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Letzte Aktualisierung: 4. July 2025

Towards
shared descriptors for Bachelors and Masters

A report from
a Joint Quality Initiative informal group (contributors to the discussions
and drafting of the BaMa descriptors include those listed in
Annex A)

I. 
Background

1.

The
Bologna declaration / process proposes the introduction, within a European
higher education space, of a system of qualifications in higher (tertiary)
education that is based on two cycles.  The first (undergraduate) cycle
culminates in the award of Bachelor’s degrees. The second cycle of study
seeks to build on those attributes gained during the first cycle, leading to
(postgraduate) qualifications that include Master’s degrees and doctorates. 
The Bologna process also seeks to encourage a nomenclature of awards that is
comparable between countries and is easily readable, thus enhancing
understanding of HE qualifications and encouraging mobility of those
studying within the European higher education space.

2.

One
aspect of the work under the Joint Quality Initiative (JQI) has been to
consider the development of descriptors for Bachelor’s and Master’s (BaMa
descriptors) that might be shared within Europe and be available for a
variety of purposes depending on particular national, regional or
institutional contexts and requirements. A group with members from several
national or region QA organisations (see Annex A) has discussed the diverse
requirements for, and characteristics of, such BaMa descriptors, and have
developed descriptors that may now be tested and shared.

3.


Several national and regional projects have sought, or are currently
working, to identify the characteristics associated with particular HE
qualifications, and develop taxonomies and frameworks that clarify the
relationships between qualifications. The work of the JQI group has included
detailed consideration of such projects and has additionally drawn on the
outcomes of discussions in Helsinki on common characteristics of Bachelor’s.
The Helsinki discussions characterised Bachelor’s by the extent of study
(years or ECTS); the work of the JQI group has been concerned with
identifying the academic and other requirements that, as the outcomes of
study, characterise and distinguish between Bachelor’s and Master’s.

4.

A
survey was carried out amongst participants in the JQI project in
preparation for the discussions on the possible form, content and
application of BaMa descriptors.  Responses indicated a variety of needs and
potential uses for such descriptors, and also the importance of having a
shared understanding of the terms used both within the descriptors and to
describe the context(s) in which they may be applied.

5.

All
participants agreed that each descriptor should indicate an overarching
summary of the outcomes of a whole programme of study. The descriptor should
be concerned with the totality of the study, and a student’s abilities and
attributes that have resulted in the award of the qualification. The
descriptor should not be limited to describing merely the outcomes of units
of assessment at the level of the qualification. The group has thus sought
to develop a shared qualification descriptor, not a shared level
descriptor. It was however noted that within some national, regional and
institutional contexts there might also be a requirement for the local
development of level descriptors.

6.

The JQI group discussed the merits of seeking a single shared descriptor for
Bachelor’s and similarly one for Master’s, as opposed to seeking a process
to demonstrate ‘compatibility’ between descriptors developed for national,
regional or institutional purposes and that that reflect the detail of local
contexts.  In line with the essence of Bologna the group concluded that it
should seek a single generic descriptor for all Bachelor’s degrees,
and similarly a single generic descriptor for all Master’s degrees. 
The group recognises that the development of these descriptors should not
hinder any national, regional or local requirements for additional
descriptors.  

7.

There are a wide variety of programmes leading to Bachelor’s awards,
differing in content, delivery and process, and nomenclature; for example, a
number of countries discriminate between Professional Bachelor’s and
Academic Bachelor’s awards. Similarly, there are a wide variety of
programmes leading to different types of Master’s degree. It was agreed that
the value of the generic descriptors would be enhanced substantially if they
could be cross-referenced to more detailed programme profiles or
specifications.

8.

A
programme profile / specification would identify the particular components
of the programme leading to the qualification; for example it might include
prerequisites for entry to the programme, details of the components, their
delivery and assessment, and any requirements relating to regulated
professions. The form and components within the profile would reflect
national, regional or institutional contexts and be related to the needs and
responsibilities of those awarding or accrediting the particular programme.

9.

The JQI group considered that, in keeping with the Bologna process, the
shared descriptors should be formulated in a language and style that is
‘readable’ by all who would have an interest in them, in particular
students, their sponsors, employers, HE academics and their managers, and
the general public. The following represents proposals towards generic
descriptors that may be useful as indicators or reference points to the
abilities and qualities of holders of Bachelor’s and Master’s degrees
awarded within the European higher education space.

 

II.
Shared descriptors for Bachelor’s and Master’s

10.


Bachelor’s degrees are awarded to students who:

• have
  demonstrated knowledge and understanding in a field of study that builds
  upon and supersedes 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
  professional1 
  
  approach  to their work or vocation, and have competences2
  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.

…………………………………………………………. 

1
The word
‘professional’ is used in the descriptors in its broadest sense, relating to
those attributes relevant to 

undertaking work or a vocation and that involves the application of some
aspects of advanced learning. It is not used with regard to those specific
requirements relating to regulated professions. The latter may be identified
with the profile / specification.

2
The
word ‘competence’ is used in the descriptors in its broadest sense, allowing
for gradation of abilities or skills. It is not used in the narrower sense
identified solely on the basis of a ‘yes/no’ assessment.

…………………………………………………………. 

11. 
Master’s degrees3 
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 research4
  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.

 

 III.
Testing the shared
descriptors

12.    
Members of the group have initiated discussions about options for testing
the BaMa descriptors in joint ‘pilot studies’ that involve different
approaches to QA.  Such studies will seek to investigate the utility of the
descriptors, and in particular their form, components and levels of
expectations. In addition to contributing to transparency concerning the
nature of Bachelors and Masters qualifications, it is anticipated that such
trans-national investigations will also contribute to enhancing the
understanding and recognition of the various purposes and characteristics of
different evaluation systems.

………………………………………………………….

 

3 

Some JQI
representative suggested that MBA programmes should be specifically
excluded; others consider that MBA programmes should reflect the attributes
contained within the shared Masters descriptor.

4 ‘research’
is used to cover a wide variety of activities, with the context often
related to a field of study; the term is used here to represent a careful
study or investigation based on a systematic understanding and critical
awareness of  knowledge.

…………………………………………………………. 

Annex A

Those
who have contributed to the discussions and drafting of the
shared BaMa descriptors
include:

Marlies Leegwater (MinOCW; Netherlands)	Bryan Maguire  (NQAI; Ireland)
Dirk Van Damme (Flemish Inter-universities  Council)	Jose-Gines Mora (Council of Universities; Spain)
Mark Frederiks  (HBO-raad; Netherlands)	Ulf Ohlund  (HSV; Sweden)
Josep Grifoll  (Agenqua; Catalunya)	Seamus Puirseil  (HETAC; Ireland)
Nick Harris  QAA; UK)	Hermann Reuke  (ZEvA; Germany)
Linda de Kock  (Min. Flemish Community)	Sverre Rustad (NNR; Norway)
Wofgang Koerner (MKW Nierdersachsen;  Germany)	Gemma Reurat (Agenqua;  Catalunya)
Cees Karssen  (Trailblazer Committee, Netherlands)	Ko Scheele  (Insp. Onderwijs;  Netherlands)
Dorte Kristoffersen  (EVA; Denmark)	Christian Thune (EVA; Denmark)
Tobias Lindeberg  (EVA; Denmark)	Noel Vercruysse (Min. Flemish  Community)
Ton Vroeijenstijn  (VSNU;  Netherlands)	Inge de Wolf (Insp. Onderwijs;  Netherlands)

The differences are:

knowledge and understanding

•   .. from .. advanced textbook level +  .. to .. extended /
enhanced knowledge and understanding that provide a basis or opportunity for
originality in developing or applying ideas .. often in a research context
…  ;

• 


applying knowledge and understanding

•..  from .. devising and sustaining arguments .. to ..
problem-solving abilities in new or unfamiliar environments within broader
(or multidisciplinary) contexts .. ;

 •making
judgements

•  .. from..  gathering and interpreting relevant data  ..  to.. 
having the ability to  integrate knowledge and handle complexity, and
formulate judgements with incomplete data .. ;

communication

•  .. from ..  can communicate  information, ideas problems and
solutions .. to ..  can communicate their conclusions and the
underpinning knowledge and rationale under;

• 


learning skills

•   .. from .. have developed those skills needed to study further
with a high level of autonomy .. to .. studying in a manner that may
be largely self-directed or autonomous.