DUBLIN DESCRIPTORS

 

The Dublin Descriptors provide very general statements of typical expectations of achievements and abilities

associated with awards that represent the end of a Bologna cycle. General level descriptors have been

developed for the ‘short cycle within the first cycle’ and the first, second and third cycle. The descriptors

consist of a set of criteria, phrased in terms of competence levels, which enables to distinguish in a broad

and general manner between the different cycles. The following five sets of criteria are distinguished:

• • Acquiring knowledge and understanding
• • Applying knowledge and understanding
• • Making informed judgements and choices
• • Communicating knowledge and understanding
• • Capacities to continue learning

The Dublin descriptors have been developed by an international group of experts, which has named itself the

Joint Quality Initiative (JQI). The work of the JQI and Tuning is considered complementary by both parties.

 

http://www.jointquality.nl/content/descriptors/CompletesetDublinDescriptors.doc

The ‘Dublin’ Descriptors (2004)

 

Qualifications that signify completion of the first cycle are awarded to students who: 

-          have demonstrated knowledge and understanding in a field of study that builds upon  their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;

-          can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;

-          have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues;

-          can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;

-          have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.

 

 

Qualifications that signify completion of the second cycle are awarded to students who:

-          have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, 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 non-specialist 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;