Learning outcomes

Students on the Master [120] in History prepare themselves to, in the course of their socio-professional life, demonstrate the ability to shed light upon the complexities of the history of people and societies which have preceded us and the connections linking them to our present.

At the end of the course, the future historians will have deepened their knowledge and awareness of the themes relating to different historical fields and periods, by situating them within the principal trends in current research. Students will have acquired expert knowledge of research methods in historical studies: able to construct a relevant research problem, gather documentation, analyse and criticise the data collected, reach their own conclusions and communicate the results obtained to different audiences and in different ways.

Open to interdisciplinary studies, students will also be capable of employing concepts and methods from social studies in particular in the course of their research. The future historians are aware of the issues, debates and even exploitation to which the past is subject, and can contribute, using a scientific approach, to a better understanding of the present.

Using their ability to communicate their knowledge and critical investigation methods, the future historians can enrich societal debates.

On successful completion of this programme, each student is able to :

1. Achieve expert and specialised knowledge and awareness of the themes relating to different historical fields and periods, by situating them within the principal trends in current research.


2. Attain expert knowledge of and employ research methods in historical studies: develop and carry out research work, implement a methodological and critical approach in the finding and implementation of data, in order to look deeper into a specific historical issue, reaching their own balanced and reasoned conclusions.

2.1. Formulate a relevant research question, adapt and define it over the course of their research by refining their working hypotheses;
2.2. Consolidate the documents (sources and bibliography), by questioning the validity and relevance of the sources as regards the research problem being studied;
2.3. Provide a specific question (critical assessment of historiography);
2.4. Analyse and assess documentation critically by taking into account the peculiarities of different types of sources;
2.5. Organise and handle data by using appropriate IT, locating them in their historical context and interpreting them;
2.6. Employ appropriate methods and models, in particular from social sciences, and apply them to their research;
2.7. Develop their own balanced conclusions on the basis of a number of different types of important sources;
2.8. Communicate, to specialists and/or a wide audience, the results of their research (orally and/or in writing, in an audio-visual or digital form);
2.9. Demonstrate the rigour, precision and critical mind-set which are essential to all work at university level and at each of its stages.

3. Take a reflexive, scientific and methodologically-based look at the history of their discipline (historiography) and their own practices as historians, particularly in employing concepts and methods from other fields.


4. Develop and employ, on the basis of their historical disciplinary and methodological skills, a series of transferable skills in different fields of social and professional life:

  • Carry out a documentary study and report its conclusions
  • Communicate, discuss and collaborate
  • Act as independent and responsible actors and carry out continuing development.

4.1. Collect documentation on a given theme, and structure, critically analyse and summarize different types of data;
4.2. Communicate, orally and in writing, on complex subjects relating to history and other areas (information, data, reflections and conclusions as well as the underlying knowledge and principles) in an accurate, structured and reasoned fashion by adapting their presentation (content and form) to the target audience and aims being pursued;
4.3. Effectively integrate into and collaborate with a team and different actors in networks;
4.4. Independently manage their work: define their priorities, anticipate and plan all activities for their assignments on time, demonstrate rigour and structuring in their work;
4.5. Engage in, decide upon and act in respect of work and third parties in an independent and responsible manner in line with the relevant framework;
4.6. Cast a critical eye over their own knowledge and competencies and independently put in place methods and opportunities to improve them as part of system of continuing development which is indispensable in order to progress in a positive way in their social and professional environment.

5. Progress in professional practice in accordance with a grounded academic approach (from a theoretical and methodological point of view) anchored in the history of humans and societies preceding us and characterised by a critical distance.


6. Their expert knowledge in and ability to employ concepts and methods from social sciences, and openness to different disciplines will allow them to become part of a wider scientific community and take part in discussions with specialists from other disciplines.


7. In a world where public debates and societal issues frequently cite the past, students will shed light on the present and contribute to debates as historical experts, both in terms of knowledge and critical methodology.


8. If the research focus course is chosen: analyse and provide a reflective and critical look on the sections of research “in progress” around case studies and bearing upon different fields and periods of history (these case studies fall within the course instructors’ fields of expertise).

8.1. Look deeper into certain aspects of the case studies presented, by means of reading materials which will encourage reflection and discussion during sessions;
8.2. Identify and analyse the principles, methods and challenges which underlie the main research trends in the past and now;
8.3. Assess the relevance of the material employed by the author of a scientific work, the approach adopted and the conclusions presented;
8.4. Compare various scientific output dealing with the same theme, demonstrating and creating a dialogue between the different questions, sources, methods and conclusions.

9. If the didactic focus course is chosen: call upon the competencies necessary to begin teaching effectively in upper secondary education, in history, and be able to progress there.

9.1. To take part in education, in partnership with different parties;
9.2. Teach in authentic and varied situations;
9.3. Reflect upon and progress through the usual stages of continuing development.
For further information, please go to Teacher Training Certificate (upper secondary education) - History.

10. If the professional focus course “History and Archives” is chosen: independently manage an archive, collect, classify, inventory the stock and implement a conservation and evaluation policy for the same.

10.1. Progress to finding, assessing, collecting, classifying and conducting an inventory of the stock in the archive coming from public or private bodies, both from the Ancien Régime and the contemporary era;
10.2. Attain expert theoretical knowledge in methods of conservation which relate to traditional methods or those offered by new information and communication technologies and apply them to real cases;
10.3. Become expert in different methods for assessing archive heritage;
10.4. Acquire knowledge and experience of the professional arena and recent developments in the field, in particular through completing internships and taking part in study days.

11. If the professional focus course “Communication of Historical Knowledge” is chosen: communicate historical knowledge to a wide audience, on the basis of expert theoretical and methodological knowledge of communication challenges in history and the methods and tools for communication, with a view to responding to the social demand for history.

11.1. Attain expert theoretical and methodological knowledge relating to the analysis and resolution of problems in communicating historical knowledge; students will be able to:
  • define and organise the elements of a communication project,
  • gather documentation,
  • identify the connections between theories and audiences,
  • argue on the basis of those connections,
  • make decisions with a view to defining and fixing the aim to be attained and the cultural output to be made;
11.2. Produce an historical knowledge communication linked to the challenges and realities of public history, that is to say history for a wider audience;
11.3. Become expert in the methods and tools for communicating historical knowledge with a view to attaining a result;
11.4. Carry out an historical knowledge communication using communication methods such as communicative writing, oral and audio-visual communication or gestures, information and communication technologies, etc.;
11.5. Converse in a respectful and constructive manner with different parties (both from a socio-cultural point of view, as well as from the starting point of their role, the fields in which they practice and the domains where they possess disciplinary expertise) by demonstrating an ability to listen, an open-mindedness, empathy, distance and assertiveness.