Tag: Hedda students

Hedda master programme in higher education – Global admission round now open!

So, are you curious about higher education as a research field? Have you worked in higher education and want to expand your competencies? Are you a former student politician who wants to study higher education further? Or perhaps you just think higher education a very fascinating field to study? Perhaps it is not you, but you know someone like this? Here is an opportunity!

The Faculty of Educational Sciences at the University of Oslo (Norway) is delighted to announce that the admission round for global applicants is now open and will close 1st of December 2016! For EEA and Nordic applicants, see deadlines below.

The two year research focused international programme is the first Master’s programme on higher education in Europe and one of the few in the world covering a broad range of disciplinary perspectives on higher education. The programme aims to educate candidates with a solid basis for analysing and critically assessing change processes at all relevant levels in higher education, and for understanding the management dimension in these processes.

Listen to the Director of Hedda, Professor Peter Maassen talk about the Master Programme:

Multidisciplinary programme

The programme is focused on changing functions, policies, and operations of Higher Education using an international and comparative perspective. The students receive a solid basis for analysing and critically assessing change processes at all relevant levels in higher education – from activities inside the classroom to understanding national and global developments.

International focus

Over the years, the programme has attracted students from more than 40 countries from the four corners of the globe, from Asia to Southern and Northern Europe, to Africa and the Americas. The diverse student group allows for sharing of experiences and knowledge of the higher education systems from various countries. Students get to learn from each other’s experience and go beyond the textbooks. This program is a unique opportunity to study in an international environment.

Research integration

The programme is research oriented and the students have the opportunity to have their master thesis integrated into research projects and learn first-hand skills of conducting research in a team.

Multiple career opportunities

Understanding the key institution of the knowledge economy – higher education – is a highly valued competence in the modern society. About 40% of the graduates continue onto a PhD, and the graduates of the programme are employed within higher education in various international and supranational organisations, such as the European University Association and the EU, ministries of education and national agencies, as well as university administrations around the world. You can view what some of the alumni say about the programme here.

Comments from our alumni

Read what our alumni has said about the programme: 




Hedda Staff profile: Philipp Friedrich

Philipp Friedrich (University of Oslo)

Philipp Friedrich
(University of Oslo)

Philipp Friedrich is a PhD candidate at the Department of Education at the University of Oslo. His research project is focused on effective coordination of higher education policies in modern nation states. He holds a Bachelor of Arts in Political Science with focus on History and Scandinavian Studies Department of Political science, University of Vienna, and is also a graduate of the Higher Education Master Programme at the University of Oslo. Prior to starting as a PhD fellow, he worked as a research assistant on multiple projects, and as a scientific associate at the Knowledge Center for Education. He is currentlyt involved with teaching at introductory HEM4100 course, as well as the HEM4220 course on organization, governance and management of higher education. 

What interests you about the field of higher education?

I think higher education plays in many respects an essential role for society and technological and economic development. It is this variety and importance of higher education for the political order of any society that fascinates me. The university as the core institution of higher education must be one of the most fascinating institutions that civilization has brought forth. It is traditional, difficult to understand, even more difficult to organize or to govern, and at the same time a place where innovation takes place, new ideas are born and future generations trained and educated. My general interest refers to the role higher education and the university plays in society and how it can eventually contribute to human well-being and socioeconomic development.

How did you get into the field of higher education? What kind of disciplinary background do you have? 

Two major developments have influenced my choice to study in the master program “Higher Education” here in Oslo. I began to study political science and history at the University of Vienna in Austria. During the latter semesters of my bachelor programme I became increasingly involved and interested in university politics through my work in the students union. Besides, I could also gain teaching and supervision experiences as mentor and tutor for first year students, a work which I really liked and enjoyed. The other development refers to my travels to Scandinavia during my time of studies in Austria. I was at one point fascinated both by nature and culture. Since my plan was to take a master degree at a foreign institution, I thought the master program in Oslo would be a perfect match. So I set everything in motion to make this adventure happen. During my studies in Oslo I also here became gradually involved in teaching and various activities related to the program e.g. as student representative or colloquium leader. Despite that I began to work as research assistant in a project to which I also linked my master thesis. After a short intermezzo at the Research Council of Norway and in parallel a research assistant position in another project, the time has come for a PhD position in that field which I’m more than happy to have had obtained.

What are your main research interests in higher education? What is your PhD project about?




Guest blogger: Learning outcomes – between perspectives and practice

Liliana Krstic

Liliana Krstić

Ljiljana Krstić is a recent graduate from the UiO’s Higher Education Master’s Programme. Her prior education includes a degree in the Greek language and literature as well as the human resources management. Main research interests involve organisational change within universities, management and internationalisation of higher education.

The idea to write the thesis about learning outcomes resulted from the article I read on how research has pointed out to the discrepancy between the narrative and actual application of the concept in practice, and how in fact application has turned out to be the slow and difficult (Adam, 2008). In addition, a CEDEFOP study (2012) confirmed that interpretations of the concept vary throughout Europe, and even within individual institution (Dobbins, Brooks, Scott, Rawlinson, Norman, 2014). Research indicates that application of such a broad concept may cause a variety of interpretations, misconceptions and misuses.

In general the problem with the reform rhetoric and changes that follow, are empirically unverified beliefs and assumptions of the reform policies. Some are expected to be adopted even if they lack empirical verification, normative agreement and clear theoretical propositions (Maassen, Olsen, 2007). Learning outcomes exemplify how a policy debate throughout Europe has the tendency to become more similar, despite the different traditions and varieties between the counties, implying the willingness of national actors to follow the new terminological fashion (Teichler, 2004) and to emphasise the “European perspective’.

Therefore I decided to write about perspectives necessary for understanding the concept of learning outcomes and empirically verifying whether some of them are more dominant than the other. Additionally, I wanted to hear the voices of academics and academic leaders as the ultimate recipients of the policy, responsible for its reshaping in practice and enquire about their interpretation of the concept and its embeddeddness within the institutional context of the University of Belgrade. Lastly, I used the data to find patterns in the perceptions of changes which occurred as a result of the application of learning outcomes in practice.

As for the methods of inquiry, University of Belgrade was treated as an embedded single-case study, with three faculties as sub-units integral to the University as a whole. The selection of faculties reflected the classification of disciplines into four broad headings: hard-pure, soft-pure, hard-applied and soft-applied (Becher, 1989; Neumann, Becher, 2002).

Understanding and interpretation of learning outcomes may vary respectively to the perceived learning orientation and purposes of the concept among academic community who assume different functions within the University. Thus, it was essential for the study to explore the perceptions of academics and academic leaders. Empirically, the thesis is built upon twelve in-depth semi-structured interviews and relevant university and legislative documents. The respondents are academics and academic leaders from: soft-pure, hard- pure and hard-applied faculties respectively.




Guest blogger: Learning through MOOCs

Ama

Amar Bahadur Singh

In this post, one of the candidates from Hedda master programme, Amar Bahadur Singh shares the key findings from his master thesis that he has completed at the University of Oslo. 

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I carried out a master’ thesis research on the very first international MOOC entitled “What Works: Promising Practices in International Development” that University of Oslo Offered from 23 February to 5 April 2015. Professor and Research Director, Dr. Dan Banik, at University of Oslo’s Centre for Development and the Environment developed the very first international interdisciplinary MOOC in close collaboration with Stanford University in the United States, the University of Malawi’s Chancellor College in Malawi, China Agricultural University in Beijing, and Norwegian Agency for Development Cooperation (NORAD), and launched through the FutureLearn platform. The interdisciplinary researchers, scholars and development specialists from the collaborating universities and organizations contributed to delivering video lectures, reading materials, etc. to the six-week course.

What is a MOOC?

Generally speaking, a MOOC refers to an online course that resembles an on-campus course in many ways. For example, it has a video lecture, discussion forums, and e-assessment. Daniel (2012) contends MOOCs are commonly defined by signature characteristics that include: free courses and short video lectures combined with formative quizzes that are easily accessible through technology devices that have Internet connectivity. But, as Hvam (2015) states, all MOOCs are not free and non-credit bearing. Some of the MOOCs are degree awarding and charge tuition fees. Thus, a single definition does not cover all MOOCs.

McAuley et al. (2010, p. 5), however, give an elaborated definition of MOOC: A MOOC integrates the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources. Perhaps most importantly, however, a MOOC builds on the active engagement of several hundred to several thousand ‘students’ who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. Although it may share in some of the conventions of an ordinary course, such as a pre-defined timeline and weekly topics for consideration, a MOOC generally carries no fees, no prerequisites other than Internet access and interest.

There are two types of MOOCs: cMOOCs or connectivist MOOCs and xMOOCs or content-based MOOCs. Siemens (2012a) The cMOOCs, as Siemens (2012a) asserts, emphasize “creation, creativity, autonomy and social networking learning” while xMOOCs emphasizes “a more traditional learning approach through video presentations and short quizzes and testing” (p.5).




Invitation to participate in alumni study

hedda_logo_NY2010-v2Are you a graduate of the Hedda higher education Master Programme? Then keep on reading!

We are currently conducting an alumni survey of the Master’s program in Higher Education at the University of Oslo (including the HEEM Erasmus Mundus Program).

We would like to invite all alumni who haven’t participated yet and would like to thank those of you who have already taken the time to answer our questions. The survey is completely anonymous and will take about 10-15 minutes.

We are interested in finding out what career trajectories our graduates have followed both before and after enrollment in the program. With the help of your answers we also hope to get some insight into how we can strengthen our higher education community and how we can improve our program for our future students. All collected data will be treated confidentially and we will use your responses for nothing else but for our own research purposes.




Introducing the new Hedda students!

In this post, we introduce you some of the new Hedda master students at the University of Oslo. Welcome to Oslo! 

The start of the new semester has brought us as well a new beginning in the Hedda program. As an international Master’s program, the origin of the new student cohort is as varied as Higher Education systems around the world, being the new group an excellent example of how the field of Higher Education is diverse and complex, and on how the different contexts of each country interacts with their development. We have students from Africa, Asia, Europe and America, what makes us very proud, reason why we decided to ask some of them to tell us a little bit more about their motivations, their lives and, also, their first impressions of the life is Oslo.

nayer

Hedda master student Nayer

We started with Nayer Shahedifar. She’s from Iran, the cradle of the Persian Empire and one of the biggest countries in Middle East. She has been living in Oslo already for three years. “I’m not a fan of the weather –she argues- but I really like that here, in Norway, rules are followed and are explicit, nothing is hidden behind curtains”, she added. She admires the vision Norway has on education and how that is reflected on the opportunities the country offers in that matter and also on how they support their citizens in failure scenarios. “The concept of poverty is different here”, she says. Regarding her motivations for entering the Master’s program in Higher Education, her background as a literature teacher, both English and French, and as a Journalist, has a lot to do, but her real motives comes from her time at university in Iran. “I was part of a talent program in which they allow certain students to take two degrees at the same time. Only one out of ten succeed. That can’t be right. How can that kind of policies help the country and the students explode their potential? I was the only one who succeeded”, she told us. She would like to go back and help Iran in their path towards development, but the when is not clear, and the where is not clear either. When ask about her expectations on the degree, she explained that she looks forward to obtain a better understanding of the education system as a whole and to gain the ability to detect problems and deliver solutions regarding this matter.

Hedda master student Celio

Hedda master student Celio

Célio Mindo, from Mozambique, was our next interviewed. He arrived one month ago, more or less, and his background is very different from Nayers’. He is a Bachelor in Finances and has work as an assistant manager for ECOBOM, a water company back in his country. About his motivations to enter the Master’s program in Higher Education, he is very clear. “I looking for a different learning environment, a different society from which I can learn. Besides, I intend to mix my academic background and experience with education, because that way I can help Mozambique become a better country in my own way”, he declared. He seeks to contribute to create a better educational system form Mozambique with new perspectives, and he knows that studying in Norway is a challenge, but an even bigger one because “I’m not in my field”, he argued, “but if I can manage, everything is possible”, he added. He expects the program to help him learn new technics, to gain new experiences and to access to more information. “I expect to learn how to apply the new concepts, to that way face the reality of my own country from there, with new basic and complex tools with the challenge of applying them”, he said. Regarding his new life in the city of Oslo, he has a very positive opinion. “Besides the weather, it is very nice. People is kind and helpful, it is a good surprise for me, I didn’t really knew what to expect”, he said. The city itself has also been a surprise for him. “It is an interesting city, lot to see and to explore, I expect to see more. The best of it is how it is divided in different atmospheres. You have fun, calm, everything, like a lot of cities in mixed into one.

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Hedda master student Andrés

Andrés Araos, from Chile, was our third interviewed student.




Welcome new Hedda students!

A new year has started at the university, and Hedda has welcomed a new cohort of Master students, eager to start their interdisciplinary studies in the field of higher education. This year, the student cohort again includes  students from all over the world as usually is the case for the Hedda master programme.

bilde3

first information meeting with the new Hedda students in 2015

Getting to know new fellow Master students

Getting to know fellow Master students

This year we have some students who come from Norway locally, but also from a number countries in and around Europe (Austria, Germany, Greece, Norway Spain and Turkey), the African continent (Ethiopia, Ghana, Mozambique, Uganda), Asian countries (Nepal and South Korea) and the Americas (Canada, USA and Chile).

We are extremely happy to have this diverse student body also this year. This provides students wonderful opportunities for learning about higher education systems world wide. This gives a whole new meaning to studying different higher education models!

During the first information meeting the students met with the Hedda master programme staff and had great opportunities to mingle with their professors and lecturers afterwards.




Student Chronicle: Study trip to Brussels 2015 – part 2

As a part of their Master studies at University of Oslo, Hedda students made a study trip to Brussels in end of April. In this second post, Kate Belova and Raymond Olufsen write about the second half of their experience, including visit to the European Commission, EURASHE, European Student Union (ESU) and EQAR. 

Second day of meetings, exploring Brussels and departure

We awoke to a colder morning than the day before. However this didn´t put a damper on our company. After a delightful breakfast with scrambled eggs and ham, we headed again towards the western part of Schaerbeek. On our agenda we had a total of four meetings. Our first visit this day was to the European Commission (EC) DG for Education and Culture.

Meeting with the European Commission

After the necessary passport checks by the security guards, Ragnhild-Solvi Berg picked us up by the entrance and guided us to the meeting room through the multiple corridors of the large building. Here we were introduced to her colleague, Dr. Graham Wilkie (both of them work in the international cooperation unit. The two of them informed us on the specifics of the EC. The organization plays an important role when it comes to the European integration of higher education and supports national efforts regarding higher education reforms, as well as inter-governmental processes like the Bologna reform.

From left to right: Kate, Misar, Nirmal, Joshua, Ragnhild, Beatrice, Dr. Graham, Raymond and Tim

From left to right: Kate, Misar, Nirmal, Joshua, Ragnhild, Beatrice, Dr. Graham, Raymond and Tim

Overall, meeting with the EC representatives provided us with a unique opportunity to get a closer look at how the Commission works and what role the EC plays within not only European, but also international higher education. Even more importantly, we gained a valuable insight into the re-design of the student mobility programs that resulted in the creation of the all-inclusive and more internationalized Erasmus + program.  These are some of the bullet points




Student Chronicle: Study trip to Brussels 2015 – part 1

As a part of their Master studies at University of Oslo, Hedda students made a study trip to Brussels in end of April. In this post, Kate Belova and Raymond Olufsen write about the experience and highlight some of the knowledge they gained during this study trip. 

On Tuesday April 21st, seven representatives, from the masters’ class of higher education at the university of Oslo, went to the bureaucratic capitol of Europe; the city of Brussels for a four-day visit. On the agenda was a tight program consisting of meetings with different organisations and persons working in the area of higher education within the EU. The purpose for the trip was to give the students a better insight into the field they are studying.

studytrip1

From left to right: Misar and Nirmal from Nepal; Beatrice and Joshua from Ghana; and Kate from Ukraine.

Our group consisted of people from Kenya, Ghana, Nepal, Norway and Ukraine. In many ways our little gang reflected the multicultural society that makes up Brussels. None of us had ever been to Belgium and we were excited to see what the city of Brussels would have in store for us.

Arrival and the first day of meetings

After settling into the apartment we rented, using Airbnb; we went out to familiarise ourselves with the neighbourhood. The apartment was located in Schaerbeek, which is one of the nineteen municipalities that make out the Brussels-Capital Region.




Tips and Tricks: How to get started as a new master student? 16 top tips from a second year student!

Enzo Rossi  (Hedda master student)

Enzo Rossi
(Hedda master student)

Have you recently been admitted to the Hedda master programme in higher education? Wonder what to do next? Well, second year student Enzo Rossi shares his 16 top tips for a new student! While targeting new students at the Hedda master programme, these tips are of relevance also for others who might be starting their studies as international students. 

So, you got accepted to the Mphil in Higher Education at the University of Oslo! If you are a bit like I was when accepted, you are probably freaking out right now. So to help you freak out a little bit less, I thought about some things you might find helpful to know before you start.

1) Congratulations! You should pat yourself in the back (or get someone else to do it for you) Around 300 people applied to this programme, and less than 30 typically get accepted, so you should be very happy to be counted amongst the chosen ones.

2) You are going to look at the syllabus and think “I have no idea what any of these things mean”. The first course is an introduction, so all will be clear and it would build up a good base for the rest of the course. Second year students will be assigned to have “colloquiums” with you, where they will go over what you have learned and answer questions you may have and help you link concepts.

3) PANIC, the first semester is very intensive, and even though there are gaps in between lessons, you will use that as valuable study time. The following semester is not as heavy.

4) Yes, you will find a job after you graduate. Coming from business, I was a bit worried about my career opportunities after graduation, but turns out that there are many opportunities for Higher Education graduates. Look at the alumni profiles on the Hedda blog for some examples.

5) Prepare to be challenged. You know all those things you knew about how Universities worked? That amazing knowledge you had from being a student representative? Prepare to see it crushed. It’s all gonna be super useful, but you will find yourself re-thinking a lot of conceptions you had. You will hear from your classmates about how things work in their countries and academics that will challenge what you thought was written in stone with hard evidence. But that’s all part of the charm.