This report is meant for teachers, researchers, and students in the field of landscape architecture who want to develop, improve or be informed on master programmes in landscape architecture. It is especially relevant for curriculum developers, teachers who coordinate a studio or a module and students who give advice in student boards on the content of the programme.
The report presents the starting points for a master level study, a set of educational modules, either compulsory or elective, serve as building blocks of the programme. Each description of a module contains the competences, aim, learning objectives, activities, teaching modes, assessment modes, and references. The didactic approach (§ 2.4) is based on a constructivist learning concepts, with studios and project work as core elements, and pedagogic functions such as problem-based learning and self-regulated design learning. In section 2.5. it presents a way to integrate landscape research into master programmes and a possibility to combine this with participatory action research. InnoLAND explored various alternatives for master programmes in landscape architecture which you can find in chapter 5. The chapter on conversion masters (chapter 6) discusses the development of a programme for learners who did not complete a bachelor programme in landscape architecture. We hope you will benefit from our work on this exemplar master programme
