What Kata says about the Master's in International Development and Management (LUMID)
Kata Molnar from Hungary, alumna of the programme
How did you find out about this programme?
“I did a Bachelor of Arts in Communications and Media studies in Hungary. Upon graduation, I decided to try a few different things: I completed a Global Studies programme at a Danish folk high school, back home I volunteered with a green NGO in poor rural communities, and then I moved to Indonesia on a cultural scholarship. These experiences, and the incredible people I met along the way, led me to the conclusion that I should pursue an MSc degree in development. I looked for an international programme, one that could prepare me to better understand the underlying causes of inequality, poverty and the environmental disasters, and find holistic solutions to these systematic problems. I did my own research and familiarised myself with European universities. Sweden seemed like an ideal option, both because I have been visiting my relatives living there for many years, and because a friend studying the LUMID programme encouraged me to apply.”
Why did you choose this specific programme?
“I considered another programme in Finland, but that was a more specialised Master's. I felt I didn’t have enough of a foundation and knowledge to already decide which professional direction I wanted to take after the studies. I needed some time to find my calling and see which thematic areas and issues spark my interest the most. I was looking for a programme with a general approach to development, and one that provides practical experience, so LUMID was ideal for me at the time.”
What did you like the most about your programme?
“Coming from Hungary, where both the content and the structure of education today remain pretty much the same as they were in the socialist era, the best things for me were its structure based on shorter modules, its interactive nature, its feedback system, the accessibility of teachers, the diversity of my course mates and a very strict and fast pace that required dedication and incredibly hard work. At the same time, I had lots of freedom to lead and take responsibility for my own education. It helped me to grow as a person.”
What was your favourite course and why?
“My favourite course was the one related to natural resource management and water policy. During that time, I traveled to Egypt with the University’s Foreign Affairs Association (UPF), and that visit changed me for life: it gave me insight into the Nile river and transboundary water governance in general, and from then on, I was all set. As we could pick any related subject for the course paper, I convinced my team to focus on water security in Egypt and Ethiopia, and analyse hydro-hegemony in the Nile basin. I had a fantastic experience combining my theoretical and practical knowledge, which also pushed me to dedicate my thesis research to the Nile basin and water issues, and to focus on the field of water after graduation.”
Were you able to gain any practical experience during your studies?
“Yes, hands-on, practical experience is an inherent part of the programme, but it is really up to the student to make the most of it. The programme’s first year is campus based; we had various theoretical courses including methods and thematic subjects, as well as management-related courses. In the second year, we had to find an internship placement – most of us went abroad, often outside of the EU (I spent five months in Ethiopia) – fulfil several course tasks related to management, and conduct research for our Master’s thesis. For me, it was a good combination of theory and practice, and sufficient experience to leverage going forward.”
What did you think of the teaching style?
“For each course, we had lectures and workshops, and both required different types of preparation and contributions. We had to cover a fairly heavy reading list, had plenty of hand-in assignments and regularly got tested in presentations and team work. Compared to my previous experiences in formal education, this was by far the best in terms of how much it encouraged me to take ownership of my own education. I much appreciated learning just as much from my peers as from the teacher during these interactive classes. Another positive aspect was that we could provide personal feedback both on the content and the teaching, and we also had some sessions to discuss our feedback with the teachers. As I also took on the student representative role for a couple of months, I actively worked on facilitating the communication between students and the programme managers and teachers. At times, we succeeded in improving it!”
What were the options for networking like?
“There were regular career-oriented classes where various professionals came to visit us and give a talk, followed by a Q&A. We also visited the UNDP offices in Copenhagen. When it comes to the student life, Lund University has various student-led initiatives and unions – it is hard not to get engaged and be active there. Unions regularly organise parties, dinners, lectures, job fairs and sports events. Last but not least, Lund is a small but active town with interesting and conscious citizens, so it is also easy to get involved with locally organised events such as gardening, permaculture workshops, sports etc. This community spirit makes it very inspiring to initiate something or collaborate on projects.”
How international was your batch?
“We started with about 60 people, and about 60% of them were internationals. The majority came from Sweden and other European countries, but we also had course mates from Nepal, Bolivia, Russia, Burkina Faso and Syria, to name a few.”
Did the programme live up to your expectations?
“In the beginning, the only expectation I had was that I would get a clearer idea of what interests me and how to position myself to be part of the type of change-making I wanted to see in the world. I hoped to gain a good approach, a critical mindset, knowledge, skills and some experience that would enable me to enter this new space either as a researcher, an activist, or a policy professional. The programme gave me the opportunity to find specialisation, so this expectation was met.
On the other hand, I learnt that it is necessary to continuously re-define goals. Our batch consisted of a very experienced cohort of people, with diverse and critical views and a proactive attitude. Some of my peers felt that the pace, the content, the approach of the courses, the teaching, or the depth or width of literature were not providing enough room for different views. The definition of ‘development’ remained fairly unquestioned, so the more critical discourses happened outside of the school walls. We felt that the theories and potential solutions to poverty, hunger, inequality, conflict, human rights, urbanisation, or climate change etc. that we discussed in the framework of ‘development studies’ often remained in the neoliberal, Eurocentric, capitalist discourses, without covering other alternatives or openly including the rich world to be part of the problems we were assessing. This was pre 2015, so before the Sustainable Development Goals or the Paris Agreement got adopted, both of which officially try to balance the responsibility of developed nations. So, for more radical thinking or non-conventional types of schooling, we had to organise ourselves to read those books, watch those documentaries, or share those experiences that could lead us towards different conversations.
This environment made me reflect on what kind of world I wish to live in and what type of solutions I can identify with personally. After all, I was not there just for a degree in pursuit of a job. I came to learn to question my truth, unlearn what I held to be the only truth, and open up to other realities, while still being committed to finding a professional path I could start working towards.”
Why should prospective students choose this programme?
“I would recommend this programme to people that don’t have much of a development studies background. I felt that this programme gave us a broader, holistic perspective and not very specific knowledge on any particular issue such as climate change or water. This programme has a research semester, which is a fantastic opportunity to immerse yourself in a region and a topic you are passionate and curious about, and I found that experience to be extremely enriching and important. This kind of hands-on experience helps put the theory into practice.”
What was the focus of your thesis?
“I conducted research on agricultural investments in the Gambella Region of Ethiopia – what you could call ‘land or water-grabs’. I did a case study on the governance structure of land and water resources allocation for a Saudi Arabian rice plantation and assessed some of the socio-ecological impacts of the investments in the region which falls within the Baro-Akobo river, an upper tributary to the White Nile. Going to this very marginal region and conducting interviews across all scales and sectors made me realise the bigger regional and global context of ‘development’. It mostly follows a ‘top-down’ geopolitical agenda, favouring the elite, and further marginalising the already vulnerable local poor. We need proper land use planning, fair and enforced policies, and local consultation to happen, along with greater strategic planning on water and climate by corporations, as well as strengthened transparency and disclosure of their environmental impacts. Otherwise these serious processes will likely continue to cause more problems than benefits for all.”
What was studying in Lund like compared to studying in your home country?
“In Lund, I was encouraged to learn for my own growth and not for good grades. I learnt to think in complex, innovative ways, connecting disciplines instead of separating them, and to focus as much on soft skills as on hard skills. Lund has numerous fantastic libraries with amazing facilities, teachers are generally open to discussions and you are encouraged to give your opinion during workshops. For me, it was the first time I experienced this diversity of teaching methods, theories and world views, and that this diversity should be celebrated instead of suppressed. This more democratic education system, including the strong presence of student unions, was really amazing to experience.”
What it is like to be an international student at Lund University?
“In terms of student life, it was amazing. Being an international student in a small Swedish town is super good, I think, because there are not as many distractions as in big city life. I focused and dedicated my time to my studies, and the extra-curricular activities were relaxing, fun and supported personal growth. Housing was tricky, however. Securing a room was difficult and I ended up spending the first year at a student dormitory, in a fully Swedish corridor. It wasn’t as easy as I thought – I had a hard time getting and feeling integrated.”
Were you involved in any extracurricular activities?
“Yes, as mentioned earlier, I regularly visited UPF lectures and was part of the Travel Committee. We organised a trip to Egypt to learn about three topics: the state of democracy, gender issues, and the sharing of the Nile river. I also gave regular dance classes, and I used these skills to teach a choreography to a group of committed people. We organised a local flash mob on Valentine’s day as part of the 'One Billion Rising' global campaign, to raise awareness about domestic violence, with the support of one of the student unions. It was very empowering, and a lot of fun.”
How would you describe Lund?
“Lund is a very small, cosy, nice and friendly university town with lots of students. You can easily bike around and you have all you need: libraries, stores, parks, good public transportation to Malmö and Copenhagen, and nice people of course.”
Do you have any advice for other students that are considering to come to Lund?
“Reach out to alumni, closely study the content of the programme to see whether it could substantially add to and complement your existing knowledge and skill base. If you can, visit Lund before applying, and compare it to other universities.”
What were the highlights of your time here?
“Meeting amazing people who became good friends, of course!”
What have you been doing after your studies?
“Before graduation, I already started working at the Stockholm International Water Institute, a water policy think tank based in Stockholm. I had the opportunity to work with people I respected deeply and could learn a lot from. A memorable moment was when I could be part of the facilitation of an environmental peace process in the Middle East, bringing together Jordanian, Palestinian, and Israeli decision-makers to discuss the future of the Lower Jordan river valley. Afterwards, I continued to work for international organisations active in the space of water and climate policy. I was keen to work on a multi-stakeholder process, and I got to be part of mobilising political action from the local to the international levels towards higher visibility for water management at the UNFCCC-led Conference of the Parties (COPs). Yet, I felt far from the field, and I decided to shift sector and looked for more innovative ways of making sustainability impact. After years of living abroad, I moved back home, translated a book on Zero Waste and made personal changes to lower my own personal footprint. I started consulting, and just concluded a water risk assessment for Nordea Bank, a Scandinavian asset manager, on their South African portfolio – contextualising the emerging water crisis, and highlighting stories from the field on how companies averted the threat of Day Zero.”
To what extent did your degree programme prepare you for a career in your field?
“I believe that Lund University has a good reputation, which can be a good reference. The field experience already gained during studies is very useful too. This programme prepared me to develop a complex, systems thinking approach, which I apply still today. I am trained to be able to adapt to any situation, which is key, and I believe the foundation to this was Lund for me. I am still grateful for that.”
"I liked the multidisciplinary approach"
Diana from Colombia
"I particularly enjoyed getting to know my amazing classmates"
Sara from the USA
"Providing academic and practical perspectives alike"
Oleksandra from Ukraine