Standards and Requirements, Quality of Master's Programmes

Schools and faculties at the University of Iceland organise and bear responsibility for Master’s programmes at the University.In accordance with the Act on Higher Education Institutions no. 63/2006 and the Act on Public Higher Education Institutions no. 85/2008, the University Council establishes general rules for graduate studies, which can be found in Section VI of the Regulation for the University of Iceland no. 569/2009. These rules state that schools and faculties at the University are authorised to organise Master’s programmes within the set framework. Further provisions for graduate studies are included in the specific school and faculty rules, which are ratified by the University Council. The development of a higher education programme or degree is described in the National Qualification Framework.

Programmes at the second higher education cycle are divided into two stages: qualifications at the Master’s level, 2.1., and Master's degrees, 2.2. The main difference is that stage 2.2. programmes confer access to doctoral studies; generally a stage 2.1. qualification is not considered sufficient preparation for doctoral studies. This document discusses the standards and requirements for the quality of Master's programmes at stage 2.2., although many of the criteria apply to all programmes at the Master’s level.

The document Standards and requirements for the quality of Master’s programmes is part of the University’s formal quality assurance system. Emphasis is placed on setting standards that are comparable to those found at peer institutions outside Iceland. The standards and requirements outlined here form a general framework that applies to all Master's programmes at stage 2.2. at the University. Schools and faculties may set further requirements as appropriate, which must be included in specific rules approved by the University Council for the academic unit in question.

For ease of use, Standards and requirements for the quality of Master’s programmes is divided into subsections depending on whether the provisions apply generally (3), to schools and faculties (3.1), to Master's students (3.2), to teaching staff (3.3), to administrative supervisors (3.4), to academic supervisors (3.5), to Master's degree committees (3.6) or to external examiners (3.7).

• Learning outcomes for Master’s programmes Master’s programmes at the University of Iceland aim to provide students with the knowledge, skills and competences to fulfil the learning outcomes for study at the Master’s level, as outlined in the National Qualification Framework.
• Assessment. Learning, teaching, credits and assessment shall form a logical whole, taking into account defined learning outcomes. Assessment must give students an opportunity to demonstrate to what extent they have acquired the knowledge, competences and skills outlined in the learning outcomes for the relevant course and study programme. Assessment must be varied, based on clear and transparent marking criteria, and encourage students to engage with their studies.
• Differences between undergraduate, Master’s and doctoral studies Progression of knowledge, skills and competences escalates as a student advances through higher education, and learning outcomes should reflect this. At the University of Iceland, the courses on Master's programmes are specialised graduate courses, F-courses (i. framhaldsnámskeið). There are two potential exceptions: A faculty may offer special Master’s courses, M-courses, designed for Master's students and also undergraduate students in the later stages of a Bachelor’s programme. A faculty/school may also grant permission for undergraduate courses, G-courses (i. grunnnámsskeið), to be included in the elective courses for a particular Master’s programme, e.g. in the case of interdisciplinary programmes. Faculties shall establish rules stipulating the maximum number of ECTS from courses at a lower level that may form part of a Master’s programme. G-courses may never form part of the core of the programme and must not have been previously completed by the student for a different degree.
• Joint studies at the Master’s level. When studies at the Master’s level (study programmes or individual courses) are organised jointly with another university or universities, a special agreement shall be entered into. Care must be taken to ensure that the studies meet quality and academic standards comparable to those at the University of Iceland. It must be clear which parties are responsible for organising the studies and assuring quality. Such agreements shall be arranged in consultation with the Division of Academic Affairs and the Graduate School.
• General skills and competences. In addition to specialised academic knowledge, a Master’s programme shall support students to acquire general and practical knowledge in areas such as research ethics, scientific methodology, technology transfer, presenting projects to the academic community and the public in speech and writing, as well as the professional and social skills required for future employment. It is also important that students learn to understand the links between their research and wider society and, where applicable, the impact on sustainability.
• Code of Ethics. All parties involved with Master’s studies at the University of Iceland must familiarise themselves with and uphold the University of Iceland’s Code of Ethics in their work and research, as well as the University’s standards for the use of artificial intelligence and, as appropriate, other obligations, laws and regulations regarding ethics.
• Eligibility. All parties involved with Master’s studies at the University of Iceland must uphold the general rules on eligibility outlined in the Administrative Procedures Act no. 37/1993.
• Accreditation. Faculties are encouraged to obtain international accreditation or certification as appropriate.

3.1. Schools and faculties

• Programmes. Faculties shall only offer academic specialisation at the Master’s level stage 2.2. in subjects for which satisfactory facilities are available, that allow students to pursue research-based studies. Programmes must be well organised and consistent with defined learning outcomes.
• Establishment of new programmes and continuous assessment. Schools and faculties are required to comply with the current rules of procedure at the University of Iceland on the design and approval of new study programmes (VLR-0057) and the continuous assessment of study programmes (in progress), which can be accessed through the online University of Iceland Quality Enhancement Handbook. The course catalogue must explain how a course fits in with the learning framework for the programme and supports the final learning outcomes.
• Number of credits and length of study. A Master's programme at stage 2.2. is 90-120 ECTS, including a research project worth at least 30 ECTS. Based on full-time study and normal progression, a student can complete a 90 ECTS Master's degree in one and a half years and a 120 ECTS Master's degree in two years. Schools must establish rules on the maximum length of study permitted for a Master's programme and the length of time after which credits from a Master’s course become invalid.
• Transparent admissions process. Faculties must select Master's students on the basis of academic performance at the undergraduate level, professional competence and equality. Requirements must be clear and transparent and published in an accessible way on the University website.
• Study and research plan. If a large part of a programme is made up of elective courses, it is recommended that students prepare a study plan at the start of the programme in consultation with the administrative supervisor. Before starting work on the final research project, students must prepare a research plan in consultation with the academic supervisor.
• Research training. Master's students must receive training in research, analysis and interpretation methods in the relevant field. Efforts shall be made to provide Master’s students with opportunities to participate in the research of their instructors and conduct their own research under the guidance of the academic supervisor.
• Teaching experience. Master's students may, where appropriate, contribute to teaching at the undergraduate level. Care shall nevertheless be taken to ensure the workload does not exceed reasonable limits or delay normal academic progression. Teaching duties should not exceed the equivalent of 20% FTE.
• International experience. Schools and faculties shall encourage Master's students to acquire international experience, e.g. by facilitating them to go on exchange to a university abroad or attend international courses and conferences.
• Seminars and presenting research projects. Schools and faculties shall seek to provide Master's students with opportunities to attend seminars or other appropriate settings to discuss and present their projects. In accordance with the spirit of higher education and the University of Iceland policy on open access to research results, research projects shall generally be published in the Skemma database.
• Providing information to students. Schools and faculties must have set procedures for the induction of new students and share information on the programme’s objectives, learning outcomes, structure and mode of study, as well as information on the support, social activities and services available to students. Information must be accessible on the University website.
• Providing information to teaching staff. Faculties must seek to ensure that all instructors on Master’s programmes receive appropriate training and continuing education on teaching at the Master’s level, e.g. in partnership with the Centre for Teaching and Learning and the University of Iceland Graduate School.
• Providing information to external examiners. Faculties must inform external examiners of the professional standards demanded of external examiners and the procedures used for assessment of Master's degree projects.
• Standing committee for Master’s studies. Within each faculty there is a standing committee responsible for handling matters related to Master’s studies. A school may choose to have a single common standing committee, with one representative from each faculty. Standing committees shall consult with each other on courses offered at the Master’s level and act as contacts for the University of Iceland Graduate School.
• Oversight of programmes at the Master’s level. Faculties are required to ensure that students, administrative supervisors, academic supervisors and standing committees have access to support regarding the planning and organisation of studies, in consultation with the school as appropriate.

3.2 Master's students

Students are encouraged to acquaint themselves with the information available on the relevant faculty website regarding learning outcomes, programme structure and mode of study, as well as the services available to students, in particular opportunities to gain international experience during their studies.

Students are required to:

• work in a professional manner and refrain from anything in their studies or conduct which is dishonourable or disreputable or likely to bring discredit upon their studies or the University,
• acquaint themselves thoroughly with the rules and conventions pertaining to academic work and to adopt in all ways recognised academic practice in research and the handling of sources,
• attend to their studies conscientiously and actively participate in the University community which they have joined,
• follow the security and work protocols of the University of Iceland and its partners, including confidentiality requirements,
• be registered at the University and pay the registration fee for the duration of the programme,
• contact their administrative supervisor before registering for elective courses, especially if a wide range of free electives are offered,
• prepare a research plan in consultation with the academic supervisor before starting work on the final research project,
• present their research project in an appropriate setting.

3.3 Teaching staff at the Master’s level

Instructors are encouraged to pursue appropriate training and continuing education on teaching at the Master's level.

Instructors are required to:

• have completed at least a Master's degree or equivalent qualification,
• be a recognised expert in the relevant field.

3.4 Administrative supervisors for Master's students

Each Master's student shall from the start of the programme have an administrative supervisor with whom to discuss issues relating to the programme. One administrative supervisor may supervise a group of students. If the Master's programme requires students to complete a small research project (40 ECTS or smaller), it is not necessary to appoint a Master's degree committee, but when such a committee is appointed the administrative supervisor shall always be a member.

Administrative supervisors are required to:

• be a permanent member of academic staff at the University in the relevant subject,
• act as a contact between the student and the University – this includes the obligation to ensure the student is offered regular meetings,
• assist the student as appropriate with organising the programme, selecting courses, finding an academic supervisor and other issues relating to the programme,
• help the student acquire the general and academic skills described in this document.

3.5 Academic supervisors for Master's students

An academic supervisor is appointed no later than one semester before work on the final research project is due to start. The academic supervisor is generally a member of academic staff at the relevant faculty and, as appropriate, may also then be the administrative supervisor. A faculty may permit a Master’s student to have an external academic supervisor, provided that this individual meets the requirements set by University regulations and the specific rules of the relevant academic unit. Care must be taken to ensure that a student’s project falls within the academic supervisor’s field of study. Ideally, the academic supervisor should have received training in the supervision of Master's students. Generally, each academic supervisor should not supervise more than 10 Master's students at a time.

Academic supervisors are required to:

• have completed at least a Master's degree in the field,
• be a recognised and active expert in the relevant field,
• be acquainted with the faculty’s academic requirements for the supervision of Master's students,
• guide the student in creating a research plan before work on the research project begins,
• guide the student through the research project,
• establish a framework for planned contact in consultation with the student to ensure mutual understanding of how the relationship will work,
• promote a positive, constructive partnership with the student, bearing in mind that mutual trust between supervisor and student is essential for successful Master’s studies,
• determine whether the research plan needs to be submitted to an appropriate ethics committee,
• be a member of the Master's degree committee when such a committee is appointed.

If no Master's degree committee is appointed, the academic supervisor bears responsibility for anything that would otherwise be handled by the committee, see section 3.6 on Master's degree committees.

3.6 Master's degree committees

The relevant standing committee shall appoint a Master's degree committee for each Master's student if the research project is larger than 40 ECTS, no later than one semester before work on the research project is due to start. There is no general requirement to appoint a Master's degree committee for a smaller project, though individual faculties are authorised to require it. The Master's degree committee is made up of two members: the academic supervisor and the administrative supervisor. In cases where the administrative supervisor and the academic supervisor are the same person, a second specialist is also appointed to the committee. A third member may be appointed if this is considered necessary, e.g. for an interdisciplinary programme.

The Master’s degree committee is required to:

• ensure the academic quality of the research work in accordance with faculty rules,
• ensure that the student takes examinations in cases where this applies,
• assess the research project together with an external examiner.

3.7 External examiners

External examiners are nominated by the faculty or a standing committee under the auspices of the faculty. The Division of Academic Affairs appoints external examiners under the authority of the school dean. External examiners may not be members of teaching staff at the relevant faculty and may not have any connections to the Master’s project that could call into question their impartiality.

External examiners are required to

• have completed at least a Master's degree in the relevant field and be respected in their field,
• find out about the professional standards demanded of external examiners and the procedures used for assessment of Master's projects,
• work with the Master's degree committee to assess the student’s research project.

• School and faculty strategic plans for Master’s studies. A written strategic plan for Master’s studies must be produced and published on the school/faculty website. The plan must be based on the University of Iceland’s strategy for graduate studies and the Standards and requirements for the quality of Master's programmes.
• Standing committee for graduate studies. The standing committee ensures that all schools and faculties are complying with general regulations at the University of Iceland, specific school and faculty rules, and these Standards and requirements for the quality of Master's programmes.
• Dropout prevention. Schools and faculties shall collect, analyse and share information about teaching and learning at the Master’s level, monitor student progression and make systematic efforts to reduce dropout rates.
• External quality review. Schools and faculties shall regularly conduct formal reviews of the quality of their Master’s study programmes and degrees. This work shall be consistent with the Icelandic Quality Enhancement Framework (QEF), which is published in the Handbook. Icelandic Quality Enhancement Framework 2024-2029 (i. Rammaáætlun um eflingu gæða í íslenskum háskólum 2024-2029), and the University of Iceland guidance on faculty subject-level reviews (Institution-led subject reviews – continuous assessment and regular review). Schools and faculties shall apply the findings of internal and external reviews in a systematic way to enhance the quality of studies, meaning that plans, actions, monitoring and improvements form a continuous process of reform.

The University Council’s Strategy and Quality Assurance Board and the board of the Graduate School will regularly discuss the Standards and requirements for the quality of Master’s programmes at stage 2.2. at the University of Iceland. The document will be reviewed no later than five years after its entry into force.