EDUCATIONAL THEORY AND CURRICULUM STUDIES (MATERIAL CULTURE)

Introduction

This programme is only offered in Danish.

The MA (Ed) programme in Educational Theory and Curriculum Studies (Material Culture) aims, based on a qualifying first degree, to further develop students' knowledge and skills within the field of material culture with special focus on understanding human production of and interaction with things, space and materiality.

The programme will enable students to acquire research-based:

 

  • insight into and knowledge of design and culture analysis theories, concepts, methods and issues in their historical, sociocultural and theory of science contexts
  • broad knowledge of internationally rooted theories, concepts, methods and issues in relation to materiality, education and learning
  • insight into and knowledge of handicraft and design processes and the learning and educational implications specific activities can give rise to knowledge of the significance of objects, space, and sensed experiences for an individual's relationship to himself/herself and to his/her environment
  • insight into and knowledge of educational theory and curriculum studies in the field with special emphasis on handicraft and design processes understood as dynamic and complex forms of practice related to teaching, learning, everyday culture and the development of communicative competences
  • insight into and knowledge of humanistic theory and methodology of science, which enables the student to evaluate the quality and relevance of various research results.

Furthermore, the elective module Subject related educational research and development provides the basis for the student to launch, carry out and evaluate theoretically based, (subject related) educational research/development projects.

Admission requirements

Admission to the Master's Degree Programme in Educational Theory and Curriculum Studies (Material Culture) requires applicants without supplementary qualifications to have completed one of the following courses of study:

1) Bachelor's degree in anthropology, archaeology, ethnography, European ethnology, techno-anthropology or art history.

2) Bachelor's degree in leisure management or in textile design, crafts and communication.

3) Bachelor's degree in education with visual arts, home economics/culinary art, handicraft, woodwork/material design, crafts and design or physical education and sport as the main subject, with a Bachelor's project in relation to the main subject.

4) Bachelor's degree in social education with expression, music and drama or workshop, nature and technology as the main subjects.

5) Bachelor's degree in nutrition and health with health promotion, prevention and communication as the main subject.

6) Courses of study at Bachelor's degree level from a school of architecture, school of design/design line at a business academy, school of visual arts or school of conservation.

7) Bachelor's degree in design culture and economics and Bachelor's degree in design culture.

You will be admitted to the degree programmes based solely on your qualifying course of study. It is therefore not possible to become further qualified. The assessment of applicants is based on whether the admission requirements are met. Work experience is not included in the assessment of the qualifying course of study.

Admission on other terms

Following an individual assessment, IUP may grant admission to the degree programme for applicants who do not meet the educational requirements but who are deemed to have the necessary qualifications to be able to complete the degree programme. Work experience is not included in the assessment; only formal education is assessed.

If you apply for admission to a Master's degree programme on the basis of a course of study which is not described as qualifying in the academic regulations for the Master's degree programme(s) to which you are applying, you must enclose a description of your educational background as well as documentation of this. To enable an assessment of your educational background to be made, the following requirements must be met:

1. Your educational background must be on a par with that of the qualifying course of study which is described in the academic regulations for the Master's degree programme.

2. Your educational background must have a scope of at least three years of full-time study – equivalent to 180 ECTS credits.

3. Your educational background must be academically relevant.

4. If your educational background is composed of different modules and/or courses of study at multiple universities/educational institutions, and if you want to be admitted on this basis, you must enclose a summary of your entire educational background. The summary must include the titles of the modules and/or courses of study you have passed, the year in which they were passed and the names of the various educational institutions.

5. The documentation of your educational background must include: a) a description of the purpose, content, level and duration of the course of study, e.g. in the form of academic regulations, and b) documentation that you have passed/completed the course of study in the form of certificates.

Restricted admission

As the Master's Degree Programme in Educational Theory and Curriculum Studies (Material Culture) is covered by the government's proposal for degree programme resizing, restricted admission to the degree programme has been introduced from 2015. Meeting the admission requirements does therefore not in itself guarantee admission to the degree programme. 

There is no waiting list for the Master's degree in Educational Theory and Curriculum Studies (Material Culture).

Selection criteria

If the number of qualified applicants to the degree programme exceeds the number of places, an academic assessment committee will be appointed to select applicants on the basis of the following criteria:

1. Average mark for qualifying course of study. The average mark is calculated at the time of the application. Read more about calculating average marks. 

NB: A qualifying average mark (GPA) is no longer calculated as the average mark is included in the overall assessment.

3. Description of educational relevance. The academic assessment committee assesses the applicants on the basis of an enclosed description of educational relevance as well as documentation in the form of certificate/transcript of records, Bachelor's project, academic regulations (if any), and any further documentation at Bachelor's and/or Master's degree level. What does a description of educational relevance contain?

 

 

 

Programme structure

Academic regulations

 

 

Student life

The student body at the MA(Ed) programmes at IUP comprises mainly Bachelor graduates with a background in teaching, educational studies, nursing or social works.

A large part of the student body consists of mature students, who have used their qualifying examination for a few years before choosing to continue their post graduate studies.

Around 4000 students, full-time and part-time are enrolled at IUP. 2/3 of the students are women.

IUP has a large library and different student facilities such as a canteen and different study areas.

The MA (Ed) programme in Educational Theory and Curriculum Studies (Danish) is offered at the School of Education, located at the campus in Emdrup in the northern part of the capital of Copenhagen and at the DPU department at the University of Aarhus.

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Career

Job functions for grads

This data is derived from AU's 2013/2014 employment survey. This data should not be considered a completely accurate representation of the labour market and job functions for all graduates of the individual degree programmes. It exclusively represent the responses submitted to the survey in the years in question. Note that this data is derived from different, but related programmes.

The programme enables students on a research basis to:

  • identify, specify precisely, and evaluate didactic issues within the field and indicate theoretically and empirically based possibilities and solutions. In combination with the competences acquired in relation to objects and design, this enables the student to organise, carry out, and evaluate high-level teaching and education in handicraft and design subjects, and within cultural communication and adult liberal education
  • identify, specify precisely, and evaluate the connections between decisions and different didactic levels: purposes, objectives, content, form, and evaluation. This competence enables students to act as consultants and planners in various educational and communication contexts, for example, in museums and school services as well as within the part of the experience economy that communicates handicraft experience and design understanding
  • with relevant focus in the programme, evaluate, initiate and carry out theoretically based research and development projects. This competence, combined with didactic competence and a thorough knowledge of the humanistic perspective, enables students to contribute to innovation and new thinking within a broader work-related context, for example, within the tourism, experience and design sectors.

Students are qualified for consultancy and entrepreneurial activities within the experience economy and design economy, as well as for teaching, development, and management activities, including teaching at teacher's colleges (centres for higher education) and technical vocational education and training, as well as to participate in research contexts on the basis of the understanding gained of research work and research ethics.

The programme may furthermore form the basis for the three-year research training programme leading to a PhD.

Further information (in Danish)

You can read more about the career services that are available from Arts Karriere who provide information about employment opportunities as well as arranging various events and workshops.