The Routledge Companion to Research in the Arts

Contexts

They exercise initiative in applying thinking skills critically and creatively

to recognize and approach complex problems, and make reasoned, ethical

decisions;

They understand and appreciate their own cultures and personal histories,

and are open to the perspectives, values and traditions of other individuals

and communities. They are accustomed to seeking and evaluating a range of

points of view, and are willing to grow from the experience.

(iBo 2010: 3)

although these two sets of criteria are not exactly the same, it can be seen that they
follow some broadly similar themes, and it would be equally conceivable for us to claim
that the international Baccalaureate statement applies to undergraduates as to 3–12
year olds. at either level, these indicators of performance need to be contextualized
by experienced professionals who can determine what would constitute average or
exceptional performance of these skills at a given level. For this reason we assert that
no absolute standard of quality exists.
We also made a second claim above: that quality judgements are ‘situated’, i.e.
subject- specific. one can make a comparison of the Qaa benchmarks statements in
two very different subjects, e.g. chemical engineering and art.

Chemical engineering:

be able to apply appropriate quantitative science and engineering tools to the

analysis of problems;

be able to demonstrate creative and innovative ability in the synthesis of

solutions and in formulating designs;

be able to comprehend the broad picture and thus work with an appropriate

level of detail.

must have an appreciation of the wider multidisciplinary engineering

context and its underlying principles;

must appreciate the social, environmental, ethical, economic and commercial

considerations affecting the exercise of their engineering judgement.

must possess practical engineering skills acquired through, for example,

work carried out in laboratories and workshops; in industry through supervised

work experience; in individual and group project work; in design work; and

in the development and use of computer software in design, analysis and

control. Evidence of group working and of participation in a major project

is expected. However, individual professional bodies may require particular

approaches to this requirement.

(Qaa 2006: appendix a)

art and design:

be able to:

present evidence that demonstrates some ability to generate ideas

independently and/or collaboratively in response to set briefs and/or as self-

initiated activity;