ISSN: 2182-1054
DOI : 10.7455/ij s/3.2.2014.a1
Copy igh No ice
Au ho s who publish in he In e na ional Jou nal o Food S udies ag ee o he ollowing e ms:
 Au ho s e ain copy igh and g an he jou nal igh o i s publica ion wi h he wo k simul aneously licensed unde a C ea i e Commons
A ibu ion License ha allows o he s o sha e he wo k wi h an acknowledgemen o he wo k's au ho ship and ini ial publica ion in his
jou nal.
 Au ho s a e able o en e in o sepa a e, addi ional con ac ual a angemen s o he non-exclusi e dis ibu ion o he jou nal's published
e sion o he wo k (e.g., pos i o an ins i u ional eposi o y o publish i in a book), wi h an acknowledgemen o i s ini ial publica ion in his
jou nal.
 Au ho s a e pe mi ed and encou aged o pos hei wo k online (e.g., in ins i u ional eposi o ies o on hei websi e) p io o and du ing he
submission p ocess, as i can lead o p oduc i e exchanges, as well as ea lie and g ea e ci a ion o published wo k.
PhD Compe ences in Food S udies
In e na ional Jou nal
o Food S udies
OFFICIAL JOURNAL OF THE ISEKI_FOOD ASSOCIATION
In e na ional Jou nal o Food S udies IJFS Oc obe 2014 Volume 3 pages 136–144
PhD Compe ences in Food S udies
Chelo Gonzalez-Ma ineza*, C is ina L.M. Sil ab, and Rui Cos ac
aFood Technology Depa men , Uni e si a Poli ecnica de Valencia, Camino de e a s/n, 46022, Valencia,
Spain
bCBQF - Cen o de Bio ecnologia e Qu´ımica Fina, Escola Supe io de Bio ecnologia, Cen o Regional do Po o
da Uni e sidade Ca ´olica Po uguesa, Rua D . An ´onio Be na dino de Almeida, 4200-072 Po o, Po ugal
cIns i u o Poli ´ecnico de Coimb a, Escola Supe io Ag ´a ia, Bencan a, 3040-316 Coimb a, Po ugal
*Co esponding au ho
[email p o ec ed] .es
Tel: + 34 96 387 70 00
Fax: + 34 96 387 76 35
Recei ed: 6 Sep embe 2013; Published online: 18 Oc obe 2014
Abs ac
In Eu opean Highe Educa ion, lea ning ou comes and compe ences ha e been used some imes wi h
di e en meanings and some imes wi h he same meaning. Bu bo h e ms ha e been mo e commonly
used o e e o knowledge, unde s anding and abili ies a s uden mus demons a e a he end o a
lea ning expe ience. Thei use is a consequence o he pa adigm shi o he Bologna P ocess o a lea ne
cen e ed educa ion en i onmen . The de ini ion o s anda ds o compe ences (o lea ning ou comes)
o he PhD deg ee is hus a need o he quali y assu ance o his deg ee. In his wo k, subjec -speci ic
and gene ic compe ences o he PhD in Food Science and Technology and hei alignmen wi h he
Eu opean Quali ica ions F amewo k (EQF) le el desc ip o s o quali y assu ance pu poses ha e been
iden i ied.
Keywo ds: Thi d cycle s udies; Skills; Gene ic compe ences; Speci ic compe ences; Eu opean Quali-
ica ions F amewo k
1 In oduc ion
In he las ew yea s, in e na ional ends in
educa ion ha e shown a shi om he adi-
ional “ eache -cen e ed” app oach o a mo e
“s uden -cen e ed” app oach. While adi ion-
ally he ocus was on wha he eache did,
in ecen yea s he ocus has been on wha
s uden s ha e lea n and can demons a e a
he end o a module o p og amme. To his
aim, all modules and p og ammes in hi d le el
ins i u ions h oughou he Eu opean Highe
Educa ion A ea should be ( e)w i en in e ms
o lea ning ou comes (Kennedy, Hyland, &
Ryan, 2006). In Eu opean Highe Educa ion,
lea ning ou comes and compe ences ha e been
used some imes wi h di e en meanings and
some imes wi h he same meaning, bu bo h
e ms ha e been mo e commonly used o e e
o w i en s a emen s o wha he success ul
s uden /lea ne is expec ed o be able o do a
he end o he module/cou se uni o quali i-
ca ion (Adam, 2004). These compe ences o
ou comes a e usually exp essed as knowledge,
skills o a i udes (Kennedy e al., 2006). In
his wo k, he e m “compe ence” ep esen s a
combina ion o a ibu es in e ms o knowledge
and i s applica ion, skills, esponsibili ies and
a i udes.
The mos common o m o doc o a e p og amme
is s ill based la gely on a supe ised esea ch
p ojec o e h ee o i e yea s du ing which
Copy igh ©2014 ISEKI-Food Associa ion (IFA) 10.7455/ij s/3.2.2014.a1
PhD compe ences 137
he candida e is egis e ed a a highe educa ion
ins i u ion. All doc o al candida es a e equi ed
o make an o iginal con ibu ion o knowledge
by conduc ing an independen esea ch p ojec .
Mo e ecen ly, he e has been a g ea e emphasis
on pe sonal and p o essional de elopmen in
PhD p og ams, which has led o inc easingly
s uc u ed p og ams ha include bo h esea ch
and ans e able skills aining. Acquisi ion
o hese skills, oge he wi h e alua ion o he
candida e’s discipline speci ic esea ch skills, is
gene ally moni o ed o assessed h ough annual
p og ess e iews. Whe he o no he s uc u ed
elemen s a e o mally assessed, examina ion o
he esea ch deg ee i sel ocuses on he quali y
o he candida e´s hesis o equi alen and
his/he de ence o i a he i a oce. Indi idual
ins i u ions speci y en y equi emen s o
doc o al deg ees, his usually being a mas e ’s
deg ee. Rela ed o he unding s uc u es used
by some esea ch councils, mos o he doc o al
deg ees a e s uc u ed a ound a 1+3 model,
wi h candida es comple ing a augh mas e ’s
p og amme be o e emba king on doc o al s ud-
ies. Some candida es a e able o en e doc o al
p og ams on he basis o hei p io p o essional
knowledge and expe ience (QAA, 2011).
Doc o al aining mus emain clea ly dis inc
om he i s and second cycles o highe educa-
ion in he Bologna P ocess. Quali y assu ance
o doc o al aining should be embedded in
he egula esea ch assessmen o esea ch
deg ee awa ding ins i u ions (LERU, 2007). The
de ini ion o s anda ds o compe ences o he
PhD is hus needed o he quali y assu ance
o his deg ee. The main key cha ac e is ics o
ou come-based educa ion ha e been lis ed by
Ha den (2002):
•The de elopmen o clea ly de ined and
published lea ning ou comes ha mus be
achie ed be o e he end o he p og amme;
•The design o a cu iculum, lea ning s a e-
gies and lea ning oppo uni ies o ensu e he
achie emen o he lea ning ou come;
•An assessmen p ocess ma ched o he lea n-
ing ou comes and he assessmen o indi id-
ual s uden s o ensu e ha hey achie e he
ou comes.
When w i ing lea ning ou comes, i is impo an
o w i e hem in such a way ha hey a e capa-
ble o being assessed. Clea ly, i is necessa y o
ha e some o m o assessmen ool o echnique
in o de o de e mine he ex en o which lea n-
ing ou comes ha e been achie ed.
The de ini ion o compe ences o he PhD de-
g ee mus ake in o accoun he u u e needs
o he socie y. Uni e si ies o en belie e ha
academia is s ill he mos aluable calling o
hei PhD g adua es, bu his is no ue any-
mo e as has been concluded in se e al s udies
ca ied ou ecen ly by Fiske (2011) and Cy a-
noski, Gilbe , Led o d, Naya , and Yahia (2011).
In ac , ew PhD g adua es in science (unde
6% in Ge many) e en ually go in o ull- ime aca-
demic posi ions in Eu ope as he numbe o aca-
demic posi ions ha e s agna ed o declined in
mos Eu opean coun ies. Mo eo e , many doc-
o al p og ammes do no adequa ely se e s u-
den s as hey a e o e specialized, wi h cu ic-
ula agmen ed and inc easingly i ele an o he
wo ld beyond academia ( ood indus y, consul-
ancy, go e nmen al o ganiza ions, non-p o i o -
ganiza ions, esea ch cen es, consume associa-
ions . . . ). Expe ise, o cou se, is essen ial o
he ad ancemen o knowledge and o socie y bu
in oo many cases, specializa ion has led o e-
sea ch a eas so na ow ha hey a e o in e es
only o o he people wo king in he same ields,
sub ields o sub-sub ields. Addi ionally many e-
sea che s s uggle o alk o colleagues in he
same depa men , and communica ion ac oss de-
pa men s and disciplines may be e y di icul
(Taylo , 2011).
Expanding he PhD expe ience and p epa ing
holde s o scien i ic doc o a es o be success ul
in a ange o ca ee s should be he main goal o
academia. PhD g adua es mus ha e quali ies
a ac i e no only in academia bu also ou side,
in bo h manu ac u ing and se ice-o ien ed en-
e p ises, in small inno a i e companies, in he
ci il se ices and public adminis a ion, among
o he s (LERU, 2007). Focused semina s in a eas
as communica ion, business basic and public pol-
icy would go a long way owa ds s eng hening
he capabili ies o PhD s uden s and imp o ing
IJFS Oc obe 2014 Volume 3 pages 136–144
138 Gonzalez-Ma inez e al.
hei ca ee p ospec s (Fiske, 2011). This needs
he c ea ion o new models o PhD p og ammes
ha ha e o be de eloped u gen ly.
The aim o his wo k, in he amewo k o
he ISEKI Food 3 Eu opean p ojec (www.iseki-
ood.eu), was o de elop a lis o compe ences o
a hi d cycle le el ela ed o Food S udies. To
his aim, a s udy on he uning o PhD s udies
has been ca ied ou h ough he iden i ica ion
o subjec and gene ic compe ences, hei align-
men wi h he Eu opean Quali ica ions F ame-
wo k le el desc ip o s, access a angemen s, su-
pe ision and assessmen p ocedu es.
2 Me hodology
In he i s phase o he s udy, he ISEKI Food 3
p ojec coo dina o s e iewed he a ious s ud-
ies, epo s and sou ces o in o ma ion on doc-
o al compe ences in Food S udies, bo h a
he Eu opean and na ional le els. This wo k
in ol ed he pa icipa ion o 94 ins i u ions
(mainly highe educa ion ins i u ions) om 30
Eu opean coun ies. Du ing he cou se o se -
e al mee ings, he S ee ing Commi ee, oge he
wi h he coo dina o s, ook he oppo uni y o
seek cla i ica ions and engage in discussion on
he p elimina y esul s.
A e he e iew p ocess and eedback ecei ed
om he di e en mee ings, he wo k was inally
o ganized by aking in o accoun se en g oups
o ou comes. These ou comes deal wi h bo h
he esea ch ac i i ies and wi h he ans e able
skills (gene ic compe ences). In he las s ep,
a inal epo was p epa ed and made a ailable
om he web pages o he p ojec (www.iseki-
ood.eu/deli e ables iseki ood3).
3 Resul s
3.1 PhD compe ences o Food
S udies
The subjec -speci ic compe ences comp ised
esea ch echniques, en i onmen and manage-
men and a e lis ed in Table 1. The gene ic
compe ences comp ised pe sonal e ec i eness,
communica ion skills, ne wo king and eam
wo king and ca ee managemen and a e lis ed
in Table 2.
In ood s udies, he PhD s uden mus de elop
subjec -speci ic compe ences di ec ly ela ed
wi h he opic o he s udies, he co e com-
pe ences o he deg ee, ha a e cha ac e is ic
o he s uden ’s capabili y o wo king a he
on ie s o science. The compe ences ela ed
o esea ch en i onmen a e essen ial o he
s uden ’s coexis ence in he esea ch g oups
wi h which he/she is in ol ed in o de o
a oid con lic s and he managemen o esea ch
compe ences assu es he s uden ’s au onomy
in u u e esea ch ac i i ies. The gene ic skills
lis ed in Table 3s eng hen he in eg a ion in
he esea ch en i onmen and he au onomy in
u u e esea ch de elopmen .
As he e is always he dange o being o e -
ambi ious when w i ing compe ences, in his
documen a desi able le el o achie emen
(low, medium, high) o each ou come has been
es ablished (Tables 1and 2).
Mos o he compe ences desc ibed can be
achie ed and/o e alua ed by measu ing di e -
en i ems such as:
•P oduc i i y o he PhD s uden in e ms o
numbe o publica ions o publishable qual-
i y which would sa is y pee e iew;
•O al p esen a ions gi en in scien i ic con-
e ences, wo kshops and comme cial ades
in bo h na ional and in e na ional e en s o
p omo e he use o di e en languages;
•S uc u ed cou ses ou side he lab, including
classes in managemen , communica ion and
o he ans e able skills;
•P omo ing and e alua ing he pa icipa ion
o he PhD s uden in eaching ac i i ies;
•Fa ou ing he exchange and collabo a ion
wi h o he labs (i.e. in o he coun ies);
•P omo ing highly in e disciplina y p ojec s;
•P omo ing supe iso s om a ange o dis-
ciplines;
•P omo ing oppo uni y o PhD s uden s o
supe ise Bachelo ’s o Mas e ’s heses;
IJFS Oc obe 2014 Volume 3 pages 136–144
PhD compe ences 139
•P omo ing oppo uni ies o PhD s uden s
o in eg a e p ojec applica ion in expe i-
enced eams;
•Fa ou ing he e alua ion o he p og ess in
his/he esea ch ( oge he wi h a men o , a
p o esso ).
3.2 Alignmen o PhD
compe ences wi h he
Eu opean Quali ica ions
F amewo ks le el desc ip o s
The EQF is a common Eu opean e e ence
amewo k which links coun ies’ quali ica ions
sys ems oge he , ac ing as a ansla ion de ice
o make quali ica ions mo e eadable and un-
de s andable ac oss di e en coun ies and sys-
ems in Eu ope. The quali ica ions amewo k
includes desc ip o s o each le el o quali ica-
ions (Eu opean Commission, 2008).
In 2005, he quali ica ions amewo k o he Eu-
opean Highe Educa ion A ea de ined six de-
sc ip o s o he hi d cycle (PhD; see Table
3) (Minis y o Science, Technology and Inno-
a ion, 2005). In 2008, he Eu opean Pa lia-
men o icially ecommended he es ablishmen
o he Eu opean Quali ica ions F amewo k o
li elong lea ning (LLL) in he EU. This ame-
wo k p esen s h ee desc ip o s o he 8 h le el
(PhD; see Table 4). (Eu opean Commission,
2008).
Any quali y assu ance sys em ela ed o he hi d
cycle mus use hese desc ip o s as guidelines o
he e alua ion o he achie emen s o he espec-
i e p og ams being e alua ed.
E e y desc ip o o bo h amewo ks has some
co espondence(s) wi h he PhD compe ences o
ood s udies he e de ined (see Table 5). Howe e ,
some compe ences o ood s udies de ine opics
ha do no ind co espondence wi h he desc ip-
o s, pa icula ly:
1.1.8: demons a e abili y o wo k well ac oss
disciplines.
1.3.2, 1.3.3, 1.3.4, 1.3.5: manage a eam o peo-
ple, apply e ec i e p ojec managemen h ough
he se ing o esea ch goals, in e media e mile-
s ones and p io i iza ion o ac i i ies, ecognise
p inciples o p ojec and ime managemen , ap-
ply o unding o a ac o he companies o
wo k in a esea ch p ojec .
2.1.1, 2.1.2, 2.1.3, 2.1.4: demons a e lexi-
bili y and open-mindedness, when wo king wi h
di e en en i onmen s and people, show abili y
o handle di icul ies in esea ch o o he p o-
essional ac i i ies in an app op ia e way, show
abili y o eac quickly and e ec i ely o unp e-
dic able/un o eseen si ua ions, show abili y o
adap o di e en cul u es and socio-economic
en i onmen s.
2.3.1, 2.3.2, 2.3.3, 2.3.4: de elop and main ain
co-ope a i e ne wo ks and wo king ela ionships
wi h supe iso s, colleagues and pee s wi hin he
ins i u ion and he wide esea ch communi y,
unde s and one’s beha iou and impac on o h-
e s when wo king in and con ibu ing o he suc-
cess o o mal and in o mal eams, lis en, gi e
and ecei e eedback and espond pe cep i ely
o o he s, de elop capaci y o engage in mul i-
disciplina y wo ks.
2.4.1, 2.4.2: app ecia e he need o and show
commi men o con inued p o essional de elop-
men , demons a e an insigh in o he ans e -
able na u e o esea ch skills o o he wo k en i-
onmen s and he ange o ca ee oppo uni ies
wi hin and ou side academia.
These compe ences a e almos exclusi ely on e-
sea ch managemen , pe sonal e ec i eness, ne -
wo king and eam wo king and ca ee manage-
men . The de i a ion o he de ini ions o compe-
ences om he desc ip o s was expec ed, since
he desc ip o s de ined he le el o e e y PhD
s udy o e e y subjec and hus a e mo e gen-
e al and de ine he common denomina o o all
knowledge a eas and he minimum o dis inguish
he a ious le els o quali ica ions. Subjec spe-
ci ic compe ences a e, by de ini ion, mo e speci ic
o he pa icula PhD i is e e ed o.
4 Conclusion
The esul s o he p esen wo k can be used in he
u u e o Quali y Assu ance s anda ds o Eu o-
pean PhD Food S udies, no only as a pilla o se
he basis o he u u e PhD p og ams, bu also
o modi y and o imp o e p esen PhD s udies.
IJFS Oc obe 2014 Volume 3 pages 136–144

140 Gonzalez-Ma inez e al.
Table 1: Speci ic compe ences o PhD ood s udies1
1.1.Resea ch skills and echniques
To be able o: Le el (*)
1.1.1 demons a e o iginal, independen and c ea i e hinking High
1.1.2 demons a e abili y o pe o m o iginal and independen esea ch wi hin High
a scien i ic discipline o in e disciplina y collabo a ion
1.1.3 demons a e abili y o ‘wo k in dep h a he on ie s o knowledge’ and Medium
ac oss disciplina y bounda ies
1.1.4 o mula e and apply solu ions o esea ch p oblems and e ec i ely High
in e p e esea ch esul s
1.1.5 demons a e an unde s anding o ele an esea ch me hodologies and High
echniques and hei app op ia e applica ion wi hin one’s esea ch ield
1.1.6 analyse c i ically and e alua e one’s indings and hose o o he s High
1.1.7 ecognise and in eg a e ideas and esou ces om a wide pool o sou ces High
1.1.8 demons a e abili y o wo k well ac oss disciplines High
1.2. Resea ch en i onmen
To be able o: Le el(*)
1.2.1
show a b oad unde s anding o he con ex in which esea ch akes place:
Low-Medium
unde s and he ele ance o esea ch in socie y and he po en ial impac
o esea ch on indi iduals, g oups and socie y
1.2.2
demons a e awa eness o issues ela ing o he igh s o o he esea che s
Medium-High
and o esea ch subjec s e.g. con iden iali y, a ibu ion, copy igh , e hics,
malp ac ice, a oidance o plagia ism, owne ship o da a and he
equi emen s o he Da a P o ec ion Ac .
1.2.3 unde s and ele an heal h and sa e y issues and demons a e High
esponsible wo king p ac ices
1.2.4 unde s and he p ocesses o unding, e alua ion o esea ch and Medium
g an applica ion p ocedu es
1.2.5 unde s and di e en cul u al en i onmen s, including he business wo ld, Low
and he con ibu ion ha knowledge ans e can make o socie y
1.3. Resea ch managemen
To be able o: Le el(*)
1.3.1 de elop new esea ch p ojec s Medium
1.3.2 manage a eam o people Medium
1.3.3 apply e ec i e p ojec managemen h ough he se ing o esea ch goals, Medium
in e media e miles ones and p io i isa ion o ac i i ies
1.3.4 ecognise p inciples o p ojec and ime managemen High
1.3.5 apply o unding o a ac o he companies o wo k in a esea ch p ojec Low-Medium
(*) minimum desi ed le el
1p oposed by ISEKI3 FOOD ne wo k
IJFS Oc obe 2014 Volume 3 pages 136–144
PhD compe ences 141
Table 2: Gene ic compe ences (key ans e able skills) o PhD ood s udies1
2.1. Pe sonal e ec i eness
To be able o: Le el(*)
2.1.1 demons a e lexibili y and open-mindedness, when wo king wi h di e en high
en i onmen s and people
2.1.2 show abili y o handle di icul ies in esea ch o o he p o essional high
ac i i ies in an app op ia e way
2.1.3 show abili y o eac quickly and e ec i ely o unp edic able/un o eseen medium
si ua ions.
2.1.4 show abili y o adap o di e en cul u es and socio-economic high
en i onmen s (by means o an in e na ional expe ience, mobili y)
2.2. Communica ion skills
To be able o: Le el(*)
2.2.1 w i e ( epo ) luen ly and e icien ly scien i ic publica ions high
2.2.2 de end own pape s in scien i ic con e ences high
2.2.3 show abili y o communica e e ec i ely o a b oad amewo k o audiences
high
(in e disciplina y eams, expe con e ences, science o socie y, wo kshops)
2.2.4 e ec i ely suppo he lea ning o o he s when in ol ed in eaching, medium
men o ing o demons a ing ac i i ies
2.2.5 communica e/discuss e ec i ely wi h esea che s om o he disciplines high
2.3. Ne wo king and eamwo king
To be able o: Le el(*)
2.3.1
de elop and main ain co-ope a i e ne wo ks and wo king ela ionships
medium
wi h supe iso s, colleagues and pee s wi hin he ins i u ion and he
wide esea ch communi y
2.3.2 unde s and one’s beha iou and impac on o he s when wo king in and low
con ibu ing o he success o o mal and in o mal eams
2.3.3 lis en, gi e and ecei e eedback and espond pe cep i ely o o he s medium
2.3.4 de elop capaci y o engage in mul idisciplina y wo ks medium
2.4. Ca ee managemen
To be able o: Le el(*)
2.4.1 app ecia e he need o and show commi men o con inued p o essional medium
de elopmen
2.4.2
demons a e an insigh in o he ans e able na u e o esea ch skills
high
o o he wo k en i onmen s and he ange o ca ee oppo uni ies
wi hin and ou side academia
(*) minimum desi ed le el
1p oposed by ISEKI3 FOOD ne wo k
IJFS Oc obe 2014 Volume 3 pages 136–144
142 Gonzalez-Ma inez e al.
Table 3: Thi d cycle (PhD) desc ip o s o he Eu opean Quali ica ions F amewo k o he Eu opean
Highe Educa ion A ea
Comple ion o he hi d cycle is awa ded o s uden s who ha e he ollowing
quali ica ions:
1. ha e demons a ed a sys ema ic unde s anding o a ield o s udy and mas e y o he skills
and me hods o esea ch associa ed wi h ha ield;
2. ha e demons a ed he abili y o concei e, design, implemen and adap a subs an ial
p ocess o esea ch wi h schola ly in eg i y;
3. ha e made a con ibu ion h ough o iginal esea ch ha ex ends he on ie o knowledge
by de eloping a subs an ial body o wo k, some o which me i s na ional o in e na ional
e e eed publica ion;
4. a e capable o c i ical analysis, e alua ion and syn hesis o new and complex ideas;
5. can communica e wi h hei pee s, he la ge schola ly communi y and wi h socie y in
gene al abou hei a eas o expe ise;
6. can be expec ed o be able o p omo e, wi hin academic and p o essional con ex s,
echnological, social o cul u al ad ancemen in a knowledge based socie y.
Table 4: Le el 8 h (PhD) desc ip o s o he Eu opean Quali ica ions F amewo k o Li elong Lea ning
1. knowledge: knowledge a he mos ad anced on ie o a ield o wo k o s udy and
a he in e ace be ween ields;
2. skills: he mos ad anced and specialised skills and echniques, including syn hesis and
e alua ion, equi ed o sol e c i ical p oblems in esea ch and/o inno a ion and o ex end
and ede ine exis ing knowledge o p o essional p ac ice;
3. compe ence: demons a e subs an ial au ho i y, inno a ion, au onomy, schola ly and
p o essional in eg i y and sus ained commi men o he de elopmen o new ideas o
p ocesses a he o e on o wo k o s udy con ex s including esea ch.
IJFS Oc obe 2014 Volume 3 pages 136–144
PhD compe ences 143
Table 5: Rela ionship be ween LLL and EHEA desc ip o s (g ey backg ound) and ISEKI PhD compe-
ences
EQFHE
EQFLLL
1. knowledge: knowledge a he 2. skills: he mos ad anced and 3. compe ence: demons a e
mos ad anced on ie o a specialised skills and subs an ial au ho i y,
ield o wo k o s udy and a echniques, including syn hesis inno a ion, au onomy,
he in e ace be ween ields; and e alua ion, equi ed o schola ly and p o essional
sol e c i ical p oblems in in eg i y and sus ained
esea ch and/o inno a ion commi men o he
and o ex end and ede ine de elopmen o new ideas o
exis ing knowledge o p ocesses a he o e on o
p o essional p ac ice; wo k o s udy con ex s
including esea ch.
1.1.1 - 1.1.2 - 1.2.2
1.3.1 - 1.2.4 - 2.2.4
1.ha e demons a ed a
sys ema ic unde s anding o a
ield o s udy and mas e y o
he skills and me hods o 1.1.3 1.1.2 - 1.1.5 - 1.2.3
esea ch associa ed wi h
ha ield;
2. ha e demons a ed he
1.1.2
abili y o concei e, design,
implemen and adap a 1.1.4 - 1.1.5
subs an ial p ocess o esea ch
wi h schola ly in eg i y;
3.ha e made a con ibu ion
h ough o iginal esea ch ha
ex ends he on ie o
knowledge by de eloping a
subs an ial body o wo k, 1.1.3 - 2.2.1
o which me i s na ional
o in e na ional e e eed
publica ion;
4.a e capable o c i ical
analysis, e alua ion and 1.1.1 - 1.1.2 - 1.1.6 - 1.1.7
syn hesis o new and complex
ideas;
5.can communica e wi h hei
pee s, he la ge schola ly
communi y and wi h socie y in 2.2.1 - 2.2.2 - 2.2.3 - 2.2.5
gene al abou hei a eas o
expe ise;
6. can be expec ed o be able
1.1.5
o p omo e, wi hin academic
and p o essional con ex s, 1.2.1 - 1.2.5 - 1.3.1
echnological, social o
cul u al ad ancemen in a
knowledge based socie y.
IJFS Oc obe 2014 Volume 3 pages 136–144