Annex 1
The qualification descriptors
The breadth and detail of the outcomes offered by any one qualification will reflect the particular purpose and focus of the programme and will be set out in the programme specification. Reflecting the traditional breadth of Scottish higher education, many programmes offer breadth through coverage of several subject areas. Other programmes will focus on one or perhaps two subjects or professional areas. Clearly, in the former case the range of knowledge in respect of any one subject will be less than where one or two subjects are being pursed more exclusively. The qualification descriptors attempt to span this diversity. The qualification descriptors for postgraduate qualifications are the same across the UK.
THE CERTIFICATE OF HIGHER EDUCATION
SHE Level: 1 ( SCQF Level 7)
Credit definition: At least 120 credits of which a minimum of 90 are at SHE Level 1 or higher.
General
The Certificate of Higher Education (abbreviated to CertHE) is available in a number of Scottish higher education institutions typically as an exit award after the equivalent of one year of full-time study.
Some CertHEs are awarded for achievement over a breadth of subject areas while others focus on one subject, in some cases with a strong vocational focus. The precise focus and outcomes will be identified in the relevant programme specifications.
Characteristic outcomes of Certificates of Higher Education
i. An outline knowledge of the scope and main areas of the subject(s) and its links with related subjects and a more extensive knowledge of some of the key areas.
ii. An understanding of the major theories, principles and concepts.
iii. Familiarity with some of the routine, materials, techniques and practices of the subject.
iv. Skills for the gathering, basic analysis, and presentation of routine information, ideas, concepts and quantitative and qualitative data within a clearly defined context. This will include the use of ICT as appropriate to the subject.
Typically, holders of the Certificate of Higher education will be able to:
a. Use their knowledge of the subject and its techniques to evaluate and formulate a range of arguments and solutions to problems and issues of a routine nature.
b. Communicate the results of their study and other work accurately and reliably and within structured and coherent arguments.
c. Undertake further learning within a structured and managed environment.
d. Apply their subject related and transferable skills in contexts where individuals may have some limited personal responsibility, but the criteria for decisions and the scope of the task are well defined.
THE DIPLOMA OF HIGHER EDUCATION
SHE Level: 2 (SCQF Level: 8).
Credit definition: At least 240 credits of which a minimum of 90 are at SHE Level 2 or higher.
General:
The Diploma of Higher Education (abbreviated to DipHE) is typically offered after the equivalent of the first two years of full-time higher education in Scotland.
Some DipHEs are awarded for achievement over a breadth of subject areas while others focus on one subject, in some cases with a strong vocational focus. The precise focus and outcomes will be identified in the relevant programme specifications.
Characteristic outcomes of the Diploma of Higher Education
i. A knowledge and understanding of the scope and main areas of the subject(s) and its interactions with related subjects. Detailed knowledge of some key areas which may include some knowledge of current issues of limited specialised areas.
ii. Familiarity and understanding of a range of the essential theories principles and concepts and an awareness of major issues at the forefront of the subject(s).
iii. Familiarity and effective deployment of essential/routine materials, techniques and practices of the subject(s) and a few that are advanced and complex.
iv. Skills for the gathering, critical analysis and presentation of information, ideas, concepts and/or quantitative and qualitative data that is core to the subject(s). This will include the use of ICT as appropriate to the subject(s).
Typically, holders of the Diploma of Higher Education will be able to:
a. Use their knowledge, understanding and skills to critically evaluate and formulate evidence-based arguments and identify solutions to clearly defined problems of a generally routine nature.
b. Communicate the results of their study and other work accurately and reliably using a range of specialist techniques.
c. Identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas.
d. Apply their subject related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required.
THE SCOTTISH BACHELORS DEGREE
SHE Level: 3 (SCQF 9).
Credit definition: At least 360 credits of which a minimum of 60 are at SHE Level 3.
General
The Scottish Bachelors (non-Honours) Degree is typically achieved after the equivalent of three years of full-time higher education. In the main, and depending on the subjects or professional area(s) studied, it is awarded either a Bachelor of Science (BSc), or a Bachelor of Arts (BA). Although all degrees will exhibit a balance of breadth and depth, some degrees will be highly focused while others will develop greater breadth of outcomes. The particular characteristics of each degree will be articulated in the programme specification. Many Degrees which have a specific vocational focus carry recognition by the appropriate Professional or Statutory Body. In the 'ancient' universities in some faculties this qualification is titled 'MA'. The Scottish Bachelors Degree is a recognised 'normal' entry requirement to a number of professions across the UK.
Characteristic outcomes of the Degree:
i. A broad and comparative knowledge of the general scope of the subject, its different areas and applications, and its interactions with related subjects. A detailed knowledge of a defined subject or a more limited coverage of a specialist area balanced by a wider range of study. In each case, specialised study will be informed by current developments in the subject.
ii. A critical understanding of the essential theories, principles and concepts of the subject(s) and of the ways in which these are developed through the main methods of enquiry in the subject. An awareness of the provisional nature of knowledge.
iii. Familiarity and competence in the use of routine materials, practices and skills and of a few that are more specialised, advanced and complex.
iv. Well developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject(s).
Typically, holders of the Degree will be able to:
a. Use their knowledge, understanding and skills, in both identifying and analysing problems and issues and in formulating, evaluating and applying evidence-based solutions and arguments.
b. Communicate the results of their studies and other work accurately and reliably in a range of different contexts using the main specialist concepts and constructs of the subject(s).
c. Identify and address their own learning needs including being able to draw on a range of current research, development and professional materials.
d. Apply their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility, initiative and decision making is also required.
THE SCOTTISH BACHELORS DEGREE WITH HONOURS
SHE Level: 4 (SCQF 10)
Credit definition: At least 480 credits of which a minimum of 180 are at SHE Level 3 or 4 including a minimum of 90 at Level 4
General
The Scottish Bachelors Degree with Honours is typically offered through the equivalent of four years of full-time higher education. It is awarded mainly as either a Bachelor of Science (BSc Hons), or a Bachelor of Arts (BA Hons). All honours degrees will exhibit a balance of breadth and depth as will be clear from particular programme specifications. Many honours degrees will have a specific vocational focus, and in some cases will carry recognition by the appropriate Professional or Statutory Body. In the 'ancient' universities, in some faculties, this qualification is titled 'MA(Hons)'. The honours degree is the recognised 'normal' entry requirement to postgraduate study and to many professions across the UK.
Characteristic outcomes of the Degree with Honours:
i. A systematic, extensive and comparative knowledge and understanding of the subject(s) as a whole and its links to related subject(s). A detailed knowledge of a few specialisms and developments some of which are at, or informed by, the forefront of the subject.
ii. A critical understanding of the established theories, principles and concepts, and of a number of advanced and emerging issues at the forefront of the subject(s).
iii. A critical understanding of the uncertainty and limits of knowledge and how its is developed and an ability to deploy established techniques of analysis and enquiry within the subject.
iv. A comprehensive knowledge and familiarity with essential and advanced materials, techniques and skills including some at the forefront of the subject.
v. Skills in identifying information needs, and in the systematic gathering, analysis and interpretation of ideas, concepts and qualitative and quantitative data and information from a range of evaluated sources including current research, scholarly, and/or professional literature.
Typically, holders of the Degree with Honours will be able to:
a. Use their knowledge, understanding and skills in the systematic and critical assessment of a wide range of concepts, ideas, and data (that may be incomplete), and in both identifying and analysing complex problems and issues. Demonstrating some originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments.
b. Communicate the results of their study and other work accurately and reliably using the full repertoire of concepts and constructs of the subject(s).
c. Systematically identify and address their own learning needs both in current and in new areas, making use of research, development and professional materials as appropriate, including those related to the forefront of developments.
d. Apply their subject related and transferable skills in contexts of a professional or equivalent nature where there is a requirement for:
- the exercise of personal responsibility and initiative;
- decision making in complex and unpredictable contexts;
- the ability to undertake further developments of a professional or equivalent nature.
MASTERS DEGREES
SHE Level: 5 (SCQF Level 11)
Credit definition: At least 180 credits of which a minimum of 150 are at Level SHE5. For integrated Masters, at least 600 credits of which a minimum of 120 are at Level SHE5. (Credit definitions do not normally apply to the MPhil - see Table 2 above)
General
The Masters Degree is available through several different routes: as a programme for graduates or equivalent, through at least one year of full-time postgraduate study or an equivalent period of part-time study: as a programme of 5 years or more of full-time study (or part-time equivalent) that integrates a period undergraduate study with the Master's Degree.
The first of these typically lead to award of Master of Science or Master of Arts, depending on the subject taken but other titles are also used. The integrated, five-year programmes typically lead to a subject specific qualification title (eg M.Eng) and are often linked to professional/statutory body recognition.
In the majority of cases, the Masters Degree reflects a specialised knowledge and understanding of particular areas, applications or levels of expertise in particular subject or professional areas. In some professional areas, Masters Degrees are linked to structures of continuing professional development.
Characteristic outcomes of Masters degrees:
i a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
iv conceptual understanding that enables the student:
- to evaluate critically current research and advanced scholarship in the discipline; and
- to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
Typically, holders of the qualification will be able to:
a deal with complex issues both systematically and creatively, make informed judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
b demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
c continue to advance their knowledge and understanding, and develop new skills to a high level
and will have:
d the qualities and transferable skills necessary for employment requiring:
- the exercise of initiative and personal responsibility,
- decision making in complex and unpredictable situations, and
- the independent learning ability required for continuing professional development.
DOCTORAL DEGREES
SHE Level: 6 (SCQF Level 12)
Credit definition: At least 540 credits of which a minimum of 420 are at Level 6
Credit definitions do not apply to research based Doctorates
General
The Doctoral Degrees are available through several different routes. The PhD is normally awarded following successful completion of a thesis which requires the equivalent of a minimum of three years full-time research and study to complete. Professional doctorates also require the equivalent of three years full-time research and study to complete and will frequently involve work-based as well as HEI-based research and study. Doctoral degrees reflect specialised, advanced knowledge, understanding and practice at the frontiers of the subject or professional area.
Characteristic outcomes of Doctoral Degrees:
i the creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;
ii a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;
iii the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems;
iv a detailed understanding of applicable techniques for research and advanced academic enquiry.
Typically, holders of the qualification will be able to:
a make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences;
b continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;
and will have:
c the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
Annex 2
Qualification nomenclature
Public understanding of the achievements represented by higher education qualifications requires a consistent use of qualification titles. The following guidelines are designed to assist institutions in achieving consistency in the ways in which qualification titles convey information about the level, nature and subjects of study.
Level
- The titles 'honours', 'master' and 'doctor' should be used only for qualifications that meet the expectations of the qualification descriptors and credit definitions at levels SHE 4, 5, and 6 respectively *.
- Titles with the stem 'Postgraduate' (e.g. Postgraduate Diploma) should be restricted to qualifications which meet the expectations of the credit definitions and any relevant parts of the descriptor for qualifications at level SHE 5 or above.
- Titles with the stem 'Graduate' (e.g. Graduate Diploma) may be used for qualifications from programmes of study that typically require graduate entry or its equivalent, and which meet the expectations of the credit definitions and any relevant parts of the descriptors for qualifications at level SHE 3 or 4.
Nature
- The title 'degree' should be used only for qualifications that meets the expectations of the qualification descriptor and credit definitions at levels SHE 3, 4, 5 or 6.
-
Use of the abbreviated titles PhD and DPhil should be restricted to qualifications where
assessment is solely by a final thesis or published work; or by artefact a significant piece
of creative work or performance that is accompanied by a written commentary placing it
in its academic context.
- The abbreviated title MPhil should normally be reserved for qualifications awarded following extended masters courses that typically involve a substantial element of research or equivalent enquiry.
- When used with the stems 'Graduate' or 'Postgraduate', the title 'Certificate' should normally signify at least 60 credits and the title 'Diploma' at least 120 credits.
Subject
- Titles used for doctoral qualifications awarded after programmes with a substantial taught element should normally include the name of the discipline in the title (e.g. EdD for Doctor of Education).
- Qualification titles that reflect the subject focus of programmes of study in two disciplines (e.g. a joint honours award) should consider nomenclatures based on:
- 'A and B', where there is an approximately equal balance between two components;
- 'A with B', for a major/minor combination where the minor subject accounts for at least a quarter of the programme.
Qualification titles should not normally reflect more than three subject components.
* A small number of universities in Scotland have a long tradition of labelling certain first degrees as MA. Reports of Agency views of such provision will relate to undergraduate benchmarks and will make it clear that the title reflects Scottish custom and practice, and that any positive judgement on standards should not be taken as implying that the outcomes of the programme were at postgraduate level.
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