European Masters Programme Research Articles

Training the Next Generation of Infectious Disease Researchers: A Biorisk Management Module Embedded in a European Master Program.

The current global situation with increasing zoonotic transmissions of pathogens, rapidly changing ecosystems due to the climate change and with it the distribution of potential vectors, demands new ways of teaching and educating students in the field of infectious disease research. The international master program "Infectious Diseases and One Health-IDOH" started its second application period in 2019. Biosafety is an integral part of IDOH, exemplified by a biosafety level 3 hands-on training at the Animal Health Research Center IRTA-Centre de Recerca en Sanitat Animal (CReSA), Barcelona. At Hanover Medical School, biosafety is expanded to a comprehensive biorisk management approach with focus on risk assessment, bioethics, and training in a mobile containment laboratory. This article illustrates in depth the intention and the individual teaching units of the biorisk management module within the third semester of the IDOH master. Risk assessment is taught based on the new WHO Laboratory Biosafety Manual 4th edition, which represents a paradigm shift toward a risk-based approach instead of a prescriptive definition of biosafety levels. This methodology will enable the international IDOH students to cope with different national legislations and to provide guidance on biosafety in their home countries. In the final unit, the students operate a mobile containment laboratory and simulated a viral hemorrhagic fever outbreak in Africa. In sum, this module combines theoretical risk assessment and its practical implementation in the mobile laboratory as a future direction for training infectiologists. In addition, our report may serve as a blue print for others to amend their education with the herewith mentioned pillars of biosafety teaching.

My Study of Law and Economics. An Educational Journey with Knowledgeable Tour Guides

Abstract After studies of economics and business administration in Cologne my academic career as an economist started 1968 as a doctoral student and later as a post doc in the Institute of Development Research and Development Policy of the University of Bochum in Germany. The economic theories, with which I worked at the time had no relation to legal or social norms. This changed, after I became a professor of economics in the newly established second law department of the University of Hamburg. It was a model trial of a reformed legal education. My lawyer colleagues propagated a more policy oriented and teleological understanding of the law, legal scholarship, and teaching and demanded the integration of social sciences into the study of the law. I began studying and teaching the classical writings of the American law and economics pioneers and related them to German private law. Gradually I shifted the focus of my academic interest and publications from development studies to the economic study of civil law and became increasingly convinced that “law and economics” corrects a scientific fallacy, which emerged when the two disciplines fell apart. Later I joined -together with my lawyer colleague Claus Ott-the European master program in law and economics, established a doctoral program in law and economics and the Hamburg institute of law and economics. After the merger of the two competing law departments the united faculty took supportive and far reaching decisions to consolidate the institute and make it a center for the study of law and economics. The following pages show in more detail the factors and reasons, which made me a convinced supporter and scholar of the economic approach to law and of institutional economics.

Editorial introductions

Editorial introductions

Analysis of Spanish University Training in Climate Change and Restoration of Degraded Land

Training in the restoration of degraded land in Spain has traditionally been linked to qualifications related to the environment, such as Forestry Engineering, Agronomy, Mining and science degrees like Biology, Environmental Science and Geology. Each of these degrees focuses on its own particular areas of specialty, such as hydrologic restoration, ecological restoration, restoration of mining areas and so on. In general, training focuses on learning and understanding key aspects related to the definition of degraded land, philosophies of restoration of physical environments and the development of restoration plans. This paper describes the skills covered, according to different programmes and certifications, in the training currently offered in Spain in restoration of degraded land. It also identifies the needs and highlights innovations in training. Finally, the future provision of graduate studies is analysed through a European Master Programme in Climate Change and Restoration of Degraded Land, RECLAND, belonging to the Lifelong Learning Programme of the European Union, which aims to cover the necessary skills to train future technicians in the restoration of degraded areas and improve knowledge of the effects of climate change on these processes.

Systems Education at Bergen

At the University of Bergen in Norway, educating students to use computer models and to think systemically about social and economic problems began in the 1970s. The International Masters Program in System Dynamics was established in 1995, and a Ph.D. program began a few years later. Student enrolment doubled in 2010 with the establishment of the European Master Program in System Dynamics. International diversity has been a hallmark of the Bergen program; each year, students come from about 30 different countries and more than 95% of the degrees have been awarded to students from outside of Norway. However, a Bergen systems education is not confined to a classroom in Norway. Projects in developing countries, emerging economies, and developed countries have taken the systems perspective and modeling tools on the road and, increasingly, online. Whatever the delivery mode, the goal is the same: capacity building among international students, planners and managers, and local stakeholders. This paper describes the Bergen program and its impact on systems thinking and modeling throughout the world.

European Master's Program in Gerontology (EuMaG): Goals, Curriculum, and Students

The European Master's Program in Gerontology (EuMaG) started in September 2003 with support from the European Commission. The EuMaG is a modular, 2-year, part-time international training program about the aging process and its societal implications. The multidisciplinary curriculum comprises four domains of gerontology (i.e., social gerontology, psychogerontology, health gerontology, and biogerontology). Recently, a module on research and academic writing has been added to the core program. EuMaG emphasizes international comparison, focusing on current European debates concerning—among other things—policy and care for older adults. Members of several gerontology programs deliver the program across Europe. Guest lecturers from the wider EuMaG consortium are invited during the core modules. All institutes are involved in aging research, which provides ample opportunities to inform students about the latest research. Part of the standard curriculum is the Summer School, which is a collaborative endeavor of the VU-University Amsterdam and one of the partner universities of the larger European network. Since the start of EuMaG in 2003, a mix of participants with respect to age, nationality, and background has entered EuMaG. More than 100 students subscribed for (parts) of the EuMaG program. Students evaluate the EuMaG as highly informative and inspiring and appreciate the possibility to build an international network of gerontologists.

Results of the European thematic network ageing and disability: improving the quality of life of elderly persons through more physical activity

Abstract Experts in Adapted Physical Activity (APA) for elderly persons from 66 higher education institutions of 29 European countries worked during 3 years together (2004–2007) in producing education materials to promote an active lifestyle, the content of an APA programme for the elderly at master and bachelor level, a motivational DVD (Never too old to be Active: The Joy of Movement and practical active ageing activity cards and a brochure with a European survey and recommendations. During the dissemination year (2009–2010) these materials were translated from English into 15 European languages and disseminated in all countries in institutions of Higher Education (physical education, physiotherapy, sport science), nursing homes for elderly persons and caregivers). In each country, as many as possible elderly persons were approached as well as the concerned ministries, sports organizations and the press. A consortium was created between the universities of Amiens (France), Groningen (The Netherlands) and Verona (Italy), to start up the European Masters programme in APA for the elderly and the motivating products disseminated the urgent message of the Thematic Network for all elderly persons with and without disabilities in Europe “Save yourself by more physical activity” This same approach applied in all European countries at the same time during these 4 years, gave a boost to the better education of students in this matter: stimulating the responsibility and motivation of elderly persons for bringing more physical activity in their daily schedule, during at least 30 min each day. The established cooperation between the actors of the network should however be continued through the European Master in APA for the elderly and further dissemination of the products through the website www.thenapa2.org

Teaching nanoscience across scientific and geographical borders – A European Master programme in nanoscience and nanotechnology

Within the Erasmus Mundus Master (EMM) Programme, five European Universities (KU Leuven, Belgium, Chalmers University of Technology, Sweden, Delft University of Technology and Leiden University, the Netherlands, and the University of Dresden, Germany) have joined forces to offer a unique master programme in Nanoscience and Nanotechnology, ‘EMM-nano’, at the cutting edge of state-of-the-art research. The students design and build their individual area of specialisation within nanophysics, nanotechnology, biophysics, biotechnology through their choice of trajectory between the partners. We discuss some of the challenges related to the crossdisciplinary nature of the field, educational activities in cleanrooms, and issues related to the integration of teaching programmes across the borders within Europe.

Inland Water Quality Assessment - A Joint European Masters Programme

At present, there is a European shortage of personnel qualified to adequately address the comprehensive scientific and regulatory requirements of the Water Framework Directive (WFD). The joint Masters programme described in this paper will provide students with the requisite expert knowledge and skills to progress the implementation of the WFD. Its development was financially supported by the European Commission because of its specific goal of producing qualified personnel in relation to the implementation of the WFD. Since its proposed structure acknowledges the educational intent of the Bologna Accord, it thereby provides a useful template for structuring a Masters degree-level programme in accordance with Bologna principles.

Open and flexible learning? An evaluation of student and tutor experiences in a European e‐learning community

The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.

The European Master Program in Disaster Medicine

Objectives To present and evaluate the European Master in Disaster Medicine (EMDM) as a unique education and training model for all those involved in the medical preparedness and response in disaster situations at local, national and international levels. Methods The EMDM is composed of a self-directed study based on problem-based e-learning, a live-in course with interactive exercises and debates, a thesis related to a topic of disaster medicine or disaster management, and a final on-line examination provided on the Internet. Results The European Certificate in Disaster Medicine started in 2000 and was upgraded to a level two European Master in 2002. To date, 76 students from 27 nationalities have participated in the EMDM. A summative evaluation shows that the great number and variety of practical exercises and interactive debates during the residential course, the problem-oriented simulation exercises, and the discussion forum on the EMDM website are highly valued by the students. Conclusion The problem-based e-learning programme together with an interactive live-in course and submission of a thesis is considered a unique combination to achieve the aims and objectives of this postgraduate course in disaster medicine.

The European Master Program in Disaster Medicine

Objectives To present and evaluate the European Master in Disaster Medicine (EMDM) as a unique education and training model for all those involved in the medical preparedness and response in disaster situations at local, national and international levels. Methods The EMDM is composed of a self-directed study based on problem-based e-learning, a live-in course with interactive exercises and debates, a thesis related to a topic of disaster medicine or disaster management, and a final on-line examination provided on the Internet. Results The European Certificate in Disaster Medicine started in 2000 and was upgraded to a level two European Master in 2002. To date, 76 students from 27 nationalities have participated in the EMDM. A summative evaluation shows that the great number and variety of practical exercises and interactive debates during the residential course, the problem-oriented simulation exercises, and the discussion forum on the EMDM website are highly valued by the students. Conclusion The problem...

A European Master's Programme in Public Health Nutrition

A European Master's Programme in Public Health Nutrition

A European Master's Programme in Public Health Nutrition

Effective population-based strategies require people trained and competent in the discipline of Public Health Nutrition. Since 1997, a European Master's Programme in Public Health Nutrition has been undergoing planning and implementation, by establishing initial quality assurance systems with the aid of funding from the European Commission (DG SANCO/F3). Partners from 17 European countries have been involved in the process. A European Network of Public Health Nutrition has been developed and accredited by the European Commission.

The EUMAHP project--the development of a European masters programme in health promotion.

Paradigms and related discourses on health are historically related to the specific socio-economic, cultural and political context in which they are produced. Biomedicine has been the dominant paradigm concerning health in western industrial society, perceiving health as absence of illness. Since the 1970's - 1980's the dominance of the bio-medical paradigm in health has benn questioned. An important challenge has come from the World Health Organisation who took the lead in the 1970's-1980's in rediscovering public health and promoting it as the new public health. The Ottawa Charter of Health Promotion provided the ideological definition and political strategy for new public health solutions to current health problems world wide. Such Charter solutions were clarified and further elaborated on in a series of major international, health promotion conferences and meetings.

Interpreters are Made not Born

Conference interpreter (CI) training since the Nuremberg Trials, where simultaneous interpretation was successfully used on a wide scale for the first time, is discussed. The establishment of interpreting schools and development of the CI curriculum and training paradigm are followed through to the present day. Curriculum models are identified and the content of training programmes discussed. The role played by AIIC in establishing the CI training paradigm via symposia, workshops and publications is presented. The increasing importance of theory in CI teaching is considered and doctoral programmes in CI studies are mentioned. The training of CI trainers is identified as a recent development and existing training possibilities reviewed. The paper goes on to discuss courses organised to meet special needs (e.g. new languages in the European Union) and the European Masters programme in CI being developed jointly by the European Union and a consortium of European Universities. It concludes with a brief indication of important issues in CI training for the future.

Effective promotion of healthy nutrition and physical activity in Europe requires skilled and competent people; European Master's Programme in Public Health Nutrition.

Scientists in basic research and epidemiology deliver messages to policy makers. Effective population based strategies then require people trained and competent in the discipline of Public Health Nutrition (PHN). Since 1997, a European Master's Programme in PHN has been undergoing planning and implementation with the aid of funding from the European Commission (DGV). PHN is used as a broad term covering Nutrition and Physical Activity as well as Health Promotion and Disease Prevention. The partners in this project are academic departments from 17 countries. The students will undertake core modules and electives for a year and a half, followed by a research project for six months. In order to set up formalised procedures for the evaluation of the quality assurance of individual modules from across Europe, a quality assurance system has been set up. The academic year 1999-2000 will allow an opportunity for Universities and Institutes to start new modules, to develop other modules, assess the movement of students between modules, tackle funding issues and allow further marketing of the programme. Future activities include strengthening of the European Network for Public Health Nutrition (ENPHN), the establishment of a consortium with universities, the co-ordination of programme activities with other European Master's Programmes in Public Health, and the incorporation of new Member States from Eastern Europe. We can look forward to a new brand of professionals, who are truly European in their training, but who also have an integrated view of nutrition and physical activity, health promotion and disease prevention and who are prepared for policy making, action planning, implementation and evaluation.

European Master in Total Quality Management

A European Masters programme in Total Quality Management (EMTQM) is proposed. It is based upon TQM principles providing flexibility to students to develop their own profile in TQM. However, a basic kernel of knowledge with a European profile is needed. As a minimum, at least one semester has to be spent in another European country. At least two years study in TQM and related areas is required for successful completion of the TQM programme.