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Erasmus Mundus – Quality Assessment Study 2008-2010, and EMQA Phase 4 2012 Professor Michael Blakemore Ecorys UK Ltd and UK Bologna Expert

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Presentation on theme: "Erasmus Mundus – Quality Assessment Study 2008-2010, and EMQA Phase 4 2012 Professor Michael Blakemore Ecorys UK Ltd and UK Bologna Expert"— Presentation transcript:

1 Erasmus Mundus – Quality Assessment Study 2008-2010, and EMQA Phase 4 2012 Professor Michael Blakemore Ecorys UK Ltd and UK Bologna Expert (Ecorys and ESMU)

2 Country Participation 2011

3 UK Participants 2011

4 UK Participants 2011

5 2011 Programmes– UK Presence (UK as a partner 33 Master and 11 Doctoral) UK ParticipationMasterDoctoralUK ParticipationMasterDoctoralUK ParticipationMasterDoctoral Cordinator with ATPT11Malaysia1 BEROMexico BGSE3Moldova CYSIMorocco CZ11SKNew Zealand DE12UKPeru DK1AlgeriaPhilippines EEArgentinaRussia ELAusralia1Senegal ES2BrazilSerbia1 FI2CanadaSingapore FR1ChileSouth Africa HU11ChinaSouth Korea1 IEColombiaSudan IT1EcuadorSwitzerland LTIcelandThailand LUIndiaTunisia LVIndonesiaTurkey MTIsraelUganda NL11JapanUSA NO1Kazakhstan1 PL1LebanonTOTAL226

6 Country Breakdown

7 The Initial Challenges for EMQA

8 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

9 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 of Monuments and Historical Constructions

10 Four main Components of Excellence 2010

11 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






17 Types of Course - Mobility Examples Students start with induction at a single site Students proceed to multiple mobility paths at any partner site Students start at one of two sites (UK, France) in semester 1 Students proceed to Belgium and Czech partners semesters 2 and 3 Multiple mobility Year 2 Start at any partner site – Home institution provides consistent support throughout Mediated plenary activities – Intensive Learning School etc. Move to any partner site – Hosts

18 Types of Course – Mobility Examples Start at any partner site Consistent resource availability across all sites. Annual event involving staff, students, industry, independent advisors etc. Move to any partner site Year 1 at one partner site Move in Year 2 to another partner site Different partner pairs for each two-year course cycle.

19 Organisational Structures TYPE 1: Club. Small, family business or club model: close relations of trust dominate in a group of players well known to each other and in regular personal contact. Early stages of development as pre-existing academic links TYPE 2: Trust plus Coordinated Network: More coordinated system evolved on top of trust- based Type 1 model. More network logic - with better developed approaches to information exchange, course integration and cross- accreditation while retaining key properties of the original club. More institutionally embedded. Type 1 still present but in a modified form. TYPE 3: Corporate with Divisions of Function. Move to larger scale with the need for more formal governance structure over and above - but in addition to - elements of club and network. Stronger integration with functional divisions of labour and multi-layered management and sophisticated information systems across participating sites. Strongly embedded as part of institutional missions of partners. Types 1 and 2 still present but in a modified form.

20 Examples of Course Missions Mission A Capacity Building With a broad educational mission to evolve quality teaching and learning as the primary objective – generally in professional mode Mission B Research enhancement With an aim to develop entrants towards higher (doctoral) level academic aspirations Mission C Sector Feeders With a distinctive ambition to add significant new cohorts of well trained professionals to an industrial or agricultural sector or a public service branch

21 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

22 Starting to consider Benchmarks and Indicators

23 Sustainability depends on the course and its goals

24 Doctoral programmes – early QA considerations

25 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

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