1 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 Criteria for the Accreditation of Degree Programmes. 1. Classification 1.1 Function The Subject-Specific Criteria (SSC) of the Technical Committee for Mathematics have the premise that the intended learning outcomes framed by Higher Education Institutions in their own responsibility and according to their academic profile concerning the programmes submitted for accreditation build the main scale for their curricular review. Above this the Subject-Specific Criteria of all ASIIN Technical Committees meet a number of important functions: The SSC are the result of an assessment, regularly performed by ASIIN Technical Committees, which summarize what is considered as good practice by a professional community formed equally by academics and professional practitioners in higher education and is required as future-oriented quality of training in the labour market. The expectations outlined in the SSC for the achievement of study objectives, learning outcomes and competency profiles are not developed statically. They are rather subject to constant review in close cooperation with organizations of the professional community, such as associations of faculties and university departments, professional societies and federations relating professional practice. Applicant universities are asked to study critically the interaction between the intended learning outcomes they strive for, the curricula and their relating quality expectations by using SSC and to position themselves in the light of their own higher education goals. In their role in the accreditation process the SSC also provide a professionally elaborated basis for discussion among experts, Higher Education Institutions and bodies of ASIIN. By this they make an important contribution to the comparability of national and international accreditation procedures, since it should not be left to chance of the characters of the individual evaluators which technical parameters find their way into discussion and individual assessment. Simultaneously the SSC enumerate those abilities, skills and competencies which may typically be considered as state of the art of a discipline, but which can always be exceeded and varied, and also should be in accordance with the objectives of the university. For inter- and multidisciplinary studies the SSC of ASIIN can provide orientation for presenta-
2 SSC 12 Mathematics, 09/12/ of 12 tion and evaluation. However, they are basically aligned on the core subjects of particular disciplines. The SSC of the ASIIN are positioned and coordinated internationally and thus contribute to the achievement of the unified European Higher Education Area. They act on requirements of the "Bologna 2020" European strategy to formulate subject specialized, discipline-oriented learning outcomes as one of the most important means for the promotion of academic and professional mobility in Europe as quality requirement. The SSC consider, among others, the many preparations in the context of European projects (e.g. "Tuning") and professional networks. 1.2 Collaboration of the Technical Committees The Technical Committee Mathematics works together with the other Technical Committees of ASIIN, mostly to give consideration to the requirements of interdisciplinary study programmes. The universities are called upon to submit their assessment of the assignment of one or several Technical Committees in the course of the application for an accreditation procedure. As a rule, the Technical Committee Mathematics is responsible for the supervision of accreditation procedures regarding degree programmes with a share of 50 percent of contents relating to mathematics and appoints technical consultants from other fields of expertise if needed. Interdisciplinary study programmes with a weighted share of contents (below and up to 50%) relating to mathematics the Technical Committee Mathematics and the participating technical disciplines are either jointly responsible or the Technical Committee simply provide auditors. 2. Educational Objectives - Competences "High technology is mathematical technology" this sentence from a position assessment by the National Academy of Sciences of the USA shows that mathematics plays an increasingly important role in practically all areas of the natural and engineering sciences, but also in economic, financial and social science areas and in medicine. The educational objectives are outlined by the description of the learning outcomes, i.e. knowledge, skills and competences, required by the graduates for practising their profession or for post-graduate studies. These outcomes vary in extent and intensity in accordance with the differing objectives of Bachelor s and Master s programmes. 2.1 Requirements for Bachelor s Degree Programmes The diverse professional opportunities of graduates of degree programmes in mathematics are based on a sound mathematical education and thorough training, encompassing broad basic knowledge as well as scientific work methods. The Bachelor s degree programme facilitates regular completion of a degree with an early career start on the one hand, while on the other hand permitting faster progress of students aiming to do an additional non-mathematical degree (e.g. for consulting, marketing, business, finance, patents etc.). The following learning outcomes (knowledge, skills or competences) 1 Bachelor's degree in mathematics: are typical of a 1 For a definition of educational objectives and learning outcomes, refer to chapter 2.1 of the General Criteria for the Accreditatio of Degree Programmes
3 SSC 12 Mathematics, 09/12/ of 12 a. Specialist learning outcomes Graduates have sound mathematical knowledge. They have a profound overview of the contents of fundamental mathematical disciplines and are able to identify their correlations. are able to recognise mathematics-related problems, assess their solvability and solve them within a specified time frame. have a basic ability to work in a scientific way. They are in particular able to formulate mathematical hypotheses and have an understanding of how such hypotheses can be verified or falsified using mathematical methods. can flexibly apply mathematical methods of fundamental component areas of mathematics and are able to transfer the findings obtained to other component areas or applications. have abstraction ability and are able to recognise analogies and basic patterns. are able to think in a conceptual, analytical and logical manner. have an extensive comprehension of the significance of mathematical modelling. Are able to create mathematical models for mathematical problems as well as for problems in other areas of science or everyday life, and have a selection of problem solving strategies at their disposal. In addition, the following subject-specific learning outcomes are typical of pure and specialist mathematics degree programmes. Graduates in mathematics technomathematics 1 ) business mathematics can use basic methods of computer-aided simulation, mathematical software and programming to solve mathematical problems are in a position to solve more extensive mathematical problems (generally to be proven within the framework of a Bachelor's thesis) can use basic methods of computer-aided simulation and optimisation, mathematical software and programming to work on engineering and natural science problems have a command of basic strategies for applicationrelated method transfer have a command of basic engineering and natural science terms and concepts are in a position to solve more extensive mathematical problems using mathematical methods (generally to be proven within the framework of a Bachelor's thesis) can use basic methods of computer-aided simulation and optimisation, mathematical software and programming to work on economic science problems have a command of basic strategies for applicationrelated method transfer have a command of basic economic science terms and concepts are in a position to solve more extensive mathematical problems using mathematical methods (generally to be proven within the framework of a Bachelor's thesis) 1 ) The information provided for technomathematics correspondingly also applies to other special degree programmes such as biomathematics b. Social learning outcomes
4 SSC 12 Mathematics, 09/12/ of 12 Graduates can classify, recognise, formulate and solve mathematics-related problems. use electronic media competently. implement lifelong learning strategies. A prerequisite for this is that the students are persevering and that they have developed persistence. In addition, the following generic learning outcomes are typical of specialist mathematics degree programmes. Graduates in mathematics technomathematics business mathematics can recognise, formulate, classify and solve problems in a mathematical context can communicate, possibly also in a foreign language, and contribute their work effectively in teams can recognise, formulate, classify engineering science problems and solve them using mathematical methods can communicate, possibly also in a foreign language, and contribute their work effectively in interdisciplinary teams have basic knowledge of technological project management and understand the necessary project procedures can recognise, formulate, classify economic science problems and solve them using mathematical methods can communicate, possibly also in a foreign language, and contribute their work effectively in interdisciplinary teams have basic knowledge of project management and understand the necessary project procedures 2.2 Requirements for Master s Degree Programmes Building up on a first higher education degree, a Master s degree leads to acquisition of advanced analytical and methodological competences. At the same time, the subject-specific competences gained in the first degree are deepened and extended. It should be noted that an acquisition of extensive specialised knowledge and significant methodological competence is necessary for many fields of activity in research and practice. A Master's degree is intended to meet this aim. In addition to the learning outcomes specified in 2.1), graduates of Master s degree programmes in mathematics can work out solutions to problems independently on the basis of studying current research literature. carry out mathematics-related work in industry and commerce independently and responsibly. work successfully as a research assistant or fellow at scientific and public institutions. commence doctoral studies. In addition, the following learning outcomes are aimed for in Master's degree programmes: Graduates in
5 SSC 12 Mathematics, 09/12/ of 12 mathematics technomathematics business mathematics are familiar with the main mathematical disciplines, their methodological approaches and their interrelations are able to work on and present mathematical problems on a sound scientific basis (generally to be proven within the framework of a Master's thesis) are familiar with the main mathematical disciplines, their methodological approaches and their relation to the natural and engineering sciences are able to work on and present mathematical problems related to industrial practice on a sound scientific basis (generally to be proven within the framework of a Master's thesis) are familiar with the main mathematical disciplines, their methodological approaches and their relation to the economic sciences are able to work on and present mathematical problems related to business practice on a sound scientific basis (generally to be proven within the framework of a Master's thesis) The academic qualification of a Master's degree in mathematics has to correspond to a Diplom degree at universities in Germany. 3. Curriculum The following key points should be observed: Depending of the share of purely mathematic contents and the role of other disciplines it is sensible to distinguish between three different types of degree programmes. This classification is only designed for degree programmes in mathematics and not explicitly earmarked in the documentation mentioned above. The following type designations are to be understood as indicators of the approximate percentage of purely mathematic educational contents. Hereinafter ECTS points are referred to as CP (credit points). Type 80: Here mathematics proper is clearly in the fore so that a maximum of 6 of 30 CP on average are reserved for other subjects per semester. They can widely be elected by the students and do not have to have a direct relation to the educational contents of mathematics. The study regulations often make specifications with regard to the permitted combination of relevant modules and their minimum scope. Type 60: Here is a close connection with one or several applied subjects, on the needs of which mathematic education is orientated without neglecting the basic fundamentals. The share of mathematics typically accounts for around of 30 CP per semester. Type 40: They are interdisciplinary degree programmes in which a minimum of three subjects are taught and of which mathematics is predominant. The challenge of this construction is to achieve a conceptual cohesion of the subjects. Pursuant to the Structural Guidelines of the Standing Conference of the Ministers of Education (KMK), a maximum of 12 credit points may be allocated to a Bachelor's thesis in Germany. The educational objectives in the field of mathematics can best be sustained by making full use of the scope provided. Additional credit points can be gained through a Bachelor's thesis colloquium. A fundamental education in mathematics is based on analysis and linear algebra and is supplemented by contents in the areas including algebra/geometry, higher analysis, applied mathe-
6 SSC 12 Mathematics, 09/12/ of 12 matics and stochastics. Students typically have a greater extent of options during the study phase building up on these fundamentals. In order to depict the competences to be acquired as well as the breadth of education, the higher education institution should allocate the modules in the area of mathematics to these fields. As far as corresponding modules offered in the second and third academic year are concerned, it has to be ensured that the students are not entirely fixed, but have some degree of choice. A module handbook, in the form of an annex to the Studies or Examination Regulations, provides information about offers and contents. The courses of one module can for example be traditional lectures with exercises. They can also be composed of block courses, or lectures with practicals or with an introductory seminar, of seminars or similar. Proof of successful completion of each module has to be provided. This is mainly achieved by means of a graded examination. An ungraded performance review can however also be used. The option of a first repeat examination has to be organised so that further progress of the course of academic study is not affected negatively. Module examinations can e.g. be conducted in the form of a written examination, an oral examination, a seminar lecture or a written seminar report. Further forms can include posters, practical work reports, project work or presentations. Modules in minor and application subjects have to be set out in the module handbooks. Students can naturally register for additional modules beyond the compulsory components. At least degree programmes of Type 40 and Type 60 are characterised by a supervised industrial placement or an equivalent application-related project with a duration and design in compliance with the objectives of the degree programme. 3.1 Bachelor s Degree Programmes Bachelor's degree programmes in mathematics are generally characterised by a provision of subject-specific fundamentals, and based on these, an extension with applications. With increasing learning progress, options for specialisation open up, culminating in a characteristically individual Bachelor's thesis. Interdisciplinary contents further professionalization in terms of the particular objectives of the Bachelor's degree programme, as well as offering students options. A semester abroad or practical semester recommended or specified by the study programme, is best integrated in the specialisation phase Master s Degree Programmes In accordance with German tradition, the structure of Master s degree programmes is significantly freer than that of Bachelor s degree programmes, both in terms of research and application orientation of the course. A Master's degree can build up directly on a Bachelor s degree or be designed for students from different disciplines. The scope of the programme should correspond to the educational objectives of that level and be conducive to lifelong learning. Even though the degree of specialisation is greater at Master's level, a statement of the contents included in the scope encompassing various areas of mathematics and their applications is necessary. This can be achieved by an appropriate allocation of the available time resources to the areas including analysis/algebra/geometry or/and applied mathematics/stochastics. The proportion of a minor subject in a Master's degree is also substantial.
7 SSC 12 Mathematics, 09/12/ of Specialised Degree Programmes In the course of profile development many higher education institutions have introduced specialised degree programmes such as business mathematics, technomathematics and similar. As far as specialisations of this kind are concerned, an agreement about specific minimum requirements with regard to course contents normally exists. These should be taken into account for accreditation.
8 SSC 12 Mathematics, 09/12/ of Annex The appendix relating subject-specific criteria (SSC) of the Technical Committee 12 Mathematics takes up learning outcomes and educational objectives for graduates of bachelor and master degree programmes, specified in SSC outlined concerning mechanical, process and chemical engineering. The appendix comprises an exemplary list of curricular contents and possible education and training forms. The following summary should be regarded as orientation for the composition of degree programmes. Its intention is to support higher education institutions in their endeavour to create self-responsibly concrete programme objectives, profile types and forms of particular degree programmes, to underline them with curricular contents and types of adequate education, training and examination. The Technical Committee 12 Mathematics explicitly welcomes any innovative development of contents or didactic concepts. Ideally, any chosen forms of learning and teaching aim at cultivating intrinsic motivation of students.
9 SSC 12 Mathematics, 09/12/ of Bachelor s degree programmes Specialist competences Possible curricular contents Graduates have sound mathematical knowledge. They have a profound overview of the contents of fundamental mathematical disciplines and are able to identify their correlations. They are able to recognise mathematicsrelated problems, assess their solvability and solve them within a specified time frame. They have a basic ability to work in a scientific way. They are in particular able to formulate mathematical hypotheses and have an understanding of how such hypotheses can be verified or falsified using mathematical methods. Fundamentals: 1. Linear algebra as a language and tool for mathematics and its applications in technology, the natural and economic sciences, significant fundamental mathematical terms such as linear map, matrix, eigenvalues, scalar products 2. Analysis: central terms such as function, limit, derivative and integral. These fundamentals make up the focus in the first two semesters. Structure: algebra and geometry, higher analysis, stochastics (data analysis and random modelling), numerical and applied mathematics To ensure the necessary breadth of education in the middle part of the Bachelor's degree, an equally-weighted proportion of both areas, that is analysis/algebra/geometry and applied mathematics/stochastics, is included. The component areas applied mathematics and stochastics are represented appropriately. This is achieved through exercises accompanying lectures and introductory seminars with the curricular contents specified above. This competence is normally practised in mathematics seminars and demonstrated in the preparation of a Bachelor's thesis.
10 SSC 12 Mathematics, 09/12/ of 12 They can flexibly apply mathematical methods of fundamental component areas of mathematics and are able to transfer the findings obtained to other component areas or applications. They have abstraction ability and are able to recognise analogies and basic patterns. They are able to think in a conceptual, analytical and logical manner. They have an extensive comprehension of the significance of mathematical modelling. They are able to create mathematical models for mathematical problems as well as for problems in other areas of science or everyday life, and have a selection of problem solving strategies at their disposal. They can use basic methods of computeraided simulation, mathematical software and programming to solve mathematical problems. They are able to solve more extensive mathematical problems. This implies a mathematical education that can only be achieved by means of a broadly structured degree programme. Transfer of findings occurs e.g. through linkage of analysis and linear algebra in differential calculus of functions of several variables. Applications are particularly dealt with in modelling, differential equations and applied mathematics. This is trained in particular in algebra, but also in many other modules. These competences are acquired in all of the specified curricular contents, since these are always associated with proofs and logical chains of arguments. Mathematical modelling is taught e.g. in applied mathematics, in stochastics, in optimization or discrete mathematics. An understanding of differential equations is presumed. Solving extensive problems by using higher level programming languages is an integral component of a mathematics degree. This requires advanced study modules in the last stage of the degree programme. The preparation of the Bachelor's thesis not only tests but also trains this. Social competences Possible curricular contents Graduates can classify, recognise, formulate and solve mathematics-related problems. A subsidiary subject such as e.g. physics, informatics or economic science is obligatory. They can use electronic media competently. A programming course is obligatory; working with software systems is trained.
11 SSC 12 Mathematics, 09/12/ of 12 They can implement lifelong learning strategies. A prerequisite for this is that the students are persevering and that they have developed persistence. They can recognise, formulate, classify and solve problems in a mathematical context. They can communicate, possibly also in a foreign language, and contribute their work effectively in teams. Opportunities are created for students to familiarise themselves with subject areas independently. Suitable platforms include seminars and exercises, as well as independent preparation for examinations. This is particularly trained in seminars and practical work. The relevant specialist language of mathematics is English. Capacity for teamwork can be trained in all components of the degree programme, provided appropriate teaching methods are used. 4.2 Master s Degree Programmes Objectives Possible curricular contents Graduates can work out solutions to problems independently on the basis of studying current research literature. They can carry out mathematics-related work in industry and commerce or in public institutions independently and responsibly. This can be achieved by further advanced study and specialisation in a selected mathematical focus area. This is achieved by participation in seminars and independent preparation of a Master's thesis. They can commence doctoral studies. This generally requires an above-average degree. They are familiar with the main mathematical disciplines, their methodological approaches and their interrelations. They can work on and present mathematical problems on a sound scientific basis. A Master's degree serves to deepen as well as broaden knowledge of pure and applied mathematics. In addition to modules in the focus area, equally-weighted advanced study modules in analysis/algebra/geometry and applied mathematics/stochastics are necessary. This is trained and demonstrated by preparation of a Master's thesis.
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in electrical engineering and information technology (09 December 2011) The following specifications
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
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in agronomy, nutrition science and landscape architecture (09 December 2011) The following specifications
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in life sciences (09 December 2011) The following specifications complement the ASIIN General Criteria
Verfahrenstechnik und Chemieingenieurwesen Qualification Frames and Curricula for Degree Courses for Process Engineering, Chemical Engineering and Biomolecular or Bioprocess Engineering at Universities
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
Curriculum of the Doctoral Programme and the PhD Programme in Life Sciences As of October 2012 University Gazette 2002 Universities Act as of 11 May 2009, 22nd edition, number 170 1st (minor) amendment:
Common structural guidelines of the Länder for the accreditation of Bachelor s and Master s study courses (Resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of the
EUROPÄISCHE FÖDERATION FÜR CHEMIE-INGENIEUR-WESEN EUROPEAN FEDERATION OF CHEMICAL ENGINEERING FEDERATION EUROPEENNE DU GENIE CHIMIQUE EFCE Bologna Recommendations Recommendations for Chemical Engineering
Curricula for Chemical Engineering Degree Courses 1 Curricula for Chemical Engineering Degree Courses at Universities and Fachhochschulen (Universities of Applied Science) Recommendation of the VDI-Society
APPROVED VERSION Page 1 REQUIREMENTS for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION APPROVED VERSION Page 2 TABLE OF CONTENTS INTRODUCTION Part One: Standards I. Standards for Quality Assurance
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
Subject-specific Study and Examination Regulations for the English-language Master Programme in Communications Technology offered by the Faculty of Engineering and Computer Science of Ulm University of
Module Handbook for the Master Degree Programme "Intercultural Communication and European Studies (ICEUS) M 1 Communication, Intercultural Communication and Understanding the Cultural Other Learning Objectives:
Part B of the Teaching and Examination Regulations for the Master's degree programme in History, 2014-2015, 60 ECTS credits Section 1 General provisions Article 1.1 Applicability of the Regulations These
Examination Regulations for Industrial Engineering B.Sc. at Rhine-Waal University of Applied Sciences Dated 29 August 2013 Please note: this English translation is provided for information purposes only.
Study Program Handbook Mathematics Bachelor of Science Jacobs University Undergraduate Handbook Math - Matriculation Fall 2015 Page: ii Contents 1 The Mathematics Study Program 1 1.1 Concept......................................
MEng Engineering Management PROGRAMME SPECIFICATION COURSE TITLES: MEng Engineering Management with DPP (6614) BEng Hons Engineering Management with DPP (Exit Award) AB Engineering Management with or without
UNIVERSITY OF TRIESTE UNIVERSITY OF UDINE ACADEMIC REGULATIONS MASTER DEGREE PROGRAMMEME IN PHYSICS Master Degree Programme Section LM-17 DM 270/2004, art.12 R.D.A. art. 5 1 Art. 1 General rules and objectives
With the support of the Lifelong Learning Programme of the European Union EURO-INF FRAMEWORK STANDARDS AND ACCREDITATION CRITERIA FOR INFORMATICS DEGREE PROGRAMMES Version: 2011-06-29 EQANIE European Quality
UNIVERSITY OF GÄVLE STUDY PLAN BASIC LEVEL STUDY PROGRAMME FOR A DEGREE OF BACHELOR OF SCIENCE IN GEOMATICS Programme code: TGGEB Confirmed by NT board 2007-03-13 Revised by the NT-board 2008-10-28 Study
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Computer Security and Resilience 5 UCAS/Programme Code
PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Electrical & Electronic Engineering/ Electrical & Electronic Engineering with Placement Award MEng School School of Engineering
TU Dresden Faculty of Science Department of Psychology Brief Description of the Master Study Program Psychology: Human Performance in Socio-Technical Systems (HPSTS) 1 Objectives, Contents, and Structure
PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name BEng Electrical & Electronic Engineering with Foundation Year Award BEng (Hons) School School of Engineering and Mathematical Sciences
Curriculum for the Master's degree programme in International Management Curriculum for the Master's degree programme in "International Management" Table of contents 1 General... - - 2 Qualification profile...
Program Curriculum Page 1 of 7 Program code: RMV20 Bachelor Program in Analytical Finance, 180 credits This is a translation of the original program study plan in Swedish, which was approved by the Faculty
Bachelor of Commerce Specialist Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information.
Curriculum for the Bachelor programme in sound engineering BMus (sound engineering) Rhythmic Music Conservatory 18 August 2014 Contents Introduction... 3 General provisions... 4 1 Title, entrance requirements,
DEPARTMENT OF MATHEMATICS AND STATISTICS GRADUATE STUDENT HANDBOOK April 2015 Postal address: Department of Mathematics and Statistics, Washington State University, Pullman, WA 99164-3113 Voice: 509-335-8645
Curriculum for Software Development Bachelor s Degree Programme in Software Development Professionsbachelor i softwareudvikling Approved 25 August 2014 Head of Study Programmes Lars Bogetoft Director of
Programme Syllabus Page 1 of 7 2012-05-10 Bachelor s Programme in Analytical Finance, 180 credits This programme syllabus is valid for programmes given after 1 July 2012. This is a translation of the original
www.cbs.de/en MBA and EMBA Programmes at Cologne Business School Academic excellence Cologne Business School Who we are The Hallmarks of a CBS Education CBS offrers students a rigorous and forward-minded
UNIVERSITY OF GÄVLE STUDY PLAN ADVANCED LEVEL MASTER PROGRAMME IN ENERGY SYSTEMS Programme Code: TAENM Approved by the NT-board 2008-11-27 Study Plan Master Programme in Energy Systems, 60 ECTS credits
Studienævn for Sundhed, Teknologi og Idræt tudienævnet for Sundhed, Teknologi og Idræt Studienævnet for Sundhed, Teknologi og Idræt tudienævnet for Sundhed, Teknologi og Idræt Curriculum for the Master
Programme Specification (Undergraduate) Date amended: 27 February 2012 1. Programme Title(s) and UCAS code(s): BSc/BA/MMath Mathematics (Including year abroad) (G100/G102/G105) 2. Awarding body or institution:
APPENDIX 1 to the University Bulletin Issue 20, No. 159.1-2012/2013, 19.06.2013 Curriculum for the Master s degree programme Applied Informatics Programme code L 066 911 Effective date: 1 st of October
Rules and Requirements of the PhD Program (Doctoral Program Doctor of Philosophy ) at the Medical University of Vienna Rules and Requirements of the PhD Program Page 1 of 11 Goals 1. The PhD Program at
K 066/977 Attention: Please note that this is only a translation of the German Curriculum. Only the German version is officially binding. Curriculum for the Master s Degree Program Management and Applied
Guidelines for programme Accreditation procedures Accreditation, Certification and Quality Assurance Institute 1 Contents Basic Principles of the Accreditation Procedure 4 An Overview of the Accreditation
Annex #3 Higher Education Qualifications Framework Article 1. Essence and Purpose of Elaboration 1. Higher Education Qualifications Framework is a part of the National Qualifications Framework, providing
BEng Hons Engineering Management PROGRAMME SPECIFICATION COURSE TITLES: BEng Hons Engineering Management with DPP (3262) AB Engineering Management with or without DPP (Exit Award) Certificate of Higher
Zurich Universities of Applied Sciences and Arts Master of Science in Facility Management The Master of Science in Facility Management is modular, and each semester has a specific focus. In the first semester,
Curriculum for the Master's Programme in Economics At its meeting on 20 June 2013 the Senate approved the version of the Curriculum for the master's programme in Economics, which was resolved on 27 May
Regulations of the Graduate School of Communication Science of the Department 06 of the Westfälische Wilhelms University Muenster 1 Tasks and objectives 2 About the regulations 3 Structure of the Graduate
Guidelines of the Swiss University Conference for Academic Accreditation in Switzerland (Accreditation Guidelines) 414.205.3 of 28 June 2007 (of 1 st September 2007) The Swiss University Conference (SUK/CUS),
DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION CURRICULUM 2014-2017 (approved by the faculty council 27.3.2014, updated VAAM044, VAAM045 and VAAM051, VARS030, KTK0006, VARS034 faculty council 26.3.2015)
PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Business Studies Award BSc (Hons) School Cass Business School Department or equivalent UG Programme (Cass Business School) UCAS
Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Applied Sciences Approved by the Oslo and Akershus University
Examination Regulations for the Computer Science and Applied Computer Science Master Programs at the Technical University of Kaiserslautern From 9 September 2009, last amended on 15 October 2012 (merged
Curriculum for the Master Programme in Manufacturing Technology Studieordning for kandidatuddannelsen i virksomhedsteknologi The Faculties of Engineering, Science and Medicine Aalborg University 2010 0
Degree regulations of the School of Electrical Engineering Approved by the Academic Committee for Electrical Engineering on 7 June 2011. I General provisions Section 1 Mission As a unit defined in Section
WWW.CBS.DE/EN MBA AND EMBA PROGRAMMES AT COLOGNE BUSINESS SCHOOL ACADEMIC EXCELLENCE COLOGNE BUSINESS SCHOOL WHO WE ARE COLOGNE BUSINESS SCHOOL Since opening its doors in 1993, the Cologne Business School
Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Political Science Approved by the Faculty Board of Social and Life Sciences on 4 June 2008 (Reg.no. FAK3 2008/131) and is valid from
Information and Library Services Programme: Information and Library Services Faculty Design, Media and Information Department of Information Degree: Bachelor of Arts (B.A.) 1 Where will graduates of the
MA in Public Policy (full-time) For students entering in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:
Institut für Erziehungswissenschaft des Fachbereichs Erziehungswissenschaften (FB 21) Degree programme Bachelor of educational science and pedagogy Summarised information for international partner universities
Course Regulations for the Masters degree programme in Geodesy and Geoinformation Science at Faculty VI (Civil Engineering and Applied Earth Sciences) of the Technical University of Berlin leading to the
MSc in Network Centred Computing (NCC) For students entering in October 2009 Awarding Institution: The University of Reading Teaching Institution: The University of Reading, with contributions from other
Chapter 9 The programme specific part of the curriculum for: MASTER OF SCIENCE (MSc) IN ENGINEERING (INNO- VATION AND BUSINESS) Study Start: September 2011, Version 1.1 The curriculum is divided into general
Curriculum and Module Handbook Master s Degree Programme in Information Systems (Master of Science in Information Systems) 2015 1 September 2015 1 Curriculum developed by: Dr Oliver Müller, Assistant Professor,
International Accreditation of Bachelor, Master and PhD Programmes Guideline Vienna, July 2013 Table of Contents 1 Objective and outcome... 3 2 Standards... 3 Standard 1... 4 Standard 2... 5 Standard 3...
Study, Internship, and Examination Regulations Academy Profession and Bachelor Degrees INTERNATIONAL BUSINESS COLLEGE MITROVICA These study and examination regulations apply for the two year Academy Profession
Curriculum of the Doctoral Programme in Natural Sciences and in Technical Sciences in the field of Natural Sciences Status as of October 2012 University Gazette 2002 Universities Act as of 11 May 2009,
1 ECONOMICS AND BUSINESS The Regulations for the Degree of Philosophiae Doctor (PhD) at the Norwegian University of Life Sciences apply for the PhD education. The regulations concern the objectives of,
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
Hochschule Fulda - University of Applied Sciences Department of Social and Cultural Studies ICEUS Master of Arts Intercultural Communication and European Studies CONTENTS 1. M.A. degree programme 2 1.1.
Subject-specific study and examination regulations for the master s degree program in biomedical sciences Valid as of February 17, 2015 On December 13, 2014 the following statutes were enacted by the Senate
Programme Specification (Undergraduate) Date amended: 28 August 2015 1. Programme Title(s) and UCAS code(s): BSc Mathematics and Actuarial Science (including year in industry option) 2. Awarding body or
Curriculum for the Master s Degree Program in MEDIA AND CONVERGENCE MANAGEMENT Entry into effect: 1.10.2013 Curriculum for the Master s degree program in MEDIA AND CONVERGENCE MANAGEMENT Content 1 General...
INTERBUSSINES ACADEMY LTD Informatics Bachelor's Program Tbilisi 2014 program name Computing/Informatics Direction: 0401 Computing/Informatics Educational program Type/Model academic/major specialty and
Dnr U 2015/278 Faculty of Social Sciences A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier) Credits: 120 higher education credits Cycle: Second cycle
OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 2007-08 October 16, 2008 INTRODUCTION The Mechanical Engineering Program within the Mechanical and Manufacturing Engineering and
Translation of the Fachprüfungsordnung Biologische Ozeanographie only the German version is legally binding! - Regulations for Qualifying Examinations (Ordinance) for the Faculty of Mathematics and Natural
12 REGULATIONS OF UNDERGRADUATE KAZAKH NATIONAL UNIVERSITY NAMED AFTER AL-FARABI This provision establishes the requirements for the content of education, educational trajectories of students, development
PROGRAMME SPECIFICATION KEY FACTS Programme name Award School Department or equivalent UCAS Code BEng Biomedical Engineering / BEng Biomedical Engineering with Placement BEng (Hons) School of Mathematics
PROGRAMME SPECIFICATION Computer Science Computer Science and E- Business Computer Science and Artificial Intelligence Computing and Management Information Technology Management for Business Mathematics
Guidance to the Master and PhD Programmes in Computer Science at the Faculty of Science, University of Basel Department of Mathematics and Computer Science Bernoullistrasse 16, CH 4056 Basel Tel: +41 61
Curriculum Multimedia Design and Communication programme Local part Curriculum Multimedia Designer Academy Profession Programme (AP) in Multimedia Design and Communication National Curriculum issued by
Curriculum for The Master of Science in Economics and Business Administration (cand.merc.) Esbjerg, Kolding, Odense, Sønderborg 2009, 1 of 21 This curriculum has been prepared under powers conferred by
The English version of the curriculum for the Master of Arts programme in Translation Studies is not legally binding and is for informational purposes only. The legal basis is regulated in the curriculum
Universität für Bodenkultur Wien University of Natural Resources and Life Sciences, Vienna Curriculum for the Master s Programme in Wood Technology and Management Programme classification no. 066 426 Effective
ÖREBRO UNIVERSITY General Syllabus for Research Studies in SPORT SCIENCE Idrottsvetenskap This syllabus was approved by the Faculty Board of Medicine and Health on 3 February 2012 (reg. no. CF 62-69/2012)
Faculty of Mathematics, Informatics and Natural Sciences Department of Informatics UHH Fachbereich Informatik Vogt-Koelln-Str. 30 D-22527 Hamburg MSc Programme Intelligent Adaptive Systems (IAS) Web: http://www.master-intelligent-adaptive-systems.com/
Degree Regulations for the Master's Degree "Automation and Robotics" in the Faculty of Electrical Engineering and Information Technology of The University of Dortmund has issued the following Degree Regulations