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.