The Master course is a two-year full-time study. The four-year concurrency version makes use of the courses and facilities available to the full-time programme that has been adapted to the students’ work experience and the limited amount of time they have to complete their studies in combination with their work.
The programme has three phases, each of which is concluded with a competency assessment.

The orientation phase
In this first phase students explore their individual potential and ambition as interior architects while at the same time laying the foundation for broadening and deepening the knowledge that characterises the Master course. With four design assignments the students’ theoretical knowledge is put to practical use, at the same time looking ahead to the design studios of the next phase. During the orientation phase students eliminate any shortcomings they may have, before entering into the next phase. The orientation phase is mainly supply-oriented.
If students come up against shortcomings in their competencies or wish to further train themselves in specific skills with regard to the individual study programme in the studio phase, they can avail themselves of the facilities of the Academy’s Bachelor courses.

The studio phase
In the studio phase students demonstrate that as future interior architects they can be ‘equal partners’ to the other members of the entire design and building team. In the studios students carry out four full design assignments, both individually and in teams. Doing independent applied research and applying research results are also important elements in this phase.

Studios
From a total of eight studios (plus the possibility of a replacement traineeship) students choose four studios. The eight studios actually all consist of two studios, each at different levels of scale and complexity, covering the four design domains: living, working, shopping and public space.
The studios are interior assignments derived from real practice. These assignments must be carried out from start to finish. The studios at
a-level are small scale design assignments with characteristics that are typical of the design domain which the studio covers;
the b-level varies in scale and complexity. On this level, not only the quality of the design is monitored and assessed, but also the level of collaboration, leadership and management.

Each studio has a specific theoretical element, as well as an international component. This may take the form of excursions, workshops, or even a traineeship abroad.

The graduation phase
In the last phase, the graduation phase, students demonstrate that they know how to position themselves within the professional field and that they are capable of working professionally from their own vision and identity as a designer.

At the end of the studio phase the theoretical research is all but concluded and in the graduation phase students prepare their research results for publication in one form or other. Either as an article in a trade magazine, as a lecture at an institute for higher education or as a presentation at an (international) conference or symposium.

Students also produce a graduation project. For guidance they must find an external expert themselves in the field in which the design assignment takes place.

Guidance
The Academy has a permanent team of teachers on staff and, additionally, a flexible team of studio teachers.

Teachers on staff
These teachers have their own professional practice in the field in which they teach and they provide:

• practical lessons: organisation, guidance and assessment of design assignments and design studios
• study career coaching: in a peer review based system they monitor the development of individual study files and prepare the competency assessments
• theory classes and guidance in theoretical research; they also organise topical programmes as well as the ‘intervision’ discussions among students
• specific coaching of concurrency students, aimed at obtaining and professionalising competencies relating to professional functioning

These teachers ensure the continuity of the educational process and the study progress of the students. The educational programme also includes:

• guest teachers for specific professional skills and workshops
• occasional guest classes and presentations within the framework of a topical programme

Studio teachers
The four studios are supervised by leading interior architects with remarkable expertise in the specific area of their studio. Within the studios the focus is on:

• artistic and technological innovation (sustainability, telecommunication, climate change, social developments)
• interfaces with other design domains within and outside interior architecture (e.g. marketing, leisure, entertainment, lifestyle)

Concurrency programme

Work experience in the concurrency version
The concurrency programme was set up as an alternative course, modelled after the existing Master programmes Architecture and Urban Planning. Work experience at the level required for registering with the SBA forms an integral part of this educational alternative, which is why it is a four-year programme, of which two years are dedicated to guided work experience. This makes graduates immediately eligible for registering with the Association of Interior Architects SBA.

Programme structure
Orientation phase – 30 EC – 1 year
Work experience – 30 EC
Studio phase – 60 EC – 2 years
Work experience – 60 EC
Graduation phase – 30 EC – 1 year
Work experience – 30 EC

Entrance examination
In order to be admitted to the study programme students must take an entrance examination to assess whether they have the competencies equivalent to a Bachelor’s degree of Spatial Design. Other Bachelor's degrees may also qualify students for admission, on the condition that they can prove they have the relevant competencies in the area of artistic creation (e.g. through relevant work experience). Competencies are assessed in a personal interview with the student about:

1. The student’s portfolio. This portfolio consists of relevant work from a recent date and observations by clients and or teachers from a previous study.
2. A study plan. How did you prepare yourself for this study? What are your goals?
3. Besides assessing the student’ Bachelor competencies in Spatial Design, his or her research skills are evaluated as well. This is done by making the Bachelor’s thesis part of the assessment.

The Academy organises special portfolio days where you can obtain information about the study programme and your suitability for it on the basis of your portfolio. Once you have registered for admission you will be invited for a selection assessment.