Appendix 1. Interpretation of the Accreditation Criteria

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1 Appendix 1. Interpretation of the Accreditation Criteria for Academic Study programmes resulting from the Conversion of College of higher education Study programmes (with respect to Research Embedding) Subjects, aspects, criteria Subject 1. Objectives Aspect :1.1. Level and Orientation: Higher Vocational Education Bachelor s Degree Specific assessment of indicated elements until 2008 Specific assessment of indicated elements after 2008 Specific information The study programme are focused on developing the student s: command of such general competences as intellect and reasoning; acquisition and processing of information; capacity for critical reflection and project-based working; creativity; capacity to realise simple management tasks; capacity to communicate information, ideas, problems and solutions to experts and non-experts; and gearing to lifelong learning command of such general vocation-oriented competences as ability to work in a team; ability to work in a solution-oriented way in the sense of being able to independently define and analyse complex problem situations in the practice of a vocation and to apply sensible solution strategies; and the realisation of social responsibility connected to the practice of a vocation Not applicable on this problem See column to the left command of vocation- specific competences at the level of a person starting a new career 1 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

2 Aspect 1.2. Level and Orientation: Academic Education Bachelor s Degree The study programme are focused on developing the student s: command of such general competences as intellect and reasoning; acquisition and processing; capacity for critical reflection and project-based working; creativity; capacity to realise simple management tasks; capacity to communicate information, ideas, problems and solutions to experts and non-experts; and gearing to lifelong learning command of such general academic competences as an investigative attitude; knowledge of research methods and techniques, and ability to apply them appropriately; capacity to collect relevant data that can guide a judgement on social, academic and ethical issues; appreciation of the uncertainty, ambiguity and boundaries of the knowledge; and the capacity to initiate problem-driven research understanding of basic academic-discipline knowledge specific to a given academic or artistic domain; systematic knowledge of the key elements of a discipline including the acquisition of coherent and detailed knowledge inspired in part by the newest advancements in the discipline; and an understanding of the structure of the field of study and the coherence with other fields of study As from 2004/5 or 2005/6: The long-term of the study programme with respect to the competences of graduates in academic support and interweaving of education and research are in line with general of the academic bachelor s study programmes in the accreditation framework for existing study programmes, including those relating to: - knowledge and application of research methods and techniques - research attitude - judgement - academic-disciplinary skills The short-term must be developed gradually to make it plausible that the long-term will be achieved no later than As from 2008/9: See column to the left 2 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

3 Aspect 1.3. Level and Orientation: Master s Degree The study programme are focused on developing the student s: command of such general competences at an advanced level as capacity to think and act in an academic way; ability to deal with complex problems; ability to reflect on own thinking and working and ability to translate that reflection into the development of more suitable solutions; capacity to communicate own research and problem solutions to confreres and non-experts; and capacity to form a judgement in an uncertain context command of such general academic competences at an advanced level as ability to use methods and techniques in research; ability to devise research; ability to apply paradigms in the domain of science or art and indicate the limits of paradigms; capacity to be original and creative so as to continuously extend knowledge and insights; and ability to work with others in a multidiscipline environment an advanced understanding of and insight into academic-discipline knowledge specific to a given academic or arts domain; insight into the newest knowledge in the field of study or parts thereof; ability to follow and interpret the way in which theory forming develops; ability to make an original contribution to knowledge in one or more parts of a field of study; and possession of specific skills belonging to the field of study, such as devising, researching, analysing and diagnosing either command of the competences needed to conduct academic research or practice the arts independently at the level of a person starting as a researcher or artist; or command of the general and specific vocation-oriented competences needed for the independent application of academic or artistic knowledge at the level of person starting a new career As from 2004/5 or 2005/6: At least the main points of the longterm of the study programme with respect to the competences of graduates are integrated and in line with general of the master s study programmes in the accreditation framework for existing study programmes, including those relating to: - use of research methods and techniques - research design - use of paradigms - judgement - academic-disciplinary skills The short-term must be developed gradually to achieve the long-term no later than As from 2007/8 or 2008/9: The long-term of the study programme with respect to the competences of graduates are fully integrated and are in line with general of the master s study programmes in the accreditation framework for existing study programmes The short-term must be developed gradually to achieve the long-term no later than NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

4 Aspect 1.4. Domain-specific requirements The of the study programme (expressed in the final qualifications of the graduate) are in line with the requirements set by (foreign) confreres and the relevant vocational fields for the study programme in the applicable area (field of study/discipline and/or vocational practice or artistic practice). In the case of regulated professions, they are in accordance with the relevant regulations or legislation; For academic-oriented bachelor s study programmes and master s study programmes, the final qualifications are derived from requirements for the academic and/or artistic discipline, international academic practice and for eligible study programmes, from practice in the relevant vocational field. As from 2004/5 or 2005/6 (academic bachelor s degree) or no later than 2007/8 or 2008/9 (master s degree): The long-term of the study programme with respect to research embedding are in line with the requirements of (foreign) confreres The short-term must be developed gradually to make it plausible that the long-term will be achieved no later than See column to the left The short-term must be developed gradually to achieve the long-term no later than NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

5 Subject: 2. Curriculum Aspect 2.1. Requirements of vocational and academic orientation Academic-oriented bachelor s study programmes and master s study programmes: Students develop knowledge through interaction between the study programme and academic research (including research in the arts) within relevant disciplines The curriculum is in line with developments in the relevant discipline or disciplines through demonstrable links to current academic theories The curriculum guarantees the development of skills in academic research and/or the development and practice of the arts With regard to applicable study programmes, the curriculum has demonstrable links to current practice in the relevant vocations As from 2004/5 or 2005/6 (academic bachelor s degree) or no later than 2007/8 or 2008/9 (master s degree): In the curriculum description in the long term there is sufficient: a. interaction with academic research (incl. provision research themes and feedback on research issues and results in education, use of students in research) b. links to current academic theories in the relevant disciplines c. development of skills with respect to academic research The curriculum must be developed gradually to fulfil the requirements no later than See column to the left Supplementary: As from 2008/9 or 2009/10 (master s degree): The curriculum described is increasingly put into practice. The realisation status in the long run makes it plausible that the curriculum will fulfil all the requirements in the accreditation framework relating to the interweaving of education and research no later than The curriculum must be developed gradually to fulfil the requirements no later than NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

6 Aspect 2.2: Relationship between and content of the curriculum The curriculum is a satisfactory expression of the curriculum s final qualifications in terms of level, orientation and domain-specific requirements The final qualifications are satisfactorily translated into learning goals of (components of) the curriculum The curriculum content offers students the opportunity to achieve the formulated final qualifications Aspect 2.3. Cohesion of the curriculum As from 2004/5 or 2005/6 (academic bachelor s degree) (and no later than 2007/8 or 2008/9 ((academic) master s degree)): The curriculum described is increasingly realised in the long term The curriculum s realisation in the long term makes it plausible that the curriculum will fulfil all the requirements in the accreditation framework relating to the interweaving with research no later than See above Students follow a curriculum that is cohesive in terms of content Aspect 2.4. Study burden The actual study time is evaluated and is in harmony with the standards established by decree The curriculum is suitable for study because factors that relate to that curriculum and that obstruct the study progress have been removed as much as possible 6 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

7 Aspect 2.5. Entrance conditions Criteria The form and content of the curriculum are attuned to the qualifications of the student intake: Bachelor s: Certificate of secondary education; certificate of short-type higher education with full syllabus; certificate of higher education for social education or a certificate or attestation recognised as equivalent in or by virtue of a law, Decree, European directive or other international agreement Conditions established by the board of the institution for persons that do not fulfil the above conditions Master s: Bachelor s degree with a qualification or qualifications established by the board of the institution, complemented with any individualised study programme, preparatory curriculum or transition curriculum Master s after master s: Master s degree with a qualification or qualifications established by the board of the institution, complemented with any suitability or competence study or a preparatory curriculum Aspect: 2.6. Study scope The study programme fulfils formal requirements with regard to the study scope: Bachelor s: at least 180 study credits Master s: at least 60 study credits Master s after master s: at least 60 study credits Aspect 2.7. Alignment between form and content The didactic concept is in line with the. The work forms are aligned with the didactic concept. 7 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

8 Aspect 2.8. Assessment and testing The assessment, tests and examinations satisfactorily verify whether the students have realised the learning targets of (components of) the curriculum in a way that is insightful to students Aspect 2.9. Master s thesis The master s study programme is rounded off with a master s paper in which the student shows analytical capacity or an independent problemsolving capacity at academic level, or the capacity of artistic creation. The project reflects the student s general critical-reflective attitude or research orientation The master s paper accounts for no less than one-fifth of the total number of study credits, with a minimum of 15 study credits and a maximum of 30 study credits The long-term concept of the master s paper is in line with the provisions of the decree, including those relating to the substantial academic foundation The short-term concept must be developed gradually to make it plausible that the requirements are fulfilled no later than (Depends on the implementation of the master s study programme as from 2008/9 or 2009/10): The long-term concept of the master s paper is in line with the provisions of the decree, including those relating to the substantial academic foundation The short-term concept must be developed gradually to make it plausible that the requirements are fulfilled no later than NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

9 Subject: 3. Deployment of Staff Aspect 3.1. Requirements of vocational and academic orientation The study programme fulfils the following criteria for the deployment of staff in a vocation-oriented or an academic-oriented study programme: A large part of the education is undertaken by researchers who contribute to the development of the field of study (including research in the arts) Sufficient staff in the appropriate study programmes must also have knowledge of and insight into the relevant vocational or artistic practice It is plausible that in 2013 a large part of the education will be taught by staff conducting active research and so contributing to the development of their field of study, based on the actual status and the intentions with respect to: a. The staff and recruitment policy b. The research task setting and the qualifications of the staff (incl. the degree to which a substantial research task setting is included in vacancies for new members of staff, increase in the number of postgraduates, increase in the number of doctors, increase in the research task setting of staff in relation to total tasking) c. The deployment of any active researchers from partners inside and outside the association in education d. The scale of the research in which the study programme s staff participate See column to the left. First realisations are already clearly perceptible Staff policy: - recruitment policy - steps to raise the research qualifications of staff Description of workforce - staff framework research task setting (number of FTEs and percentage of total task setting), incl. split between new staff and doctorate mandates - description of research policy multi-year plans (structures, organisation, strategy) Research projects in which study programme staff participate (incl. doctorate mandates) Qualifications of staff (in FTEs): - doctorate - research experience - current research activities Deployment of academic staff from partners: - within association - outside association 9 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

10 Aspect 3.2. Number of staff Sufficient staff is deployed to ensure the study programme is of the desired quality Aspect 3.3. Quality of staff The staff are qualified for the substantive, educational and organisational realisation of the curriculum Subject: 4. Facilities Aspect 4.1. Material facilities The premises and material facilities are adequate for the realisation of the curriculum. Aspect 4.2. Study guidance Based on the actual status and the intentions, that it is plausible the quality and quantity of research facilities (infrastructure, equipment, academic databases, etc) needed to guarantee the embedding of education in research are adequate by no later than See column to the left Research facilities (realisations and planning in institution and through cooperation within and outside Association), related to realising the embedding of education in research Use of academisation funds and other financial resources for research and research embedding The study guidance and the information provision to students are adequate for the development of the study The study guidance and the information provision to students fits the needs of those students 10 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

11 Subject: 5. Internal Quality Assurance Aspect 5.1. Evaluation of the results The study programme is evaluated periodically, based on measurable targets among other things Aspect 5.2. Improvement measures The results of this evaluation are the basis for demonstrable improvement measures that contribute to the achievement of the targets Aspect 5.3. Involvement of staff, students, alumni and the vocational field Staff, students, alumni and the vocational customers of the study programme are actively involved in the internal quality assurance Subject: 6. Results Aspect 6.1. Level achieved The final qualifications realised are in line with the level, orientation and domain-specific requirements of the desired competences Aspect 6.2. Results of teaching Target figures are formulated for the education yield in comparison with other relevant study programmes The education yield is in line with these target figures. 11 NVAO Accreditation Framework for Existing Higher Education Study programmes in Flanders, February 2005

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