The university colleges in Denmark are independent institutions regulated by the Act on University colleges of higher education. The Danish School of Media and Journalism is regulated by the Act on the Danish School of Media and Journalism (not translated).
University colleges
Read about professional bachelor's programmes and the seven university colleges i Denmark.
About the university colleges
The university colleges offer and develop higher education with a strong relation to practice on an international professional level.
The organisation of university colleges is based on a vertical management structure with a board. The board has the general and strategic responsibility for the quality and development of educations at the institution. The management of the institution also includes the responsibility for educational activities, efficiency and economy.
A large part of the professional bachelors find employment in the public sector, for example as teachers, nurses and social workers, but programmes in fields such as engineering, information technology, business and media and communication are aiming at the private sector.
The university colleges offer first-cycle higher educational programmes (i.e. professional bachelor programmes) and certain academy profession programmes, further adult education and diploma programmes.
Aim and task of the institutions
The main aim of the university colleges is to offer and develop higher education with a strong relation to practice. University college educations should meet both different students’ interests in a variety of subjects and the need for a qualified workforce in both the private and the public sector. University colleges are expected to contribute to national and regional growth, and the development of sectors and professions.
The university colleges together with the academies of professional higher education are to ensure broad educational environments in all geographical regions of Denmark.
University colleges must ensure that the education programmes’ knowledge base is profession-based as well as development-based. University colleges also function as regional knowledge institutions in close dialogue with regional stakeholders. These stakeholders could be companies or regional growth forums. Furthermore, the university colleges must work with the universities and other research institutions.
Moreover, it is expected that university colleges participate in the development of technical and mercantile educations in close cooperation with academies for professional higher education in the regional area.
Professional bachelor programmes
Professional bachelor programmes are professionally oriented, qualifying higher education programmes.
Professional bachelor programmes are normally awarded after 3 to 4 and a half years of study (180-240 ECTS points). Professional bachelor programmes are offered at a level corresponding to that of university bachelor programmes, but with a stronger focus on professional practice. Professional bachelor programmes combine theoretical studies with a practically oriented approach in form of mandatory work placement.
Professional bachelor programmes are offered as a full professional bachelor programme or in some fields as a 1½ year top-up (90 ECTS) professional bachelor programme following a relevant Academy Profession degree.
There are approximately 85 professional bachelor programmes. Professional bachelor programmes exist in the following fields:
Healthcare, Pedagogy, Business and Economics, Information technology, Technology, Media and communication, Social sciences and Design.
Read more about the different Professional bachelor programmes
Professional bachelor degrees give access to further studies within the same field ( for example Master's programmes within adult education and continuing training or, on certain conditions, specific MA/MSc degrees.
The professional bachelor programmes provide the graduates with knowledge and understanding of practice within the field of applied theory and methodology to a level that qualifies the students to independently analyse, evaluate and reflect on problems in order to carry out practice-based, complex, and development-oriented job functions.
Admission requirements
General access requirements are one of the general upper secondary school leaving examinations or comparable qualifications. Access may also depend on specific requirements such as a particular subject combination in upper secondary school or a certain level of grades. Admission to some particular programmes requires entrance examination.