What prompted the decision to reform the final semester of the Interdisciplinary Master’s programme, and how did the MINT team approach the development of this reform?
The revision of the final semester represents the culmination of a reform process initiated in 2020, and marks a significant milestone in our ongoing efforts to adjust the programme to the needs of our time. The new format includes dedicated professional courses, a transversal career forum, and the option to apply for a Master’s thesis. With regard to the method, we followed the same inclusive process as for the overall reform, working with colleagues from various services and consulting employers and students. This allowed us to build consensus on the reform and carry out due diligence.
What are the distinctive features of this reform, and what sets the updated version of the programme apart from similar offerings from other academic institutions?
In an environment where there is a growing disconnect between universities and the professional world, it is imperative that we re-evaluate our models to remain relevant to students, employers, and society at large. This necessitates aligning our teaching with professional realities without compromising on the rigour and excellence that universities stand for. This is exactly what we are achieving with the reform: students will select two professional courses from a list of approximately 15 options. The topics have been selected to ensure their relevance to the professional sphere. The objective is to align with specific job roles and in-demand skills, while also ensuring relevance and connection to our area of expertise: international relations. The overarching goal is to ensure that the programme prepares students for their next step.
What added value does this reform offer to students, and how might it enhance their appeal to future employers?
It equips students with the skills to adapt to a professional environment characterised by constant change and adaptability, where nobody really knows the types of jobs that will exist. Students will bring to employers strong analytical skills to bridge gaps between different disciplines, and both hard and soft skills. Students will also have participated in more hands-on courses, strengthening their agility and capacities to respond effectively in new positions and circumstances.
From your perspective, what are the most pressing challenges facing higher education today, particularly in light of the profound transformations shaping our world?
The widespread adoption of generative AI tools by society at large, and therefore by our students, is perhaps the most significant challenge facing higher education today. At the same time, we recognise the immense opportunities and possibilities offered by advances in AI for research and teaching. At the Institute, we are actively engaging with this issue at every level and shifting our educational approaches, with greater emphasis on co-construction of knowledge, interdisciplinarity, and practical engagement.