The document outlines the joint master's degree program in Comparative Social Policy and Welfare (COSOPO) involving Tampere University, Johannes Kepler University Linz, and Mykolas Romeris University. It details the program's structure, including curricula, mobility opportunities, and the combination of on-site and online learning methods, emphasizing physical and virtual mobility as essential elements of the program. Students have the potential to receive double degrees, though currently, graduates receive national degrees due to legislative restrictions.

1. Joint curricula and integrated mobility:
Master’s Degree Programme in Comparative
Social Policy and Welfare (COSOPO)
Eveliina Permi
Study specialist
Faculty of Social Sciences
Tampere University

2. Building the joint programme
• Originally three partner universities: Tampere University TAU (Finland), Johannes Kepler
University Linz (Austria), Mykolas Romeris University (Lithuania).
• Co-operation started as Erasmus teacher exchange.
• Erasmus curriculum development funding in 2006 for building the joint curriculum and for the
development of on-line learning.
• First cohort of students started their studies in 2008, admission every second year.
• Erasmus Intensive programme funding to cover the costs of the physical mobility.
Possibility to receive a double degree
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• From autumn 2020 the programme will run by Tampere University and Johannes
Kepler Univeristy Linz.
• Partner universities have jointly agreed admission requirements but separate
admission procedures.
• International admission, not limited to students coming from the partner
universities.
• Students are registered in both partner universities.
• Joint degree has been an aim but so far not possible due to national legislations.
• Students receive a national degree, partner university and joint programme are
mentioned in the graduation documents. Possibility to receive a double degree.

4. A joint study path
• All students follow the same curriculum, only minor differences in the individual study
plans.
• Each semester contains study units from both partner universities.
• 4th semester is dedicated to the Master’s thesis, possibility to receive supervision from
both universities.
• Some elective/optional elements > students can make individual choices from a list of
courses provided. In these elective studies, there is a possibility to complete studies from
other (mainly Finnish) virtual learning networks.
• Some study units are organized locally (fully or party): Scientific Writing, Internship and
Thesis seminar.
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Conceptual Approaches to the Comparative Study of Welfare Production 20
Introduction to the Study of the Politics of Welfare Production 5 JKU
Welfare State Theories 5 JKU
Concepts and Comparisons in Social Policy Research 5 JKU
Supranational Welfare Policymaking 5 JKU
National Systems of Welfare and Society 15
Nordic Welfare Societies 5 TAU
The Continental European Model of Social Protection 5 JKU
The Liberal Welfare State 5 JKU
Empirical Research Methodology 15
Introduction to the Methodology of Social and Comparative Research 5 TAU
Quantitative Research Methods 5 TAU
Qualitative Research Methods 5 TAU
Elective Classes on Well-Being and Welfare Production in a Globalizing World 20
Political Dynamics in Select Social Policy Fields 5 JKU
Work, Employment, Welfare 5 TAU
Gender and Society 5 TAU
International Development Studies 5 TAU
Sustainable Development in a Global Society 5 TAU
Optional Studies 5 JKU/TAU
Internship 5 JKU/TAU
Academic Writing 5 JKU/TAU
Master’s Thesis and Thesis Seminar 40 JKU/TAU
Total ECTS 120

6. Physical mobility
• During the two year programme period, students and teacher’s meet face-to-face 3-4
times in Intensive Programmes (IP) which are 1-2 weeks each
• IP at the beginning of each semester: introductory lectures for the courses of that
semester and guidelines for the on-line work. Social programme is also included.
• The IPs of the second year of study also include joint Master’s thesis seminars.
• IPs are planned jointly but universities take turns in organizing them > host university
provides all the necessary services for the in-coming teachers and students.
• Expenses are covered by several means: Erasmus+ teacher exhange funding, Erasmus+
internship funding, students’ own funding, university scholarship and travel grants.
• possibility also for ”traditional” student exchange between the universities.
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7. Virtual mobility
• After each Intensive Programme teaching and studying continues on-line in Moodle on-
line learning environment.
• All students and teachers use one Moodle environment (Tampere University’s TUNI
Moodle).
• Some course are fully on-line without any face-to-face introductory sessions.
• Various teaching & learning methods, for example: streamed and/or recorded lectures,
weekly discussions, individual and group work, peer reviews, learning diaries, on-line
exams, essays.
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8. Conclusions
• Virtual mobility and on-line learning give students more freedom to schedule their studies
individually.
• Participation in the IPs is compulsory but other than that studies are not tied to a specific
place.
• With freedom comes responsibility: COSOPO is a full-time study programme and studies
must be completed on time.
• Physical mobility is an important element for the joint programme. Students are more
committed when they know who they are working with.
• Some courses are being offered also to other degree students in the partner universities.
This allows the students to network with a larger student community.
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• Students might need quite a lot of support and study guidance especially at the
beginning of the studies as they are not necessarily very familiar with virtual studies.
• In addition to the on-line discussion forums during virtual mobility, it is also good to
have regular local meetings between the students and staff.
• Regular meetings (both physical and virtual) among staff are also a key element in
building a high quality programme. In COSOPO, there is a face-to-face meeting during
every IP.
• During the implementation of the programme there has been a great deal of
knowledge exhange between teachers as well as joint development of virtual mobility
and pedagogical solutions for on-line teaching.

10. Thank you!
More information:
eveliina.permi@tuni.fi
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