Dear Ken and Martin,
I read both Ken’s articles and I’m starting to read the rest.
There are several issues to be discussed, but I will start by Bologna.
In the aftermath of Bologna, in 1999 several “traditions” interpreted what was proposed. In 2005 a clarification was needed so the Dublin Descriptors where created in 2005. However, the system reflects yet diferences that should not be (mis)taken by generalizations.
Anyway let me quote the Dublin Descriptors that frame HE in the European Space for the 2nd and 3rd cycle (my bolds):
"Qualifications that signify completion of the second cycle (e.g. Master's degrees) are awarded to students who:
• have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
• can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;
• have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;
• can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously;
• have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.
Qualifications that signify completion of the third cycle are awarded to students who:
* have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
* have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
* have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;
* are capable of critical analysis, evaluation and synthesis of new and complex ideas;
* can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
* can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society."
from http://ecahe.eu/w/index.php/Framework_for_Qualifications_of_the_European_Higher_Education_Area#Second_cycle_-_Master.27s_level
originated in http://ecahe.eu/w/images/7/76/A_Framework_for_Qualifications_for_the_European_Higher_Education_Area.pdf
In consequence, in my country (Portugal) most of the MA programs in Art & Design include courses in on Research Methods. During the recent round of HE programs evaluations the external evaluation committees often stressed this matter. The problem has been where to place the course: in the 1st, 2nd or 3rd semester.
Also, most (if not all) of the PhD programs on Art & Design have, at least one year of courses/seminars, which also include more specific research methods courses, related to the field or fields that include Academic writing.
Again, although officially the PhD programs have a 3 year duration, students are allowed to use one or two extra years, which, in practice makes the program last for 4 and 5 years. As an example, our PhD program on Design that started in October 2012 will finally see the two first graduates soon.
This is, as you may guess, all within Bologna.
best regards,
Eduardo
Eduardo Corte-Real
PhD Arch.
Associate Professor
Professor Associado com Agregação
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Av. Dom Carlos I, nº4, 1200-649 Lisboa, Portugal
T: +351 213 939 600
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