Degree Charter Life Sciences Academic year a Education at the HAN University of Applied Sciences

Transcription

1 Degree Charter Life Sciences Academic year Part 1 Study Guide 1a

2 Contents Contents Introduction... 3 Study periods and holidays, academic calendar Educational principles of the HAN... 6 The structure of the degree... 8 Interim and final exams Quality control Structural organisation of the HAN... 12

3 Introduction Introduction This education charter describes the protocols and procedures pertaining to your study at the HAN University of Applied Sciences (HAN). You will find information about the academic planning, principles of our educational concept, course structure, facilities, exam procedures and protocols relating to your student rights. In accordance with the `Higher education and scientific research law' (Dutch: Wet op het hoger onderwijs en wetenschappelijk onderzoek; WHW article 7.59), all applied educational institutions are required to establish a student charter and make this freely available to all students. This student charter comprises two parts: the institutional-specific part (i.e. the HAN) and the educational-specific part (i.e. the degree programme). The institution-specific part - we call it the student charter - contains a description of your rights and duties, such as that arise from the law, and an overview of the regulations that protect your rights: a description of the procedures for objection and appeal within the institution, a description of the rights of appeal that are derived from the WHW and other legal regulations, and a description of additional procedures that have been made by the HAN for the protection of your rights. You can find this institution-specific part on The education-specific part - here on in referred to as the Education Charter (EC) - consists of three parts and a number of appendices: 1. Study guide 1a: Education at the HAN In this component you will find the status of this Education Charter and the target group the year timetable, holidays, exams and resit periods. The principles of education at the HAN. 1b: Study guide for the degree programme. In this part, the general description of part 1 is expanded upon for each degree. Described in detail are: the curriculum, the professions for which the graduates are trained for, the professional tasks, the competencies, how the integral assessment is carried out, the electives (minors and subspecialisation), and how study coaching is planned. 1c: Internal organisation This part describes the internal organisation of the faculty, the institute and the degree. All the facilities at university, faculty and departmental level are also documented. 2. Education and exam regulations In this part, the rules relating to the execution of the education and the exams are described. 3. Description of the educational courses This includes: The description of the courses with a general definition, the target group, prerequisites, requirements for passing the interim exams; The description of the integral assessment in detail. Appendices 1. Regulations 2. Glossary 3. Floor plan

4 Educational principles of the HAN Figure1 Student charter and Degree Charter General provisions This Education Charter is the educational-specific part of the Student Charter written in accordance with article 7.59 par. 4 of the WHW. This Education Charter is applicable to the Life Sciences Degree, in the study year. In this Education Charter, the rights and obligations of both the student and the HAN are documented as clearly as possible. This charter includes a description of the structure of the degree, the support facilities available, the established education and exam regulations and the procedures that protect your rights in addition to those of the institution. This Education Charter was drawn up by the Faculty Management on 6 July, The Faculty Board approved the Education Charter on 6 July, Amendments to the charter can be established after specific approval by the management committee. Changes occurring during the study year may only occur if absolutely necessary, and if they are in the best interests of the student. Changes to the Education Charter or a regulation contained within it may be made only before the commencement of the study year, if not to the detriment to the student. The management committee will ensure that the Education Charter, the regulations and any changes are fittingly disclosed. Interested parties have full access to the Education Charter on the Insite HAN and partial access on the HAN website. See the table below for an overview of disclosure. 4

5 Educational principles of the HAN Study periods and holidays, academic calendar Wk Date Study week Remarks Aug Aug Aug Start 1st second semester, start term Sep Sep Sep Sep Oct Oct Oct Oct 2015 Autumn holiday 24 October t/m 1 november 2015 Autumn holiday 45 2 Nov Nov Start Term Nov Nov Nov Dec Dec Dec 2015 Christmas holiday Christmas, Thursday 25 December-Friday 26 December Dec 2015 Christmas holiday New years day, Thursday 1 January, Jan Jan Jan Jan Feb Start 2nd second semester, start term Feb 2016 Spring holiday Carnaval 7-9 Feb Feb Feb Feb Mar Mar Mar Good Friday, Friday 25 maart Mar Easter Monday 28 March Apr Apr Start term Apr Apr Koningsdag, Wednesday 27 April 18 2 May 2016 May Holiday (Liberation day, (Ascension Day, Thursday 5 mei 19 9 May May e Pinksterdag Monday 16 mei May May jun Jun Jun Jun Year end 27 4 Jul Year end Jul Year end 5

6 Educational principles of the HAN Educational principles of the HAN Every degree at the HAN teaches and develops the skills befitting to an entry level professional. However, you gain much more than this. Not only do you gain knowledge, but you also use that knowledge to actively work with others. In this way you learn to make choices and to form an opinion on your specialisation. That gives you the possibility to apply specialised knowledge and professional skill in new, unknown and partly unanticipated situations. Our society is in continual need of people who are able to solve problems. We install in you the knowledge and skills that enable you to continually develop in your professional capacity. Good higher professional education is attuned to the developments in society and the professional environment. We are in close communication with potential employers to monitor what they demand and desire in a graduate; with that goal in mind, the content and structure of our curriculum is constantly undergoing changes to best prepare you for the job market. Learning via professional tasks A important core value within the HAN is the central role of professional practice in the education. It is our task to train graduates to become entry level professionals. Learning through performing professional tasks is a key principle of our curriculum. Professional tasks are meaningful and complete tasks, as complex as those that are performed in the real' working environment by a professional (expert). Complete tasks' means that you will work on projects in their entirety, not on parts thereof. Most professional tasks will rely on multiple competencies. Independence With our education we want to teach you to carry out professional tasks independently, to improve your occupational action and independently to develop your career. The ultimate goal is not just to complete your degree, but also to possess the ability to keep functioning successfully in the professional practise. This will be evident during the course of your degree by the gradual increase of your functional independence and the decreasing need for guidance from lecturers. Flexibility enhancement Flexibility enhancement is a significant principle. You have 30 ECTs with which you have the freedom to broaden or further specialise your degree. This will form the degree `elective'. The elective gives you the chance to focus on specific needs of the job market and to develop your unique skills profile. Examination and assessment You are assessed on professional tasks and competences. We aim to maximise the validity and reliability. With validity, we question whether the exam measures what it aims to measure. With reliability, we examine the comparability of the results. Educational units Educational units are based on professional tasks. A single course comprises 7.5 ECTs or a multiple thereof. They are scheduled to take place within the four terms of the HAN academic year. In the interests of the quality of education, an educational unit may have a study load of 2.5 study credits or a multiple thereof. Study coaching The HAN is committed to supporting and guiding you in your study and study choices. Study coaching is therefore an important aspect of the HAN education system. The study coach guides the development of your independence and pro-active behaviour that are essential characteristics 6

7 Educational principles of the HAN to complete your study with success. In addition, it is your first point of contact in special situations, for example if the study does not take place as you had planned or in the case of longterm illness or handicap. The study career coach can help you look for ways to improve your results in the study progress. An additional role of the study coach is to support you in choosing an elective during the main phase of the degree. What is asked of the student Whether you achieve your aims, is significantly dependent on your dedication. We expect that you will carefully consider the available choices in your learning process; that you actively participate in the curriculum; that you are present when required and that you make the time for self-study. Only then can you complete your study successfully. It will be, at times, hectic. However, the rewards are high: mastery of a wonderful profession which can give you a lifetime of enjoyment. 7

8 The structure of the degree The structure of the degree The first year of the study is called the foundation year and comprises 60 ECTs. (The study load is expressed in study credits. One credit is equal to 28 hours study.) The foundation year has three important roles: to orientate, to guide and to select. These three functions are closely related to each other. The foundation year should give you a good impression of the entire study. In this first year, you will be given the opportunity to explore whether the chosen degree suits your capabilities and interests. This is the orientation function of the foundation year. In the course of this year you can decide whether you will continue to follow this course or choose another course inside or outside HAN University of Applied Sciences. Study advice given in the middle and at the end of the foundation year help you to make this decision. This is the guiding role of the foundation year. Finally the foundation year has a selective function. That function is two-fold: Firstly, you assess whether you are suitable for the study or not. Secondly, on the other hand you are also assessed on the basis of your study results, that are examined always in the light of motivation, study attitude and personal circumstances. Study recommendation By the end of the foundation year you obtain a written study recommendation, based on the number of obtained study credits. That advice determines whether you are able to continue your course or not. The advice is not binding, however, you will be responsible for the choice you make, unless it is a binding negative recommendation. In this last case you are immediately unenrolled. The basic structure of each degree comprises one major and one minor. The major is the main specialisation in which you develop the professional competencies. This part consists of a maximum of 210 study points. In addition to this, there are 30 study points to assign to a minor. This gives you the opportunity to specialise or broaden your interests and capacities. In the following table, the size of the divisions of the course has been shown in study load expressed in study credits. Layout of the course Major Minor Total Foundation year Main phase Total You choose a minor as broadening or deepening of your study. You can find our total offering of minors in the HAN-course catalogue (HAN Insite). All bachelor degrees in higher professional education have a study load of 240 ECTs. The exceptions are bachelor degrees with an accelerated programme for student with pre-university education. These programmes have a study load of 180 ECTs. There are also free minors, that you can follow at another educational institution or that you compose yourself from components of education of different institutes of the HAN or another (educational) institution. Look for the total minor course offerings on or on Op Maat (in Dutch) is an online platform where all students enrolled in higher education in the Netherlands can choose from electives and courses from participating institutions. Kies Op Maat aims to increase the mobility of students in higher education.

9 Structure of the courses Before you may follow a minor the Examination Committee must approve your choice. If you want to take a minor from the minor course offerings of the HAN, then in most cases, the authorisation of your study coach is sufficient. The rules for following an open elective can be found on 9

10 Interim and final exams Interim and final exams Examinations During the course of the study, students are regularly assessed on their knowledge, skills and attitude. A student's progress is assessed in each course by interim exams (sometimes split into parts). If a unit of study comprises more than one preliminary exam, these are referred to as modular exams. If all modular exams of a unit of study have been passed, then the exam of the unit of study is considered to be passed. Modular interim examinations are assessment moments for students to demonstrate that they master the course material. There are various written and oral forms of assessment. Examinable material can be in the form of a thesis, project, simulations or audio-visual presentations. You also can demonstrate without having followed the units of study, only via interim examinations that you have the required competences of the relevant units of study. We refer to this as a learning pathway independent exam. The Exam Committee determines if there is sufficient evidence to qualify for the competency-based assessment route. Evidence can be in the form of experience reports, testimonials, reflection reports, video recordings of professional activities, projects or certificates. The Exam Committee determines if you follow the regular assessment programme, or an adapted examination. A learning pathway independent exam can be taken at the start of the course or during the course. Additionally, you can request exemption from the Examination committee based on previously passed (part) exams in higher education and / or other proof of competence acquisition that demonstrate that the relevant competencies of the respective educational units. The grounds for the decision to provide exemption may be based on earlier taken preliminary examinations or examinations in the higher professional education, acquired Competencies in official reports recognition (EVC) and in other acquired knowledge and skills inside and outside the course. You do not have to take another exam. During the course it is integrally assessed in every case at 3 levels whether the professional tasks are mastered. In this it is assessed whether the student is competent for the following phase: the student is ready for the main phase (main phase capable), For the graduation phase (capable of graduation) and for the labour market (professionally competent)? Exams In the course the following examinations are taken: the foundation year exam and the bachelor/graduation exam. You complete the course successfully if you can produce evidence that you have passed both the preliminary examinations and integral exams of the major and the minor(s). You then receive a legally recognised certificate (diploma) and a legal degree title: Bachelor with an internationally recognised diploma supplement in English. There is the possibility to publish and store your graduation report online on The HAN selects the theses which are eligible for this. Quality and confidentiality are some of the factors which are considered in the decision.

11 Quality control Quality control The HAN continually strives to ensure the quality of, and also to improve our degrees. To this end, we employ an integral quality assurance system. Through systematic evaluation, information about the quality of all educational aspects is collected: objective and profile of the course; program with educational provision, exam program and study career coaching; deployment of personnel; facilities; internal quality care; results. We involve all parties with a vested interest in our quality assurance system: staff, students, professionals and graduates. The involvement of professionals who are active in the workforce is a highly valued tool in our goal to strive for excellence in our degrees. Key partners from the professional environment regularly attend meetings throughout the year. In addition to this internal quality control, all HAN degree programmes are subject to external audit from the Accreditation Organisation of the Netherlands and Flanders (NVAO). This accreditation is a national quality verification mark and is a condition for legal recognition on national and international level of the certificate of the course.

12 Structural organisation of the HAN Structural organisation of the HAN Internal organisation The HAN is composed of the faculties Economy and Management; Education; Health & Social Sciences; and lastly, Engineering and Life Sciences. Domains, institutes and degrees Each faculty comprises institutes. An institute is in turn, comprised of groups of degree programmes (domains). The competencies that students develop within a degree from a single institute or domain are comparable, sometimes even partially the same. Each domain is characterised by a number of common competencies. Students are enrolled into a degree. Each faculty has a Contracted activities department for the pursuance of commercial activities such as post-graduate training, short courses, trainings and advisory services. Furthermore, every faculty hosts a number of lectorates and research centres that are contracted by businesses and institutions. The support services such as Student affairs, ICT, Marketing and Communication are provided by the Facilities Management Department. Bachelor-master The HAN works with the Bachelor-Master model. The Bachelor-Master model has been arranged at European level to be able to compare courses in Europe with each other. Both `bachelor' and `master' are titles awarded to those who have successfully completed a degree in higher education. The bachelor's title is awarded with the completion of the four year bachelor degree. The bachelor's title is awarded with the completion of the four year bachelor degree. The masters title is awarded after one or two years of (subsequent) further study. All bachelor degrees in higher professional education have a study load of 240 ECTs. Except for the accelerated programme for students who have already completed pre-university schooling, all bachelor degrees in higher professional education have a study load of 180 ECTs. For masters degrees, this is individually determined for each programme. A number of bachelor degrees have an Associate Degree programme within them. That is shortened Higher Vocational Education study of usually 120 study credits that leads to a legally recognised qualification and degree (Associate degree) and consists of a part of the associated Bachelor study.