Students acquire theoretical and practical knowledge and after graduation will be able to apply for the legally protected protected title of career counsellor.
Career counselling and guidance refers to services aimed at helping people of all ages make decisions about their education and careers. The importance of career counselling has grown as careers and academic options have become more complex and the ever-changing modern labour market makes increasing demands for continuing education. Everyone needs the skills to plan the future of their education and career.
Most courses are taught through face-to-face learning, but students living outside the capital area can apply to attend classes remotely in real time. Some courses are taught through distance learning. There are two face-to-face blocks per semester with mandatory attendance. For further details see the arrangements for each course.
The programme is 120 ECTS and is organised as two years of full-time study or a longer period of part-time study.
The programme is made up of:
Please note! The course Quantitative methodology is a prerequisite for students who have completed fewer than 10 ECTS in quantitative methodology at the undergraduate level. It can be taken as an elective course. Students who have already completed at least 10 ECTS in quantitative methodology at the undergraduate level can take other elective courses for 8-10 ECTS.
Students who have completed a diploma in career counselling and guidance can transfer 60 ECTS to the Master's programme.
This programme is taught in Icelandic but most textbooks are in English.
Due to restrictions on the number of students, only 40 students will be admitted to the programme.
The programme aims to prepare students to work as career counsellors in diverse settings.
Completing the programme allows you to apply for doctoral studies.
BA, B.Ed or BS degree or equivalent with first class grades. Applicants who have completed studies that are not in one of the following fields of knowledge: Psychology, education and the education system, the relationship between the individual and society or have not completed at least 10 ECTS credits in quantitative methodology, may require one to three courses (maximum 30 ECTS) in the aforementioned areas. If a student needs to add courses, it must take place in parallel with the study. It is not considered part of the actual master's program. Exception: FMÞ001F Quantitative methodology can be used as an elective.
120 ECTS credits have to be completed for the qualification. The programme is organised as a full-time study for two years, but it is possbile to finish the program over a longer period of time.
Mandatory courses are 72 credits (students who have completed less than 10 credits in quantitative methodology from undergraduate studies complete 82 credits in mandatory courses).
Restricted electives are 10 credits in methodology.
Electives are 8 credits.
The program ends with a 30 credits master's project.
Students complete their studies with a MA thesis of 30 ECTS. Students holding a Diploma in Career Counselling and Guidance can have 60 ECTS credits accepted as part of the MA studies.
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 main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
The focus is on the development of the Icelandic educational system and its' theoretical premises. Research and theories on students' educational progress and school dropout are discussed with emphasis on diversity. Also, students learn about recent trends in carreer guidance in the neighbouring countries as well as methods in evaluating career counselling outcomes. The course will provide an overview of the Icelandic labour market and main trends.
Students are introduced to the roles of career counsellors working in various settings in a multicultural society. Institutional functions and relations with other professionals along with legal frameworks and policies are also introduced. They get to know the main roles and processes faced by career counsellors, organization of services, ethical guidelines and get insight into their practices. Students need to explore their values, experiences, cultural background and assumptions. This provides the groundwork for a personal theory of career counselling and professional development of students.
Students choose master’s level courses in their specialization, for example, in the Faculty of Social Sciences, the Faculty of Education, the Faculty of Humanities, or in other faculties of the school.
Theories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
The main subjects of the course are personal and social difficulties of children and youth and developmental courses. Definitions and prevalence of behavioral, emotional and learning difficulties are reviewed, both theoretically and according to international classification systems. Also, youth risk taking is discussed with emphasis on theories on resilience and preventions. The diversity of different groups is stressed. Students get acquainted with evidenced based resources.
Students continue exploring the roles of career counsellors, organization of their work and practical approaches. Key features of the digital society are introduced and how they play out in the exploration of careers and counseling methods. Theories of motivation, self- regulation, self- efficacy and how to support students’ study habits are introduced. Interviewing skills, with focus on of active listening are practiced. Counseling communication models and the client-counseling relationship are addressed. The role of career counselors in multicultural society is integrated into all topics.
Seminar
MA Thesis
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.
Seminar
MA Thesis
MA Thesis
Focus is on counseling communication with clients and interview stages. Models and concepts applied in counseling interviews are thoroughly discussed and practiced along with multicultural communication. Discussion on counseling process is continued and students tought to evaluate own communication style and approached in client and other relations. Diverse methods to evaluate client stories and problems and common goal settings in counseling addressed. Group counseling approaches and counseling in digital communities are introduced and practiced. Emphasis on reflective practice and professional development of students as career and guidance counselor is continued. Ethical issues are addressed through the course.
The major aim of the course is to connect theories, methods and practice in career counselling. Special focus is also on group work and systems in counselling, use of assessment instruments and ethical issues. The institutional and social barriers people experience in their career development path will also be discussed. Additionally, attention will be paid to the professional development of the student as a career counsellor in a multicultural society. Students work under the supervision of experienced career counsellors for 200 hours in their practicum placements (elementary/high school, comprehensive school/gymnasium, University, job-market/adult education).
MA Thesis
The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
The focus is on the development of the Icelandic educational system and its' theoretical premises. Research and theories on students' educational progress and school dropout are discussed with emphasis on diversity. Also, students learn about recent trends in carreer guidance in the neighbouring countries as well as methods in evaluating career counselling outcomes. The course will provide an overview of the Icelandic labour market and main trends.
Students are introduced to the roles of career counsellors working in various settings in a multicultural society. Institutional functions and relations with other professionals along with legal frameworks and policies are also introduced. They get to know the main roles and processes faced by career counsellors, organization of services, ethical guidelines and get insight into their practices. Students need to explore their values, experiences, cultural background and assumptions. This provides the groundwork for a personal theory of career counselling and professional development of students.
Students choose master’s level courses in their specialization, for example, in the Faculty of Social Sciences, the Faculty of Education, the Faculty of Humanities, or in other faculties of the school.
Theories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
The main subjects of the course are personal and social difficulties of children and youth and developmental courses. Definitions and prevalence of behavioral, emotional and learning difficulties are reviewed, both theoretically and according to international classification systems. Also, youth risk taking is discussed with emphasis on theories on resilience and preventions. The diversity of different groups is stressed. Students get acquainted with evidenced based resources.
Students continue exploring the roles of career counsellors, organization of their work and practical approaches. Key features of the digital society are introduced and how they play out in the exploration of careers and counseling methods. Theories of motivation, self- regulation, self- efficacy and how to support students’ study habits are introduced. Interviewing skills, with focus on of active listening are practiced. Counseling communication models and the client-counseling relationship are addressed. The role of career counselors in multicultural society is integrated into all topics.
Seminar
MA Thesis
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.
Seminar
MA Thesis
MA Thesis
Focus is on counseling communication with clients and interview stages. Models and concepts applied in counseling interviews are thoroughly discussed and practiced along with multicultural communication. Discussion on counseling process is continued and students tought to evaluate own communication style and approached in client and other relations. Diverse methods to evaluate client stories and problems and common goal settings in counseling addressed. Group counseling approaches and counseling in digital communities are introduced and practiced. Emphasis on reflective practice and professional development of students as career and guidance counselor is continued. Ethical issues are addressed through the course.
The major aim of the course is to connect theories, methods and practice in career counselling. Special focus is also on group work and systems in counselling, use of assessment instruments and ethical issues. The institutional and social barriers people experience in their career development path will also be discussed. Additionally, attention will be paid to the professional development of the student as a career counsellor in a multicultural society. Students work under the supervision of experienced career counsellors for 200 hours in their practicum placements (elementary/high school, comprehensive school/gymnasium, University, job-market/adult education).
MA Thesis
The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
The focus is on the development of the Icelandic educational system and its' theoretical premises. Research and theories on students' educational progress and school dropout are discussed with emphasis on diversity. Also, students learn about recent trends in carreer guidance in the neighbouring countries as well as methods in evaluating career counselling outcomes. The course will provide an overview of the Icelandic labour market and main trends.
Students are introduced to the roles of career counsellors working in various settings in a multicultural society. Institutional functions and relations with other professionals along with legal frameworks and policies are also introduced. They get to know the main roles and processes faced by career counsellors, organization of services, ethical guidelines and get insight into their practices. Students need to explore their values, experiences, cultural background and assumptions. This provides the groundwork for a personal theory of career counselling and professional development of students.
Students choose master’s level courses in their specialization, for example, in the Faculty of Social Sciences, the Faculty of Education, the Faculty of Humanities, or in other faculties of the school.
Theories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
The main subjects of the course are personal and social difficulties of children and youth and developmental courses. Definitions and prevalence of behavioral, emotional and learning difficulties are reviewed, both theoretically and according to international classification systems. Also, youth risk taking is discussed with emphasis on theories on resilience and preventions. The diversity of different groups is stressed. Students get acquainted with evidenced based resources.
Students continue exploring the roles of career counsellors, organization of their work and practical approaches. Key features of the digital society are introduced and how they play out in the exploration of careers and counseling methods. Theories of motivation, self- regulation, self- efficacy and how to support students’ study habits are introduced. Interviewing skills, with focus on of active listening are practiced. Counseling communication models and the client-counseling relationship are addressed. The role of career counselors in multicultural society is integrated into all topics.
Seminar
MA Thesis
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.
Seminar
MA Thesis
MA Thesis
Focus is on counseling communication with clients and interview stages. Models and concepts applied in counseling interviews are thoroughly discussed and practiced along with multicultural communication. Discussion on counseling process is continued and students tought to evaluate own communication style and approached in client and other relations. Diverse methods to evaluate client stories and problems and common goal settings in counseling addressed. Group counseling approaches and counseling in digital communities are introduced and practiced. Emphasis on reflective practice and professional development of students as career and guidance counselor is continued. Ethical issues are addressed through the course.
The major aim of the course is to connect theories, methods and practice in career counselling. Special focus is also on group work and systems in counselling, use of assessment instruments and ethical issues. The institutional and social barriers people experience in their career development path will also be discussed. Additionally, attention will be paid to the professional development of the student as a career counsellor in a multicultural society. Students work under the supervision of experienced career counsellors for 200 hours in their practicum placements (elementary/high school, comprehensive school/gymnasium, University, job-market/adult education).
MA Thesis
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.
This list is not exhaustive
The organisation for career counselling and guidance students is called Filia. Filia plans social events for students, protects their interests and represents them within and outside the University.
What interests you?
Follow the path
If you still have questions, feel free to contact us.
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.
