Post on 29-Dec-2015
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Joint Programmes Require Joint Forces: the Management Aspect
Francesco GirottiInternational Relations Division, Bologna University
JOIMAN project‘s coordinator
18 October 2012, Malta
BRIDGE PROJECT
FINAL CONFERENCE
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STARTING POINTS
• Joint Programmes: Integrated study programmes offered by 2 or more institutions leading to the award of a Double, Multiple or Joint Degree• JOIMAN focused on the Administration and Management of JP
WHY?• Because of the Erasmus Mundus impact
• Because of the nature of the network
HOW?• Surveys to JP coordinators (Master, Doctorate, EU&NonEU), study visits, international conferences, papers, discussions, networks
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JOIMAN FINDINGS AT A GLANCE
3 main messages:
1. There are different models of Joint Programmes, with different levels of integration and different impact on the planning, organisation and management of the programmes themselves
2. Institutional strategy, support and commitment are crucial for the implementation of Joint Programmes
3. Being aware of the processes allows to think in advance
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MESSAGE 1: DIFFERENT MODELS
Highest level of Integration
(EM Model)
Lowest level of Integration (Structured mobility in
Bilateral coop.)
Joint Admnistration of students and ad hoc services
Common budget and tuition fees
Jointly developed curriculum (new, learning outcomes based,)
Curriculum based on existing courses/ exploitation of excellences (Comparison of learning outcomes)
Curriculum based on existing comparable courses (input based)
Focus on international students
Based on own institution tuition policies
Focus on local students
Jointly agreed students’ services and standards
QA measures standards jointly agreed
Joint QA measures
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5Degree of jointness and integration in the cooperation
International
collaborationIndividual programmesCotutelle
Joint doctoral programme
Joint doctoral degree and programme
Research
Courses
Structure of cooperation
Selection/admission
Supervision
Defence
Monitoring/reporting
Employability
Funding/fees
Double or multiple degrees
Joint degree
MESSAGE 1: DIFFERENT MODELS (DOCTORATES)
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MESSAGE 1: DIFFERENT MODELS
Positioning your joint programme in the appropriate level of integration has a deep impact on the management of the joint
programme itself.
I.E: Large integrated consortium: increase the critical mass, share of resources and expertise, increase the quality of the mobility offer BUT more coordination efforts and costs (meetings, staff mobility etc) more harmonization problems (procedures, legislations, cultures)
I.E: targeting international students: more chances to attract best students, creation of a real international environment BUT more efforts in marketing the programme, more efforts in the ICT infrastructures, more efforts in services for students etc
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MESSAGE 2: INSTITUTIONAL COMMITMENT
Most common obstacles detected:
1. Legislation on joint degrees
2. Institutional regulations
3. Different Education Systems (length of study, accreditation)
4. Tuition fees policies
5. Funds and Human Resources
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WHY INSTITUTIONAL COMMITTMENT IS IMPORTANT?
•To prepare the ground through external actions• To advocate changes at national level• Developing a network-based strategy
•To prepare the ground through internal actions• Creating appropriate structures for the development and
implementation of JP• Creating/adapting internal rules• Coordinating the efforts of the many actors involved• Providing funds for new initiatives• Promoting the professional development of administrators and
academics involved• Fostering the initiatives of academics
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THIRD MESSAGE: KNOW THE PROCESS AND THINK FIRST
First action of the JOIMAN group has been the definition of the processes in order to draft a comprehensive questionnaire for JP coordinators.
Processes have been refined after the submission of questionnaires and study visits.
This allowed us to draft a map which could be useful and adaptable to any Joint Programme for the planning of the management phase.
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WHY IT IS IMPORTANT TO KNOW THE PROCESSES?
Because most of the detected obstacles in the management of Joint Programmes are at Programme level and can be approached during the development/negotiation phase
•Lack of information on the educational systems of the partners
•Late involvement of key people
•Confusion in terminology
•Late definition of procedures for the administration of students
•Duplication of quality assurance requirement, without a clear reflection on the harmonization of the existing – institutional – procedures with the needs of international dimension of the programme
•Late discussion on calendars, credits, thesis procedures, certification, phd candidate supervision etc
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Students’ administration timeline Transversal processes
Application
Teaching
Enrolment
Admission
Selection
Mobility
Welcoming
Dissertation
Diploma and DS
Selection round for non EU
Communication of results
Visa procedures
Welcoming services
Enrolment procedures
Language training
Cultural integration
Tutoring of the mobility
Welcoming services
Academic Tutoring
Cultural integration
Joint jury
Promotion
Receipt of application
Selection round for EU
Preparation to the mobility
Transfer of students’ career
Transfer of student’s’ career
Academic Tutoring
Joint signature or request of multiple diplomas
QUALITY
ASSURANCE
MEASURES
FINANCIAL
MANAGEMENT
Quality in the application phase:
transparency
Sharing of the budgetQuality of the
selection
Quality management tools
Evaluation of teaching
Evaluation of services
Ex post evaluation: student’s career
Ex – post evaluation: feedback from the
labour market
Overall evaluation of the programme
Management and distribution of fees
Management of scholarships
Reserves for sustainability
Accounting / reporting
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Good practice report on the management of JP (Master EU-non EU and Doctorates)Annexes: Cooperation agreement template, Glossary, example of guidelines, national legislations on tuition fees
Thematic papers
Contributions from international seminars
JOIMAN web site: www.joiman.eu
Tangible outputs