New programme structure provides more time for the master’s thesis and a clearer framework for planning

The new programme structure is a result of the Master’s Degree Reform, which requires SDU to establish new one-year master’s programmes and shorten the two-year master’s programmes by one month. The structure largely retains the current semester periods, whereas the thesis and final project processes will begin earlier.

This will give the students more time to clarify their topic, work with the literature and empirical data, and to develop their project in consultation with their supervisor.

– We will retain the current semester periods but extend the duration of the thesis by starting the process earlier. Even though the degree programmes are being shortened, we are prioritising the thesis because it is a key part of the master’s programme, says Anne Sofie Bang Lindegaard from SDU Education.

For theses of 30 ECTS points, the thesis period will be six months, whereas the thesis period for theses of 60 ECTS points will be nine months. On the one-year master’s programmes, the students will have three months to write their final project.

Consultation has led to changes to the model

The work on the programme structure has been subject to a wide-ranging consultation and involvement process. The original proposal suggested shortening certain semesters, but this was removed as a result of the consultation.

According to Anne Sofie Bang Lindegaard, the consultation responses highlighted, among other things, that shortening a single semester could have far-reaching consequences in practice, as many courses and teaching modules are attended by students from several different study programmes.

– It’s been a difficult balancing act. One obvious solution was to shorten the thesis period, but it became clear that the thesis had to be protected. That’s why we explored several models in order to find a solution that complies with the framework of the Reform without compromising on quality, she explains.

Holidays and the welfare of employees have been a major focus

Staff holidays and also supervision and assessment tasks have been important considerations in the process. The legal framework for the one-year master’s programmes means that some assignments must be rescheduled to other parts of the year, particularly July and August.

Consequently, a common framework will be introduced at SDU: as a rule, there will be no supervision during the last three full weeks of July. At the same time, the deadline for submitting final projects has been set to 8 August.

Christian Bilde Dannevang, staff representative (AC, TAP) and vice chair of the Central Liaison Committee (HSU), has followed the work on the new programme structure closely. According to him, staff representatives have been actively involved through, for instance, the HSU, and the discussions have focused in particular on how SDU can best implement the reform and also take employees’ working conditions into account.

– Holidays during the summer have been one of the main topics of discussion. It is important that SDU establishes a model that is not arbitrary. The current proposal makes it possible for employees to have several consecutive weeks of holiday. It may not suit everyone that it’s July that’s set aside as a holiday month, but it suits most employees, says Christian Bilde Dannevang.

He also emphasises that the dialogue has been constructive.

– It’s been clear to us that the involvement and influence of employees is not idle talk – it is part of the actual practice at SDU. It hasn’t been easy, but our views have been taken on board, and many of the concerns we’ve highlighted have been incorporated, he says.

Implementation must take place locally

The new degree structure means that faculties, study boards and study programmes must now adapt their programme regulations and structures. The new programme regulations must be ready by 1 March so that the admissions can take place under the new framework.

On the two-year master’s programmes, it will be a key task to find out how the thesis process can begin earlier without compromising the progression of the programme. On the one-year master’s programmes, the planning, supervision and assessment of the final projects will become a new and important task.

Professor and Head of Studies Peter Simonsen from the Department of Culture and Language points out that the implementation will be particularly challenging in academic environments in which the lecturers and supervisors work across one-year and two-year master’s programmes.

– It’s going to be a complicated logistical challenge. Some degree programmes will need to start the thesis process earlier, whereas others will have to manage final projects during the summer period. The main challenge will be to draw up local plans to ensure we look after the employees who teach and supervise across different types of master’s programmes, he says.

He emphasises that the new structure also requires clear communication with the students. They will have to know at an early stage when they will need to start thinking about their thesis or final project, and when they can expect to receive supervision.

– This is a set task that requires everyone to take responsibility. It is possible to deliver high-quality degree programmes within the new framework, but it requires clear planning, good communication and local solutions that are closely aligned with the programmes, says Peter Simonsen.

Implementation is crucial

Rector Jens Ringsmose emphasises that the consultation and involvement process has been crucial to the development of the model that has now been adopted.

– We have carried out a wide-ranging consultation and involvement process, which has helped shape the programme structure we now have. For me, it is crucial that the model supports high quality throughout the processes connected with the students’ theses and final projects and also that the model is capable of functioning in the reality faced by employees, programme managements and academic environments. This is why the implementation is so important. As we proceed, if we become aware of issues that are not working as intended, we must take responsibility for addressing them.

The next step is to translate the common framework into programme regulations and structures and into local plans that ensure quality and a realistic organisation of the work.