Erasmus Mundus – Quality Assessment Study 2008-2010,
and EMQA Phase 4 2012Professor Michael Blakemore
Ecorys UK Ltd and UK Bologna Expertwww.emqa.eu (Ecorys and ESMU)
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Country Participation 2011
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UK Participants 2011
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UK Participants 2011
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2011 Programmes– UK ‘Presence’(UK as a partner 33 Master and 11 Doctoral)
UK Participation Master Doctoral UK Participation Master Doctoral UK Participation Master Doctoral
Cordinator with Cordinator with Cordinator withAT PT 1 1 Malaysia 1BE RO MexicoBG SE 3 MoldovaCY SI MoroccoCZ 1 1 SK New ZealandDE 1 2 UK PeruDK 1 Algeria PhilippinesEE Argentina RussiaEL Ausralia 1 SenegalES 2 Brazil Serbia 1FI 2 Canada SingaporeFR 1 Chile South AfricaHU 1 1 China South Korea 1IE Colombia SudanIT 1 Ecuador SwitzerlandLT Iceland ThailandLU India TunisiaLV Indonesia TurkeyMT Israel UgandaNL 1 1 Japan USANO 1 Kazakhstan 1PL 1 Lebanon TOTAL 22 6
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Country Breakdown
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The Initial Challenges for EMQA
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The Current Challenges for EMQA• Building on a participatory approach
• Where quality is identified: Discover, structure and celebrate excellence – identify courses
• Where courses have encountered challenges: Learn from problems and challenges – anonymise
• Move beyond sharing the lessons learned openly with the community• Encourage self-assessment• Create the conditions for community reinforcement where existing,
new and potential courses learn faster, all courses innovate faster
• EMQA 4: Structure, expand, indicators and pathways
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EMQA 1-3 worked intensively with 21 Master Courses
Erasmus Mundus Master QUATERNARY AND PREHISTORY
International Master in Digital Library Learning (DILL)
International Master of Science in Rural development
Global Studies - A European Perspective European Masters in Engineering Rheology
Advanced Masters in Structural Analysis ofMonuments and Historical Constructions
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Four main ‘Components’ of Excellence 2010
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Developments between 2008-2012
• Students and self-organisation• Facebook and social networks• Information sharing – Dropbox etc. and associated IPR issues
• Policy Priorities – the EACEA Clusters Projects• Employability – strategy, processes, monitoring, metrics• Recognition – awarding degrees, delivering them, using them• Sustainability – ‘a priori’ what is the strategy?• Asia – new balances of educational power
• Policy Priorities• Benchmarks and Indicators for Erasmus Mundus Master and Doctoral• Directed sharing of excellence in addition to open sharing
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Types of Course - Mobility Examples
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Types of Course – Mobility Examples
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Organisational Structures
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Examples of Course Missions
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Starting to consider Benchmarks and Indicators (ESMU 2010)
• Defining priorities, targets, criteria, indicators and benchmarks• Deciding priority areas• Brainstorming the priority area processes• Developing and finalising the list of potential indicators• Developing expertise levels & scoring• Creating the ‘balanced scorecard’• Finalising the indicator set with stakeholders
• Critical success factors• Being exhaustive: identifying all the potential kinds of indicators that could
give information about the desired priority areas without regard to their plausibility or ease of gathering
• Avoiding being data driven: existing data may be gathered and verifiable but it may already embody a set of assumptions that make it inapplicable to the case at hand
• Involvement of external expert advice
Starting to consider Benchmarks and Indicators
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Sustainability depends on the course and its goals
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Doctoral programmes – early QA considerations
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Final Points• There is not a single model to follow
• Mobility paths• Interdisciplinary mix• Consortium structure• Pedagogy – for example free to specify or accreditation requirements?• Requirements of beneficiaries and end-users
• But, there is a need to be comprehensive and coherent• Multi-national, multi-institutions, multi-disciplinary: a challenging mix• High expectations of funders and students – increasingly competitive• High priority policy issues
• The future context of “Erasmus for All” … 2014 onwards