Conferencia de VLC/CAMPUS impartida por el profesor José María Peiró sobre la creación de Erasmus Mundus Master

1. Aproximación práctica a la
preparación de un master
Erasmus Mundus
José María Peiró
Catedrático Psicología Social
Director del Master EM WOP-P

2. Esquema
• Internacionalización de las Universidades y la EIPDV
en un campus Internacional de excelencia.
• EM: Ejercicio de internacionalización. Grandes
“trazos” del Programa.
• Criterios de concesión y guía para la elaboración de
la “narrativa”
• “Tips” y consejos.
• Presentación de un modelo integrador: Un ejemplo
el EMMC WOP-P.
• Inputs para preparar una buena aplicación
• Resumen y conclusiones.

3. Internacionalización
de las Universidades
• Más que relaciones internacionales.
• Estar entre las universidades visibles y atractivas a
nivel mundial en los ámbitos definidos en la
estrategia.
• Movilidad internacional de nuestros estudiantes y
personal académico
• Atraer a los mejores estudiantes, profesores e
investigadores extranjeros a nuestras
Universidades
• Tener una oferta internacional de Master y
Doctorados
• La estructura diseñada en VLC: ESCUELA
INTERNACIONAL DE POSTGRADO Y DOCTORADO

4. Escuela Internacional de
Postgrado y Doctorado (EIPDV)
• Coordina y gestiona la oferta formativa de master y
doctorado de excelencia internacional en áreas de
Salud, Información/Comunicación y Sostenibilidad.
• Orientación investigadora y profesionalizante:
interrelación de formación, investigación e
innovación.
• Procesos de enseñanza-aprendizaje con apoyo en
los recursos y equipamientos tecnológicos y en los
CRAI.
• Desarrollo de competencias multilingües e
interculturales.

5. Un campus internacional
• Nuevas demandas y exigencias de calidad (1):
– Análisis de necesidades y de la competencia en el
ámbito internacional: oferta competitiva basada en la
estrategia.
– Señales de calidad a nivel mundial: agencias
acreditadoras internacionales, “rankings”...
– Cooperación internacional: Consorcios de
Universidades con sinérgias (establecimiento, gestión,
coordinación) “asociaciones”, redes, grupos, etc.
– Divulgación y publicidad para atraer a candidatos en el
ámbito objetivo (Utilidad de las becas). Cuidar canales.
– Mecanismos de reclutamiento adecuados a los grupos
target y estrategia.

6. Un campus internacional
• Nuevas demandas y exigencias de calidad (2):
– El proceso de selección y sus complejidades, en especial
si se conceden becas EM.
– Los “nuevos” servicios que requiere un extranjero:
Atención en inglés fluido, acompañamiento en la
obtención del visado (anticipación temporal y red de
contactos con embajadas, consulados,…)
– Anticipación en los plazos y agilidad en las respuestas a
consultas.
– Sistema de información sobre alojamiento (con familia),
acogida, …
– Seguros (tener en cuenta condiciones y exigencias
embajadas, EACEA…)

7. EM: Sentido y objetivos
• Análisis estratégico del Sistema Universitario
Europeo de Educación Superior y sus
debilidades en el ámbito internacional.
• Los objetivos EM
– Promover la Educación Superior Europea
– Mejorar y promover las perspectivas de carrera de
los estudiantes
– Promover la comprensión internacional con
terceros países.
– Contribuir al desarrollo sostenible de terceros
países en el campo de la educación superior.

8. El EM un buen ejercicio de
internacionalización
• Tres acciones:
– Acción 1: Programas Conjuntos de Master y
Doctorado (Becas A y B)
– Acción 2: Proyectos de partenariado (Becas para UE
y no UE en todos los niveles de educación superior
– Acción 3 Proyectos para promover el atractivo EM
(estudios, Alumni, Estructuras nacionales…).
• Convocatoria actual
– Publicada 16 Diciembre 2010
– Fecha tope: 29 abril 2011 (12:00 horas).

9. Grandes trazos del diseño,
implantación y evaluación
• Visión y planificación coherente del proyecto:
Excelencia, “jugando la Champions”.
Convocatoria muy competitiva
• Concepción global y diseño conceptual
(diversos modelos y parámetros: tamaño,
distribución roles y funciones entre partners,
secuencias, “timings”…).
• Mucha creatividad.

10. Grandes trazos del diseño,
implantación y evaluación
• Actores y otros “stakeholders”.
– Consorcio Internacional: Acuerdo. Nivel
institucional y operativo: EU y terceros países.
– Partners y asociados
– UE, EACEA
– Órganos de coordinación que se establezcan
– Profesores y staff
– Estudiantes; Alumni
– Empleadores, asociaciones profesionales y
sociedad en general

11. Grandes trazos del diseño,
implantación y evaluación
• Plan educativo y académico (Visión y modelo mental
compartido por los actores). Diploma
preferentemente conjunto oficialmente reconocido
en todos los países. Política lingüística y plan de
movilidad. Investigación e “internship” profesional.
• Procesos del “core business”: divulgación,
publicidad, reclutamiento, selección, acogida
(contrato), impartición , monitorización, evaluación,
gestión de la movilidad, diploma y diploma
suplement, inserción profesional, asociación de
alumni.

12. Grandes trazos del diseño,
implantación y evaluación
• Tecnología: Web, Gestión, innovación educativa,
Actividad docente, procesos administrativos (de
universidad y de consorcio), Documentación y
Archivo.
• Logística: Alojamiento, apoyo visados, familia,
necesidades especiales, no discriminación,
información ágil y en inglés, seguros, ..
• Becas Tipo A y Tipo B. Concesión ayudas públicas.
• Movilidad de estudiantes y académicos
planificada y coherente

13. Grandes trazos del diseño,
implantación y evaluación
• Política lingüística (inglés, otras lenguas, cultura.
Cuidado con los “filtros” en la selección por motivos
lingüísticos).
• Economía: Presupuesto convincente, Sostenibilidad;
planificación a cinco años. Tasas conjuntas
(requisitos)
• Coordinación: Partners (plano institucional -
Agreement - y operativo) Associates, Órganos de
coordinación, reuniones, mecanismos y
procedimientos.
• Gestión del programa con la EACEA: informes,
consultas, etc.

14. Academic quality - Course
content (30 %)
Describe the EMMC objectives (including in socio-economic terms) in relation to the needs analysis in the
field(s) concerned.: To what extent is the EMMC offer justified (notably in terms of inter/multi-disciplinary or
newly emerging fields), and how is it linked to identified needs in a European and worldwide context?
Explain the EMMC's added value compared with existing masters courses in the same field at national,
European and international level.To what extent will this added value contribute to European university
excellence, innovation and competitiveness, and, if applicable, to the cooperation expectations of the non
European partner countries?
Present the structure and content of the EMMC and justify the added value and relevance of the mandatory
mobility component. What will be the course structure and main teaching topics? To what extent do the
course topics/structure/modules justify their relevance in relation with the course objectives and the needs of
the field(s)? How is the students' mobility relevant and instrumental to the course's purposes? If applicable,
explain how the internship / placement / fieldwork activities fit in the joint course model and objectives.
Justify the learning outcomes relevance in view of the students' future academic opportunities (e.g. at
doctorate level) and employability.
Justify the relevance of the consortium composition and the expertise of the key academic staff involved to
achieve the EMMC objectives. What are the different fields of expertise of individual partners, and how are
these complementary and of added value in the context of a joint and international masters programme? If
applicable, what is the rationale and added value of having third-country partners in the consortium? What
is the profile of key actors (administrative and academic staff) in the EMMC implementation (provide short
and targeted information)? How will invited scholars contribute to the course?
Explain the EMMC interaction with the professional socio-economic/scientific/cultural sectors concerned.
What types of interactions exist between the EMMC and non-educational actors of the sector concerned
(including if applicable, the consortium's associated partners)? What type of involvement, if any, do these
actors have in the course implementation (course evaluation, internship/placement providers, financial
sponsors, research providers, employment perspectives, etc.)? What is their degree of commitment to the
course?

15. Ejemplos buenos y malos

16. Course integration (25%)
Justify the extent to which the EMMC is organised in a truly integrated way. To what extent is the course
based on a jointly developed curriculum or composed of modules developed and delivered separately but
complementarily? What is the level of participation and institutional commitment of individual partners to the
course?
Justify the extent to which the EMMC is recognised in participating countries and leads to the award of an
official degree by each of the partner institutions. Describe the type of degree(s) that will be awarded to
successful students. How is the course integrated within the partners' courses/degrees catalogues? What is its
recognition status in each of the partner institutions? If applicable, describe the ongoing recognition/accreditation
process in the relevant countries and the actions taken to award a joint degree on behalf of the consortium
partners. If available, provide a copy of the proposed degree(s).
Describe the consortium joint student application, selection and admission procedure. What common
mechanisms, approaches, criteria will be used? How will the related tasks be shared? How will the
procedure in place guarantee the recruitment of the best candidates through a transparent, fair and objective
procedure? How will the equity issues (including balanced gender participation, students with special needs) be
addressed?
Describe the joint examination methods and mechanisms in place between the consortium partners to
assess the students' achievements. How will the ECTS (including the “grading scale”) or other built-in
mechanisms be used for the recognition of study and performance assessment? Will there be a (Joint)
Diploma Supplement issued on behalf of the consortium (if available provide a model)? What will be the
common requirements and methods developed by the consortium for the examination of students and the
organisation of the thesis work (if applicable)?
Explain how the students' participation costs to the EMMC have been calculated and agreed upon by the
consortium.Taking into account the needs and means of each individual partner, provide a detailed description of
the fees and other costs that justify the amount of participation costs that will be requested from the students for
their enrollment in the masters course. If applicable, explain how the portion in excess of the EM maximum
contribution to participation costs will be financed.

17. Na
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va
W
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18. Na
rra
ti
va
W
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19. Course management, visibility and
sustainability measures (20 %)
Describe the organisation of the cooperation mechanisms within the consortium. What is the role of each of
the partners in the EMMC implementation tasks (financial, evaluation, student support, promotion/marketing,
etc.)? Describe the level (/quality) of human (/logistic) resources that will be dedicated by each of the partners to
the EMMC implementation? What type of governing body(/ies) will be put in place? How are these roles defined
and endorsed in an EMMC Consortium agreement (if available, attach a model as an annex)? To what extent are
the students involved in the course coordination and implementation tasks? What type of management tools /
methods are in place to ensure the appropriate implementation of the course (work programme, roadmap,
milestones, work packages, etc.)
Provide information on the partner institutions' financial contribution to the EMMC and describe the way the
EMMC will be managed from a financial point of view. In complement to criteria A.2.5, provide comprehensive
information on the overall estimated implementation costs of the course and partners' complementary funding
(e.g. contribution from partner institutions' own resources to finance additional scholarships, contribution from non
educational organisations, etc.). Explain how the EMMC financial resources will be managed by the consortium,
and how will the grant (more particularly the consortium lump sum and the students' contribution to the
participation costs) be used and distributed among the partners.
Describe the consortium development and sustainability plan designed to ensure the proper implementation
and continuity of the EMMC beyond the period of Community funding. What strategies have been envisaged, over
which period? What are the enrolment projections and the mid/long-term benefits for the partners? If applicable,
are associated members involved in this sustainability plan and what degree of commitment can they provide?
Describe the course promotion measures taken by the consortium to increase the course's (and the EM
programme's) visibility and attractiveness. What type of promotion / visibility mechanisms will be implemented
(e.g. via professional/academic associations, media, newsletters, conferences, fairs, etc.). How will the EMMC's
dedicated website be promoted?

20. Students’ services and facilities (15%)
Describe the nature of the information (/support) provided to students prior to their enrolment and the way this
information will be delivered. What type of information will be provided to students about the consortium (partners
profile and expertise), the course (content, structure, delivery methods, learning outcomes and final degree(s)
awarded), the student selection procedure and criteria, the services offered, etc? Which facilities will the EMMC's
dedicated website provide (e.g. online application)?
Describe the content (and, if available, provide a model) of the Student Agreement defining the rights and
obligations of the two signing parties. What are the joint course implementation rules and mechanisms, mutual
rights, obligations and responsibilities of the two parties as concerns the academic, administrative and financial
aspects of the student’s participation in the EMMC?
Present the services that will be provided by the partner institutions to host students / scholars, including the
nature and coverage of the mandatory insurance scheme. Which services will be offered by the “international
office” or contact desk in terms of support for accommodation and financial facilities, coaching, assistance with
visas and administrative formalities especially for third-country students/scholars? To what extent will specific
services be available for students with a family or with special needs? How will this insurance scheme meet the
EM Programme minimum requirements? How will it be managed (/funded) by the partners?
Describe the consortium language policy. How do the partner institutions intend to equip students with the
necessary language skills to ensure that they will get the full benefit from participating in the EMMC course (e.g.
training facilities, mentorship, local language learning, etc.)? How does this policy fit into the course itself (e.g.
integration, availability, costs coverage, recognition of the language courses in the EMMC)? How does the
consortium intend to meet the objective to offer students the possibility to use at least two different European
languages?
Indicate the measures taken to facilitate networking among the Erasmus Mundus students and between these
students and other students from the partner institutions. What activities/facilities are foreseen to ensure the
socio-cultural integration of the EM students? What type of relations will the course foresee with the EM Alumni
Association? If applicable, how often will the EM students (from the same or different cohorts) meet and
exchange? What facilities are offered in this perspective? What is foreseen to ensure the proper academic
induction of third country students?

21. Quality assurance and
evaluation (10 %)
Describe the internal evaluation strategy and mechanisms in place. How (and with what
periodicity) will this evaluation be organised (by the institutions themselves, through an integrated
approach agreed by all partner institutions, with questionnaires and feed-back systems, etc.)?
How will the assessment outcomes be used to monitor, upgrade and improve the quality of the
course? How will the actors (students / professors) be involved in this exercise?
Describe the external quality assurance envisaged. What will the roles of the national,
international or professional quality assurance bodies be, if any? Will external experts be
recruited for this purpose and - if yes - on what basis and how often? What methodology will be
followed? If applicable, will associated members be involved in this exercise?

22. “Tips” para prearar la solicitud

23. “Tips” para prearar la solicitud

24. Modelo Info day 2011

25. • El Modelo
desarrollado
para el
Master
Erasmus
Mundus
• WOP-P

26. Master Plan
Design Design
Institutions: Support, Embedding, Exploitation
-Stakeholders improvements
Prepare -Conceptual design -Workshops
Coordination (Across/intra partners)
-Structural design -Coordination meetings
-Development -Team work within partners
B 14. Prof. report: integration
2 B 13. Tirocinio/Practicum/Stage/
Education y
Implement • Candidates
e
a
B 10
B 12 master thesis
B 10. B 10 B10.
Alumni
network
r
recruitment B6 B7 B 8. B9 B11
Selection 1 Block 12. Research master thesis career
promotion
y
e B2 B3 B4. B5 B11
a Block 1. Orientation
r
Logistics, Quality Communication
Support Information
Services, Assurance Dissemination
Support
Facilities & & Good & Publicity
System
equipment practices

27. Master Plan: Internal drivers
Design
Systemic Design
Institutions: Support, Embedding, Exploitation
Annual
design
-Stakeholders improvements
Workshop
procedure
-Conceptual design -Workshops
Prepare
Coordination (Across/intra partners)
-Structural design -Coordination meetings
-Development -Team work within partners
Individual Students Academic
and team induction Prof. report: integration Research
B 14. coordination
ownership
Protocol for
2
y
B 13. Tirocinio/Practicum/Stage/ unit phases
Intership for
selection Alumni
Education
e B 12 master thesis
Implement • Candidates
Process a competncies Career
recruitment
r B 10 B 10. B 10 B10.
service &
network
International7 leaflet
Selection
B6 B B 8. B9
teaching Research master thesis Winter
B11
school with career
international 1 Block 12.
y staff
Euro-national e B2 B3 B4. B 5 externals
B11 promotion Coordination
students a Block 1. Orientation practices
Awareness r
of need for
improvement Quality
Personal
contact
Logistics & assurance
Electronic
Information staff
Quality Communication
Communication
Support platform Services Assurance Dissemination
& Support &
Support Handbooks Plan. confidence
Facilities & & protocols
Good Dissemination of Institutions
System Facilities
Data equipment
equipment practices
ISO- prep.
bases

30. www.uv.es/erasmuswop

31. Inputs para preparar
una buena aplicación
• Convocatoria (call for proposals), Program Guide, FAQs. Erasmus Mundus
Program Guide. Application Form Instructions.
http://eacea.ec.europa.eu/erasmus_mundus/funding/2011/call_eacea_41_10_en.php
• Programas aprobados en años anteriores (ver resúmenes en la web y visitar
sus webs),
http://eacea.ec.europa.eu/erasmus_mundus/results_compendia/documents/compendia/em_a1_compendium2009.pdf
• Ejemplos de buenas prácticas
http://eacea.ec.europa.eu/erasmus_mundus/tools/good_practices_en.php
• Handbook of Quality
http://www.emqa.eu/Handbook.aspx
• Expertos. (quienes han sido en nuestro país; contactar).
http://eacea.ec.europa.eu/about/call_experts/call_experts_2007_en.php
• Expert Assessment manual 2010: ¡Ayudarles a encontrar lo que tienen que
evaluar¡(¡no dejarles que puedan evaluar bajo¡)
http://eacea.ec.europa.eu/erasmus_mundus/funding/2011/documents/call_41_10/expassessman_a1emjdv2.pdf
• Las sesiones informativas (incluido el “networking” informal).
http://eacea.ec.europa.eu/erasmus_mundus/events/infoday_2011_en.php
• Punto de contacto de la estructura nacional. erasmus.mundus@educacion.es
http://www.educacion.es/educacion/universidades/convocatorias/entidades/erasmus-mundus-2.html

32. Modelo de excelencia
y buenas prácticas.

33. Quality of Teaching and
Learning
• Designing an excellent curriculum
• Communicating course objectives and outcomes
• Ensure students are supported in developing the competencies they
need
• Developing learning skills
• Specific courses and training on international learning and working
• Developing linguistic competencies across the course
• Managing the Erasmus Mundus teaching and learning environment
• Research activity and research facilities
• Consistent teaching practice across the consortium
• Entrepreneurship and business skills
• Ensuring that internships appropriately contribute to student learning
• Consistent assessment methods
• Formal course review

34. Facilities, Logistics & Finance
• When students apply to your course
• Verifying student qualifications
• Pre-entry induction documentation on academic
preparation
• When Third Country students travel to Europe
• Introducing Students to European Academic
Practice
• When students move between partner institutions
• Student Finances
• Communicating and Consulting with Students
• Benefiting from your Alumni

35. Quality of Leadership &
Institutions
• The highest quality academic team
• Creating a strong course 'brand'
• Securing and Maintaining Institutional
Commitment
• International Teaching and Research
• Continuity and leadership
• Succession strategies
• Financial sustainability

36. Joined-up Practice for an
Integrated Course
• Selecting students
• Consortium Information System
• Policy for Course Fees
• Division of Labour across the Consortium
• A Consortium-wide quality assessment process
• Managing the Consortium
• Developing a clear and policy for awarding the
Master Degree
•

37. WOP-P: Una labor de equipo
COORDINACIÓN: José Mª Peiró, Vicente Martínez, Isabel Rodríguez,
Nuria Tordera, Carolina Moliner, Ana Hernández,
COORDINACIÓN BLOQUES: Ana Zornoza, Francisco Gracia, Vicente
González, Virginia Orengo, Salvador Carbonell, Oto Luque
PROFESORADO: Amparo Caballer, Doris Ferreres, Pilar González,
Susana Lloret, José Ramos, Pilar Ripoll, Alicia Salvador, Inés Tomás,
Rosario Zurriaga, Esperanza Rocabert,
TUTORES PRACTICUM: José V. Esteve, Fernando Pons, Rafael Botet
PERSONAL DE APOYO: Inmaculada Aleixos, Yolanda Estreder, Eva Lira,
Miguel A. Pastor
SERVICIO DE CONTABILIDAD Y GERENCIA.
SERVICIO DE POSTGRADO Y VR. DE POSTGRADO
SERVICIO DE REL. INT. VR. REL. INTERNAC.
FUND. GRAL. U.V.: OPAL, CIG, PATRONAT NORD-SUD…
SERVICIO DE INFORMATICA.
CENTRO DE FORMACIÓN Y CALIDAD VR. DE PLANIFICACIÓN.
RECTORAT.