Tools and Reports
Below you can find the most current versions of the Guiding Tools, the Reports and the Manual and Approach document, which are the most tangible and publicly accessible outputs of the project.
- Guiding Tool 1: Coherent Admission Framework
- Guiding Tool 2: Subject-related knowledge and skills
- Guiding Tool 3: Academic competence and potential
- Guiding Tool 4: (Inter)personal traits & competences
- Guiding Tool 5: Language Requirements
- Guiding Tool 6: Management of the admission process
The use of the Guiding Tools is explained in more detail in two documents which basically tell the same story in two different ways: the Mastermind Europe Manual and the Mastermind Europe Approach. These two documents are available in one cover here: Mastermind Europe Manual & Approach.
For more in-depth information on a coherent admission approach for a diverse international classroom, the Guiding Tools give an overview of both practice and research on the various aspects: Subject knowledge, Academic competencies, Personal competencies, Language requirements, Admission management, and Coherent admission in general. The core Guiding Tools that focus on one category of admissions criteria present a conceptual framework, an overview of existing mechanisms to test for them, an assessment of pros and cons and further literature.
You can find more information on the literature and other sources that we used in the Repository.
The Mastermind Europe project yielded three reports strengthening the evidence base of the increasing diversity of Master’s applicants and the needs and opportunities to adapt admission accordingly.
The first one is an overview and analysis of the various developments in higher education and in the world at large, which explain the increasing diversity in students and programmes and explain why society and the economy need our Master’s classes to be diverse and international and why our admission needs to depart from the recognition paradigm.
The second one, the Evidence Report is based on survey input from more than 350 Master’s coordinators as well as more than 2,200 international Master’s students and informs about facts on Master’s admission as well as perceptions among key stakeholders.
The third report focuses on – perceived – legal and regulatory obstacles to adapt admission to an approach based on the assessment of competencies rather than equivalence of diplomas
In the context of the 2016 Wageningen Competence Conference Mastermind Europe experts produced 4 coherent ‘Wageningen articles sketching the progress of the project up to Mid 2016’.