TY - JOUR

T1 - The historic importance of degree structure

T2 - A comparison of bachelor to master transitions in Norway and Denmark

AU - Hovdhaugen, Elisabeth

AU - Ulriksen, Lars

PY - 2023

Y1 - 2023

N2 - The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor’s programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master’s programme. We compare students in Norway and Denmark who have entered a master’s programme in educational studies. In both countries, students mention multiple reasons for choosing to enter the master’s level, and reasons related to career and access to interesting jobs were most frequently mentioned. Additionally, academic motives and identity motives were mentioned. There are also differences between Norwegian and Danish students, but these differences are mainly linked to aspects of the transition. In Denmark, students who change institution when entering the master’s level state different reasons, while in Norway, differences are related to whether students enter a master’s programme directly or delayed. Further, differences in labour market structure also affects these transitions. These differences point to historical understandings of national status differences between degrees and institutions still being important, even if the implementation of the Bologna structure in the educational system should have led to a harmonisation.

AB - The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor’s programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master’s programme. We compare students in Norway and Denmark who have entered a master’s programme in educational studies. In both countries, students mention multiple reasons for choosing to enter the master’s level, and reasons related to career and access to interesting jobs were most frequently mentioned. Additionally, academic motives and identity motives were mentioned. There are also differences between Norwegian and Danish students, but these differences are mainly linked to aspects of the transition. In Denmark, students who change institution when entering the master’s level state different reasons, while in Norway, differences are related to whether students enter a master’s programme directly or delayed. Further, differences in labour market structure also affects these transitions. These differences point to historical understandings of national status differences between degrees and institutions still being important, even if the implementation of the Bologna structure in the educational system should have led to a harmonisation.

U2 - 10.1177/14749041211041230

DO - 10.1177/14749041211041230

M3 - Journal article

VL - 22

SP - 198

EP - 215

JO - European Educational Research Journal

JF - European Educational Research Journal

SN - 1474-9041

IS - 2

ER -