EUA Survey Of Master Degrees In Europe - European University ...

succumb to isolation and poor time management, while at the same time enhancing employability.In this sense, and in the context of the ERA, the research Master is no less a professional Master thanany other.The MBAFrom the point of view of the general public, the MBA is an excellent example of the professionalMaster. Originating in the US and, on arrival in Europe, the prerogative of specialist graduateschools, it is now well established in the broad spectrum of European HE. Frequently of one yearin duration, with fewer on-course internships, the European version typically caters for older, moreprofessionally experienced, students, than its North American equivalent.In its 2005 study of the likely impact of Bologna on graduate management education, GMACcalculated that Bologna would bring on stream around 12,000 ‘new’ graduate programmes. Itused three per university as its rule of thumb. These would cater intra-EHEA for something in theregion of a quarter of a million pre-experience business Master students and 30,000 MBA studentsannually.In this profusion there have been problems of definition. While welcoming Bologna’s expansionof the second cycle market, GMAC viewed with some alarm the ‘potentially confusing array ofnew Master degrees’. The water would remain muddy, in its view, until generalist and specialistpre-experience and post-experience qualifications were clearly distinguished in the nationalqualifications frameworks. It urged Bologna signatory countries to reserve the MBA title for postexperienceprogrammes. In Germany, where the distinction between the pre-experience Masterof Arts (Business Administration) and the post-experience MBA is clear in law and manifest inaccreditation procedures, this is now the case.By 2007, according to the European Foundation for Management Development [EFMD], thesituation was already being resolved. ‘A structured market for masters programmes in business andmanagement is taking shape in Europe around three clearly differentiated segments: the MBA,which will now benefit from official recognition as a national degree in most countries; the generalistMasters in Management; and the specialised MSc programmes’. This classification will take sometime to bed down – some students encountered by EUA feared that the Master would diminish theprestige of the MBA. NQFs will have the task of reassuring them.Enterprise educationThe Lisbon Agenda has stressed the relevance of particular thematic strands within the secondcycle. Business schools have taken on the corporate social responsibility agenda, while the EuropeanCommission’s Directorate General for Consumer Affairs has funded a suite of transnational jointMaster programmes in consumer education.Enterprise education is another such theme. DG Enterprise and Industry has actively monitoredand fostered developments in secondary education, as well as in the first and second Bolognacycles. Its expert group on enterprise in non-business studies made detailed observationsand recommendations in 2008. These covered many of the issues already raised in this report:flexibility of course structures, curriculum development, work placement, employer involvement,the accreditation of RPL, intellectual property, innovation and incubation, HEI infrastructure. Thegroup called for the Commission to conduct ‘a regular and comprehensive benchmarking of publicpolicies in this area’ and to coordinate an action plan.Bologna is a propitious environment for enterprise education initiatives. They chime well with theshift to student-centred learning. In addressing such fields as social enterprise and the creative59