A Curriculum that Bridges Cultures: EDUMaH Graduates Share Their Study and Experience

The ERASMUS MUNDUS international master's program "Education in Museums and Heritage" (EDUMaH) offers students the opportunity to study in a multicultural environment and shape the future of museum education. The program, developed in collaboration with four European universities, includes the University of Tartu’s Cultural Research Institute program "Folkloristics and Heritage Applications." A key strength of the program is the combination of theoretical education with practical experience. 

Recent graduates Ethan James Terry, Rhona McLaughlin, Kai Kim, Chia-Yu Huang, Sarah Rempel and Rebecca Prusley share the valuable knowledge and experiences they gained from the program. 

Unique Experiences and New Challenges 

According to the graduates, the EDUMaH curriculum stood out due to its diverse and unique opportunities. Ethan highlighted his internship at local museums: "The chance to work with AHHAA, the Estonian National Museum and the University of Tartu Museum allowed me to see our study in practice and contribute to these museums." He also particularly remembered a course in underwater archaeology as an elective, though he admitted that adapting to the curriculum's tasks and system took some time. 

Rhona added that throughout her studies, she gained a comprehensive understanding of museum work and flexibility in different countries. "It was fun to choose where to study and pick subjects of particular interest as well as being introduced to ones that I hadn't heard of before," she recalled." 

Sarah also praised the program’s diversity and the opportunity to explore different countries and how their museums function. " It was always a highlight meeting museum professionals through practicums and lectures onsite! " she said.  

Rebecca appreciated the program's versatility and the coherence between universities. " The thing I liked most about the curriculum overall in the entire program was how at each University we learned something completely different but in the end they all connected together," she shared. Rebecca also noted how naturally students integrated into already established programs at each university, which was a pleasant surprise. 

Kai found comparing teaching methods and operational principles of museums across various countries to be an enriching experience. Chia-Yu highlighted the international structure of the program, which offered a multifaceted view of cultural heritage management. 

Focus on Important Topics 
 
The graduates’ final theses reflect contemporary challenges in museums and cultural heritage. Each student's research showcases their personal interests and professional goals. 

Ethan James Terry focused on postcolonial narratives in Scottish museums. He analyzed how community voices are reflected in exhibits of objects collected during the British Empire era. "I chose this topic because I, and many other British people I know, had never learned about the impact of the British Empire in school, so I wanted to further explore how museums could take the opportunity to discuss colonial pasts," Terry explained.   

Rhona McLaughlin combined her previous knowledge with her EDUMaH program experiences to examine themes of colonialism and slavery in Scottish museums. "I thought the museum space would be a good place to learn about it. My dissertation evaluated exhibition spaces that advertised themselves as places where colonial history was discussed, and investigated how critical thinking can occur in these spaces," McLaughlin shared. 

Rebecca Pursley explored the inclusion of adults with autism in Scottish art museums. She drew inspiration from the Access and Inclusion course at the University of Glasgow, where she wrote an essay on autism-friendly practices in American museums. "Any time we would get to a museum or heritage space I would look for autism inclusion through the space. So, I chose to write about adult autism inclusion since I realized that most museums focus on creating autism friendly spaces and activities for children, but they forget that these children grow up to be adults with autism.” 

Kai Kim studied the impact of the Black Lives Matter movement on American museums and their practices of inclusion. "I chose this topic because we learned a lot about diversity, equity, and inclusion practices in the programme and the BLM protests were a big turning point for these policies," Kim explained. 

Sarah Rempel’s thesis focused on how literary museums can be tools for creativity and social engagement, where visitors are not just spectators but also active participants. The study highlighted how museums like the Glasgow Women's Library and the Ireland Literary Museum use storytelling and multifunctional spaces to create inclusive and collaborative learning environments. 

Chia-Yu Huang focused on engaging older adults in museum education, particularly through the "Age Well Sessions" program at museums in Glasgow. "I wanted to explore how museums in different cultural contexts can use innovative strategies like object handling and interactive sessions to engage elderly audiences, foster social inclusion, and promote creative ageing. This research not only deepened my understanding of museum education but also strengthened my commitment to contributing to this field," said Huang. 

These research topics demonstrate how museum education and cultural heritage are connected to broader societal issues, from diversity and inclusion to lifelong learning and well-being. 

Studying in Tartu 

All five graduates were satisfied with their studies in Tartu and Estonia. "Estonia was my first time living abroad," recalled Ethan. He added that Estonia’s history and culture are truly diverse: "I will always carry a little bit of Eesti with me, metaphorically and literally as I’m still using my reflector on my coat.”  

Sarah highlighted the beauty of Tartu and its excellent connectivity to other destinations, mentioning that Tallinn and other places were easily accessible by train and bus. "I miss the saunas (such a wonderful way to relax during the stress of assignments)!" she added. 

Rebecca and Rhona praised the academic level at the University of Tartu and the city’s historic atmosphere. Kai mentioned that he felt very much at home in Tartu. "Estonia is such a beautiful country with such interesting history, and Tartu is a lovely city. It really felt like a home away from home," he said. 

Future Plans 

The program’s graduates are now stepping into the international job market, bringing with them the experiences and knowledge gained from the EDUMaH curriculum. 

Ethan James Terry plans to start working in museums or in the field of cultural heritage, while Rhona McLaughlin is focusing on working in museum education departments, particularly in developing projects for children and lifelong learning. 

Kai Kim has already started working as a museum teacher at the Hillwood Estate in Washington D.C. and as an environmental educator for the Alice Ferguson Foundation but plans to continue gaining experience in this field. 

Chia-Yu Huang will return to Taiwan, where she hopes to contribute to educational outreach initiatives within historical museums in her homeland. 

Rebecca Pursley hopes to begin working in the education department of a museum in the United States and gradually advance her career there. "I would also love to implement some of the thoughts from my thesis into the education programs for children and adults with autism," Pursley said. 

Sarah Rempel admitted that finding work has been challenging. Currently, she is working part time as a historic tour guide, which she enjoys very much, but hopes to return to Europe in the future and work in a museum. "I think this programme equipped me to be adaptive and to think beyond the traditional framework of museums," she noted. 

Recommendations for Future Students 

The graduates recommend the program to anyone who loves traveling, cultural heritage, and interdisciplinary collaboration. 

"This programme is also ideal for those who value both academic inquiry and practical application. It equips students with the skills to critically analyze museum practices while engaging directly with cultural institutions and communities," said Chia-Yu. Rebecca added that this program suits anyone who wants to travel and go to school at the same time. 

Kai said that EDUMaH offers more than just an academic experience: "It is difficult to put into words because it is an experience like no other." 

The EDUMaH program inspires and prepares future leaders in the field of museum education and cultural heritage. It is an experience that brings together different cultures and broadens one’s horizons. 

Applications for ERASMUS MUNDUS scholarship places in the "Education in Museums and Heritage" (EDUMaH) program are now open. The program also includes summer schools organized by the European Museum Academy and Ibero-American universities. The European Commission’s funding is available until 2028 and includes scholarships for both EU and non-EU citizens. Admissions are open once a year. Applications for the 2025/2026 academic year can be submitted until January 25, 2025. 

More information about the program can be found on the EDUMaH website. For information on applying for the scholarship, visit the application pages. 

For more details about the program at the University of Tartu, please contact Elo-Hanna Seljamaa (elo-hanna.seljamaa@ut.ee) or Kirsti Jõesalu (kirsti.joesalu@ut.ee), or you can also send questions to the general program email: edumah@glasgow.ac.uk.