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8 fascinating programmes at the University of Gothenburg

Did you know the University of Gothenburg offers 60 master's programmes in English? And some of them may surprise you.

8 fascinating programmes at the University of Gothenburg
Sofia Sabel/imagebank.sweden.se

The University of Gothenburg (Göteborgs universitet) is not only one of the oldest and most popular universities in Sweden – it's also one of the most versatile. In addition to some 100 undergraduate courses taught in English, the school offers 60 cutting-edge master's programmes in truly unique fields, attracting students from around the world.

Here are just a few of the unusual programmes making waves.

1. Game design and technology

It's been said that Sweden might be the best country in the world at creating games. And indeed, with hits like Minecraft, Candy Crush, and the studios behind Battlefield and Mad Max, there's plenty of evidence to support the claim.

So what better place to get in on the action than right here in Sweden?

The University of Gothenburg is the gateway to the gaming industry. Students can learn to create hyper-realistic animations, build gaming engines, evaluate gameplay for a specific audience, and more. The programme gives students both the theoretical and practical skills to level up and take the gaming world by storm – or work with virtual reality at just about any company.

2.  Knowledge-based Entrepreneurship

Speaking of things Sweden is good at, you can also study entrepreneurship at the University of Gothenburg. Because who doesn’t want to learn how to make a change in the world?

Whether you're interested in starting your own business or transforming an existing one, this programme gives students the practical knowledge to get it done. The programme is highly individual and students are given the chance to work with design, service, business development, commercialization, and more. Plus, state-funded GU Venture provides coaching for the students' projects, helping turn student dreams into flourishing professional realities.

3. Language technology

Have you ever laughed at Apple's Siri getting your request totally wrong, or been frustrated by Google's faulty translations which made you ask an embarrassing question in Spanish? Are you fascinated by artificial intelligence?

The field of language technology is expanding rapidly, but it needs improvement. That's where you come in. In this programme students learn how to make computers understand and use human language – a technology that can be used in all aspects of future life.

4. Ancient and medieval philosophy and classical philology

And now for something completely different. Phil-what, you say? Classical philology is the study of Latin and Greek, of Greek and Latin literature and of the scientific methods needed to access this sources in a reliable way.

Are you interested in the roots of our Western thought and science? Of semantics, cognitive psychology, argumentation, and the mind itself – how do they all work and connect and the history of the development of these theories? 

A combination of skills in Latin and Greek, philological method and the history of philosophy are essential for in-depth studies and research in the history of philosophy but is becoming increasingly rare even on a global scale. This international MA programme provides the students with the training needed to pursue doctoral studies and a research career within the history of philosophy and classical philology.  

5. Music improvisation

At the University of Gothenburg each student’s creative potential is explored, supported, and developed. And that means doing things your own way – not studying to be a carbon copy of someone else.

The aim of this master’s programme in music is to support and inspire each student's personal artistic choices and aesthetics. If you want to look beyond tradition and create something meaningful and new within the field of music, this could be the degree for you. You’ll get the chance to work with all genres and musical styles from all around the world.

6. Digital leadership

Nearly everything that surrounds us in our day-to-day lives has become digital. And this digital era offers a plethora of opportunities, but also challenges. How do traditional roles adapt? What do new jobs such as “innovation leader” and “chief technology officer” entail?

The programme in Digital Leadership is intended to give students an understanding of how digitalization transforms societies, and teaches them how to take a leading role in shaping this transformation.

It’s the first international master’s degree of its kind in Sweden – only available in Gothenburg.

7. Applied Data Science

The University of Gothenburg may be one of the oldest universities in Sweden, but by no means is it stagnant. The Master Degree in Applied Data Science is yet another example of a brand new programme at the university that’s preparing students for the labour market of tomorrow.

Big data has become an increasingly large part of all aspects of life: business, public policy, life science, health, and more. This programme teaches students how to apply that data and respond to the challenges and opportunities that come with it.

8. Digital humanities

How does the shift from print to digital data impact culture, research – and our very humanity? The Digital Humanities Master Programme investigates how computational methods can be applied to the humanities and cultural heritage, but also the role of digital technology in contemporary culture.

From manuscripts and artifacts to digital interfaces, students examine the relationship between humans and the technologies of the digital world, past, present and future.

This one’s just partially in English though – so make sure your Swedish skills are up to snuff! Check out a video about the programme here.

Of course, these are just a few of dozens of options. Intrigued? Find out more about programmes at the University of Gothenburg here.

Discover masters programmes at the University of Gothenburg

This article was produced by The Local and sponsored by the University of Gothenburg.

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EDUCATION

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

Children between ages 6-9 years should be allowed admittance to after-school recreation centers free of charge, according to a report submitted to Sweden’s Minister of Education Lotta Edholm (L).

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

“If this reform is implemented, after-school recreation centers will be accessible to the children who may have the greatest need for the activities,” said Kerstin Andersson, who was appointed to lead a government inquiry into expanding access to after-school recreation by the former Social Democrat government. 

More than half a million primary- and middle-school-aged children spend a large part of their school days and holidays in after-school centres.

But the right to after-school care is not freely available to all children. In most municipalities, it is conditional on the parent’s occupational status of working or studying. Thus, attendance varies and is significantly lower in areas where unemployment is high and family finances weak.

In this context, the previous government formally began to inquire into expanding rights to leisure. The report was recently handed over to Sweden’s education minister, Lotta Edholm, on Monday.

Andersson proposed that after-school activities should be made available free of charge to all children between the ages of six and nine in the same way that preschool has been for children between the ages of three and five. This would mean that children whose parents are unemployed, on parental leave or long-term sick leave will no longer be excluded. 

“The biggest benefit is that after-school recreation centres will be made available to all children,” Andersson said. “Today, participation is highest in areas with very good conditions, while it is lower in sparsely populated areas and in areas with socio-economic challenges.” 

Enforcing this proposal could cause a need for about 10,200 more places in after-school centre, would cost the state just over half a billion kronor a year, and would require more adults to work in after-school centres. 

Andersson recommends recruiting staff more broadly, and not insisting that so many staff are specialised after-school activities teachers, or fritidspedagod

“The Education Act states that qualified teachers are responsible for teaching, but that other staff may participate,” Andersson said. “This is sometimes interpreted as meaning that other staff may be used, but preferably not’. We propose that recognition be given to so-called ‘other staff’, and that they should be given a clear role in the work.”

She suggested that people who have studied in the “children’s teaching and recreational programmes” at gymnasium level,  people who have studied recreational training, and social educators might be used. 

“People trained to work with children can contribute with many different skills. Right now, it might be an uncertain work situation for many who work for a few months while the employer is looking for qualified teachers”, Andersson said. 

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