Faculty of Philological Sciences

Second-cycle programs focus on the acquisition of extended and specialist knowledge in order to familiarize students with advanced and specialist functions in the chosen study program and with the research, analytical, professional and work environment in which these functions take place in companies, institutions, administrative bodies, clinics and laboratories, as well as in different forms of their integration. Students should also become familiar with an expanded set of tools to support work and business processes, organizational and communication skills, along with the ability to analyze and structure problems arising from those processes. The main goal the second cycle study is for the student-candidate to acquire in-depth general knowledge based on basic professional knowledge from a wider scientific field or. scientific field that is the subject of study, and deep and specialist knowledge from the narrower area of ​​his own interest in which he prepares the final thesis, and to acquire the necessary knowledge of using scientific methods and research techniques in the narrower area of ​​research, in order to be able to creatively solve complex problems from his practices, or in order to be qualified for further scientific research work. Individual study goals of the second cycle which are realized at the Pan-European University include:

• Acquiring, developing and transferring knowledge and abilities through the educational process and scientific research work with the aim of contributing to the development of individuals and the progress of society;
• Providing opportunities for individuals to, under equal conditions, extend the education acquired in the first cycle, acquire abilities, competences, knowledge and skills of higher education in the second cycle and adopt high moral and humanistic values ​​resulting from the educational goals of the second cycle;
• Achieving the strategic goals of the European area of ​​higher education, lifelong learning and mobility of students and academic staff in the field of second cycle studies;
• Realization of the qualification framework of second cycle studies that is compatible with the Qualification Framework in the European area of ​​higher education and which enables the acquisition of general generic abilities and competencies of the second cycle based on European standards;
• Improvement of the theoretical framework and acquisition of additional competencies of the wider scientific field in which the second cycle study is located as a basis for improved specialist and expert knowledge and professional development;
• Creating and maintaining international comparability of standards, especially in the intra-institutional, inter-institutional, regional and European context, and thus enable, promote and improve mobility for students and academic staff, as well as for non-academic staff and citizens;
• Enabling students of the second cycle to systematically understand and master knowledge in his field of study, which is based on knowledge, that is, expands and builds on the knowledge of undergraduate studies, and at the same time represents the basis for originality in the development and application of ideas in the context of research work;
• Enabling students to be able to apply their knowledge and understanding, as well as problem-solving skills, to new and unfamiliar environments within a wider (or interdisciplinary) context related to their field of study;
• Enabling students to apply conceptual and abstract thinking, with a high level of creativity, which enables the formation of critical thinking and the development of alternative solutions, as well as the application of research and academic work in a given discipline;
• Enabling students to integrate knowledge and deal with complex problems, and to formulate judgments based on the given information, with the readiness to assume social and ethical responsibilities related to the application of that knowledge or judgments;
• Acquisition of interpersonal skills and teamwork skills, suitable for different learning and employment contexts, enabling students to initiate, make decisions in a time deficit, lead and harmonize teams and social groups.
• Redefinition of teaching plans and reengineering of study curricula of the second cycle in order to ensure appropriate professional competencies of students and design the educational process as a stepped spiral and realize the principle of lifelong learning;
• Individualization and adaptation of studies to the intellectual and psychological level and needs of students through an interdisciplinary elective program, research practice and internship.
• Introduction of modern methods of working with students through interactive teaching in small groups, pedagogical workshops, research work and projects, creative participation of students in the educational process with evaluation of students' knowledge in the form of a continuous process of monitoring their achievements and synthesis of all forms of work;
• Establishing and developing versatile academic cooperation in the field of second-cycle studies with other higher education institutions from the country and abroad, business entities and research institutions, with an emphasis on the development of joint study programs, scientific research projects, mobility of students and academic staff and the development of the concept of dual and joint diploma;

In order to achieve these educational goals in the study of the second cycle, students should experience different types of teaching methods such as contact teaching with face-to-face lectures or instructional and optional classes for the elective program, exercises, seminars, research seminars and project assignments, pedagogical workshops, problem-oriented workshops, laboratory classes, demonstration classes, research of sources and individual work, work-oriented exercises, model making, research work in the field, research work and solving complex practical functional problems of institutions, organizations and companies in the environment. In connection with that, students should undergo various knowledge assessment methods that document the achieved educational outcomes. This means that the educational outcomes of the course should be achieved by appropriate teaching and examination methods, where students present not only the level of their basic knowledge, but also their ability to use instruments to support the work, research and business process, to organize their work, to communicate in the context of their work and to argue the results. The Pan-European University therefore uses many different methods of assessing students' knowledge and achievements during the second cycle of studies, and in particular methods that improve the organizational, communication and system competencies of students are evaluated. After the studies of the second cycle, students should have the possibility of work and employment in more complex, complex and responsible jobs, as well as mobility in further studies of the third cycle or. inclusion in the "learning for life" system. The teaching of the second cycle is based on the core knowledge of the first cycle. According to the teaching direction, it can be vertical, horizontal or interdisciplinary, which depends on the knowledge acquired during the first cycle studies. In the second cycle, different teaching methods are used to stimulate not only the acquisition of knowledge in the subject areas, but also the preparation of students to find relevant instruments for solving problems, as well as their ability to organize and communicate and finally to be able to present problem solving in a wider context.

The realization of the goals of the second cycle studies leads to a focus on the following generic abilities that are necessary in different types of organizations and in different areas so that graduates are prepared for constant and accelerated changes in the work and life environment. The student's generic abilities presuppose: a/ Ability to analyze (which presupposes abilities):

• Identification of key elements of the environment in which problem solving takes place;
• Defining assumptions and goals for problem solving;
• Determining the resources and competencies necessary to solve the problem;

b/ Ability to choose;

• Ability to make decisions;
• Awareness of the degree of uncertainty and risks involved in making a decision;
• Realizing the implications and consequences of the choice;
• Ability to argue and defend a decision.

c/ Ability to implement presupposes:

• Planning and organization for the execution of jobs / tasks
• Appropriate setting of parameters
• Choosing an option and making a decision
• Argumentation and implementation of the decision
• Understanding and awareness
• Leadership skills

The study programs of the second cycle studies of the Pan-European University ensure the development and acquisition of general (generic) competencies of the second cycle level in students, which include but are not limited to the following abilities and skills: the ability to analyze and synthesize, solve problems, the ability to plan and organize, the ability to make decisions, the ability to create new ideas (creativity) and adapt to new situations, information management skills (the ability to obtain and analyze information from different sources), teamwork and the ability to work in interdisciplinary teams, interpersonal skills, the ability to apply knowledge in practice and research skills, abilities and the skills of creating and managing (management) projects, the ability to learn independently, oral and written communication in the native and foreign languages, ethical commitment, then the acquisition of in-depth basic general knowledge based on basic professional knowledge related to wider science scientific fields and scientific fields that are the subject of study (which include theoretical and methodological knowledge essential for understanding broader theoretical assumptions and concepts and general methodological frameworks of scientific fields), and the acquisition of specific academic and professional competencies related to narrower scientific fields and subjects (which include theoretical-methodological, scientific-professional and general-professional prior knowledge essential for understanding the content of the subject or narrower scientific field, current content of specific knowledge of the respective subject/discipline, approach to the subject, development of specific methodology of the subject and ways of solving problems in that specific field, and application of knowledge ).

Qualifications that the student should possess from previous schooling and which are a condition for successful second cycle studies:

• has demonstrated knowledge and understanding of the field of study, acquired in previous schooling, which is supported by advanced teaching aids at a level that includes the basic aspects of knowledge of contemporary achievements in that field of study;
• can apply knowledge and understanding of the field of study in a way that demonstrates a professional approach to work and profession, and has competencies that he demonstrates through thinking and presenting arguments and solving problems in his field of study;
• has the ability to collect and interpret relevant data (usually in his field of expertise) in order to form an expert opinion that includes the implications these views may have on relevant social, scientific or ethical topics;
• can convey information, ideas, problems and solutions, either to professional or lay audiences;
• he has developed the learning ability that is necessary to be able to continue his second cycle studies with a high level of independence.

Qualifications marking the completion of the second cycle are awarded to students who:

• possesses demonstrated knowledge and understanding that build on knowledge, and extend and/or increase knowledge commonly associated with the first cycle, and that provide a basis and opportunity for originality in the development and/or application of ideas, often in research contexts;
• can apply knowledge, understanding and problem-solving skills in a new, unfamiliar environment within a wider (or multidisciplinary) context related to his field of study;
• has the ability to connect knowledge and handle complex situations, and to formulate judgments based on insufficient or limited information, while respecting the social and ethical responsibility related to the application of such knowledge and judgments;
• can clearly and unambiguously convey the conclusions, knowledge and explanation of the thesis it supports, to a professional or lay audience;
• possesses a learning ability that allows him to continue the process of study, research and development in a way that can be broadly self-organized and autonomous.

Descriptors of second cycle studies:

Students should be able to:

• To use and evaluate professional analysis tools;
• To work in specific interdisciplinary fields and activities and to specialize in that field to a highly professional level;
• To make a connection with the functions in the organizations and associations in which they work with their environment;
• To argue the principles they use in finding solutions to problems at the operational and strategic level;
• To defend the proposed solution;
• That they are prepared for decision-making at the operational and strategic level;
• To possess abilities for guided research;
• To have the ability to work independently and independently;
• To possess the abilities and skills of leadership, organization and communication of teams and complex organizations, and to understand the dynamics of social groups;
• To build the skill of holistic (synergistic) judgment and the ability to critically evaluate strategic decisions;
• To build abilities and skills to implement changes in their work and business environment;
• To possess international mobility and understanding of different cultures.

The educational outcomes should give all students of the second cycle the skills to formulate:

• Questions relating to the background of the problem;
• Research questions;
• Problem solving methodology;
• Problem analysis;
• Conclusions related to problem elaboration;
• Recommendations related to problem solving;
• Recommendations related to problem solving;
• Orchestrating and harmonizing problem solving teams;
• Problem presentation and problem communication;
• Handling technologies, procedures and methods for successfully solving set goals, projects and problems

Within the studies, the foundations for lifelong professional mobility and permanent professional development were created.