Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice)

Branches of Study

Second cycle qualifications at Level 11 of the Scottish Credit and Qualifications Framework (SCQF) include master’s degrees (such as MSc and MA) and postgraduate certificates (PGCert) and diplomas (PGDip). These are generally taught programmes, although they may have a research element. The focus of this article is master’s degrees, although postgraduate certificate/diplomas are covered briefly.

Masters

Degree awarding institutions are responsible for the design of their own programmes and awards (see Chapter 7.1 Types of Higher Education Institutions [1]) and the number of different programmes offered is high. Programmes are available across higher education institutions (HEIs) in a range of subjects/study areas comparable to those available at first degree level (see Chapter 7.2.1 Bachelor [2]).

Masters qualifications typically have more generic style than specific subject titles – for example, (MSc) is normally awarded for science and courses, and (MA) for arts, social science or humanities subjects (or a (MLitt) is commonly awarded for arts and humanities subjects in the universities that award "first degree" MAs.

Some programmes have more specific names, such as Master of Education (MEd). There are also (MRes) courses in science and social science subjects which combine broad training in research methods with a research project. Longer master's courses that typically involve a more substantial element of research or equivalent enquiry often lead to the degree of MPhil.

There is no common national approach to the naming of Masters qualifications: universities themselves make the decisions about many awards. However, in the case of qualifications linked to professional bodies e.g. MEng (engineers), MPharm (pharmacy), the Professional, Statutory or Regulatory Body (PSRB) has a major influence over the content of awards.

Masters programmes may be taught or completed through research. Taught programmes typically comprise specialised training in a subject followed by undertaking an independent research project leading to a dissertation. Whilst in research programmes students undertake a research project leading to a thesis, which should make a distinct contribution to knowledge.

The length of a Masters programme is normally 1 year full time or 2 or more years part time. Achievement of the degree requires at least 180 SCQF credits (60 ECTS) of which a minimum of 150 (75 ECTS) must be at SCQF level 11.

Integrated master's degree programmes exist in science, engineering, pharmacy and mathematics. They typically include study equivalent to at least five full-time academic years in Scotland, of which study equivalent to at least one full-time academic year is at SCQF level 11. Thus study at bachelor's level is integrated with study at master's level and the programmes are designed to meet the qualification descriptors in full at SCQF level 10 and 11. A total of 600 SCQF units (300 ECTS) of which a minimum of 120 (60 ECTS) is at SCQF level 11 is required.

Primary qualifications in medicine, dentistry and veterinary medicine typically include study equivalent to at least five full-time academic years, of which study equivalent to at least one full-time academic year is at SCQF level 11. Thus study at bachelor's level is integrated with study at master's level and the programmes are classified as second cycle qualifications. These qualifications may often retain, for historical reasons, titles of:

Bachelor of Medicine and Bachelor of Surgery - MBChB or BM BS Bachelor of Dental Surgery - BDS Bachelor of Veterinary Medicine or Bachelor of Veterinary Science - BVetMed and BVSc respectively

Postgraduate certificates/diplomas

Postgraduate diplomas (PGDip) and certificates (PGCert) are short second cycle programmes at level 11 of the SCQF. The requirement is a minimum of 120 (60 ECTS) of which 90 (45 ECTS) is at SCQF Level 11 for a PGDip, and 60 (30 ECTS) of which a minimum of 40 (20 ECTS) is at SCQF level 11 for a PGCert. Master's degrees are often distinguished from postgraduate certificates/diplomas by an increased intensity, complexity and density of study - Masters typically include planned intellectual progression with a dissertation component.

Postgraduate certificates/diplomas usually follow bachelors study in a similar subject, offer Masters- level specialism without the dissertation, and are generally vocational in nature.

Many masters programmes are paired with diplomas and/or certificates - students can undertake the same coursework and examinations as masters students, but have the option of not proceeding to the dissertation/thesis stage and being awarded a diploma or certificate.

Some postgraduate diplomas provide a formal professional qualification recognised by a regulatory body. This is the case, for example, with the Post- in Education (PGDE) (Primary or Secondary), which is the necessary qualification for holders of a degree who wish to register as teachers with the General Teaching Council for Scotland.

Admission Requirements

Individual institutions set their own admission requirements for master’s programmes. Students are normally required to have achieved a good standard in a first cycle degree qualification in a cognate subject area. It is possible to be admitted to some Masters programmes on the basis of relevant professional experience, though this occurs only rarely.

Curriculum

As with first cycle programmes, HEIs are autonomously responsible for developing, maintaining and updating their own Masters programmes. This responsibility is delegated within them to faculties/schools/departments, according to the particular structure of each institution for Masters programmes. The Quality Assurance Agency for Higher Education (QAA) provides general guidance on programme design for UK HEIs in its Quality Code for Higher Education’.

The QAA also provides subject benchmark statements explaining what achievement is expected at master’s level, which are intended to assist those involved in programme design, delivery and review.

Teaching Methods

As with Bachelor [2] programmes, HEIs are free to decide how their Masters programmes will be taught. Lectures, seminars, tutorial groups, project work and, in appropriate subjects, laboratory work and field work are the main teaching methods.

In addition, Masters programmes expect students to undertake deep reflection, critical thinking and research, and tasks are designed to encourage these. For the research element of a Masters programme students receive guidance from a specialist tutor/supervisor.

Some Masters programmes are available on-line or through other forms of distance learning.

Progression of Students

Each institution has its own regulations governing student progression within a programme. The QAA provides guidance in its Quality Code for Higher Education.

Students progress through a programme by successfully completing the assignments and assessments it comprises. Some taught Masters programmes have possible exit points at which the student can achieve Postgraduate Certificate or Diploma qualifications. Success at these stages is expected before going on to the research dissertation, which is the final Masters phase.

Employability

As with Bachelor [2] programmes, HEIs have relationships with industry, commerce and the professions on several different levels.

Student Assessment

Assessment procedures are decided by the individual institution. QAA provides guidance on good practice in its Quality Code for Higher Education.

In taught programmes, students’ work is normally evaluated by a combination of coursework and written examinations, traditionally at the end of each academic year. Some institutions have modularised courses, in which students gradually build credit through coursework assessment of each module to achieve the course qualification, without an additional examination.

Assessment tasks may be used for formative or summative purposes or both. They are not necessarily all written tasks – they might include, for example, presentations to the class. Assessment for taught programmes also includes evaluation of the research dissertation.

In the case of research Masters programmes, only the dissertation is assessed. In both cases, summative assessment tasks and dissertations are evaluated by the university faculty staff responsible for the programme. An external examiner or examiners from another institution moderate(s) the assessment by evaluating a sample of the work (see Chapter 7.2.1 Bachelor [2]). Certification

As for first cycle qualifications, subject to the status of their degree awarding powers institutions are responsible for their own awards, the conditions on which they are awarded and qualification titles.

Guidance is provided by the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014), developed by the Quality Assurance Agency for Higher Education (QAA). This framework forms part of the UK Quality Code for Higher Education.

The Framework includes qualification descriptors that set out the generic outcomes and attributes expected for the award of bachelor’s degrees.

Qualification titles for bachelor’s degrees include:

Master of Science, abbreviated to MSc Master of Arts, abbreviated to MA Master of Letters, abbreviated to MLitt Master of Research, abbreviated to MRes , abbreviated to MPhil

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Source URL: https://eacea.ec.europa.eu/national-policies/eurydice/content/second-cycle-programmes-93_en

Links [1] https://eacea.ec.europa.eu/national-policies/eurydice/content/types-higher-education-institutions-93_en [2] https://eacea.ec.europa.eu/national-policies/eurydice/content/bachelor-93_en