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10 February 2023 | Story Kekeletso Takang
Frans Benecke  and Su-Mari Dreyer
UFS students Frans Benecke and Su-Mari Dreyer are two of the beneficiaries of the programme and will spend one year in Salzburg, from February 2023 until January 2024.

Nowadays, universities strive more and more to develop global citizens. For the University of the Free State (UFS) and the Salzburg University of Applied Sciences (SUAS) in Austria, collaboration on the Consecutive Master’s Degree Programme in International Finance is directed at this. 

This exclusive and pioneering collaboration between the Department of Economics and Finance at the UFS and the Department of Management and Tourism at SUAS emanates from more than 15 years of collaboration between Prof Johan Coetzee (UFS) and Prof Christine Mitter (SUAS ).

The collaboration addresses the concerns constantly raised in South Africa that graduates do not have the requisite practical skills when entering the workplace. The UFS attempts to bridge this gap and contribute to a better-equipped, employable South African graduate who understands the link between theory and application in a problem-riddled world entering the Fourth Industrial Revolution.

UFS students Frans Benecke and Su-Mari Dreyer are two of the beneficiaries of the programme and will spend one year in Salzburg, from February 2023 until January 2024. 

“This is a dream come true, a dream I didn’t even know I had. To experience a different culture through educational and cultural exchange will deepen my understanding of international relationships, which is a driver of development,” says Dreyer, who completed her MCom degree at the UFS.

Interdisciplinary research

The Consecutive Master’s Degree Programme in International Finance allows students wishing to pursue a master’s degree to acquire two degrees over a two-year study period: an MCom specialising in Finance in the Department of Economics and Finance at the UFS, and an MA in Business Management specialising in Financial Risk Management at SUAS in Austria. The degrees are done on location in Bloemfontein and Salzburg respectively. The UFS master’s is more quantitative in nature and exposes students to highly technical methods and applications, while the SUAS master’s degree is more qualitative in nature and exposes students to more practical real-world management scenarios. 

“The Faculty of Economic and Management Sciences has a long-standing and valued partnership with the Salzburg University of Applied Sciences. As a faculty, we see the development of the consecutive master’s degree as a wonderful opportunity for students from both universities to participate in the learning opportunities that both universities offer. These opportunities transcend the academic learning that will take place, to also include the exposure of students to the culture and life in the partner country,” says Prof Philippe Burger, Dean of the Faculty of Economic and Management Sciences. “We believe the learning that will take place through the exposure that the consecutive degree offers, will improve students’ employability and contribute to them building successful careers.”

Bridging the gap

As part of the curriculum requirements, students will also be offered the opportunity to do a short apprenticeship in Austria. 

Benecke, who also completed his UFS master’s degree, says he hopes the programme will serve as a call to action for students considering postgraduate studies in the Department of Economics and Finance at the UFS.

News Archive

Spanish academic discuss frameworks for successful higher education
2013-08-29

Prof Melanie Walker, Senior Research Professor at CHECaR, Prof Sandra Boni and Dr Sonja Loots, Postdoctoral Research Fellow at the CHECaR seminar.
29 August 2013
Photo: Thabo Motsoane

In the latest Centre for Higher Education and Capabilities Research (CHECaR) seminar, Prof Sandra Boni from the Universidad Politécnica de Valencia in Spain presented on ‘Competencies in Higher Education: A Critical Analysis from the Capabilities Approach.’ The presentation focused on the significant transformation taking place in universities and how that is affecting teaching and learning practices. The competencies approach plays a key role in this transformation process by associating the mastering of certain skills with successful completion of higher education qualifications.

Prof Boni and her colleagues argue that the competencies approach is flawed and too narrow to be used in evaluating successful higher education and that a broader human development perspective has to be applied. She argues that the capabilities approach represents a more inclusive framework for guiding the holistic development of students through the expansion of all human choices to achieve what they value most, not just to benefit economically from education. The inclusion of the human development framework in universities’ training would lead to generating ‘public-good professionals’ who are equipped prepared with the necessary competencies to enter their chosen career – but who will also be the bearers of a social consciousness.

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