A MODEL FOR DEVELOPING COMMON MASTER'S DEGREE PROGRAMMES IN EUROPE

Abstract

A model is presented that can be used as a common basis for developing inter‐institutional Master's Degree programmes. The model addresses the question of academic recognition as well as that of the mobility of students and of faculty. The model is developed in the European context and is directed towards solving a number of current and future problems related to the development of a common Europe. Specifically, the Master's Degree model presented, if implemented, would provide a basis for at least one common European academic identity that would have an important impact, even on an intercontinental basis.

After a presentation of the origin and the background of the model, the issues and problems of transferable credit are presented along with a description of European initiatives to address the problems. Next, a case is made for the use of the Master's Degree level as a suitable basis for developing common programmes. A variety of important issues, attributes of the model as well as considerations in implementing it, are presented. The difficult question of fitting the model to existing national and local educational structures is addressed, and finally, some important potential “long‐term” effects are presented.

* The views presented in this paper are the personal views of the author. He wishes to express his appreciation to colleagues who have provided constructive criticism and have contributed to the development of the ideas expressed in the paper, firstly, to the Bureau of International Affairs and Academic Recognition under the leadership of Mr. Carl‐Axel Axelsson at the Swedish National Board of Universities and Colleges in which several important initiatives have been taken to address the questions of Sweden‐Europe relationships in higher education, and then to Carin Berg, Marianne Hildebrand, Lollie Bailey‐Nilsson, and Robert Hall. Finally, the author would like to thank Carin Olausson for her constant support and Helena Streijffert, Hans Jailing, and Barbro Berg, for the useful discussions he has had with them.

Notes

* The views presented in this paper are the personal views of the author. He wishes to express his appreciation to colleagues who have provided constructive criticism and have contributed to the development of the ideas expressed in the paper, firstly, to the Bureau of International Affairs and Academic Recognition under the leadership of Mr. Carl‐Axel Axelsson at the Swedish National Board of Universities and Colleges in which several important initiatives have been taken to address the questions of Sweden‐Europe relationships in higher education, and then to Carin Berg, Marianne Hildebrand, Lollie Bailey‐Nilsson, and Robert Hall. Finally, the author would like to thank Carin Olausson for her constant support and Helena Streijffert, Hans Jailing, and Barbro Berg, for the useful discussions he has had with them.