The Bachelor in Security and Economics is designed so that the sum of the courses and study work with these will lead students towards the intended learning outcomes described in this program description.

The individual courses are assembled to demonstrate a breadth of knowledge, skills, and general competence that reflect the field of practice. Some courses are more oriented towards knowledge outcomes, others towards building specific skills, while others include multiple skills in connections between theory and practice. This is reflected in the teaching.

The work, teaching, and assessment methods in the individual courses are chosen to provide a good and meaningful alignment between the desired learning outcomes, the teaching methods used, and the exams that conclude the course.

The methodological choices also reflect the course's contribution to the study program as a whole. Students therefore encounter a varied set of learning activities throughout their study period, a variation that in sum should reflect the field of practice the student is training for.

The Bachelor in Security and Economics emphasizes building broad competence within the field and developing the student's ability to work independently. The teaching aims to comment on, illustrate, and elaborate on material from the learning resources, as well as provide additional material not available in printed form.

As with all higher education, Kristiania also requires students to engage in independent learning work. Kristiania sees it as its task to facilitate and support students' work through good learning designs. At the same time, we emphasize that an instructor can only convey and facilitate. The actual learning occurs within the individual student as a result of the student's own work. In connection with the teaching, students should therefore expect a significant amount of independent effort.

The main work, teaching, and assessment methods students encounter in the Bachelor in Security and Economics are described below:

Lectures/presentation, instruction, non-specific guidance, and other teacher-led activities
Guidance and formative assessment
Digital pre- and post-work
Case, group, and/or project work
Workshops and seminar work
Independent practice/lab work/practical work individually or in groups
Other student activities, including presentations, plenary discussions, communication, etc.
Study group and assignment work
Independent academic work with curriculum and other materials

For students who need guidance beyond scheduled teaching, the college has available academic resources, including administrative staff, librarians, digital learning resources (e.g., online videos), and student advisors. These can be contacted by individual students as needed.

In addition to literature and assistance with literature searches, the library also offers varied training in academic writing.

Examination and Assessment Forms

Assessment is a situation where a submitted or presented work is evaluated against a set of criteria. Criteria are given by the learning outcomes defined for each course. The assessment can be done by fellow students, instructors, or examiners. They will also typically provide feedback, either as formative feedback or as a grade (exam).

At Kristiania, we distinguish between assessment as learning, assessment for learning, and assessment of learning. The form of the work being assessed (assessment form) can be the same in all three assessment situations, while the purpose varies.

In assessment as learning (peer assessment) and for learning (feedback from the instructor), the purpose is to shape a learning process, helping the student achieve the best possible learning outcome. We perceive this type of assessment as part of the teaching methods, and these are found in section 4.1 above.

Assessment of learning is a final assessment where the actually achieved learning outcomes are evaluated, the exam. At Kristiania, the exam is defined as "a final assignment within a course or a limited sub-course." The submitted or presented work is assessed through grading, and the result of the assessment will appear on the diploma.

In the Bachelor in Security and Economics, students may encounter the following exam forms:

Oral exam
Performance/practical exam
Supervised exam
Home exam
Portfolio exam
Semester assignment
Bachelor's thesis

In some courses, mandatory activities are defined. A mandatory activity is a requirement that must be approved to take the exam. The activity may either be a requirement that one or more works must be submitted (work requirement) and/or a requirement for participation in defined activities and/or lectures and/or mandatory practice. A mandatory activity is assessed as Approved/Not approved, and the right to take the exam in a course with mandatory activity requires that this activity is assessed as Approved. Otherwise, the student loses the right to take the exam in the course until the activity(ies) has been assessed as Approved. For detailed information about exams and mandatory activities, see Kristiania's website.

Study program BRO

Bachelor in Security and Economics