Programme information

Content During the module Researching Concepts, students will discuss theories, concepts and notions which inspire professional interventions within and beyond the heritage field. In conversation with academic experts, they will reflect, at a conceptual level, on different academic and professional discourses about the dynamics of culture and societal change. The use and meaning(s) of key concepts such as culture, identity, heritage, sustainability, inclusivity, participation, authenticity and digitality are discussed, using concrete examples from different historical, social and spatial contexts. Building on these discussions and in preparation of their intervention design and research projects, students will become acquainted with different research methods and the professional skills needed to share and discuss the research findings with peers and others.

Taking a dynamic, interactionist approach to culture aiming at meaningful interventions in response to societal issues, there will have a strong focus on social anthropological methods and creative design tools. Students will visit different heritage organisations, ranging from well-established institutions to grassroots organisations, to learn about their methodologies and the ways in which they connect to the world outside them.

Meetings and discussions with staff members are part of the program, bringing students in contact with the ideas behind heritage practice and helping students to expand their professional network.

To be able to:

• Define and discuss the core concepts used in academic and professional discourses on the dynamics of heritage;
• Define and discuss the core concepts used in academic and professional discourses on sustainability, inclusivity and digitality;
• Compare and contrast academic and professional discourses on the dynamics of heritage in relation to discourses on sustainability, inclusivity and digitality;
• Demonstrate a basic historical knowledge and a deep historical awareness in discussion of popular historical narratives.
• Critically apply core concepts used in the field of ethnology and museology in relation to the dynamics of heritage making;
• Critically apply the concepts and principles regarding sustainability, inclusivity and digitality in relation to the dynamics of heritage making and museum work;
• Apply basic research methods;
• Actively and meaningfully participate in discussions about museum and heritage issues on an academic and professional level in English;
• Write a paper in professional English in accordance with academic standards.

QAQR reports (10) consisting of: a) a core Quote; b) a brief summary of what the student considers to be the main Argument of that week’s literature; c) Questions/comments, and d) its Relation/relevance to the main theme of the programme.

These reports are to be submitted by email by 10 pm the evening before class. One or several of these will serve as the basis for the conversation in the second hour of every class meeting. This assessment format compels adequate preparation so that discussions in class can go beyond the level of explaining concepts, which is a bachelor-level activity.

With these preparations, students are ready to enter discussion at the master’s level; A podcast in which students are expected to demonstrate deep awareness of specific historical, social and local contexts; The podcast is a way of practicing with digital technology. At the same time, it is an appropriate assessment format for testing knowledge in an applied master’s programme as not all students excel in academic writing. Peer-review of the reflective paper before submission. Formal peer review not only facilitates students learning from each other. It also forces students at master level to take the roll of evaluator, which will enhance self-criticism and the quality of future personal work.

Students will be summatively assessed based on:

• An oral exam in which the student demonstrates knowledge and understanding of the key concepts and issues discussed in the lectures and workshops during term 1; this prepares the student for term 2, in which key museum and heritage concepts need to be analysed in conjunction with topical societal issues.
• A reflective paper in which the student critically reflects on current professional practices and instruments in the museum and heritage sector, in relation to issues of sustainability, inclusivity and/or digitally.