March 25, 2026
Ethnic and Migration: A Programme Where Diverse Cultural Perspectives Shine
Are you interested in studying Ethics and Migration at Linköping University and want to know what it’s like to be a student in this programme? Then this is your chance! This Q and A style blog post aims to give you insights into what it is like to study Ethics and Migration as an international student. For this post, we spoke with Obinna, a second-year student, who shares his experiences as a master’s student at Linköping University. Keep on reading to find out more about the programme 🌟
Why did you choose this programme?
I chose this programme mainly because I was influenced by the political situation in Nigeria which is my home country, and I wanted a better understanding of its politics as well as how nations outside Africa work. I was also interested in learning about conflict resolution and how conflicts between different ethnic groups within a country can be addressed without resorting to violence.
Can you provide an insight in your own words on what this programme is about?
In simple terms this programme focuses on polices and laws surrounding migration around the world, although it is mainly European focused.
What have you learnt and done so far in your programme?
So far in the programme, I have learnt about pre-colonial and colonial histories, biopolitics, and migration. We looked at how health and science are involved in migration and how governments use these ideas to control people. We also discussed how governments create divisions between people, such as ideas around “pure” ethnic groups and those who are seen as different, which then allows certain policies to be created to rule them.
The main themes we cover are migration, citizenship, and exclusion. These topics help us understand how migrants see themselves and how systems create policies that either include or exclude them. We also talk about borders and identities and different ways to decolonise the world, especially for ethnic groups that have experienced colonial rule.
This part of the programme was very interesting to me because it allowed me to reflect on my home country, Nigeria, which was under British colonial rule. I was able to apply what I learnt in the course and recognise the changes countries have made to decolonise after colonialism.
Can you briefly explain the main differences between the first and second year?
The first year is mainly an introduction to the programme. It gives a basic understanding of world systems and key issues in migration. There are two main themes running through the year.
One of them involved an excursion to Botkyrka, where we looked at how immigrants try to make meaning of their lives. What was particularly interesting was studying a specific community in Stockholm that is often described as a marginalised area where migrants expressed themselves creatively through art, dance, and music.
In the first year, we are also trained in how to conduct research. This includes both quantitative and qualitative research methods, such as using questionnaires.
The second year goes deeper into the themes and focuses more on using our research skills. Every course includes presentations, and we also do book reviews and group work. We are encouraged to link our studies to different sources, such as media, documentaries, or films. Overall, the second year is designed to prepare us for writing our thesis by helping us develop stronger research and analytical skills.
Can you explain what the curriculum is like?
The programme is a full-time, classroom-based course, although some courses are offered in collaboration with other universities or include exchange students. For example, the courseContemporary Issues in Migration is taught online and brings together students from different universities.
The study materials mainly consist of journal articles, lecturer presentations, as well as films and documentaries. Assessment methods vary and include class attendance, compulsory seminars, individual and group presentations, as well as sit-in exams and take-home exams.
Classes usually start no earlier than 11:15, with a second session at 14:15. Each class lasts around two hours. Typically, students take about four courses per semester (previously five), with each course running for approximately one month. Teaching takes place at the Norrköping campus.
In terms of workload, students usually have classes two to three times per week. The workload is lighter in the second year compared to the first, although it involves slightly more reading. Overall, the schedule allows for a balanced study routine.
What has been challenging as an international student in this programme?
The readings can be quite intense, which can be overwhelming, especially because it’s something I’m not really used to. I also get quite tired because I work a part-time job while studying full-time, so managing my time can be difficult. On top of that, I also attend SFI, which is a Swedish language course for immigrants, and this makes my workload even more demanding.
What backgrounds do students typically have?
This is a multidisciplinary cohort, so students come from many different academic backgrounds. Some have degrees in law, history, international relations, social work, arts, and culture, among others. Most students come from international backgrounds, so the class is a mix of European and non-European students.
Everyone is required to speak and understand English, but this can sometimes be challenging because not everyone can express themselves confidently in English.
What are your plans for the future with this programme?
My goal is to work for the Red Cross in Sweden or within immigration services in Sweden. I know that learning Swedish is important, and although it takes time, I remain positive that I will achieve this goal.
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