Masterstudium i journalistikk, deltid Programplan

Norge har hatt journalistutdanning i statlig regi siden 1965, da den ettårige Norsk Journalistskole startet. Skolen ble toårig i 1971, og skiftet navn til Norsk Journalisthøgskole i 1980, da journalistikk ble et høgskolefag. Institutt for journalistikk og mediefag ved Fakultet for samfunnsvitenskap, Høgskolen i Oslo og Akershus (HiOA) er en direkte fortsettelse av Norsk Journalisthøgskole. Institutt for journalistikk og mediefag tilbyr bachelorutdanning i journalistikk, fotojournalistikk og medier og kommunikasjon. Instituttet har lange tradisjoner innenfor journalistfaget og er det eldste og største i Norge.

Masterstudiet i journalistikk ved HiOA bygger på bachelorstudiet i journalistikk. Internasjonalt har journalistfaget de siste tiårene gått gjennom en akademisering som har kommet til uttrykk i ny forskning og nye utdanningstilbud på master- og ph.d.-nivå.  Masterstudiet er et akademisk og forskningsrettet høyere grads studium, som representerer et viktig bidrag både til journalistikkforskningen og til bransjen.

Masterstudiet gir studentene spesialisert innsikt i vitenskapelige metoder, samt avansert kunnskap om vitenskapsfilosofi og forskningsetikk. I tillegg gis tilbud om undervisning i mer spesialiserte emner innen faget, med vekt på globalisering, etikk og journalistikkens betydning i samfunnet og samfunnsstrukturen.

Målgruppen er personer som har bachelorgrad med fordypning i journalistikk eller fotojournalistikk, og som har et faglig behov og interesse for forskning og utviklingsarbeid innen journalistikk. Studiet vil være et tilbud til personer som arbeider innenfor journalistikk og mediefeltet, og som har behov for profesjonsfaglig utvikling på høyere nivå.

Mastergraden oppnås i samsvar med departementets forskrift om krav til mastergrad, § 3.

Studiet har 25 studieplasser. Det er opptak én gang i året med studiestart hver høst.

Opptak skjer i henhold til forskrift om opptak til masterstudier ved Høgskolen i Oslo og Akershus.

Grunnlaget for opptak er en bachelorgrad, en cand.mag.-grad eller tilsvarende med en faglig

fordypning i journalistikk eller fotojournalistikk på minimum 80 studiepoeng.

For søkere med bokstavkarakter er det faglige minstekravet for opptak C. For søkere med tallkarakterer er det faglige minstekravet for opptak 2,7, jf. § 3 i forskrift om opptak til masterstudier ved Høgskolen i Oslo og Akershus.

Søkegruppe 1

25 % av plassene ved opptak forbeholdes søkere som kun konkurrerer på grunnlag av karakterpoeng. Søkere som ikke når opp i søkegruppe 1 konkurrerer videre i søkegruppe 2.

Søkegruppe 2

forbeholdes søkere som tildeles tilleggspoeng for dokumentert relevant utdanning og/eller praksis ut over minstekravet. Med relevant utdanning menes fag innen humaniora, samfunnsvitenskap eller realfag.

Med relevant praksis menes heltidsarbeid som journalist i trykte medier, radio, fjernsyn eller nettredaksjon i minimum seks måneder sammenhengende etter endt utdanning. Tilleggspoeng gis slik det fremgår av § 6 iforskrift om opptak til masterstudier ved Høgskolen i Oslo og Akershus.

Rangering av søkere reguleres av § 8 i forskrift om opptak til masterstudier ved Høgskolen i Oslo og Akershus.

I enkeltemner kan det åpnes opp for opptak av eksterne deltakere hvis det er ledig kapasitet. Det stilles samme opptakskrav for eksterne deltakere som for ordinære søkere til selve masterstudiet.

Frist for innsending av dokumentasjon

All utdanning, praksis og andre forhold som skal gi grunnlag for opptak, må være dokumentert med attesterte kopier ved søknadsfristens utløp.

Søkere som avslutter utdanning som gir grunnlag for opptak etter søknadsfristens utløp, må sende inn foreløpig dokumentasjon innen angitt søknadsfrist.

Klage på opptak

Klage på opptak til masterstudiet stiles til Seksjon for opptak og veiledning ved Høgskolen i Oslo og Akershus.

Ved å fullføre masterstudium i journalistikk ved HiOA forventes det at kandidaten tilegner seg teoretiske og forskningsbaserte kunnskaper om journalistikkens metoder knyttet til utøvelsen og utviklingen av journalistyrket. Videre skal kandidatene opparbeide seg et teoretisk grunnlag for å reflektere kritisk over journalistikken som institusjon og kunnskapsområde. De skal styrke sin skriftlige kompetanse i presentasjon av både akademisk og journalistisk materiale, og de skal være i stand til å gi og motta konstruktiv kritikk. Endelig forventes det at kandidaten vil være i stand til å utvikle et selvstendig forskningsarbeid.

Kandidaten skal etter fullført program ha følgende totale læringsutbytte definert som kunnskaper, ferdigheter og generell kompetanse:

Kunnskaper

Kandidaten

• har dybdekunnskap om ulike teorier knyttet til utvikling av journalistikken, for eksempel teorier om ulike mediesystemer og eierskap, beslutningsprosesser og lederroller, globaliseringsteorier, profesjonsteorier, fortolkningsteorier eller teknologisk utvikling
• har inngående teoretisk innsikt i prosesser som former journalistikken i hvordan journalistikken påvirker samfunnet 
• har inngående kunnskap om forholdet mellom kjønn og journalistikk med spesielt vekt på redaksjonelle forhold, profesjonsrolle og journalistisk representasjon
• har utdypende forståelse for ulike retninger innen journalistikkforskningen -derunder etiske normer i journalistikk og journalistikkforskning
• har avansert kunnskap om ulike journalistiske metoder, sjangrer og fagfelt
• har avanserte kunnskaper om ulike kvantitative og kvalitative metoder innen journalistikkforskningen
• har avansert kunnskap om faglige problemstillinger og journalistiske tekster med utgangspunkt i journalistikkens historie, tradisjoner, egenart og plass i samfunnet

Ferdigheter

Kandidaten

• kan anvende relevante forskningsmetoder på et journalistisk materiale med stor grad av selvstendighet
• kan orientere seg selvstendig og kritisk innenfor journalistisk og mediefaglig faglitteratur og finne relevant materiale for et forskningsprosjekt
• kan trekke egne slutninger og drøfte disse kritisk på grunnlag av et stort materiale
• kan gjennomføre et selvstendig, avgrenset forsknings- eller utviklingsprosjekt av praktisk og/eller teoretisk art under veiledning og i tråd med gjeldende forskningsetiske normer for vern av kilder og kildemateriale
• kan utøve journalistikk både på praktisk og/eller akademisk avansert nivå og dermed veilede andre kolleger i feltet
• er i stand til å gjennomføre komparative studier av journalistikk i ulike medier, av journalistikk før og nå

Generell kompetanse

Kandidaten

• har kompetanse i presentasjon både av akademisk og journalistisk materiale, og har utviklet evnen til å gi og motta konstruktiv kritikk og tilbakemeldinger
• har kompetanse til nytenkning og til å anvende sine kunnskaper og ferdigheter på nye områder
• har utviklet sine journalistiske ferdigheter gjennom økt kjennskap til fagets forskningsområde og egen praksis
• kan se nye problemstillinger slik at de kan stille originale og fruktbare spørsmål
• kan analysere og håndtere et forskningsmateriale kritisk og har evnen til selvstendig tenkning og refleksjon - også rundt egen forskerrolle og profesjon
• er i stand til å analysere fag-, yrkes- og forskningsetiske problemstillinger

The target group is everyone who wants to take a bachelor’s degree in prosthetics and orthotics, both for professional practice and as the starting point for further studies. Applicants should be motivated for work in rehabilitation and have technical and practical interest.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience. Mathematics R1 + R2 and Physics FYS1 are also requirements.

Applicants must submit a transcript of police records in connection with admission to the programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses in accordance with the Act relating to Universities and University Colleges. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

Applicants should be aware that the students will have to conduct physical examinations of each other, and that they will not be divided by gender in examinations and skills training sessions.

After completing the Bachelor’s Degree Programme in Prosthetics and Orthotics, the candidate should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of scientific, technological and social science subjects that are essential in a prosthetist's professional practice
• has broad knowledge of the prosthetist's role and function in preventive, therapeutic and (re)habilitative activities
• is familiar with prosthetics and orthotics’ history, traditions, characteristics, place in society and the discipline in an international context
• is familiar with global challenges relating to assistive technology, public health and the environment in a changing society
• has knowledge of social circumstances and cultural diversity with a bearing on professional practice at the national and international level
• is familiar with research and development work of relevance to prosthetics and orthotics

Skills

The candidate

• can develop and implement a user-centred follow-up plan in an independent manner
• can apply knowledge of prosthetics and orthotics and relevant results from research and development work to practical and theoretical problems and make well-founded choices
• can carry out clinical and orthopaedic technology procedures and processes involved in prevention, treatment and (re)habilitation for persons in need of prostheses and/or orthoses
• can apply relevant materials, equipment, components and techniques
• can explore new and sustainable technology and consider potential areas of application in the field of prosthetics and orthotics
• can find, assess and refer to knowledge-based information and literature and present it in a way that elucidates a problem

General competence

The candidate

• can communicate with users and other partners in a professional manner and practise the profession in an ethically sound manner
• can take a professional approach in a diverse society
• can cooperate in a user-centred and interprofessional manner
• can take an active role in quality assurance, improvement and development, innovation and promotion of services, and professional practice
• can independently apply knowledge and skills by demonstrating cooperation skills and responsibility, and has the ability to reflect on and take a critical approach in his/her professional practice
• can identify own learning and competence needs to be able to keep up to date
• can adhere to national legislation and national and international guidelines
• can, alone or as part of a group, plan and implement relevant projects and complex tasks that take place over time, which can contribute to developing good practices
• can demonstrate insight into creative processes and apply methods used in innovation, service development and entrepreneurship
• can update his/her knowledge in fields relevant to prosthetics and orthotics activities

The content and structure of the study programme are based on the following six competence areas defined in Section 3 of the Regulations relating to national guidelines for prosthetics and orthotics education:

• Technology in Prosthetics and Orthotics – practice and theory
• The functions of the body and biomechanics
• Materials technology and design
• Profession, psychology and communication
• Society, public health and ethics
• Habilitation, rehabilitation and cooperation
• Innovation, production and quality assurance
• Theory of science and research methods

The programme is divided into 17 compulsory courses and incorporates both practical and theoretical teaching at the university and in external practical training. Each year of the programme has a scope of 60 credits.

The first year of study is divided into six courses. Students are introduced to knowledge about the healthcare system, legislation, and public health. Additionally, they acquire fundamental knowledge about the human being, professional practice in clinical and orthopaedic technology, and lower and upper leg prostheses.

The second year of study is divided into six courses. Students learn about evidence-based practice, the theory of science, and research methodology. Furthermore, the focus is on disease processes and diseases relevant to the field of prosthetics and orthotics, and on different types of foot aids and lower limb and spinal orthoses.

The third year of study is divided into five courses. Students are introduced to digital competence and innovation processes in health. They undertake practical training in the subject area lower limb orthoses and acquire knowledge of some of the rarer and more complex orthopaedic appliances. The student will also delve into materials, design, service development, innovation processes and entrepreneurship. The work on the bachelor’s thesis is related to research and development projects available at OsloMet or with other partners.

The study programme’s courses build on one another with gradual progression both in terms of theoretical knowledge and practical skills. All courses have a final exam and/or assessment. Reference is made to the course descriptions for more detailed information about the content of the individual courses.

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

INTERACT – Interdisciplinary teaching activity at OsloMet

INTERACT (Interprofessional Interaction with Children and Youths – INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes come together in interdisciplinary groups. The purpose is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first week of teaching each spring semester for students in the first, second and third year of the programme, respectively. For more details, see: https://www.oslomet.no/forskning/forskningsprosjekter/interact

Participation in INTERACT (INTER1100, INTER1200, and INTER1300) is required and must be approved to be awarded a diploma.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year*
• Students must have passed the second year of the programme before they can start the third year**

*Exceptions from the progress requirement:

• The course ORI1050 Public Health and Health Administration is exempt from the progress requirement
• The course ORI1060 Evidence-Based Practice (EBP) in Health Care can be started even if not all courses from the first year of study have been passed

** Exceptions from the progress requirement:

• The course ORI1060 Evidence-Based Practice (EBP) in Health Care is exempt from the progress requirement
• The course ORI3200 Digital Competence and Innovation in Health can be started even if not all courses from the second year of study have been passed

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities are intended to stimulate active learning and engagement. A considerable amount of self-study is required, as good learning outcomes first and foremost depend on the student's own efforts. This applies both to preparing for and benefiting from teaching activities and academic supervision, but also to attend prepared to skills training that includes clinical and technical processes. Self-study includes both cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. These resources can be used in students’ preparations for teaching activities, as support in collaborative processes or to help practise or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times assess each other’s work and provide feedback to each other. It is also an express expectation that all students contribute to creating a good learning environment for their fellow students through active participation in the different work and teaching methods. More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Self-study

The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students, and an awareness of how you best learn. It is recommended that students take the initiative to form study groups.

Group work

Group work is a learning method used in most courses. Students cooperate on specific issues and practical assignments under supervision. Group work is intended to support the learning of subject matter and simultaneously provide training in cooperation, interaction and communication skills, which are necessary in professional practice. When cooperating with others, students are expected to show an interest, behave in a respectful manner and ensure that everyone in the group has been heard in relation to decision-making.

Skills training

Skills training under supervision is a key method used throughout the programme. The students practise tasks that facilitate the development of clinical, practical and technical skills. Skills training is carried out as courses or at the programme’s laboratories at the university. The skills training comprises assignments related to the production of different orthopaedic appliances, work on plaster models and clinical exercises.The assignments can comprise receiving patients, taking a patient’s history and functional examinations. Training clinics are also carried out during the programme, in which the students receive training and supervision when working with live patient models.

The purpose of skills training is to develop action competence, but also to support the understanding of theory by applying it in skills training. Through skills training, the students also experience being assessed by others, thereby experiencing what it is like to be a patient.

Seminars

Seminars are a complex teaching and work method whose main purpose is the processing of subject matter and to provide an arena for discussion between students and the teaching staff. This method requires students to prepare in advance and participate actively in the seminars. Seminars can comprise different activities: short lectures or presentations by the lecturer, presentations by students, discussions, group work, assignments and practical exercises.

Lectures

The field is constantly developing, and resource lectures are primarily used to introduce new subject matter. Lectures are intended to highlight connections and main elements in important topics and to communicate relevant issues. Lectures can be held in auditoriums or made available in a digital format.

Project work

Through project work, the students will learn to identify connections and gain a deeper understanding of the field. They will prepare research questions and work systematically on the problem-solving process, both individually and in cooperation with others. Project work and other forms of group work usually conclude in a seminar with presentations and discussion, but can also conclude in a written report and poster.

Written assignments and bachelor’s thesis

Through written assignments and the bachelor’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 and search for relevant research knowledge, and their ability to work in an evidence-based manner.