Final Report Pilot Project - Relaciones Internacionales de la ...

—show understanding and implement the methods of critical
analyses and development of theories;
—implement discipline related methods and techniques accurately;
—show understanding of the quality of discipline related research;
—show understanding of experimental and observational testing
of scientific theories.
The completion of a first cycle programme is the entry requirement
for a second cycle programme. The second cycle will usually be the
phase of specialisation, although this is one of the possible models. In
any case, the student who graduates as a second cycle student must be
able to carry out independent (applied) research. It seems that, with
regard to the learning outcomes of the second cycle the student should:
—have a good command of a specialised field within the discipline
at an advanced level. This means in practice being acquainted with
the newest theories, interpretations, methods and techniques;
—be able to follow critically and interpret the newest development
in theory and practice;
—have sufficient competence in the techniques of independent
research and be able to interpret the results at an advanced level;
—be able to make an original, albeit limited, contribution within
the canons of the discipline, e.g. final thesis;
—show originality and creativity with regard to the handling of the
discipline;
—have developed competence at a professional level.
Not all the mentioned learning outcomes or level indicators are of
the same relevance for each discipline. Having said that, the Tuning
members have nevertheless a preference for these descriptors as
compared to the descriptors for bachelors and masters presented by
the Joint Quality Initiative (JQI) at the conference Working on the
European Dimension of Quality in March 2002. Besides smaller ones,
the main criticism regarding that proposal is that for the second cycle
no final project or thesis is included as one of the preconditions for
awarding the degree.
It needs to be stressed here that the same learning objectives and
competences can be reached by using different types of teaching and
learning methods, techniques and formats. Examples of these are
attending lectures, the performing of specific assignments 1 , practising
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1 I.e. finding out about a specific topic and writing a report or an essay.