Erasmus Mundus – Quality Assessment Study 2008-2010,

and EMQA Phase 4 2012Professor Michael Blakemore

Ecorys UK Ltd and UK Bologna Expertwww.emqa.eu (Ecorys and ESMU)

www.emqa.eu

Country Participation 2011

www.emqa.eu

UK Participants 2011

www.emqa.eu

UK Participants 2011

www.emqa.eu

2011 Programmes– UK ‘Presence’(UK as a partner 33 Master and 11 Doctoral)

UK Participation Master Doctoral UK Participation Master Doctoral UK Participation Master Doctoral

Cordinator with Cordinator with Cordinator withAT PT 1 1 Malaysia 1BE RO MexicoBG SE 3 MoldovaCY SI MoroccoCZ 1 1 SK New ZealandDE 1 2 UK PeruDK 1 Algeria PhilippinesEE Argentina RussiaEL Ausralia 1 SenegalES 2 Brazil Serbia 1FI 2 Canada SingaporeFR 1 Chile South AfricaHU 1 1 China South Korea 1IE Colombia SudanIT 1 Ecuador SwitzerlandLT Iceland ThailandLU India TunisiaLV Indonesia TurkeyMT Israel UgandaNL 1 1 Japan USANO 1 Kazakhstan 1PL 1 Lebanon TOTAL 22 6

www.emqa.eu

Country Breakdown

www.emqa.eu

The Initial Challenges for EMQA

www.emqa.eu

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

www.emqa.eu

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 ofMonuments and Historical Constructions

www.emqa.eu

Four main ‘Components’ of Excellence 2010

www.emqa.eu

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

www.emqa.eu

www.emqa.eu

www.emqa.eu

www.emqa.eu

www.emqa.eu

www.emqa.eu

Types of Course - Mobility Examples

www.emqa.eu

Types of Course – Mobility Examples

www.emqa.eu

Organisational Structures

www.emqa.eu

Examples of Course Missions

www.emqa.eu

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

Starting to consider Benchmarks and Indicators

www.emqa.eu

Sustainability depends on the course and its goals

www.emqa.eu

Doctoral programmes – early QA considerations

www.emqa.eu

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