0
www.emcl-mundus.com
www.emcl-mundus.comBologna degrees
Double/multiple (DD)   Joint (JD)
JDD--Prebologna contextHE in Europe fragmented:• Degrees differed in name, requirements  – National degrees could not be c...
JDD-prebologna• However, students had become mobile (cf.  Erasmus)• Increased willingness to apply for jobs in foreign  co...
First JDD:            toward integrationGoal: increase employability of internationally mobile students• Mutual evaluation...
DD versus JD• DD: emphasis on mutual recognition (usually  bilateral) of modules; two diplomas  -->student mobility• JD: e...
Bologna ProcessJoint Degree Programmes:• create a Common European Educational Area• Preferred instruments:  – joint progra...
Getting there:• Bologna (1999) and Prague (2001)   – develop modules, courses and curricula at all levels   – with „Europe...
Cluj 2003      EUA conference on Joint Degrees Recommends further discussion and action in:– amending national legislation...
ERASMUS MUNDUS IIn accordance with these recommendations:• 2004, launching of Erasmus Mundus by EU: mobility  programme ai...
EM I, 2004-2008                       EM goal• enhance attractiveness and competitiveness of  European HE• Support Bologna...
Changes in EM II• joint PhD-programmes  – (in addition to joint Masters programmes)• grants for EU-students  – (as well as...
PhD in EM II         versus Marie CurieIn EM II, as in Marie Curie ITN,• association with industry/potential employers• pr...
Joint degree problem• 2009: still not officially recognised in some  member states but ammendments to  legislation are bei...
EMCL in EMII: 2009-2013• Changed EM system• Changed EMCL application  – Changed partnership  – Changed programme  – Change...
Joint student selection
Explicit rating criteria• Academic quality (60%)• Motivation (10%)• Recommendations (10%)• English (10%)• Work experience ...
Common organisation structure
Improved QA: Internal1. Student feedback     – Local feedback (teacher/course evaluation) at the participating       insti...
QA: external                    (already in place)• Systematic external quality assurance is provided  through permanent p...
Other joint consortium             instruments•   Module Descriptions•   Joint Curriculum•   Joint Rules and Regulations• ...
Agreement scheme
Mobility plan
Modular structure• M1: Propaedeutics (work-up classes, intensive rehabilitation  classes)• M2: Language and culture classe...
Module ECTS variable-      Mobility choice JPJSpecialisation M3: Experimental Linguistics
Module 3: Description
Module ECTS variable    Mobility choice GPGSpecialisation M5: Clinical Linguistics
Module 5: Description
Module ECTS variable Mobility choice JPGSpecialisation: M4: Psycho- and        Neurolinguistics
Module 4: Description
Module ECTS-Mobility choice          GPJ Specialisation M5: Clinical Linguistics
Variable ECTS/Module      depending on mobility,        i.e. specialisation•   M1: 10 ECTS•   M2: 10 ECTS•   M3: 5-20 ECTS...
ECTS: Transcoding System  (Problem with proportional system         in excellent cohorts)
ECTS-weighted module grade             and total grade• Module grades for Module 1-6 are published in the  "Joint Grade Re...
Example calculation MG: M5                (#CP depending on mobility plan)Student A:                       Student B:M5= 2...
Final student documents• Joint (multiple) degree• Joint diploma supplement• Joint grade record
Thank youfor your attention
Joint Curriculum
Module 1: Description
Joint Curriculum: Term 1
Joint Curriculum Term 2
Joint Curriculum Term 3
Joint Curriculum Term 4
EMMC: Course management and joint degrees
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EMMC: Course management and joint degrees

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Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).

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Transcript of "EMMC: Course management and joint degrees"

  1. 1. www.emcl-mundus.com
  2. 2. www.emcl-mundus.comBologna degrees
  3. 3. Double/multiple (DD) Joint (JD)
  4. 4. JDD--Prebologna contextHE in Europe fragmented:• Degrees differed in name, requirements – National degrees could not be compared• Access, length of programmes, dissemination – varied from country to country• One-tier systems without distinction between undergraduate and postgraduate level – could not be compared to systems allowing students to leave university at different levels
  5. 5. JDD-prebologna• However, students had become mobile (cf. Erasmus)• Increased willingness to apply for jobs in foreign countries of study• Reduced employment chances due to national degrees unknown across borders
  6. 6. First JDD: toward integrationGoal: increase employability of internationally mobile students• Mutual evaluation of programmes became more based on learning outcomes – rather than on individual modules• Individual modules became mutually recognized – even though contents of individual modules not completely identical
  7. 7. DD versus JD• DD: emphasis on mutual recognition (usually bilateral) of modules; two diplomas -->student mobility• JD: emphasis on joint construction, management, quality assurance and teaching (usually multilateral) of programmes; one diploma -->student and teacher mobility Obstacle: national legislation
  8. 8. Bologna ProcessJoint Degree Programmes:• create a Common European Educational Area• Preferred instruments: – joint programmes, joint quality assurance, joint organisational structure – joint degrees (mutual recognition of academic degrees and qualifications, University Seal/Signature, even though a student was never on the spot)
  9. 9. Getting there:• Bologna (1999) and Prague (2001) – develop modules, courses and curricula at all levels – with „European‟ content, orientation or organisation”.• EUA joint Masters project (2002) – Support of 11 “joint” Masters programmes• Coimbra (2003) – First distinctive definition Joint – versus Double/Multiple degree• Berlin Ministerial Communiqué (2003) – develop integrated curricula – remove national legal obstacles to joint degrees
  10. 10. Cluj 2003 EUA conference on Joint Degrees Recommends further discussion and action in:– amending national legislation to enable HE to award joint degrees;– anchoring joint programmes firmly within institutional structures;– developing appropriate QA and recognition mechanisms, with ‘European label’for joint programmes
  11. 11. ERASMUS MUNDUS IIn accordance with these recommendations:• 2004, launching of Erasmus Mundus by EU: mobility programme aiming to strengthen links between the EU Member States and third countries.• AIM: create 250 new inter-university Masters courses and provide EU-funded scholarships for third country nationals studying in the EU (and for EU nationals studying in third countries).
  12. 12. EM I, 2004-2008 EM goal• enhance attractiveness and competitiveness of European HE• Support Bologna drive to promote joint degrees.• EM I became crown jewel of EU HE policy• Extended as EM II (2009-2013) with a budget multipled by 5 (€230 M-€950M)
  13. 13. Changes in EM II• joint PhD-programmes – (in addition to joint Masters programmes)• grants for EU-students – (as well as Non-EU-students)• non-EU universities can be full partners – (integration of prev. Action 3: cooperation with non-EU universities into Action 1: prev. Action 1, 2):• industrial partners required – (strong emphasis on employability)• EU-support maximum of 2 phases – (strong emphasis on sustainability)
  14. 14. PhD in EM II versus Marie CurieIn EM II, as in Marie Curie ITN,• association with industry/potential employers• professionals = employment contract – (not students=scholarship)BUT• EMII is at institutional level,• MC at research network level.Unsolved question:• ECTS??? (for mobility, training: YES)
  15. 15. Joint degree problem• 2009: still not officially recognised in some member states but ammendments to legislation are being prepared.• Double/multiple diplomas considered transition state towards EU-desired joint diplomas
  16. 16. EMCL in EMII: 2009-2013• Changed EM system• Changed EMCL application – Changed partnership – Changed programme – Changed semester system – Changed boards – Improved quality assurance
  17. 17. Joint student selection
  18. 18. Explicit rating criteria• Academic quality (60%)• Motivation (10%)• Recommendations (10%)• English (10%)• Work experience (10%)
  19. 19. Common organisation structure
  20. 20. Improved QA: Internal1. Student feedback – Local feedback (teacher/course evaluation) at the participating institutions using their established systems customised for the integrated nature of the EMCL-programme, – Common feedback (evaluation of institutions) collected centrally by the consortium using standardised questionnaires, – Alumni feedback for employability evaluation and further suggestions for the programme. This is done via the website and on the SOA- conference.2. Scholar feedback – standardised catalogue of criteria. Feedback before the end of their stay.3. Self-evaluation of participating institutions – For the internal evaluation of teaching, learning and other programme- related activities, procedures already in place in the institutions are followed.
  21. 21. QA: external (already in place)• Systematic external quality assurance is provided through permanent peer feedback: – colleagues from the University of Newcastle and the University of Oslo are always present at consortium board meetings, – monitoring all activities from student selection to programme development and bringing problems to the attention of the responsible parties.• The programme is also the object of continuous quality control – according to the participating institutions established quality assurance policies and – through evaluation of the national/regional bodies.
  22. 22. Other joint consortium instruments• Module Descriptions• Joint Curriculum• Joint Rules and Regulations• Partnership Agreement• Student Agreement• Scholarship Agreement• Supervision Agreement• Associate member agreement
  23. 23. Agreement scheme
  24. 24. Mobility plan
  25. 25. Modular structure• M1: Propaedeutics (work-up classes, intensive rehabilitation classes)• M2: Language and culture classes (Finnish, Dutch, German)• M3: Methods (including statistics and experimental linguistics)• M4: Psycho-/Neurolinguistics (including neuroimaging)• M5: Clinical linguistics (aphasia, dyslexia, developmental language disorders, speech disorders)• M6: Master thesis (including scientific writing, exposé, internship)• M7: Research extras (colloquia, reading circles, excursions, SOA-conference)
  26. 26. Module ECTS variable- Mobility choice JPJSpecialisation M3: Experimental Linguistics
  27. 27. Module 3: Description
  28. 28. Module ECTS variable Mobility choice GPGSpecialisation M5: Clinical Linguistics
  29. 29. Module 5: Description
  30. 30. Module ECTS variable Mobility choice JPGSpecialisation: M4: Psycho- and Neurolinguistics
  31. 31. Module 4: Description
  32. 32. Module ECTS-Mobility choice GPJ Specialisation M5: Clinical Linguistics
  33. 33. Variable ECTS/Module depending on mobility, i.e. specialisation• M1: 10 ECTS• M2: 10 ECTS• M3: 5-20 ECTS• M4: 10-35 ECTS• M5: 10-45 ECTS• M6: 30 ECTS• M7: --
  34. 34. ECTS: Transcoding System (Problem with proportional system in excellent cohorts)
  35. 35. ECTS-weighted module grade and total grade• Module grades for Module 1-6 are published in the "Joint Grade Record".• Total grades are given in the diploma• MG = ECTS-weighted mean of grades in (variable CP) module courses using the following weights: – A: 1 x CP – B: 1.5 x CP – C: 2.5 x CP – D: 3 x CP – E: 4 x CP• TG: similar procedure for calculation of total grades from (variable CP) MG
  36. 36. Example calculation MG: M5 (#CP depending on mobility plan)Student A: Student B:M5= 24 CP M5 = 45 CP 7 CP: A; 10 CP; B; 7 CP: A 10 CP: A; 5 CP: B; 10 CP: C; 10 CP: B; 10 CP: A 7 CP x 1 = 7 10 CP x 1 = 10 10 CP x 1.5 = 15 5 CP x 1.5 = 7.5 7 CP x 1 = 7 10 CP x 2.5 = 25 10 CP x 1.5 = 15 10 CP x 1 = 10 (7 + 15 + 7) / 24 = 1.2 (10 + 7.5 + 25 + 15 + 10) /45 = 1.5MG: A MG: B
  37. 37. Final student documents• Joint (multiple) degree• Joint diploma supplement• Joint grade record
  38. 38. Thank youfor your attention
  39. 39. Joint Curriculum
  40. 40. Module 1: Description
  41. 41. Joint Curriculum: Term 1
  42. 42. Joint Curriculum Term 2
  43. 43. Joint Curriculum Term 3
  44. 44. Joint Curriculum Term 4
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