UCAS Applicant Guidance Document for Completion of the Record of Prior Acceptance (RPA) Form
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Institutional Diversity in European Higher Education
INSTITUTIONAL DIVERSITY IN EUROPEAN HIGHER EDUCATION Tensions and challenges for policy makers and institutional leaders by Sybille Reichert Copyright © 2009 by the European University Association All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (© European University Association). Additional copies of this publication are available for 20 Euros per copy. For ordering information, please contact [email protected] or write to: European University Association asbl Rue d’Egmont 13 1000 Brussels, Belgium Tel +32 - 2 230 55 44 Fax +32 - 2 230 57 51 A free electronic version of this publication is available through www.eua.be ISBN: 9789078997153 INSTITUTIONAL DIVERSITY IN EUROPEAN HIGHER EDUCATION Tensions and challenges for policy makers and institutional leaders by Sybille Reichert 4 Content 6 Foreword 7 Acknowledgements 8 Chapter1: InstitutionalDiversityinHigherEducation –AimsoftheStudyinLightofKeyConceptsand PreviousResearch 21 Chapter2: InstitutionalDiversityinEnglishHigherEducation 45 Chapter3: InstitutionalDiversityinFrenchHigherEducation 63 Chapter4: InstitutionalDiversityinNorwegianHigherEducation 83 Chapter5: InstitutionalDiversityinSlovakHigherEducation 98 Chapter6: InstitutionalDiversityinSwissHigherEducation 122 Chapter7: InstitutionalDiversityinFiveEuropeanHigher EducationSystems–SummaryofFindings 144 Chapter8: InstitutionalDiversityinEuropeanHigherEducation –Conclusions 156 References 5 Foreword The issue of institutional diversity has moved -
Programme Specification and Curriculum Map (PSP) 1
Programme Specification and Curriculum Map (PSP) 1. GENERAL INFORMATION 1. Programme Title: Optometry 2. Final Award: BSc (Hons) Optometry 3. Exit Awards: BSc Vision Sciences Diploma of Higher Education in Vision Science Certificate of Higher Education in Vision Science 4. Awarding Body: Glasgow Caledonian University 5. Period of Approval: Sept 2019 to August 2024 6. School: School of Life Sciences 7. Host Division/Dept: Vision Sciences 8. UCAS Code: B510 9. PSB Involvement: General Optical Council 10. Place of Delivery: Glasgow Caledonian University 11. Subject Benchmark Statement: Optometry 12. Dates of PSP Preparation/Revision: 11 September 2018 2. EDUCATIONAL AIMS OF THE PROGRAMME Vision Sciences, as part of the Department of Life Sciences, operates as a unit which delivers Optometry, Ophthalmic Dispensing and Orthoptics programmes. Academic staff are broadly defined as clinically registered (optometrists, ophthalmologists, orthoptists and dispensing opticians) and vision scientists and all staff contribute to the teaching of the Optometry programme and the research output of the Department. The programme provision is relatively autonomous and largely taught by staff within Vision Sciences. The aims of the Optometry programme are: To provide a broad and balanced foundation of optometric knowledge. To develop practical optometric and ophthalmic skills. To develop in students the ability to apply their optometric knowledge and clinical skills to the solution of theoretical and clinical problems in Optometry. To enable students to make valid clinical judgements. To instil in students a sense of enthusiasm for Optometry and thus to involve them in an intellectually stimulating and satisfying experience of learning and studying. To foster, through the medium of an education in Optometry, a range of transferable skills of value. -
PATHWAYS to Phd and Other Doctoral Degrees
You are eligible for admission to a Doctoral Degree if you have one of the following qualifications with at least 40CP (or equivalent) research component, having achieved specific Thesis and GPA requirements: • Bachelor Honours Degree (AQF Level 8) • Masters Degree, Coursework, Research, Extended (AQF Level 9). • Graduate Diploma of Research Studies – each Academic Group at Griffith has discipline specific qualifications If you do not have one of the qualifications listed above which includes the required minimum research component, based on your highest qualification achieved you will be eligible for admission to a Doctoral degree by undertaking further study as follows, provided you achieve specific Thesis and GPA requirements: Having successfully completed one of the following awards: • Bachelor Degree (AQF Level 7) • Graduate Certificate / Graduate Diploma (AQF Level 8) that does not contain at least 40CP research component • Masters Degree (Coursework - AQF Level 9) that does not contain at least 40CP research component Bachelor Honours Complete one of the following awards to be eligible for admission to a Doctoral Degree: (AQF 8) (1 Year) • Bachelor Honours degree (1 year, 80CP) with Class I or IIA • Postgraduate coursework or research program with at least 40CP or equivalent research component. Click here for a complete list of approved programs at Griffith University which provide this pathway to PhD. PATHWAYS to PhD and other Doctoral Degrees Bachelor Honours (AQF 8) (4+Years) with Class I or IIA Bachelor Honours Masters Research -
Foundation Degree September 2015
Characteristics Statement Foundation Degree September 2015 UK Quality Code for Higher Education Part A: Setting and maintaining academic standards Contents About this Statement .......................................................................................................... 1 How can I use this document? .......................................................................................... 1 1 Context and purposes of foundation degrees .............................................................. 2 1.1 Context ...................................................................................................................... 2 1.2 Purposes of the foundation degree ............................................................................ 2 1.3 Characteristics of the foundation degree graduate ..................................................... 3 2 Distinctive features of foundation degrees .................................................................. 4 2.1 Design ....................................................................................................................... 4 2.2 Employer involvement ............................................................................................... 4 2.3 Accessibility ............................................................................................................... 4 2.4 Progression ............................................................................................................... 5 2.5 Flexibility ................................................................................................................... -
Optometry (Accelerated Route) Bsc (Hons)
Faculty of Life Sciences Programme Specification Programme title: BSc (Hons) Optometry (Accelerated Route) Academic Year: 2018/19 Degree Awarding Body: University of Bradford Final and interim award(s): BSc (Honours) [Framework for Higher Education BSc (Hons) Vision Science [for Qualification Level 6] students gaining an award Diploma of Higher Education [Framework for but who do not meet the Higher Education Qualifications level 5] Clinical Competence requirements for GOC] Certificate of Higher Education [Framework for Higher Education Qualifications level 4] Programme accredited by (if General Optical Council (GOC) appropriate): Programme duration: 16 weeks part-time and 45 weeks full-time QAA Subject benchmark Optometry (2015) statement(s): Date of Senate Approval: Date last confirmed and/or December 2015 minor modification approved by Faculty Board Introduction Optometrists are healthcare professionals whose primary role involves measurement and optical correction of sight defects (refractive errors), and detection and recognition of ocular disease and dysfunction. Optometrists are trained to supply and fit (dispense) optical appliances such as spectacles, contact lenses and low vision aids. Optometrists are also trained to undertake assessment of binocular vision and to diagnose and manage (non-pathological) binocular vision anomalies. In the United Kingdom (UK), the optometry profession is the largest provider of primary eye care, and is responsible for a significant proportion of ophthalmic referrals to the secondary care sector. Many of these referrals are of patients with sight-threatening conditions, including cataract, glaucoma, hypertension and diabetes. The overall aim of the accelerated degree programme in optometry is to build upon the student’s previous experience as a dispensing optician in order to allow a student to carry out all the functions described above, to communicate skilfully and knowledgeably with patients and other professionals, and to uphold high standards of professional integrity and behaviour. -
Honours in Australia: Globally Recognised Preparation for a Career in Research (Or Elsewhere)
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UNL | Libraries University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council --Online Archive National Collegiate Honors Council 2012 Honours in Australia: Globally Recognised Preparation for a Career in Research (or Elsewhere) Deirdre Barron Swinburne University of Technology Margaret Zeegers University of Ballarat Follow this and additional works at: https://digitalcommons.unl.edu/nchcjournal Part of the Gifted Education Commons, and the Higher Education Commons Barron, Deirdre and Zeegers, Margaret, "Honours in Australia: Globally Recognised Preparation for a Career in Research (or Elsewhere)" (2012). Journal of the National Collegiate Honors Council --Online Archive. 352. https://digitalcommons.unl.edu/nchcjournal/352 This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Journal of the National Collegiate Honors Council --Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Honours in Australia: Globally Recognised Preparation for a Career in Research (or Elsewhere) DEIRDRE BARRON SWINBURNE UNIVERSITY OF TECHNOLOGY (VICTORIA, AUSTRALIA) MARGARET ZEEGERS UNIVERSITY OF BALLARAT (VICTORIA, AUSTRALIA) INTRODUCTION n this essay we consider the unique position of honours within undergrad- Iuate programs in Australian universities and the consequent implications for constructing pathways to research. A tension arises in academic disci- plines that see honours as a fourth-year skilling program focused on the workplace when, at the institutional level, honours is positioned as the pre- requisite for entry to a PhD. -
Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter. -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Degrees, Diplomas and Certificates Awarded in Conjunction with the Glasgow School of Art
Calendar 2011-12 DEGREES, DIPLOMAS AND CERTIFICATES AWARDED IN CONJUNCTION WITH THE GLASGOW SCHOOL OF ART CONTENTS LIST Page Appeals by Students ........................................................................................ 4 Introduction ...................................................................................................... 4 Degrees of Bachelor of Arts in Design, Bachelor of Arts in Fine Art, Bachelor of Arts in Communication Design, Bachelor of Arts in Interior Design, and Bachelor of Arts in Silversmithing and Jewellery Design .............. 5 Degree of Bachelor of Arts in Design (Part-Time) Ceramics ............................ 8 Degree of Bachelor of Architecture .................................................................. 8 Diploma in Architecture and Master of Architecture (by Conversion) Degree ........................................................................................................... 11 Degrees in Product Design Engineering ........................................................ 13 Degrees of Bachelor of Design (Product Design) and Master of European Design (Product Design) ................................................................ 14 Degree of Bachelor of Design in Fashion Textiles ......................................... 17 Degree of Bachelor of Deisgn in Digital Culture ............................................. 20 Taught Postgraduate Awards at The Glasgow School of Art ......................... 22 Degree of Master of Science in Product Design Engineering........................ -
Understanding the Qualifications Framework
Understanding the qualifications framework Understanding the qualifications framework This table provides an overview of the three stages which make up the OU Qualifications Framework Undergraduate Stage 1 Stage 2 Stage 3 Completion of this stage equates to: Completion of this stage equates to: Completion of this stage equates to: a certificate of higher education a foundation degree or diploma of an honours degree higher education the completion of the first year at a the completion of the third year at a campus-based university. the completion of the second year at campus-based university. a campus-based university. On the next page, you will see how modules, levels and credits fit into each stage. Understanding the qualifications framework Page 2 of 3 Understanding the qualifications framework This table provides details on modules, levels and credits for each stage of the OU Qualifications Framework Undergraduate Stage 1 Stage 2 Stage 3 Students will need 120 credits to complete Students will need an additional 120 credits to Students will need an additional 120 credits to Stage 1. complete Stage 2. complete Stage 3. Completion of each stage will involve studying more than one module, and could take more than one year to complete. Students are able to study at their own pace. Each module will be set at a particular level. This indicates how complex it is, or how deep the learning is. Each module will also be measured by the number of credits that can be built up by completing it. Typically, modules will offer either 30 or 60 credits. Students will need to complete 1 – 2 compulsory modules, in addition to a choice of core modules to make up the 120 credits required for each stage. -
Nottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Science & Technology / Clifton Campus 3. Final Award, Course Title and BSc (Honours) Physics with Modes of Study: Astrophysics, FT & SW 4. Normal Duration: FT 3 years, SW 4 years 5. UCAS Code: F3F5 6. Overview and general educational aims of the course Physics is concerned with the observation, understanding and prediction of natural phenomena and the behaviour of man-made systems. It is both a theoretical and practical discipline that continually evolves. Studying physics at university brings benefits that last a lifetime, and knowledge and skills that are valuable outside of physics. This physics with astrophysics course addresses the more general and fundamental topics of physics in the first year, and then provides a selection of more advanced topics in later years. You will develop investigative, experimental, mathematical, computational and other transferable skills. You will also gain a sound knowledge of some important topics in astrophysics. It is a broad-based course that will help to make you numerate, articulate and eminently employable. The course may be studied full time over 3 years, or as a sandwich course by adding a placement year between Levels 2 & 3. Institute of Physics accreditation has been granted for the course in either mode. The fundamental topics covered are classical and quantum mechanics, wave phenomena, electromagnetism, optics, thermodynamics and properties of matter. These areas are applied to such topics as condensed matter and imaging in later years. There is also a more specialist strand of Astronomy and Cosmology that is developed throughout the course. -
A. Bachelor of Arts Degree the University Offers a Major Or Honours Program Within the Bachelor of Arts Degree.Both Programs Have the Following Basic Requirements: 1
St. Thomas University offers bachelor degree programs in Arts, Applied Arts, Social Work, and Education. St. Thomas University awards degrees and certificates at spring and summer convocation and through early conferral on March 1 and November 1. A. Bachelor of Arts Degree The University offers a Major or Honours program within the Bachelor of Arts Degree.Both programs have the following basic requirements: 1. Successful completion of 120 credit hours. 2. A concentration in a specific subject area or interdisciplinary grouping constituting a Major or Honours. 3. No more than 60 credit hours in one subject within the 120 credit hours required for the degree except by special permission of the Senate Admissions and Academic Standing committee. 4. A minimum of 72 credit hours at the intermediate (2000) level and above. 5. An annual GPA of at least 2.0 in the academic year of graduation or on the last 30 credit hours of study. 6. Group distribution requirements as outlined below. Note: The first year of a program leading to a LLB degree in a faculty of law at a Canadian university recognized by the Association of Universities and Colleges of Canada (AUCC) may be substituted for the fourth year (30 credit hours) of the BA Degree program with approval of the Registrar. The Bachelor of Arts curriculum consists of a subject concentration and a prescribed distri- bution of courses. 1. Subject Major Normally, 36 credit hours in one subject constitute a Major. Currently the University offers Major programs in the following subject areas: Anthropology Great Books Political Science Catholic Studies History Psychology Communications and Human Rights Religious Studies Public Policy Interdisciplinary Studies Science & Technology Studies Criminology International Relations Sociology Economics Journalism Spanish and Latin American Studies English Mathematics Women’s Studies & Gender Environment and Society Native Studies French Media Studies Gerontology Philosophy The specific course requirements for a Major in a particular subject area are described in Section Six.