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SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
SMI Barry Williamson_Fall2008.pps
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SMI Barry Williamson_Fall2008.pps

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  • 1. Staff Mobility Initiative Barry Williamson October 2008
  • 2. Thanks to Contributors
    • SFU International
    • Office of the Dean of Graduate Studies
    • SFU Human Resources
    • Undergraduate Recruitment
  • 3. Thanks to all who gave their input
    • University of Amsterdam, Amsterdam,
    • The Netherlands
    • Willeke Jenninga – International Student Affairs
    • Marjan Kuiper – Student Counsellor
    • Timo Timmerman – Dean Business School
    • Sarah Kobus – Admissions Officer
    • Dr. Theo Bakker – Systems Analyst
    • D. Hense – Manager MSc Programs
    • Roos Numan – Director Graduate Admissions
    • Canadian Embassy – Margriet Dekkers Trade Commission Assistant
  • 4.
    • Maastricht University, Maastricht ,The Netherlands
    • Dr. Tom van Veen – Associate Dean Stategic Development
    • Dr. Gaby Odekerken-Schroder – Director MSc Programs
    • Julienne Erckens – Director International Initiatives Recruitment
    • University of Cologne Geographical Institute, Koln, Germany
    • Dr. Anke Schuttemeyer – Assistant Professor Human Geography
    • Dr. Karl Schneider – Professor Vice Dean
    • Christiane Biehl – Academic Advisor
    • Dagmar Herrmann – Personliche Referentin
    • Dr. Sebastiao Iken – Studienbertung
    • Dr. Nipper –
    • Humboldt University , Berlin, Germany
    • Ursula Grewalt –
    • Stefan Baron – Systems Analyst
  • 5.
    • Koc University, Istanbul, Turkey
    • Ziynet Yildiz – International Student Coordinator
    • Ulgen Akin Coordinator School of Business
    • Baris Tan – Administrative Sciences and Economics
    • Dr. Yaman Arkun – Provost
    • Serpil Sayin – Dean Graduate Programs Business
    • Dr. Bilgen Bilgin – Dean of Students
    • Uskudar American School, Istanbul, Turkey
    • Tara Dowling – Foriegn University Counselor
  • 6. Proposal
    • The Bologna Declaration - Its’ purpose and intent was to bring standardization to the post secondary educational system across Europe by creating a two cycle system of comparable degrees; Bachelors and Masters.
    • The intent was to allow for increase mobility of post secondary students between European countries.
    • My proposal for the staff mobility ‘attachment’ was to visit European partner institutions and study the process of implementation of the changes in the post secondary educational system as well as problems and benefits associated with those changes.
  • 7. Interview Questions
    • What stage are you at with the implementation of the new degree system?
    • What changes has your university been required to make in order to comply with the European Unions requirements for the new system?
    • What are the advantages of the new system?
    • What are the problems associated with the new system?
    • What still needs to be done?
  • 8.
    • The Netherlands
  • 9.
    • The Netherlands and the Bologna Process
    • The Netherlands was one of the first European country to fully implement the new system and have been working on this over the past five years. Their attitude from the start was to implement as quickly as possible.
    • Now after five years they are re-evaluating the changes they have made to date and are in the process of making revisions, with government co-operation with regards to accreditation.
  • 10. University of Amsterdam
  • 11.  
  • 12.  
  • 13.  
  • 14.  
  • 15.
    • Faculty of Humanities
  • 16.  
  • 17.
    • What is the status of the implementation at the University of Amsterdam?
    • Marjan Kuiper’s full-time job is to ensure the full implementation of the new degree system to the European Unions requirements.
    • New degree system, grading system (A,B,C) and ECTS credit system
    • Lisbon agreement requires all European universities to accept high school graduation from other European countries as equivalent
    • Bachelor program is now 3 years with an additional one year prep for entrance to a masters program.
    • Masters program is one or two years if it is a research program.
    • All courses must have a syllabus submitted to a central European database and submission of the syllabus must be in English.
    • Courses must now be accredited nationally and for the European union.
  • 18.
    • What changes has the University of Amsterdam been required to make?
    • More centralized student record system - Campus Solutions.
    • Creation of a online application system at the graduate level.
    • Increase in Student Service related staff and creation of a Student Central office.
    • Move towards centralization of administration of the faculties and student services at the university.
  • 19.
    • University of Amsterdam
    • What are some of the advantages of the new system ?
    • Increased funding from the European Union
    • Scholarship and Award money available for universities that comply.
    • What are the problems associated with the new system?
    • Incoming High school students from other countries do not always have the same quality of education i.e. no math background.
    • Increased workload in trying to keep up with changes to various European scholarships and changes in qualifications for eligibility
    • What still needs to be done?
    • Review what they have done and make adjustments
    • Comply with further requirements as further agreements are reached such as a national qualifications framework.
  • 20.
    • University of Maastricht
  • 21.  
  • 22.  
  • 23.  
  • 24.  
  • 25.  
  • 26.  
  • 27.
    • What is the status of the implementation at Maastricht University ?
    • As with other universities in the Netherlands the new system has been fully implemented, with the exception of the School of Medicine and Law which have been excluded for time being. They will eventually be included.
  • 28.
    • What changes has Maastricht University been required to make?
    • More centralized administration and purchase of a new student record system.
    • Change from national admission system to university admission for undergrad and graduate
    • They have introduced a number of new programs - MBA instead of MSc for Business students – Liberal Studies Bachelor program
    • Actively pursuing partnerships with other universities because of compulsory study abroad component of new programs
    • Developing dual degree partnerships
    • Develop recruitment strategy to compete with larger European universities
    • Rethink convocation with special ceremony for graduate students.
    • Addition of admission committee and staff for masters students. This used to be done nationally.
  • 29.
    • Maastricht University
    • What are some of the advantages of the new system ?
    • Increased funding from the European Union
    • Scholarship and Award money available for universities that comply.
    • Increased enrolment.
    • Development of new programs.
    • Corporate partnerships for curriculum development
    • What are the problems associated with the new system?
    • University relationship with professional associations had to be renegotiated.
    • Only 60% of students now return to do the masters program – affects government funding
    • Lack of housing for international students
    • What still needs to be done?
    • Implement new system for Medicine and Law
    • Comply with further requirements as they are made.
  • 30.
    • Germany
  • 31.
    • Germany and the Bologna Process
    • Under Germany’s education system there are 16 German states which act autonomously and each state is responsible for the implementation and compliance with the new system. The new system was introduced to Germany in 2005. There was resistance from professors and administration at first, but in 2007 compliance with the new system became law and they are now working towards the goal.
    • Currently they have the old and the new systems running in parallel.
  • 32.
    • University of Cologne
  • 33.  
  • 34.
    • What is the status of the implementation at the University of Cologne
    • Changes Implemented
    • Purchase of software to allow them to maintain a student record and print transcripts, which is a new concept to them.
    • Accreditation of new courses and programs has been implemented but has been costly and complex though private accreditation boards.
    • Implemented a new definition of credit hours for all courses.
    • Compliance with testing requirements. No longer have a comprehensive exam at the end of a course.
    • Tuition introduced.
  • 35.
    • What changes has the University of Cologne been required to make?
    • Departments and professors used to be autonomous but now a university supervisory board oversees programs and courses.
    • At the masters level change from 12 month thesis component to a 6 month component
    • Bundle courses into modules and now have strict, rigid program course offerings.
    • Required conformity for course syllabus between professors and universities within each German state.
    • Increased test load requirement.
    • Change in the educational culture of the university and country.
  • 36.
    • University of Cologne
    • What are some of the advantages of the new system ?
    • Opportunity for revisions to all existing programs and introduction of new programs
    • Less dropouts because of shorter study duration
    • What are the problems associated with the new system?
    • Accreditation. Once a course or program is accredited it is hard to make changes.
    • New bachelors degree produces students without the specialization that required to equip them for specific employment.
    • Set course modules hinder mobility for students between European universities.
    • Reduction in the number of students returning to complete the masters.
    • What still needs to be done?
    • Complete compliance with European Union requirements
    • Closer involvement of professional associations and employers with curriculum development.
    • Ensuring academic quality and long-term employability for graduates.
  • 37.
    • Humboldt University
    • Berlin
  • 38.  
  • 39.  
  • 40.  
  • 41.
    • Ursula Grewalt ;
    • A lesson in German history, the history of Humboldt University and a detailed outline of PhD programs at Humboldt University.
    • There are only a few structured PhD programs at the university. Each student must find his/her own professor to work with.
    • There is no course work involved.
    • The student finds a professor that has agreed to work with him then he must go before a commission in the faculty and present his plan.
    • If accepted the student goes to the registration office at the university and is registered as a PhD student. There is no start term or term restriction on their program.
    • Also possibility of a student with no educational background but life experience can pursue a PhD program.
    • Developing graduate schools in Berlin and other cities where students meet and exchange ideas and research.
    •  
  • 42.
    • What is the status of the implementation at Humboldt University
    • In the process of implementation as at Cologne, with the purchase of software for handling the student record requirements including transcripts.
    • New Bachelor and Masters degrees up and running and old degrees slowly being phased out.
  • 43.
    • What changes has Humboldt University been required to make?
    • Increased tutoring and guidance for students to assist them in navigating the new system.
    • Professor-student ratio had to improve and teachers must be more available to their students.
    • Overhaul of all programs, attribution of credits to courses.
  • 44.
    • Humboldt University
    • What are some of the advantages of the new system ?
    • Increased employability of students graduating from the new Bachelors degree.
    • More autonomy and accountability for the programs a university offers.
    • What are the problems associated with the new system?
    • More rigid and compressed curriculum at the Bachelors level means less space for innovation and creativity in teaching.
    • Ongoing debate as to whether the generic term ‘Masters Degree’ should apply to various professional degrees and whether technical institutes can offer these degree.
  • 45. Koc University Istanbul
  • 46.  
  • 47.  
  • 48.
    • What is the status of the implementation at Koc University
    • No reforms initiated nor do they intend to comply
    • Have been converting to the American system for the last decade
    • Already have a credit system in place.
    • Debate over whether or not they will have to comply
  • 49. Utrecht Recruitment Fair
  • 50.
    • Roberts College
  • 51.
    • New Degree System
    • Will you accept the new Bachelors degree for admission to a Masters program?
    • When evaluating the new European degrees we must consider not only the length of the program but the structure, scope and intent of the program.

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