Resulting from the project Video and Mobile Games Education Development and Cross Collaboration 1
|
|
- Neil Harmon
- 8 years ago
- Views:
Transcription
1 Summary Gap Analysis Resulting from the project Video and Mobile Games Education Development and Cross Collaboration 1 Lifelong Learning Programme Leonardo Da Vinci 1 This paper was drafted by evolaris next level GmbH taking into account feedback given by VMGED partners.
2 Table of content Table of content... 2 About this document Objective Methodology Limitations and remarks concering the results Expert interview analysis focus Sample Expert Interviews Summarized results Identified knowledge, skill and competence gaps Degree of specialisation - balance between specialisation and generalisation General aspects related to the major fields of specialisation in the game domain Gaps related to mobile multi-platform endeavours Gaps related to practical project experience Business and marketing related gaps Gaps related to methodologies for optimizing the user experience (User Centered Design) Gamification A new application field for game designers General demanded skills and soft skills Appendix I Descriptors of defining levels in the European Qualification Framework (EQF)...16 Seite 2 von 17
3 About this document The document in hand is a summary of the gap analysis conducted during the study visits of the VMGED project, giving insights into educational gaps perceived by experts in the gaming industry. Note: It s not a pan-european representative study. Seite 3 von 17
4 1 Objective Identifying perceived gaps from the perspective of the game industry regarding the skills of graduates aiming to work in the game industry. 2 Methodology In the course of the study visits we followed a three-folded approach: Semi-structured narrative expert interviews (qualitative paradigm) with VMGED partners representing the game industry Semi-structured narrative expert interviews (qualitative paradigm) with important players in the gaming industry for gaining insights into the demands of the gaming industry regarding required skills of game professionals (as employees / partners) Derived aspects of presentations and discussions with industry players in the course of various study visits and attended events, such as the Mobile Monday with a serious game focus (Mechelen), NHTV event, Games AI (Vienna), etc. The identified gaps are mapped according to the European Qualification Framework (EQF). For the official definition of the EQF see Appendix Limitations and remarks about the results The results reflect the perception and the opinion of the interviewed game industry experts which represent rather the independent game development scene than the AAA-game-development-studios. The results are of an indicative nature (qualitative paradigm) not a representative one. For the supplementation respectively the definition of the Manifesto, a (self)-assessment scheme for game-related curricula, relevant issues were derived from the analysis in hand in order to cover emerging industry-relevant aspects. The identified gaps which give an insight into the needs of the industry are not to be seen as recommendations for implementing the raised issues one-to-one in a curriculum without reflection. Against the circumstance that people with different educational backgrounds and professions are working in the game industry, not every individual articulated gap can or should be covered from graduates of Seite 4 von 17
5 game related educational institutions. It depends on the characteristics of the specific curriculum which field of specialisation should be covered to which extent. The EQF mapping in this document is just a rough mapping for illustrating the educational gaps perceived by the interviewees in the context of the EQF. It is not an immediate recommendation for the definition of curricula. The applied EQF level classification in this document is directly related to each classified (=mapped) gap/issue/subject. Hence, the mapped issue is supposed to be taught on this niveau (EQF level). Note: The analysis in hand is not focused on graduates of the academic project partners. Therefore the identified gaps are not related to the curricula of the project partners. 2.2 Expert interview analysis focus The questionnaire covers the key (meta) questions regarding demanded skills of graduates from the perspective of the gaming industry: Which skills/competences are poorly covered in the game industry? (Gaps) Which skills/competences are well-covered the game industry? Which are neglected areas of specialisations/skills in the game industry? Is there a higher demand for specialists or all-rounders? What will be future demands in the gaming industry and what will be its impact on the educational sector? We distinguished 5 main fields of specialisation: Game development Game design/game mechanics Game Artists Story Writing Game production Seite 5 von 17
6 2.3 Sample Expert Interviews Note: The sample is anonymized 1. Interviewee #1: Owner of a Greek game company representing an independent game development and game outsourcing studio. The company produces original commercial games and provides high quality game production services since a. Production focus: i. Commercial Online Games ii. Advergames for branding and marketing purposes b. Company size: 3 persons c. Areas of operations: i. Story writing ii. Management / game production iii. Outsourced: Game development, game mechanics, game arts 2. Interviewee #2: Owner of a Greek game company representing an independent game development studio for mobile games. a. Production focus: i. Mobile games for IOS (mainly) ii. Mobile games for Android b. Company size: 5 persons c. Areas of operations: i. Game Development ii. Game Mechanics iii. Game Arts iv. Story Writing v. Management / Game production vi. Outsourced: Music and sound effects 3. Interviewee #3: Company owner representing a game development company based in Greece. a. Production focus: i. Strategic games for PC Seite 6 von 17
7 ii. Sport management games for PC b. Company size: 3 persons c. Areas of operations: i. Game Development ii. Game Mechanics iii. Game Arts iv. Story Writing v. Management / Game production 4. Interviewee #4: Company owner representing an independently owned Austrian game development studio, specialiced in high-tech approaches in game development. a. Production focus: i. Cross platform ii. Kinect / Xbox b. Company size: 19 persons c. Areas of operations: i. Game Development ii. Game Mechanics iii. Game Arts iv. Story Writing v. Management / Game production 5. Interviewee #5: Company owner representing a small Austrian-based startup company which sells and develops software for mobile devices a. Production focus: i. Mobile games and software ii. Native C++ cross platform multimedia framework b. Company size: 3 persons c. Areas of operations: i. Game Development ii. Game Mechanics iii. Management / Game production Seite 7 von 17
8 6. Interviewee #6: representing a Greek video-game development and publishing company; Founded 2007 a. Production focus: Currently existing game titles are available for Windows operating systems (PC) and in several languages.titles under current development will target portable consoles and mobile platforms 7. Interviewee #7 and #8: engineer and marketing expert representing a Belgian company specialized on marketing technology and digital solutions. In the gaming domain the company focuses on marketing based serious game projects and conducting research for providing appropriate game infrastructure; a. Production focus: i. Serious games ii. Game infrastructure b. Company size: 12 persons c. Areas of operations: i. Serious games for marketing purposes ii. Research on appropriate game infrastructure for online/mobile games 8.Interviewee #9: project manager representing an Austrian based company specialized in the interdisciplinary field of enabling mobile innovations; in the gaming domain the company covers theoretical aspects of serious games and gamification concepts focused on mobile solutions; a. Company size: 30 Note: The experts chosen for the sample primarily represent the independent game development scene rather than AAA-game-development studios. The AAA-game-development-studios are well connected to the industry advisory boards of the educational institutions influencing the curricula on a continuous base. EQF mapping notation (relevant for this document only) The identified gaps are mapped according to the European Qualification Framework (EQF). The official definition of the EQF ist stated in Appendix 1. The mapping in this document is Seite 8 von 17
9 solely applied on issues for which the EQF scheme itself is applicable. The EQF mapping in this document is solely a rough mapping for illustrating the educational gaps perceived by the interviewed experts in the context of the EQF. It is not an immediate recommendation for the definition of curricula. The applied EQF level classification in this document is directly related to each classified (=mapped) gap/issue/subject. Hence, the mapped issue is supposed to be taught on this niveau (EQF level). Knowledge Skills Competence Level 1 1K 1S 1C Level 2 2K 2S 2C Level 3 3K 3S 3C Level 4 4K 4S 4C Level 5 5K 5S 5C Level 6 6K 6S 6C Level 7 7K 7S 7C Level 8 8K 8S 8C 3 Summarized results Premise and limitations see chapter Identified knowledge, skill and competence gaps Degree of specialisation - balance between specialisation and generalisation The interviewed experts are divided regarding the industry demand of the degree of specialisation of game education program graduates. According to the one camp of experts who made bad experiences with high specialized graduates lacking the big picture in the game production domain, there is a high demand for all-rounders. The other camp tends to prefer more specialized employees. However, for both sides the specialists should have a good general knowledge about the entire professional game Seite 9 von 17
10 production process, its traditional challenges and pitfalls. Overall a so called T-shaped competence profile would be perfect. Precisely the interviewees are talking about specialists (game artists, game designers, game developers, etc.) with a good general knowledge about the overall game production process General aspects related to the major fields of specialisation in the game domain Game development domain (programming) Regarding to the opinion of interviewed experts a main weakness in the education of game developers is that they are primarily taught standard programming languages such as C# and Java. Game developers should also be trained in using native programming languages. Furthermore interviewed experts expressed the need for more game developers specialized on C++, Python, Ruby etc. as well as various database systems in the gaming industry. [EQF-Mapping: 6C, 7C] According to the founder of a Belgian marketing company the focus in game education needs also to be put on how to deploy a game whenever it s finished. The way of deployment might play a big role in the development process as well since the game needs to be compatible with the platform it will be provided on. [EQF-Mapping: 5C] Especially interviewees from Greece stated the demand for graduates educated for state of the art technologies. The academies should provide state of the art technologies for training their students (well equipment classrooms, game labs, etc.). Experts expressed the general need for more game specific courses in institutions of higher education. Students should get more specified education from departments which create game engines, software for game development etc. General knowledge about the state of the art technical infrastructure: A main technology change within the last years was that hardware more and more became a service meaning that for instance data that was once stored on a server is meanwhile stored in a cloud-service. Education in gaming should focus more on infrastructure that is used to provide a game. Especially in the area of online games stu- Seite 10 von 17
11 dents need to be trained in how to handle users and user data properly. In the opinion of interviewee #7 education is focusing too little on the game elements that are invisible. Knowledge about infrastructure and cost-efficient deployment is lacking. This is exactly the knowledge people need when starting to work in the industry - many companies in the industry prefer to employ people with experience since they have exactly the knowledge about infrastructure and deployment which graduates are lacking. - Belgian founder of a marketing company focusing on serious game deployment. [EQF-Mapping: 6K, 6S, 6C] Game design and game art Overall, interviewees representing the core gaming industry stated that it s nearly impossible to find qualified employees which hold a degree in an education specialized on gaming. Especially game designers and game artists are very rare on the market. Greek gaming specialists (interviewees) queried that appropriate courses in the educational programs are missing. Game designers and game artists are very rare. There are only few people with such a specific education available on the job market - Interviewee #3. Interviewed experts perceived the writing and scripting field of specialisation as hardly covered skills. A writer for the video game industry has to be talented, but she or he also needs the basic knowledge of how to produce or develop a video game. The writer has to know how to develop a character, how to write the setting and how to use techniques like storyboards, etc. - Owner of a Greek-based gaming company focussed on game design [EQF-Mapping: 6K, 6S, 6C, 7K, 7S, 7C] Music and sound In the course of the expert interviews music and sound was mentioned as neglected field of expertise by some of the interviewed experts. A very important factor for the feeling of a game is the used music or the sound. - Interviewee #3. Practically, for employees in the gaming industry, there are no video game specific courses offered. - owner of a Greek based gaming company. In further discussions experts conclude that of course music and sound is an indispensable part of games but the field music and sound is better covered with professional musicians. Nevertheless, graduates of game education programs should ideally Seite 11 von 17
12 have some basic knowledge about how to set the scene and creating an atmosphere with sound effects and music (Interplay between game, sound and music). [EQF-Mapping: 5K, 5S] The implementation-related technical background should also be an integral part of the education. [EQF-Mapping: S6, C6, S7, C7] Gaps related to mobile multi-platform endeavours Challenges arising from multi-platform-projects, especially in the mobile domain, pertain the entire game production team, from the management level to the development team. Due to the technical fragmentation of the mobile devices and platforms, the entire game production team has to be very skilled in multi-platform projects especially for mobile solutions. These issues often have to be trained in in the real-job environment. Technology domain: Fundamental decisions in the course of multi-platform projects are based on decisions in the technical domain. These kind of major decisions require a very good knowledge about the technical possibilities in the mobile domain, such as different device capabilities, characteristics of the walled gardens (Apple, Android, etc.), online/offline data management, appropriate software architecture, advantages and disadvantages of thin and fat clients (especially regarding privacy and security aspects), etc. [EQF-Mapping: 6K, 6S, 6C] Game design and game art domain: Multi-platform projects do not only require specific technical competences. There are also big challenges in the game interaction design, or to be more specific, in adapting the game interaction designs for different means of the user interfaces (game controller, keys, touch, etc. ) of different technical platforms and devices. Use the device that means optimizing games for the interaction opportunities of the hardware - Belgium-based, independent game producer specialized in games for children. [EQF-Mapping: 6K, 6S, 6C] Game production domain: For projects in the fragmented mobile domain the knowledge about appropriate production processes for the development of mobile multi-platform games in coherence with a basic knowledge about mobile technologies is important. Fundamental technology decisions are critical success factors in such projects. [EQF-Mapping: 5K, 5S, 5C] Seite 12 von 17
13 3.1.4 Gaps related to practical project experience Currently students are not trained to run a complete project cycle from conception, development, implementation to marketing and management. - Interviewee#8. Building multiprofessional teams might reduce misunderstandings between people working on different production levels and hence increases productivity and efficiency in the production cycle. Within their educational programme students develop and create games for fun. If you add time and budget to the process of creating a game the fun factor is all the sudden decreasing massively and students are not properly prepared for this, interviewee Nr. 6. Interviewee #8 states that this is the most important aspect to be considered within educational programs in gaming. Students need to learn at an early stage how the game production process functions in practice in order to have good chances for a quick employment possibility after graduation. [EQF-Mapping: 5K, 5S, 5C] There is a lack of collaboration between companies in the video game industry and the educational institutions. Strong emphasis on practical aspects in the education through a close collaboration between the academics and the industry is highly recommended. Experts prefer lecturer with practical experience in the gaming industry: Education from professionals for professionals Business and marketing related gaps The gaming industry is confronted with the challenge of funding issues for instance attracting investors. The experts articulated industry-specific difficulties convincing investors for funding game endeavours. Investors are very sceptic about games and the game industry - owner of a Greek based gaming company. Experts see economic respectively business skills very poorly covered. Against this background graduates, especially game producers, should be equipped with some basic business knowledge especially regarding business models relevant for the gaming industry. The business jargon should be well known by game producers in order to properly communicate with executives and managers. Due to this reason basic business and marketing knowledge should be an integral part of their education. [EQF-Mapping: 5K, 5S] Seite 13 von 17
14 A related issue concerns marketing skills and basic knowledge about relevant business models in coherence with specific game designs (e.g. gold mining, freemium, bait and hook business model, means of advertisement in games, typical marketing concepts, etc.). [EQF-Mapping: 5K] Identifying target groups plays an important role in regard of the game s success. Students need to be trained in identifying their target users before starting to create a game. [EQF-Mapping: 5C] Students need to be trained in using and developing modern and efficient business models since technology and especially the online market is changing drastically quick. As an example the engineer of a Belgian marketing company mentions the model of renting server time from big companies (for instance Amazon) to deploy a game. [EQF-Mapping: 5S] Gaps related to methodologies for optimizing the user experience (User Centered Design) Methodologies and process models for the formalisation of user experience optimizations in the game development process: Game production domain: Producers and production process owners should provide extensive skills regarding user-centered design process models, such as the EN ISO (former EN ISO 13407) or at least solitary methods for optimizing the user experience of the game. The interviewed experts often mentioned informal or improvised (user experience) testing and optimization initiatives in the gaming industry. For establishing a sustainable user experience optimization, game producers responsible for the game development process should systematize specific methods by implementing user experience optimization methodology in the game production routines. [EQF-Mapping: 5K, 5S, 5C ] Entire game development team: Graduates involved in the game development process should have basic knowledge/skills in the standard methodology (inspection and user experience / usability testing methodology) for optimizing the user experience of the games and game related solutions or concepts and should also know about the limitations of these methods. [EQF-Mapping: 5K, 5S] Seite 14 von 17
15 3.1.7 Gamification A new application field for game designers Gamification is gaining huge importance. Companies producing gamification concepts would benefit from the willingness of professional game designers to apply their knowledge not only in the core game industry. Game designers should have knowledge about the basic principles of gamification. [EQF-Mapping: 5K, 5S] General demanded skills and soft skills Additionally, the experts were asked for attributes, general skills and soft skills graduates should be equipped with. Besides the knowledge, skills and competence gaps described above, the following issues were identified in the course of the expert interviews: A Passion for video games paired with a high dedication for these specific jobs. In the game industry nine-to-five-jobs are really rare - Interviewee #6. Ability to adapt quickly to new means of production: What students are taught in University today (backends, code languages, platforms, technical infrastructure) will probably be non-existent in five years from now. - Interviewee#9. People working in the game industry need to learn to adapt quickly and to keep up with a fast changing environment. Good self-presentation skills: Many candidates have no experience in presenting themselves and their curricula vitae. This is a necessary skill they need to bring along in order the be successful in finding a job. [EQF-Mapping: 5C] The candidates have to learn how to present themselves (personal portfolio, CV, how to contact a company). Especially the personal portfolio is an indispensable document for game artists Creativity to create virtual characters, worlds and universes Experience in the gaming industry Seite 15 von 17
16 4 Appendix I Descriptors of defining levels in the European Qualification Framework (EQF) Source: Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications Knowledge Skills Competence In the context of EQF, knowledge is described as theoretical and/or factual In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) In the context of EQF, competence is described in terms of responsibility and autonomy Level 1 The learning outcomes relevant to Level 1 are basic general knowledge basic skills required to carry out simple tasks work or study under direct supervision in a structured context Level 2 The learning outcomes relevant to Level 2 are basic factual knowledge of a field of work or study basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools work or study under supervision with some autonomy Level 3 The learning outcomes relevant to Level 3 are knowledge of facts, principles, processes and general concepts, in a field of work or study a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems Level 4 The learning outcomes relevant to Level 4 are factual and theoretical knowledge in broad contexts within a field of work or study a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Level 5 (*) The learning outcomes relevant to Level 5 are comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others Level 6 (**) The learning outcomes relevant to Level 6 are advanced knowledge of a field of work or study, involving a critical understanding of theories and principles advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study manage complex technical or professional activities or projects, taking responsibility for decision making in unpredictable work or study contexts take responsibility for managing professional development of individuals and groups Seite 16 von 17
17 Level 7 (***) The learning outcomes relevant to Level 7 are highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research critical awareness of knowledge issues in a field and at the interface between different fields specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams Level 8 (****) The learning outcomes relevant to Level 8 are knowledge at the most advanced frontier of a field of work or study and at the interface between fields the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research Compatibility with the Framework for Qualifications of the European Higher Education Area The Framework for Qualifications of the European Higher Education Area provides descriptors for cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and abilities associated with qualifications that represent the end of that cycle. (*) The descriptor for the higher education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level 5. (**) The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 6. (***) The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 7. (****) The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 8. Seite 17 von 17
The European Qualifications Framework for Lifelong Learning (EQF)
European Qualifications Framework The European Qualifications Framework for Lifelong Learning (EQF) Europe Direct is a service to help you find answers to your questions about the European Union Freephone
More informationSURVEY FOR PROGRAM EVALUATION OF AEROSPACE ENGINEERING AT POLITECNICO DI MILANO
SURVEY FOR PROGRAM EVALUATION OF AEROSPACE ENGINEERING AT POLITECNICO DI MILANO Chiara Bisagni, Gian Luca Ghiringhelli and Sergio Ricci Politecnico di Milano, Dipartimento di Ingegneria Aerospaziale via
More informationCASE STUDY 1 for PORTUGAL POST-GRADUATION IN EDUCATION AT THE UNIVERSITY OF PORTO: LINKING RESEARCH AND PRACTICE
CASE STUDY 1 for PORTUGAL POST-GRADUATION IN EDUCATION AT THE UNIVERSITY OF PORTO: LINKING RESEARCH AND PRACTICE Pedro Teixeira and Isabel Menezes University of Porto March, 2012 1 1. Summary This case-study
More informationErasmus Mundus Programme. Russia Higher Education Mapping. Project UNIQUE - University Quality Exchange
Erasmus Mundus Programme Russia Higher Education Mapping Project UNIQUE - University Quality Exchange European Higher Education Standards Explanation/Description Similar Higher Education Standards In Country
More informationDoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries
DoQuP project WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries Deliverable 1.3 - Methodologies and procedures of definition,
More informationAward Programme Title Duration Mode of Study. MA (RCA) Animation 2 Years Full-time
1. General Information Award Programme Title Duration Mode of Study MA (RCA) Animation 2 Years Full-time Awarding Institution Royal College of Art Teaching Institution Royal College of Art Professional
More informationPostgraduate Computing at Goldsmiths
Postgraduate Computing at Goldsmiths We aim to develop your creative as well as your technical skills. That s what makes computing at Goldsmiths so distinctive Key features Our range of Masters extend
More informationAward STANDARDS - Nursing and midwifery
Award STANDARDS - Nursing and midwifery www.qqi.ie July 2014/HS10 QQI Foreword The Qualifications (Education & Training) Act 1999 required the Higher Education and Training Awards Council to determine
More informationUniversity of the Arts London (UAL) BA (Hons) Games Design Art and Design Date of production/revision July 2015
Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment
More informationNATIONAL QUALIFICATIONS FRAMEWORK OF THE REPUBLIC OF BULGARIA AND THE EUROPEAN QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING
NATIONAL QUALIFICATIONS FRAMEWORK OF THE REPUBLIC OF BULGARIA AND THE EUROPEAN QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING The National qualifications framework (NQF) of the Republic of Bulgaria contents
More informationNOVA Silicon Valley ICT Employer Follow-Up Survey (n=50 1 ) December 2011 Open ended responses
NOVA Silicon Valley ICT Employer Follow-Up Survey (n=50 1 ) December 2011 Open ended responses Q7 Which of the following technologies are most important to your firm? ** Below are Semiconductor processing
More informationMaster s degree programme in Architecture
Study plan Master s degree programme in Architecture (Master of Science in Architecture MSc Arch) 2014 16. May 2014 Curriculum Master of Science in Architecture 2014 1 The Study concept was developed by
More informationHow To Determine Your Level Of Competence
Outcome Analysis of Bachelor and Master Curricula in Electrical Engineering and Computing Hans-Ulrich Heiss #1, Cornelia Raue *2 # School of Electrical Engineering and Computer Science, TU Berlin Einsteinufer
More informationHENLEY BUSINESS SCHOOL DOCTORAL PROGRAMME SPECIFICATION DOCTOR OF BUSINESS ADMINISTRATION
HENLEY BUSINESS SCHOOL DOCTORAL PROGRAMME SPECIFICATION DOCTOR OF BUSINESS ADMINISTRATION 1 1 CONTENTS Page 1. Award Information and Programme Description 3 2. Educational Aims of the Programme 4 Programme
More informationConditions of Studies Economics - Business Administration (B.A.) for the bachelor study programme of Business Administration (B.A.
Study Regulations* for the bachelor study programme of Business Administration (B.A.) at SRH Hochschule Berlin according to the decision of the senate 17 of the basic statutes 27. May 2010 1 * Whenever
More informationProgramme Specification and Curriculum Map for MSc Electronic Security and Digital Forensics
Programme Specification and Curriculum Map for MSc Electronic Security and Digital Forensics 1. Programme title Electronic Security & Digital Forensics 2. Awarding institution Middlesex University 3. Teaching
More informationFor Android A LEADING PROVIDER OF CONSULTANCY & TRAINING IN MOBILE TECHNOLOGIES IN EDUCATION
For Android A LEADING PROVIDER OF CONSULTANCY & TRAINING IN MOBILE TECHNOLOGIES IN EDUCATION Android Tablets in Education Tablet initiatives are revolutionising how schools meet and deliver their vision
More informationEligibility criteria for the courses modules & Accreditation Rules
European Doctoral Training Support in Micro/Nano electronics Grant Agreement Number 257051 Eligibility criteria for the courses modules & Accreditation Rules in the EURO DOTS Platform Page 1 of 11 1 Introduction
More informationEAPAA Accreditation Committee Evaluation Report
European Association for Public Administration Accreditation 1 September 2009 EAPAA Accreditation Committee Evaluation Report Public Administration Institute for Turkey and the Middle East (TODAIE), Ankara,
More informationDEGREE PROGRAMME IN INTERNATIONAL BUSINESS Bachelor of Business Administration CURRICULUM
CURRICULUM 2010-2014 0/14 DEGREE PROGRAMME IN INTERNATIONAL BUSINESS Bachelor of Business Administration CURRICULUM 210 ECTS Credits Length 2010-2014 Approved by the Academic Board of JAMK 14 January 2010
More informationResearch and Digital Game- based Play: A Review of Martha Madison
Research and Digital Game- based Play: A Review of Martha Madison White Paper Compiled by Anne Snyder, Ph.D. Second Avenue Learning is a certified women- owned business, specializing in the creation of
More informationPractical guide for using the Continuous Learning Framework and the Changing Lives leadership model to develop leadership in social services
Practical guide for using the Continuous Learning Framework and the Changing Lives leadership model to develop leadership in social services 1 Introduction Changing Lives 1, the Report of the 21 st Century
More informationUniversity of Plymouth. Programme Specification. Doctorate in Business Administration
University of Plymouth Faculty of Social Science and Business Programme Specification Doctorate in Business Administration (full title(s) as approved) Programme Specification Template: EDaLT July 2006
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling
More informationInteractive Multimedia Courses-1
Interactive Multimedia Courses-1 IMM 110/Introduction to Digital Media An introduction to digital media for interactive multimedia through the study of state-of-the-art methods of creating digital media:
More informationUnofficial translation
Unofficial translation O R D E R OF THE MINISTER OF EDUCATION AND SCIENCE OF THE REPUBLIC OF LITHUANIA ON APPROVAL OF THE DESCRIPTOR OF STUDY CYCLES 21 November, 2011 No. V-2212 Vilnius In order to ensure
More informationBasic Guide for Video Games production
Basic Guide for Video Games production intro A video game is more than the sum of its pieces; a game has a synergy that, after the game is complete, makes it something unique. Creating this synergy takes
More informationHonours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationUnderstanding and using Credits and Notional hours in course design
A Brief Guide to Understanding and using Credits and Notional hours in course design Academic Development Centre 2009-01-14 Understanding and using Credits and Notional hours in course design Academic
More informationREGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY
REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY SEPTEMBER 2015 Indhold PART 1... 4 PRELIMINARY REGULATIONS... 4 Section 1 Legal
More informationTelecommunication (120 ЕCTS)
Study program Faculty Cycle Software Engineering and Telecommunication (120 ЕCTS) Contemporary Sciences and Technologies Postgraduate ECTS 120 Offered in Tetovo Description of the program This master study
More informationWork based learning. Executive summary. Background
Work based learning Executive summary Background The training contract stage of qualifying as a solicitor is a prime example of 'work based learning' (WBL), a phrase that generally describes the learning
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION This Programme Specification is correct as of the date indicated; however, minor amendments may be made throughout the year and will be incorporated in the annual updating process.
More informationProgramme Specification for the. Cardiff Metropolitan University. Master of Science (MSc) in Information Technology
LONDON SCHOOL OF COMMERCE Programme Specification for the Cardiff Metropolitan University Master of Science (MSc) in Information Technology Contents Programme Aims and Objectives 3 Programme Structure
More informationCompetencies of BSc and MSc programmes in Electrical engineering and student portfolios
C:\Ton\DELTA00Mouthaan.doc 0 oktober 00 Competencies of BSc and MSc programmes in Electrical engineering and student portfolios Ton J.Mouthaan, R.W. Brink, H.Vos University of Twente, fac. of EE, The Netherlands
More informationTuning Occupational Therapy Structures in Europe.
Tuning Occupational Therapy Structures in Europe. Sandra M. Rowan, North East Higher Skills Network and Stephanie Saenger, Hogeschool van Amsterdam Introduction This reflective piece focuses on the experiences
More information2014 2015 master s courses fashion photography
2014 2015 master s courses fashion photography postgraduate programmes master s course fashion photography 02 Brief Overview Brief Descriptive Summary These Master s courses admit students with prior knowledge
More informationCleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1
Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 Your Programme Handbook provides you with a range
More informationMSc Forensic Accounting
MSc Forensic Accounting Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers. Current
More informationSchool of Computing and Technology
School of Computing and Technology We offer employmentfocused education and research in computing, the built environment and engineering, giving our students industry-relevant skills and knowledge. Applied
More informationLOUGHBOROUGH UNIVERSITY
LOUGHBOROUGH UNIVERSITY Programme Specification Computer Science Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical
More informationintroducing The Bologna Qualifications Framework
introducing The Bologna Qualifications Framework introduction The Bologna Process was initiated in 1999. It now involves 45 countries. In 2003, Ministers with responsibility for higher education gathered
More informationUNDERGRADUATE PROGRAMME SPECIFICATION
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: BSc(Hons) Aeronautical Technology Staffordshire University Staffordshire University BSc(Hons) Aeronautical
More informationMultimedia Systems Engineering
Appendix 3.11 Multimedia Systems Engineering Major Profile MASSEY UNIVERSITY BACHELOR OF ENGINEERING with HONOURS Multimedia Systems Engineering Major Profile Description and Competency Framework 2009
More informationCP/ux. The 5 Key Steps to Hiring the Best UX Talent. A CLEAR/POINT White Paper. By Carol Szatkowski. Clear/Point. ux staffing consultants
CP/ux The 5 Key Steps to Hiring the Best UX Talent A CLEAR/POINT White Paper By Carol Szatkowski Clear/Point ux staffing consultants For over 23 years, Clear Point Consultants has been the agency to contact
More informationCERTIfication & Accreditation System for FInancial Services Sector EDucation and Training. CERTIFIED - Leonardo Da Vinci Project -
CERTIfication & Accreditation System for FInancial Services Sector EDucation and Training CERTIFIED - Leonardo Da Vinci Project - THE PROJECT IDEA The project idea focuses on: The growing integration of
More informationCurriculum and Module Handbook. Master s Degree Programme. in Finance (Master of Science in Finance) 1 September 2015
Curriculum and Module Handbook Master s Degree Programme in Finance (Master of Science in Finance) 2015 1 September 2015 1 The curriculum was developed by the following University of Liechtenstein faculty
More informationStudy Programme in Creative Computer Graphics
HÖGSKOLAN I GÄVLE PROGRAMME SYLLABUS Creative Computer Graphics Programme Code: TGCCK Established by the Board of Science and Technology 2006-09-21 Revised by the Board of Science and Technology 2009-03-12
More informationTechnology. Computing. and. School of
School of Computing and Technology We offer employment-focused education and research in computing, the built environment and engineering, which gives our students industry-relevant skills and knowledge.
More informationCollege of Arts and Sciences Communications Course Descriptions
CATALOG 2010-2011 Undergraduate Information College of Arts and Sciences Communications Course Descriptions ADV008: Principles of Advertising Theory, principles and functions of advertising; its role in
More informationAQF specification for the Doctoral Degree
This Specification informs the design and accreditation of qualifications. The principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education and training
More informationREFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME
REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME September 2005 Myra A Pearson, Depute Registrar (Education) Dr Dean Robson, Professional Officer First Published 2005 The General Teaching Council
More informationTHE MASTER S DEGREE IN DESIGN PROGRAMME DESCRIPTION Adopted by the Board of KHiB on 27 October 2011
THE MASTER S DEGREE IN DESIGN PROGRAMME DESCRIPTION Adopted by the Board of KHiB on 27 October 2011 1. THE PROFILE AND OBJECTIVES OF THE STUDY PROGRAMME The goal of the Department of Design is to educate
More informationFOR ALL DOCTORAL DEGREE PROGRAMS
FOR ALL DOCTORAL DEGREE PROGRAMS CURRICULAR REQUIREMENTS PER COURSE: AN INQUIRY-BASED LEARNING You may choose one by marking X the box below. See also the corresponding format or guidelines below. 1. Directed
More informationCriteria for the Diploma qualifications in business, administration and finance at levels 1, 2 and 3
Criteria for the Diploma qualifications in business, administration and finance at levels 1, 2 and 3 Version 2 July 2007 QCA/07/3319 Contents Purpose... 4 Aims... 5 Diversity and inclusion... 7 Structure...
More informationRESTRICTED. Professional Accreditation Handbook For Computer Science Programmes
Professional Accreditation Handbook For Computer Science Programmes Revised by authority of the Accreditation Committee for Computer Science Programmes as of August 2014 CONTENTS 1. FRAMEWORK FOR ACCREDITATION
More informationAudio Equipment Maintenance Audio Signal Processing The Context 1: Sound Technology Professional Development 1
Sound Technology The information contained in this document provides a summary of the content of each module. Please note this may be subject to change. Each student receives detailed Module Handbooks
More informationBloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster.
Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing
More informationSCQF LEVEL DESCRIPTORS
SCQF LEVEL DESCRIPTORS scqf scotland s lifelong learning framework INTRODUCTION The SCQF is Scotland s Lifelong Learning Framework. It was developed in 2001 to meet the needs of Scotland s learners and
More informationHans-Ulrich Heiss EQANIE 12/5/2011 1
Hans-Ulrich Heiss EQANIE 12/5/2011 1 What is EQANIE? European Quality Assurance Network for Informatics Education Founded 2009 as a non-profit organisation with strong support from Informatics Europe Purpose:
More informationMultiple Goals of Teaching the Methods and Theory of Terminology
1 Nuopponen Anita. Multiple Goals of Teaching the Methods and Theory of Terminology. A paper at the Conference "In the beginning was the term", Mons, Belgium, 24-25.10.1996. Anita Nuopponen Multiple Goals
More informationProgramme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games
Programme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games 1. Programme title BSc Honours Computing, Graphics and Games 2. Awarding institution Middlesex University 3. Teaching
More informationProgramme Specification
Doctor of Business Administration Programme Specification 1. Programme title Doctor of Business Administration (DBA) 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationHonours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationQualification details
Outcome Statement Review of ICT qualifications #14 CONSULTATION DRAFT July 2014 Qualification details Title New Zealand Diploma in Software Development Version 1 Qualification type Diploma Level 6 Credits
More informationModule Design & Enhancement. Assessment Types
Module Design & Enhancement Assessment Types Author: Feargal Murphy Email: feargal.murphy@ucd.ie Date: March 2009 Assessment One of the most important drivers of student learning is how that learning is
More information2015 2016 master s courses fashion promotion, communication & media
2015 2016 master s courses fashion promotion, communication & media postgraduate programmes master s course fashion promotion, communication & media 02 Brief Overview Brief Descriptive Summary These Master
More informationThe Da Vinci Institute for Technology Management (Pty) Ltd. Diploma. Qualification Framework
The Da Vinci Institute for Technology Management (Pty) Ltd Diploma The Management of Technology and Innovation (MOTI) Qualification Framework Approved: Mr Piet Swanepoel Registrar Approved: Ms Jean Grundling
More informationApplied Communications
51 The Division produces graduates with a strong foundation in theoretical and practical aspects of numerous media fields including television/radio broadcasting, journalism, design, multimedia, corporate
More informationVocational Education and Training (VET) Credit Conversion System. Manual for the Conversion of qualifications into the ECVET System
Vocational Education and Training (VET) Credit Conversion System Manual for the Conversion of qualifications into the ECVET System Disclaimer This Manual for the Conversion of qualifications into the ECVET
More informationPROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES)
PROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) 1. Award 2. Route Management (Health and
More informationUNDERGRADUATE PROGRAMME SPECIFICATION
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Benchmarks: Music Business and Production Staffordshire
More informationProgramme specification: MA International Journalism. University of the Arts London (UAL)
Programme specification: MA International Journalism Awarding body University of the Arts London (UAL) Teaching institution London College of Communication (LCC) Final award MA International Journalism
More informationGeneral Syllabus for Doctoral (third- cycle) Education in Research on Arts Education at the University of Gothenburg
Reg. nr. U 2014/280 General Syllabus for Doctoral (third- cycle) Education in Research on Arts Education at the University of Gothenburg 1. Decision Regulations regarding doctoral (third- cycle) education
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School/City 3. Final Award, Course Title
More informationSUBJECT-SPECIFIC CRITERIA
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in the field of mathematics (09 December 2011) The following specifications complement the ASIIN General
More informationBSc (Hons) Computer Animation
BSc (Hons) Computer Animation Programme Specification EDM-DJ-08/2014 Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and
More informationSUBJECT-SPECIFIC CRITERIA
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in industrial engineering (as of 09 December 2011) The following specifications complement the ASIIN
More informationDe Montfort University. Course Template
De Montfort University Course Template 1. Basic information Course Name: Software Engineering Course Code: CC103A Level (UG, PG): Undergraduate Academic Period: 2014 Faculty: Faculty of Technology Department:
More informationHow To Be A Successful Marketing Consultant
2012/2013 Programme Specification Data Programme Name Programme Number Programme Award QAA Subject Benchmark Statements Strategic Marketing Communications P10205 MA N/A Programme Aims Our graduates will;
More informationCriteria for the Diploma Qualifications in Business, Administration and Finance at Levels 1, 2 and 3
Criteria for the Diploma Qualifications in Business, Administration and September 2011 Ofqual/11/5051 Contents The criteria... 4 Introduction... 4 Aims... 4 Themes... 5 Structure... 5 Foundation level...
More informationUndergraduate Degree in Graphic Design
Biada 11, 08012 Barcelona in Graphic Design IED Barcelona is offering a 4 year official s in Design (240 ECTS). Its objective is to transform passion, talent and creativity into knowledge and abilities
More informationAQF Glossary of Terminology
AQF Glossary of inology The Australian Qualifications Framework (AQF) includes qualifications across the different education and training sectors and in a broad range of fields of study/disciplines. The
More informationWhy study at Winchester?
BA (Hons) Media and Communication BA (Hons) Media and Audio Communication BA (Hons) Media Communication and Advertising BA (Hons) Media Communication and Journalism BA (Hons) Media Communication and Social
More informationNCCA. Transition Unit Having fun with computer programming and games
Transition Unit Having fun with computer programming and games NCCA An Chomhairle Náisiúnta Curaclaim agus Measúnachta t National Council for Curriculum and Assessmen t Area of Study Top up and Tasters
More informationTHE INDUSTRIES AND STUDENTS PERCEPTIONS ON INTEGRATED HUMAN DEVELOPMENT MODEL
1 THE INDUSTRIES AND STUDENTS PERCEPTIONS ON INTEGRATED HUMAN DEVELOPMENT MODEL ABDUL WAHAB, Muhammad Nubli * -ABDUL RAZAK, Munira -ZULKIPLE, Sarah MALEZYA/MALAYSIA/МАЛАЙЗИЯ ABSTRACT The field of technology
More informationBachelor of Science in Library and Information Science / Librarian DB. The Royal School of Library and Information Science (RSLIS), Denmark 2004
Curriculum Bachelor of Science in Library and Information Science / Librarian DB Curriculum The Royal School of Library and Information Science (RSLIS), Denmark 2004 TABLE OF CONTENTS: Foreword...3 The
More informationMASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT
MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT postgraduate programmes master s course fashion & luxury brand management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown
More informationQualification details
Qualification details Title New Zealand Diploma in Information Systems (Level 5) Version 1 Qualification type Diploma Level 5 Credits 120 NZSCED 020399 Information Technology > Information Systems > Information
More informationFaculty of Science and Environment. School of Geography, Earth and Environmental Science. Programme Specification
Faculty of Science and Environment School of Geography, Earth and Environmental Science Programme Specification Master of Science (MSc) in Environmental Consultancy - 3607 September 2015 1. MSc Environmental
More informationCANTERBURY CHRIST CHURCH UNIVERSITY FACULTY OF ARTS AND HUMANITIES. HNC Music Production. In collaboration with East Kent College
CANTERBURY CHRIST CHURCH UNIVERSITY FACULTY OF ARTS AND HUMANITIES HNC Music Production In collaboration with East Kent College Final version following revalidation for the programme approved to start
More informationBA Hons Sports Business, Sponsorship and Advertising. Design, Media & ManagementDesign, Media & Management
PROGRAMME SPECIFICATION This Programme Specification is correct as of the date indicated; however, minor amendments may be made throughout the year and will be incorporated in the annual updating process.
More informationBusiness Administration
English-Language Track Master of Science in Business Administration Major in Business Development and Promotion www.hslu.ch/international Table of contents Master of Science in Business Administration
More informationA New MSc Curriculum in Computer Science and Mathematics at the University of Zagreb
A New MSc Curriculum in Computer Science and Mathematics at the University of Zagreb Robert Manger, Goranka Nogo, Mladen Vuković Department of Mathematics, University of Zagreb Bijenička cesta 30, 10000
More informationWorking Group Brief Mandatory Review of Information and Communication Technology (ICT) Qualifications
Working Group Brief Mandatory Review of Information and Communication Technology (ICT) Qualifications Prepared by NQS on behalf of the Steering Group July 2013 1 Contents 1. Summary... 3 2. Introduction...
More informationChanging Business Models in the Creative Industries: The cases of Television, Computer Games and Music. Executive Summary
Changing Business Models in the Creative Industries: The cases of Television, Computer Games and Music Executive Summary This is an independent report commissioned by the Intellectual Property Office (IPO).
More informationEuropean Product Development (EPD) 6 months Intern Program Zurich, London or Berlin
European Product Development (EPD) 6 months Intern Program Zurich, London or Berlin ebay is currently looking for 8 talented interns for new graduate internships based at our Zurich, London and Berlin
More informationUniversity of Cambridge: Programme Specifications MASTER OF STUDIES IN INTERDISCIPLINARY DESIGN FOR THE BUILT ENVIRONMENT
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationProgramme Specification Undergraduate Programmes
Programme Specification Undergraduate Programmes Awarding Body/Institution Teaching Institution University of London Goldsmiths, University of London Name of Final Award and Programme Title BSc (Hons)
More information