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

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      Can you identify the difference between the achievements described by the QAA at degree level and those at Master’s? Think of one or two key words that capture the difference.

      The QAA goes on to give more detailed descriptors for the award of honours degrees and Master’s. Table 1 enables you to compare the descriptors. We have underlined some of the key differences at Master’s degree level to make your comparison easier.

      Table 1

Honours degrees are awarded to students who have demonstrated:	Master’s degrees are awarded to students who have demonstrated:
1. A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline.	1. A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
2. An ability to deploy accurately established techniques of analysis and enquiry within a discipline.	2. A comprehensive understanding of techniques applicable to their own research or advanced scholarship.
3. Conceptual understanding that enables the student:• to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline.	3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
4. An appreciation of the uncertainty, ambiguity and limits of knowledge.	4. Conceptual understanding that enables the student:
5. The ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).	• to evaluate critically current research and advanced scholarship in the discipline; and • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:	Typically, holders of the qualification will be able to:
A. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects.	A. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
B. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem.	B. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
C. Communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences.	C. Continue to advance their knowledge and understanding, and to develop new skills to a high level.
and will have:D. The qualities and transferable skills necessary for employment requiring:• the exercise of initiative and personal responsibility;• decision-making in complex and unpredictable contexts; and• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.	and will have:D. The qualities and transferable skills necessary for employment requiring:• the exercise of initiative and personal responsibility;• decision-making in complex and unpredictable situations; and• the independent learning ability required for continuing professional development.

      (Table adapted from QAA 2008)

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      Reflect on the words/phrase/sections that are underlined in Table 1 and that represent key differences between degree and Master’s level awards. What are the recurring themes?

      On studying the QAA’s detailed descriptors for the award of honours degrees and Master’s, the main themes or differences that can be identified relate to:

•		the ability of the award holder to practise at the forefront of their academic discipline, field of study, or area of professional practice;
•		undertaking their own research or advanced scholarship;
•		demonstrating originality in the application of knowledge;
•		having a role in creating and interpreting knowledge in their discipline;
•		dealing with complex issues both systematically and creatively;
•		making sound judgements that demonstrate self-direction and originality;
•		acting autonomously and continuing to develop skills through independence;
•		evaluating critically and even proposing new hypotheses.

      This is how the QAA summarises the capability of Master’s graduates:

      In broad terms, graduates of all Master’s degrees should be capable of demonstrating a systematic understanding of knowledge, much of which is at, or informed by, the forefront of the discipline, field of study or area of professional practice. They should be capable of demonstrating originality in their application of that knowledge and in addressing problems. They will have demonstrated a comprehensive understanding of the techniques applicable to their own research or advanced scholarship. In relation to future employment, Master’s graduates will be expected to possess the skills needed to exercise independent learning and to develop new skills to a high level.

      (QAA, 2009, p. 7)

      The content, structure and delivery of Master’s awards

      As stated previously, the content of a Master’s degree in terms of the areas of knowledge and understanding, expertise and skills that the student will acquire are defined by the higher education institution (HEI). The content of a programme will be appropriate to the intended purpose of the award. This means that the content or curriculum will reflect the needs of the discipline/field of study, the profession or both. In some cases, especially where the Master’s is within a professional field, the content of the degree will be agreed with an employer or professional regulatory body such as the Nursing and Midwifery Council (NMC) or the Health and Care Professions Council (HCPC), and the professional body will then monitor and regulate delivery through approval of courses and audit.

      As previously discussed, Master’s degrees are delivered via full- or part-time programmes with varying amounts of face-to-face contact or distance learning. This may be full-time (usually one year) or the equivalent over a part-time trajectory. However, this does vary – the MPhil, for example, often takes up to two years to complete full-time.

      It may also be that students are able to use the Credit Accumulation and Transfer Scheme (CATS), which is used by many universities in the United Kingdom to monitor, record and reward passage through modular courses and to facilitate movement between courses and institutions. This approach recognises that Master’s degrees may be modular and may incorporate progression through to СКАЧАТЬ