www.britishcouncil.org UK Bologna Expert Team 1
Bologna Regional
Workshop
Belfast – 02 May 2013
The Proposal (1)
Erasmus for All: Ambitions
• Simplify current education and training
programme structure
• Improve access...
The Proposal (2)
Architecture:
This diagram demonstrates the
proposed changes under the
Erasmus for All proposal.
The Proposal (3)
Key Action 1 - Learning Mobility (66%):
• Remains core element of programme
• Significant share of budget...
The Proposal (4)
Key Action 2 - Co-operation for innovation and good practice
(26%):
• Strategic partnerships, incorporati...
The Proposal (5)
Key Action 3 - Support for policy reform (5%):
• Support to activities which help develop and
direct EU a...
The Proposal (6)
The Budget:
• 19 billion euros ??? - proposed
• c70+% increase on current equivalent budget
• Mobility (K...
The Proposal (7)
Implementation:
• Emphasis on streamlining, simplification and
performance-based allocation
• Reduction i...
The Proposal (8)
Strengths:
•Significant budget increase (proposed)
•Enlargement of geographic scope
•Integration of EU HE...
What now?
• Debate in European Parliament (CULT
Committee voted December – EP plenary vote
February?)
• Return to Council ...
erasmus@britishcouncil.org
02920 924311
www.britishcouncil.org/erasmus
Thank you
Challenges 1: Establishing successful joint
programmes
The Challenges
www.britishcouncil.org UK Bologna Expert Team 13
• Why develop joint programmes? Internationalisation, fund...
Work with EC Erasmus Mundus JPs
www.britishcouncil.org UK Bologna Expert Team 14
Master and Doctoral. Indicators and Criti...
Develop Logically and Strategically - Master
www.britishcouncil.org UK Bologna Expert Team 15
Joint Doctorates – Particular Challenges
www.britishcouncil.org UK Bologna Expert Team 20
Joint Doctorates – Particular Challenges
www.britishcouncil.org UK Bologna Expert Team 21
Recognition, Employability, Sustainability
• ‘Cloud’ of degrees awarded by JPs and no single strategy
• Complex multi-disc...
Looking to the future …
• Erasmus for All … whatever shape or form?
• Global competition for high quality students
• More ...
More Information
• EMQA Site with indicators: www.emqa.eu
• Handbooks of Excellence
http://www.emqa.eu/Downloads/Handbook
...
Challenges 2: Life after a Joint Degree:
Common recognition issues
www.britishcouncil.org UK Bologna Expert Team 26
ENIC-NARIC
Network
Employers
HEI
Admissions
Role of ENIC-NARICs
www.britishcouncil.org UK Bologna Expert Team 28
What facilitates recognition?
This recommendation was adopted in 2004 and...
ECA (European Consortium for Accreditation): ENIC – NARIC Survey, 2010
www.britishcouncil.org UK Bologna Expert Team 29
25...
www.britishcouncil.org UK Bologna Expert Team 30
Common problems raised..
“..compatibility of qualification with national ...
www.britishcouncil.org UK Bologna Expert Team 31
Issues summarised
JOQAR action lines
www.britishcouncil.org UK Bologna Expert Team 33
Where do we search for information?
Certification
Multiple degrees;
Double degrees
Multiple degrees;
Double degrees
Joint degreeJoint degreeCover degreeCover ...
Cover degree
JOQAR Guidelines, 2012
• All relevant (sub)national legal frameworks in
accordance to which the degree was awarded;
• High...
Information Provision: Diploma Supplement
• Explanation of the credit system(s) used by the joint programme
consortium
• I...
www.britishcouncil.org UK Bologna Expert Team 38
“Perfect” Certificate?
Consortium
•All institutions in the consortium are recognised and/or accredited as higher
education institutions in their ...
Good practice for recognition
Key message:
… joint degrees should be treated as
favourable as foreign national degrees. In...
Practical Guidance
Case Study:
A joint programme consortium consists of institutions from France, Germany, Italy, The
Neth...
Quality Assurance:
Changes, risk, legal competence
Quality - why risk?
 Reputational
 Student progression
 Financial
 Complaints
 Grades and credits
 External examiner...
Quality Code – B10
Old B10 until January 2014 – management of collaborative
arrangements
2010 Section 2: Collaborative Pro...
The new B10 – Managing higher education
provision with others
Takes effect from 01 January 2014
B10 supersedes:
- Section ...
The new B10
“...... how academic standards are established and maintained and
how the quality of learning opportunities is...
The new B10 (page 6)
“Assessment and management of risk
“Delivering learning opportunities with others inevitably carries ...
The new B10 (pages 19 and 20)
“Programmes leading to joint awards
Degree-awarding bodies:
• Satisfy themselves that their ...
The new B10
“Appendix 1: The Expectation and Indicators
Expectation:
Degree-awarding bodies take ultimate responsibility f...
JoiMan – Joi.Con
www.joiman.eu
Funded project to analyse what the management issues are in joint
programmes
Many types and...
Legal matters
Questions to be answered:
Do all the universities involved have the legal ability to do what
is being set up...
www.britishcouncil.org UK Bologna Expert Team 53
Assessment Methodologies and Grading Practices
Anthony Vickers
University...
www.britishcouncil.org UK Bologna Expert Team 54
Outline
• UK assessment methodology and grading practice
• Other EU/EHEA ...
www.britishcouncil.org UK Bologna Expert Team 55
UK Assessment Methodology and Grading Practice
• Learning Outcomes
• Asse...
Learning Outcomes
• All UK Universities must provide programme
specifications for their degree courses along with module
m...
Assessment Methods
• Assessment methods are now vary varying across subject
and Institutions.
• The traditional approach o...
Grade Scale
www.britishcouncil.org UK Bologna Expert Team 58
In general most Higher Education Institutions in a particular...
Grade Criteria
• All grading in UK Universities is undertaken by measuring the
student against criteria.
• I do not know o...
Grade Distribution
• Grade distribution data is analysed by most
Universities at Department, Faculty, and
Institutional le...
Grade conversion for returning mobile students
www.britishcouncil.org UK Bologna Expert Team 61
University of Essex curren...
Grade conversion for returning mobile students
www.britishcouncil.org UK Bologna Expert Team 62
ECTS Users Guide
Advice
www.britishcouncil.org UK Bologna Expert Team 63
Other EU/EHEA Assessment Methodology and
Grading Practice
• Scale
• Crite...
www.britishcouncil.org UK Bologna Expert Team 64
Outside the EU/EHEA
• Scale
• Criteria
• Distributions
• Learning Outcome...
www.britishcouncil.org UK Bologna Expert Team 65
Erasmus Mundus Advice
www.britishcouncil.org UK Bologna Expert Team 66
Handbook of Excellence
www.britishcouncil.org UK Bologna Expert Team 67
Observations
http://www.emqa.eu/HandbookObservations.aspx?Component=1-M
www.britishcouncil.org UK Bologna Expert Team 68
Questions?
Developing successful joint_programmes_v3_belfast_may_2013
Developing successful joint_programmes_v3_belfast_may_2013
Developing successful joint_programmes_v3_belfast_may_2013
Developing successful joint_programmes_v3_belfast_may_2013
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  • Double degree (i.e. more than one official degree) Multiple degree (i.e. more than two official degrees) Joint degree i.e. single diploma officially recognised in at least two European consortium countries
  • Double degree (i.e. more than one official degree) Multiple degree (i.e. more than two official degrees) Joint degree i.e. single diploma officially recognised in at least two European consortium countries
  • Double degree (i.e. more than one official degree) Multiple degree (i.e. more than two official degrees) Joint degree i.e. single diploma officially recognised in at least two European consortium countries
  • In one of the workshops we have recently attended joint degrees were compared to a fruit salad; mix all the good fruit together and from this mix you can get something even better and you have that extra cream on top to meke it look and taste even more delicious.. However imajine that one of the components is bad and there is a risk of spoiling the whole salad. . It might still look good but will certainly not taste as good! Our role as the national recognition information centre is to make sure that we taste the fruit salad ourselves before we recommend it to those who make use of our services and guidance..
  • To resolve the issue the partners decided to work on two major action lines: Developing guidelines for good practice dor awarding joint degrees – how should instituions award egrees to avoid potentioal subsequent recognition problems? Framework for recognition – explaining the issue to credential evaluators – this can be both at ENIC-NARICs and others – to ensure that the current issues are brought to light and do not stop those responsible from recognising th degree
  • To resolve the issue the partners decided to work on two major action lines: Developing guidelines for good practice dor awarding joint degrees – how should instituions award egrees to avoid potentioal subsequent recognition problems? Framework for recognition – explaining the issue to credential evaluators – this can be both at ENIC-NARICs and others – to ensure that the current issues are brought to light and do not stop those responsible from recognising th degree
  • The main point to make is that module level learning outcomes and online public module/course information is valuable for transparency in relation to establishing and running joint degrees.
  • Ask if the audience believe there is consistency of grade distributions across disciplines and if not what are the reasons? The reason, I would argue, is not about the students, but about grading practice.
  • This table could stimulate a discussion on how these tables are generated. In the case of Essex the information is mainly historic through discussions held with partners. It is not based on actual data.
  • Discuss problems of different granularity in National grade scales.
  • This is really just to initiate a discussion on practice around the EU/EHEA. Do the audience have experience of methodology and/or grading practices? Knowledge at this level is essential at an early stage of a joint degree.
  • Ditto
  • Developing successful joint_programmes_v3_belfast_may_2013

    1. 1. www.britishcouncil.org UK Bologna Expert Team 1 Bologna Regional Workshop Belfast – 02 May 2013
    2. 2. The Proposal (1) Erasmus for All: Ambitions • Simplify current education and training programme structure • Improve access and reinforce lifelong learning aspect • Simplify operation/implementation • Broaden scope for structured partnerships (including between different sectors and with business)
    3. 3. The Proposal (2) Architecture: This diagram demonstrates the proposed changes under the Erasmus for All proposal.
    4. 4. The Proposal (3) Key Action 1 - Learning Mobility (66%): • Remains core element of programme • Significant share of budget • Aspiration to support c 5m individuals, c 135,000 international • Strong emphasis on mobility in HE • Mobility within coherent institutional development strategy • Quality as a criterion of funding (content, teaching and learning methods, recognition, preparation...) • [Erasmus Masters student loan guarantee scheme]
    5. 5. The Proposal (4) Key Action 2 - Co-operation for innovation and good practice (26%): • Strategic partnerships, incorporating mobility between education establishments and other relevant bodies • Large scale partnerships between HE and business ('Knowledge Alliances') - aim to increase Europe's capacity for innovation • IT support platforms - includes e-courses and virtual mobility • Capacity-building in third countries (focus on neighbourhood countries) to enhance quality, relevance and governance of HE - link to mobility - to incorporate other HE programmes of the EC
    6. 6. The Proposal (5) Key Action 3 - Support for policy reform (5%): • Support to activities which help develop and direct EU agenda for education, training and youth • Support to specific policy agendas for thematic priorities (including modernisation, Bologna process) • Greater policy dialogue with third countries and neighbourhood countries
    7. 7. The Proposal (6) The Budget: • 19 billion euros ??? - proposed • c70+% increase on current equivalent budget • Mobility (Key Action 1) 66% • Higher education: 25% • Vocational education and training: 15% • School education: 7% • Adult education: 2%
    8. 8. The Proposal (7) Implementation: • Emphasis on streamlining, simplification and performance-based allocation • Reduction in types of activity, 75 to 11 (4 mobility, 4 co-operation and 3 policy support) • More flat-rate grants, especially for mobility • Budget allocation for international dimension to follow geographic, development and policy priorities for EU external action
    9. 9. The Proposal (8) Strengths: •Significant budget increase (proposed) •Enlargement of geographic scope •Integration of EU HE programmes •[Support for European Masters level mobility] •Simplification of administration and management •Greater decentralisation •Increased support for university-business co-operation But •Wholesale integration, loss of sectoral definition •Many details unknown
    10. 10. What now? • Debate in European Parliament (CULT Committee voted December – EP plenary vote February?) • Return to Council in February (?) • General budget discussions through Spring • Decision by mid-2013?
    11. 11. erasmus@britishcouncil.org 02920 924311 www.britishcouncil.org/erasmus Thank you
    12. 12. Challenges 1: Establishing successful joint programmes
    13. 13. The Challenges www.britishcouncil.org UK Bologna Expert Team 13 • Why develop joint programmes? Internationalisation, funding opportunities … Campus Asia, Science Without Borders … • Understanding risks & opportunities: Benefiting from shared quality and expertise. Risks to reputational capital & legal implications • Linking mobility pathways to student-led learning outcomes. Designing mobility pathways - student-led not institutionally-led • Joint degrees can be planned at all Bologna levels, but what are the key characteristics of each level when developing them? • Whose Quality Assurance assures the quality? http://eacea.ec.europa.eu/erasmus_mundus/clusters/sustainability_en.php (Practical guidelines for Sustainability and Recognition) and http://www.emqa.eu (Handbooks for Erasmus Mundus Joint Master and Doctoral Programmes)
    14. 14. Work with EC Erasmus Mundus JPs www.britishcouncil.org UK Bologna Expert Team 14 Master and Doctoral. Indicators and Critical Paths. Recognition and Sustainability challenges. The future?
    15. 15. Develop Logically and Strategically - Master www.britishcouncil.org UK Bologna Expert Team 15
    16. 16. Joint Doctorates – Particular Challenges www.britishcouncil.org UK Bologna Expert Team 20
    17. 17. Joint Doctorates – Particular Challenges www.britishcouncil.org UK Bologna Expert Team 21
    18. 18. Recognition, Employability, Sustainability • ‘Cloud’ of degrees awarded by JPs and no single strategy • Complex multi-disciplinary and multi national products with recognition through a range of actors • Employability and Recognition are inter-linked • Challenging for complex JPs to become entirely sustainable • Aspirational and majority of programmes are yet to achieve tangible outcomes • Links to employers and market needs are vital • Exit strategies to be tailored to individual JPs • These issues must be considered ‘a priority’ 22
    19. 19. Looking to the future … • Erasmus for All … whatever shape or form? • Global competition for high quality students • More sophisticated models? European Institute for Innovation and Technology and others • Commodification trends – fees, customers, quality, liability • MOOCs and other technological beasts …. 23
    20. 20. More Information • EMQA Site with indicators: www.emqa.eu • Handbooks of Excellence http://www.emqa.eu/Downloads/Handbook %20of%20Excellence%202012%20- %20Doctoral%20-%20Final.pdf http://www.emqa.eu/Downloads/Handbook %20of%20Excellence%202012%20- %20Master-%20Final.pdf 24
    21. 21. Challenges 2: Life after a Joint Degree: Common recognition issues
    22. 22. www.britishcouncil.org UK Bologna Expert Team 26 ENIC-NARIC Network Employers HEI Admissions
    23. 23. Role of ENIC-NARICs
    24. 24. www.britishcouncil.org UK Bologna Expert Team 28 What facilitates recognition? This recommendation was adopted in 2004 and brings joint degrees under the legal framework of the Convention on the Recognition of Qualifications concerning Higher Education in the European Region. The recommendation underlines that the basic principles regarding recognition also apply to joint degrees. In addition, it sets specific requirements that the joint degrees should fulfil. European higher education has come a long way since this recommendation was issued and there have been calls to update it to better reflect current definitions and practices of joint programmes and joint degrees. (www.enic-naric.net) This recommendation was adopted in 2004 and brings joint degrees under the legal framework of the Convention on the Recognition of Qualifications concerning Higher Education in the European Region. The recommendation underlines that the basic principles regarding recognition also apply to joint degrees. In addition, it sets specific requirements that the joint degrees should fulfil. European higher education has come a long way since this recommendation was issued and there have been calls to update it to better reflect current definitions and practices of joint programmes and joint degrees. (www.enic-naric.net) European Area of Recognition Manual Recommendation on the recognition of joint degrees
    25. 25. ECA (European Consortium for Accreditation): ENIC – NARIC Survey, 2010 www.britishcouncil.org UK Bologna Expert Team 29 25 respondents • Austria, Australia, Bulgaria, Croatia, Czech republic, Denmark, Finland, France, Georgia, Hungary, Ireland, Italy, Lithuania, Montenegro, Norway, Poland, the Netherlands, UK and United States of America • 6 anonymously Are you experienced with Qualifications awarded by JP?
    26. 26. www.britishcouncil.org UK Bologna Expert Team 30 Common problems raised.. “..compatibility of qualification with national regulations of the countries concerned..” “..unclear status of the awarding body (consortium or number of HEIs) and agreement on which cooperation is based..” “..lack of appropriate legal provisions in the national legislation..” “..No problems in case a national qualification from any country is awarded. If not, recognition is more difficult and not possible in some cases (e.g. regulated professions)..” “..Insufficient information about the joint programme itself and the institutions..” “…In some cases one of the institutions associated with the joint programme is not recognised..” “..not clear who provides quality assurance: national agencies in each country or one of the participant countries..?”
    27. 27. www.britishcouncil.org UK Bologna Expert Team 31 Issues summarised
    28. 28. JOQAR action lines
    29. 29. www.britishcouncil.org UK Bologna Expert Team 33 Where do we search for information?
    30. 30. Certification Multiple degrees; Double degrees Multiple degrees; Double degrees Joint degreeJoint degreeCover degreeCover degree Several types of documents issued to graduates : ! Explicit clarification of the certification arrangements can facilitate recognition
    31. 31. Cover degree
    32. 32. JOQAR Guidelines, 2012 • All relevant (sub)national legal frameworks in accordance to which the degree was awarded; • Higher education institutions; (logos and/or full names) are limited to the awarding institutions/authorities, i.e. only the institutions that award this joint degree; • Signatures of the competent authority/-ies representing the awarding institutions; • Qualification’s full name(s) as recognised in all the relevant legal frameworks; • If the consortium has agreed on one responsible institution (such as a coordinating institution or a contact point), this is indicated on the joint degree (e.g. next to the name of that institution).
    33. 33. Information Provision: Diploma Supplement • Explanation of the credit system(s) used by the joint programme consortium • Information about all the grading systems referred to under the programme details • Access to further academic and/or professional study for each of the higher education systems • If there are other members in the joint programme consortium which are not involved in awarding the joint degree, their full name, status and role in the joint programme is included • If the joint programme was quality assured and/or accredited as such, reference to the responsible quality assurance and accreditation agencies should be included
    34. 34. www.britishcouncil.org UK Bologna Expert Team 38 “Perfect” Certificate?
    35. 35. Consortium •All institutions in the consortium are recognised and/or accredited as higher education institutions in their (sub)national higher education systems; •Each higher education institution in the consortium is entitled to legally offer this type of programme (level, orientation, discipline) as a joint programme, even if that institution is not involved in the awarding of the joint degree. Programme •The joint programme is offered in accordance with the legal frameworks of the relevant (sub)national higher education systems; •When required, the joint programme is quality assured and/or accredited as a joint programme. General conditions for recognition
    36. 36. Good practice for recognition Key message: … joint degrees should be treated as favourable as foreign national degrees. In addition, we encourage gathering evidence for recognition and recognising or recommending recognition when sufficient evidence is available. www.britishcouncil.org UK Bologna Expert Team 40
    37. 37. Practical Guidance Case Study: A joint programme consortium consists of institutions from France, Germany, Italy, The Netherlands and Slovenia. All institutions are well-established research universities except the consortium partner from the Netherlands. This is in fact a training provider with facilities for the joint programme offered but without recognition as a higher education institution. Good practice: The participation of a legitimate but non-recognised provider can be accepted if the other recognised and degree-awarding institutions have assumed full responsibility for the joint programme provided. This means that the fact that not all institutions in the joint programme consortium are recognised and/or accredited as higher education institutions in their (sub)national higher education systems SHOULD NOT stop a recognition procedure. www.britishcouncil.org UK Bologna Expert Team 41
    38. 38. Quality Assurance: Changes, risk, legal competence
    39. 39. Quality - why risk?  Reputational  Student progression  Financial  Complaints  Grades and credits  External examiners  Compliance “These are reflected in QAA’s work on a new risk-based approach to quality assurance, increased student engagement in quality assurance, and the development of the QAA Quality Mark” per Anthony McClaran 09/04/2013 at INQAAHE Taipei
    40. 40. Quality Code – B10 Old B10 until January 2014 – management of collaborative arrangements 2010 Section 2: Collaborative Provision Was this “future proof”? “risk-based approach to engagement with collaborative activity” emphasis on management of the provision guidance re the quality of learning has been re-allocated to other chapters of the Quality Code
    41. 41. The new B10 – Managing higher education provision with others Takes effect from 01 January 2014 B10 supersedes: - Section 2: Collaborative provision and learning (including e- learning), and - Section 9: Work-based and placement learning – much of this will be in B3
    42. 42. The new B10 “...... how academic standards are established and maintained and how the quality of learning opportunities is assured and enhanced; ...... apply to all UK higher education provision, regardless of where it is delivered or who delivers it.” “This Chapter of the Quality Code applies to the management of all learning opportunities leading or contributing to the award of academic credit or a qualification that are delivered, assessed or supported through an arrangement with one or more organisations other than the degree-awarding body.” “The following list ............. illustrates .........: • Joint, dual/double or multiple awards granted by one or more other awarding bodies”
    43. 43. The new B10 (page 6) “Assessment and management of risk “Delivering learning opportunities with others inevitably carries risk” “Arrangements that break down can present difficulties for students and can damage the reputation of participating organisations ...... give rise to high human, financial and legal costs ............. Incumbent .... To assess the risks involved and manage them appropriately.” “Adopting a risk-based approach to commissioning, developing and managing arrangements for delivering learning opportunities with others mitigates these dangers.”
    44. 44. The new B10 (pages 19 and 20) “Programmes leading to joint awards Degree-awarding bodies: • Satisfy themselves that their partners have the legal and regulatory capacity to grant the relevant joint awards [Note: and that they themselves do] • Ascertain what ...... legislation .... and qualifications frameworks of all awarding bodies involved are ........and whether these could have implications for the standards of their own awards. Written agreements - nature, requirement and list (not exhaustive) of contents
    45. 45. The new B10 “Appendix 1: The Expectation and Indicators Expectation: Degree-awarding bodies take ultimate responsibility for academic standards and the quality of learning opportunities irrespective of where these are delivered or who provides them. Arrangements for delivering learning opportunities with organisations other than the degree-awarding body are implemented securely and managed effectively. The Indicators of sound practice” 19 of them
    46. 46. JoiMan – Joi.Con www.joiman.eu Funded project to analyse what the management issues are in joint programmes Many types and modes of joint programmes Institutional strategy and support essential Processes and planning essential Risk evaluation needed Robust management framework
    47. 47. Legal matters Questions to be answered: Do all the universities involved have the legal ability to do what is being set up? Accept the levels of credit required Award joint degrees Enrol the students Issue the appropriate documentation (certificate) Charge the appropriate fees (and “collect” them)
    48. 48. www.britishcouncil.org UK Bologna Expert Team 53 Assessment Methodologies and Grading Practices Anthony Vickers University of Essex
    49. 49. www.britishcouncil.org UK Bologna Expert Team 54 Outline • UK assessment methodology and grading practice • Other EU/EHEA assessment methodology and grading practice • Outside the EU/EHEA • Erasmus Mundus Advice
    50. 50. www.britishcouncil.org UK Bologna Expert Team 55 UK Assessment Methodology and Grading Practice • Learning Outcomes • Assessment Methods • Grading Scale • Grading Criteria • Grade Distributions • Grade conversion for returning mobile students
    51. 51. Learning Outcomes • All UK Universities must provide programme specifications for their degree courses along with module maps which indicate where the programme learning outcomes are met within the programme. • It is not clear how prevalent the practice of creating module level learning outcomes is within the UK. • Module level learning outcomes are mapped to the learning pathway and to the assessment which determines if the student has met the learning outcome. www.britishcouncil.org UK Bologna Expert Team 56
    52. 52. Assessment Methods • Assessment methods are now vary varying across subject and Institutions. • The traditional approach of lectures, seminars, laboratories, tutorials has been adapted with for example more interactive lectures, computer based laboratories, use of social media, collaborative online systems etc. • The KIS data now records the type of an assessment (http://www.hefce.ac.uk/whatwedo/lt/publicinfo/kis/ ) www.britishcouncil.org UK Bologna Expert Team 57
    53. 53. Grade Scale www.britishcouncil.org UK Bologna Expert Team 58 In general most Higher Education Institutions in a particular country operate the same grading scale. In the UK it is common to use a 100 point scale divided in the following way at the Bachelor level <40 – Fail 40-49 Third Class Honours 50-59 Lower Second Class Honours 60-69 Upper Second Class Honours >70 First Class Honours Although grading criteria will be set against specific assessments in general the distribution of students across this grading scale is to some extent consistent across the UK.
    54. 54. Grade Criteria • All grading in UK Universities is undertaken by measuring the student against criteria. • I do not know of any examples were the grading is applied using a normative approach where students are compared to each other in order to determine their grade. Any objections? • Criteria are not always published to students although guidance regarding what is expected is given to a greater or lesser extent. • The UK uses grades to create a degree classification. There are many different practices regarding the process. www.britishcouncil.org UK Bologna Expert Team 59
    55. 55. Grade Distribution • Grade distribution data is analysed by most Universities at Department, Faculty, and Institutional level. • Grade distribution data is returned to HESA (http://www.hesa.ac.uk/ ) • It is possible to analyse degree classification data for an Institution or for a group of Institutions. The data is semi-public (subscription) www.britishcouncil.org UK Bologna Expert Team 60
    56. 56. Grade conversion for returning mobile students www.britishcouncil.org UK Bologna Expert Team 61 University of Essex current practice for EU partners
    57. 57. Grade conversion for returning mobile students www.britishcouncil.org UK Bologna Expert Team 62 ECTS Users Guide Advice
    58. 58. www.britishcouncil.org UK Bologna Expert Team 63 Other EU/EHEA Assessment Methodology and Grading Practice • Scale • Criteria • Distributions • Learning Outcomes • Grade conversion for returning mobile students
    59. 59. www.britishcouncil.org UK Bologna Expert Team 64 Outside the EU/EHEA • Scale • Criteria • Distributions • Learning Outcomes • Grade conversion for returning mobile students
    60. 60. www.britishcouncil.org UK Bologna Expert Team 65 Erasmus Mundus Advice
    61. 61. www.britishcouncil.org UK Bologna Expert Team 66 Handbook of Excellence
    62. 62. www.britishcouncil.org UK Bologna Expert Team 67 Observations http://www.emqa.eu/HandbookObservations.aspx?Component=1-M
    63. 63. www.britishcouncil.org UK Bologna Expert Team 68 Questions?

    ×