emmc: course management and joint degrees
DESCRIPTION
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).TRANSCRIPT
www.emcl-mundus.com
www.emcl-mundus.com
Bologna degrees
Double/multiple (DD) Joint (JD)
JDD--Prebologna context
HE 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
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
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
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
Bologna Process
Joint 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)
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
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
ERASMUS MUNDUS I
In 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).
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)
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)
PhD in EM II
versus Marie Curie
In 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)
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
EMCL in EMII: 2009-2013
• Changed EM system
• Changed EMCL application
– Changed partnership
– Changed programme
– Changed semester system
– Changed boards
– Improved quality assurance
Joint student selection
Explicit rating criteria
• Academic quality (60%)
• Motivation (10%)
• Recommendations (10%)
• English (10%)
• Work experience (10%)
Common organisation structure
Improved QA: Internal1. Student feedback
– Local feedback (teacher/course evaluation) at the participatinginstitutions using their established systems customised for the integratednature 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 arefollowed.
QA: external (already in place)
• Systematic external quality assurance is providedthrough permanent peer feedback:
– colleagues from the University of Newcastle and theUniversity of Oslo are always present at consortiumboard meetings,
– monitoring all activities from student selection toprogramme development and bringing problems to theattention of the responsible parties.
• The programme is also the object of continuousquality control
– according to the participating institutions' establishedquality assurance policies and
– through evaluation of the national/regional bodies.
Other joint consortium
instruments• Module Descriptions
• Joint Curriculum
• Joint Rules and Regulations
• Partnership Agreement
• Student Agreement
• Scholarship Agreement
• Supervision Agreement
• Associate member agreement
Agreement scheme
Mobility plan
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)
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
GPJSpecialisation M5: Clinical Linguistics
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: --
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 Record".
• Total grades are given in the diploma
• MG = ECTS-weighted mean of grades in (variableCP) 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 gradesfrom (variable CP) MG
Example calculation MG: M5(#CP depending on mobility plan)
Student A:
M5= 24 CP
7 CP: A; 10 CP; B; 7 CP: A
7 CP x 1 = 7
10 CP x 1.5 = 15
7 CP x 1 = 7
(7 + 15 + 7) / 24 = 1.2
MG: A
Student B:
M5 = 45 CP
10 CP: A; 5 CP: B; 10 CP: C; 10 CP: B; 10 CP: A
10 CP x 1 = 10
5 CP x 1.5 = 7.5
10 CP x 2.5 = 25
10 CP x 1.5 = 15
10 CP x 1 = 10
(10 + 7.5 + 25 + 15 + 10) /45 = 1.5
MG: B
Final student documents
• Joint (multiple) degree
• Joint diploma supplement
• Joint grade record
Thank you
for your attention
Joint Curriculum
Module 1: Description
Joint Curriculum: Term 1
Joint Curriculum Term 2
Joint Curriculum Term 3
Joint Curriculum Term 4