Bachelor's Degree Programme in Software Engineering Programme description

This programme description was prepared by OsloMet pursuant to the National Curriculum Regulations for Engineering Education, adopted by the Ministry of Education and Research on 3 February 2011.

The Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March 2009 and 15 December 2011, provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved on completion of the education. The learning outcomes described in the programme description have been prepared in accordance with the National Curriculum Regulations and the Qualifications Framework.

The Bachelor’s Degree Programme in Software Engineering provides a basic, broad and professions-related education in information technology, focusing in particular on programming, software, software engineering and application development. The programme also comprises system-oriented and technical engineering courses. In addition, the programme comprises several social science and natural science courses, which help to place the education in a broader academic context.

The programme qualifies students for a number of computer science jobs in private and public enterprises, such as programming, software engineering, consultancy services, system operation, user support and user training. The programme also forms a good basis for entrepreneurship and innovative activities. Furthermore, it qualifies students for further education in computer science at master’s degree level at universities and university colleges, for example the master programme Applied Computer and Information Technology (ACIT) at OsloMet.

Software Engineering is a three-year full-time study programme, and candidates who have earned 180 credits will be awarded the degree Bachelor of Software Engineering.

The programme targets applicants with special university and college admission qualifications who want a higher education in information technology, who want to work in computer processing and information technology, and who also want their qualifications to have a natural science profile. Applicants without a natural science background can apply for admission to OsloMet’s introductory course or three-semester scheme to qualify for the engineering programmes. See OsloMet’s website http://oslomet.no

The Higher Education Entrance Qualification/prior learning and work experience, Mathematics (R1+R2) and Physics 1. An introductory course or qualifications from a technical college under previous regimes are sufficient to meet the qualification requirements. Applicants with qualifications from a technical college pursuant to the Act relating to Tertiary Vocational Education (2003) only need to take Mathematics R1+R2 and Physics 1.

Reference is made to the Regulations concerning Admission to Higher Education: https://lovdata.no/dokument/LTI/forskrift/2007-01-31-173

After completing and passing the three-year bachelor’s degree programme in Software Engineering, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate:

• has broad knowledge that provides an overall system perspective on the field of engineering in general, with specialisation in software engineering. Key knowledge for everyone enrolled in the software engineering programme includes problem-solving, software development and interfaces, and principles for the development of computer systems and computer networks
• has basic knowledge of mathematics, natural science, relevant social and economics subjects and how to use them in problem-solving in the field of information technology
• has knowledge of the history of technology, technology development, the role of engineers in society, relevant legal provisions relating to the use of computer technology and software, and knowledge of the consequences of the use of information technology
• is familiar with research and development work in the field, and relevant methodology and work methods

Skills

The candidate:

• is capable of applying knowledge and relevant results from research and development work to solve theoretical, technical and practical software engineering problems and of making well-founded choices
• is capable of applying analytical and algorithmic methods and logic in development and problem solving
• masters methods and tools as the basis for targeted and innovative work. This includes the skills needed to:
  • use operating systems, system software and networks
  • define requirements and to model, develop, integrate and evaluate computer systems
  • use programming tools and software engineering environments
• is capable of identifying, analysing, planning and carrying out information technology projects, assignments and experiments both independently and as part of a team
• is capable of programming in several programming languages
• is capable of performing requirements analyses and create solutions with user interfaces that attend to the users' wishes and needs
• is capable of finding, evaluating, using and referring to information and relevant material and presenting this in a manner that sheds light on an issue
  • seeking out specialist literature and critically assessing the quality of sources
  • compiling reference lists in accordance with the applicable template
• is capable of contributing to new ideas, innovation and entrepreneurship through participation in the development and realisation of sustainable and socially beneficial products, systems and/or solutions that include information technology

General competence

The candidate:

• has insight into the environmental, health-related, social and financial impacts of products and solutions in the field and can apply ethical and lifecycle perspectives
• is capable of communicating knowledge about information technology to different target groups both orally and in writing, and has the ability to illustrate the importance and consequences of using this technology
• is capable of reflecting on their own professional practice, including in teams and interdisciplinary contexts, and is able to adapt the practice to the work situation
• is capable of contributing to the development of good practice by participating in professional discussions in the field and by sharing knowledge and experience with others
• has information literacy skills; knows why it is necessary to search for quality-assured sources of knowledge, why sources must be cited, and is familiar with what is defined as plagiarism and cheating in student work
• is capable of updating their knowledge through literature studies, information retrieval, contact with academic environments and user groups and through experience

The work and teaching methods will vary from course to course, but will often build on problem-based teaching and learning. The students will work continuously on solving problems, assignments and developing projects of different kinds. Computers, tablets, mobile phones, the internet, the web and other electronic channels and units are used systematically for learning, dissemination, guidance, development and communication purposes.

Lectures, exercises with individual and group supervision, coursework requirements (compulsory assignments), group projects, contact with the business community (including guest lectures) and self-study will be used.

The programme concludes with an extensive, independent and practical bachelor’s thesis that is normally an assignment from a commercial client.

The course descriptions for the individual courses contain details about the work and teaching methods used on the course. In addition, a teaching plan containing a progress schedule, reading list, deadlines for submitting required coursework and information about teaching and exercises will be drawn up at the start of the semester.

The engineering programmes are adapted for internationalisation in that the students can take courses abroad, primarily from the fourth semester. See https://student.oslomet.no/hvor-nar

In addition, OsloMet collaborates with institutions in several European countries on an English-language course called European Project Semester (EPS). It is worth 30 credits and is mainly intended for incoming exchange students. For OsloMet’s own students, EPS can replace the bachelor’s thesis. EPS can also be offered to Oslomet’s own third-year students in the sixth semester. Admission to the course is based on individual application.

Engineering is an international field. Most of the course literature is in English, and several of the systems and work tools use English as their working language. Some of the teaching may be in English. The individual course descriptions will state the courses this concerns. These courses will give the students good experience and knowledge of English engineering terminology.

The programme does not contain special courses with multicultural or general international perspectives. The students are a diverse group as regards their ethnic and cultural backgrounds, however, which means that they will gain experience of cooperating across cultural and language barriers.

OsloMet – storbyuniversitetet tilbyr praktisk-pedagogisk utdanning for yrkesfag (PPU-Y) som kvalifiserer for å arbeide som lærer på ungdomstrinnet og i fag- og yrkesopplæring dvs. trinn 8-13, på følgende utdanningsprogram i videregående opplæring:

• Bygg- og anleggsteknikk
• Elektro- og datateknologi
• Frisør, blomster, interiør og eksponeringsdesign
• Helse- og oppvekstfag
• Håndverk, design og produktutvikling
• Informasjonsteknologi og medieproduksjon
• Naturbruk
• Restaurant- og matfag
• Salg, service og reiseliv
• Teknologi- og industrifag

Utdanning er bygd opp rundt følgende kompetanseområder:

• ledelse av undervisning og læringsprosesser
• pedagogikk og yrkesdidaktikk
• faglig kompetanse
• etikk
• samhandling og kommunikasjon
• skolen i samfunnet
• endring, forskning og utvikling

Programplanen er utarbeidet med utgangspunkt i forskrift om rammeplan for praktisk-pedagogisk utdanning 8-13 fastsatt av Kunnskapsdepartementet 18. mars 2013 og Nasjonale retningslinjer for praktisk pedagogisk utdanning for yrkesfag (NRL2019)

Praktisk-pedagogisk utdanning for yrkesfag (trinn 8-13) retter seg mot yrkesutøvere som ønsker å arbeide med opplæring på ungdomstrinnet eller i fag- og yrkesopplæring i videregående skole.

Praktisk-pedagogisk utdanning for yrkesfag bygger på en av følgende utdanninger:

• Relevant profesjonsrettet bachelorutdanning* og minimum to års relevant yrkespraksis
• Fag-/svennebrev eller annen fullført treårig yrkesutdanning på videregående nivå, generell studiekompetanse og to års relevant yrkesteoretisk utdanning utover videregående skoles nivå og minimum fire års yrkesrelevant praksis

*Utdanningene som godkjennes må være relevant i henhold til kompetansemålene i det aktuelle yrkesfaglige utdanningsprogrammet i videregående opplæring

Universitetet vurderer også søknader på grunnlag av realkompetanse. Søkere må være 25 år eller eldre i opptaksåret, og må dokumentere ett av følgende:

• Minimum fem års relevant yrkespraksis. Inntil to av de fem årene kan erstattes av relevant ulønnet arbeid, utdanning, organisasjonserfaring eller liknende
• Søker må dokumentere tilstrekkelige ferdigheter i norsk (eller annet nordisk språk) til å kunne gjennomføre studiet. Faget norsk (eller annet nordisk språk) skal bestå av minimum 112 årstimer fra videregående opplæring eller tilsvarende, bestått med karakteren 2 eller bedre. Alternativt kan kravet til norsk dokumenteres med en attest fra arbeidsgiver som beskriver hvordan søkeren har brukt norsk skriftlig og muntlig (eller annet nordisk språk) som en vesentlig del av sitt arbeid. Søkere med morsmål fra land utenfor Norden må dokumentere at de oppfyller krav til norsk tilsvarende kravet til generell studiekompetanse, i henhold til krav i forskrift om opptak til høyere utdanning
• Kravet om to års yrkesteoretisk utdanning kan i helt spesielle tilfeller oppfylles gjennom av en kombinasjon av særlig relevant yrkespraksis utover minstekravet og relevant utdanning. I slike vurderinger vektlegges søkers omfang av yrkespraksis, nivå på yrkespraksis og omfang og relevans av utdanning. Dette må vurderes å ligge på tilsvarende nivå og omfang som annen yrkesteoretiske utdanning som vurderes som relevant for fagbrevets fagområde. Vi gjør i denne sammenheng oppmerksom på at en slik realkompetansevurdering kun gjelder en søknad om opptak og den er ikke bindende for ansettende myndighet
• Kompetansen som vurderes er kortere eller lengre utdanning på ulike nivåer, og dokumentert erfaring med opplæring og/eller praksis i virksomheter i arbeidslivet. Relevant deltidsarbeid av ulikt omfang og lengde kan regnes om til heltid, etter gjeldende regelverk. Utdanning og yrkespraksis som godkjennes må være relevant i henhold til kompetansemålene i det aktuelle yrkesfaglige utdanningsprogrammet i videregående opplæring

Tilleggspoeng

• Det gis tilleggspoeng (maksimalt 1,5 poeng) for relevant utdanning utover opptakskravet. Relevant utdanning er pedagogiske fag, samt fordypning innen søkers eget fagfelt
• Det gis tilleggspoeng (maksimalt 2,5 poeng) for relevant yrkespraksis utover opptakskravet. Relevant yrkespraksis er innen søkers eget fagfelt, som er relevant for det aktuelle utdanningsprogrammet i videregående skole eller relevant yrkespraksis innen opplæring og veiledning.