Internationalisation and joint programmes / degrees

David Crosier Eurydice World Bank Seminar 31 March 2009, Skopje

Presentation overview

 What is internationalisation?

 The rise of joint programmes / degrees  Opportunities, issues and questions for interested Macedonian universities

What is internationalisation?

 Jane Knight: «The process of integrating an international dimension into the research, teaching and services function of higher education »  But what is an ‘international dimension’? (no shared concept)

A short history of internationalisation

      Until 1980s: internationalisation = mobility (mainly from developing to developed countries) Since 1987: Erasmus - short-term exchanges for an international experience Establishment of institutional networks and recognition procedures, and attention to curriculum 1990s pioneer joint programmes Since 1999 - Bologna Process as a response to global developments -> internationalisation moves to the centre of institutional strategy -> rise of joint programmes Boost from Erasmus Mundus (2004)

The rise of Joint Programmes

 EUA Survey on Master Degrees and Joint Degrees in Europe

,

Christian Tauch and Andrejs Rauhvargers (Sept 2002) - legal recognition difficulties for joint degrees - Bilateral programmes more frequent than joint programmes - Joint programmes more common at Master and Doctoral levels - little information about the reality of joint programmes…

EUA Joint Masters project, 2003/4

  Focus on joint programmes to learn about “European dimension” in action Improving inter-university cooperation through:  transparency and agreement on degree structures  student and professor mobility  joint curriculum development  proper use of ECTS  Language policy

Project Outcomes: Who benefits?

   

Students

: expansion of minds & opportunities

Academics:

development of research & teaching networks

Institutions

: enhance reputation & institutional cooperation

Europe

: respond to professional development needs; European citizenship & inter-cultural understanding; global recognition of European strengths

But challenges for Europe: definitions and structures

 Variety of course structures – linked to subject/student numbers/research/institutional capacity/priorities etc - & no desire for standardisation   Profile of Master degrees (self-standing vs integrated; academic vs professional) Recognition barriers – progress in European legislation, but national legislation barriers  Quality assurance for trans-national programmes

Challenges for Europe II: funding and compatibility

 Incompatible national funding frameworks – tuition fees; portability of grants/loans; social security and pension transferability etc  Distribution of limited resources across institutions in differing socio-economic contexts  Programme sustainability and development in a competitive environment

Challenges for Europe III: academic coherence

 Admission – variable entrance criteria?  Impact on research? (No assessment)  Language of instruction: is one language sufficient?

 Common standards across institutions ECTS not used consistently  Grading & assessment: difficult to coordinate  Diploma Supplement – not used

Challenges for Europe IV: access & elitism

 Programmes tend to attract élite affluent students  Lack of support for non-traditional students – funding, child-care, needs of disabled etc  geographical exclusion : especially South East and Central and Eastern Europe  Mainstreaming joint programmes – need for institutional anchoring

Developments over the past 5 years

 Dramatic increase in joint programmes since Erasmus Mundus  Improvement in national legislation to permit joint degrees (75% of Bologna countries say they have reviewed legislation to permit joint degrees)  But programmes generally have small number of students (24 average in DAAD survey)   European programmes for non Europeans?

Sustainability?

The future: Erasmus Mundus 2009 - 13

 New phase of Erasmus Mundus  Open to doctoral programmes as well as masters  Expectation for 2013: 150 Erasmus Mundus Masters Courses (EMMCs) + 35 Doctoral Programmes  + scholarships and fellowships etc  Open to Western Balkans – new opportunities

Yet questions remain

 Greater funding incentives for institutions are required (EM not sufficient)  Additional support will be needed to stimulate development in Western Balkans  Need for targeted funding for students with low socio economic status  Institutional policy/strategy – crucial dimension for long-term success

Questions for Macedonian HEIs

 Who is the driver of the joint programme concept? (academics, international relations, external pressures/opportunities?)        What are the needs for joint programmes?

What are the criteria for partners?

How are the programmes to be funded?

Are the key academics fully committed?

Are the institutions fully committed?

How much mobility? How long? How will quality be enhanced?

Considerations for new Joint Master Programmes (EUA Golden Rules)

1 2 3 4 5 Know why you are setting up the programme Choose partners carefully Develop programme goals & desired learning outcomes with all partners Ensure that

institutions

(not just academic colleagues) fully support programme Ensure sufficient academic & administrative staff resources are involved

Considerations for new Joint Master Programmes

6 Ensure that there is a sustainable funding strategy for network as a whole 7 8 Make sure information is easily accessible and reliable to all potential students Organise sufficient planning meetings 9 Agree upon language policy, & encourage local language learning 10 Allocate responsibilities across the network in a clear & transparent manner

Essential reading…

 EUA Guidelines for setting up and continually enhancing quality of joint programmes – EMNEM Guidelines  www.eua.be

(under publications)