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EAM related higher education in Europe: An overview

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Presentation on theme: "EAM related higher education in Europe: An overview"— Presentation transcript:

1 ENHANCING ATTRACTIVENESS OF ENVIRONMENTAL ASSESSMENT AND MANAGEMENT HIGHER EDUCATION
EAM related higher education in Europe: An overview Thomas Fischer and Urmila Jha-Thakur IAIA, Geneva, April 2010

2 THINKING BEHIND PROJECT:
Environmental Assessment and Management (EAM) is often perceived as being taught in similar ways throughout the world. This is opposite to subjects such as planning or policy making which have more of a country specific focus. As a consequence, EAM related higher education programmes are frequently assumed to have an international, rather than national, or local, appeal. However, contrary to this perception, there is currently very little evidence that this is indeed the case. The main aim of this seminar is therefore to identify similarities and possibly also differences in EAM related higher education in China and the EU.

3 OVERALL RATIONALE: A better understanding of EAM related higher education should ultimately help: - prospective students to choose the right programme - universities / other teaching institutions to offer attractive programmes - public and private sectors to recruit suitable graduates - the economy and society at large to use resources efficiently, both, in terms of costs for higher education and in terms of delivering according to actual needs - the environment to be effectively managed and protected

4 MAIN PROJECT OUTPUTS: - creation of a TwoEA-M network (You) - setting up of a TwoEA-M webpage (www.twoeam-eu.net) - production of a handbook (‘guidebook’) on EAM related higher education MA programmes in the EU - testing the international usefulness of EAM related higher education teaching materials produced during the PENTA project (www.penta-eu.net); eg EA Lecturers’ Handbook - Three East Asian conferences (South Korea, China, Malaysia) - production of a report on regional specific EAM interests and educational requirements - A main European final TwoEA-M conference (Austria)

5 PROJECT DETAILS: - 2-year European Commission funded project (December 2008-November 2010); follow-up to previous PENTA project ( ) - 3 main European project partners (University of Liverpool, University of Bratislava, ANIDEA) - 4 East Asian partner institutions (Yonsei University, Tokyo Institute of Technology, Nankai University, University of Technology Malaysia) - wider TwoEA-M network members

6 Methodology Based on experiences from PENTA, data collection for the TwoEA-M guidebook was mainly based on an internet-survey Initially, a total of 21 EU member states were surveyed. Later all EU member states included... Key phrases and words were chosen, including “Masters Environmental Assessment and Management” (country name) and “Masters Environmental Assessment” (country name).

7 Methodology Some degrees may be ‘combined degrees’-Joint-Multiple
The main search engine used was Google and the searches made were across the web, as well as through country specific pages. Use of Templates to standardise the information collected Only 1 programme from each University has been included (Remarks) Information collected further complemented by country-specific contacts....

8 Country Name Template No.
Methodology No. Country Name Template No. Headings Sub-categories 1 Academic Context Name of University Weblink Degree Title Emphasis (EA or EM) Faculty/ School/Department 2 3 4 5 6 Programme Implementation Duration Programme Structure Delivery language Delivery method & techniques Assessment method Focus (teaching/research) 7 8 9 10 11 12 Programme requirements & Scope Geographical specialism Entry requirements Fees (Euro) Credit Structure Career opportunities’ 13 14 15 16 Remarks

9 Overview of Findings A total of 115 EAM related Master programmes were identified across the 27 (23....)EU countries covered in the survey. 105 programmes have been included in this guidebook. Professional degrees in Italy and Spain As a result of the Bologna process countries’ are experiencing a transitional phase with their educational structuring. Therefore, it is possible that all such degrees which have not yet incorporated the 2nd tier may be left out in this survey of Master level degrees Quite a few programmes initially identified had to be deleted as they ceased to exist.

10 Country-wise distribution of EAM related Master programmes

11 Main Focus of programmes Surveyed

12 Subject areas-within which EAM related Degree Programmes are offered

13 Subject-wise distribution of EAM related Master level Degree Programmes

14 Most frequent words used in degree titles of EAM related programmes across EU

15 Country-wise distribution of Streams within which EAM related degrees are offered

16 Duration-wise distribution of EAM related programmes across Europe

17 Language-wise distribution of EAM related Master Programmes

18 Fees distribution of EAM related Master Programmes across countries

19 Conclusion and Limitations...
No MA degree programmes have been identified in Cyprus, Luxembourg, Portugal and Romania. It was not always possible to find all relevant data in the same detail for each programme and information presented true at the time of the survey. Institutions which do not use the internet for advertising their programmes are left out. However, this should only apply to a very small percentage of programmes.

20 Conclusion and Limitations...
Only one programme per university has been included; Information has been collected by several researchers and information was presented in different languages; Each country and sometimes even university emphasises different aspects of their programmes which was not always comparable; The heavy dominance of some countries over other may be due to the transition phase initiated by the Bologna process; Only key findings have been presented here, more information is available on further request.

21 Thank you!


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