HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
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Anatoli Bourmistrov, PhDProfessor Bodø Graduate School of BusinessHigh North Center for BusinessUniversity of Nordland
[email protected] / +47 755 17 653
MoscowMay 21st, 2012
Experience in establishing and running international education programs
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
• INTRODUCITON• OPPORTUNITUES OF
INTERNATIONAL COOPERATION IN EDUCATION
• QULIATY IN EDUCATION: NORWEGIAN EXPERIENCE
• INTERNATIONAL COOPERATION IN JOINT PROGRAMS AND JOINT DEGREES
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
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UNIVERSITY OF NORDLAND: THE YONGEST UNIVERSITY IN NORWAY!
• Four schools:– Bodø Graduate School
of Business– Faculty of Aquaculture
and Bioscience – School of Professional
Studies – Faculty of Social
Sciences• Students: 6500• Faculty: 600
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North-Western University Alliance Alliances in Russia and Ukraine
University of Nordland Murmansk State Technical University (MSTU)
NArFU
Ukhta State Technical University (USTU)
Baltic State Technical University, St. Petersburg (BSTU)
Tyumen State University (TSU)MGIMO-University, Moscow
Tavria National University, Simferopol, Ukraine (TNU)
Kiev National University, Ukraine (KNU)
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High North Center: Alliance in North America
University of Alaska, Fairbanks
Alaska Pacific University, Anchorage
University of Alberta, Edmonton
University of Texas at Austin
61991 20011993 1997 2004
Period 1: West meets East and East meets West
BSTU, HHB
2009
Period 2: Courses, student exchange and research cooperation
- 500 students in Russia- 30 Russian students in Bodø - 30 Bodø students to Russia- 30 research publications
BSTU, HHB
Period 3: Combining Business Administration and Engineering
- 100 students in Russia- 1 Russian PhD student in Bodø- 30 Russian students in Bodø - 40 Bodø students to Russia- 90 research publications- new partners in Russia- 300 retrained officers
BSTU, MSTU, HHB
Result/Effects
Period 4: Building the University Alliance
- 150 students in Russia- 90 Russian students to Bodø - 20 Bodø students to Russia- 3 Russian PhD students- 110 research publications- new partners in Russia- 500 retrained officers
BSTU, MSTU, ASTU, HHB
Period 5: Joint degree programs - international PhD, Energy Management, Sustainable Management
- 500 students in Russia- 300 students to Bodø - 70 Bodø students to Russia- 15 PhD students- 350 research publications- new partners in Russia- 500 retrained officers (Russia)- 1500 retrained officers (Ukraine)
Russia: BSTU, MSTU, ASTU, MGIMO, USTU, TSU, Ukraine: TNUNorth-America: UofA, UofTHHB
Establishment of the High North Center at HHB(many partners)
Period 6: Education and Research Consortium: Management, Energy, Sustainability
Norwegian-Russian Projects in Business and Management
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Cooperation 1991 – 2011Some Highlights and Results (1)
International PhD program in Business Studies 5 joint Master programs with Russian
Universities:• MBAE (St. Petersburg)• Executive MBA (St. Petersburg/NArFU)• Executive MBA for Rosneft (Russia and Norway)• Joint Degree MSc Energy Management (Bodø and
Moscow)• Joint Degree MSc Sustainable Management (Bodø, St.
Petersburg + Murmansk, Arkhangelsk, Tymen, Ukhta) MBA: Business in Russia (together with NUPI and
MGIMO) Retraining military officers and their family
members “Business Practice in Norway” Norwegian-Russian Education and Research
Consortium for International Business Development in the Energy Sector (NAREC)
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Cooperation 1991 – 2011Some Highlights and Results (2)
• Students/Graduates:– 3500 graduates at the joint
educational programs in Norway and Russia
– 15 PhD-students at a joint PhD-program
• Research:– More than 800 different publications
with the focus on business administration in Russia and business cooperation between Norway and Russia
• Institutional Development:– Establishing High North Center for
Business and Governance– Main founders: DNB Nor, Innovation
Norway, Nordland County, Statoil, MGIMO university, Rosneft, regional companies in the Salten region
– Mainly externally financed projects
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
OPPORTUNITUES AND CHALLENGES FOR INTERNATIONAL COOPERATION
IN EDUCATION
FORCES FOR INTERNATIONAL COOPERATION
NATIONALCULTURES, NEEDS, OPPORTUNITIESLOCALISM
INTERNATIONALCONTEXT: HARMONIZATION
INTERNATIONAL
PARTNERSHIP
COOPERATION
TWO FORCES :NATIONAL FACTORS
INTERNATIONAL CONTEXT
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Components of International Cooperation in Education
• The Agreement component: – How to secure that partner institutions, teachers and students are committed to the
cooperative education program? – How to secure that the cooperative program development will be a managerial priority at
institutions? • The Designing component:
– How to handle different national requirements in designing the course/program content, what learning methods to use, how to measure students achievements and workload?
• The ECTS component: – How to harmonize the workload of students and teachers in the cooperative programs where
the cooperative partners experience in education was derived from different systems?• The Quality component:
– How to develop effective communication between partners and achieve common acceptable solutions?
– How to guarantee long-term survival of the program?– How to include research in the program?– How to achieve relevance for students and their future employers?
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MANAGING QULIATY IN EDUCATION:NORWEGIAN EXPERIENCE
Education Quality Reform in Norway (1)
• Ideology: “independence with responsibility”!– Mjøs committee evaluation in 1998– A need for reform - to reflect a rapidly changing needs of the
society:• New institutional structure• More independent institutions• Degree structure: Bachelor/Master/PhD• Quality and efficiency in the learning• Changing funding of educational institutions: towards pay
for performance system– Much of these steps are in accordance with Bologna
declaration!
• A new law on the Universities and Colleges Act (2001):– regulates state-owned institutions and their right to establish programs and
award national degrees– regulates the quality assurance of higher education
• The reform process : – changed the degree structure in accordance with the recommendations of
the Bologna Declaration – increased institutional autonomy in deciding what programs to establish– increased budgetary incentives related to the candidate production– imposed a stricter obligation for institutions to follow up students actively – introduced a system of formal accreditation for all higher education – imposed stricter demands in the field of quality assurance
• Introduction “pay for performance” system from the state– Basic, education and research components of university funding
Education Quality Reform in Norway (2)
• New regulation meant:– Universities and colleges shall have internal systems for quality assurance of course
provisions– A special independent body (NOKUT) will have responsibility for evaluating the
institutions’ own systems in accordance with requirements laid down in the regulations issued by the Ministry of Education and Research
– An institution’s quality assurance systems shall be evaluated at least once every six years
– The evaluations shall include “the structure of the system, the documentation it produces and the assessments of educational quality made by the institution itself”
– The evaluations will be made by committees consisting of external experts appointed by NOKUT
– Sanctions: in case of negative evaluation - losing the right to establish further course provisions until the requirements regarding internal quality assurance are satisfied
Education Quality Reform in Norway (3)
• The Norwegian Agency for Quality Assurance in Education, (NOKUT):– Established by the Norwegian Parliament in 2002 – An independent government body: the Ministry cannot
issue injunctions outside the lawful mandate or specified regulations
– Evaluation, accreditation and recognition of quality systems, institutions and course provisions
– Individual applications for general recognition of foreign qualifications
Education Quality Reform in Norway (4)
DEGREE STRUCTURE
Managing Quality in Theory
Customer
Product
Specifi-cations
Design- quality
Quality
Quality of conformance
QUALITY MANAGEMENT AT HHB (1)
• Goals of the Master program:– Study relevance for students and future employees
• Focus on the study model, subjects and teaching methods– Appropriate balance between knowledge “depth” and
“breadth”• Number, size and content of courses
– Balance between “research-based” and “practice-based” teaching/learning• Literature, teaching methods, etc.
– International understanding• All main literature in English, guest lectures by English
speaking professors, etc.
WHO IS A MASTER PROGRAM GRADUATE?
Knowledge Theory Practice
Depth-dimension
”Researcher”
”Expert”
Breadth-dimension
”Philosopher”
”Universal practitioner”
Master program?
Basic management ideas in ISO 9000/14000
Documents Action Registration
of variance Correction and prevention
QUALITY MANAGEMENT AT HHB (2)
Quality assurance system dimensions:“Input” quality“Infrastructure” quality“Program” quality“Result” quality
QUALITY MANAGEMENT AT HHB (3) Quality work:
Variance reporting on the Internet (“red-button”)Process evaluation
Each course should have a student who functions as a quality work coordinator
Each program has a program coordinator responsible for its quality Responsibilities:
• A “bridge” between the class and professors• Continuous evaluation of the course• Constructive suggestions for improvement a the course level
Participation at the quality seminar - constructive suggestions for improvement a the course level
Quality survey Each students should make an evaluation at the end of
the semester in each course by filling special forms
QUALITY MANAGEMENT AT HHB (4) Input quality:
Introductory courses (e.g. working with cases) Teachers’ qualification improvement, courses for staff (e.g. in teaching
methods, use of program) Infrastructure quality:
Focus on solving technical problems because of the new buildings Lack of rooms for self-study
Program quality: Establishment of the reference groups (representatives from business) Review of programs
Result quality Completion rate at master program – 91% 90% finds jobs right after the completion on the study Annual surveys of graduates/active alumni club
JOINT PROGRAMS AND DEGREES
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Differences in National Cultures
• National cultures Hofstede (1980 – 2004)
Country PDI UAI IDV MAS
US 40 46 91 62
Norway 31 50 69 8
Ukraine 96 93 38 40
Russia 90/ 93
90/ 95
50/ 39
40/ 36
PDI – power distance (acceptance of power inequality)UAI – uncertainty avoidance (feeling of threat by uncertainty)IND – individualism (vs. collectivism; I vs. WE consciousness)
MAS – masculinity (vs. femininity; work and quality of life)
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
EXPERIENCES, CHALLENGES AND SOLUTIONS
• EDUCATION AND INTERNATIONAL QUALITY:– Input quality: enrollment– Process quality: learning and teaching– Output quality: obtaining knowledge and employment
• COOPERATION IN EDUCATION – IMPORTANT ISSUES:– Issue 1: HOW TO SECURE “INPUT” QUALITY OF INTERNATIONAL STUDENTS?– Issue 2: HOW SHOULD INTERNATIONAL STUDENTS BE INTEGRATED AND
ADAPTED INTO THE EDUCATION PROCESS?– Issue 3: SHOULD EDUCATIONAL INSTITUTIONS CARE ABOUT EMPLOYMENT
OF INTERNATIONAL STUDENTS?
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
CHALLENGES
• What do the grades in the transcript of an international student reflect?– Differences in:• Professional tradition in education and research• Education styles• Regulatory institutions in education• Focus of the program curriculum
• An illustration: Norway vs. Russia
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Differences in regulatory environment of the education institutions
RUSSIA NORWAY
Quality standard-setters in education
Central Ministry of Higher Education and Research and its
agencies
National and international committees and organizations:
e.g. NOKUT
Autonomy of educational institutions
Compliance to the national, regional and local education
standards
Autonomy in filling in the education programs
How relevance of the program is defined?
Relevance as following the standards
Relevance to the business community and students
Program management
Management by standard-following
Management by reputation
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Differences in education stylesRUSSIA NORWAY
Lectures as a “cornerstone” of teaching Textbooks are the main teaching instruments
Dictation of lectures Textbooks’ review and their discussion
The literature is of ritual character The course literature is compulsory for study
Almost no conversations between teachers and students out of school hours
Teachers have time for students; often outside of normal office hours
Clear distinction between lectures and seminarsAs a rule, no clear distinctions between lecture and
seminars; flexibility when choosing different teaching forms
Oral exams based on the dictated lectures Almost all exams are written
Textbooks are for the teacher Textbooks are for the student
Students do not purchase books. It is expected that the university is responsible for providing them Students purchase books at their own expense
Hierarchical relation “teacher - student” Students and their organizations are important and part of the education process
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Differences in the program curriculum focus
RUSSIA NORWAY
Many obligatory courses like mathematic, philosophy, history, etc.
required by the standards
Number and scope of courses, also obligatory, are defined based on the
program content
Focus on student individualism Focus on the team-work
8 – 10 subjects pr. semester 2 – 4 subjects pr. semester
Up to 2000 class hours for a 2 year program
Up to 400 class hours for a 2 year program
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Differences in the professional tradition in education and research: example of accounting
Norwegian accounting tradition Russian accounting tradition
Paradigm: Accounting user oriented Paradigm: Accounting rules oriented
Teaching focus: accounting principles Teaching focus: accounting technique
Course literature: book of accounting theory
Course literature: accounting standards
The goal of the course: understanding of details as a part of the superior theory
The goal of the course: replication of the bookkeeping transactions
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RUSSIA NORWAY
Quality focus
The country: development of the economic and defense potential
The student, research community and the society in general
Quality control
Primary focus: output controlInput control is important too.
Primary focus: input and process control.
Output control is important too.
Quality standard-setters
Central Ministry of Education National and international committees and organizations
Comparison of quality understanding of the Ph.D. programs in Norway and Russia
The Development Process of Joint Degrees
ACADEMIC MODEL
REQUIRED LEARNING TIME
TEACHERWORKLOAD
LEARNING METHOD
ECTS CALCULATIONS
STUDENT WORKLOAD
Russian context
Norwegian context
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1st semester30 ECTS
HHB
2nd semester 30 ECTS
HHB
3rd semester30 ECTS
MOSCOW
4th semester30 ECTS
HHB
Business Analysis10 ECTS
Russian/Norwegian
L & C5 ECTS
Energy Diplomacy
and Economy of Fuel
and Energy Complex30 ECTS
MasterThesis
30 ECTS
Energy Management
– a Norwegian Pespectives
5 ECTS
Economics10 ECTS
The Geopolitics of Petroleum and Natural Gas
10 ECTS
Philosophy, Ethics and the Environment
10 ECTS
Research Methods10 ECTS
Master of Science in Energy Management
The Study Model
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Master of Science in Sustainable Management
YEAR 1 YEAR 2
FALL SPRING(BODØ)
FALL(St. Petersburg)
SPRING
Business Analysis10 ECTS
Research Method10 ECTS
Specialization at Russian/
Ukrainian Universities
30 ECTS
MASTER THESISEconomics
10 ECTS
Sustainable Management
5 ECTS
Ecological Economics
5 ECTS
Philosophy, Environment
and Ethics10 ECTS
Accountability and
Responsibility 5 ECTS
Norwegian/ Russian Language
and Culture5 ECTS
The Study Model
• Courses in Russia (TOTAL 30 ECTS)– Subjects of adjustments from year to year– August in St. Petersburg at BSTU
• 5 ECTS, “Russian history, society and culture” • Start: beginning of August
MGIMO - 25 ECTS Energy Management(1st of September – middle of December)
o Economies of countries and regions with fuel and energy sectors (3 ECTS)
o Economic situation and market forecast in the fuel and energy sectors (3 ECTS)
o Financial Management in the fuel and energy sectors (4 ECTS)
o Securities and stock exchange business in the fuel and energy sectors (4 ECTS)
o Energy diplomacy and energy security (2 ECTS)o Energy companies’ external economic activities (2
ECTS)o Risk-management in international practices (2 ECTS)o Joint-ventures and off-shore zones in the energy
sector (4 ECTS)o Investment decision-making in the oil and gas
business (2 ECTS)o Strategic management in energy companies (2 ECTS)o Imageology of energy companies (2 ECTS)
BSTU - 25 ECTS Sustainable Management(1st of September – middle of December)
o Ecological framework and management systems: international and Russian experience (5 ECTS)
o Management in Situation of Crisis (5 ECTS)
o Technical and engineering decisions and sustainable management (5 ECTS)
o Perspectives on Business Sustainability (5 ECTS)
o Business practices in Russia (5 ECTS)
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Executive MBA program for OC “Rosneft”
• Tailor made program:– 19 top managers (2005 - 2007)– 23 top managers (2007 - 2009)– 22 top managers (2009 – 2011)– New Program from May 2012– Focus: Strategic energy management in the oil and gas
business • 8-12 sessions/modules, e.g.
– Strategic management – Innovation and technology management– Energy diplomacy and energy safety– Corporate ethics, energy policy and ecological
regulation– Management practices at energy enterprises in
Norway– Handling large projects in oil and gas industries
• 2 modules in Norway (Oslo/Stavanger and Bodø/Hammerfest)
• Network building
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Lessons learned: 10 commandmentsI. ECTS is not “a simple calculus” but “a tool for quality assurance”II. ECTS is challenging the existing education practicesIII. ECTS sets better focus on combining education and researchIV. ECTS - anchoring the project at the appropriate levelV. ECTS should help in internationalization of universitiesVI. ECTS is reinforcing bilateral and multilateral strategic international
cooperationVII. ECTS is not aim at reducing cultural differencesVIII.ECTS - a need for “standard packages”IX. ECTS represents unique opportunity for combination of strengths in
education programsX. ECTS requires a long-term thinking
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http://www.narec.no/
The aim of NAREC is to:- Strengthen cooperation and unite leading academic institutions in Norway and Russia within the energy sector- Strengthen cooperation between academic institutions and enterprises in the energy sector in Norway and Russia- Develop new knowledge through education and research in close cooperation
with enterprises and authorities- Stimulate industrial cooperation between and within both countries
Partner Institutions in Russia:- BSTU- Gubkin Russian State University of
Oil and Gas- MGIMO- MSTU- NArFU- TSU- USTU
Partner Institutions in Norway:- Akvapln-Niva- Econ Pöyry- NUC- NUPI- UiN- UiS- UiT/BAI