Masterstudium i entreprenørskap Programplan

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.

The programme aims to attract highly motivated and capable students who seek a combination of practical and theoretical entrepreneurship education at master's level. The target group for the programme is students with a capacity to hard work and a desire to create something new and of value for others. Under the close supervision and guidance of faculty and other professionals, the students are challenged theoretically, practically, and personally.

Students should be eager to question the way challenges in society are currently solved. This may include how digitalisation can make the public and private sectors more efficient, how we can reach the UN sustainable development goals or how society should best tackle an aging population. It is important that enrolled students actively seek to challenge themselves and be willing to step outside their comfort zone, create new solutions, and be able to tackle a high degree of uncertainty. Students are not required to have an idea or entrepreneurial experience in advance. However, qualities such as initiative, solution orientation, eagerness to learn and motivation to work hard are emphasised.

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.

After completing the programme, the graduate should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The graduate has

• thorough knowledge of perspectives and theory related to entrepreneurship
• advanced knowledge about how to identify, analyse and develop value creation ideas and opportunities
• a high level of understanding about how to identify one’s own resources and the resources of others with an aim to inspire entrepreneurial activity
• in-depth knowledge of, and the ability to apply, social science research methodology in an entrepreneurial setting

Skills

The graduate has

• specialised knowledge of how to utilise different entrepreneurial tools to assess and analyse value creation activities
• specialised skills to develop a vision for a value creating activity
• advanced skills related to estimating the cost of turning an idea into a value-creating activity
• in-depth skills in identifying and assessing their individual strengths and weaknesses, particularly in the context of high-pressure teamwork
• broad skills in setting long-, medium- and short-term goals, defining priorities, planning and carrying out tasks, and adapting to unforeseen changes, both individually and as part of a team
• a broad understanding of how to manage ambiguity and uncertainty through value creation and process learning
• advanced skills in communicating and learning together with others, including peers, mentors and external stakeholders
• specialised skills in reflecting on and learning from success and failure

General competence

The graduate is

• capable of analysing ethical challenges related to entrepreneurship, market research and use of data
• able to gather, utilise and assess the relevance of academic and popular sources of information
• able to present results and findings from independent and group work, both orally and in writing
• able to communicate and discuss theoretical concepts and problem statements with experts within different academic and industry domains
• able to confidently challenge truths and norms, and continue to question how society is structured

After completing the Bachelor’s Degree Programme in Biomedical Laboratory Sciences, 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 of quantitative and qualitative laboratory analyses, laboratory techniques and analysis processes used in biomedical laboratory work
• has knowledge of laboratory equipment, advanced analysis instruments, information technology and automation systems
• has broad knowledge of the limitations and sources of errors of laboratory methods and systems to ensure reliable analysis results, including internal quality control programmes and analysis monitoring
• has knowledge of the application of analyses and the importance of test results both in relation to the body's normal functions and disease
• is familiar with scientific methods for research and development in the field of biomedical laboratory sciences
• can update their knowledge by collecting information and through contact with the academic and professional fields
• is familiar with the laboratory medicine’s place in the health services and the distinct nature, history and development of biomedical laboratory sciences

Skills

The candidate

• has insight into practical and theoretical biomedical laboratory sciences issues and can make well-founded choices by applying academic knowledge and results from relevant research and development work
• can apply medical, statistical and laboratory technical knowledge to quality-ensure own work
• can apply academic knowledge to ensure safe blood products and collect blood from donors under supervision
• can reflect upon their own practice, seek and receive supervision
• can acquire new knowledge, take a critical approach to academic literature from different sources and use sources in a correct manner
• masters analysis techniques and knows how to use methods, laboratory equipment and analysis instruments used in medical laboratories
• masters the collection of capillary and venous blood samples from adults in accordance with the applicable regulations, and contributes to safety and predictability for the patient when taking a blood sample
• masters professional forms of communication and can collect, document and disseminate subject matter orally and in writing

General competence

The candidate

• can comply to professional ethical guidelines and reflect upon issues in their professional practice and when encountering patients
• can make plans for and carry out biomedical laboratory tasks and projects that take place over time, alone or as part of a group
• can work independently, systematically and in an accurate manner in accordance with ethical requirements and relevant procedures, acts and regulations
• can document and disseminate knowledge of biomedical laboratory sciences through oral and written presentations in Norwegian
• can participate in interdisciplinary work and cooperate with other professions with the patient’s best interests at heart, respect individual and cultural differences and contribute to ensure equal health services for all groups in society
• can actively contribute to the development in the field of biomedical laboratory sciences and the role of biomedical laboratory scientists in society
• is familiar with innovative thinking and innovation processes, and can contribute to systematic, quality improving and sustainable work processes

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.

The Bachelor’s Programme in Biomedical Laboratory Sciences covers subjects in the fields of biomedical laboratory sciences, natural sciences and the social and humanistic sciences. The programme has three main focus areas:

• laboratory medicine and medical laboratory technology
• health and disease
• professional role

The topics are closely intertwined in the teaching and form the basis for the skills that are necessary to practise the profession. Students will develop knowledge, skills and general competence that enable them to follow up and influence development of the discipline and what society requires of biomedical laboratory services.

First year of study: Fundamentals of biomedical analysis and laboratory medicine

In the first year of study, fundamental knowledge in laboratory technology and the natural sciences will be emphasised. A common course in evidence-based practice is also included. Students take practical training in an outpatient clinic.

Second year of study: Biomedical analysis, methodology and diagnosis

The emphasis in this year of the programme is laboratory medicine and medical laboratory technology as a basis for diagnosis. This includes knowledge of methods, analysis, quality assurance and assessment of test results within the laboratory subjects. The students take external practical training at a laboratory for medical biochemistry.

Third year of study: Biomedical laboratory sciences and professional knowledge in practice

The last year of the programme emphasises laboratory medicine and medical laboratory technology focusing on professional knowledge in practice. Main topics are quality assurance, quality development, evidence-based practice and ethical reflection in relation to practising the profession and the practitioner’s professional role. Two common courses are also part of the programme: Public Health and Health Management and Technology and Society.

The students take external practical training in a blood bank and later in another laboratory for instance in microbiology, histopathology or immunology. The programme concludes with a bachelor’s thesis in biomedical laboratory science research and development work.

Courses and teaching activities taught jointly with other programmes at OsloMet

The Bachelor’s Programme in Biomedical Laboratory Sciences includes the following courses and teaching activities that also form part of other programmes at the university:

• BIOB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• BIOB1050 Public Health and Health Management, 5 credits
• BIOB1070 Technology and Society, 5 credits

In the courses BIOB1050 Public Health and Health Management (5 credits) and BIOB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In BIOB1050, focus is on the health services’ organisation, health legislation and administration, and preventive and health promoting work. In BIOB1060, students learn about the rationale for evidence-based practice, with focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

The course Technology and Society is a preparatory course that is part of most degree studies at OsloMet. The course provides a fundamental understanding of the digital world and how technology affects people’s lives and the way in which they work, and will help the students to enter working life with a fundamental understanding of technology. The Department of Computer Science at OsloMet has the responsibility for the practical aspects of the course provision. For a more detailed description, see the course description.

The structure of the programme

The programme is divided into 19 compulsory courses and incorporates both practical and theoretical teaching at the university and supervised external practical training. Each year of the programme has a scope of 60 credits.

The courses in the programme description build on each other to ensure progress, with increasing requirements for knowledge and understanding of biomedical laboratory sciences. All the courses conclude with a final assessment. Figure 1 shows how the courses are organised in the programme. The students are divided into two groups in the second year of the programme. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme.

The academic year is 40 weeks long, and the expected normal workload is 40 hours per week. This includes scheduled activities, students’ own activity and exams.

Study progress

• The following progress requirements apply to the programme:
• The first year of study must be passed before the student can start the second year
• The second year must be passed before starting the third year*

* Exception from the progression requirement:

• The courses BIOB1050 and BIOB1070 can be started even if the second year of study is not passed

Teaching activities should stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to be make great personal efforts in the form of study groups and individual work.

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Health and natural sciences theory is placed in the context of biomedical laboratory science and is related to the profession right from the start of the programme. A major part of the programme covers problem-based assignments relevant to the profession, which require problem-solving, activity, reflection and cooperation.

Several forms of digital learning resources are used in the programme, such as the digital platform Bokskapet, digital lectures, video clips, podcasts, tests and assignments. Such resources can for instance be used prior to laboratory courses as preparation for the laboratory assignments, or as preparation prior to seminars organised as the ‘flipped classroom’ (see below). This form of teaching requires the students to meet prepared for class. Digital exams are used in several courses.

The most important work and teaching forms used 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.

Self-study, student cooperation and 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, peer assessment, 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 the initiative to schedule and actively participate in study groups to promote learning.

Written assignments

Assignments are written individually and in groups. Students work on different forms of written assignments throughout the programme. Through these, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their terminology. It is expected that students supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources. In some courses, the students will assess each other’s work and provide feedback to each other. Laboratory reports

A laboratory report is documentation of laboratory work performed. Students will be followed up with supervision and feedback on the reports they submit. Students will also be given feedback from fellow students on some of the assignments.

Logs

A log is written individually in connection with laboratory work. It is intended to help the student to focus on everything that is done during this work. Students are given feedback on the logs they submit.

Portfolio

A portfolio is a systematic collection of the student's own work. They are used to structure the student's learning and are helpful to acquire knowledge in a specific course, and to see the relationship between different parts of the programme.

Project work

Project work provides experience of some of the challenges inherent in scientific work methods. Students will develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication. Students develop research questions and work both independently and in groups. Reflection notes

Reflection notes are written to help the students to develop the ability to critically assess and reflect on their own learning.

Lectures

Lectures are used to provide an overview, go through difficult material, point out connections and discuss relevant issues. Lectures also shed light on necessary theory to understand the background, execution and interpretation of results from the laboratory exercises and their significance. The lectures can be digital in some of the courses.

Seminars

In seminars, students are able to engage in relevant topics to deepen their knowledge and practise their skills in academic formulation and reflection. This is done through academic contributions, solving assignments and discussion.

Flipped classroom

In some courses, part of the teaching is organised as a flipped classroom. It entails for instance that a lecture is substituted with digital learning resources such as video clips or digital lectures. These are made available to students in advance and the students prepare by watching the films before attending class. In this way, more time can be dedicated to problem-solving activities with the course lecturers. The students can use demonstration videos to familiarise themselves with methods and approaches before the laboratory courses.

A distinction is made between skills training in the university laboratories and external practical training at medical laboratories, outpatient clinics and blood banks.

Skills training at the university

The laboratory is the biomedical laboratory scientist’s most important arena for professional practice. Supervised skills training in collecting blood samples and in laboratory work is therefore a key part of the programme. In courses where the laboratory work is part of the teaching, the students apply relevant laboratory equipment and develop skills in laboratory technical work.

Teaching activities place emphasis on the students understanding concepts and procedures, working systematically, and combining theory and practice to ensure the quality of test results and investigations. The basic skills training takes place in the university’s laboratories, while more extensive professional learning takes place in the various practical training establishments.

External practical training

The professional field is an important learning arena for biomedical laboratory scientists. Students are on placements in different medical laboratories throughout the programme. They will learn in situations that are authentic for the profession under the supervision of professionals with relevant experience. Emphasis is placed on the teaching during practical training being related to relevant work situations and problems, providing the students with experience of the duties and responsibilities of biomedical laboratory scientists. Through their external practical training, students gain insight into the function of medical laboratories in the health service. They will meet patients and receive training in cooperation with colleagues and other professional groups.

It is emphasised that the students will become familiar with the profession early on and that they will take practical training in all three years of the programme. External practical training takes place at cooperating institutions in the Oslo region and some other hospital laboratories in Norway.

The external practical training is worth a total of 22,5 credits:

First year, 1.0 credit

• practical training at an outpatient clinic, including taking blood samples

Second year, 10 credits

• practical training at a medical biochemistry laboratory, including taking blood samples

Third year, 11.5 credits

• practical training at a blood bank, including taking blood from donors and producing components
• practical training in a medical laboratory