Accreditation

The Program is entitled: “MSc in Clean Technologies Management (MSc CleanTech)”, also referred to as Clean Technologies Management (CTM). It is offered under the academic responsibility of the University of the Peloponnese and is delivered through a fully online distance-learning model.

Upon successful completion of all academic requirements, graduates are awarded a Master of Science (MSc) in Clean Technologies Management, corresponding to the Second Cycle (Master level) qualification. The University issues the official degree of documentation and any accompanying certification documents (including the Diploma Supplement) in accordance with its institutional procedures and the applicable legal framework. The Program is delivered and assessed in English.

Where collaborative arrangements apply—such as joint academic activities, mobility, co-supervision, or provisions related to joint/double-award pathways—these are governed by the relevant institutional agreements and are described in the appropriate sections of this Study Guide.

CTM is a second-cycle postgraduate Program leading to the award of an MSc. It carries a total workload of 90 ECTS (European Credit Transfer and Accumulation System), reflecting the overall student effort required to achieve the Program’s intended learning outcomes. The standard duration is three (3) academic semesters of full-time study, structured to support a progressive learning trajectory from foundational knowledge to advanced application and independent work.

The Program is delivered fully online, combining structured synchronous interaction with systematic asynchronous learning and continuous formative activity across each semester. This design ensures that the distance-learning mode remains academically rigorous and pedagogically coherent, rather than content-only. Applicants are normally expected to hold a first-cycle qualification (or validated equivalent) corresponding to at least 240 ECTS, in line with the Program’s admissions requirements and applicable regulations.

The Program is developed and delivered through joint academic design and delivery by the University of the Peloponnese (Greece) and the University of Montpellier (France). The Program is taught by a joint teaching team from the partner institutions and may also include invited guest lecturers, in line with the Program’s international and professionally oriented character. The collaboration supports shared academic standards and strengthens the Program’s international profile, with both institutions contributing to curriculum development, teaching and assessment practices aligned with Program learning outcomes, and coordinated quality assurance processes that include monitoring, evaluation, and improvement actions.

The partnership is implemented through structured governance arrangements and shared academic oversight, contributing to the Program’s international recognition and attractiveness.

The Program’s mission is to educate graduates who can design, evaluate, manage, and scale clean technologies within complex technical, organizational, economic, and policy environments. CTM is interdisciplinary by design, connecting engineering-informed understanding of clean technology pathways with management practice and evidence-based, data-driven decision-making.

The Program responds to labor market needs in sustainability leadership, analytics, and technology deployment. Its academic profile integrates three complementary dimensions: (a) conceptual grounding in clean technologies and their performance implications (technical, environmental, and economic), (b) quantitative and digital capacity for decision support, planning, monitoring, and optimization, and (c) professional judgement for implementation in real-world settings, including innovation management, governance considerations, and responsible deployment supported by academic integrity and ethical conduct.

The Program scope is organized around coherent thematic pillars that structure the curriculum and ensure balanced coverage of scientific, technological, and managerial dimensions of clean-technology deployment. These pillars include clean technologies with innovation and entrepreneurship, energy economics and sustainability, applied statistics and econometrics for decision support, AI/ML for clean technology applications, green fuels and emerging energy technologies, and waste valorization within the circular economy.

CTM follows a student-centered learning philosophy. Intended learning outcomes are defined clearly and in measurable terms; teaching activities are designed to enable students to achieve those outcomes, and assessment methods are selected to evaluate achievement validly and reliably. The Program emphasizes timely feedback and structured learning progression, ensuring that learning resources and academic support are suitable for distance learners and support sustained engagement throughout each semester.

The Program is offered under the academic responsibility of the University of the Peloponnese and operates in accordance with the applicable national legal framework for postgraduate studies, the University’s internal regulations, and the decisions of the competent University bodies. Program governance is exercised through the University’s competent collective and executive bodies for postgraduate programs, as defined by institutional regulations. These bodies ensure the lawful, transparent, and effective organization of the Program, including academic planning, staffing, student administration, and monitoring of academic standards.

The Program is academically led by the Program Director, who has the overall responsibility for the orderly delivery of the Program, the implementation of the curriculum, and the coordination of teaching, assessment, and academic scheduling. The Program Director acts as the main point of academic accountability and ensures that distance-learning delivery remains consistent with the Program’s pedagogical design and quality requirements.

The Program is supported by a Coordination Committee (or equivalent body, as provided by University regulations). This committee monitors implementation, supports academic planning at semester level, proposes improvements to teaching, learning and assessment practices, and contributes to the handling of study-related matters (including progression, study planning, and thesis procedures). The committee may also contribute to the planning of internationalization actions and external collaborations that are relevant to the Program.

Where specific collaborative arrangements with external institutions are in force (e.g., joint academic activities, mobility, co-supervision, or joint/double award provisions), a Joint Steering or Coordination Body may be established, with composition and responsibilities defined by the relevant agreement and consistent with the University regulations.

The Program is subject to the University’s Internal Quality Assurance System and the corresponding institutional procedures for monitoring, evaluation, and continuous improvement. Quality assurance covers the alignment between intended learning outcomes, teaching and learning activities, assessment methods, student workload, academic integrity safeguards, and the effectiveness of the distance-learning environment.

Student feedback is a core component of quality monitoring. At the end of each semester, students evaluate courses and teaching through an electronic process that safeguards anonymity and is used for structured improvement actions. The Program leadership and the competent quality assurance structures review the findings and define corrective or enhancement measures where necessary, including updates to teaching methods, assessment design, learning resources, and student support mechanisms.