Master's Programme in Media Development Programme description

The media field is developing at a rapid pace. New media, platforms and forms of communication are introduced, old ones are changing, or disappearing. The structural conditions for media practices such as journalism, communication work, non-fiction and other media production are changing, due to technological and economic developments.

The master's programme in media development provides the necessary in-depth knowledge, specific skills and new competencies to better understand, analyze and practice various tasks and professions in the media field. The "media field" includes journalism, communication, non-fiction and other media production.

The programme consists of three fields of study: journalism, media and communication, and non-fiction. The fields of study have a common orientation towards development, which is understood to be:

• Development in the media field at a structural level, including political, economic, social, cultural and technological developments (historical and in the present/future, nationally and internationally)
• Development of new genres, formats, work areas and working methods in the professions and practices of the media field (historically and in the present/future).
• Development in an educational sense: the students develop their own media productions and academic projects where it is the actual development process that provides learning (process-oriented learning / project-based pedagogy)

The programme emphasizes practical production and facilitates cooperation with the sector. Students are encouraged to develop practical and/or analytical projects together with partners in the media field, both in individual courses and in connection with the master's thesis, which constitutes the main specialization in the field of study. At the same time, the program provides specialized insight into scientific methods, as well as advanced knowledge of philosophy of science and research ethics.

The master's programme is interdisciplinary, and is based on humanistic and social science approaches.

The students achieve the degree Master of Media Development. It will be stated in the diploma which field of study the candidate has chosen.

Journalism

Internationally, the journalism profession has in recent decades undergone a development and academicization that is expressed in the media industry, in research and in new educational offers at master's and PhD level. The field of study journalism is both practical and research-oriented, and represents an important contribution to the industry and to journalism research through emphasis on innovation, development and a combination of theoretical and practical knowledge.

Media and communication

Media, information and communication technology constitute significant cultural, social and political resources in society and are important frameworks for the exercise of many different professional and professional functions. Within media and communication, there is a great technological development and it is a field that is constantly changing. The field of study is both practical and research-oriented, and represents an important contribution to the industry through emphasis on innovation and a combination of theoretical and practical knowledge for research in the field of media and communication.

The field of study includes theoretical, analytical and practical-aesthetic approaches to the field of media and communication. The study provides an opportunity for in-depth study of cultural, social, technological and political aspects of new and traditional media expressions, where emphasis is placed on the students acquiring knowledge of and ability to reflect on different media's uniqueness, use and social significance. Throughout the course of study, emphasis is placed on creativity, innovation and development. The field of study offers teaching in more specialized subjects, with emphasis on media design, media production and project development, strategic management of organizational communication, media use, user participation, digitization and media and the importance of the communication field in society.

Non-fiction

Quality-assured non-fiction is a cornerstone of the democratic public. It contains a multitude of genres and publication channels, from journalism to the research monograph, from the essay to the website. The field of study shall provide students with knowledge of the field of non-fiction and its development in a Norwegian and international context. The student develops knowledge and skills in academic writing, as well as about the most relevant methods in the subject, both for research assignments and production assignments. The methods must be able to be used actively both in own non-fiction work and in research on non-fiction. During the study, students must have acquired broad knowledge of the field of non-fiction both in Norway and internationally, including genre theory, which is very important both theoretically and as a skill. They must also have solid skills in source criticism and relevant qualitative and quantitative methods, and they must be able to prepare longer texts within the subjects the study provides. After completing their studies, students must have broad competence in non-fiction and in the development of non-fiction.

Relevance to working life and further studies

Working life in the media field is characterized by little stability, loose boundaries between different professions, a large degree of interdisciplinarity and a constant need for new knowledge, skills and competencies in step with the technological and economic development of the field. The need for education at master's level is therefore increasing, and in-depth knowledge and skills in and about "development" are central.Developments in the media field also create a need for the formulation of new policies and for new competence in public administration related to media regulation, media information, media analysis, media use and other relevant areas. The master's program in media development will educate students who are well suited for work in public administration related to such areas.The major changes by and in the media field combined with the media's significance for the public and thus for the development of democracy and society, creates an increased need for research on changes in the media field's social significance. The master's program in media development is also relevant for further studies at PhD level in media studies and other, relevant subject areas.

Studieretning journalistikk

Målgruppen for studieretning journalistikk er personer som har bachelorgrad med fordypning i journalistikk, fotojournalistikk eller mediefag, med faglig interesse for forskning og utviklingsarbeid innen journalistikk. Studiet vil være et tilbud til personer som arbeider innenfor journalistikk, og som ønsker profesjonsfaglig utvikling på høyere nivå enn det en bachelorgrad tilbyr.

Studieretning medier og kommunikasjon

Målgruppen for studieretning medier og kommunikasjon er personer som har bachelorgrad med fordypning i medier og kommunikasjon, medievitenskap, journalistikk, fotojournalistikk eller lignende med faglig interesse for forskning og utviklingsarbeid innen medier og kommunikasjon. Studiet vil være et tilbud til personer som arbeider innenfor medier og kommunikasjon, og som ønsker fordypning og utvikling på høyere nivå enn det en bachelorgrad tilbyr.;

Studieretning sakprosa

Målgruppen for studieretning sakprosa (master i medieutvikling) er personer som har en bachelorgrad og to års relevant yrkespraksis og som ønsker å oppnå spesialisert teoretisk og metodisk kunnskap om sakprosafeltet, samt å utvikle evne til refleksjon og kommunikasjon rundt historiske, etiske og metodiske sider ved sakprosafeltet. Dette kommer i tillegg til den generelle kunnskapen om mediefagenes teorigrunnlag, vitenskapsfilosofi, forskningsetikk og forskningsmetode som ligger i masterprogrammets fellesdel. Studieretningen retter seg mot personer som ønsker å skrive masteroppgaven som en forskningsoppgave om sakprosa eller å lage en produksjonsoppgave i sakprosa med tilhørende teoretisk og metodisk analyse.

The fields of study journalism and media and communication

Admission takes place in accordance with regulations on admission to studies at OsloMet - the metropolitan university. The basis for admission to the fields of study journalism and media and communication is a bachelor's degree, a master's degree or equivalent degree with a professional specialization in journalism, photojournalism or media and communication of a minimum of 80 credits.

Field of study non-fiction

Admission takes place in accordance with regulations on admission to studies at OsloMet - the metropolitan university. The basis for admission to the field of study non-fiction (Master in media development) is a bachelor's degree, a master's degree or equivalent, as well as two years of relevant practice.

Relevant practice means, for example, information and communication work, dissemination, journalism, publishing work, research, teaching, research work and experience as a non-fiction writer. It is possible to combine different forms of relevant practice.

Relevant practice is documented with certificate (s) from the employer (s), publications, ev. confirmation from publisher / journal / other publishing or quality assurance institution. Freelancers must document an income from relevant practice corresponding to a total of 4G full-time, or equivalent income part-time.

The scope of produced non-fiction text is at least 200 pages of text or 400,000 characters at intervals, published by ordinary publishers or in ordinary journals, or at other institutions that have similar quality control.

Common to the fields of study

For admission to all three fields of study, an average grade of C or better (converted to 2.5 or better) from the academic basis is required.Additional points (maximum 1 point) are awarded for relevant education in the humanities, social sciences or science beyond the minimum requirement.Additional points (maximum 1 point) are awarded for relevant professional practice in addition to the minimum requirement. Relevant professional practice is professional practice as a journalist in print media, radio, television or web editing.For 50 per cent of the study places, there is competition only on the basis of grade points.The ranking of applicants is regulated by regulations on admission to studies at OsloMet - Metropolitan University.

The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Candidates who pass the programme will be awarded the degree Master of Health Sciences (Norwegian: Master i helsevitenskap) in accordance with Section 3 of the Regulations concerning Requirements for the Master's Degrees. A specialisation in one of the following 15 specialisations forms part of the master’s programme:

Specialisations for applicants with backgrounds in health or social care:

• Health Sciences
• Empowerment and Health Promotion
• Mental Health and Addiction
• Rehabilitation and Habilitation

Specialisations for applicants who are authorised health personnel in the specified professional fields:

• Nutrition for Health Personnel
• Occupational Therapy
• Physiotherapy for Children and Adolescents
• Physiotherapy for the Older Adult
• Physiotherapy for Musculoskeletal Health
• Psychomotor Physiotherapy
• Advanced Nursing Practice
• Public Health Nursing
• Cancer Nursing
• Nursing – Clinical Research and Professional Development

Specialisations for applicants from the professional field of nutrition:

• Public Health Nutrition

The specialisation will also be stated on the diploma alongside the name of the degree: Master of Health Sciences.

The master’s programme has a scope of 120 ECTS credits. Some of the specialisations are taken full-time over two years, while others are taken part-time over three or four years.

The programme comprises compulsory common courses, compulsory specialisation courses and elective courses, in addition to the master’s thesis. A more detailed overview of the programme’s structure for each specialisation is given under the section Content and structure.

According to the UN Agenda 2030, a prerequisite for achieving sustainable development is that everyone is able to live healthy lives. The Master’s Programme in Health Sciences is primarily aimed at the UN Sustainable Development Goal (SDG) 3, Good Health and Well-being, while SDGs 4, 5 and 10 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, and achieving gender equality and reducing inequality, are also relevant. The 17 SDGs must be seen as a whole, however, where each goal is seen in conjunction with the others. The purpose of the programme is therefore to educate candidates who are qualified to help to ensure good health and promote quality of life for everyone, regardless of age, gender, ethnicity, education, sexuality and functional ability, while also attempting to address considerations relating to sustainability, including life-long learning.

The students taking the programme can choose a specialisation in health promotion, illness prevention, treatment, palliative care and (re)habilitation work. The programme teaches the students to handle professional problems at the individual, group and system level in close cooperation with other professions, patients, users, next of kin and other services. The candidates should also be able to contribute to safe, effective, holistic and integrated services with good use of resources, and to innovation, improvement work and systematic user involvement.

Relevance to working life

Possible fields of work and careers after completing the programme include:

• research and development in the health sciences
• teaching, development and advisory functions in the guidance, administration and dissemination of knowledge in the health professions
• clinical work that is based on specialised expertise
• health and social care management positions

Relevance to further education

Students taking the Master's Programme in Health Sciences who choose to write a master’s thesis worth 50 ECTS credits can apply for admission to the research programme for health sciences while taking the master’s programme. This is taken in parallel to and as an extension of the master’s programme. The research programme develops researcher expertise over and above that provided during the master’s programme and results in a research work that can later form part of a PhD-level work.

Candidates with a Master's Degree in Health Sciences are qualified to apply for admission to PhD programmes, including the PhD Programme in Health Sciences at OsloMet.

Specialisations

The Master's Programme in Health Sciences has a number of specialisations that candidates can choose. Applicants must choose and apply directly for the specialisation they wish to take when applying for the master’s programme. The specialisations are subject to different admission requirements. However, the students will take a significant part of the programme together with students from the other specialisations, partly through compulsory common courses and partly through elective courses across the specialisations. More information about this is found in the section Content and structure.

MAKRE: Cancer Nursing

This specialisation qualifies for work as a cancer nurse with action competence to contribute and develop evidence-based practice within one's own area of ​​responsibility. The candidate must be able to initiate and lead improvement work and contribute to the result of research being put into practice. The education meets the requirements of the Regulations on national guidelines for cancer nursing education laid down by the Ministry of Education and Research 2021. Practical training forms part of the specialisation.

For more information, see regulations on national guidelines for cancer nursinghttps://lovdata.no/dokument/SF/forskrift/2021-10-26-3093

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Admission takes place directly to the chosen specialisation. The requirement for admission to the Master’s Degree Programme in Health Sciences is a bachelor's degree or an equivalent degree within a specified field, with an average grade of at least C. However, an average grade of C does not guarantee admission. If the number of qualified applicants exceeds the number of places on the programme, the applicants will be ranked according to the applicable ranking rules.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the Specialisation in Cancer Nursing

A bachelor's degree or an equivalent degree in nursing and Norwegian authorisation as a general nurse.

Applicants who accept an offer for a place on the programme must submit a transcript of police records.

Learning outcomes at the programme level for the Master's Degree Programme in Health Sciences

The student’s overall learning outcomes for the Master’s Degree Programme in Health Sciences fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.

A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge of health-related services and health-promoting work within their field of specialisation
• can analyse academic problems on the basis of the history, traditions, distinctive character and place in society of the health sciences
• has knowledge of different perceptions of body, health, illness, function and functional impairment
• has in-depth knowledge of the individual’s right to autonomy and user participation, and of important considerations in the development of equitable health services and health-promoting work
• has insight into the role of interprofessional cooperation in achieving results in health-related services and health-promoting work
• has insight into the UN Sustainable Development Goals, particularly Goal 3, Good Health and Well-being, and an understanding of the connection between health and sustainable development in society
• has thorough knowledge of the theory of science, research methods and ethics of particular relevance to health sciences and the area of specialisation

Skills

The candidate

• can understand, motivate and cooperate with individuals and next of kin undergoing health-related learning, coping and change processes
• can analyse existing theories, methods and interpretations in the field of health sciences and work independently on practical and theoretical problem-solving
• can adapt health services and health-promoting work to different groups in society
• can contribute to the expedient and correct use of technology to improve the quality of the health services
• can use knowledge of quality improvement and implementation to improve the services
• can analyse and deal critically with various sources of information and use them to structure and formulate scholarly arguments
• can use relevant methods for research and scholarly and/or professional development work in an independent manner
• can carry out an independent, limited research or development project within their specialisation under supervision and in accordance with applicable norms for research ethics

General competence

The candidate

• can analyse the relationship between the individual, service and societal levels when designing health-related services and in health-promoting work
• can contribute to innovation and quality improvement that builds on relevant knowledge of nursing gained from research and experience, and knowledge of users
• can work in interprofessional teams in order to more efficiently address complex health challenges
• has an international perspective in their field of specialisation
• can assess their own research design and research method based on a specific research question
• can disseminate relevant problems, analyses and research results to specialists and the general public in a way that meets research ethics requirements
• can contribute to new thinking and innovation processes in the health services and in health-promoting work

Specialisation in Cancer Nursing

The following additional learning outcomes apply to candidates taking the Specialisation in Cancer Nursing:

• has advanced knowledge within a cancer nurse’s areas of work and responsibility
• can work independently on practical and theoretical problem-solving relating to the functions and responsibilities of a cancer nurse
• has action competence within the cancer nurse’s functions and areas of responsibility

Varied and student-active teaching methods are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours of adapted teaching at the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progress requires students to make great personal efforts. The most important work and teaching forms used in each course in the programme are described below. The individual course descriptions state which work methods each course employs. Practical training is described in a separate chapter; see below.

Web-based work and teaching methods

Several forms of digital learning resources are used in the programme, such as digital textbooks, digital lectures, video clips, podcasts, tests, learning pathways and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to meet prepared for the scheduled teaching sessions. Interaction can also take place digitally, in the form of Skype meetings, webinars etc.

Self-study and student cooperation/group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take initiative to schedule and actively participate in study groups to promote learning.

Lectures

Lectures are primarily used to introduce new subject matter, provide an overview and highlight main elements and links within different topics, and also to communicate relevant issues.

Seminars

Seminars emphasise dialogue and discussion between the subject teacher(s) and students in order to stimulate the student's academic development. Verbal presentations by students and discussions are emphasised.

In connection with the master's thesis, seminars are held where the master's theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables them to learn from each other. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars can also take place on digital collaboration platforms.

Written assignments and academic supervision

Through written assignments and the master's thesis, students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of all parts of the programme. Supervision is an important component of the work on the master's thesis. The supervision is intended to ensure that the project complies with research ethics principles and help students to formulate the research question and ensure quality in the collection and analysis of data.

The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures increasingly important. Internationalisation contributes to raising the quality of education and strengthens the academic community relating to the master’s programme, at the same time as it strengthens the students as global citizens.

The programme has a focus on multicultural and global problems. This approach contributes to an increased understanding and improves the students' ability to work in a professional capacity in a multicultural society. The students gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature.

The staff’s network, research collaboration and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

OsloMet has exchange agreements with educational institutions in Europe and worldwide.

Courses adapted to incoming exchange students

The following courses have been adapted for incoming exchange students:

• MAVIT4050 Theory of Science and Research Methods, 10 ECTS credits
• MAVIT4060 Qualitative and Quantitative Research Methods, 10 ECTS credits
• MAVIT4100 Quality Improvement and Implementation of Evidence-based Practice, 10 ECTS credits
• MAPHN4100 National and Global Nutrition Challenges, 10 ECTS credits
• MAPHN4200 Public Health Nutrition Policies and Interventions, 10 ECTS credits
• MAMUS4100 Physical Therapy for Musculoskeletal Conditions – Part 1, 10 ECTS credits
• MAFAR4100 Innovation within Healthcare, 10 ECTS credits
• MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
• MAVIT4900 Quality of Life, 10 ECTS credits
• MAVIT5100 Health Communication, 10 ECTS credits
• MAPSY4400 Mental Health of Migrants and Minorities, , 10 ECTS credits
• MAVIT5700 Pain – Multidimensional Assessment and Health Professional Interventions, 10 ECTS credits

The course MAVIT4100 Quality Improvement and Implementation of Evidence-based Practice will always be taught in English. The other courses listed above will be taught in English if international students have registered for them. Otherwise, courses will generally be taught in Norwegian.

Semesters adapted to outbound exchange students

Students who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students admitted to a specialisation that as a norm has a master’s thesis worth 50 ECTS credits can apply to instead write a master’s thesis worth 30 ECTS credits to realize this. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator can provide guidance in relation to selecting a course.

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The primary purpose of coursework requirements is to promote students' progress and academic development and to encourage them to acquire new knowledge. The programme's main coursework requirements are in the form of compulsory attendance, written assignments and tests.

Compulsory attendance

Attendance is compulsory in areas where the student cannot acquire knowledge and skills simply by studying literature.

If a student does not take part in a group presentation, he/she must give an individual presentation to the lecturer.

If a student otherwise exceeds the maximum limit for absence stated in the course description, the subject teacher will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. If it is not possible to compensate for the absence, the student must take the course the next time it is taught. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed.

Written assignments

Several courses have compulsory written assignments or reports as part of their coursework requirements. Written work that is not approved must be improved before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary examination/assessment.

The students are entitled to a third attempt before the resit/rescheduled examination. If an assignment is not approved the third time it is submitted, the student must re-take the course with the next class.