FACULTY OF LAW

Second cycle programs focus on the acquisition of extended and specialist knowledge to introduce students to advanced and specialist functions in the chosen study program and to the research, analytical, professional and work environment in which these functions take place in companies, institutions, administrations, clinics and laboratories, as well as in various forms of their integration. Students should also be introduced to 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 study of the second cycle is for the student-candidate to acquire in-depth general knowledge based on basic professional knowledge from a wider scientific field, ie. scientific field that are the subject of study, and deep and specialist knowledge from the narrow field of self-interest in which he prepares the final work, and to acquire the necessary knowledge of using scientific methods and research techniques in the narrow field of research, to be able to creatively solve complex problems. practices, ie. in order to qualify for further scientific research work. Individual second cycle study objectives which are realized at the Pan-European University include:

• Acquisition, development and transfer of knowledge and skills 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, continue the education acquired in the first cycle, acquire abilities, competencies, knowledge and skills of higher education in the second cycle and adopt high moral and humanistic values arising from the educational goals of the second cycle;
• Achieving the strategic goals of the European Higher Education Area, lifelong learning and mobility of students and academic staff in the field of second cycle studies;
• Achieving a qualification framework for second cycle studies that is compatible with the Qualifications Framework in the European Higher Education Area and which enables the acquisition of general generic abilities and competencies of the second cycle based on European standards;
• Improving the theoretical framework and taking over additional competencies in the broader scientific field in which the second cycle study is located as a basis for advanced specialist and expert knowledge and professional development;
• Creating and maintaining international comparability of standards, especially in the intra-institutional, inter-institutional, regional and European contexts, and thus enabling, enhancing and enhancing mobility for both students and academic staff, as well as for non-academic staff and citizens;
• Providing second cycle students with a systematic understanding and mastering of knowledge in his field of study, which is based on knowledge, ie expands and upgrades the knowledge of undergraduate study, and at the same time represents the basis for originality in developing and applying ideas in the context of research;
• Enabling students to apply their knowledge and understanding, as well as problem-solving skills, to new and unfamiliar environments within a broader ( or interdisciplinary ) context related to their field of study;
• Enabling students to apply conceptual and abstract thinking, with a high level of creativity, which allows the formation of critical thinking and elaboration 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 information provided, with a willingness to take on social and ethical responsibilities related to the application of that knowledge or judgments;
• Acquiring interpersonal and teamwork skills, appropriate to different learning and employment contexts, enabling students to take the initiative, make decisions in time shortages, lead and harmonize teams and social groups.
• Redefining curricula and reengineering second-cycle study curricula in order to provide appropriate professional competencies for students and design the educational process as a step spiral and achieve the principles of lifelong learning;
• Individualization and adaptation of studies to the intellectual and psychological measure 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 continuous process of monitoring their achievements and synthesis of all forms of work;
• Establishment and development of comprehensive academic cooperation in the field of second cycle studies with other higher education institutions from the country and abroad, economic entities and research institutions, with emphasis on development of joint study programs, research projects, mobility of students and academic staff and development of dual and joint concepts 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 frontal lectures or. instructional and optional classes for elective program, exercises, seminars, research seminars and project tasks, pedagogical workshops, problem-oriented workshops, laboratory classes, demonstration classes, source research and individual work, work-oriented exercises, model making, field research, research work and solving complex practical functional problems of institutions, organizations and companies in the environment. In connection with that, students should go through various methods of knowledge assessment which 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 work, research and business process, to organize their work, to communicate in 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 their second cycle studies, and in particular methods that improve students' organizational, communication and systemic competencies are assessed. After the second cycle studies, students should have the opportunity to work and be employed in more complex, complex and responsible jobs, as well as mobility in further third cycle studies, ie. 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 orientation, it can be vertical, horizontal or interdisciplinary, depending on the knowledge acquired during the first cycle studies. In the second cycle, different teaching methods are used which stimulate not only the acquisition of knowledge in the subject areas, but also the preparation of students to find relevant tools for solving problems, as well as their ability to organize and communicate and finally be able to present. problem solving in a broader context.

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

• Identification of key elements of the problem-solving environment;
• Defining assumptions and goals for problem solving;
• Identifying 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 associated with decision making;
• Recognition of the implications and consequences of choice;
• Ability to argue and defend a decision.

c / Implementation capability assumes:

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

The second cycle study programs of the Pan-European University provide the development and acquisition of general (generic) second level cycle competencies in students that include but are not limited to the following abilities and skills: ability to analyze and synthesize, solve problems, ability to plan and organize, decision making, ability to create new ideas (creativity) and adapt to new situations, information management skills (ability to obtain and analyze information from different sources), teamwork and ability to work in interdisciplinary teams, interpersonal skills, ability to apply knowledge in practice and research skills, abilities and project creation and management skills, ability to learn independently, oral and written communication in mother tongue and foreign language, ethical commitment, then acquiring in-depth basic general knowledge based on basic professional knowledge related to the wider science areas and scientific fields that are the subject of study, (which include theoretical and methodological knowledge important 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 already scientific fields and subjects (which include theoretical-methodological, scientific-professional and general-professional prior knowledge important for understanding the content of the subject or already scientific field, current content of specific knowledge of the subject / discipline, approach to the subject, development of specific course methodology and problem solving in that specific field, and application of knowledge ).

Qualifications that a student should possess from previous education and which are a condition for successful second cycle study:

• 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 basic aspects of knowledge of modern achievements in the field of study;
• can apply knowledge and understanding of the field of study in a way that demonstrates a professional approach in work and profession, and has competencies that he demonstrates by thinking and presenting arguments and solving problems in his field of study;
• has the ability to collect and interpret relevant data (usually in his / her field of expertise) in order to form an expert opinion that includes the implications that 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 developed the learning ability necessary to, with a high level of independence, be able to continue his studies of the second cycle.

Qualifications that mark the end of the second cycle are awarded to a student who:

• has demonstrated knowledge and understanding built on knowledge, and expands and / or enhances knowledge commonly associated with the first cycle, and which provides the 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 broader (or multidisciplinary) context related to his / her field of study;
• has the ability to link knowledge and handle complex situations, and to formulate judgments on the basis of insufficient or limited information, while respecting the social and ethical responsibility associated with the application of that knowledge and judgments;
• can clearly and unambiguously convey the conclusions, knowledge and explanation of the thesis he supports, to a professional or lay audience;
• has the ability to learn that allows him to continue the process of study, research and development in a way that can be broadly self-organized and autonomous.

Second cycle study descriptors:

Students should be able to:

• To use and evaluate tools for expert analysis;
• To work in specific interdisciplinary areas and activities and to specialize in that area until a highly professional new person;
• 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;
• To be prepared for decision-making at the operational and strategic level;
• To possess guided research skills;
• To possess 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 change in their work and business environment;
• To possess international mobility and understanding of different cultures.

Educational outcomes should give all second cycle students the skills to formulate:

• Issues related to the background of the problem;
• Research questions;
• Problem solving methodology;
• Problem analysis;
• Conclusions related to problem elaboration;
• Recommendations relating to problem solving;
• Recommendations relating 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

The study created the foundations for lifelong professional mobility and permanent professional development.