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. 

—–

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.