1 / 102

Developing Successful Joint Programmes

Developing Successful Joint Programmes. Bologna Regional Workshop Glasgow – 22 November 2012. Challenges 1: Establishing successful joint programmes . The Challenges. www.britishcouncil.org UK Bologna Expert Team.

doli
Download Presentation

Developing Successful Joint Programmes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing Successful Joint Programmes Bologna Regional Workshop Glasgow – 22 November 2012 www.britishcouncil.org UK Bologna Expert Team

  2. Challenges 1: Establishing successful joint programmes

  3. The Challenges www.britishcouncil.org UK Bologna Expert Team • Why develop joint programmes? Internationalisation, funding opportunities … Campus Asia, Science Without Borders … • Understanding risks & opportunities: Benefiting from shared quality and expertise. Risks to reputational capital & legal implications • Linking mobility pathways to student-led learning outcomes. Designing mobility pathways - student-led not institutionally-led • Joint degrees can be planned at all Bologna levels, but what are the key characteristics of each level when developing them? • Whose Quality Assurance assures the quality? • http://eacea.ec.europa.eu/erasmus_mundus/clusters/sustainability_en.php (Practical guidelines for Sustainability and Recognition) and http://www.emqa.eu (Handbooks for Erasmus Mundus Joint Master and Doctoral Programmes) 3

  4. Work with EC Erasmus Mundus JPs www.britishcouncil.org UK Bologna Expert Team • Master and Doctoral. Indicators and Critical Paths. Recognition and Sustainability challenges. The future? 4

  5. Develop Logically and Strategically - Master www.britishcouncil.org UK Bologna Expert Team 5

  6. Joint Doctorates – Particular Challenges www.britishcouncil.org UK Bologna Expert Team 10

  7. Joint Doctorates – Particular Challenges www.britishcouncil.org UK Bologna Expert Team 11

  8. Recognition, Employability, Sustainability ‘Cloud’ of degrees awarded by JPs and no single strategy Complex multi-disciplinary and multi national products with recognition through a range of actors Employability and Recognition are inter-linked Challenging for complex JPs to become entirely sustainable Aspirational and majority of programmes are yet to achieve tangible outcomes Links to employers and market needs are vital Exit strategies to be tailored to individual JPs These issues must be considered ‘a priori’ 12

  9. Looking to the future … Erasmus for All … whatever shape or form? Global competition for high quality students More sophisticated models? European Institute for Innovation and Technology and others Commodification trends – fees, customers, quality, liability MOOCs and other technological beasts …. 13

  10. More Information EMQA Site with indicators: www.emqa.eu Handbooks of Excellence http://www.emqa.eu/Downloads/Handbook%20of%20Excellence%202012%20-%20Doctoral%20-%20Final.pdf http://www.emqa.eu/Downloads/Handbook%20of%20Excellence%202012%20-%20Master-%20Final.pdf 14

  11. Challenges 2: Life after a Joint Degree: Common recognition issues

  12. HEI Admissions ENIC-NARIC Network Employers www.britishcouncil.org UK Bologna Expert Team 16

  13. Role of ENIC-NARICs

  14. What facilitates recognition? Recommendation on the recognition of joint degrees This recommendation was adopted in 2004 and brings joint degreesunder the legal framework of the Convention on the Recognition of Qualifications concerning Higher Education in the European Region. The recommendation underlines that the basic principles regarding recognition also apply to joint degrees. In addition, it sets specific requirements that the joint degrees should fulfil. European higher education has come a long way since this recommendation was issued and there have been calls to update it to better reflect current definitions and practices of joint programmes and joint degrees. (www.enic-naric.net) European Area of Recognition Manual www.britishcouncil.org UK Bologna Expert Team 18

  15. ECA (European Consortium for Accreditation): ENIC – NARIC Survey, 2010 www.britishcouncil.org UK Bologna Expert Team • 25 respondents • Austria, Australia, Bulgaria, Croatia, Czech republic, Denmark, Finland, France, Georgia, Hungary, Ireland, Italy, Lithuania, Montenegro, Norway, Poland, the Netherlands, UK and United States of America • 6 anonymously • Are you experienced with Qualifications awarded by JP? 19

  16. Common problems raised.. “..compatibility of qualification with national regulations of the countries concerned..” “..unclear status of the awarding body (consortium or number of HEIs) and agreement on which cooperation is based..” “..lack of appropriate legal provisions in the national legislation..” “..No problems in case a national qualification from any country is awarded. If not, recognition is more difficult and not possible in some cases (e.g. regulated professions)..” “..Insufficient information about the joint programme itself and the institutions..” “…In some cases one of the institutions associated with the joint programme is not recognised..” “..not clear who provides quality assurance: national agencies in each country or one of the participant countries..?” www.britishcouncil.org UK Bologna Expert Team 20

  17. Issues summarised www.britishcouncil.org UK Bologna Expert Team 21

  18. JOQAR action lines

  19. Where do we search for information? www.britishcouncil.org UK Bologna Expert Team 23

  20. Certification Joint degree Cover degree Several types of documents issued to graduates : Multiple degrees; Double degrees ! Explicit clarification of the certification arrangements can facilitate recognition

  21. Cover degree

  22. all relevant (sub)national legal frameworks in accordance to which the degree was awarded; • higher education institutions; (logos and/or full names) are limited to the awarding institutions/authorities, i.e. only the institutions that award this joint degree; • signatures of the competent authority/-ies representing the awarding institutions; • qualification’s full name(s) as recognised in all the relevant legal frameworks; • If the consortium has agreed on one responsible institution (such as a coordinating institution or a contact point), this is indicated on the joint degree (e.g. next to the name of that institution). JOQAR Guidelines, 2012

  23. Information Provision: Diploma Supplement • explanation of the credit system(s) used by the joint programme consortium • information about all the grading systems referred to under the programme details • access to further academic and/or professional study for each of the higher education systems • if there are other members in the joint programme consortium which are not involved in awarding the joint degree, their full name, status and role in the joint programme is included • if the joint programme was quality assured and/or accredited as such, reference to the responsible quality assurance and accreditation agencies should be included

  24. “Perfect” Certificate? www.britishcouncil.org UK Bologna Expert Team 28

  25. General conditions for recognition • Consortium • All institutions in the consortium are recognised and/or accredited as • higher education institutions in their (sub)national higher education systems; • - Each higher education institution in the consortium is entitled to legally offer this type of programme (level, orientation, discipline) as a joint programme, even if that institution is not involved in the awarding of the joint degree. • Programme • - The joint programme is offered in accordance with the legal frameworks of the relevant (sub)national higher education systems; • - When required, the joint programme is quality assured and/or accredited as a joint programme.

  26. Good practice for recognition www.britishcouncil.org UK Bologna Expert Team • Key message: • … joint degrees should be treated as favourable as foreign national degrees. In addition, we encourage gathering evidence for recognition and recognising or recommending recognition when sufficient evidence is available. 30

  27. Practical Guidance www.britishcouncil.org UK Bologna Expert Team Case Study: A joint programme consortium consists of institutions from France, Germany, Italy, The Netherlands and Slovenia. All institutions are well-established research universities except the consortium partner from the Netherlands. This is in fact a training provider with facilities for the joint programme offered but without recognition as a higher education institution. Good practice: The participation of a legitimate but non-recognised provider can be accepted if the other recognised and degree-awarding institutions have assumed full responsibility for the joint programme provided. This means that the fact that not all institutions in the joint programme consortium are recognised and/or accredited as higher education institutions in their (sub)national higher education systems SHOULD NOT stop a recognition procedure. 31

  28. Quality Assurance:Changes, risk, legal competence

  29. Quality - why risk? Reputational Student progression Financial Complaints Grades and credits External examiners Compliance

  30. Responsibilities • Funding: Scottish Funding Council • Quality: Scottish Funding Council e.g. Academic quality assurance and enhancement: Forward agenda of quality issues (August 2012) QAA • Complaints: OIA QAA “Concerns Scheme”

  31. Quality Code – B10 • B10 – management of collaborative arrangements • 2010 Section 2: Collaborative Provision • Was this “future proof”? • “risk-based approach to engagement with collaborative activity” • emphasis on management of the provision • guidance re the quality of learning has been re-allocated to other chapters of the Quality Code

  32. The new B10 Consultation taking place (closes 19/10/2012) B10 supersedes: Section 2: Collaborative provision and learning (including e-learning), and Section 9: Work-based and placement learning – much of this will be in B3 New B10 is scheduled to be published by Christmas 2012

  33. JoiMan – Joi.Con • www.joiman.eu • Funded project to analyse what the management issues are in joint programmes • Many types and modes of joint programmes • Institutional strategy and support essential • Processes and planning essential • Risk evaluation needed • Robust management framework

  34. Legal matters • Questions to be answered: • Do all the universities involved have the legal ability to do what is being set up? • Accept the levels of credit required • Award joint degrees • Enrol the students • Issue the appropriate documentation (certificate) • Charge the appropriate fees (and “collect” them)

  35. Assessment Methodologies and Grading PracticesSimon SweeneyUniversity of York www.britishcouncil.org UK Bologna Expert Team 40

  36. Outline • UK assessment methodology and grading practice • Other EU/EHEA assessment methodology and grading practice • Outside the EU/EHEA • Erasmus Mundus Advice www.britishcouncil.org UK Bologna Expert Team 41

  37. UK Assessment Methodology and Grading Practice • Learning Outcomes • Assessment Methods • Grading Scale • Grading Criteria • Grade Distributions • Grade conversion for returning mobile students www.britishcouncil.org UK Bologna Expert Team 42

  38. Learning Outcomes www.britishcouncil.org UK Bologna Expert Team • All UK Universities must provide programme specifications for their degree courses along with module maps which indicate where the programme learning outcomes are met within the programme. • It is not clear how prevalent the practice of creating module level learning outcomes is within the UK. • Module level learning outcomes are mapped to the learning pathway and to the assessment which determines if the student has met the learning outcome. 43

  39. Assessment Methods www.britishcouncil.org UK Bologna Expert Team • Assessment methods are now vary varying across subject and Institutions. • The traditional approach of lectures, seminars, laboratories, tutorials has been adapted with for example more interactive lectures, computer based laboratories, use of social media, collaborative online systems etc. • The KIS data now records the type of an assessment (http://www.hefce.ac.uk/whatwedo/lt/publicinfo/kis/ ) 44

  40. Grade Scale www.britishcouncil.org UK Bologna Expert Team In general most Higher Education Institutions in a particular country operate the same grading scale. In the UK it is common to use a 100 point scale divided in the following way at the Bachelor level <40 – Fail 40-49 Third Class Honours 50-59 Lower Second Class Honours 60-69 Upper Second Class Honours >70 First Class Honours Although grading criteria will be set against specific assessments in general the distribution of students across this grading scale is to some extent consistent across the UK. 45

  41. Grade Criteria www.britishcouncil.org UK Bologna Expert Team • All grading in UK Universities is undertaken by measuring the student against criteria. • I do not know of any examples were the grading is applied using a normative approach where students are compared to each other in order to determine their grade. Any objections? • Criteria are not always published to students although guidance regarding what is expected is given to a greater or lesser extent. • The UK uses grades to create a degree classification. There are many different practices regarding the process. 46

  42. Grade Distribution www.britishcouncil.org UK Bologna Expert Team • Grade distribution data is analysed by most Universities at Department, Faculty, and Institutional level. • Grade distribution data is returned to HESA (http://www.hesa.ac.uk/ ) • It is possible to analyse degree classification data for an Institution or for a group of Institutions. The data is semi-public (subscription) 47

  43. Grade conversion for returning mobile students University of Essex current practice for EU partners www.britishcouncil.org UK Bologna Expert Team 48

  44. Grade conversion for returning mobile students ECTS Users Guide Advice www.britishcouncil.org UK Bologna Expert Team 49

  45. Other EU/EHEA Assessment Methodology and Grading Practice • Scale • Criteria • Distributions • Learning Outcomes • Grade conversion for returning mobile students www.britishcouncil.org UK Bologna Expert Team 50

More Related