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— third cycle: • demonstrate knowledge of the history of national and international women’s movements and their connections to other movements; demonstrate knowledge of the development of Gender Studies as an interdisciplinary field (5); • ability for independent interdisciplinary research on gender both in academic and non-academic contexts (feminist organizations, gender equality activism, equal opportunities policymaking etc.) (12); • ability for the application of quantitative research methods in research on women and gender (13). According to the activists, the level to which the competences are developed in all the three cycles still needs to be improved. Yet, the level to which 6 competences (6, 11, 12, 13, 14, and 16) are developed in the first cycle is assessed as satisfactory. Graph 3c presents the importance of the specific competences in the first, second and third cycles and the level to which they are developed by the university degree, according to the graduates’ rating. The most important competences according to graduates are: — first cycle: • demonstrate knowledge of historical and contemporary cultural representations by and of women (3); — second cycle: • demonstrate understanding of the interaction between gender and other forms of inequality, such as class, ethnicity, sexual orientation and age (7); — third cycle: • knowledge of the uses of the concept of gender in research (1). The least important competence for all the three cycles, according to graduates, is: • ability for the application of quantitative research methods in research on women and gender (13). 71

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

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