Abstract
“General” and “field-specific” Quality Assurance procedures, although sharing many “technical” instruments (self evaluation reports, peer reviews, benchmarks vs. reference points, etc.), have different directions. The motivations behind “field-specific” initiatives are critically presented in this paper. They are strictly correlated with Qualification Frameworks that, while preserving the autonomy of higher education institutions in defining their teaching offers, define common and transparent employability objectives for the benefit of students, graduates and all other stakeholders. However, “while learning outcomes have been generically defined for the degree structure”, it is now necessary “to further develop descriptors for subject specific knowledge, skills and competences. ... leaving still plenty of freedom for programme diversity.” (Bologna Process, 2009a). Qualification Frameworks and field-specific Quality Assurance lead naturally to “pre-professional accreditation” that can be given an international value by “European Quality Labels”.
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