Study Skills for Master's Level Students, revised edition. Sally Hayes Tyler

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СКАЧАТЬ written about the area (through literature review). • They can discuss its features and failings and recognise the points of consent and contention (criticality). • They can examine their own practice (through reflection). • They can act as a change agent by using their examination to change practice (reflective practitioner).

      What is the difference between degree level and Master’s level study?

      The word ‘degree’ comes from the Latin word gradus meaning ‘step’ – a step towards achieving mastery in a subject and towards understanding the truth about their particular academic discipline. Masters are not, therefore, expected to merely assimilate knowledge, but to explore the parameters of their particular subject area in order to achieve ‘mastery’. For health and social care professionals, this must also mean that they can bring their ‘mastery’ to bear on their own professional practice.

ACTIVITY

      Think about the abilities that you would expect someone in your profession to exhibit if they had truly become a master of their professional area. It may help you to think in terms of:

      • their knowledge;

      • their skills;

      • their behaviours and/or attitudes.

      How are these different from the knowledge, skills and behaviours of someone who had studied only as far as degree level?

      Regulation of higher education

      As referred to previously, it is important to remember that the curriculum of higher education (HE) courses is closely regulated. The primary responsibility for academic standards and quality in UK HE rests with individual universities and colleges, each of which is independent and self-governing. However, the Quality Assurance Agency for Higher Education (QAA) checks how well they meet their responsibilities, identifying good practice and making recommendations for improvement.The QAA publishes a set of reference points, known as the UK Quality Code for Higher Education, which institutions use in maintaining academic standards and quality. The Quality Code comprises three components: Part A: Setting and maintaining threshold academic standards; Part B: Assuring and enhancing academic quality; and Part C: Information about higher education provision (QAA, 2012; available at www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx). These published guidelines help institutions develop effective systems to ensure students have high-quality experiences. Part of this guidance is a clear framework for the standards required at different academic levels.

      The QAA describes Master’s degrees as ‘academic qualifications located at level 7 (M level)’ in The FHEQ in England, Wales and Northern Ireland (August 2008), and at level 11 in The Framework for Qualifications of Higher Education Institutions in Scotland (January 2001). All Master’s degrees are expected to meet the national qualification descriptor, which is a statement of the nature and level of the outcomes of study (QAA, 2009). Subject benchmark statements set out expectations about standards of degrees in a range of subject areas. They express what can be expected of graduates in terms of the abilities and skills needed to develop understanding or competence in the subject.The QAA publishes a small number of subject benchmark statements for Master’s degrees that readers can consult on their website (www.qaa.ac.uk) but these currently relate to only a minority of subject areas (see Figure 1).

      In addition, a detailed description of an individual programme of study specific to a particular higher education institution should be available in the form of a programme specification produced by that institution. Students on all courses must pay careful attention to this in order to be absolutely sure of the details of the programme and that these details fit with the outcomes they require.

      Business and Management

      Chemistry

      Dentistry

      Engineering

      Mathematics, statistics and operational research

      Medicine

      Pharmacy

      Physics

      Veterinary science

       www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Master%27s-degree-benchmark-statements.aspx

      Figure 1. QAA Master’s level benchmark statements

      Examining The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (August 2008)

      This is what the QAA says about Degree (honours) level degrees and graduates:

      Honours degrees form the largest group of higher education qualifications.Typical courses last for three years (if taken full-time) and lead to a Bachelors degree with Honours, having a title such as Bachelor of Arts (BA (Hons)) or Bachelor of Science (BSc (Hons)). Also at this level are short courses and professional ‘conversion’ courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to Graduate Certificates or Graduate Diplomas.

      An Honours graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

      An Honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

      (QAA, 2008)

ACTIVITY

      Think back to your degree course.

      • What was the body of knowledge you studied?

      • How did you develop analytical techniques and problem-solving skills?

      • How did it prepare you for personal responsibility and decision-making?

      This is what the QAA says about Master’s level study:

      Much of the study undertaken at Master’s level will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research.They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems.

      They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments.

      (QAA, СКАЧАТЬ