The Master in Health Equity (MAHEQ) is a two-year, full-time Erasmus Mundus Joint Master (120 ECTS). It is delivered collaboratively by partner universities in Norway, Spain, and Finland, in close cooperation with international non-governmental organisations.
The MAHEQ programme consists of 4 semesters of 30 ECTS each. The whole programme is constructed on clear academic and pedagogical progression, moving from foundational concepts to advanced application and independent research.
| Semester | Location | Course | Partner | Credits |
|---|---|---|---|---|
| 1 | Bergen, Norway | Fundamental principles of health equity | HVL | 30 ECTS |
| 2 | Zaragoza, Spain | Bridging theory and practice in health equity | Unizar | 30 ECTS |
| 3 | Helsinki, Finland (field work) | Praxis for health equity | ARCADA,H&I | 30 ECTS |
| 4 | Bergen, Zaragoza, Helsinki | Master´s thesis | HVL, Unizar, ARCADA | 30 ECTS |
HVL ( Høgskulen på Vestlandet):
Western Norway University of applied sciences
Unizar ( Universidad de Zaragoza):
ARCADA (Yrkeshögskolan Arcada):
Arcada University of Applied Sciences
H&I (Handicap International):
Mobility is mandatory and constitutes a core learning
condition of the programme. Studying in different
national, institutional, and cultural contexts is central to
developing the competences required to work on health
equity across systems and sectors.
The programmes´ courses are concentric build and have a logical following structure. As such that the developed competences in one course are also the starting point of capability development in the following.
The programme begins in Bergen with an introduction to the key theoretical frameworks that underpin health equity, justice, and responsibility. The first semester focuses on developing critical understanding of how health inequities are produced, sustained, and challenged across societies.
Rather than treating theory as abstract knowledge, the course frames learning as a process of becoming. Emphasis is placed on curiosity, critical reflection, and the ability to question established systems and assumptions. Through engagement with critical theory and ethical perspectives, students develop the capacity to analyse structural inequities and their implications for practice.
This semester establishes a shared conceptual and ethical foundation for the programme and prepares students for the applied and practice-oriented phases that follow.
The second semester, hosted by the University of Zaragoza, shifts the focus from theoretical exploration to applied engagement. The course centres on connecting health equity frameworks to complex, real-world contexts.
Learning activities include case-based work, applied projects, and field-oriented assignments that require critical interpretation and contextual adaptation. Attention is given to navigating uncertainty, diversity, and competing priorities when working with health equity in practice.
This semester strengthens professional agency by supporting experimentation, initiative, and reflective judgement. Students develop practical skills while maintaining a critical and ethical orientation towards action.
The third semester is dedicated to practice-based learning and professional engagement. It begins at Arcada University of Applied Sciences and continues through internships and collaborative projects with community organisations, civil society actors, international NGOs, and global networks working in health equity, disability inclusion, humanitarian action, One Health, and planetary health.
Practice placements take place in diverse cultural, social, and geographical contexts, often involving marginalised and equity-seeking populations. The focus is on applying health equity principles through concrete initiatives, while remaining attentive to ethical dilemmas and contextual constraints.
Throughout the practice period, students remain connected with peers and academic supervisors through digital platforms, sustaining a transnational learning community. Shared reflection and dialogue across placements form an integral part of the learning process and contribute to the development of professional judgement, collaboration skills, and confidence.
The final semester is devoted to the master’s thesis, which brings together the knowledge, skills, and perspectives developed throughout the programme. Under joint supervision from the partner institutions, students undertake an independent project, individually or in small groups.
Possible thesis formats include research studies, practice-based inquiries, intervention or project proposals, policy or programme evaluations, and conceptual or theoretical analyses related to health equity, justice, or planetary wellbeing.
The master’s thesis requires critical engagement with complex issues, integration of interdisciplinary perspectives, and ethically grounded reasoning. It represents both a culmination of the learning process and a transition into professional and scholarly practice within the field of health equity.
