In European Higher Education, learning outcomes and competences have been used sometimes with different meanings and sometimes with the same meaning. But both terms have been more commonly used to refer to knowledge, understanding and abilities a student must demonstrate at the end of a learning experience. Their use is a consequence of the paradigm shift of the Bologna Process to a learner centered education environment. The definition of standards of competences (or learning outcomes) for the PhD degree is thus a need for the quality assurance of this degree. In this work, subject-specific and generic competences for the PhD in Food Science and Technology and their alignment with the European Qualifications Framework (EQF) level descriptors for quality assurance purposes have been identified.

Two different pre-treatments were applied to grapes prior to drying in a mixed mode solar dryer. Grapes were blanched in water and in a 0.1% sunflower oil water emulsion, both at 99◦C and for approximately 15 seconds. Several models were tested to fit the experimental data of drying curves but the normalized Newton model gave the best fit results. Samples blanched in hot water or in the 0.1% edible oil emulsion had faster drying rates than untreated samples. Contrary to what was expected, pre-treating with the 0.1% edible oil emulsion did not increase the drying rate to a higher extent than blanching. Pre-treatments did not give a noteworthy difference in the total drying time. However, they had an important role in accelerating initial drying rates, thus preventing moulds and bacterial growth and consequently increasing farmers’ income