Post-Graduate Courses

The activities of the IartNET Working Group on Postgraduate Courses are situated within the ongoing process of rethinking advanced training pathways in higher arts education, with particular attention to the role of master’s programmes and second-cycle courses in a system currently undergoing structural transformation. The design of new programmes is closely related to the introduction of doctoral-level education, which repositions master’s programmes from terminal qualifications to intermediate stages between second- and third-cycle studies.

The initiative addressed the presentation and discussion of master’s programmes currently under development, with the aim of defining their structure, purpose, and positioning within the AFAM system. This work is framed by an evolving regulatory context involving both CNAM and ANVUR, which introduces new quality assurance and evaluation criteria for second-cycle programmes.

A key issue concerns the relationship between the Italian and European systems. In Italy, master’s programmes are primarily post-degree and professionally oriented, whereas in the European context, the term generally refers to second-cycle degrees. This discrepancy directly affects programme design and the potential for developing more flexible and internationally oriented educational models.

Within this framework, internationalisation plays a structural role. Emerging models increasingly focus on the development of joint programmes across institutions in different countries, through integrated teaching formats and structured mobility schemes. Blended Intensive Programmes (BIPs), developed within the Erasmus+ framework, represent one of the main tools in this direction, combining online learning with short-term physical mobility. Internationalisation is therefore understood not merely as mobility, but as a structural dimension of curriculum design, encompassing content, methodology, and institutional partnerships. From this perspective, the development of shared curricula and stable inter-institutional networks is essential for the creation of European-level educational pathways.

Alongside these perspectives, several structural and administrative challenges emerge. In particular, the role of administrative staff is identified as crucial for the implementation of international programmes, although currently limited by gaps in training, language barriers, and incomplete integration with academic structures. This highlights the need for stronger coordination between academic staff, administrative offices, and institutional governance.

The relationship between master’s programmes and doctoral education represents another strategic dimension. Doctoral programmes increasingly function as driving forces in shaping advanced educational structures, while master’s programmes are expected to adapt accordingly, addressing methodological gaps and strengthening interdisciplinary approaches.

Overall, the working group’s discussion highlights the need to move beyond fragmented programme design towards coherent educational frameworks capable of integrating academic content, strategic objectives, and international partnerships. In this context, the production of structured programme documents emerges as a key step in supporting implementation and consolidating the international positioning of the initiatives.