The scope of international affairs and the work of international organisations and associations has grown greatly in recent years, creating a need for more professionals in this field.
The programme is 60 ECTS and is organised as one year of full-time study.
Students who have not completed a BA in political science must take the course ASK105F - Iceland in the international system.
This programme is taught in Icelandic and English and textbooks are in English. Students must have good English proficiency.
After completing the programme, students should, for example:
Completing the programme with a first-class grade grants a student access to the MA in international affairs at the University of Iceland.
BA, B.Ed., BS degree or equivalent qualification. All international applicants, whose native language is not English, are required to provide results of the TOEFL (79) or IELTS (6.5) tests as evidence of English proficiency.
60 ECTS need to be completed, 24 ECTS in mandatory courses, 18 ECTS in restrictive electives and 18 ECTS in electives.
Non-Icelandic applicants with a degree from another country must submit evidence of English proficiency if their native language is not English.
Minimum score TOEFL 79, IELTS 6.5 or PTE 58
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
The course deals with Iceland's foreign affairs and foreign policy from 1940 to 2018. The aim of the course is to cover all major events in the history of Iceland's foreign affairs during this period such as membership of NATO, the defence and economic relationship with the USA, the cod wars and Nordic and European cooperation. The course also covers the most recent changes which are taking place in Iceland's foreign policy, i.e. more focus on developing aid and human rights. Theories in international studies and small-states studies will be used to analyse the case of Iceland.
The aim of this course is to develop skills in analyzing and discussing international cooperation and in particular, Iceland´s role in global affairs. Globalization from an historical and theoretical perspective is presented and the influence of globalization on politics, economics, states and individuals discussed. The foreign policy of Iceland is analyzed with an emphasis on the current priorities. Iceland´s role in the international system in relation to the current challenges is presented with an emphasis on security and defence matters, Arctic issues and Nordic cooperation. European integration will be explored relating to Iceland´s choices in European affairs, with a particular focus on the effects of the EEA agreement in Iceland. Moreover, Iceland´s UN participation and campaign for a non-permanent seat on the UN Security Council will be covered.
The aim of this course is to study strategies of small states to protect their interests and have a say in the international system. The course builds on the small state literature and examines whether small states tend to seek shelter, hedge, or hide in the international system. The focus is on the ability of small states to establish constructive relations with larger states and their power potential in international organizations. Special attention will be paid to current affairs and how a variety of small European states have been affected by and responded to the Russian full-scale invasion of Ukraine. The course will analyse crisis management in small states and how small states have responded to external crises, such as international economic crises and pandemics. The course examines small states’ methods to influence the day-to-day decision-making in the European Union. It studies the utilization of soft power by the smaller states, such as how small states use participation in the Eurovision Song Contest to enhance their international image. The course focus specially on small European states, in particular the five Nordic states. The course brings together some of the leading scholars in the field of small state studies and leadership studies by providing students with access to an online edX course on leadership in small states. The online edX course will supplement discussion in the classroom and cover in greater depth Small State Leadership in Public Administration and Governance; Small State Leadership in Foreign and Security Policy; Small State Leadership in Gender Policy; and Small State Leadership in International Diplomacy.
The aim of this course is to study the behavior and role of small states in the international system. The course deals with questions such as: What is a small state? What are the main constrains and opportunities of small states? Do small states behave differently in the international community from larger ones? The course offers an introduction to the literature on the state, the international system and small-state studies. The main emphasis, however, is on internal and external opportunities and constraints facing small states, for example how they are affected by and have responded to globalization, new security threats and the process of European integration. Special attention is devoted to Iceland and its reactions to economic crises and security threats. The course will also examine Iceland´s relations with the United States, China, Russia and the Nordic states, and its engagement with the European Union.
This course examines the aims, interests, opportunities, and challenges of states, non-state actors, regional fora, and international organizations in a changing Arctic region. With a focus on policy, politics, and current issues, it analyses the contemporary dilemmas posed by Arctic governance, cooperation, and imaginaries of the region.
Building on the fundamentals taught in ‘Introduction to Arctic Studies’, this course investigates the Arctic policies of the ‘Arctic Eight’ states, as well as states located outside the region. Five of the ‘Arctic Eight’ are Nordic small states, and so this angle is also considered. The role and achievements of other relevant entities such as the Arctic Council, the Arctic Coast Guard Forum, NATO, the EU, and the UN is also analyzed. The course has an international focus and provides an in-depth examination of the major political contours in today’s Arctic
This course provides an introduction to ideas, concepts and approaches used within Arctic Studies for understanding the Arctic region. It opens with an overview of the basics of today’s Arctic, then turns to the contributions made by both the conventional and critical Arctic Studies literature. The key narratives of the Arctic are explored in depth, as are core ideas such as Arctic governance, security, sovereignty/sovereignties, and exceptionalism. The challenges and opportunities presented by these different approaches are also examined.
The aim of the course is to provide students with a thorough grounding in the overall field of Arctic Studies, in order to deepen their knowledge and understanding of a rapidly changing region that remains a high priority for Iceland. The course is designed to complement the more policy/practice-focussed course ASK113F Arctic Politics in International Context.
This course provides students with an introduction to the major approaches and theories of International Relations. Students are introduced to the aims of theory, theoretical frameworks - rationalist vs reflectivist - as well as the main theories themselves. How the theories can be applied in practice is also examined.
Theory aims to identify broad patterns and draw wider conclusions from a series of discrete moments in international affairs, in order to generate greater insight into, and meaning from, our world. With this in mind, this course explores the various ‘great debates’ that have emerged over time between and among theories of international relations, as well as more recent contributions. How theories can be used to interpret and understand world affairs will be demonstrated throughout the course, drawing on real-life case studies.
Issues and Debates in European Integration is a graduate course that addresses institutional, historical and theoretical aspects as well as contemporary issues and debates in the field of European integration. As part of the MA program in International Affairs, it is designed primarily for students who already have a basic command of the workings of the EU’s institutions and decision-making processes. While such basic knowledge of the EU political system is not strictly speaking a prerequisite for taking this course, students who lack such knowledge are strongly encouraged to read up on the basics prior to or at the very beginning of the semester. The course is divided into three parts and will cover (a) historical and institutional aspects of European integration, (b) the most important theoretical traditions in the field of European integration, and (c) contemporary issues and debates in European integration.
The course is intended to introduce students to hybrid threats and hybrid warfare, that are increasingly prominent in security debates. Hybrid warfare has been utilized in war and conflict throughout history – to undermine adversaries, through disinformation and subversion. Modern technology and complex society have radically altered the scope and ease by which hybrid warfare can be employed. Different perpetrators can now pose such threats and engage in such warfare in more varied ways at less cost and risk.
Historical development will be introduced and current divergence, regarding hybrid warfare in the world, put into context of relevant theories of international relations. The main actors, their methods, and possible consequences will be studied, e.g., a serious threat to democracy. Also, the responses and resources brought to bear will be addressed, the problems that states and societies may find in planning their response and defence. Responses and remedies to hybrid threats will be addressed, the potential problems that may exist, as attacks and actions tend to undermine cohesion and promote fragmentation – which can further impede response.
Internship.
The main objective of the course is to provide students with theoretic and practical tools to analyze the challenges, threats, and opportunities of constructing peace in the aftermath of war. What happens after the last shot is fired until sustainable peace is achieved? Through case-study analysis students will be able to identify and understand different stakeholders and spoilers of peacebuilding efforts as well as the lessons learned in the last 30 years of conflict intervention. Students will analyze why constructing a sustainable peace after armed conflict has proven to be so complex, despite the robust budgets and deployments, or the inclusion of components such as transitional justice, security sector reform, and development. Among the peace process that will be analyzed in class: South Africa, Iraq, Afghanistan, Rwanda, Timor Leste, Philippines, Sri Lanka, El Salvador, Mozambique, DR Congo, and Colombia
Students are given the opportunity to work on an individual project under the supervision of permanent teachers at the department. Subjects and reading materials are jointly decided by the teacher and the student. The student takes the initiative to contact the teacher with whom he wishes to work on the project.
International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.
Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.
In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.
The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.
International negotiations are vital for states to ensure their citizens increased quality of life and secure their position as acceptable in the international system. The objective of this course is to observe how states manage their negotiations with other states and international lobbyist groups. Another aim is to observe how states defend their interests and push their objectives within international organisations. Theories of negotiation tools, management and organisations of negotiations will be dealt with.
This course provides a comprehensive foundation in security studies. It examines concepts and theories relevant in the field, then considers approaches to, and practices of, security across different levels of analysis: individual, national, international, transnational, global and human.
The focus of security studies centres around questions of what, for whom, and how, is security. Answers to these questions vary according to what level of analysis is adopted, and which security domain is being discussed (eg political, military, economics, social, environmental, etc). The course explores these dimensions thoroughly, and then considers what they contribute to our practical knowledge and experiences of security.
The main objective of the course is to provide students with theoretic and practical tools to analyze the causes and outcomes of the main conflicts around the world in the last 30 years. Through case-study analysis, students will be able to identify and analyze different types of armed conflicts, the role of state and non-state actors involved, as well as conflict-resolution/peacebuilding initiatives.
Additionally the course assessess the effectiveness of UN interventions to counter the so called New Wars and changes in warfare (mercenaries, cyberwarfare).
Conflicts that may be analyzed in class include the Balkans, Russia‘s intervention in Ukraine, the war against terrorism in the Sahel, Somalia, China‘s expansion in the South China Sea, Philippines, Myanmar, Iraq, Libya, the rise of ISIS, and Colombia
This course aims to provide a comprehensive overview of Internet governance and challenges in regulating cyberspace. Topics include the evolution of formalized internet governance, and the role of national governments, supranational organizations and private corporations in shaping the international regulatory framework for Internet governance.
The course will also explore the balance of privacy versus security, including the role of regulations such as GDPR and NIS2 to establish minimum requirements of “privacy” or “security” by design. The emergence of a “cyber-public” space has created new challenges for enforcing laws ranging from copyright to illegal content. Furthermore, the question of public/private cooperation in fighting against cybercrime and regulatory challenges regarding the emergence of cyberwarfare will be examined.
This course will be taught as a series of weekly lectures and bi-weekly seminars for student discussions and debates in internet governance topics.
Qualitative Methods provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., qualitative content analysis, interviewing, and focus groups. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. The remainder of the course is dedicated to the methods and tools/techniques listed above. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.
The course is designed in a highly interactive way and emphasizes active student participation. It is expected that students have done at least the required reading assigned for the given day and are ready to participate in group work and discussions in class. There are two types of classes in this course: lecture & discussion classes and workshops. Each lecture & discussion class will be divided into three parts: a short agenda-setting lecture by the lecturer (40 minutes), group work (40 minutes), and a concluding general discussion (40 minutes). This design is highly effective with regard to achieving the course’s learning outcomes, but it also requires that students have familiarized themselves with the assigned reading for the day. In the workshops, the class will be divided into two groups (A and B).
The course provides the student with an understanding of the scientific method and the basic skills of data analysis. Concepts such as causality, reliability, and validity will be covered. The course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance, and hypothesis testing
The course deals with Iceland's foreign affairs and foreign policy from 1940 to 2018. The aim of the course is to cover all major events in the history of Iceland's foreign affairs during this period such as membership of NATO, the defence and economic relationship with the USA, the cod wars and Nordic and European cooperation. The course also covers the most recent changes which are taking place in Iceland's foreign policy, i.e. more focus on developing aid and human rights. Theories in international studies and small-states studies will be used to analyse the case of Iceland.
The aim of this course is to develop skills in analyzing and discussing international cooperation and in particular, Iceland´s role in global affairs. Globalization from an historical and theoretical perspective is presented and the influence of globalization on politics, economics, states and individuals discussed. The foreign policy of Iceland is analyzed with an emphasis on the current priorities. Iceland´s role in the international system in relation to the current challenges is presented with an emphasis on security and defence matters, Arctic issues and Nordic cooperation. European integration will be explored relating to Iceland´s choices in European affairs, with a particular focus on the effects of the EEA agreement in Iceland. Moreover, Iceland´s UN participation and campaign for a non-permanent seat on the UN Security Council will be covered.
The aim of this course is to study strategies of small states to protect their interests and have a say in the international system. The course builds on the small state literature and examines whether small states tend to seek shelter, hedge, or hide in the international system. The focus is on the ability of small states to establish constructive relations with larger states and their power potential in international organizations. Special attention will be paid to current affairs and how a variety of small European states have been affected by and responded to the Russian full-scale invasion of Ukraine. The course will analyse crisis management in small states and how small states have responded to external crises, such as international economic crises and pandemics. The course examines small states’ methods to influence the day-to-day decision-making in the European Union. It studies the utilization of soft power by the smaller states, such as how small states use participation in the Eurovision Song Contest to enhance their international image. The course focus specially on small European states, in particular the five Nordic states. The course brings together some of the leading scholars in the field of small state studies and leadership studies by providing students with access to an online edX course on leadership in small states. The online edX course will supplement discussion in the classroom and cover in greater depth Small State Leadership in Public Administration and Governance; Small State Leadership in Foreign and Security Policy; Small State Leadership in Gender Policy; and Small State Leadership in International Diplomacy.
The aim of this course is to study the behavior and role of small states in the international system. The course deals with questions such as: What is a small state? What are the main constrains and opportunities of small states? Do small states behave differently in the international community from larger ones? The course offers an introduction to the literature on the state, the international system and small-state studies. The main emphasis, however, is on internal and external opportunities and constraints facing small states, for example how they are affected by and have responded to globalization, new security threats and the process of European integration. Special attention is devoted to Iceland and its reactions to economic crises and security threats. The course will also examine Iceland´s relations with the United States, China, Russia and the Nordic states, and its engagement with the European Union.
This course examines the aims, interests, opportunities, and challenges of states, non-state actors, regional fora, and international organizations in a changing Arctic region. With a focus on policy, politics, and current issues, it analyses the contemporary dilemmas posed by Arctic governance, cooperation, and imaginaries of the region.
Building on the fundamentals taught in ‘Introduction to Arctic Studies’, this course investigates the Arctic policies of the ‘Arctic Eight’ states, as well as states located outside the region. Five of the ‘Arctic Eight’ are Nordic small states, and so this angle is also considered. The role and achievements of other relevant entities such as the Arctic Council, the Arctic Coast Guard Forum, NATO, the EU, and the UN is also analyzed. The course has an international focus and provides an in-depth examination of the major political contours in today’s Arctic
This course provides an introduction to ideas, concepts and approaches used within Arctic Studies for understanding the Arctic region. It opens with an overview of the basics of today’s Arctic, then turns to the contributions made by both the conventional and critical Arctic Studies literature. The key narratives of the Arctic are explored in depth, as are core ideas such as Arctic governance, security, sovereignty/sovereignties, and exceptionalism. The challenges and opportunities presented by these different approaches are also examined.
The aim of the course is to provide students with a thorough grounding in the overall field of Arctic Studies, in order to deepen their knowledge and understanding of a rapidly changing region that remains a high priority for Iceland. The course is designed to complement the more policy/practice-focussed course ASK113F Arctic Politics in International Context.
This course provides students with an introduction to the major approaches and theories of International Relations. Students are introduced to the aims of theory, theoretical frameworks - rationalist vs reflectivist - as well as the main theories themselves. How the theories can be applied in practice is also examined.
Theory aims to identify broad patterns and draw wider conclusions from a series of discrete moments in international affairs, in order to generate greater insight into, and meaning from, our world. With this in mind, this course explores the various ‘great debates’ that have emerged over time between and among theories of international relations, as well as more recent contributions. How theories can be used to interpret and understand world affairs will be demonstrated throughout the course, drawing on real-life case studies.
Issues and Debates in European Integration is a graduate course that addresses institutional, historical and theoretical aspects as well as contemporary issues and debates in the field of European integration. As part of the MA program in International Affairs, it is designed primarily for students who already have a basic command of the workings of the EU’s institutions and decision-making processes. While such basic knowledge of the EU political system is not strictly speaking a prerequisite for taking this course, students who lack such knowledge are strongly encouraged to read up on the basics prior to or at the very beginning of the semester. The course is divided into three parts and will cover (a) historical and institutional aspects of European integration, (b) the most important theoretical traditions in the field of European integration, and (c) contemporary issues and debates in European integration.
The course is intended to introduce students to hybrid threats and hybrid warfare, that are increasingly prominent in security debates. Hybrid warfare has been utilized in war and conflict throughout history – to undermine adversaries, through disinformation and subversion. Modern technology and complex society have radically altered the scope and ease by which hybrid warfare can be employed. Different perpetrators can now pose such threats and engage in such warfare in more varied ways at less cost and risk.
Historical development will be introduced and current divergence, regarding hybrid warfare in the world, put into context of relevant theories of international relations. The main actors, their methods, and possible consequences will be studied, e.g., a serious threat to democracy. Also, the responses and resources brought to bear will be addressed, the problems that states and societies may find in planning their response and defence. Responses and remedies to hybrid threats will be addressed, the potential problems that may exist, as attacks and actions tend to undermine cohesion and promote fragmentation – which can further impede response.
The main objective of the course is to provide students with theoretic and practical tools to analyze the challenges, threats, and opportunities of constructing peace in the aftermath of war. What happens after the last shot is fired until sustainable peace is achieved? Through case-study analysis students will be able to identify and understand different stakeholders and spoilers of peacebuilding efforts as well as the lessons learned in the last 30 years of conflict intervention. Students will analyze why constructing a sustainable peace after armed conflict has proven to be so complex, despite the robust budgets and deployments, or the inclusion of components such as transitional justice, security sector reform, and development. Among the peace process that will be analyzed in class: South Africa, Iraq, Afghanistan, Rwanda, Timor Leste, Philippines, Sri Lanka, El Salvador, Mozambique, DR Congo, and Colombia
Students are given the opportunity to work on an individual project under the supervision of permanent teachers at the department. Subjects and reading materials are jointly decided by the teacher and the student. The student takes the initiative to contact the teacher with whom he wishes to work on the project.
International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.
Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.
In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.
The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.
International negotiations are vital for states to ensure their citizens increased quality of life and secure their position as acceptable in the international system. The objective of this course is to observe how states manage their negotiations with other states and international lobbyist groups. Another aim is to observe how states defend their interests and push their objectives within international organisations. Theories of negotiation tools, management and organisations of negotiations will be dealt with.
This course provides a comprehensive foundation in security studies. It examines concepts and theories relevant in the field, then considers approaches to, and practices of, security across different levels of analysis: individual, national, international, transnational, global and human.
The focus of security studies centres around questions of what, for whom, and how, is security. Answers to these questions vary according to what level of analysis is adopted, and which security domain is being discussed (eg political, military, economics, social, environmental, etc). The course explores these dimensions thoroughly, and then considers what they contribute to our practical knowledge and experiences of security.
The main objective of the course is to provide students with theoretic and practical tools to analyze the causes and outcomes of the main conflicts around the world in the last 30 years. Through case-study analysis, students will be able to identify and analyze different types of armed conflicts, the role of state and non-state actors involved, as well as conflict-resolution/peacebuilding initiatives.
Additionally the course assessess the effectiveness of UN interventions to counter the so called New Wars and changes in warfare (mercenaries, cyberwarfare).
Conflicts that may be analyzed in class include the Balkans, Russia‘s intervention in Ukraine, the war against terrorism in the Sahel, Somalia, China‘s expansion in the South China Sea, Philippines, Myanmar, Iraq, Libya, the rise of ISIS, and Colombia
This course aims to provide a comprehensive overview of Internet governance and challenges in regulating cyberspace. Topics include the evolution of formalized internet governance, and the role of national governments, supranational organizations and private corporations in shaping the international regulatory framework for Internet governance.
The course will also explore the balance of privacy versus security, including the role of regulations such as GDPR and NIS2 to establish minimum requirements of “privacy” or “security” by design. The emergence of a “cyber-public” space has created new challenges for enforcing laws ranging from copyright to illegal content. Furthermore, the question of public/private cooperation in fighting against cybercrime and regulatory challenges regarding the emergence of cyberwarfare will be examined.
This course will be taught as a series of weekly lectures and bi-weekly seminars for student discussions and debates in internet governance topics.
Qualitative Methods provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., qualitative content analysis, interviewing, and focus groups. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. The remainder of the course is dedicated to the methods and tools/techniques listed above. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.
The course is designed in a highly interactive way and emphasizes active student participation. It is expected that students have done at least the required reading assigned for the given day and are ready to participate in group work and discussions in class. There are two types of classes in this course: lecture & discussion classes and workshops. Each lecture & discussion class will be divided into three parts: a short agenda-setting lecture by the lecturer (40 minutes), group work (40 minutes), and a concluding general discussion (40 minutes). This design is highly effective with regard to achieving the course’s learning outcomes, but it also requires that students have familiarized themselves with the assigned reading for the day. In the workshops, the class will be divided into two groups (A and B).
The course provides the student with an understanding of the scientific method and the basic skills of data analysis. Concepts such as causality, reliability, and validity will be covered. The course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance, and hypothesis testing
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Some students find work with:
Others continue their studies and go on to complete a Master's degree in international affairs.
This list is not exhaustive.
There is no specific student organisation for this programme, but students meet frequently in the Student Cellar.
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The School office offers support to students and lecturers, providing guidance, counselling, and assistance with various matters.
You are welcome to drop by at the office in Gimli or you can book an online meeting in Teams with the staff.
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