These published guidelines help institutions develop effective systems to ensure students have high-quality experiences. Part of this guidance is a clear framework for the standards required at different academic levels.
The QAA describes Master’s degrees as ‘academic qualifications located at level 7 (M level)’ in The FHEQ in England, Wales and Northern Ireland (August 2008), and at level 11 in The Framework for Qualifications of Higher Education Institutions in Scotland (January 2001). All Master’s degrees are expected to meet the national qualification descriptor, which is a statement of the nature and level of the outcomes of study (QAA, 2009). Subject benchmark statements set out expectations about standards of degrees in a range of subject areas. They express what can be expected of graduates in terms of the abilities and skills needed to develop understanding or competence in the subject.The QAA publishes a small number of subject benchmark statements for Master’s degrees that readers can consult on their website (www.qaa.ac.uk) but these currently relate to only a minority of subject areas (see Figure 1).
In addition, a detailed description of an individual programme of study specific to a particular higher education institution should be available in the form of a programme specification produced by that institution. Students on all courses must pay careful attention to this in order to be absolutely sure of the details of the programme and that these details fit with the outcomes they require.
Business and Management
Chemistry
Dentistry
Engineering
Mathematics, statistics and operational research
Medicine
Pharmacy
Physics
Veterinary science
Figure 1. QAA Master’s level benchmark statements
Examining The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (August 2008)
This is what the QAA says about Degree (honours) level degrees and graduates:
Honours degrees form the largest group of higher education qualifications.Typical courses last for three years (if taken full-time) and lead to a Bachelors degree with Honours, having a title such as Bachelor of Arts (BA (Hons)) or Bachelor of Science (BSc (Hons)). Also at this level are short courses and professional ‘conversion’ courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to Graduate Certificates or Graduate Diplomas.
An Honours graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.
An Honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.
(QAA, 2008)
| ACTIVITY |
Think back to your degree course.
• What was the body of knowledge you studied?
• How did you develop analytical techniques and problem-solving skills?
• How did it prepare you for personal responsibility and decision-making?
This is what the QAA says about Master’s level study:
Much of the study undertaken at Master’s level will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research.They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems.
They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments.
(QAA, 2008)
| ACTIVITY |
Can you identify the difference between the achievements described by the QAA at degree level and those at Master’s? Think of one or two key words that capture the difference.
The QAA goes on to give more detailed descriptors for the award of honours degrees and Master’s. Table 1 enables you to compare the descriptors. We have underlined some of the key differences at Master’s degree level to make your comparison easier.
Table 1
| Honours degrees are awarded to students who have demonstrated: | Master’s degrees are awarded to students who have demonstrated: |
| 1. A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. | 1. 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. |
| 2. An ability to deploy accurately established techniques of analysis and enquiry within a discipline. | 2. A comprehensive understanding of techniques applicable to their own research or advanced scholarship. |
| 3. Conceptual understanding that enables the student:• to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. | 3. 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. |
| 4. An appreciation of the uncertainty, ambiguity and limits of knowledge. | 4. Conceptual understanding that enables the student: |
| 5. The ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). | • 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: | Typically, holders of the qualification will be able to: |
| A. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects. | A. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. |
| B. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem. | 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. Communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences. | C. Continue to advance their knowledge and understanding, and to 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
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