Anatoli Bourmistrov, PhD Professor Bodø Graduate School of Business High North Center for Business University of No

1. Experience in establishing and running international education programs Anatoli Bourmistrov, PhD Professor Bodø Graduate School of Business High North Center for Business University of Nordland anatoli.bourmistrov@uin.no/ +47 755 17 653 Moscow May 21st, 2012

2. INTRODUCITON • OPPORTUNITUES OF INTERNATIONAL COOPERATION IN EDUCATION • QULIATY IN EDUCATION: NORWEGIAN EXPERIENCE • INTERNATIONAL COOPERATION IN JOINT PROGRAMS AND JOINT DEGREES

3. 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

4. Alliances in Russia and Ukraine North-Western University Alliance 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 Kiev National University, Ukraine (KNU) Tavria National University, Simferopol, Ukraine (TNU)

5. High North Center: Alliance in North America University of Alaska, Fairbanks Alaska Pacific University, Anchorage University of Alberta, Edmonton University of Texas at Austin

6. Result/Effects Period 5: Joint degree programs - international PhD, Energy Management, Sustainable Management • - 500students 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: TNU • North-America: UofA, UofT • HHB • Establishment of the High North Center at HHB • (many partners) 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 3: Combining Business Administration and Engineering Period 6: Education and Research Consortium: Management, Energy, Sustainability Period 2: Courses, student exchange and research cooperation -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 Period 1: West meets East and East meets West BSTU, HHB - 500 students in Russia - 30 Russian students in Bodø - 30 Bodø students to Russia - 30 research publications BSTU, HHB 2004 2001 2009 1991 1993 1997 Norwegian-Russian Projects in Business and Management

7. HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE 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)

8. HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE 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

9. OPPORTUNITUES AND CHALLENGES FOR INTERNATIONAL COOPERATION IN EDUCATION

10. INTERNATIONAL CONTEXT: HARMONIZATION NATIONAL CULTURES, NEEDS, OPPORTUNITIES LOCALISM INTERNATIONAL PARTNERSHIP COOPERATION FORCES FOR INTERNATIONAL COOPERATION TWO FORCES : NATIONAL FACTORS INTERNATIONAL CONTEXT

11. 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?

13. MANAGING QULIATY IN EDUCATION:NORWEGIAN EXPERIENCE

14. 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!

15. Education Quality Reform in Norway (2) • 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

16. Education Quality Reform in Norway (3) • 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

17. Education Quality Reform in Norway (4) • 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

18. DEGREE STRUCTURE

19. Managing Quality in Theory

20. 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.

21. Knowledge Theory Practice Depth-dimension ”Researcher” ”Expert” Breadth-dimension ”Philosopher” ”Universal practitioner” Master program? WHO IS A MASTER PROGRAM GRADUATE?

22. Basic management ideas in ISO 9000/14000

23. QUALITY MANAGEMENT AT HHB (2) • Quality assurance system dimensions: • “Input” quality • “Infrastructure” quality • “Program” quality • “Result” quality

24. 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

25. 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

26. JOINT PROGRAMS AND DEGREES

28. HIGH NORTH CENTER Differences in National Cultures • National cultures Hofstede (1980 – 2004) 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)

29. 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?

30. 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

31. HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE Differences in regulatory environment of the education institutions

32. Differences in education styles

33. Differences in the program curriculum focus

34. Differences in the professional tradition in education and research: example of accounting

35. Comparison of quality understanding of the Ph.D. programs in Norway and Russia

36. ACADEMIC MODEL Russian context Norwegian context REQUIRED LEARNING TIME LEARNING METHOD TEACHER WORKLOAD STUDENT WORKLOAD ECTS CALCULATIONS The Development Process of Joint Degrees

37. Master of Science in Energy Management The Study Model

38. Master of Science in Sustainable Management The Study Model

39. 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 • BSTU - 25 ECTS Sustainable Management • (1st of September – middle of December) • Ecological framework and management systems: international and Russian experience (5 ECTS) • Management in Situation of Crisis (5 ECTS) • Technical and engineering decisions and sustainable management (5 ECTS) • Perspectives on Business Sustainability (5 ECTS) • Business practices in Russia (5 ECTS) • MGIMO - 25 ECTS Energy Management • (1st of September – middle of December) • Economies of countries and regions with fuel and energy sectors (3 ECTS) • Economic situation and market forecast in the fuel and energy sectors (3 ECTS) • Financial Management in the fuel and energy sectors (4 ECTS) • Securities and stock exchange business in the fuel and energy sectors (4 ECTS) • Energy diplomacy and energy security (2 ECTS) • Energy companies’ external economic activities (2 ECTS) • Risk-management in international practices (2 ECTS) • Joint-ventures and off-shore zones in the energy sector (4 ECTS) • Investment decision-making in the oil and gas business (2 ECTS) • Strategic management in energy companies (2 ECTS) • Imageology of energy companies (2 ECTS)

40. 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

41. Lessons learned: 10 commandments • ECTS is not “a simple calculus” but “a tool for quality assurance” • ECTS is challenging the existing education practices • ECTS sets better focus on combining education and research • ECTS - anchoring the project at the appropriate level • ECTS should help in internationalization of universities • ECTS is reinforcing bilateral and multilateral strategic international cooperation • ECTS is not aim at reducing cultural differences • ECTS - a need for “standard packages” • ECTS represents unique opportunity for combination of strengths in education programs • ECTS requires a long-term thinking

43. 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 Norway: - Akvapln-Niva - EconPöyry - NUC - NUPI - UiN - UiS - UiT/BAI Partner Institutions in Russia: - BSTU - Gubkin Russian State University of Oil and Gas - MGIMO - MSTU - NArFU - TSU - USTU http://www.narec.no/