Pursuant to consolidation Act 778 of August 7, 2019 on Universities (the University Act), the following is established. The programme also follows the Examination Policies and Procedures incl. the Joint Programme Regulations for Aalborg University.
The Master’s programme is organised in accordance with the Ministry of Higher Education and Science’s Order no. 2285 of December 1, 2021 on Full-time University Programmes (the University Programme Order) and Ministerial Order no. 2271 of December 1, 2021 on University Examinations (the Examination Order). Further reference is made to Ministerial Order no. 104 of January 24, 2021 (the Admission Order) and Ministerial Order no. 114 of February 3, 2015 (the Grading Scale Order).
The programme is offered in Copenhagen.
The Master’s programme falls under The Technical Faculty of IT and Design, Aalborg University.
The Master’s programme falls under Study Board of Techno-Anthropology and Sustainable Design.
The Master’s programme is associated with the external examiners corps on Civil engineering corps of external examiners.
Applicants with a legal right of admission (retskrav)
Admission to the master’s programme in Techno-Anthropology requires that the applicant has passed a relevant qualifying bachelor’s or professional bachelor’s degree programme. A bachelor’s or professional bachelor’s degree programme is defined as relevant if the degree programme provides competencies to a minimum of ECTS within the following subject areas:
Applicants without legal right of admission
All applicants without a legal claim must prove that their English language qualifications is equivalent to level B (Danish level) in English
The Master’s programme entitles the graduate to the Danish designation Cand.scient. i teknoantropologi. The English designation is: Master of Science (MSc) in Techno-Anthropology.
The Master’s programme is a 2-year, research-based, full-time study programme. The programme is set to 120 ECTS credits.
The Study Board can approve that passed programme elements from other educational programmes at the same level replaces programme elements within this programme (credit transfer).
Furthermore, the Study Board can, upon application, approve that parts of this programme is completed at another university or a further education institution in Denmark or abroad (pre-approval of credit transfer).
The Study Board’s decisions regarding credit transfer are based on an academic assessment.
The Study Board’s possibilities to grant exemption, including exemption to further examination attempts and special examination conditions, are stated in the Examination Policies and Procedures published at this website: https://www.studyservice.aau.dk/rules
The rules for examinations are stated in the Examination Policies and Procedures published at this website: https://www.studyservice.aau.dk/rules
In the assessment of all written work, regardless of the language it is written in, weight is also given to the student's formulation and spelling ability, in addition to the academic content. Orthographic and grammatical correctness as well as stylistic proficiency are taken as a basis for the evaluation of language performance. Language performance must always be included as an independent dimension of the total evaluation. However, no examination can be assessed as ‘Pass’ on the basis of good language performance alone; similarly, an examination normally cannot be assessed as ‘Fail’ on the basis of poor language performance alone.
The Study Board can grant exemption from this in special cases (e.g., dyslexia or a native language other than Danish).
The Master’s Thesis must include an English summary. If the project is written in English, the summary can be in Danish. The summary is included in the evaluation of the project as a whole.
It is assumed that the student can read academic texts and use reference works, etc., in English.
The following competence profile will appear on the diploma:
A Candidatus graduate has the following competency profile:
A Candidatus graduate has competencies that have been acquired via a course of study that has taken place in a research environment.
A Candidatus graduate is qualified for employment on the labour market based on his or her academic discipline as well as for further research (PhD programmes). A Candidatus graduate has, compared to a Bachelor, developed his or her academic knowledge and independence so as to be able to apply scientific theory and method on an independent basis within both an academic and a professional context.
A graduate of the Master’s programme in Techno-Anthropology can:
Knowledge
Skills
Competencies
This education is cross-disciplinary and involves several faculties at Aalborg University. It is important for the programme that the affiliated teachers have a cross-disciplinary approach and profile.
The programme is structured in modules and organised as a problem-based study. A module is a programme element or a group of programme elements, which aims to give students a set of professional skills within a fixed time frame specified in ECTS credits, and concluding with one or more examinations within specific exam periods. Examinations are defined in the curriculum.
In the project module, the students work self-dependently with the problem-oriented project. In the education of Techno-Anthropology, a lot of field studies are included in each project. The project work also includes active teacher and student feedback during specific milestone seminars to exchange experiences across project groups. Project-oriented workshops also contribute to frame and facilitate project work.
The course modules aim to further relevant knowledge for the students in relation to the semester focus. The courses combine different teaching approaches, including workshops, student presentations, portfolio work, lectures, blended learning, etc. A key intention with the courses is to establish an academic understanding and to create a room for academic reflection.
Sociotechnical content
A key academic focus on this master is the sociotechnical interplay between technologies, people, and organizations. In the master’s programme, major emphasis is put on understanding this interplay specifically in relation to digital transformations. The first semester (TAN7) provides insight into the understanding of the complex technological transformations of digitalization processes. In the second semester (TAN8), greater emphasis is put on engagement in facilitation of digital transformation. Specific theories and approaches for facilitation is introduced and applied in relation to digitalization processes. This knowledge is further consolidated and developed in TAN9 and TAN10.
The sociotechnical teaching is primarily anchored in the Research group of Techno-Anthropology and Participation, Department of Planning.
Anthropological and ethnographic content
The master’s programme has a strong emphasis on digital anthropology and digital controversy mapping. This reflect how ethnographic and anthropological theories, methods and practices are changing as a result of accelerating development of digital technologies and their companion artefacts. In the first semester (TAN7), the newest anthropological perspectives on and theories about our social life on and with digital platforms is introduced. New perspectives on digital expert cultures is also unfolded, and new methods from digital, virtual and computational anthropology is introduced. In the second semester (TAN8), emphasis is put on applying digital methods quali-quantitatively to map controversed. During TAN9, students may select an elective project on ’Digital worlds in anthropological analysis’, if they would like to further engage with digital anthropology. During TAN10, these anthropological and ethnographic competences are consolidated in the self-dependent work on the master thesis.
The anthropological and ethnographic teaching is primarily anchored within the Department of Culture and Learning among teachers that research into techno-anthropological themes and methods.
Technology-oriented content
The technology-oriented content is mainly developed through courses on the first and second semester and main emphasis is to provide a technological understanding of digital data and digital technological systems. In the first semester (TAN7), the technological course introduces a deeper technological understanding to how digital data is used, processed and collected. In the second semester (TAN8), a deeper understanding of digital technological systems is given with starting point in cutting edge technologies. During TAN9, students have the possibility to delve more into the technological context either by doing a project in a high-tech organization or by engaging in action research in technological transformation processes. During TAN10, this knowledge is consolidated by documenting an understanding of how technologies are implemented and used.
The technological teaching is anchored in the Research group of Communication, Media and Information technologies, Department of Electronic Systems.
Semester progression
It is important to notice that the master’s programme in Techno-Anthropology is a continuation of the bachelor's programme in Techno-Anthropology, and hence, require students to have appropriate knowledge concerning socio-technical, ethnographical & anthropological, and technological knowledge. For this reason, it is greatly advised for non-Techno-Anthropology bachelors to enroll in and complete our e-course that aims to provide the necessary basic knowledge.
TAN7 semester takes as an outset that we are living in an age of the Techno-Anthropocene where we shape technology as technology shape us, and together we shape the world. One of the main drivers in this constant process of transformation are digital technologies, which are often hidden in black-boxes or invisible and intangible to the human eye and perception. Project work and courses in this semester will focus on how to make these processes of transformation visible and tangible, hence opening black-boxes to make embodiment possible.
TAN8 semester focuses on “Facilitating Technological Transformations” with a particular attention to controversial technological developments and emerging technological products and practices. The semester provides concepts and methods of understanding technological controversies, practice-based descriptions of technical aspects, and methodological approaches to facilitate techno-anthropological transformations.
TAN9 semester provides the possibility for students to spend time collaborating directly with an external organization, perform action research or delve into digital anthropological analysis. Since a key focus on this semester is to strengthen the students’ employability, it is highly recommended to cooperate with companies or institutions in all three types of projects. In all three cases, the goal is that the students gain experience from a company or institution – and that the students can communicate the result of their analysis to the company or institution in a useful way. This will allow the students to try out and reflect about how competences from the courses and projects can be used in a future job.
TAN10 semester is dedicated for writing the Master's Thesis, where the entire curriculum of the master’s programme is consolidated into a self-dependent problem-oriented project work.
All modules are assessed through individual grading according to the 7-point scale or Passed/Not Passed. All modules are assessed by external examination (external grading) or internal examination (internal grading or by assessment by the supervisor only).
Offered as:
1-professional | ||||||
Module name | Course type | ECTS | Applied grading scale | Evaluation method | Assessment method | Language |
1 Semester
| ||||||
Technological Transformations in Private, Public and Community Organizations
(TBTANK22101) | Project | 15 | 7-point grading scale | Internal examination | Oral exam based on a project | English |
Digital Anthropology
(TBTANK23102) | Course | 5 | 7-point grading scale | Internal examination | Written or oral exam | English |
Introduction to Scripting, Data Mining and Machine Learning
(ESNANKK1K1) | Course | 5 | 7-point grading scale | Internal examination | Written or oral exam | English |
Framing Techno-Anthropological Transformation
(TBTANK22104) | Course | 5 | 7-point grading scale | Internal examination | Written or oral exam | English |
2 Semester
| ||||||
Facilitating Technological Transformations in Private, Public and Community Organizations
(TBTANK22201) | Project | 15 | 7-point grading scale | External examination | Oral exam based on a project | English |
Digital Controversy Mapping
(TBTANK23202) | Course | 5 | 7-point grading scale | Internal examination | Written or oral exam | English |
Emerging Science and Technology
(ESNANKK2K1) | Course | 5 | Passed/Not Passed | Internal examination | Written or oral exam | English |
Facilitating Techno-Anthropological Transformations
(TBTANK22204) | Course | 5 | 7-point grading scale | Internal examination | Written or oral exam | English |
3 Semester
| ||||||
Electives 3rd Semester
Choose 1 project
| Project | 30 | ||||
4 Semester
| ||||||
Master's Thesis
(TBTANK22401) | Project | 30 | 7-point grading scale | External examination | Master's thesis/final project | English |
Electives 3rd Semester Choose 1 project | ||||||
Module name | Course type | ECTS | Applied grading scale | Evaluation Method | Assessment method | Language |
Project-Oriented Study in an External Organisation
(TBTANK24301) | Project | 30 | Passed/Not Passed | Internal examination | Oral exam based on a project | English |
Action Research
(TBTANK24302) | Project | 30 | Passed/Not Passed | Internal examination | Oral exam based on a project | English |
Digital Worlds in Anthropological Analysis
(TBTANK24303) | Project | 30 | Passed/Not Passed | Internal examination | Oral exam based on a project | English |
Sustainable Development Lab
(TBTANK24304) | Project | 30 | Passed/Not Passed | Internal examination | Oral exam based on a project | English |
Theory of science
Theory of science plays a central role in Techno-Anthropology. In order to be able to understand, follow and contribute to technology development, which takes place in interdisciplinary collaborations, the students need to be able to understand how different knowledge perspectives forms professional’s perspectives on technology in relation to different disciplines. They also need to understand, which knowldge and technology perspectives they draw upon themselves, when they perform studies, interventions and development of technologies. For this reason, the students are introduced to theory of science through the entire study. On the master a main focus within theory of science is especially concerned with collaboration between the university and other epistemological regimes and the theory of science of intervention research. In addition, there is a general focus on inclusion of theory of science perspectives in the Master's Thesis and the semester projects.
Commencement of studies exam
The commencement of studies exam does not provide any ECTS and will not appear at the Master’s diploma.
Aim
The purpose of the commencement of studies exam is to determine if the enrolled students have commenced the study programme. Thus, the students must participate in the commencement of studies exam in order to stay enrolled at the study programme. If a student does not participate in the commencement of studies exam, the student’s enrollment at the study programme will be terminated shortly after the date of the (second) commencement of studies exam. The commencement of studies exam will take place during the first couple of weeks after semester start.
Content
The commencement of studies exam is based on the study introduction programme and contains a series of general questions regarding e.g. the student’s expectations and reasons for choosing the study programme.
Re-examination:
If a student does not participate in the commencement of studies exam, he/she will have the opportunity to participate in a second commencement of studies exam. If a student does not participate in neither of the two commencement of studies exams, the student’s enrollment at the study programme will be terminated no later than October 1. The study board can grant an exemption in case of extraordinary circumstances.
Assessment method
Written examination
Evaluation method
Internal examination. The students will receive the assessment ’Approved’ or ’Not approved’ based on their participation in the commencement of studies exam. A student will receive the assessment ‘Approved’ by participating in and answering the commencement of studies exam.
Right to complain
A student has a right to file a complaint about the assessment of the commencement of studies exam to the university. The complaint must be filed to the university at sl-klager@adm.aau.dk no later than two weeks after the student is informed about the result of the commencement of studies exam. In case the university does not rule in favor of the student, the decision may be appealed to the Danish Agency for Science and Higher Education if the appeal concerns legal issues.
Preparatory e-course
Prior to study start students are advertised to follow and complete the digital course on Techno-Anthropology. Especially students that do not have a bachelor in Techno-Anthropology are encouraged to update their knowledge about Problem-Based Learning, STS and anthropology, since this knowledge is advised in order to be able to follow the courses and projects at the Master's programme of Techno-Anthropology. TAN bachelors can also benefit from a refreshment of these insights and theories.
PBL introductory course at 1st semester
All students who have not participated in Aalborg University’s PBL introductory course during a Bachelor’s degree at Aalborg University must attend the introductory course “Problem-based Learning and Project Management” at 1st semester. The student must pass the introductory course in order to participate in the 1st semester project examination. For further information, please see the Department of Planning’s website.
Competence profile workshop at 2nd semester
All students must participate in the competence profile workshop at 2nd semester and pass the assignment in order to participate in the 2nd semester project examination. For further information, please see the Department of Planning’s website.
Pre-approval of credit transfer
It is recommended that completion of parts of the programme at other national or international educational institutions is placed on the 3rd semester of the study programme.
The curriculum is approved by the dean and enters into force as of September 1, 2022. The curriculum takes effect for students who per September 1, 2022 begin their 1st and 3rd semester.
The Study Board does not offer teaching after the previous curriculum from 2020 after the summer examination period 2022.
The Study Board offers examinations in modules under the previous curriculum, if there are students who have used examination attempts in a module without passing. The number of examination attempts follows the rules in the Examination Order.
On 2 October 2023, the Vice-dean of Education has approved that the modules "Digital Anthropology" and "Digital Controversy Mapping" are replaced with new modules, where the organisational ownership is changes from Study Board of Techno-Anthropology and Sustainable Design to Study Board of Learning, IT and Organisation. The amendment is valid from autumn 2023.
On 14 May 2024, The Vice-dean of Education has approved a revision of the 3rd Semester. The elective projects are upscaled from 25 ECTS to 30 ECTS and are assessed as Pass/Fail. The compulsory module "Reflexive Project Design and Competence Development" is removed. Furthermore, The Vice-dean has approved that the degrees "Bachelor of Science (BSc) in Interaction Design, AAU" and "Bachelor of Science (BSc) in Engineering (General Engineering with specialisation in Technology and Design), AAU" are added to the list of degrees without legal right of admission in § 7. The amendments are valid from autumn 2024.