EMMC: Course management and joint degrees

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 ECTS variable

Mobility choice JPGSpecialisation: M4: Psycho- and

Neurolinguistics


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


Joint Curriculum: Term 1

Joint Curriculum Term 2

