SUBSTANTIAL DIFFERENCES
EXAMPLES
Example 1 - Relevant outcomes should match
An applicant has obtained a qualification in engineering, which prepares for admission to PhD programmes in
engineering and also provides professional rights in the field of engineering. If the purpose of recognition is
admission to a PhD programme in engineering, the qualification should be evaluated only on the basis of the
outcomes required for admission to the PhD programme, and not on the basis of the professional rights.
On the other hand, if the applicants seeks recognition for professional purposes, the evaluation should be
based on the outcomes required for entrance into the profession.
Return to Recommendation – Comparing outcomes of qualifications
Example 2 – Accept (non-substantial) differences in content
If an applicant is seeking recognition for a purpose which is in line with the outcomes of his qualification (such
as admission to a master’s programme in history on the basis of a bachelor’s degree in history), the competent
recognition authority will usually be glad to report that no substantial differences exist between the
qualification of the applicant and the required one.
Obviously, there are bound to be differences in the contents of history programmes offered in two different
countries with respect to the subjects covering the national history. However, these differences should not be
considered as substantial, since the applicant has developed the competences to easily extend his knowledge
of history to any particular period or country.
Return to Recommendation – No substantial differences identified
Example 3 - Accept (non-substantial) differences in orientation
If an applicant wishes to change his field of study between the bachelor’s and master’s degrees, this does not
automatically constitute a substantial difference by itself, as long as the overall academic and/or professional
goals of the two programmes are coherent. For instance, a bachelor’s degree in physics could constitute
adequate preparation for admission to a master’s programme in the history of science or philosophy of science.
If the applicant is seeking admission to a graduate programme in a more remote field, he can in all fairness be
required to complete additional requirements such as certain prerequisite courses. This would also be required
of national students who choose to continue in a more remote field at the graduate level.
Return to Recommendation – No substantial differences identified
Example 4 - Accept (non-substantial) differences in orientation
In many EHEA countries, the combined workload of consecutive bachelor and master programmes is 300 ECTS
(usually 180 ECTS for the bachelor programme and 120 ECTS for the master programme). However, there are
also countries where a bachelor programme of 180 ECTS may be followed by a master programme of 60 ECTS.
These master programmes may have similar purposes and learning outcomes as the 120 ECTS master
programmes, such as specialising in one of the main research areas of the chosen field of study, learning how
to carry out original research, and preparing for admission to PhD programmes. Therefore, a difference of 60
ECTS between two master programmes should not be automatically considered as a substantial difference. All
aspects of the master degree should be taken into account (level, workload, quality, profile and learning
outcomes) and only substantial differences in the overall outcome of the programme (which would prevent the
applicant to succeed in the desired activity) should be reported.
Return to Recommendation – No substantial differences identified
Example 5 - Substantial difference found
An applicant with a master’s degree in Applied Computer Science applies for admission to a PhD programme in
Informatics. The main learning outcomes of the Master programme in Applied Computer Science are being able
to: meet the needs of employers in the area of information technology, apply theory to the practical problems
of developing information systems, and provide technological and managerial perspectives on information
management. The requirement for admission to the PhD programme is a relevant master degree and research
skills. The competent recognition authority reports to the applicant that the master’s degree in Applied
Computer Science fulfils the formal requirements, but that the lack of research in the master programme is a
substantial difference that will make it very difficult for the applicant to succeed in the PhD programme. Based
on this outcome of the evaluation, a higher education institution might consider whether conditional recogni-
tion could be granted, requiring the applicant to improve his research skills in the first stages of the PhD
programme.
Return to Recommendation – Substantial differences found