| Field Qualifications | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 11 | 12 | 13 | 14 | 15 |
| have advanced level of basic conceptual knowledge in the related field considering the implimentations in practice, | 2 | 2 | 2 | 1 | 2 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 |
| have a command of associations among concepts and comprehend the basic concepts in Social and Behavioral Sciences, | 2 | 2 | 2 | 1 | 2 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 |
| have access to authentic information sources in the field of Social and Behavioural Sciences using relevant printed and visual records, | 3 | 1 | 2 | 1 | 3 | 3 | 1 | 1 | 2 | 3 | 2 | 2 | 1 |
| obtain information processing the field knowledge with the help of technical facilities and prepare a report of that processed knowledge with relevant technical tools (e.g computer setting) and have the skill to present them, | 2 | 1 | 3 | 1 | 1 | 3 | 1 | 3 | 2 | 1 | 2 | 1 | 1 |
| have the skill to use the field related knowledge in decision making, implementation of decisions and behaviors, | 3 | 1 | 1 | 3 | 1 | 3 | 1 | 3 | 2 | 1 | 3 | 3 | 1 |
| produce interdisciplinary interpretations establishing relationship between field related sub-branches and some other social sciences and improve the skill of carrying out an analysis, | 3 | 1 | 1 | 3 | 1 | 1 | 2 | 2 | 2 | 3 | 3 | 1 | 1 |
| shoulder the responsibility as an individual and member of a team to solve any problem or mulfunction in any stage of implementation in the field, | 3 | 3 | 1 | 2 | 1 | 2 | 2 | 1 | 3 | 3 | 1 | 1 | 3 |
| route his learning to a further stage in the same field or to an occupation at the same level, | 1 | 3 | 3 | 2 | 1 | 1 | 2 | 3 | 1 | 1 | 2 | 3 | 3 |
| evaluate the obtained field related knowledge filtering and building a cause and effect relationship, | 3 | 3 | 3 | 2 | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 1 | 3 |
| gain the consciousness of lifelong learning and inquisitive skills, | 2 | 2 | 3 | 2 | 3 | 1 | 2 | 3 | 1 | 3 | 2 | 1 | 2 |
| report the skills and knowledge in the field in written and orally, | 3 | 3 | 3 | 2 | 1 | 1 | 2 | 2 | 3 | 3 | 2 | 1 | 2 |
| make use of the knowledge gained throughout their education life in their business life, | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 1 | 3 | 1 | 2 | 3 | 1 |
| reflect their difference based on conceptual richness and theoretical background on their career in professional life, | 3 | 3 | 3 | 2 | 2 | 3 | 1 | 3 | 1 | 1 | 2 | 3 | 2 |
| follow the field related advancements and build relationships with their collegues in one foreign language at least B1 level European Language Portfolio, | 3 | 3 | 3 | 2 | 2 | 3 | 1 | 3 | 1 | 1 | 2 | 3 | 2 |
| are aware of the universality of social rights, social justice, quality, social values and environmental protection, and occupational health and safety. | 1 | 2 | 1 | 2 | 2 | 3 | 1 | 2 | 3 | 1 | 3 | 1 | 2 |
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