Aarhus University Seal / Aarhus Universitets segl

Second Semester


Second Semester: 

  • Work-based and Organisational Learning (15 ECTS)
  • Comparative and Transnational Education (15 ECTS)

Work-based and Organisational Learning (15 ECTS)

Module Coordinator: Associate Professor Ulrik Brandi

The content of this module should be viewed as a continuation and elaboration of issues from the module on "The learning individual in a lifelong perspective".

While revisiting some of the issues with regard to learning, innovation and the concept of knowledge as well as facilitating processes of knowing, we also move into an understanding of learning as social processes.

Moving into the realm of the social is a prerequisite for understanding how learning, innovation and processes of knowing unfold in workplaces as work-based and organisational learning.

In a pursuit to understand that, we need a concept of organisation, of organising and meaning creation and recreation in contexts of collectivities.

Thus, the content of the module is centred on providing students with introductions to different theoretical contributions to work-based and organisational learning with the point of departure in the following questions: What is work-based and organisational learning, how may it be studied and initiated?

This includes an introduction to an individual and cognitive approach as well as a practice-based and pragmatist approach to organisational and workplace learning, creativity and innovation as well as processes of knowing.

Comparative and Transnational Education (15 ECTS)

This module will introduce students to the field of Comparative Education through the exploration of issues and theoretical paradigms as well as through the investigation of contemporary educational developments taking place in national and transnational contexts.

The main theoretical premise of the module is that education systems across the world are deeply rooted in national histories and conditions. However, contemporary developments in education systems are not any more exclusively national nor simply 'borrowed' and 'lent' between nation-states. States no longer function as components of an inter-national system in which national relations are clearly distinguished. They are parts of a trans-national structure which contains nation-state policies, whereas nation-states are the contexts in which transnational policies are processed. Major transnational institutions, to which most states belong, are now the main settings in which important educational directions are drawn.

Students will have the opportunity in this context to reflect on what it is to think and research comparatively and what can be learned from the comparative investigation of education. They will go through different traditions, systems, policies and practices of education existing in different national and socio-cultural contexts. They will also have the opportunity to present and make analytical remarks on their own education system, as well as to know about those of their colleagues, thus being immersed into a considerable body of knowledge about a diversity of education systems.

Moreover, the module will give students the chance to study the role and function of major International Organisations (e.g. OECD, World Bank/IMF, UNESCO, WTO) and other transnational entities (e.g. the European Union) in education policy and the impact that these institutions have on national education policies.


  • Educational Traditions and Systems in Europe (15 ECTS)
  • Vocational Learning: Policy and Practice (15 ECTS)

Educational Traditions and Systems in Europe (15 ECTS)

Module Coordinator:

This module will examine some of the major traditions of education in Europe with an emphasis on secondary schooling and post-compulsory education and training in the EU states.

Through holistic historical and contemporary case studies of education systems in England, Germany, Sweden, Greece, France and other Mediterranean countries, the course will analyse the significant differences in the dominant regional systems in terms of their institutional structures, curricula and modes of regulation and governance and relate these to the varying political, cultural and economic contexts which shape them.

The course will employ comparative methods to identify convergent and divergent trends within European education, to analyse their causes and to assess the role of EU institutions in addressing the important policy dilemmas that face education in Europe.

Vocational Learning: Policy and Practice (15 ECTS)

Module Coordinator:

During this module students will examine the positioning of vocational learning in national and international policy discourse as well as the formation of vocational learning programmes in the context of the changing economic landscape.

The aim is to critically analyze debates, theories and concepts concerned with the shifting meaning of professional development and the role of knowledge, its construction and management in vocational learning.

The course will cross the boundaries between a number of areas that are often treated separately, for example, learning, work, and vocational education to address current and emerging professional concerns. Students will develop theoretical, methodological and analytical skills to relate their professional interests to the wider issues concerned with vocational learning.


There is a possibility for some MALLL students (EM Programme country students and self-funded EU students) opt to study one module of the second semester at Melbourne Graduate School of Education, The University of Melbourne, in July and August preceding the 3rd semester in Bilbao.

Globalisation and Leadership (15 ECTS)

Module Coordinator: Professor Fazal Rizvi

This course focuses on international constructs of educational leadership in the context of global changes in education and training and global changes in the context of education and training. Its purpose is to provide participant with a foundation in theoretical constructs of educational leadership and to explore the relevance and utility of these constructs in relation to the role of education and training systems in different international settings. 

Objectives: On completion of this subject, students will be able to:

  • Review educational leadership issues in a selection of OECD countries, with a critical emphasis on changes in education and training in the context of globalisation
  • Identify and understand the relevant research and policy literature in the international field;
  • Critically analyse key contemporary issues in leadership and globalisation in Australia in the light of international experience and learnings.

 Assessment: There are two assessment tasks:

  • 4,000 word opinion piece based on prescribed readings on a topic selected from a range of options, due mid semester , 40%
  • 6,000 word research essay on a topic linked to issues of globalization, leadership and educational policy, due end of semester, 60%

More information on the module can be found here handbook.unimelb.edu.au/view/2012/EDUC90644