Study Programmes (CdS) lie at the core of the educational mission of universities and are designed by identifying one or more intended graduate profiles, defined on the basis of their scientific, cultural, and\/or professional characteristics. Coherent learning pathways lead to the acquisition of the specific knowledge and skills associated with these profiles.<\/p>\n
The design<\/b> of Study Programmes must involve both internal and external stakeholders, selected according to the nature and objectives of the programme. Among the external stakeholders are the organisations, institutions, and professional bodies potentially interested in the cultural and professional profile of the graduates identified by the Study Programme (organisations representing the production of goods and services, professional associations, and, where appropriate, scientific societies, research centres, academic and cultural institutions of national or international relevance, etc.).<\/p>\n
The expected learning outcomes<\/strong>1<\/a><\/sup> of Study Programmes are defined according to the Dublin Descriptors<\/b><\/a>2<\/a><\/sup>:<\/p>\n These are structured according to the level (cycle<\/em>) of the Study Programme: first cycle (Bachelor\u2019s Degree<\/em>), second cycle (Master\u2019s Degree<\/em>). The third cycle corresponds to the PhD.<\/p>\n Study Programmes must be constantly updated<\/strong>, take into account the most advanced knowledge in the disciplines, also with a view to continuation in subsequent cycles, and ensure interaction<\/strong> with both the research environment and the world of work.<\/p>\n Following the design and initial accreditation phases, the QA cycle of the study programme includes the following<\/p>\n on an annual basis: <\/em><\/p>\n and, on a cyclical basis<\/em>:<\/p>\n\n
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