Study Program Overview

The program "Measurement Science in Chemistry" (MSC) is a "3+2" master's degree program jointly delivered by nine partner universities. The volume of the program corresponds to 120 ECTS credits and nominal duration of 2 years.

In order to study in the MSC program a student has to be enrolled in one of the nine universities ("home university"). During the first year studies are normally carried out at the home university. The second year consists of the intensive course (Summer School) and possible mobility to a partner university. The program ends with performing and defending a master's thesis.

At every home university the program is based on a local program of the same focus and is thus delivered slightly differently, but the core content is the same. Table 1 summarizes the core structure of the program. For more information on admission and on the local study programs at the partner universities please see "How to apply?" page.

Table 1. Modules of the program1
 

Modules	ECTS	C2	Learning outcomes addressed3
Year 1 (60 ECTS)
Fundamentals of Measurement Science (incl MS in Chemistry)	10	C	1, 2, 3, 7, 10, 15, 17, 18
Data evaluation and management	10	C	2, 6, 9, 10, 12, 15, 16, 17, 18, 21
Instrumental Methods	10	C	3, 4, 13, 15, 16
Sampling, sample preparation and separation methods	10	C	3, 4, 5, 13, 14, 16
Applications of analysis4	20	C	3, 4, 5, 6, 8, 11, 12, 13, 14, 15, 16, 17, 18, 20
Year 2 (60 ECTS)
Pan-consortium intensive course (summer-school/winter-school)5,6	30	C	8, 9, 10, 19, 26, 27, 28, 29
Practical examples (case studies) on method validation, different methods for assessment of uncertainty and their respective contents of information and demonstration of  traceability	8	C,S,E	8, 9, 10,
Quality management systems (ISO 17025 and GLP), Economic and legal aspects (with relevance to EU legislation) of measurements	6	C,S,E	19, 29
Advanced topics in analytical chemistry (advanced sample preparation methods, bio- and medical analysis, etc)	10	C,S,E	3, 4, 5, 13, 14, 16
Advanced statistical methods for data evaluation	6	C,S,E	2, 6, 9, 10, 12, 15, 16, 17, 18, 21
Master thesis6	30	C	11, 20, 22, 23, 24, 25, 27, 28, 29

Notes to Table 1:

1. In the Table we provide a typical example, average of the situation within the different Institutions of the Consortium. The basic modules are given in bold. The modules of the Year 1 are normally taught at the home university (and normally during year 1). The pan-consortium intensive course is taught jointly to all students of the JDP. The basic modules may be organized slightly differently (i.e. containing different courses/subunits) at each Partner university in order to accommodate local conditions. It is possible that at some universities some parts of the modules of Year 1 are taught during Year 2.
2. The basic modules are compulsory, i.e. must be taken by the students. There are courses within the modules that are semi-optional or elective for regular students of the respective universities but for the JDP students all these are compulsory. The modules of the year 2 contain compulsory, semi-optional and elective courses.
3. Learning outcomes for which the particular module is the main source are indicated in bold.
4. Included in this module is also the practical placement in analysis laboratories or in industry.
5. The Intensive course is carried out in the form of a summer or winter school, usually at one of the partner universities. This course covers the most advanced topics of MSC. This course is one of the main added value components of the JDP: no single partner university of the consortium is able to cover the topics taught at the intensive course. Participation in the intensive course is mandatory for the students belonging to the MSC JDP. The intensive course is the primary means of organizing joint consortium activities and student mobility (of course the "regular" mobility, e.g. via Erasmus student exchange is also strongly encouraged).
6. The intensive course and master thesis can address all learning outcomes, therefore the last column lists only those that are specific to these two modules.

The elements of the program with respect to the Budapest descriptors are met as follows:

• The program is founded upon and extends that of the Bachelor’s level in chemistry. The graduates of the program will have competences to work as analytical chemists and will be able to use the obtained knowledge in many scientific disciplines, such as materials science, environmental, bio- and life-sciences, where measurements are important. As a consequence they will have the potential to become highly educated specialists in some more specific field. The graduates can work in industry, testing and calibration laboratories, public authorities, inspection, certification and accreditation bodies, scientific research institutions.
• The graduates will have executed a master thesis – an original scientific research project – which provides a basis for originality in developing and applying ideas within a research context;
• The program provides good basis for further Ph.D. study in analytical chemistry and large variety of other experimental sciences e.g. physical chemistry, ecology, biochemistry, environmental sciences etc.

The program is designed in such a way that the students will develop the ability

• to apply their knowledge, understanding, and problem solving abilities, in new or unfamiliar environments within broader (or multidisciplinary) contexts related to chemical measurement sciences, involving search of data.
• to integrate knowledge and handle complexity, and formulate judgements e.g., to define adequately the analytical problem, to select a proper method for solving it, to obtain and interpret analytical data and to evaluate critically the analytical procedure; to know the functioning principle of modern analysis instruments and to develop the ability to work with these;
• to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously;
• to continue to study in a manner that may be largely self-directed or autonomous, and to take responsibility for their own professional development.