M1GEN3100 Engelsk 2, emne 3 Emneplan

The master’s programme in entrepreneurship is a two-year programme worth 120 ECTS, consisting of four foundational entrepreneurship courses (40 ECTS), a methods course (10 ECTS), a marketing course (10 ECTS), three elective courses (30 ECTS) where the students can pursue domain knowledge related to the development of their idea, and a master´s thesis (30 ECTS).

During the two-year programme, students need to choose three elective courses (30 ECTS). The students are presented with an overview of several existing courses across the four faculties at OsloMet. One of the most common factors that lead entrepreneurs to fail in their venture creation ambitions is the lack of domain knowledge related to their idea/project. OsloMet offers a wide portfolio of courses in disciplines close to their practice fields. Students are strongly encouraged to utilize this opportunity to identify courses that can provide them with important domain knowledge.

All elective courses on the master's programme must be pre-approved by the head of department at Oslo Business School (OsloMet). A maximum of two out of three elective courses on the programme may be at a bachelor's level.

The master's thesis is an independent project that is conducted after the students have completed and passed the foundational and elective courses. The foundational entrepreneurship courses build on each other, meaning that the entrepreneurship courses in semester 3 build on the entrepreneurship courses in semesters 2 and 1. The programme may offer an optional summer exchange programme offering extra credits (30 ECTS).

The four semesters are structured as follows:

Semester 1:

The first semester offers an introduction to entrepreneurship theory and methods. The goal for semester 1 is that students acquire skills in and knowledge about creating and testing solutions for different ideas and societal challenges. The challenges can originate in the student's own idea, based on research or in a private business, public sector organization, NGO or non-profit partner organization. Up to 100 different ideas/challenges are tested in the first semester. The goal in the first semester is to form student teams (of two to five members) that can work on a solution that solves one of the tested ideas/challenges. These solutions can be commercial or non-commercial, within a company, a public sector organization, a NGO or non-profit organisation or can involve the creation of a new venture.

Semester 2

In the second semester students will learn strategic business development and marketing for entrepreneurs. Students can work in newly formed teams and attend courses that supports the development of selected solutions that solves one of the tested ideas/challenges from semester 1. In addition, students are required to take one elective course from the wide range of courses offered at OsloMet.

Summer term (extra credits)

During the summer term between semester 2 and semester 3, students are encouraged to apply and attend one of several international summer school exchange programmes in Boston, San Francisco or Toronto. The summer school is offered in collaboration with the Norwegian School of Entrepreneurship (Gründerskolen) run by the University of Oslo. Participation in the summer school is not compulsory.

Semester 3

In the third semester the students further specialise in the entrepreneurship field as well as have the opportunity to take a wide range of elective courses offered at OsloMet that can provide domain-specific knowledge to their teams for working, developing and implementing their solution in parallel with obtaining expertise in current frontiers of entrepreneurship theory. At the end of the semester the students are expected to launch a pilot and implement the chosen solution together with their team.

Semester 4

In the final semester the students write their master's thesis. The thesis topic can be related either to their solution or to companies, ventures, or projects with which OsloMet has a collaboration partnership, as well as addressing relevant entrepreneurship-theory challenges. The master’s thesis is usually written in groups of two or three students.

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.

Engelsk 2 består av et rikt mangfold av tema som gir ny fagkunnskap og inspirasjon til arbeid med FoU-oppgaven. Studiet bygger på Engelsk 1 og gir større innsikt i engelskdidaktiske spørsmål i begynneropplæringen og på mellomtrinnet. Emnet omfatter videreutvikling av studentens egen språkferdighet og tekstkompetanse. Studentene vil videreutvikle sine kunnskaper om språkets strukturer, om litteratur og andre kulturelle uttrykk. I tillegg vil Engelsk 2 utvikle studentenes kunnskaper om samfunnsspørsmål i engelsktalende land. Engelsk 2 gir økt erfaring i bruk av inspirerende og læringsfremmende aktiviteter og arbeidsmåter og økt innsikt i valg og bruk av tekster og andre læringsressurser. ¿

• Begynneropplæring
• Progresjon i engelsk
• Grunnleggende ferdigheter
• Vurdering for læring ¿
• Estetiske arbeidsmåter
• IKT
• Lærerarbeid i det mangfoldige klasserommet
• Undervisningsmetoder for tilpasset opplæring

FoU-oppgaven

Sentralt i emnet er FoU-oppgaven. Oppgaven skal ha en klart formulert problemstilling som det må være mulig å undersøke og utdype. FoU-oppgaven skal gi studentene muligheter til å dokumentere faglig kunnskap og innsikt gjennom belysning og drøfting av et faglig problem som er relevant for lærerarbeid i grunnskolen. Studentene kan velge å skrive en teoretisk oppgave, en empirisk oppgave eller en kombinasjon.

En teoretisk oppgave tar utgangspunkt i analyser og drøftinger i aktuelle forskningsarbeider innen et område og oppsummerer og sammenlikner. En empirisk oppgave bygger på ny informasjon som studenten selv samler inn eller bygger videre på analyse av materiale som andre har samlet inn. I oppgaver som bruker materiale studenten selv samler inn, er det et krav at dette innhentes slik at meldeplikten til NSD ikke utløses. Hvis elever under myndighetsalder deltar i undersøkelsen, skal foresatte gi samtykke. Gjennom oppgaven skal studenten dokumentere kjennskap til aktuell forskning på det området som studenten skriver om. Studenten skal bruke teori og annet fagstoff som grunnlag for å undersøke problemstillingen. I metodedelen skal framgangsmåter dokumenteres slik at det er mulig å se hvordan studenten har innhentet og brukt materialet, og hvordan han eller hun har kommet fram til resultatene. Resultatene skal drøftes ut fra alminnelige vitenskapelige krav til pålitelighet og gyldighet. Oppgaver innen praktiske fag kan ha med et vedlegg med utøvende eksempelmateriale.

Students are expected to attend and participate in classes and learning activities. Practical experience from compulsory learning activities and classroom discussions are important for student learning. Coursework requirements are compulsory. Assignments that are not handed in on time or that are found unsatisfactory will disqualify students from sitting the final examination. All specific coursework requirements are outlined in the course descriptions. The coursework requirements help support the learning outcomes by training students in performing the tasks and ensuring that students acquire skills and knowledge that are not tested during the exam itself.

Opptakskravet er bachelorgrad innen barnehagelærerutdanning eller tilsvarende pedagogisk utdanning på bachelornivå, jfr. Barnehagelovens bestemmelser §§ 25 og 25. I tillegg kreves minst to års yrkeserfaring fra barnehage etter fullført utdanning. Studentene skal i løpet av studiet gjennomføre oppgaver og arbeidskrav som tar utgangspunkt i refleksjon, kunnskapsdeling i profesjonsfellesskap og utprøving på eget arbeidsted. Det er derfor et krav at studenten arbeider i barnehage, eller har kontakt med en barnehage der det er mulig å gjennomføre arbeidskrav som er del av videreutdanning, under hele studiet. Dette dokumenteres med en bekreftelse fra arbeidsgiver, eller barnehagen der arbeidskrav skal gjennomføres.

Med tilsvarende pedagogisk utdanning på bachelornivå menes følgende utdanninger i kombinasjon med tilleggsutdanning i barnehagepedagogikk (60 studiepoeng):

• grunnskolelærer for trinn 1–7 eller tidligere allmennlærerutdanning
• faglærer (fireårig faglærerutdanning i praktiske og estetiske fag eller treårig faglærerutdanning som gir kompetanse for tilsetting fra 1. klassetrinn)
• spesialpedagog, barnevernspedagog eller kateket
• Steinerhøyskolens bachelorutdanning i førskolepedagogikk eller Steinerhøyskolens lærerutdanning med bachelorgrad i steinerpedagogikk

Veiledet praksisopplæring knyttet til arbeid med barn må inngå som en integrert del av utdanningen.

For lærere er det krav om undervisningskompetanse fra 1. trinn i grunnskolen, eller tilsvarende kompetanse fra utdanning fra utlandet.

Barnehagelærere i barnehager som har samarbeidsavtale om praksisopplæring med Fakultet for lærerutdanning og internasjonale studier ved OsloMet blir prioritert ved opptak.

Dersom det er flere kvalifiserte søkere enn ledige studieplasser, rangeres søkere etter karakterpoeng fra bachelorutdanning. Søkere som har fått innvilget tilretteleggingsmidler fra Utdanningsdirektoratet (Udir), får 5 tilleggspoeng.

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