Guidelines of competence development in the study field of chemistry
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Guidelines of competence development in the study field of Chemistry
Development of the Concept of the European Credit Transfer and
Accumulation System (ECTS) at the National Level:
Harmonization of the Credit and Implementation of the Learning
Outcomes Based Study Programme Design
VP1-2.2-ŠMM-08-V-01-001
Aldona Beganskienė, Algirdas Brukštus,
Saulutė Budrienė, Henrikas Cesiulis,
Vladas Gefenas, Aleksandra Prichodko,
Rimantas Raudonis, Nijolė Ružienė,
Eugenijus Valatka, Vida Vičkačkaitė
Guidelines of competence
development in the study field
of Chemistry
Vilnius
2012Aldona Beganskienė Algirdas Brukštus Saulutė Budrienė Henrikas Cesiulis Vladas Gefenas Aleksandra Prichodko Rimantas Raudonis Nijolė Ružienė Eugenijus Valatka Vida Vičkačkaitė Guidelines of competence development in the study field of Chemistry © Vilniaus universitetas, 2012 ISBN 978-609-462-003-4
TABLE OF CONTENTS
TABLE OF CONTENTS
1. OVERVIEW OF CHEMISTRY AND RELATED FIELD DEGREE PROGRAMMES ..............4
2. GENERAL DESCRIPTIONS OF STANDARD CHEMISTRY DEGREE PROGRAMMES OF
VARIOUS LEVELS (PROFESSIONAL BACHELOR, BACHELOR AND MASTER)...................6
3. EMPLOYMENT AND FURTHER STUDIES OF GRADUATES...................................................8
4. GENERIC COMPETENCES DEVELOPED IN DEGREE PROGRAMMES OF VARIOUS
LEVELS (PROFESSIONAL BACHELOR, BACHELOR AND MASTER).................................... 11
5. METHODOLOGICAL GUIDANCE FOR IDENTIFYING SUBJECT-SPECIFIC
COMPETENCES IN CHEMISTRY PROGRAMMES......................................................................14
6. STUDENT WORKLOAD AND METHODOLOGY FOR DETERMINATION THEREOF.....16
6.1. Key definitions..............................................................................................................................16
6.2. Estimating average workload ......................................................................................................16
6.3. Methods of determining workload ...............................................................................................17
6.4. Principles of determining student workload and steps of their preparation.................................18
6.5. Planning student workload...........................................................................................................19
6.6. Determining student workload in the ECTS system.....................................................................20
6.7. Examples of determining student workload ................................................................................20
7. COURSE AND MODULE BASED STUDY SYSTEMS.................................................................23
8. RECOMMENDATIONS FOR TEACHING, LEARNING AND ASSESSMENT
METHODS..............................................................................................................................................27
8.1. Teaching and learning...................................................................................................................27
8.1.1. Lectures..................................................................................................................................27
8.1.2. Practical classes, seminars......................................................................................................28
8.1.3. Laboratory work.....................................................................................................................28
8.1.4. Work placements.....................................................................................................................29
8.1.5. Coursework and theses...........................................................................................................29
8.2. Assessment....................................................................................................................................29
8.2.1. Test (colloquia) assessment....................................................................................................30
8.2.2. Examination assessment.........................................................................................................31
8.2.3. Work placement assessment...................................................................................................32
8.2.4. Thesis assessment...................................................................................................................33
Literature.................................................................................................................................................34guidelines of competence development in the study field of chemistry
1. OVERVIEW OF CHEMISTRY AND RELATED FIELD DEGREE
PROGRAMMES
The implementation of the Bologna Process in each study field has its own peculiarities. The
provided “Guidelines of comeptence development in the study field of chemistry” (hereinafter
referred to as the guidelines) should help improve the existing and develop new chemistry and
chemistry-related degree programmes, which would be compatible and comparable with chemistry
degree programmes in other European countries. The guidelines has been developed with due
consideration to the experience related to the degree programmes currently offered in Lithuania
(Table 1) and the Tuning Project implemented in Europe.
Table 1. Chemistry and chemistry-related degree programmes offered by Lithuanian
higher education institutions
Institution Study programme Cycle Study area, field Degree
First Physical Sciences,
Chemistry Bachelor of Chemistry
Cycle Chemistry
Nanotechnologies and First Physical Sciences,
Vilnius Bachelor of Chemistry
Material Science Cycle Chemistry
University
(VU) Second Physical Sciences,
Chemistry Master of Chemistry
Cycle Chemistry
Chemistry of Second Physical Sciences,
Master of Chemistry
Nanomaterials Cycle Chemistry
First Physical Sciences,
Applied Chemistry Bachelor of Chemistry
Cycle Chemistry
Chemical Technology First Technological Sciences, Bachelor of Chemical
and Engineering Cycle Chemical Engineering Engineering
Food Technology and First Technological Sciences, Bachelor of Chemical
Engineering Cycle Chemical Engineering Engineering
Technological Sciences, Bachelor of
Environmental First
Environmental Environmental
Engineering Cycle
Engineering Engineering
Second Physical Sciences,
Applied Chemistry Master of Chemistry
Cycle Chemistry
Kaunas Second Technological Sciences, Master of Chemical
Chemical Technology
University of Cycle Chemical Engineering Engineering
Technology Food Science and Second Technological Sciences, Master of Chemical
(KTU) Safety Cycle Chemical Engineering Engineering
Second Technological Sciences, Master of Chemical
Chemical Engineering
Cycle Chemical Engineering Engineering
Food Product Second Technological Sciences, Master of Chemical
Technology Cycle Chemical Engineering Engineering
Environmental Technological Sciences,
Second Master of Environmental
Protection Management Environmental
Cycle Engineering
and Clean Production Engineering
Environmental Second Technological Sciences, Master of Environmental
Engineering Cycle Environmental Engineering Engineering
Second Technological Sciences, Master of Material
Materials Science
Cycle Materials Science Sciences
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∆guidelines of competence development in the study field of chemistry
Chemistry
First Physical Sciences, Bachelor of Chemistry,
Vilnius (implemented till
Cycle Chemistry teacher
Pedagogical 201-09-01)
University Chemistry
(VPU) First Social Sciences, Teachers Bachelor of Chemistry,
(implemented since
Cycle training teacher
201-09-01)
Vilnius
University
Chemical Analysis First Technological Sciences, Professional Bachelor of
of Applied
Technology Cycle Chemical Engineering Chemical Engineering
Sciences
(VIKO)
The Helsinki conference (February 2001), held as a continuation of the Bologna process,
has decided that a Bachelor‘s degree should correspond to 180-240 ECTS credits (3-4 years).
It has also indicated that a model of 180 rather than 240 credits is more preferable. Those
institutions which decide on 210 or 240 credits will obviously exceed the Bachelor criteria, but
the remaining 30 or 60 credits may be used for the Bachelor thesis or industrial placement.
„The guidelines for the general requirements for degree-earning first cycle and integrated
degree programmes“ approved by Order No V-50111 of the Minister of Education and Science of
the Republic of Lithuania of 9 April 2010 states that from 1 September 2011 a first cycle university
degree programme, completing which awards a Bachelor‘s degree in a subject area (branch),
carries the minimum of 210 and the maximum of 240 credits. A college degree programme,
completing which awards a Professional Bachelor‘s degree in a subject area (branch), carries the
minimum of 180 and the maximum of 210 credits.
„The guidelines for the general requirements for Master study programmes“ approved by
Order No V-8262 of the Minister of Education and Science of the Republic of Lithuania of 3
June 2010 stipulates that from 1 September 2011 a second cycle degree programme, completing
which awards the qualification degree of a Master, carries the minimum of 90 and the maximum
of 120 credits.
The primary aim of the qualification of a Bachelor or Professional Bachelor in chemistry
is to award a first cycle degree which would be a standard and which would be:
• recognised by employers as being of a standard which will fit the graduates for
employment as professional chemists in chemical and related industries or as teachers
in education institutions (holders of the professional qualification of a teacher) or in any
other workplace;
• for holders of the qualification of a Bachelor in chemistry, which will provide the
automatic right of access to a chemistry Master programme (though not the right of
admission, which is the prerogative of the receiving institution), and for holders of
the qualification of a Professional Bachelor, which will provide the right of continuing
studies in a chemistry Master programme following additional studies though not the
right of admission, which is the prerogative of the receiving institution).
The primary aim of the qualification of a Master in chemistry is to award a second cycle
degree of the highest standard which will be recognised by:
• other European institutions as being of a standard which will provide the automatic
right of access to continuing studies in a chemistry doctoral programme;
• employers.
1
Official Gazette Valstybės žinios, 2010, No 44-2139.
2
Official Gazette Valstybės žinios, 2010, No 67-3375.
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∆guidelines of competence development in the study field of chemistry
2. GENERAL DESCRIPTIONS OF STANDARD CHEMISTRY
DEGREE PROGRAMMES OF VARIOUS LEVELS (PROFESSIONAL
BACHELOR, BACHELOR AND MASTER)
The aims of the first cycle chemistry degree programmes are indicated in the Budapest
descriptors3. They were proposed by the Chemistry Subject Area Group of the project Tuning
Educational Structures in Europe in May 2005.
A 1st cycle degree in chemistry (qualification of a Bachelor or Professional Bachelor) is
awarded to students who have shown themselves by appropriate assessment to:
• have a good grounding in the core areas of chemistry (inorganic, organic, physical, biological
and analytical chemistry) and in addition the necessary background in mathematics and physics;
• have basic knowledge in several other more specialised areas of chemistry (computational
chemistry, materials chemistry, macromolecular (polymer) chemistry);
• have built up practical skills in chemistry during laboratory courses, at least in inorganic,
organic and physical chemistry, in which they have worked individually or in groups;
• have developed generic competences in the context of chemistry which are applicable
in many other contexts;
• have attained a standard of knowledge and competence which will give them access to
second cycle degree programmes.
On completing the first cycle, students will:
• have the ability to gather and interpret relevant scientific data and make judgements that
include reflection on relevant scientific and ethical issues;
• have the ability to communicate information, ideas, problems and solutions to informed audiences;
• have competences to fit them for entry-level graduate employment in the general
workplace, including the chemical industry;
• have developed those learning skills that are necessary for them to undertake further
study with a sufficient degree of autonomy.
The aims of the second cycle chemistry degree programmes are indicated in the Budapest
descriptors.
A 2nd cycle degree in chemistry (qualification of a Master) is awarded to students who
have shown themselves by appropriate assessment to:
• have knowledge and understanding that is founded upon and extends that of the
Bachelor’s level in chemistry, and that provides a basis for originality in developing
and applying ideas within a research context;
• have competences to fit them for employment as professional chemists in chemical and
related industries;
• have attained a standard of knowledge and competence which will give them access to
third cycle degree programmes.
On completing the second cycle, students will:
• have the ability to apply their knowledge and understanding, and problem solving
abilities, in new or unfamiliar environments within broader (or multidisciplinary)
contexts related to chemical sciences;
• have the ability to apply their knowledge and understanding gained and modern
techniques to practices that require analytical skills, innovation and knowledge
integration, including research, and the ability to assess research results and determine
their reliability;
3
The „Budapest“ Cycle Level Descriptors for Chemistry. http://ectn- assoc.cpe.fr/archives/lib/2005/N03/200503_BudapestDescriptors.pdf
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∆guidelines of competence development in the study field of chemistry
• have the ability to integrate knowledge and handle complexity, and formulate judgements
with incomplete or limited information, but that include reflecting on ethical and social
responsibilities linked to the application of their knowledge and judgements;
• have the ability to communicate their conclusions, and the knowledge and rationale
underpinning these, to specialist and non-specialist audiences clearly and unambiguously;
• have developed those learning skills that will allow them to continue to study in a
manner that is self-directed or autonomous, learn and assess critically theoretical
and practical innovation of the field of cognition or creation, and ensure their own
professional development.
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∆guidelines of competence development in the study field of chemistry
3. EMPLOYMENT AND FURTHER STUDIES OF GRADUATES
I. The Vilnius University Faculty of Chemistry trains Bachelors/Masters in chemistry
for employment at chemical laboratories, chemistry-related manufacturing and commercial
enterprises, or to continue studies in chemistry or biochemistry and other chemistry-related Master/
Doctor study programmes at VU, other higher education institutions or foreign universities.
Typical fields of activity in which the graduates of the Faculty of Chemistry of Vilnius
University practise professionally are as follows:
• continue studies in the Doctoral programme, employed in scientific institutions,
• manufacturing,
• control and analysis services,
• trade,
• education,
• etc.
So far, there is no specific information as to the employment of graduates who do not practise
professionally. Information has been gathered on further studies and employment of the graduates of the
chemistry programme of the VU Faculty of Chemistry in 2009 and 2010 and is presented in Tables 2-6.
Table 2. Further studies and employment of graduates of Bachelor and Master studies
Graduated / Employed after Employed and
Continue studies
surveyed graduation continue studies
Bachelors
Year of 2009 35 / 29 8 14 7
Year of 2010 44 / 40 10 13 17
Masters
Year of 2009 29 / 15 3 8 4
Year of 2010 18 / 17 9 5 3
Table 3. Further studies of graduates of Bachelor studies
At Vilnius At Vilnius At other
University University Lithuanian
Graduated / Studies not
(according (according higher Abroad
surveyed continued
to the same to another education
programe) programme) institutions
Year of
35 / 29 17 1 2 1 8
2009
Year of
44 / 40 27 1 1 1 10
2010
Table 4. Employment of graduates of Bachelor studies
Employed according to Employed not according
Graduated / surveyed
profession to profession
Year of 2009 35 / 22 22 –
Year of 2010 44 / 23 19 4
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∆guidelines of competence development in the study field of chemistry
Table 5. Further studies of graduates of Master studies
At Vilnius At Vilnius At other
University University Lithuanian
Graduated / Studies not
(according (according higher Abroad
surveyed continued
to the same to another education
programe) programme) institutions
Year of
29 / 29 6 – 4 2 17
2009
Year of
18 / 17 5 – 1 2 9
2010
Table 6. Employment of graduates of Master studies
Employed according to Employed not according
Graduated / surveyed
profession to profession
Year of 2009 29 / 11 10 1
Year of 2010 18 / 14 14 –
Thus, approximately 74% of graduates continue their studies in the Master programme and
approximately 43% – in the Doctoral programme, while approximately 91% of bachelors and
approximately 96% of masters practise chemistry professionally.
II. Vilnius University of Applied Sciences trains Professional Bachelors in chemical
engineering for employment at chemical laboratories of the food, garment and textile and
chemical industries, research institutes, environmental protection services, public health centres
and education institutions, as well as at biotechnology companies, plastic processing enterprises,
textile product dry cleaning enterprises and laundry service enterprises.
Graduates are employed as technologists, chemical analysts, chemistry professionals,
chemists, technicians, laboratory technicians or operators at chemical laboratories of various
public and private companies, production plants of chemical and food industry enterprises and
biotechnology companies. They continue studies at Lithuanian (VPU, VGTU, VDU, KTU, VU)
and foreign universities.
Information about further studies and employment of graduates of chemical analysis technology
degree programme of Vilnius University of Applied Sciences is provided in Tables 7 and 8.
Table 7. Employment of graduates of chemical analysis technology degree programme of
Vilnius university of applied sciences in 2005-2010
Year studies completed
2005 2006 2007 2008 2009 2010
Employed according to
45,5 68,2 35,0 13,5 50,1
profession (%)
Table 8. Further studies of graduates of chemical analysis technology degree programme
of Vilnius University of Applied Sciences in 2005-2010
Year studies completed
2005 2006 2007 2008 2009 2010
Continued studies
1 6 5 1 1
at universities
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∆guidelines of competence development in the study field of chemistry
III. According to information of Kaunas University of Technology, about 40% of KTU
graduates have chemistry-related employment.
IV. Employment statistics of graduates of Bachelor studies of chemistry of the Lithuanian
University of Educational Sciences for 2005-2010 is provided in Table 9.
Table 9. Employment of graduates of Bachelor studies of chemistry of the Lithuanian
University of Educational Sciences in 2005-2010
Year of graduation (number of graduates)
Activity after the completion
No. 2005 2006 2007 2008 2009 2010
of Bachelor studies
(24) (19) (14) (20) (17) (17)
1. Teacher, educator 8 (33 %) 6 (32 %) 5 (36 %) 7 (35 %) 4 ( 24 %) 4 (24 %)
Student of Master or Doctoral
2. programme (continued 3 (13 %) – – 7 (35 %) 3 (18 %) 5 (29 %)
studies)
Laboratory assistant
3. (institutes, chemical 3 (12 %) 7 (37 %) 2 (14 %) 1 (5 %) 1 (6 %) 3 (18 %)
laboratories)
4. Consultant (pharmacy) 1 (4 %) – 1 (7 %) – 1 (6 %) –
Consultant, manager
5. (other companies) 4 (17 %) 3 (16 %) 5 (36 %) 2 (10 %) 6 (35 %) 3 (18 %)
6. Entrepreneur – 1 (5 %) – 1 (5 %) – –
7. Raising children 4 (17 %) – – 1 (5 %) 1 (6 %) 1 (6 %)
8. Went abroad 1 (4 %) 2 (10 %) 1 (7 %) 1 (5 %) 1 (6 %) 1 (6 %)
As can be seen from information provided in this section, not all higher education institutions
compile information on the employment of their graduates. Precise data on the professional
activity of graduates of degree programmes are very important for the improvement of degree
programmes in order to make them in line with the demands of the labour market. Therefore,
subdivisions of higher education institutions should be encouraged to gather such information, if
possible. On the other hand, beside the statistical data on the employment of graduates, valuable
information for the revision and improvement of degree programmes can be received from a
study of professional activities, which focuses on graduates who practise professionally upon
their graduation. In 2010, a field study4 of professional activity in chemistry was carried out,
which provided information on how employers and graduates of chemistry degree programmes
assess the relevance of subject-specific and generic competences to professional activity of
graduates and the preparedness of young specialists for employment.
4
The study has been carried out as part of the ECTS project. The study included a survey of employers in institutions employing graduates of
chemistry degree programmes who graduated five or less than five years ago. Also, group discussions with graduates of chemistry programmes
have been held. More information about the study is available at Profesinio lauko tyrimo ataskaita: chemijos kryptis. Vilnius, 2010. http://www.
ects.cr.vu.lt
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∆guidelines of competence development in the study field of chemistry
4. GENERIC COMPETENCES DEVELOPED IN DEGREE
PROGRAMMES OF VARIOUS LEVELS (PROFESSIONAL
BACHELOR, BACHELOR AND MASTER)
Competences represent a dynamic combination of cognitive and meta-cognitive skills,
knowledge and understanding, interpersonal, intellectual and practical skills, and ethical
values. Developing these competences to the full is an important aim of all degree programmes.
Competences are developed in all course modules and assessed at different stages of a programme.
Some competences are subject-area related (specific to a field of study), others are generic
(common to any degree course). It is normally the case that competence development proceeds
in an integrated and cyclical manner throughout a programme5.
A mode detailed discussion on generic competences began when teaching experts
started raising questions on how to educate personalities and help them to adapt to a cultural
and social environment, enhance the fundamentals of emotional self-regulation, and train a
future worker who would show flexibility in adapting to constant change and the ability for
continuous learning autonomously and self-development, as well as for communicating freely
in any environment. Generic competences are especially relevant now as changes in the labour
market are particularly rapid and make professional competences and subject-specific abilities
outdated if these are not renewed constantly. Therefore, the aim and duty of higher education
institutions is to provide not only professional (subject-specific) competences but also a firm
basis of generic competences that would help the personality to adapt to the ever-changing
labour market and environment and would promote change and development.
The lists and justification of generic competences in degree programmes of various
levels (Professional Bachelor, Bachelor and Master)
The preparation of lists of generic competences for the chemistry programme should be
based on the „Tuning Educational Structures in Europe“ project, referred to as „Tuning“ for
short6, which distinguishes three types of generic competences:
1) instrumental (operational) competences, including cognitive, methodological,
technological and linguistic abilities;
2) interpersonal competences, including individual abilities like social skills (social
interaction and cooperation);
3) systemic competences, including abilities and skills concerning whole systems
(combination of understanding, sensibility and knowledge; prior acquisition of instrumental and
interpersonal competences required).
The short list of generic competences proposed by the Tuning project (2003) is the
following:
• Capacity for analysis and synthesis;
• Capacity for applying knowledge in practice;
• Basic general knowledge in the field of study;
• Information management skills;
• Interpersonal skills;
• Ability to work autonomously;
• Elementary computer skills;
• Research skills.
5
Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. Education Exchanges Support
Foundation, 2010.
6
Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction; Sanchez V., Ruiz M. P. (eds.)
2008. Competency-based learning: A proposal for the assessment of generic competences. Bilbao: Universidad de Deusto.
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∆guidelines of competence development in the study field of chemistry
In practice the generic competences do not appear to be rigidly separate from the subject-
specific competences. Rather they appear as further variations of the subject-specific competences.
The development of subject-specific (or professional) competences in the chemistry
programme also involves embedding and obtaining generic competences. The level at which
these competences will be achieved in the process of Profession Bachelor, Bachelor or Master
studies should be defined. The generic competences obtained in the Professional Bachelor
and Bachelor study programmes are very similar, so they are discussed here together. The
generic competences gained from the Bachelor study programme in chemistry, necessary for
professional and personal development, will be further developed in Master studies. In addition,
the discussion of particular generic competences will also include examples of their development
in the chemistry degree programme.
Generic competences for the Professional Bachelor and Bachelor study programmes.
The list of generic competences has been developed with due consideration to the results of
the field study of professional activity in chemistry, which was carried out in 2010 and which
involved the teaching staff and graduates of chemistry degree programmes as well as employers7.
1. Capacity for abstract thinking, analysis and synthesis of information. The generic
competence obtained enables the student to understand and evaluate information which he or
she needs to gather and process to identify the main issues. The student will have the ability for
analytical, systemic and critical thinking and for initiative.
2. Capacity for applying knowledge in practice. The student can apply his or her knowledge
and understanding and problem-solving abilities in new or unfamiliar environments within
broader contexts related to area of studies. This competence is developed in laboratory courses.
During the defence of laboratory works, the requirements for students should be the ability to
link knowledge with the laboratory work rather than theoretical knowledge. These abilities are
also stressed and enhanced during professional placements.
3. Ability to organise and plan the workload and time. The ability to plan student
workload and rest time, and to prepare a lecture and reporting plan, as well as a plan for learning
autonomously. These abilities are quite easy to assess where the student is late for practical
classes or laboratory sessions or stays in the training laboratory longer, or fails to report on
laboratory works by the set deadline, or is late with coursework, essays, etc. These abilities are
also developed and enhanced by a student selecting the electives for the following semester, also
by planning and distributing the workload of the semester.
4. Ability to search for, process and analyse information from a variety of sources. The
ability to find necessary information in the literature, distinguish between primary and secondary
sources or literature, use the library (in a traditional way or electronically), and find information
on the Internet. The ability to use different computer software. For example, in an organic
chemistry laboratory session, the student must collect, summarise and analyse literature on the
synthesis of a specific compound. Apart from the knowledge of the subject area, this ability is
assessed when students report on work performed. At the beginning of Year Four, also literature
for the Bachelor thesis is gathered and summarised.
5. Ability to evaluate and maintain the quality of work produced (commitment to
quality). The ability for a self-critical evaluation of the quality of own work and efforts to fulfil
the assigned tasks well. The assessment of quality with which various tasks are performed in
laboratory work, practical classes and seminars, (e.g. laboratory work in organic synthesis), the
assessment includes not only the result but also the quality of work (e.g. meeting of occupational
7
Profesinio lauko tyrimo ataskaita: chemijos kryptis.
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∆guidelines of competence development in the study field of chemistry
safety and procedure requirements, autonomous work, the completeness and quality of the final
report).
6. Ability to communicate both orally and through the written word in first language.
Communication in the native language. The ability and capacity for expressing and interpreting
phenomena, feelings and facts orally and through the written word in the native language
(listening, speaking, reading and writing). In view of the expanding interdisciplinary relationships
today, it is of relevance to communicate one’s professional knowledge to representatives of other
subject areas in a clear and simple way. These abilities are developed and can be assessed during
the presentation of essays and literature collected. The linguistic coherence of the presentation
and answers to questions are taken into account.
7. Ability to communicate in a second language. Skills of a second language. Ability to
communicate in different situations and obtain the basic vocabulary of the most common words
and phrases. Ability to clearly and understandably provide information in a second language to
a specialist of the same field and to a representative of another field.
8. Ability to learn. The ability for conscious, autonomous and self-directed learning and
development.
9. Ability to solve problems. The ability to integrate knowledge and formulate judgements
with incomplete or limited information available.
10. Ability to work autonomously. The abilities for organising one‘s time, prioritising,
complying with the set time limits and fulfilling all agreed work are necessary for both personal
and professional life. They cay be assessed through monitoring students‘ behaviour during
practical classes and laboratory work.
Generic competences for the Master study programme. As mentioned before, the
generic competences obtained in the Professional Bachelor and Bachelor study programme in
chemistry will be further developed in Master studies. Therefore, this list contains the key generic
competences that are embedded and developed in the Master studies in chemistry.
1. Ability to evaluate and maintain the quality of work produced (commitment to quality).
The ability for a self critical and critical evaluation of the quality of own work and work of
others, and efforts to fulfil the assigned tasks well and conscientiously.
2. Ability to work in a group and in the interdisciplinary and international environment.
The student will be able to work and interact in a team. The student will have abilities for
personal and interpersonal communication. The ability to cooperate in an international context.
Appreciation of diverse opinions and the multicultural environment. The ability to communicate
with scientists from another professional field when dealing with issues of that another field or
with interdisciplinary issues.
3. Ability to adapt to new situations. The student will have generic competences that allow
adapting to the ever-changing professional activity content and cultural and social environment.
4. Ability to undertake research. The ability to prepare definite research plans or projects
and evaluate their results analytically and critically. Senior students often get involved in research
and take part in scientific conferences, while the experimental material obtained by them is used
for writing research papers. Thus, they already have the opportunity for learning about the basic
specifics of research.
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∆guidelines of competence development in the study field of chemistry
5. METHODOLOGICAL GUIDANCE FOR IDENTIFYING SUBJECT-
SPECIFIC COMPETENCES IN CHEMISTRY PROGRAMMES
Identifying subject specific competences is necessary in order to identify and compare
degree programmes and define differences between the first and second cycle studies.
While implementing the national ECTS one of the objectives was to find out the opinion
of Lithuanian employers and job experts on subject specific-competences and abilities that are
important for the career in chemistry in their companies. In the survey, the employers have
assessed as many as 28 subject-specific competences. The majority of respondents assessed them
all as being very important or important.8
It has been proposed to divide the subject-specific competences into chemistry-related
cognitive abilities and competences, i.e. abilities and competences relating to intellectual tasks,
including problem solving, and chemistry-related practical skills9.
Cognitive abilities and competences include:
• Ability to demonstrate knowledge and understanding of essential facts, concepts,
principles and theories relating to the chemistry subject areas concerned;
• Ability to apply knowledge and understanding to the solution of qualitative and
quantitative problems;
• Ability to demonstrate in-depth knowledge and understanding of a specific area of
chemistry;
• Ability to demonstrate general knowledge of equipment of the chemical industry;
• Ability to evaluate, interpret and synthesise chemical information and data;
• Ability to implement good measurement practice;
• Ability to present the results of scientific work and arguments in writing and orally;
• Computational and data-processing skills, relating to chemical information and
experimental data.
Practical skills include:
• Skills in the safe handling of chemical materials, taking into account their physical and
chemical properties and hazards;
• Skills required for the conduct of standard laboratory procedures involved and use
of instrumentation in synthetic and analytical work, in relation to both organic and
inorganic systems;
• Skills in the investigation and evaluation of chemical properties of a substance, events
or changes, and the systematic and reliable recording and documentation thereof;
• Ability to interpret data derived from laboratory observations and measurements in
terms of their significance and relate them to appropriate theory.
A distinction should be made between subject-specific competences to be developed by
graduates of Bachelor or Master studies.
Cognitive abilities and competences of a Bachelor in chemistry could be as follows10:
• Ability to demonstrate knowledge and understanding of essential facts, concepts, principles
and theories of chemistry;
• Ability to apply knowledge and understanding to the solution of qualitative and quantitative
problems of a familiar nature;
• Ability to evaluate, interpret and synthesise chemical information and experimental data;
8
Profesinio lauko tyrimo ataskaita: chemijos kryptis. Vilnius, 2010. http://www.ects.cr.vu.lt
9
Tuning Chemistry Subject Area Brochure. ECTN, 2008. http://ectn-assoc.cpe.fr/archives/lib/2008/200805_Tuning_Chemistry_Brochure.pdf
Guidelines for Applications for the Chemistry Eurobachelor® Label. http://ectn-assoc.cpe.fr/chemistry-eurolabels/doc/officials/Off_
10
EBL090728_Eurobachelor_GuidelinesAppl_200907V5.pdf
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∆guidelines of competence development in the study field of chemistry
• Ability to implement good measurement practice;
• Ability to present the results of chemical scientific work and arguments in writing and
orally, to an informed audience;
• Computational and data-processing skills, relating to chemical information and
experimental data.
Practical skills of a Bachelor in chemistry could be as follows11:
• Skills in the safe handling of chemical materials, taking into account their physical and
chemical properties and hazards;
• Skills required for the conduct of standard laboratory procedures involved and use
of instrumentation in synthetic and analytical work, in relation to both organic and
inorganic systems;
• Skills in the investigation and evaluation of chemical properties of a substance, events
or changes, and the systematic and reliable recording and documentation thereof;
• Ability to interpret data derived from laboratory observations and measurements in
terms of their significance and relate them to appropriate theory.
These subject-specific competences are further developed during Master studies. Graduates
of Master studies should obtain also new subject-specific competences.
Cognitive abilities and competences of a Master in chemistry could be as follows12:
• Ability to demonstrate knowledge and understanding of essential facts, concepts,
principles and theories of chemistry studied in the Master programme;
• Ability to apply knowledge and understanding to the solution of qualitative and
quantitative problems of an unfamiliar nature;
• Ability to adopt and apply methodology to the solution of unfamiliar problems.
Practical skills of a Master in chemistry are as follows13:
• Skills required for the conduct of advanced laboratory procedures and use of
instrumentation in synthetic and analytical work;
• Ability to plan and carry out experiments independently and be self-critical in the
evaluation of experimental procedures and outcomes;
• Ability to take responsibility for laboratory work;
• Ability to use an understanding of the limits of accuracy of experimental data to inform
the planning of future work.
11
Ibid.
12
Guidelines for Applications for the Chemistry Euromaster® Label. http://ectn-assoc.cpe.fr/chemistry-eurolabels/doc/officials/Off_
EML091222_Euromaster_GuidelinesAppl_200912V2a.pdf
13
Ibid.
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∆guidelines of competence development in the study field of chemistry
6. STUDENT WORKLOAD AND METHODOLOGY FOR
DETERMINATION THEREOF
6.1. Key definitions
Learning outcomes or intended learning outcomes are statements of what a learner
is expected to know, understand and/or be able to demonstrate after completion of a process
of learning. Learning outcomes are determined by the teaching staff. In addition to learning
outcomes, appropriate assessment criteria should also be formulated, which are the basis for
determining the level of learning outcomes reached. To define learning outcomes and assessment
criteria, requirements need to be specified that must be met in order to award a credit. A mark
is given with account of the extent to which the student‘s knowledge meets those requirements.
Clearly specifying and accurately describing learning outcomes for which credits are awarded
facilitate the credit accumulation and transfer process considerably14.
Student workload is the time (expressed in hours) that it is expected that an average
learner (at a particular cycle/level) will need to spend to achieve specified learning outcomes.
This time includes all the learning activities which the student is required to carry out (e.g.
lectures, seminars, practical classes, private study, professional visits, examinations, etc.)15.
Determining student workload is a joint activity (of the degree programme committee and
the teaching staff engaged in the programme), which determines the successful implementation
of a degree programme. Determining workload is a precondition for a critical review of a degree
programme and the evaluation of its feasibility and viability16.
The student’s workload required to achieve the expected learning outcomes is measured in
credits. 60 ECTS are attached to the workload of a typical student for a full-time year of formal
learning (academic year) and the associated learning outcomes. In most cases, student workload
ranges from 1,500 to 1,800 hours for an academic year, whereby one credit corresponds to 25 to
30 hours of work. The number of hours of student work (i.e. of the typical student) required to
achieve the given learning outcomes (on a given level) depends on the student‘s ability, teaching
and learning methods, teaching and learning resources and curriculum design. These can differ
between universities in a given country and between countries. Since credits are only a measure
of workload within a curriculum, they can also be used as a planning or monitoring tool when
the curriculum itself has been defined17.
6.2. Estimating average workload
How to determine the average standard of brightness? There is a consensus that it takes
time and a certain standard of preparation/background to acquire certain knowledge and skills.
Therefore, time employed and personal background are the two elements that can be identified
as variables in learning achievement with respect to a particular subject or study programme. In
this context, pre-requisite knowledge when entering a given recognised qualification is a basic
element. It is commonly accepted that if a typical student puts in more effort into preparing for
an examination, the grade will be higher. If a good student spends the expected amount of time
14
Markevičienė R. Dublino aprašai ir mokymosi pasiekimai (siekiniai) [2011 01 29]. http://www.su.lt/filemanager/download/5943/1%5B1%5D._R_
Markeviciene.pdf; Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. Education
Exchanges Support Foundation.
15
Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction.
16
Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V. Studijų programų atnaujinimas: kompetencijų plėtotės ir studijų siekinių
vertinimo metodika. Vilnius, 2011. http://www4066.vu.lt/Projekto_rezultatai
17
Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction.
16 Back to table of contents
∆guidelines of competence development in the study field of chemistry
to prepare for an examination, he or she will be rewarded with a good grade. On the other hand,
if less time is spent, the grade will probably be lower. There is a relationship between the effort
and the results of a student. Accepting the fact that the actual time that students need to spend
in order to achieve the learning outcomes will vary according to the capacities of the individual
student (and be influenced by the degree of prior learning and the mode of learning), the notional
learning time can be defined. The notional learning time is the number of hours which it is
expected a student (at a particular level) will need, on average, to achieve the specified learning
outcomes at that level.
The time necessary for effective learning is individual for each student and depends on
many factors, e.g. student ability, motivation, knowledge gained, complexity of the subject
area, quality of teaching, advice and recommendations provided.
In estimating the study time, it is necessary to foresee the amount of time required for in-
depth study of the subject rather than for formal reporting. Although the need for time varies, the
study time may not be determined for each student individually. The time should be specified
considering the needs of an „average“ student (normally, such students account for 70%). The
estimated study time depends on:
• Students‘ preparedness and motivation;
• Expected learning outcomes;
• Content and scope of the subject area;
• Methods of teaching, learning and assessment.
If the time is estimated with account of an average student, the expected learning outcomes
will be achieved by about 85% of students (70% average +15% best students).
6.3. Methods of determining workload18
In the determination of workload, the following factors have an important role:
• The total number of contact hours for the course unit (number of hours per week x
number of weeks);
• Preparation before and finalising of notes after the attendance of the lecture/seminar;
• The amount of further independent work required to finish the course unit successfully.
The amount of independent work is the most difficult item to calculate and depends
largely on the discipline concerned and the complexity of the topic. Independent work includes:
• The collection and selection of relevant material;
• Reading and study of that material;
• Preparation for an oral or written examination;
• Writing of a paper or dissertation;
• Independent work in a laboratory.
The calculation of workload in terms of credits is not an automatic process. The teacher
has to decide on the level of complexity of the material to be studied per course unit. Prior
experience of the staff plays an essential role. In order to check regularly whether students
are able to perform their tasks in the prescribed period of time, it has proven to be very useful
to utilise questionnaires in which students are asked not only about how they experienced
the workload, but also about their motivation and the time reserved for the course unit.
ECTS credits are awarded for a complete qualification or degree programmes and their
components (modules, course units, thesis, work placement and laboratory work). The number
of credits allocated to each component depends on student workload required for achieving the
18
Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction.
Back to table of contents 17
∆guidelines of competence development in the study field of chemistry
learning outcomes in a formal system. Credits are awarded to individual students (full-time or
part-time) after completion of the learning activities required by a formal programme of study
or by a single educational component and the successful assessment of the achieved learning
outcomes. Credits may be accumulated with a view to obtaining qualifications, as decided by
the degree-awarding institution. If students have achieved learning outcomes in other learning
contexts or timeframes (formal, non-formal or informal), the associated credits may be awarded
after successful assessment, validation or recognition of these learning outcomes. Credits awarded
in one programme may be transferred into another programme, offered by the same or another
institution. This transfer can only take place if the degree-awarding institution recognises credits
and related learning outcomes. Partner institutions should agree in advance on the recognition of
periods of study abroad.
6.4. Principles of determining student workload and steps of their
preparation19
When deciding on the student workload the following elements are of relevance:
• The student has a fixed amount of time depending on the programme he/she is taking.
• The overall responsibility for the design of a programme of studies and the number
of credits allocated to course units lies with the responsible legal body (e.g. faculty
executive board, etc.).
• The final responsibility for deciding on the teaching, learning and assessment activities
for a particular amount of student time is delegated by faculty and university authorities
to the teacher or the responsible team of staff.
• The teacher should be aware of the specific learning outcomes to be achieved and the
competences to be obtained.
• The teacher should reflect on which educational activities are more relevant to reach the
learning outcomes of the module / course unit.
• The teacher should have a notion of the average student time required for each of the
activities selected for the module / course unit.
• The student has a crucial role in the monitoring (control) process to determine whether
the estimated student workload is realistic, although monitoring is also a responsibility
of the teaching staff.
To realise the overall objective, namely the development of principles which lead to a
truly valid consideration of a student’s workload, implementation of the following four steps is
recommended:
• Estimating student workload;
• Checking (reviewing) the estimated workload through student evaluations;
• Adjustment of the workload and/or activities.
• The teaching staff estimate the time required to complete the activities foreseen for
each course unit / module. The workload expressed in time should match the number of
credits available for the course unit. Teachers must develop suitable strategies to use the
time available to best advantage.
• Modes of instruction (lecture, seminar, practical class, etc.);
• Types of learning activities (attending lectures, practising technical or laboratory skills,
writing papers, etc.);
• Types of assessment (oral or written examination, test, essay, report, etc.).
19
Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction.
18 Back to table of contents
∆guidelines of competence development in the study field of chemistry
6.5. Planning student workload
For determining student workload, new national credits, i.e. ECTS credits which are the
unit measure of the size of a degree programme (or its component), are used; for this reason, they
are used as a planning and monitoring, as well as a workload accounting tool.
The following three steps that would help to plan student workload are recommended20:
1. Estimating student workload (teacher plan). The average student workload of a
course unit/module depends on the total amount of learning activities a student is expected to
complete in order to achieve the foreseen learning outcomes. It is measured in work hours. For
example, a course unit of 5 ECTS credits requires around 130–150 hours of work.
Workload can be defined on the basis of the following educational activities:
• Contact studies. They include work with or under the guidance of a teacher: lecture,
seminar, laboratory work, tutorial, practical class, practical session, internship, work
placement.
• Independent studies: performance of tasks, writing of papers, reading of books and
articles, project work, practising technical or laboratory skills. This item is the most
difficult one to calculate.
• Assessment: oral or written examination, essay, test, examples of works, report, thesis,
presentation.
The workload expressed in work hours should match the number of credits available
for a course unit/module. This estimation of the study time could utilise Table 10.
Table 10. Student workload planning and checking table
Programme of studies
Name of the module/course unit, number of credits
Cycle (Professional Bachelor, Bachelor, Master, Doctor)
Competences of the study programme to be developed:
1. .............................................................
2. .............................................................
3. .............................................................
Educational Estimated student Assessment
Intended learning outcomes
activities workload in hours (comments)
1.
2.
3.
2. Checking (reviewing) the estimated workload through student evaluations. There
are different methods to check whether the estimated student workload is correct. First, various
questionnaires can be used at the end of a semester. Second, in order to find out whether the
student study time has been estimated correctly, the same student workload planning table can be
used where students are asked to complete the table themselves, and third, to indicate the actual
time allocated to achieve the learning outcomes, by using Table 10.
20
Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit.
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∆guidelines of competence development in the study field of chemistry
By using the completed forms both teacher and students become aware of the learning
outcomes, their relationship to the competences being developed and the average student
time involved for each of the tasks.
3. Adjustment of the estimated workload through student evaluations. In case the
workload evaluation by the teacher and students differs significantly, it may be necessary to
adjust the educational activities and the estimated student workload. Where the teacher and student
estimates of work time required differ by 10–20%, the estimate should be deemed acceptable.
However, where the estimates differ by more than 25–30%, the teacher is advised to consult
with the colleagues when changing the estimation of workload. Only long-term monitoring of
a degree programme implemented (spanning several semesters) allows seeing this difference,
and drawing conclusions and re-estimating workload after one semester is not recommended. A
review of workload may involve change of the size of a module/course unit expressed in credits.
This can affect the whole degree programme and require its fundamental review, reform and a
better balance of its structural components (modules/course units).
6.6. Determining student workload in the ECTS system
In estimating student workload, institutions must consider the total time needed by students
to achieve the learning outcomes. The teaching/learning activities may vary in different countries,
institutions and subject areas, but typically the estimated workload will result from the sum of:
1. The contact hours for the educational component (number of contact hours per week x
number of weeks);
2. The time spent in individual or group work required to complete the educational
component successfully (i.e. preparation beforehand and finalising of notes after
attendance at a lecture, seminar or laboratory work; collection and selection of relevant
material; required revision, study of that material; writing of reports/papers/projects/
dissertation; practical work, e.g. in a laboratory);
3. The time required to prepare for and undergo the assessment procedure (e.g. examinations);
4. The time required for obligatory work placements.
Other factors to take into consideration for estimating student workload in the various
activities are as follows:
1. The entry level of students for whom the programme (or its components) is designed;
2. The approach to teaching and learning and the learning environment (e.g. seminars
with small groups of students, or lectures with very large numbers of students) and type
of facilities available (e.g. language laboratory, multi-media room).
N.B. Since workload is an estimation of the average time spent by students to achieve the
learning outcomes, the actual time spent by an individual student may differ from this estimate.
Individual students differ: some progress more quickly, while others progress more slowly.
6.7. Examples of determining student workload21
The whole study time can be divided into three parts:
• student‘s preliminary work before contact hours
• contact hours
• student‘s independent work after contact hours.
The scope of independent work can be linked with the teaching/learning approach (Table 11).
21
Determination Workload in Relation to Credits and Notional Hours [2011 01 29]. http://www.unisa.ac.za/contents/faculties/service_dept/bld/
docs/Creditsnotionalhoursandworkload.doc; Karjalainen A., Katariina A., Jutila S. Give me time to Think. Determining Student Workload in
Higher Education. Oulu University Press, 2006.
20 Back to table of contents
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