master’s degree
Educational Science and Technology
Welcome to the Faculty of Behavioural Sciences! The Faculty of Behavioural Sciences provides specialized Master’s programmes in the disciplines of Psychology, Educational Science and Technology, Philosophy of Science, Technology and Society, Communication Studies and Teaching. Representing the “human touch” in the University of Twente’s “high tech-human touch” philosophy, we offer Master’s degrees that represent solid scientific and professional training in each of these disciplines. Karen van Oudenhoven, dean of the Faculty of Behavioural Sciences We are unique because we emphasize the principles of human behaviour in society. How can we design social and technical interventions that promote the quality of life of patients and the elderly? How can we design educational tools to improve learning processes throughout people’s lives? Students also learn how to evaluate the impact of social and technological interventions on human behaviour. How does the internet change the development of friendships and professional communication? What is the impact on a citizen’s experience of safety when cameras are introduced in public spaces (airports, shopping centres)? What are the ethical considerations of introducing new technologies such as robots in hospitals? Students learn to apply scientific principles in a practical and multidisciplinary context.
Teaching takes place in an open atmosphere built on close collaboration between staff and students. We believe that excellence grows in a context where we place high demands on students, who in their turn place high demands on a stimulating learning environment. We also believe in individual initiative and in education that is tailored to the student’s needs. There are plenty of opportunities for students to create an educational programme that reflects their own interests and learning objectives. Our aim is to develop the individual talent that the world needs to build a sustainable and creative future. We invite students who share this ambition to come and study with us!
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programme The Master of Science (MSc) programme in Educational Science and Technology (EST) is for anyone fascinated by education and training, yet not intending to become a teacher. The main focus of the EST programme is on the design and evaluation of learning arrangements in schools and organisations. This might entail e.g. the instruction of young children at primary school, developing curricula in vocational education, assessing the quality of school performance, or re-training adult employees in an in-company setting. As an EST student, you will enjoy a high-tech approach to your studies while never losing sight of the human scale. ICT plays a key role in education today, and the programme will introduce you to the theoretical foundations and practical application of state-of-the-art ICT learning environments and tools. You will acquire knowledge about theories of learning and assessment, curriculum design and implementation, learning technologies, and learning interventions. You will also learn how to design and evaluate different learning arrangements and to translate this into advice and solutions to practical problems.
of ICT and new media when designing a new learning environment. Measuring the effectiveness of education and the implemented educational innovations is essential, as is structural monitoring and assessment of education. Schools should be able to track the quality and results of their teaching, not just through pupil assessment, but also at the teacher and school level.
The programme embraces two domains: 1. Educational Design and Effectiveness (EDE), 2. Human Resource Development (HRD).
You will enjoy a high-tech approach to your studies while never losing sight of the human scale Educational Design and Effectiveness (EDE) The main focus of Educational Design and Effectiveness (EDE) is on the interaction between curriculum design and curriculum implementation, teacher and school development, school effectiveness and ICT in a variety of educational contexts. Curriculum design and curriculum implementation involves the planning, development, and implementation of innovative learning trajectories. Effective implementation of these trajectories at both the school and classroom level requires teachers and schools that are ready for the implementation. Teacher development is therefore one of the crucial elements when designing, developing and implementing a curriculum renewal. There is great emphasis on the role
Human Resource Development (HRD) The main focus of Human Resource Development (HRD) is on people’s learning and development in a work context. Lifelong learning is important for stimulating the knowledge society and the employability of people. Companies and institutions invest billions in education and training. Large companies often have their own corporate department for HR development and offer training to their staff for improving their performance or for furthering their education. HRD graduates are able to develop and implement such training or assess its quality. Graduates might also be engaged in workplace instruction or in the rearrangement of the work and the workplace so that learning becomes an integral part of daily working practice. Core questions in this HRD field are: How do people learn during their work? How do people become experts? How may one facilitate workplace learning and professional development? What are effective training programmes and how can they be evaluated? How can a company’s learning and knowledge be managed? How do organizations change, and how can HRD
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professionals be instrumental in this process? What is the role of new media in learning? In the field of HRD knowledge and research, approaches from a mix of disciplines are used to answer these questions: Psychology, Educational Science, Business, Human Resource Management, and Sociology. In addition to its focus on current HRD research, this domain also has an applied character in which the integration of research, design, advice and reflection skills is central.
Admission requirements Dutch HBO students
Dutch university students
Dutch HBO graduates with a degree in a relevant field of Students with relevant Bachelor’s degrees from a Dutch study of a may be considered for admission. In most university will be considered for admission. cases students need to complete a pre-Master’s programme first. International students International students with a Bachelor’s degree or an equivalent qualification are invited to apply for University of Twente students Students holding a BSc degree in Educational Sciences admission. In addition international students need to pass an English language test. from the University of Twente qualify for direct admission, conditions may apply. Students with other relevant Bachelor’s degrees will be considered for More detailed admission requirements are available at admission. www.utwente.nl/master/est
Career OPPORTUNITIES Graduates of the University of Twente’s programme in Educational Science and Technology have excellent career prospects. A Master of Science degree in EST will pave the way to employment as an education & training quality coordinator, course developer, training consultant, e-learning designer, educational policy maker, or you might prefer to opt for an academic research career. Whatever you choose, you can be sure that you will have plenty of fascinating education and training issues to tackle.
As a graduate of the HRD domain, you could work, for example, in a corporate personnel department, or for a consultancy firm. Or you might prefer to opt for an academic career. Whatever you choose, you can be sure that you will have plenty of fascinating issues to tackle. EDE domain graduates also have stellar career prospects. Current graduates can be found working at schools and other educational institutions, centres of expertise, consultancy firms, educational publishers and the Ministry of Education. Some graduates are pursuing research careers at universities in the Netherlands and abroad.
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Student’s Touch ‘At the University of Twente, there is a balance between practical implementation and theoretical research’ NAME
Kim Evers
Although this leaflet was compiled with the utmost care, no rights can be derived from its contents.
COUNTRY OF ORIGIN the Netherlands
Kim Evers received her Bachelor’s degree in Educational Science from the University of Twente. She is now studying for her Master’s degree in Educational Science and Technology. “I was always interested in how you can support people’s learning processes. When I finished my Bachelor’s, I wanted to learn much more about the learning processes in schools, particularly those of teachers. Teachers are professionals; they rely for a great part on their own beliefs, knowledge and competences. However, they tend not to share their knowledge, even though this could be very helpful. Research has been done on this subject at the University of Twente, which is why I decided to study here. The University of Twente focuses on three roles you can fulfil when studying for either a Bachelor’s or a Master’s degree: researcher, designer and organizer. I like the combination of these roles in education. You learn to see how these roles influence each other, and it makes
CONTACT For general information about the Master’s programme or the University of Twente, as well as for questions about the application form of your enrolment status, please contact:
University of Twente Study Information Desk Phone: +31 (0)53 489 5489 master@utwente.nl www.utwente.nl/master
for a varied programme of study. At the University of Twente, there is a balance between practical implementation and theoretical research. I like the practical view on education, but I also find it important that practical implementations are supported by research and literature. For one course we had to design a programme for teachers about using the TPACK model for designing their curriculum. This model is about integrating technology, pedagogy and content into one coherent curriculum. We worked on this case with a group of four students. By working in a group with students with different backgrounds, I learned to look at a problem from different perspectives.”