by, the
  forefront of their
• field of study
• or area of professional practice.

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Masters - Ontario, Canada (II)

• Conceptual Methodological Awareness
• A conceptual understanding and methodological
  competence that enables
• i. a working comprehension of how established
  techniques of research are used to create and
  interpret knowledge in the discipline
• ii. a critical evaluation of current research and
  advanced research and scholarship in the
  discipline or area of professional competence
• iii. a treatment of complex issues and judgements
  based on established principles and techniques

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Masters - Ontario, Canada (III)

• Communication Skills
• Ability to communicate results of the study/work,
  to non-specialist audiences.
• Application of Knowledge
• a) Contributions to the development of a broad
  plan, budget or strategy
• b) New applications of technical or conceptual
  knowledge to practical situations
• c) Significant judgment in the planning, design
  and technical leadership functions related to
  products, services, operations or procedures.

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Masters - Ontario, Canada (IV)

• Professional Capacity/ Autonomy
• a) transferable skills necessary for employment
• i. Initiative, personal responsibility and
  accountability
• ii. decision-making in complex situations
• b) intellectual independence required for
  continuing professional development
• c) ethical behaviour needed for responsible
  conduct of research,
• d) ability to appreciate the broader implications
  of applying knowledge to particular contexts.
• Awareness of Limits of Knowledge
• Cognizance of the complexity of knowledge and of
  the potential contributions of other
  interpretations, methods and disciplines.

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Masters degree Ireland (I)

• Knowledge
• Breadth - A systematic understanding of
  knowledge, at, or informed by, the forefront of a
  field of learning
• Kind - A critical awareness of current problems
  and/or
• new insights, generally informed by the
  forefront of a field of learning
• Know-how and skill
• Range - Demonstrate a range of standard and
  specialised research or equivalent tools and
  techniques of enquiry
• Selectivity - Select from complex and advanced
  skills across a field of learning develop new
  skills to a high level, including novel and
  emerging techniques

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Masters degree Ireland (II)

• Competence
• Context - Act in a wide and often unpredictable
  variety of professional levels and ill defined
  contexts
• Role - Take significant responsibility for the
  work of individuals and groups lead and
  initiate activity
• Learning to Learn - Learn to self-evaluate and
  take responsibility for continuing academic/
  professional development
• Insight - Scrutinise and reflect on social norms
  and relationships and act to change them

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Competency profiles Denmark (I)

• Candidatus competencies acquired via study in
  research environment.
• Master competencies acquired through study based
  on an integration of research results and
  practical experience.
• Candidatus apply scientific theory and method on
  an independent basis within both an academic and
  professional context
• Master able to fulfil highly qualified functions
  in businesses, institutions etc., through
  scholarship-based personal and academic
  competencies

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Intellectual comp. Denmark (II)

• Candidatus is be able to
• Communicate complex professional and academic
  issues to both specialists and laymen
• Formulate and analyse complex scholarly issues
  independently, systematically and critically
• Continue own competency development and
  specialisation
• Master should be able to
• Communicate complex academic issues to both
  specialists and laymen
• Formulate and analyse complex practical issues
  systematically and critically on a scholarly
  basis
• Continue own competency development and
  specialisation on an independent basis

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Prof. and acad. Compet. DK (III)

• Candidatus AND Master both should be able to
• Evaluate the appropriateness of various methods
  of analysis and complex academic issues on an
  independent basis and demonstrate
• Either specialist understanding
• or a broader academic perspective
• or new academic competencies
• Candidatus
• Demonstrate understanding of research work and be
  active in a research context

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Practical competencies Denmark (IV)

• Candidatus and Master should be able to
• make and justify decisions on the basis of acad.
  discipline and carry out analyses that result in
  an basis for decision-making
• Candidatus Comprehend development work based on
  theoretic and/or experimental methods
• Master
• Put into perspective and develop practice based
  on scholarly, theoretical and/or experimental
  methods
• Comprehend and deal with complex issues in a
  commercial / professional context

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Overall, national descriptors include

• learning outcomes in the form of
• Knowledge
• Skills
• way or mode of application of knowledge
• skills for own further learning
• Competencies The way how the knowledge and
  ability to apply it is demonstrated
• Transferable skills competencies required at
  Master level
• Setting relationships between learning outcomes
  relevant to academic and professional contexts

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Knowledge - summary

• advanced theoretical applied knowledge
• systematic understanding of knowledge
• Knowledge
• and critical understanding of scientific or
  artistic theories and methods
• of broad general knowl. within the discipline
  specialised knowledge in a more limited area,
• much of which is at the forefront of academic
  discipline, or area of professional practice
• of interdisciplinary connection,

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Knowledge - summary (2)

• Knowledge (continued)
• of terminology of the field
• of research methods of the field
• of scientific problems of the field
  international debates
• of potential applications in the specialty,
• of limits,
• of ethical issues of research, application of
  research, professional activities

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Apply knowledge how? (summary)

• critically evaluate current theories, methods,
• reflect upon own practice,
• to new and unfamiliar areas and contexts,
• analyse complex practical issues independently,
  systematically and critically on a scholarly
  basis
• act in unpredictable professional environment
  and ill defined contexts
• based on established principles and techniques
• select from complex and advanced skills across a
  field of learning develop new skills,
• in a comprehensive or multidisciplinary way

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Apply knowledge how? summary (2)

• to think rigorously and indepth
• (research) to internationally recognised
  standards
• to independently and creatively identify and
  formulate problems/ research questions
• understanding of how techniques of research are
  used to create interpret knowledge
• taking advantage of knowledge of other fields as
  necessary
• autonomously apply relevant RD methods
• within limited information,

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Demonstration through (summary)

• planning and carrying out original scholarship
  or research project to internationally recognised
  standards
• alarge extent self-driven and unassisted
  research or applied projects
• contributions to the development of a broad plan,
  budget or strategy
• carry out a RD project under supervision in
  accordance with relevant ethical norms
• Demonstrate originality or creativity in the
  application of knowledge, understanding and/ or
  practices,

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Demonstration through summary (2)

• makeing and justifying decisions and carrying out
  analyses that result in an adequate basis for
  decision-making,
• comprehend development work based on scholarly,
  theoretic and/or experimental methods
• put into perspective and develop practice based
  on scholarly, theoretical and/or experimental
  methods,
• deal with complex issues in a commercial /
  professional context

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Transferable skills competencies

• intellectual independence required for continuing
  professional development
• further develop own knowledge, skills and
  understanding through studies practice
• Initiative, personal responsibility
  accountability
• decision-making in complex situations
• work autonomously and in a group
• take responsibility of own work work of others,
• be able to analyze strategic results of a group
• leadership and initiative for change and
  development

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Transferable skills competencies (2)

• Initiative, personal responsibility
  accountability
• decision-making in complex situations
• intellectual independence required for continuing
  professional development
• further develop own knowledge, skills and
  understanding through studies and work practice
• work autonomously and in a group
• take responsibility of own work work of others,
• be able to analyze strategic results of a group
• leadership and initiative for change
  development

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• Thanks for your attention!