Bachelorstudium i produktdesign Programplan

Studiet i produktdesign er et treåring profesjonsrettet studium. Kandidater som har fullført i henhold til programplanen tildeles graden bachelor i produktdesign.

Studiets profil er preget av samhandling mellom materialitet og konseptutvikling. Utdanningen skal gi studentene kompetanse til å arbeide med materialtilknyttede, prosessuelle og estetiske problemstillinger, sett i et globalt, kulturelt, bruker- og markedsmessig perspektiv.

Vi lever i en tid der estetikken av dagliglivets fysiske så vel som immaterielle utforming spiller en avgjørende rolle. Dette gjør design til en stadig viktigere profesjonsutøvelse som gjør seg gjeldende på mange flere plan enn tidligere. Den faglige tradisjonen i studiet karakteriseres ved en konkret, verkstedsbasert utprøving av materialer og prosesser knyttet til utvikling av produkter for et bærekraftig miljø. Her spiller også den sansemessige erfaringen en grunnleggende rolle.

Produktdesign er et fagområde der det i lang tid har vært vekt på både tradisjoner og historie, brukerorientering og funksjonalitet knyttet opp mot nåtid, etterspørsel i markedet, bærekraft og trender. De seneste års faglige endringer gir mulighet for å bruke de utviklede kunnskaper innen mer immaterielle designfelt som servicedesign og systemdesign.

Studiet er tilpasset profesjonens premisser og skaper samtidig rom for studentenes individuelle utvikling og refleksjon over egen progresjon.

Studiet er forskningsbasert; forskning og kunstnerisk utviklingsarbeid danner grunnlag for en kontinuerlig utvikling av studiets innhold og struktur, som involverer både stipendiater og studenter.

Studiet kvalifiserer til opptak på mastergrad i produktdesign.

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 Physiotherapy for Older Adults

A bachelor's degree or an equivalent degree in physiotherapy. Applicants must also hold Norwegian authorisation as a physiotherapist.For admission in 2021, applicants with an internship license that extends to 15 October 2021 can also be admitted.

Opptakskrav til studiet er generell studiekompetanse og bestått opptaksprøve, jf. gjeldende forskrift om opptak til universiteter og høgskoler, fastsatt av departementet med hjemmel i universitets- og høgskolelovens § 3-6.

Søkere over 25 år som ikke kan dokumentere generell studiekompetanse, kan vurderes på grunnlag av realkompetanse. Egne kriterier for vurdering av realkompetanse er utarbeidet. Se OsloMets nettsider

Rangering av søkerne skjer på grunnlag av opptaksprøven; jf. gjeldende retningslinjer for opptaksprøve til treåring utdanning i produktdesign ved OsloMet.

Nasjonalt kvalifikasjonsammeverk for høyere utdanning, fastsatt av Kunnskapsdepartementet mars 2009, gir oversikt over det totale læringsutbytte definert i kunnskap, ferdighet og generell kompetanse som studenten forventes å ha etter fullført utdanning. Læringsutbyttebeskrivelsene i programplan og emnebeskrivelser er utarbeidet i henhold til kvalifikasjonsrammeverket.

Gjennom studiet skal studentene tilegne seg informasjonskompetanse og kunnskap om bruk av kilder som gjør at de kan finne fram til aktuell litteratur og informasjon. De skal kunne søke etter faglitteratur og sette opp litteraturreferanser i henhold til gjeldende mal. De skal kunne grunnleggende regler for siteringer og kildebruk og kjenne til hva som defineres som plagiat og fusk i studentarbeider.

Studiet legges til rette slik at studentene tilegner seg de kunnskaper, ferdigheter og den kompetanse som gjør dem kvalifisert til å lede designprosjekter i privat og offentlig sektor. OsloMet arbeider aktivt for at det skal være et godt studie- og arbeidsmiljø ved universitetet som fremmer best mulig læring for alle studenter.

Læringsutbyttebeskrivelsene i programplanene skal ivareta utdanningens konsistens og kontinuitet. Programplanens mål gjenspeiler arbeidslivets behov, krav og forventninger til kandidatene, men skal også være slik at utvikling og ny kompetanse kan tilføres arbeidslivet. Studentene og universitetet har et felles ansvar for at målene nås.

Studentene skal utvikle seg gjennom studiet til å være:

• selvstendige
• ansvarsbevisste
• endringsvillige
• nyskapende
• reflekterende

En kandidat med fullført og bestått 3-årig bachelorgrad i produktdesign har følgende samlede læringsutbytte definert i form av kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten:

• har kunnskap om ulike designmetoder og strategier, og er i stand til å vurdere i hvilken sammenheng disse kan anvendes som hensiktsmessige verktøy i designprosessen
• har kunnskap om ulike materialer og om potensialet og kvalitetene som ligger i materialene i en produksjonssammenheng
• kjenner til teori og prinsipper for bærekraftig design og kan anvende denne
• kjenner til teori og praksis rundt merkevarebygging og kan anvende denne
• har kulturell og adaptiv kunnskap

Ferdigheter

Studenten:

• kan anvende ulike metoder, verktøy (manuelle og digitale) og maskiner i kreative prosesser
• kan anvende kreativitet og nytenkning innenfor eget fagområde ved bevisst bruk av estetiske virkemidler og materialisering av konsept
• kan anvende teori som en del av designprosessen
• dokumentere sitt arbeid (2D og 3D) slik at det kommuniserer
• behersker å kommunisere og samarbeide med andre profesjonsutøvere både tverrfaglig og innen egen yrkesgruppe
• behersker prosjektledelse
• behersker kulturell og sosial fleksibilitet i møte med andre kulturer - så vel lokale og globale som etniske

Generell kompetanse

Studenten:

• har forståelse for sammenhengen mellom profesjon, næringsliv og samfunn (designerrollen) gjennom å:
  • beherske designprosessen
  • kan anvende ulike brukerperspektiver i analyse og utvikling av design
  • kan anvende metoder, forskningsresultater og teorier
• behersker innhenting og bruk av aktuelle kilder, litteratur og annen informasjon, herunder grunnleggende referansebruk
• har forståelse for gjenstandskultur og produkters totale livssyklus
• har forståelse for verdibasert tilnærming til produktdesign
• har forståelse for samfunnets behov for bærekraftig design

The master’s programme is designed to be comprehensive, and the academic content and educational tools are interlinked, showing a clear context between learning outcome descriptions, learning activities and forms of assessment.

The Master’s Degree Programme in Health Sciences has three or four compulsory common courses, depending on the chosen specialisation. In addition to these, there are at least two compulsory specialisation courses for each specific specialisation, and a master’s thesis worth either 30 or 50 ECTS credits, depending on the specialisation. The students can also choose one or more elective courses depending on their chosen specialisation.

The courses in the programme description build to some extent on each other to ensure progress, with increasing requirements for knowledge and understanding within each specialisation. The courses are mainly taken over the course of the semester, with start-up at the start of the semester and examinations towards the end. The exceptions are certain compulsory specialisation courses that include external supervised practical training. For a full overview, see the tables below showing the normal structure of the programme for each specialisation.

The academic year is 40 weeks long, and the expected workload for a full-time student is 40 hours per week. This includes scheduled activities, students’ own study activity and examinations. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and examinations. Tables 1 and 2 below show the course organisation for normal study progress for full-time students writing a master’s thesis worth 50 and 30 ECTS credits, respectively. The tables are read from left to right.

Content of compulsory common courses

The programme includes a compulsory common course MAVIT4100;Quality Improvement and Implementation of Evidence-based Practice,;10 ECTS credits. The purpose of this course is to enable students to actively contribute to promoting safe and high-quality health and care services. By health and care services is meant both public and approved private services, as well as health promoting work in the public and private sectors. The course introduces students to the organisation and management of health and care services. It also gives students experience of interprofessional quality improvement cooperation. Through the course, the students will learn about different quality improvement models and the interaction between user knowledge, experience-based knowledge and research-based knowledge in clinical decision-making processes.

There are also three common courses in the theory of science and research methods:;MAVIT4050 Theory of Science and Research Methods, 10 ECTS credits,;MAVIT4060 Qualitative and Quantitative Research Methods, 10 ECTS credits and;MAVIT4070 Research Design and Project Description, 10 ECTS credits. These courses aim to help the student to read, understand and critically assess research literature, to critically assess various sources of knowledge that form part of clinical decision-making processes, to acquire in-depth knowledge of qualitative and quantitative research methods, and lead up to the development of a project description for their master’s thesis.;;

In the first course, MAVIT4050, the students are introduced to theory of science and research methods and research ethics.

The second course, MAVIT4060, provides students with a deeper understanding of qualitative and quantitative research methods. These two courses are compulsory for all students taking the programme.

The third course, MAVIT4070, is compulsory for students on most specialisations. The students will work more thoroughly with their chosen method and develop a project description for their master’s thesis. This is to ensure that the students get to grips with work on their master’s thesis at an early stage.

Master’s thesis – 30 and 50 ECTS credits

The master’s thesis in the programme is worth 50 ECTS credits (MAVIT5900) or 30 ECTS credits (MAVIT5910/MAVITD5910/MAVITD5920), respectively. Whether the students are able to choose the scope of their master’s thesis depends on the specialisation they have been admitted to. Normally students will develop a project description as part of the course MAVIT4070 Research Design and Project Description, 10 ECTS credits. The project description is developed with the support of the lecturer, who quality assures the project with respect to scope and degree of difficulty.

The same requirements apply to scientific and research-related work regardless of the length of the thesis. Students can choose to write the master’s thesis individually or in pairs. Students can also apply to write the master’s thesis with students from other specialisations, provided that the scope of the master’s thesis is the same. On application, interdisciplinary innovation projects can be written in groups of up to four students. Students are encouraged to contact potential supervisors about possible project ideas.

Elective courses

In the course of the master’s programme, the students can choose one or more elective courses depending on their chosen specialisation. This does not apply to the two specialisations cancer nursing and public health nursing as they only have compulsory courses in their programme structures. Which elective courses that are available will vary. These elective courses cover a broad area of the health sciences. Students must apply for a place on elective courses no later than the semester before, subject to specific deadlines. There will be an upper limit for places on each elective course. Elective courses could be cancelled by the Faculty if enrolment is below the minimum of 6 students. More information about the elective courses can be found here: Informasjon om valgemner for master i helsevitenskap - Student - minside (oslomet.no)

The following courses are elective for all students taking the Master’s Degree Programme in Health Sciences:

• MAVIT4400;Innovation within Healthcare, 10 ECTS credits. (AUTUMN)
• MAVIT4600;Supervision / Counselling, 10 ECTS credits (AUTUMN)
• MAVIT4700 Food, Health and Sustainability, 10 ECTS credits (AUTUMN)
• MAVIT4800 Personalised Nutrition, 10 ECTS credits (SPRING AND AUTUMN)
• MAVIT4900;Quality of Life, 10 ECTS credits (SPRING)
• MAVIT5000 Advanced Education in Psychological Support for Adolescent and Young Adult Patients with Acquired Diseases, 10 ECTS credits (AUTUMN)
• MAVIT5100 Health communication 10 ECTS credits (AUTUMN)
• MAVIT5200 The Health and Welfare of Migrant Populations, 10 ECTS credits (AUTUMN)
• MVAIT5300;Knowledge Translation, 10 ECTS credits (AUTUMN)
• MAVIT5400 Alliance and Shared Decision Making, 10 ECTS credits (AUTUMN)
• MAVIT5500;Adolescent Health, 10 ECTS credits. (AUTUMN)
• MAVIT5600 Physical Activity and Exercise in a Life Course Perspective and with a Special Focus on Aging, 10 ECTS credits (AUTUMN)
• MAVIT5700 Pain – Multidimensional Assessment and Health Professional Interventions, 10 ECTS credits (AUTUMN)

Students can also choose some compulsory specialisation courses from other specialisations as elective courses. This is on condition that the student meets the prerequisite requirements given in the relevant course description and that there is a place on the course. This applies to:

• MAEMP4100 Public Health, Empowerment and Health Promotion, 10 ECTS credits (AUTUMN)
• MAEMP4200 Health Pedagogy, 10 ECTS credits (SPRING)
• MAHAB4100 Coping and Participation in the Rehabilitation Process, 10 ECTS credits (AUTUMN)
• MERG4100 The Knowledge Base for Occupation and Participation, 10 ECTS credits (AUTUMN)
• MAERN4100 Energy and Nutrients, 10 ECTS credits (AUTUMN)
• MABU4100 Physiotherapy for Children and Adolescents - Part 1, 10 ECTS credits (AUTUMN)
• MAELD4100 Physiotherapy for Home-dwelling Older Adults, 10 ECTS credits (AUTUMN)
• MAELD4200 Physiotherapy for Older Adults with a Disability, 10 ECTS credits (SPRING)
• MAMUS4100 Physical Therapy for Musculoskeletal Conditions – Part 1, 10 ECTS credits (AUTUMN)
• MAMUS4200 Physical Therapy for Musculoskeletal Conditions – Part 2, 10 ECTS credits (SPRING)
• MAKLI4200 Practical Ethics, 10 ECTS credits (SPRING)

Study progress;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

The following progress requirements apply to the programme:

• All courses in the programme must be passed before the student can submit their master's thesis for assessment.
• Some courses may have separate progress requirements; see the individual course descriptions.

See the course descriptions for MAELD4100 and MAELD4200 for a more detailed description of the content of the specialisation courses.

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
• MAVIT5200 The Health and Welfare of Migrant Populations, 10 ECTS credits
• MAVIT5400 Alliance and Shared Decision Making, 10 ECTS credits
• MAVIT5600 Physical Activity and Exercise in a Life Course Perspective and with a Special Focus on Aging, 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.

Different forms of assessment are used on the programme that are adapted to the learning outcomes of the various courses. The forms of assessment used are intended to support learning and document the students’ level of competence in relation to the expected learning outcomes. In general, the following forms of assessment are used in the programme:

Supervised individual examination

Taken at the university’s examination premises over a set number of hours.

Home examination

Taken over a set period of time at the end of the course, normally with a set question/assignment text unless otherwise stated in the course description.

Project examination

Taken over the whole or large parts of the course, normally with a topic decided by the students themselves unless otherwise stated in the course description.

Oral examination

Can take place individually or in groups. It can either be an independent form of assessment or used to adjust the grade awarded for another examination.

Practical examination

The assessment of specific practical skills either at the university or in the field of practice.

Assessment of practical training

Supervised practical training, assessed in accordance with the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Chapter 8.

The assessment of examinations and practical training is carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of examiners at OsloMet.

The forms of assessment and criteria are described in each course description. All examinations taken and the title of the master’s thesis will be stated on the diploma.

Examinations

All courses conclude with an examination. The assessment is based on the learning outcomes for the course, and the degree to which the student has achieved the stipulated learning outcomes is assessed. In theoretical courses, the grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the examination. The grades pass/fail are used for the assessment of practical training.

Resit and rescheduled examinations are carried out in the same manner as the ordinary examination unless otherwise specified in the course description. In special cases, resit and rescheduled examinations in courses with group examinations may be held as individual examinations.

For examinations where a percentage of the examination papers are selected for assessment by an external examiner, the external examiner's assessment should benefit all the students. In such cases, one external and one internal Examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

The grade awarded for a written examination can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet. It is not possible to appeal the grades awarded for oral and practical examinations. In connection with group examinations, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

External programme supervisor

An external programme supervisor scheme is in place for the programme as required by the Guidelines for Appointment and Use of Examiners at OsloMet. The external supervisor will write an annual report on their work that will be included in the faculty’s area of the university’s quality assurance system.

Programme description considered by the Academic Affairs Committee at the Faculty of Health Sciences on 12 February 2020 and finally approved by the vice-dean on 20 November 2020

Adopted by the University Board 9 september 2020

Faculty of Health Sciences

The programme description applies to students starting the programme in 2021