BACHELOR OF APPLIED SCIENCE

Transcription

1 BACHELOR OF APPLIED SCIENCE BAS A competence-oriented profile description ADDENDUM February 2015

2 Publication details Text Lisette van der Beek, Msc (DAS) Marjolein Wijnker-Schrauwen, MSc (DAS) Project group Martijn van der Bruggen, MSc Jacqueline van Erp, Msc Rachelle van Haaften, PhD Jan Heijenga, Msc Johan Krop, Msc Pé Philipsen, BSc Grietinus Plat, MSc Geert Schoenmakers, PhD Final editing Marijne Thomas (LOS!, Amersfoort), MSc Design Liesbeth Thomas (t4design, Delft), BA ENGLISH VERSION Coordination Marjolein Wijnker-Schrauwen, MSc Rachelle van Haaften, PhD Translation Balance Translations (Maastricht, The Netherlands) Final editing Marijne Thomas (LOS!, Amersfoort), MSc Domein Applied Science, Ad 1.2, February 2015 English version February 2015 Domein Applied Science (DAS) P.O. Box AE Leidschendam The Netherlands +31(0) The most up-to-date version of the BAS profile description can always be found on the Domein Applied Science website. Whenever reference is made to he or his in this document, this should be read as he/she and his/her respectively. 2 Bachelor of Applied Science Ad 1.2, February 2015

3 Welcome Welcome to this addendum to the competence-oriented profile description of the Bachelor of Applied Science. The aim of this addendum is to provide you with information on improvements and the most up-to-date details on Version 1.0 of the BAS profile description. These changes have been agreed with the National Professional Field Committee for Applied Science and will be incorporated into the next version of the profile description. The most up-to-date version of the BAS profile description and this addendum can always be found on the Domein Applied Science website. About the competence-oriented profile description The BAS profile description is a dynamic document providing details of education programmes and occupations in the domain of Applied Science. It contains background information on competences and final qualifications, practical examples of professional fields and jobs as well as specific programme profiles with their bodies of knowledge and skills. You will read about what all this knowledge and all these skills mean in practice in the interviews with young graduates who are now fully engaged in their professional life. We hope that we are painting an informative picture of the present but also, more importantly, of a promising professional future. Contents Additions and amendments... 4 Programmes and research groups Future changes Bachelor of Applied Science Ad 1.2, February

4 Additions and amendments Minor additions and amendments have been made in a few places in the profile description. They are shown in the summary below. Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Final qualification of Bachelor of Applied Science Page 13, left-hand column, last three lines The first three competences are the most important elements of the Applied Sciences. They are the key competences of a BAS. The first three competences are the most typical elements of the Applied Sciences. They are the key competences of a BAS. indicators for competence 1. Page 14 The Bachelor of Applied Science performs research which helps to solve a problem or provides greater insight into a subject within his own working environment. He demonstrates this by: i. making proposals for follow-up research based on the results obtained. The Bachelor of Applied Science performs research which helps to solve a problem or develop a method, or provides greater insight into a subject within his own working environment. He demonstrates this by: i. making proposals for following up the research based on the results obtained. indicators for competence 3. Page 15 The Bachelor of Applied Science develops, improves or implements products, processes or methods on the basis of existing knowledge. He demonstrates this by: a. establishing the most suitable parameters for influencing the production process, product or method; b. establishing criteria that the product, process or method must meet; The Bachelor of Applied Science develops, improves or implements products, processes or materials on the basis of existing knowledge. He demonstrates this by: a. establishing the most suitable parameters for influencing the production process, product or material; b. establishing criteria that the product, process or material must meet; indicators for competence 5. procurement and sales Page 15 f. maintaining relationships with customers in an appropriate manner; g. preparing a marketing plan (or parts thereof); h. using negotiation techniques when buying and selling. f. maintaining relationships with customers in an appropriate manner; g. preparing a marketing plan (or parts thereof); g. using negotiation techniques when buying and selling. 4 Bachelor of Applied Science Ad 1.2, February 2015

5 Programme profile: Bio-informatics Page 22 Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. adopted for the programme III III II I I I II adopted for the programme III III ** II I I I II ** Students can choose to raise the level of these competences by making certain choices in their range of subjects, internship and graduation project during the last two years of their course Bachelor of Applied Science Ad 1.2, February

6 Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Programme profile: Biology and medical laboratory research Page 28 adopted for the programme II * III I * I * I * I * II adopted for the programme II * III ** I * I * I * I * II * At least one of these competences must be raised one level ** Students can choose to raise the level of these competences by making certain choices in their range of subjects, internship and graduation project during the last two years of their course BoKS Biology and medical laboratory research Page 29 Knowledge summary: : Microbiology Microbiology: growth and classification of microorganisms, pathogenetic mechanisms, infectious diseases Microbiology: growth and classification of microorganisms, pathogenetic mechanisms, infectious diseases, resistance 6 Bachelor of Applied Science Ad 1.2, February 2015

7 Programme profile: Page 34 Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. adopted for the programme III III I I I I II adopted for the programme III III ** I I I I II ** Students can choose to raise the level of these competences by making certain choices in their range of subjects, internship and graduation project during the last two years of their course BoKS Page 35 Skills summary: : Using standard laboratory equipment Using standard laboratory equipment: ph meter, spectrophotometer, centrifuge, power sources, electrophoretic equipment, fume cupboard, safety cabinet, microscope Using standard laboratory equipment: ph meter, spectrophotometer, centrifuge, power sources, electrophoretic equipment, fume cupboard, safety cabinet, microscope Bachelor of Applied Science Ad 1.2, February

8 Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Programme profile: Chemical engineering Page 40 adopted for the programme II II II I I II adopted for the programme II * II II * I I ** I II * At least one of these competences must be raised one level ** Students can choose to raise the level of these competences by making certain choices in their range of subjects, internship and graduation project during the last two years of their course 8 Bachelor of Applied Science Ad 1.2, February 2015

9 Programme profile: Environmental Science (for technology) Page 64 Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. adopted for the programme III I I II III II I II adopted for the programme III I I II III I I III Bachelor of Applied Science Ad 1.2, February

10 Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Programme profile: Food Technology Page 70 Minimum national attainment target adopted for the programme III II * II * II * II * I II * At least one of these competences must be raised one level Minimum national attainment target adopted for the programme III II * II * II * II * ** I II * At least one of these competences must be raised one level ** Students can choose to raise the level of these competences by making certain choices in their range of subjects, internship and graduation project during the last two years of their course 10 Bachelor of Applied Science Ad 1.2, February 2015

11 Appendix III: levels I, II and III. 1. Page 79 The Bachelor of Applied Science performs research in the Applied Science domain which either helps to solve a problem or provides greater insight into a subject within his specific working environment. i Level I Level II Level III Level IV mulating conclusions from the research results and if necessary submitting a proposal for improving the implementation of the assignment/the research. Making a proposal for follow-up steps based on the combination of partial results. mulating a strategy for followup research; making a proposal for follow-up steps based on the analysis of results. Making proposals for follow-up research based on the results obtained. The Bachelor of Applied Science performs research in the Applied Science domain which either helps to solve a problem or develop a method, or provides greater insight into a subject within his specific working environment. i Level I Level II Level III Level IV mulating conclusions from the research results and if necessary submitting a proposal for improving the implementation of the assignment/the research. Making a proposal for follow-up steps based on the combination of partial results. mulating a strategy for followup research; making a proposal for follow-up steps based on the analysis of results. Making proposals based on the results obtained for following up the research. Appendix III: levels I, II and III. 2. Page 80 g Level I Level II Level III Level IV Keeping an accurate and well-organised lab journal. Keeping an accurate and wellorganised lab journal and recording proper conclusions from the experimental results in the lab journal. Making proposals to improve the protocol and if necessary proposing methods for follow-up experiments. Making proposals for follow-up experiments based on the research results. g Level I Level II Level III Level IV Keeping an accurate and well-organised lab journal. Keeping an accurate and wellorganised lab journal and recording proper conclusions from the experimental results in the report. Making proposals to improve the protocol and if necessary proposing methods for follow-up experiments. Making proposals for follow-up experiments based on the research results. Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Bachelor of Applied Science Ad 1.2, February

12 Appendix III: levels I, II and III. 3. Page 81 The Bachelor of Applied Science develops, improves or implements products, processes or methods in the Applied Science domain on the basis of existing knowledge. a b g Level I Level II Level III Level IV Producing materials and products and managing production processes in accordance with a specified protocol with predetermined parameters. Producing materials and products and managing production processes on the basis of given criteria. Initializing development on the basis of suitable process descriptions. Developing materials, products or processes in accordance with a pre-selected protocol and adjusting the protocol as required. Matching criteria for the development of materials, products or processes to the customer s or client s requirements. Adjusting the schedule in an ongoing development process to take account of the results of the first two development steps. Translating requirements for materials and products or processes into materials, products or processes. Translating the customer s or client s requirements into criteria for the relevant materials, products or processes. Making proposals for follow-up development steps in an ongoing development process. Establishing the most suitable parameters for influencing the production process, product or method. Establishing criteria that the product, process or method must meet. Making proposals for developing new products, processes or methods. The Bachelor of Applied Science develops, improves or implements products, processes or materials in the Applied Science domain on the basis of existing knowledge. a b g Level I Level II Level III Level IV Producing materials and products and managing production processes in accordance with a specified protocol with predetermined parameters. Producing materials and products and managing production processes on the basis of given criteria. Managing development on the basis of suitable process descriptions. Developing materials, products or processes in accordance with a pre-selected protocol and adjusting the protocol as required. Matching criteria for the development of materials, products or processes to the customer s or client s requirements. Adjusting the schedule in an ongoing development process to take account of the results of the first two development steps. Translating requirements for materials and products or processes into materials, products or processes. Translating the customer s or client s requirements into criteria for the relevant materials, products or processes. Making proposals for follow-up development steps in an ongoing development process. Establishing the most suitable parameters for influencing the production process, product or material. Establishing criteria that the product, process or material must meet. Making proposals for developing new products, processes or materials. Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. 12 Bachelor of Applied Science Ad 1.2, February 2015

13 Appendix III: levels I, II, and III. 7: Managing people Page 85 g Level I Level II Level III Level IV Giving a clear and unambiguous explanation or instructions about a task to be performed. Consulting with other employees to reach a common goal. Managing employees progress to achieve the specified goals. Communicating in a task- and process-oriented way. g h Level I Level II Level III Level IV Giving a clear and unambiguous explanation or instructions about a task to be performed. Giving employees an insight into the importance of the constraints of the project. Consulting with other employees to reach a common goal. Adjusting an existing schedule by agreement to remain within the stated constraints. Managing employees progress to achieve the specified goals. Allocating tasks to those participating in the project so as to achieve the best possible results within the constraints. Communicating in a task- and process-oriented way. Managing a project in terms of time, money, quality, information and organisation. Appendix VI: Domein Applied Science Page 96 Left-hand column, as far as first line of white space The Applied Science Domain (DAS, Domein Applied Science) is the national collaboration between higher professional programmes of educational institutions that award a Bachelor of Applied Science degree. As of mid-2013, the Domain consisted of fifteen universities of applied sciences offering eleven different programmes attended by about 8,900 students. Seventeen research groups in the field of applied research are also active within the domain. The Applied Science Domain (DAS, Domein Applied Science) is the national collaboration between higher professional programmes of educational institutions that award a Bachelor of Applied Science degree. As of mid-2015, the Domain consisted of fifteen universities of applied sciences offering nine different programmes attended by over 11,000 students. Nineteen research groups in the field of applied research are also active within the domain and two Master programmes are being offered. Appendix VI: Domein Applied Science Page 97 Right-hand column, last three lines The domain has its own office facilities and is assisted by a programme manager. The domain has its own office facilities and is assisted by policy advisers. Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Bachelor of Applied Science Ad 1.2, February

14 Programmes and research groups at participating universities Below is an updated version of the list of Bachelor programmes and research groups at participating universities, which can be found on pages 97 and 98 of the BAS profile description. PROGRAMMES AND RESEARCH GROUPS AT PARTICIPATING UNIVERSITIES University of Applied Sciences (UAS) Programme (CROHO) groups and Master programmes Avans UAS, Breda Biology and medical laboratory research Analysis technologies in Life Sciences Biobased Energy Biobased Products Chemical engineering Environmental science Avans UAS, Den Bosch Fontys UAS, Eindhoven Applied science Thin Films & Functional Materials Engineering physics The Hague UAS, Delft The Hague UAS, The Hague Engineering physics Chemical engineering Hanze UAS, Groningen Bio-informatics Sustainable Energy Functional food ingredients and health Biology and medical laboratory research Life Sciences Chemical engineering Inholland University, Amsterdam Biology and medical laboratory research Green Biotechnology Biotechnology UAS Leiden Bio-informatics Biodiversity Genome-based Health Biology and medical laboratory research Innovative Molecular Diagnostics Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. 14 Bachelor of Applied Science Ad 1.2, February 2015

15 PROGRAMMES AND RESEARCH GROUPS AT PARTICIPATING UNIVERSITIES University of Applied Sciences (UAS) Programme (CROHO) groups Rotterdam UAS Biology and medical laboratory research Bio-based Feedstocks for Process Industry Chemical Engineering Health technology * UAS Utrecht Biology and medical laboratory research Innovative Testing in Life Science & Chemical engineering UAS Amsterdam ensic research HAN UAS, Nijmegen Bio-informatics Industrial Microbiology Molecular Life Sciences (Master) Biology and medical laboratory research HZ UAS, Vlissingen VHL UAS, Leeuwarden Biology and medical laboratory research Biotechnology Chemical engineering Food technology * Food, Health & Safety Water Technology Saxion Deventer Biology and medical laboratory research Nanotechnology Saxion Enschede Biology and medical laboratory research Chemical engineering ensic research Engineering physics Stenden UAS, Emmen Biology and medical laboratory research Sustainable plastics Polymer Engineering (Master) Zuyd UAS, Heerlen Biology and medical laboratory research Life Sciences Material Sciences Chemical engineering * See page 16 for the current position of this programme. Amendments to the original text are shown in italics. Additions to the original text are shown in bold. Deletions from the original text are shown scored through. Bachelor of Applied Science Ad 1.2, February

16 Future changes Changes in the programmes on offer in the Applied Science Domain Following a sectoral survey conducted by the professional field of higher professional engineering programmes, the Netherlands Association of Universities of Applied Sciences proposed a planningneutral conversion of technology programmes to the Dutch Ministry of Education in October As a result, the range of programmes within the Applied Science Domain will also change with effect from 1 September The following changes will be made in the Applied Science Domain: : Zuyd University will be offering a wide-ranging Bachelor programme in Applied Science. As a result, the current three programmes will be discontinued at this university. The national profile for this programme will be revised as necessary in collaboration with the Applied Science programme at Fontys University. : The Technology for Healthcare and Food Technology programmes have been positioned within a different domain or sector since 1 January As there will still be students on 1 September 2015 who have already embarked on the Bachelor of Applied Science course, the degrees will not be changed until a later date. To this end, the programmes concerned have made a step-by-step plan which will continue up to and including the 2016/2017 academic year. The removal of the programmes from the BAS profile is scheduled for mid : The Chemical Engineering programme at Rotterdam UAS joined the Applied Science Domain on 1 January With effect from 1 September 2015, the programme will be organising its teaching on the basis of the DAS domain competences. Changes to programme titles As of 1 September 2015, all science and engineering programmes will be introducing the title Bachelor of Science (BSc). This change will be integrated into the competence-oriented profile description. 16 Bachelor of Applied Science Ad 1.2, February 2015

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