# data[].attributes.headline
there are different backgrounds and different needs - it needs to be flexible?

# data[].attributes.subject
there are different backgrounds and different needs - it needs to be flexible?

# data[].attributes.headline
with the regular workload the study period should be longer than regular program, otherwise it should contain more intensive individual studies within the same length of period

# data[].attributes.subject
with the regular workload the study period should be longer than regular program, otherwise it should contain more intensive individual studies within the same length of period

# data[].attributes.headline
I would say 1+2, meaning 1 year when you enter for "catching up" the LA contents that the background studies are missing and then entering the 2 years of MA degree programme (but still following you personal study plan with flexible content)

# data[].attributes.subject
I would say 1+2, meaning 1 year when you enter for "catching up" the LA contents that the background studies are missing and then entering the 2 years of MA degree programme (but still following you personal study plan with flexible content)

# data[].attributes.headline
if the students from the different neighboring professions are together, then also individual programs, otherwise common programm

# data[].attributes.subject
if the students from the different neighboring professions are together, then also individual programs, otherwise common programm

# data[].attributes.headline
Could be an additional programme for related disciplines that then enter the sequence of the master

# data[].attributes.subject
Could be an additional programme for related disciplines that then enter the sequence of the master

# data[].attributes.headline
Or it could be a whole programme that is designed as a conversion master

# data[].attributes.subject
Or it could be a whole programme that is designed as a conversion master

# data[].attributes.headline
What does an 'ideal' consecutive master, following on from a bachelor in landscape architecture look like? (How) Would this differ from an 'ideal' conversion master designed for graduates of other, related, disciplines?

# data[].attributes.subject
What does an 'ideal' consecutive master, following on from a bachelor in landscape architecture look like? (How) Would this differ from an 'ideal' conversion master designed for graduates of other, related, disciplines?

# data[].attributes.body
If you follow this thought experiment and optimise both types of master programme, they would surely be very different, which suggests separate programmes for both groups of students - but this does not mean that they could not share many individual course units...

# data[].attributes.headline
From my experience the starting point for a conversion masters course needs to be different as a group from a wide range of different backgrounds must spend time learning the basic skills and knowledge areas of the subject. After a separate 'conversion' year, it is very possible for these students to join other masters students in a final stage of study which can be joint.

# data[].attributes.subject
From my experience the starting point for a conversion masters course needs to be different as a group from a wide range of different backgrounds must spend time learning the basic skills and knowledge areas of the subject. After a separate 'conversion' year, it is very possible for these students to join other masters students in a final stage of study which can be joint.

# data[].attributes.headline
Ideally 1+2, but, in the context of the UK, with very high fees, this is impractical for most students who have already completed other courses of study or very often are taking time out of work to do the course. Most conversion masters courses in the UK are 1+1 or just 2 years and, although not perfect, it works well. Conversion students tend to have a very high level of motivation and commitment so compensate for the potentiallly lower skill level at the start.

# data[].attributes.subject
Ideally 1+2, but, in the context of the UK, with very high fees, this is impractical for most students who have already completed other courses of study or very often are taking time out of work to do the course. Most conversion masters courses in the UK are 1+1 or just 2 years and, although not perfect, it works well. Conversion students tend to have a very high level of motivation and commitment so compensate for the potentiallly lower skill level at the start.

# data[].attributes.headline
Flexibility is needed in the teaching approach but unless you have a course with large numbers of students it is impractical to offer different options. Courses can be designed to accommodate students from a wide range of backgrounds. At the start they will adapt in different ways and show different strengths but over time these differences tend to even out.

# data[].attributes.subject
Flexibility is needed in the teaching approach but unless you have a course with large numbers of students it is impractical to offer different options. Courses can be designed to accommodate students from a wide range of backgrounds. At the start they will adapt in different ways and show different strengths but over time these differences tend to even out.

# data[].attributes.headline
Flexibility in skills acquisition is perhaps the most important and difficult aspect. It is problematic for architecture graduates, for example, to learn alongside graduates of geography, who are unlikely to have any design skills or communication skills in computer software. Courses need to reflect and respond to these widely different skill levels but from my experience, most students successfully overcome these and eventually catch up. 

# data[].attributes.subject
Flexibility in skills acquisition is perhaps the most important and difficult aspect. It is problematic for architecture graduates, for example, to learn alongside graduates of geography, who are unlikely to have any design skills or communication skills in computer software. Courses need to reflect and respond to these widely different skill levels but from my experience, most students successfully overcome these and eventually catch up. 

# data[].attributes.headline
Both. I feel that all must undertake a common core educational process although each will have different starting points and different strengths and weaknesses. Successful conversion courses must acknowledge these different starting points but be designed to bring students to a comparable shared level of skills and knowledge by completion

# data[].attributes.subject
Both. I feel that all must undertake a common core educational process although each will have different starting points and different strengths and weaknesses. Successful conversion courses must acknowledge these different starting points but be designed to bring students to a comparable shared level of skills and knowledge by completion

# data[].attributes.headline
The Master of Landscape Architecture at MMU (Manchester School of Architecture) is two years in duration, full time. It consists of a first 'conversion' year of 120 UK Credits (60) and a second 'masters' year of 180 UK Credits (90). Graduates of Accredited Landscape Architecture courses, or equaivalent, usually enter year 2 directly.

# data[].attributes.subject
The Master of Landscape Architecture at MMU (Manchester School of Architecture) is two years in duration, full time. It consists of a first 'conversion' year of 120 UK Credits (60) and a second 'masters' year of 180 UK Credits (90). Graduates of Accredited Landscape Architecture courses, or equaivalent, usually enter year 2 directly.

# data[].attributes.headline
If a conversion master of 'only' 2 years (120 ECTS) is sufficient for someone to qualify as a landscape architect, why should there be any need for a separate bachelor in landscape architecture?

# data[].attributes.subject
If a conversion master of 'only' 2 years (120 ECTS) is sufficient for someone to qualify as a landscape architect, why should there be any need for a separate bachelor in landscape architecture?

# data[].attributes.headline
If the goal is to bring together graduates of various related disciplines, it would be more logical to keep them together as much as possible so that they can profit from each others different knowledge and experience. This would suggest a common programame with possible exemptions from some course units depending on the prior qualifications.

# data[].attributes.subject
If the goal is to bring together graduates of various related disciplines, it would be more logical to keep them together as much as possible so that they can profit from each others different knowledge and experience. This would suggest a common programame with possible exemptions from some course units depending on the prior qualifications.

# data[].attributes.headline
Ideally a three year programme would be good, but this would have problems is surviving if other schools offered the same (nominal) qualification in  less time.

# data[].attributes.subject
Ideally a three year programme would be good, but this would have problems is surviving if other schools offered the same (nominal) qualification in  less time.

# data[].attributes.headline
Is a degree programme 'just' a collection of individual credits gained in different circumstances or should it be an integrated whole which is  more than the sum of its parts? If so, this would argue for minimising the PSP approach. 

# data[].attributes.subject
Is a degree programme 'just' a collection of individual credits gained in different circumstances or should it be an integrated whole which is  more than the sum of its parts? If so, this would argue for minimising the PSP approach. 

# data[].attributes.headline
Most examples I am aware of are from the anglophone world - US, UK etc. On the whole the continental European approach tends more towards 'catch-up' course units as a means of entry to an existing consecutive master programme.

# data[].attributes.subject
Most examples I am aware of are from the anglophone world - US, UK etc. On the whole the continental European approach tends more towards 'catch-up' course units as a means of entry to an existing consecutive master programme.

# data[].attributes.body
- see discussion of Question 1!

# data[].attributes.headline
The original Bologna Declaration did not define the length of a master programme except to say that it should be at least one year long. Many national governments have, however, legislated to define master programmes to be 2 years in length. 

# data[].attributes.subject
The original Bologna Declaration did not define the length of a master programme except to say that it should be at least one year long. Many national governments have, however, legislated to define master programmes to be 2 years in length. 

# data[].attributes.headline
It should be important to specify how many courses are recognised from the bachelor programme - such that the total number of L.Arch-related ECTS is equivalent in number to a consecutive bachelor-master programme. This needs to be regulated as an entry requirement.

# data[].attributes.subject
It should be important to specify how many courses are recognised from the bachelor programme - such that the total number of L.Arch-related ECTS is equivalent in number to a consecutive bachelor-master programme. This needs to be regulated as an entry requirement.

# data[].attributes.headline
Antonella Valentini (AIAPP. Italy): may be I don't well understand the significance of "conversion master", but I can refer the Italian case at University of Florence. At the University of Florence we a have a Master in Landscape Architecture, of 2 years in duration (120 CFU). It is promoted by two  Departments, Architecture and Agriculture. It is organized in 4+1 interdisciplinary thematic Laboratory and 4 workshop, with at the end a training and a thesis.

# data[].attributes.subject
Antonella Valentini (AIAPP. Italy): may be I don't well understand the significance of "conversion master", but I can refer the Italian case at University of Florence. At the University of Florence we a have a Master in Landscape Architecture, of 2 years in duration (120 CFU). It is promoted by two  Departments, Architecture and Agriculture. It is organized in 4+1 interdisciplinary thematic Laboratory and 4 workshop, with at the end a training and a thesis.

# data[].attributes.headline
The UK Landscape Institute website about education lists no less than 10 'Conversion' Master programmes. Other examples are to be found in the USA - Harvard and UCLA Berkeley, and no doubt several others. Examples are also probably to be found in Australia, Canada and New Zealand. 

# data[].attributes.subject
The UK Landscape Institute website about education lists no less than 10 'Conversion' Master programmes. Other examples are to be found in the USA - Harvard and UCLA Berkeley, and no doubt several others. Examples are also probably to be found in Australia, Canada and New Zealand. 

# data[].attributes.headline
In Germany - according to the HKL (Hochschulkonferenz Landschaft) and possibly in other countries too due to demographic changes - there are recruitment problems to bachelor programmes in Landscape Architecture. A conversion master which has Europe-wide recognition is an important opportunity to recruit graduates from related disciplines to help fill this recruitment gap!

# data[].attributes.subject
In Germany - according to the HKL (Hochschulkonferenz Landschaft) and possibly in other countries too due to demographic changes - there are recruitment problems to bachelor programmes in Landscape Architecture. A conversion master which has Europe-wide recognition is an important opportunity to recruit graduates from related disciplines to help fill this recruitment gap!