K1. Has broad knowledge of the field of European Studies

Through the master’s program in European Studies, candidates gain in-depth knowledge of the history, politics, and institutions of the EU. The program embraces an interdisciplinary approach, offering courses on the history and politics of economic integration, the governance of the EU from a public policy perspective, the international relations of the EU as a global actor, the comparative politics of public opinion and party formation in the EU member states, and the process of differentiated integration that is particularly relevant for Norway. In addition, candidates are given the option to complete a semester-long internship with an EU-relevant organization that will allow them to apply what they have learned in their courses to a real-world setting. Alternatively, candidates may pursue a semester of study abroad at a foreign university, which increases their intercultural awareness and makes them more attractive to employers, who place a high premium on intercultural competences.

One of the key advantages of the program is that it provides a highly unique, Norwegian perspective on European integration and working with EU institutions. Norway is not an official member of the EU, yet it is highly integrated within the EU framework. Much of what goes on between Norwegian political actors and EU officials cannot be read about in books – it must be experienced firsthand. The MA program in ES, via the internship, provides indispensable insight into the communication process between Norwegian and EU institutions and organizations. Graduates of the program emerge with highly marketable skills in a job market increasingly focused on international cooperation and collaboration.

Throughout the course of their studies, candidates develop a range of competencies that equip them for careers in academia, government, international organizations, non-profits, and the private sector.

K2. Can analyze academic issues and evaluate sources critically

A comprehensive overview of EU-related academic issues are presented in the course lectures during the first semester of the program. These courses are designed to have little overlap in the academic subject matter, so as to maximize the amount of factual and theory-based information the candidates receive at the start of the program. With this information in hand, the candidates are then well-prepared to use various theoretical lenses to analyze issues pertaining to European integration. In these first semester courses, candidates are exposed to a large amount of academic literature to hone their analytical skills and familiarize them with various sides of the academic debate when it comes to economic, political, and social integration at the EU level. During the course lectures, candidates are strongly encouraged to engage in classroom discussion of the academic texts. For example, in the Contesting Europe course, the candidate are required to participate in a panel discussion with their peers regarding a specific topic.  During the panel, the candidates each present a scholarly article and must draw connections to the other articles presented on that panel. In such a way, students participate in a real-time analysis of the reliability and validity of the sources presented in the course.

K3. Has knowledge of theory and methods in the subject of European studies

The courses in the program are designed to expose candidates to the dominant empirical and theoretical lenses and methods in the field. The course lectures begin with the presentation of one or more theoretical approaches to understanding the topic at hand, and then move on to a discussion of real-world events that can be analyzed using these theoretical approaches. Throughout the program, candidates sharpen their critical thinking skills by engaging with complex theoretical concepts and analyzing empirical evidence. They learn to evaluate arguments, identify biases, and construct well-reasoned analyses of European issues. These critical thinking skills are highly valuable in various job contexts, especially those relating to politics, international relations, law, economics, public policy, diplomacy, and business within the EU and the EEA. These jobs require a deep understanding of how the European integration process shapes policies at the local, national, and regional levels.

The readings assigned for each week’s lecture aim to provide an overview of the various methodologies scholars use to explore similar research questions. Understanding these methods equips students to design studies, collect data, analyze findings, and draw meaningful conclusions – all research skills that are highly valuable to employers in today’s data-driven market. In the third semester of the program, candidates enroll in a Research and Project Planning course that further enhances their knowledge of theoretical and methodological approaches. This course prepares the candidates for writing their MA thesis, which must showcase at least one theoretical approach to analyzing European integration and must effectively apply an appropriate method to explore the research questions at hand.

K4. Has insight into central research in the field

The MA in European Studies is helps candidates acquire a thorough understanding of the political, economic, and societal developments in Europe and the EU, the multi-faceted processes of European integration and cooperation, European relations, and of how various European countries – particularly Norway – have chosen to participate in or opt out of European integration schemes. Furthermore, while the program’s focus is Europe, candidates are also encouraged, via the EU as a Global Actor course, to adopt a global perspective by exploring Europe’s role in the international system, its relations with other regions, and its response to global challenges, such as climate change, migration, and security threats. This global perspective helps our candidates stay competitive in a highly globalized work environment where companies operate on an international level and government institutions/agencies must engage with multilevel governance and decision-making.

K5: Can communicate and discuss professional perspectives orally and in writing

The course curriculum is designed to hone the candidates writing and oral presentation skills. Course evaluations of the candidate’s knowledge of the subject-matter take the form of essay exams. In these essays, candidates must not only demonstrate mastery of the course material, but to also be able to effectively synthesize the material and present their own well-reasoned arguments. Furthermore, course assignments are aimed at developing a number of work-related skills. For example, in the Governing Europe course, candidates complete a lobbying strategy assignment that asks them to replicate the mindset of a professional lobbyist at the EU level. As part of the assignment, candidates work in a team and present their ideas to the class.

In the EU as a Global Actor course, candidates perform a media analysis of a pressing European issue and participate in a simulation game where they put themselves into the shoes of a policy practitioner. In the Differentiated Integration course, candidates must submit a position paper written from the perspective of the Norwegian government on a newly emerging EU policy, thereby honing their abilities to write government reports. In the final semester, all candidates are required to participate in a conference-style workshop where they deliver a presentation of their research projects. Several courses in the curriculum require similar types of presentation to prepare the candidates for this workshop. After the completion of their thesis, students must pass an oral defense where they explain their work to experts in the field.  

K6. Can work purposefully, independently and systematically, and collaborate in a team

One of the key draws of the Master’s in European Studies is the internship program. In their second semester, candidates have the opportunity to participate in an internship with an EU-relevant institution of their own choosing. The purpose is to allow candidates to acquire a practical work experience and to develop awareness of proper knowledge and skills and of how these can be applied in a professional setting. Through these internships, candidates learn how to work in a team setting and frequently co-write institutional reports. The internship requires a good degree of self-motivation and candidates must work independently on the tasks assigned to them by the internship institution. 

K7: Can use relevant tools and platforms for obtaining and processing information

The program equips candidates with skills in digital literacy. Candidates regularly engage with teaching platforms and digital workspace platforms, such as Microsoft Teams and Zoom. Students are expected to know how to use relevant academic search engines, such as Google Scholar and JSTOR, and how to leverage the resources of NTNU’s library. Additionally, students are exposed to a variety of official EU websites to locate government documents, such as Eurostat and the Eurobarometer reports. Students who already have basic knowledge of statistical analysis, and who are interested in applying quantitative methods for their MA thesis, will receive  further guidance on how to do so using STATA.

K8: Has experience with and insight into interdisciplinary interaction

The European Studies program is, by design, interdisciplinary. The required courses offer a mix of history and political science instruction. Some of the courses incorporate public policy and governance approaches, as well as sociology and economics.

K9: Can use professional insight to analyze and discuss issues related to large and complex societal challenges

The Master's program in European Studies provides students with in-depth knowledge of the multiplicity of forms and degrees of European integration and cooperation, how they came about, and what implications this has for governance and democracy in Europe. Norway and its unique relationship with the European Union (EU) through its joint participation in the European Economic Area (EEA) and through the European Free Trade Area (EFTA) is an important focal point of the MA in European Studies. The MA also equips students with advanced research and analytical skills both in preparation for writing the thesis but also in analyzing the EU’s policies and processes. The programme creates the ideal framework for a multitude of career options in Norway, within the EEA and elsewhere.

K10: Can communicate and update own competence

Through the process of writing their MA thesis, candidates are provided with an opportunity to update their own competences beyond what is taught in the classroom. Candidates must develop their own research questions that they will explore in the thesis. They must then seek out the relevant bodies of literature that address these research questions and select and apply an appropriate methodological approach. This process requires that the candidate engages in a great deal of self-directed learning that treats their course instruction as only a starting point. In the thesis, the candidate must demonstrate that they can engage in an original analysis that synthesizes and updates their prior competences. During the oral defense, the candidate shows that they can effectively communicate their ideas and competences.

K:11 Can apply and further develop own competence in constantly new contexts, also in a future perspective

During the internship, the candidate is exposed to a different professional environment than that represented by the teaching location. Here, they will regularly encounter situations where they have to communicate, update, and build on the skills they have already acquired. During and after the stay, candidates are encouraged to reflect on their own role, experience, and development. At the completion of the internship, candidates are required to submit a report that discusses the relationship between the their formal training and their practical work experience. The report focuses on the relevance of the internship to their career path, the challenges they encountered, the benefits that the internship conferred upon their career path, and recommendations on how the internship could be improved.