Goals of the Master's Programme
The goals of the Master's programme are divided in four parts: A general part applicable for everyone, and one of three bparts applicable to certain specialisations.
The Master’s graduate in Science:
- has specialised insight in at least one interdisciplinary field of Natural Sciences.
- has sufficient knowledge in this specialised field to carry out scientific research under supervision.
- has the ability to read scientific articles about their chosen specialisations comprehensively, to master newly acquired knowledge within those fields of specialisation and to integrate it into existing knowledge.
- has the ability to formulate new definitions of questions and hypotheses within their chosen specialisations and to select the correct paths and research methods for resolving these questions.
- has the ability to follow general scientific developments within the chosen interface of Natural Sciences.
- graduates will be able to set up and perform experimental or theoretical scientific research, to systematically process and critically interpret the research results, and to formulate conclusions.
- has the ability to present research results, both orally with clear delivery and in written form, in a scientific article for professional colleagues and for a non-specific, expert audience.
- has sufficient knowledge of and insight into the societal significance of the Natural Sciences to be able to reflect on social problems based on the knowledge gained from the Natural Sciences.
Specialisation specific qualifications
The Master’s graduate in Science with a content/research-oriented specialisation:
- has sufficient knowledge and skills to carry out independent research within at least one interdisciplinary subject in the Natural Sciences.
- is able to critically analyse research results and based on these results is able to carry research to the next level.
The Master’s graduate in Science with a specialisation in Science, Management and Innovation:
- Graduates have gained deep knowledge on their theme, based on connections made between their own science discipline and other science disciplines, on the one hand, and approaches from fields that study society, politics and policy, economics and companies (remember/understand).
- With this knowledge, they can analyse specific problems within their theme, are able to name a range of approaches to address the problem, and argue for and select feasible options, taking into account the full width of technological, societal, political and economic perspectives (understand/analyse).
- The students are proficient in the use of methods and techniques, including basic financial and economic ones, to substantiate strategies and plans, and are able to effectively use a wide variety of information and communication channels (apply/evaluate).
- The students can balance perspectives and interests in the specific context of a company, governmental organisation or international organisation, or in configurations of those and other actors, in order to formulate feasible strategies and plans to implement options to address their thematic challenges (evaluate/create).
- The students are capable of clearly communicating their insights and choices to others, both in written and in spoken form (communicate).
- The students are capable of working in multidisciplinary teams; they know how to divide tasks based on knowledge and competencies and how to take responsibility, and they respect diverging views.
Master’s graduates in Science with a specialisation in Science in Society are:
- Capable of analysing the role of scientific expertise in societal and political decision making with regard to socio-scientific issues.
- Capable of designing and conducting independent and methodologically sound social research at the interface of science and society and capable of contributing to academic research.
- Capable of understanding and designing public and stakeholder participation processes in research and innovation.
- Capable of analysing, improving and evaluating interdisciplinary collaborations with multiple stakeholders, integrating different perceptions, interests and types of knowledge (experiential, professional and scientific).
- Capable of substantiating and communicating the relevance of one's scientific discipline in society.
The Master’s graduate in Science with a specialisation in Science and Education:
- Graduates have knowledge of and insight into the theoretical principles of discipline-specific thinking, educational design, and the methods and techniques of applying didactic research in the discipline.
- Graduates are able to design, implement and systematically evaluate an educational design and a scientific study, drawing a link between didactic and professional practice concepts, discipline-specific thinking of the students at different levels and problems from teaching practice.
- Graduates devote attention to discipline-specific learning of individual and unique students, and focus on developing inspiring education.
- Graduates are able to apply thorough scientific knowledge of general didactic concepts about the learning of individual students, and methods to improve both the social climate in the classroom and to answer individual learning needs of the students.
- Graduates are able to act in a differentiated way and improve the social climate for collaboration, and in doing so, set independent priorities and, after consultation with relevant third parties, respond appropriately to development and behavioural problems.
- Graduates focus on collaboration and responsible behaviour based on clear communication with individual students and colleagues, and on the basis of a personal vision.
- Graduates develop a personal professional knowledge base to justify their own actions and understand the actions of colleagues and supervisors.
- Graduates use the professional knowledge base and contextual feedback (students, colleagues, supervisors) to evaluate and guide their own professional development.
- Graduates develop a personal identity in the context of their own actions, external frameworks and ethical dilemmas.