RAD3000 International Public Health Course description

The master’s degree programme in entrepreneurship is a two-year extension of a three-year bachelor's degree programme. The programme is an interdisciplinary full-time programme of study taught in English and Norwegian, where the student acquires the knowledge, skills and general competence required for entrepreneurial activities at both a practical and a theoretical level. After completing the programme, students are awarded a master’s degree in entrepreneurship and qualify for admission to relevant PhD programmes.

The master's programme is designed as a Value Creation Programme where students learn through creating new value for others. This value can be financial, cultural or social, and is anchored in a broad definition of entrepreneurship that includes intrapreneurship (creating value internally in companies or the public sector) and social entrepreneurship (focusing on creating social value in NGOs/non-profits, organisations and ventures) as well as traditional entrepreneurial activities (starting a commercial venture). Therefore the pedagogical approach of this programme differs from traditional master's level programmes in its strong emphasis on insight into entrepreneurial processes achieved through practical experience.

Students completing this programme will acquire entrepreneurial competence that will enable them to start their own ventures as well as finding employment as change agents within private and/or public enterprises or NGOs. Entrepreneurial competence enables students to act upon opportunities and ideas to create value for others. Entrepreneurial skills enable students to act and adapt when exposed to situations with a high degree of uncertainty. Entrepreneurial abilities such as creativity, leadership, communication, critical thinking and flexibility are often termed 21st century competencies, and these competencies have been identified as crucial to succeed in future work life.

Studiets fagområder

I henhold til rammeplan for jordmorutdanning skal studiets hovedemner være følgende:

• Jordmorfag, inkludert veiledet praksis (70 studiepoeng (stp.)).
• Medisinsk og naturvitenskapelig kunnskap med relevans for jordmorfaget (10 stp.).
• Samfunnsvitenskapelig og humanistisk kunnskap med relevans for jordmorfaget (10 stp.).
• Forskning, fagutvikling og grunnlagstenkning, inkludert fordypningsoppgave (30 stp.).

Studiet er organisert som et heltidsstudium over to år med veksling mellom teoretiske og kliniske studier. Direkte brukerrettede kliniske studier utgjør 60 studiepoeng. Studiet inneholder 9 emner fra de ulike hovedemner fastsatt i rammeplan med forskrift. De 120 studiepoengene er fordelt for å tilfredsstille både rammeplan for jordmorutdanning og forskrift om masterutdanning. Fordeling av faglig innhold er således justert slik at rammeplanens fordypningsoppgave er erstattet med mastergradsoppgave og er beregnet til 30 stp.. Forskning, fagutvikling og grunnlagstenkning inkluderes i de øvrige emnene vist under.

Studieforløp for studenter med innpasset utdanning i jordmorfag

1. - 3. (4.) semester

• MAJO4200 10 stp. Vitenskapsteori og forskningsmetode i jordmorfag
• MAJO5900 30 stp. Mastergradsoppgave

Progresjon

Progresjonskrav for 1. studieår

1. For opptak til MAJOPRA1 Grunnleggende jordmorfag knyttet til fødsel og barseltid del 1 må arbeidskrav i emne MAJO4000 Jordmorfag - fødsel og familiedannelse 1 og MAJO4100 Kvinnehelse - seksuell og reproduktiv helse og rettigheter være godkjent.
2. For å avlegge eksamen i MAJOPRA2 Grunnleggende jordmorfag knyttet til svangerskap, ungdoms- og kvinnehelse må eksamen i MAJO4100 Kvinnehelse - seksuell og reproduktiv helse og rettigheter være bestått.
3. For opptak til MAJO4300 Jordmorfag - fødsel og familiedannelse 2 må emne MAJO4000 Jordmorfag - fødsel og familiedannelse 1 være bestått.

Progresjonskrav 2. studieår

• For opptak til MAJOPRA3 Jordmorfag knyttet til svangerskap, fødsel og barseltid må MAJOPRA1 Grunnleggende jordmorfag knyttet til fødsel og barseltid del 1 og MAJOPRA2 Grunnleggende jordmorfag knyttet til svangerskap, ungdoms- og kvinnehelse være bestått.
• For opptak til MAJO5900 Masteroppgave må MAJO4200 Vitenskapsteori og forskningsmetode i jordmorfag, del A og del B, være bestått. Masteroppgaven kan først leveres til sensurering når alle emner er bestått med unntak av MAJOPRA4 Helhetlig, avansert jordmorfag.
• For opptak for MAJOPRA4 Helhetlig, avansert jordmorfag må alle emner være bestått med unntak av MAJO5900 Mastergradsoppgave.

Kvantifiseringskravene skal være oppfylt ved utgangen av MAJOPRA4. Rekkefølgen på oppnåelsen av kvantifiseringskravene kan variere med det enkelte praksissted. Det er studentens ansvar å fylle kravene og studenten må sørge for å oppnå relevant praksis i senere praksisemner om ikke kravene er oppfylt.

Admission to this programme is regulated by Regulations Relating to Admissions to Studies at OsloMet.

Admission requires:

• general entrance requirements for Norwegian higher education, including proficiency in Norwegian (or any other Scandinavian language)
• a bachelor’s degree or equivalent degree
• an average grade of at least C (according to the ECTS grading scale) on your bachelor's degree
• an approved entrance test
• passed entrance interview

Along with the application it is required that candidates submit a completed entrance test where the candidate introduces themselves and answer questions and assignments designed to determine their suitability for the programme and for entrepreneurship. The entrance test will be available on the programme’s web page when the application portal opens.

The entrance test will be assessed by a faculty panel, which will evaluate the candidates’ background and suitability for the programme. Approximately 100 candidates will be invited to an entrance interview. Approximately 35 of these candidates will be selected for the programme. The selection of candidates is based on the entrance test and entrance interview only.

The master programme aims for a diverse group of students with different educational backgrounds. In the case where several qualified applicants have similar educational backgrounds, applicants with different backgrounds may be chosen for admission over those with similar backgrounds.

Single subjects: Entrance test and interview does not apply for admission to single subjects only.

Se fagplanen.

Se fagplanen.

Aktuelle EØS-direktiver og rammeplan for jordmorutdanning har kvantiseringskrav. Disse er beskrevet under de respektive emnene, men de må sees på dynamisk og arbeides med gjennom hele studiet. Under hvert emne er det i tillegg beskrevet arbeidskrav som er alle former for arbeider og ferdighetsprøving som settes som vilkår for å fremstille seg til vurdering/eksamen og/eller gjennomføre kliniske studier. Formålet med arbeidskravene varierer og er beskrevet under hvert emne. Arbeidskrav gis vurdering godkjent/ikke godkjent.

Obligatoriske tilstedeværelse er ikke definert gjennom mastergradsstudiet, siden de beskrevne detaljerte kvantifiseringskrav, de definerte arbeidskrav og vurderings- og eksamensformer, samt vurdering av klinisk kompetanse etter på forhånd definerte kriterier sikrer at studenten oppnår tilstrekkelig kompetanse innen jordmorfaget.

Dersom studenten ikke deltar på gruppepresentasjon som inngår i et arbeidskrav eller eksamen eller ikke er til stede ved medstudenters presentasjoner, må han/hun gjennomføre en individuell presentasjon for faglærer. Skriftlige arbeider som ikke blir godkjent, må forbedres før ny innlevering. Dersom annen gangs innlevering ikke godkjennes, kan studenten ikke fremstille seg til ordinær eksamen. Studenten har rett til et tredje forsøk før ny/utsatt eksamen. Nærmere bestemmelser om krav til skriftlige arbeider, frister etc. går fram av årsplanen i Canvas.

Courses consist of lectures, seminars and practical work. In addition, workshops and discussion groups are offered to facilitate and stimulate learning. Written work requirements are intended to develop reflective, argumentative and critical responses to the curriculum and lectures, as well as to acquire writing skills at post-graduate level. Oral presentations and discussions develop discursive skills, whilst specialisation in an area of research promotes scholarly and independent learning. The students will also be required to attend several hackathons or similar seminars or events with external stakeholders.

The teaching method relies on practical training, since there is a consensus among several scholars within entrepreneurship that entrepreneurship education should be based on experiential learning. Moreover, experiential learning enables students to experience what it is like to be an entrepreneur prior to reflecting on theory offered through the foundational entrepreneurship courses in the programme.

Learning process

• Faculty have a close professional relationship with the students and take on a facilitating role.
• Students take action, experiment and iterate through and with real ventures/projects in the value creation process. This gives students a high degree of responsibility for the process of learning by doing.
• Students learn to act first, then reflect, react, readjust and then act again.

Incubation

All students are offered access to incubator programmes. An important function of incubator programmes is to provide a space where students can sit and work on their ventures or projects.

Incubator programme will be in contact with startups to enhance the learning community and to share resources and spaces, and the choice of incubator programmes is based on the students' needs and the nature of their ventures or projects.

Mentorship

Internal and external mentors contribute to the delivery of the programme and serve as support mechanisms for the students and for the programme.

Mentors contribute to the programme in a variety of ways. First, they serve as role models for the students while bringing in up-do-date and relevant experience and second they help develop students’ ventures by providing support, advice and access to networks and mentoring them on pressing issues. Teaching methods

The master’s programme in entrepreneurship at OsloMet combines student-centred and teacher-centred teaching and working methods. There is also an overlap between them, where student-centred methods are also teacher-led.

Teaching methods include:

• Lectures
• Workshops (both faculty and industry)
• Game-based learning
• Inquiry-based learning (where teachers are available for questions)
• Expeditionary learning (out of the building and explore)
• Flipped classroom
• Group/individual mentoring (linked to business)
• Coaching (personalised learning)
• Cases with teacher-led discussions
• Group work and collaboration between students
• Experiments, iterations, prototyping and hypothesis testing
• Participation in real-life seminars and events with external stakeholders, e.g. hackathons
• Guest speakers

OsloMet uses Canvas, a cloud-based learning platform that facilitates student-active forms of work and teaching and serves as the university's channel of communication with its students.

This master's degree programme gives students an understanding of global entrepreneurship and innovation-driven ecosystems and markets. The programme seeks an international orientation along several dimensions. The programme uses international lecturers and guest speakers, and all compulsory reading consist of international articles and books.

Students can choose to write their master´s thesis abroad in conjunction with one of the exchange programmes offered to all master students at OsloMet, or be connected to one of OsloMet’s partnering universities around the world.

Students can also join current ongoing research projects (for example within the European Project Semester (EPS) or other within internationally financed research projects or in collboration with Centre for Welfare and Labour Research).

Students can also apply to the Norwegian School of Entrepreneurship (Gründerskolen) summer school managed by the University of Oslo. Students can travel to Boston, Toronto or San Francisco.

Ikke relevant.