STUDY GUIDE
Foreword
Postgraduate education constitutes the academic level at which university teaching is transformed from a process of transmitting knowledge into a process of producing knowledge. At this stage, students are no longer confined to the acquisition of scientific information; instead, they enter the realm of systematic research, theoretical inquiry, methodological refinement, and the development of original scholarly thought. The Postgraduate Studies Programme "Theory of Law and Interdisciplinary Legal Studies" was established precisely to facilitate this transition by providing postgraduate students with a high-level academic environment in which legal science is approached not merely as a system of legal rules, but as a historical, philosophical, social, ecclesiastical, and technological phenomenon. The operation of the Programme is governed by the provisions of its current Programme Regulations, which define its identity, objectives, structure, and academic standards.
The purpose of this Study Guide is to present, in a systematic and user-friendly manner, all essential information concerning the Programme. It neither replaces the Programme Regulations nor introduces new regulatory provisions. Rather, it provides an interpretative and informative presentation of the applicable rules, enabling every prospective applicant and every postgraduate student to acquire a clear understanding of the Programme's academic organisation, educational requirements, and the opportunities it offers. Each chapter of the Guide follows the logical structure of the Programme Regulations while simultaneously highlighting the academic philosophy that permeates the Programme as a whole.
The Programme is intended for those wishing to deepen their understanding of the theoretical foundations of law, develop advanced research skills, and approach legal science from the perspective of interdisciplinary analysis. Successful completion of the Programme leads to the award of a Master's Degree (Master of Science) entitled "Theory of Law and Interdisciplinary Legal Studies", without specialisations, thereby reflecting the unified character of its academic subject matter and the coherence of its educational conception.
1. The programme at a glance
The Postgraduate Studies Programme "Theory of Law and Interdisciplinary Legal Studies" is organised and operated by the School of Law of the Faculty of Law of the Aristotle University of Thessaloniki in accordance with the provisions of Law 4957/2022 and its approved Programme Regulations. Its establishment and subsequent amendment reflect the School's continuing commitment to offering a modern postgraduate programme that responds to developments in legal science and higher education.
The Programme is dedicated to the advanced study of the academic field of Theory of Law and Interdisciplinary Legal Studies. This field is structured around five complementary academic pillars: Legal History, Philosophy and Methodology of Law, Sociology of Law, Ecclesiastical Law, and Law and Informatics. The selection of these academic disciplines reflects the conviction that a comprehensive understanding of law requires the simultaneous study of its historical origins, philosophical foundations, social function, relationship with the religious phenomenon, and the challenges arising from digital technology and artificial intelligence.
The Programme has a duration of three academic semesters. The first two semesters are devoted to coursework, while the third semester is allocated to the preparation of the Master's Thesis. The total workload corresponds to ninety (90) ECTS credits in accordance with the European Credit Transfer and Accumulation System (ECTS). Under the conditions specified in the Programme Regulations, the standard duration of studies may be extended. The Regulations also provide for part-time study and temporary suspension of studies for specific categories of students.
Instruction is conducted primarily in the Greek language, with the possibility of using English whenever required by the subject matter or the needs of the educational process. The Master's Thesis is normally written in Greek; however, it may be prepared in English following a student's request and the approval of the competent bodies of the Programme. Teaching is delivered through conventional face-to-face instruction, reflecting the Programme's commitment to direct academic interaction between faculty members and students.
2. The mission of the programme
The mission of the Programme extends far beyond the boundaries of a conventional postgraduate specialisation. The Programme Regulations place the advancement of knowledge and research at their core, promoting the in-depth study of the principal schools of legal theory and the development of original scholarly research through the application of interdisciplinary methodologies. This approach encourages the synthesis of diverse academic perspectives and creates the conditions for the production of new knowledge in fields where law intersects with philosophy, history, sociology, technology, and the other social sciences.
At the same time, the Programme seeks to respond to contemporary educational and research needs through courses, seminars, and workshops designed to strengthen students' analytical skills, evidence-based legal reasoning, and scholarly independence. Particular emphasis is placed on students' participation in conferences, academic workshops, and other scholarly activities, ensuring that postgraduate education is organically connected with active engagement in the research community and with the dissemination of the results of academic work.
3. The philosophy of the programme
Every postgraduate programme embodies a particular academic conception of knowledge. Behind the structure of its curriculum, the student selection procedures, and the requirements of the educational process lies a broader scholarly philosophy that determines the type of academic and legal professional the Programme seeks to cultivate. In the case of the Postgraduate Studies Programme "Theory of Law and Interdisciplinary Legal Studies," this philosophy is reflected from the outset in the very subject matter of the Programme as defined in its Regulations. The choice of the term "Theory of Law" is not merely a title but an academic statement. It signifies that the Programme's interest does not end with specialisation in a particular branch of legal science; rather, it extends to the study of the fundamental principles underlying the legal order as a whole and to the exploration of the ways in which law is created, interpreted, and functions within society.
This approach differs significantly from the traditional conception of postgraduate specialisation. In most postgraduate programmes, the academic field is identified with a specific branch of law, such as civil law, criminal law, or administrative law. By contrast, the present Programme is organised around a horizontal and comprehensive understanding of legal science. Its objective is not to produce narrowly specialised experts, but legal scholars with a broad theoretical foundation who are capable of recognising the interactions among different academic disciplines and approaching legal problems through a complex and multifaceted methodology. This choice reflects contemporary developments in legal scholarship, where a comprehensive understanding of law increasingly requires cooperation with history, philosophy, sociology, informatics, and the other humanities and social sciences.
At the core of the Programme's philosophy lies the conviction that theoretical knowledge is not an abstract intellectual pursuit but an indispensable prerequisite for the proper understanding and application of law. The historical development of legal institutions, the philosophical foundations of justice, the social functions of legal rules, the relationship between the State and religious communities, and the new challenges of the digital era are not treated as independent fields of study but as different dimensions of the same scholarly reality. Their combined study contributes to the formation of legal scholars distinguished by critical thinking, the capacity for synthesis, and a high degree of research independence.
The Programme Regulations attach particular importance to the promotion of research. Their reference to the development of original scholarly research, the use of interdisciplinary methodologies, and the encouragement of student participation in academic conferences and scientific publications demonstrates that the Programme does not regard postgraduate education as merely a continuation of undergraduate studies. Rather, it considers it the first stage in integrating young scholars into the academic research community. The preparation of the Master's Thesis is fully consistent with this philosophy, serving as the principal means of developing original academic thought and applying advanced research methodology.
Equally significant is the emphasis placed on the relationship between law and social and cultural reality. The Programme Regulations underline that the Programme seeks to examine the ways in which legal rules shape and influence institutions, social behaviour, and values within both the Greek and the international legal order. In this way, law is presented not as a closed system of legal rules but as a living institution that evolves together with society and responds to its changing needs. Cultivating this perspective contributes to the education of legal scholars capable of understanding the social consequences of legal choices and participating constructively in the public debate on the improvement of legal institutions.
Of particular interest is the reference in the Programme Regulations to the Programme's contribution to the development of the country. This observation broadens the scope of postgraduate education by recognising that academic knowledge is not produced solely for the benefit of the scholarly community but should also become a valuable resource for public administration, legislative policy, the administration of justice, and society as a whole. The strengthening of dialogue between the University and public policy-makers, as envisaged in the Programme Regulations, constitutes a defining feature of contemporary European postgraduate programmes and highlights the outward-looking orientation of the Programme.
4. The five academic fields of the programme
The distinctive identity of the Programme is clearly reflected in the selection of the five academic fields that constitute its substantive content. The Programme Regulations do not treat these fields as isolated academic disciplines but as interconnected components of a unified field of study. Legal History provides the historical dimension of legal institutions, enabling students to understand the evolution of legal concepts from ancient Greek and Roman law to the modern era. Philosophy and Methodology of Law focuses on the foundations of legal thought, theories of justice, legal reasoning, and the methods of legal interpretation. Sociology of Law examines the relationship between law and society, analysing the ways in which legal rules influence—and are influenced by—social change. Ecclesiastical Law explores religious freedom, the relationship between the State and religious communities, and canon law, while Law and Informatics focuses on the contemporary challenges arising from digital technology, personal data protection, electronic transactions, and new forms of digital governance.
5. Learning outcomes
6. The admission procedure
The admission procedure to the Postgraduate Studies Programme constitutes the first stage of a candidate's integration into the academic community of the Programme. The Programme Regulations approach this procedure not as a mechanism of exclusion but as a process designed to ensure the academic competence of applicants, so that all admitted students possess the necessary academic background for the successful completion of the coursework and the development of postgraduate research activity. For this reason, admission is conducted through an open Call for Applications and written entrance examinations, organised in accordance with specific and predetermined procedures.
Applications may be submitted by holders of first-cycle university degrees awarded by Greek higher education institutions or by recognised foreign universities. The Programme Regulations further provide that, in addition to graduates of Schools of Law, graduates from related academic disciplines—including the social sciences, political science, economics, the humanities, international relations, and public administration—may also apply for admission. This provision is a direct consequence of the Programme's interdisciplinary character and promotes academic pluralism by enabling individuals with diverse scholarly backgrounds to participate within the same academic community.
Applications are submitted electronically and must be accompanied by the required supporting documents. These include the applicant's degree certificate, official academic transcript, identity document, the required certificate demonstrating English language proficiency at CEFR Level B2, and a solemn declaration confirming the authenticity of all submitted documents and information. In the case of international applicants, proof of adequate proficiency in the Greek language is additionally required in order to ensure their ability to participate fully in the educational process.
Particular importance is attached to certified proficiency in the English language, which is regarded not merely as an additional qualification but as a formal prerequisite for enrolment. This requirement reflects the Programme's international orientation and the necessity for postgraduate students to be able to make effective use of international academic literature, participate in international scholarly activities, and remain abreast of developments in contemporary legal scholarship.
7. The system for the selection of postgraduate students
The selection of postgraduate students constitutes one of the most critical functions of any Postgraduate Studies Programme, as it is through this process that the academic community participating in the Programme and contributing to its scholarly development is formed. The Programme Regulations treat this procedure as a formally structured academic process founded upon the principles of transparency, objectivity, merit, and equal treatment of all applicants. It is neither a simple administrative procedure nor a process dependent upon subjective assessments. Rather, it is a comprehensive evaluation system in which every stage is predetermined by the Programme Regulations and the annual Call for Applications.
The procedure begins with the examination of the application documents by the Secretariat of the Postgraduate Studies Programme, which verifies the timely submission and completeness of each candidate's application file. This stage is primarily administrative in nature and aims to ensure that all applicants satisfy the basic eligibility requirements before proceeding to the substantive stage of the evaluation process. In this way, the Programme guarantees the uniform application of the conditions laid down in the Call for Applications and prevents any unequal treatment among candidates during the selection process.
Following the administrative review, the procedure proceeds to the Evaluation Committee for Postgraduate Applicants, which is appointed each academic year by decision of the Assembly of the School of Law. The composition of the Committee, consisting of members of the Faculty, ensures that the evaluation is conducted exclusively on the basis of academic criteria by individuals possessing recognised scholarly expertise and substantial experience in the Programme's academic field. This arrangement reflects the fundamental principle of university self-governance, according to which the assessment of academic qualifications constitutes an inherent responsibility of the academic community itself.
8. The entrance examinations
The entrance examinations constitute the central component of the student selection system. The Programme Regulations expressly provide that their purpose is to determine whether applicants possess the minimum level of knowledge required for the successful completion of the Programme. This provision is particularly significant because it makes clear that the examinations are not intended to create unnecessary obstacles or to operate as an exclusionary mechanism. Rather, they function as an instrument for safeguarding academic quality. The underlying philosophy of the system is not to identify the "best test-taker" in the sense of rewarding rote memorisation, but to verify that each applicant possesses the essential theoretical foundations necessary to meet the academic demands of a rigorous postgraduate programme.
The examinations cover two academic subjects selected each academic year from the Programme's five principal fields of study: History of Law, Philosophy and Methodology of Law, Sociology of Law, Ecclesiastical Law, and Law and Informatics. The detailed syllabus is announced well in advance through the annual Call for Applications and is based on clearly specified thematic units and designated textbooks, thereby ensuring that all applicants are fully informed of the material on which they are expected to prepare.
A distinctive feature of the admission system is that the two examination subjects are not permanently predetermined. Instead, they are selected each academic year by means of a draw conducted by the Coordinating Committee prior to the publication of the annual Call for Applications. This draw is not a process of randomness lacking academic justification; rather, it operates as an institutional guarantee of equal treatment among all academic disciplines represented within the Programme. By rotating the examination subjects, the Programme avoids permanently concentrating the admission examinations on a limited number of disciplines and promotes the balanced representation of all five academic pillars of the Postgraduate Studies Programme. At the same time, because the examination syllabus is predetermined and published together with the Call for Applications, applicants are provided with sufficient time and clear guidance for their preparation.
9. Ensuring objectivity
The Programme Regulations establish a series of safeguards designed to ensure the complete objectivity of the evaluation process
Each examination subject is assessed by two examiners appointed by the Evaluation Committee, who are selected, as a matter of priority, from among the faculty members teaching the respective academic field. The two examiners evaluate the examination scripts independently and on an equal footing, thereby substantially reducing the possibility of subjective discrepancies in grading. In addition, an alternate examiner is appointed to ensure the uninterrupted conduct of the examination process in the event that either of the principal examiners is unable to perform his or her duties.
Equally significant is the provision of the Programme Regulations that the grading criteria are confined exclusively to academic excellence, the completeness and clarity of the candidate's answers, the adequacy of their theoretical substantiation, and the creativity or originality demonstrated in the development of the arguments presented. The express enumeration of these assessment criteria precludes the introduction of irrelevant or arbitrary considerations into the evaluation process and ensures that the academic basis of the grading decision remains transparent and objectively verifiable.
10. Ranking of successful applicants
Upon completion of the grading process, the Evaluation Committee prepares the final ranking list of successful applicants in accordance with the criteria laid down in the Programme Regulations. The final ranking is not determined solely by the results of the entrance examinations but is based on a combination of factors, including performance in the entrance examinations, the applicant's undergraduate degree classification (degree grade), and certified proficiency in the English language. This composite method of assessment reflects the applicant's overall academic profile and seeks to combine the evaluation of current academic competence with evidence of previous university achievement.
The Programme Regulations further govern, in detail, cases of tied scores, the deadlines and procedures for submitting objections or appeals, the procedure for accepting an offer of admission, and the manner in which any vacant places are subsequently filled. In this way, the Regulations establish a comprehensive admissions framework that combines meritocracy, transparency, clarity, and institutional certainty. The successful completion of the selection procedure culminates in the enrolment of the new postgraduate students and formally marks their admission into the academic community of the Programme.
11. The academic structure of the programme of study
The structure of a Postgraduate Studies Programme is far more than a simple distribution of courses across successive academic semesters. Rather, it constitutes the systematic organisation of an educational pathway through which students progressively advance from specialised theoretical knowledge to independent scholarly research. The Programme Regulations adopt precisely this educational philosophy by organising the Programme into three distinct yet organically interconnected semesters, which together form a coherent and integrated academic journey.
The adoption of this three-semester structure reflects a clear pedagogical rationale. The first two semesters are devoted to the systematic study of the Programme's courses and to the acquisition of the theoretical and methodological foundations required for advanced legal scholarship. The third semester represents the stage of research maturation, during which students are expected to apply the knowledge and skills they have acquired through the preparation of their Master's Dissertation. This sequence embodies one of the fundamental principles of postgraduate education: the establishment of a solid scholarly foundation precedes the production of original academic research.
The Programme awards a total of ninety (90) ECTS credits in accordance with the European Credit Transfer and Accumulation System (ECTS). These credits are not merely a numerical indication of the duration of the Programme but represent the overall workload expected of postgraduate students. They encompass not only classroom instruction but also the time devoted to independent study, preparation, academic writing, participation in seminars, bibliographical research, and the preparation of the Master's Dissertation. The adoption of the ECTS framework ensures the Programme's full compatibility with the European Higher Education Area and facilitates the international academic mobility of its graduates.
12. The first semester of study
The first semester constitutes the stage of theoretical foundation. During this period, postgraduate students are introduced to the fundamental concepts and contemporary developments within the Programme's principal academic fields. The selection of courses is intended not merely to provide specialised knowledge but, above all, to establish a common academic foundation for all students, irrespective of their undergraduate educational background. This objective is particularly important in an interdisciplinary programme in which graduates from diverse academic disciplines pursue their studies together.
Throughout the first semester, instruction focuses primarily on the theoretical foundations of the Programme's five principal academic pillars. Teaching combines the presentation of international scholarly literature, the study of judicial decisions, the analysis of primary legal sources, and the development of academic dialogue within the classroom. From the very beginning of their studies, students are encouraged to conduct independent bibliographical research, prepare academic presentations, and participate actively in shaping the educational process. In this manner, the Programme lays the foundations for their subsequent development as independent researchers during the later stages of their studies.
13. The second semester of study
The second semester constitutes the natural continuation of the first while placing greater emphasis on advanced academic study and intellectual development. Having already acquired the necessary theoretical foundations, students are expected to engage in the synthetic analysis of complex legal issues and to further develop their research competencies. Written assignments require a substantially higher level of scholarly documentation, the systematic use of international academic literature becomes an integral component of the educational process, and students are expected to formulate independent academic arguments grounded in primary sources and contemporary legal scholarship.
This transition from passive attendance to active scholarly participation constitutes one of the defining characteristics of the Programme. The Programme Regulations proceed on the assumption that postgraduate students are not passive recipients of knowledge but active members of the academic community. The cultivation of critical thinking, systematic participation in academic discussions, and the promotion of scholarly dialogue are regarded as essential elements of the educational process and serve to prepare students for the final stage of their postgraduate studies.
14. The third semester and the transition to research
The third semester differs fundamentally from the two preceding semesters. Whereas the first two semesters are characterised primarily by structured instruction, the final semester shifts the emphasis to the postgraduate student's independent research activity. The preparation of the Master's Dissertation constitutes the culmination of the entire educational process and represents the first comprehensive application of the scholarly methodology developed throughout the Programme.
The selection of the dissertation topic is undertaken in collaboration with the academic supervisor and is intended to identify an issue of theoretical or practical significance that lends itself to original scholarly investigation. The preparation of the dissertation is not merely a process of compiling bibliographical material; rather, it requires the development of independent academic thinking, the formulation of research questions, the application of an appropriate research methodology, and the drawing of well-founded conclusions. In this way, the postgraduate student completes the transition from the stage of systematic learning to the stage of producing original scholarly knowledge.
15. The pedagogical philosophy of the "30–30–30" model
The balanced allocation of the ninety (90) ECTS credits equally across the three semesters reflects a coherent educational philosophy. The first semester establishes the theoretical foundations of knowledge, the second deepens and systematically develops that knowledge through synthetic analysis, while the third transforms acquired knowledge into independent scholarly research. This sequential structure ensures that postgraduate education progresses in a natural and gradual manner, without abrupt transitions and without separating teaching from research.
This academic architecture demonstrates that the Programme does not regard the Master's Dissertation as a requirement merely appended to the end of the course of study, but rather as the organic outcome of the entire educational process. Every course, every written assignment, every seminar, and every bibliographical investigation functions as a stage of preparation for the final research project, which brings together the knowledge, skills, and academic competencies acquired by the student throughout the Programme. The educational coherence resulting from this structure constitutes one of the Programme's most significant quality characteristics and illustrates the systematic manner in which the Programme Regulations organise the academic progression of postgraduate students.
16. The educational process
The educational process constitutes the core of the academic operation of a Postgraduate Studies Programme. All regulatory provisions concerning the duration of studies, student admissions, Programme governance, or the Master's Dissertation acquire practical significance only through the daily educational experience. For this reason, the Programme Regulations devote particular attention to the organisation of teaching, the participation of postgraduate students, and the obligations arising from their enrolment. The educational process is conceived as a continuous scholarly dialogue between faculty members and students, within which the transmission of knowledge is combined with the cultivation of critical thinking, research methodology, and academic responsibility.
Postgraduate teaching differs fundamentally from undergraduate instruction. At the undergraduate level, the educational process is directed primarily towards the systematic presentation of positive law and the fundamental principles of each legal discipline. At the postgraduate level, by contrast, students are presumed already to possess the necessary academic foundation. Consequently, teaching assumes a distinctly research-oriented character and focuses on the critical analysis of legal theory, the study of contemporary scholarly literature, the comparative examination of Greek and foreign case law, and the investigation of complex academic issues. Faculty members do not merely present course material; they act as academic mentors who encourage discussion, critical reflection, and the development of original research approaches.
The educational process is organised in such a manner as to ensure the continuous interaction between legal theory and practice. The study of case law, the analysis of real or hypothetical legal problems, the presentation of scholarly articles, and the discussion of contemporary legislative developments enable students to apply their theoretical knowledge to genuine academic and legal questions. In this way, each course is transformed into a laboratory of legal thought, within which analytical reasoning, scholarly substantiation, and methodological consistency are systematically cultivated.
17. Class attendance
The Programme Regulations regard class attendance not as a formal administrative obligation but as an essential component of postgraduate education. Physical attendance at educational activities constitutes a prerequisite for active participation in scholarly dialogue, the exchange of ideas, and the development of research-oriented thinking. Postgraduate knowledge is not transmitted exclusively through textbooks or lecture notes; rather, it is developed primarily through the continuous interaction between faculty members and students. For this reason, the Programme Regulations require compulsory attendance and establish a maximum permissible number of absences, beyond which a student cannot be deemed to have successfully attended the course.
This requirement is not intended to impose disciplinary restrictions but to safeguard the quality of the educational process. Postgraduate education presupposes continuous participation, systematic preparation, and active contribution to academic discussion. Absence from a substantial portion of the classes inevitably results in the loss of continuity in the learning process and diminishes the student's ability to participate meaningfully in the Programme's scholarly activities. Compliance with the attendance requirements should therefore be understood as an expression of academic responsibility rather than mere adherence to a formal regulatory obligation.
18. Student assessment
Student assessment constitutes an integral component of the educational process. The Programme Regulations provide that every course concludes with an assessment procedure, which may include written examinations, oral presentations, individual or group assignments, participation in seminars, or an appropriate combination of these methods, depending upon the nature of the particular academic subject.
The diversity of assessment methods reflects the understanding that academic competence cannot be adequately measured solely through a final written examination. The preparation of scholarly papers, the oral presentation of research topics, and active participation in academic discussions make it possible to evaluate competencies that constitute essential characteristics of postgraduate education, including critical thinking, analytical and synthetic reasoning, evidence-based argumentation, and the ability to develop original scholarly approaches.
Assessment is conducted on the basis of objective academic criteria and is intended not only to determine the student's level of achievement but also to provide constructive academic feedback. Accordingly, postgraduate assessment serves a dual purpose: on the one hand, it certifies the attainment of the Programme's intended learning outcomes, and on the other, it contributes to the continuous improvement of the student's academic performance and scholarly development.
19. Academic ethics and plagiarism
The protection of academic integrity occupies a central place within the Programme Regulations. Scholarly research is founded upon honesty, transparency, and respect for the intellectual contributions of other researchers. Every assignment submitted within the Programme must constitute the product of the student's own scholarly work and must include accurate and complete acknowledgment of all sources consulted. Plagiarism, in any of its forms, is contrary to the fundamental principles of academic ethics and is treated by the Programme Regulations as a serious violation of the student's academic obligations.
The cultivation of academic ethics extends well beyond the mere avoidance of academic misconduct. It constitutes an essential element of the broader scholarly education that the Programme seeks to provide. The proper use of academic literature, accurate citation practices, the faithful presentation of research findings, and respect for intellectual property rights are indispensable prerequisites for meaningful participation in the international academic community.
20. Part-time study, suspension of studies, and extension of the period of study
Recognising that postgraduate students may face professional, family-related, or other objective circumstances affecting their ability to pursue full-time studies, the Programme Regulations provide a number of special arrangements designed to accommodate their individual needs. Subject to the conditions specified in the Regulations, students may be granted the option of part-time study, enabling them to complete the Programme over a longer period without compromising its academic standards. In addition, the Regulations provide for the temporary suspension of studies, as well as the extension of the maximum period of study in the cases expressly prescribed therein.
These provisions reflect a contemporary understanding of postgraduate education. Academic quality is not achieved through the rigid application of formal rules but through the reasonable adaptation of the educational process to the actual circumstances of students' lives, while fully preserving the Programme's academic standards. This flexibility makes the Programme more accessible to working professionals and to individuals wishing to combine demanding professional commitments with high-quality postgraduate education.
Taken together, the provisions governing the educational process demonstrate the internal coherence of the Programme Regulations with respect to the organisation of everyday academic life. Teaching, attendance, assessment, academic integrity, and flexibility in the organisation of studies form an integrated framework serving a common fundamental objective: the creation of a demanding yet supportive postgraduate learning environment in which academic excellence is combined with respect for the student and recognition of individual circumstances.
21. The master's dissertation as the culmination of the academic journey
The Master's Dissertation represents the highest academic stage of the Postgraduate Studies Programme and constitutes the most substantial expression of the postgraduate student's scholarly development. Whereas the first two semesters are devoted primarily to systematic instruction, the acquisition of a solid theoretical foundation, and the cultivation of research methodology, the third semester is dedicated to the production of an independent scholarly study demonstrating that the student has acquired the ability to investigate, analyse, and synthesise original academic arguments. The position of the Master's Dissertation within the Programme is therefore not supplementary but integral. It is not an additional academic requirement imposed at the conclusion of the Programme, but the natural outcome of the entire learning process that precedes it.
This approach reflects one of the fundamental principles of contemporary postgraduate education. The purpose of a postgraduate programme is not merely to transmit advanced knowledge but to cultivate researchers capable of making original contributions to the advancement of their discipline. The Master's Dissertation constitutes the student's first comprehensive demonstration of such independent scholarly activity. Through this work, students are expected to apply in practice all the knowledge and competencies acquired during their studies, including bibliographical research, the methodological organisation of scholarly work, the formulation of research questions, the critical evaluation of sources, systematic legal reasoning, and the development of well-substantiated conclusions.
The significance of the Master's Dissertation therefore extends well beyond the assessment process itself. It represents the student's first substantive entry into the field of academic research and frequently serves as the foundation for future doctoral studies or publication in scholarly journals. For this reason, the Programme Regulations organise every stage of its preparation with particular care, from the selection of the research topic through to its final evaluation.
22. The selection of the research topic and the role of the supervisor
The selection of the dissertation topic constitutes the postgraduate student's first substantial research decision. The subject of the dissertation must fall within the Programme's academic field, present genuine scholarly interest, offer the potential for original academic investigation, and be supported by an adequate body of relevant literature. The selection process is carried out in cooperation with a member of the Faculty, who undertakes the scientific supervision of the dissertation.
The supervisor does not act as the author or co-author of the dissertation. Rather, the supervisor's role is exclusively academic and pedagogical. The supervisor advises the student on the formulation of the research project, recommends the principal scholarly literature, assists in the methodological organisation of the research, and monitors the progress of the writing process. Responsibility for the content of the dissertation, however, remains exclusively with the postgraduate student. This distinction is fundamental to the development of independent research capacity and reflects the basic principles of academic integrity.
The relationship between the supervisor and the student is characterised by continuity and systematic collaboration. The progress of the dissertation is reviewed at regular intervals in order to identify, at an early stage, any scholarly or methodological difficulties that may arise. This process is not intended to supervise or control the student, but rather to support the student's research development and to ensure the academic quality of the completed dissertation.
23. The three-member examining committee and the public defence
Upon completion of the Master's Dissertation, the student proceeds to the final stage of assessment before a three-member examining committee, constituted in accordance with the provisions of the Programme Regulations. The committee consists of the academic supervisor and two additional members whose academic expertise is relevant to the subject of the dissertation, thereby ensuring the comprehensiveness, impartiality, and academic integrity of the evaluation process.
The committee's assessment extends well beyond verifying the correctness of the dissertation's conclusions. It evaluates the overall scholarly quality of the work, including the originality and significance of the research topic, the soundness of the methodology employed, the adequacy and quality of the bibliographical documentation, the logical coherence of the analysis, the clarity and persuasiveness of the argumentation, and the student's ability to defend the scientific positions advanced in the dissertation. The evaluation therefore constitutes a comprehensive academic judgement rather than a mere numerical grading exercise.
The public defence of the dissertation possesses particular pedagogical significance. The student is expected to present a concise overview of the research undertaken, respond to questions raised by the examining committee, and justify the scholarly choices made throughout the research process. This procedure develops essential competencies in academic communication, oral argumentation, and participation in scholarly discourse, all of which constitute indispensable elements of contemporary research practice.
24. The rights of postgraduate students
The Programme Regulations do not merely establish the obligations of postgraduate students; they also recognise a comprehensive framework of academic rights. Students enrolled in the Programme are full members of the University community and are entitled to access the University's libraries, electronic databases, information systems, educational facilities, and the research activities organised by the School.
Furthermore, postgraduate students are entitled to participate in the scientific seminars, academic workshops, conferences, and other scholarly activities organised either within the Programme itself or by the School of Law. Such participation is not regarded as a supplementary educational opportunity but as an integral component of postgraduate education, enabling students to become active members of the wider academic community and to become familiar with the processes through which scholarly knowledge is produced, disseminated, and critically discussed.
Particular importance is also attached to the students' right to receive academic guidance and support from the members of the Faculty. Postgraduate education presupposes continuous interaction between students and academic staff, both during the teaching process and throughout the conduct of research activities. This ongoing academic relationship plays a decisive role in fostering critical scholarly inquiry, strengthening independent research skills, and cultivating a genuine culture of academic excellence.
25. The obligations of postgraduate students
The status of a postgraduate student carries with it enhanced academic responsibilities. The Programme Regulations require regular attendance of classes, active participation in the educational process, the timely submission of assignments, and full compliance with all principles of academic integrity. These obligations are not intended to impose disciplinary restrictions but rather to safeguard the quality of the Programme and the credibility of the postgraduate degree awarded.
The most fundamental obligation is honesty in scholarly work. Any form of plagiarism, falsification of research data, or misappropriation of another person's intellectual work is contrary to the principles of academic ethics and undermines the integrity of scientific research. Compliance with these principles is therefore not merely a regulatory requirement but an essential attribute of scholarly professionalism and academic responsibility.
26. Tuition fee waivers and scholarships
As part of the social mission of higher education, the Programme Regulations incorporate the provisions of the applicable legislation concerning exemption from tuition fees for students who satisfy the academic and financial criteria established by law. The implementation of these provisions seeks to ensure equality of opportunity and to remove financial barriers that might otherwise restrict access to high-quality postgraduate education.
In addition, the Programme may award scholarships or provide other forms of academic support in accordance with the Programme Regulations and the decisions of the competent University bodies. Such scholarships constitute a means of recognising academic excellence and encouraging students' research activity, thereby contributing to the creation of an academic environment that promotes continuous scholarly achievement.
The provision for tuition fee waivers and scholarships demonstrates that the Programme Regulations regard the Postgraduate Study Programme not merely as an educational structure but also as an institution with a broader social responsibility, committed to combining academic excellence with equal access to knowledge and research.
27. The administrative organisation of the programme
The effective operation of a Postgraduate Study Programme presupposes an administrative structure capable of ensuring the combined implementation of university self-governance, academic responsibility, and administrative efficiency. The Programme Regulations organise the administration of the Programme in accordance with the provisions of Law 4957/2022 and the general principles governing the operation of the Aristotle University of Thessaloniki, assigning specific responsibilities to the competent academic bodies and establishing a system of collective governance that guarantees transparency, accountability, and the continuity of the Programme's operation.
The supreme governing body responsible for deciding matters of fundamental importance concerning the Programme is the Assembly of the School of Law. The Assembly approves the Programme Regulations, adopts any amendments thereto, approves the annual Call for Applications, appoints the committees provided for by the Regulations, decides matters relating to student status, and adopts all decisions concerning the overall operation of the Programme. This competence reflects the fundamental principle of university self-governance, according to which the academic community itself determines the organisation and development of its educational activities.
A central role in the operation of the Programme is also performed by the Coordinating Committee, which monitors the implementation of the Programme of Studies, submits recommendations to the Assembly, coordinates the educational process, and addresses the day-to-day operational matters of the Postgraduate Study Programme. The existence of this body ensures continuous oversight of the educational process and enables the prompt resolution of issues arising throughout each academic year.
Particular importance is attached to the role of the Director of the Postgraduate Study Programme, who bears the overall academic and administrative responsibility for the Programme's operation. The Director ensures the implementation of the decisions adopted by the competent governing bodies, coordinates the teaching staff, represents the Programme before the University authorities, and contributes to the continuous enhancement of the quality of the studies offered. This position is not merely an administrative office but combines academic leadership with responsibility for the strategic planning and long-term development of the Programme.
28. Quality assurance
The concept of quality occupies a central position in the Programme Regulations. Quality is not regarded as a static attribute but as a continuous process of evaluation, feedback, and improvement. The Programme is fully integrated into the quality assurance system of the Aristotle University of Thessaloniki and implements the prescribed internal and external evaluation procedures in accordance with the principles established by the Hellenic Authority for Higher Education and the European Higher Education Area.
Evaluation encompasses the entire range of the Programme's educational activities. Students evaluate the courses, the teaching staff, and the overall educational process, while the competent academic bodies assess the overall operation of the Programme, the achievement of its intended learning outcomes, and the effectiveness of its administrative organisation. The findings of these evaluation procedures are systematically utilised to review and continuously improve the Programme, ensuring that it remains responsive both to developments in legal scholarship and to the evolving educational needs of its students.
This approach demonstrates that quality assurance is not confined to compliance with formal procedures. Rather, it constitutes an integral component of the Programme's academic culture and reflects its continuing commitment to enhancing both its educational and research activities.
29. . Student support services
Successful participation in a postgraduate programme presupposes the availability of effective student support services. Postgraduate students enjoy full access to the services of the Library of the Aristotle University of Thessaloniki, electronic databases, the University's information systems, and all other educational infrastructure necessary for the successful completion of their studies and research activities.
In addition, the Secretariat of the Postgraduate Study Programme provides continuous administrative support, handling all procedures relating to enrolment, the issuance of certificates, the monitoring of students' academic status, and communication with the Programme's academic bodies. The efficient operation of the Secretariat constitutes an essential prerequisite for the smooth progression of studies and the effective support of the student body.
Equally important is the opportunity for students to participate in the scientific activities organised by the School of Law, including conferences, academic symposia, lectures, research workshops, and other scholarly events. These activities enrich the educational experience of postgraduate students and facilitate their active integration into the academic life of the School.
30. The programme's academic culture
Beyond its individual regulatory provisions, the Programme Regulations reflect a distinct academic culture that characterises the Postgraduate Study Programme. The emphasis placed on theoretical foundations, interdisciplinarity, research activity, academic integrity, and the international dimension of legal scholarship creates an environment of high academic standards combined with meaningful scholarly creativity.
Participation in the Programme involves considerably more than attending classes and successfully completing examinations. It signifies membership in a community of learning and research in which academic knowledge is generated collectively through dialogue, collaboration, and mutual respect between faculty members and students. This academic culture arguably constitutes the Programme's greatest comparative advantage and explains why the Regulations devote particular attention not only to administrative procedures but also to the principles that should govern academic life within the Programme.
31. General conclusions
The Operating Regulations of the Postgraduate Study Programme "Theory of Law and Interdisciplinary Legal Studies" constitute far more than a collection of organisational and administrative provisions. They represent a comprehensive framework of academic governance that systematically defines the Programme's identity, mission, structure, and operation. Their provisions articulate a coherent educational philosophy that combines theoretical depth with interdisciplinary inquiry, systematic teaching with original research, and academic excellence with an enduring commitment to quality assurance.
The structure of the curriculum, the student selection system, the organisation of the educational process, the central role of the Master's Thesis, the protection of academic integrity, and the continuous evaluation of the Programme together form a unified and coherent academic framework. Every individual provision of the Regulations serves a common objective: the education of scholars possessing a strong theoretical foundation, advanced research competence, critical thinking skills, and a profound awareness of the social mission of law.
The distinctive identity of the Programme derives primarily from its interdisciplinary character. The integrated study of the History of Law, Philosophy and Methodology of Law, Sociology of Law, Ecclesiastical Law, and Law and Informatics creates a unique academic environment in which legal science is approached as a unified and multidimensional field of knowledge. This educational philosophy responds to the contemporary demands of legal education and prepares graduates to address the complex challenges confronting today's legal order.
This Study Guide is intended to serve as both a practical reference and an interpretative companion for every prospective applicant and postgraduate student. Read in conjunction with the Programme's Operating Regulations, it provides a comprehensive overview of the organisation and operation of the Programme while highlighting its academic identity, its fundamental scholarly values, and its contribution to the advancement of legal science.