| dc.description.abstract | The current master’s programmes at the Norwegian Academy of Music (NMH) cover many subjects. The first programmes were introduced in the 1970s and included performance studies only. In the beginning of the 1980s, the Diploma in Music Education was created, which later was renamed Master of Music Education. In the 1990s, master studies combining performance and music theory were added, and in 2003 the first thesis in the Master of Music Therapy programme was published. Despite this growth in the scope of master’s programmes and master’s theses, very few theses have addressed topics such as the Lebanon project.
Parallel to the increasing number of master’s students and theses, the issue of educational quality in higher education has emerged as a core priority. This has occurred in connection with the Quality Reform of higher education (Ministry of Education and Research, 2001), the Bologna Process (Danish Bologna seminar, 2003) and international scholarship on educational quality (Steensaker & Maasen, 2005). Among the challenges of maintaining and strengthening the educational quality of master’s programmes is the issue of relevance. This applies both to the programmes and the thematic content of master’s theses, including the research studies on which those theses rest. Directing interest towards projects such as the Lebanon project can increase the thematic relevance of all these aspects. | en_US |
