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Anchoring Joint Masters in the Institution

Anchoring Joint Masters in the Institution. Lessons from the EUA Pilot Project Discussion Group B. Anchoring JM programmes within an institution requires:. Conviction building Removing existing obstacles and addressing specific challenges Adopting institutional responsibility

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Anchoring Joint Masters in the Institution

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  1. Anchoring Joint Masters in the Institution Lessons from the EUA Pilot Project Discussion Group B

  2. Anchoring JM programmes within an institution requires: • Conviction building • Removing existing obstacles and addressing specific challenges • Adopting institutional responsibility • Developing means of institutional support 24-25 October 2003, Babes-Bolyai University

  3. Conviction Building • Many institutions support theconcept of Joint Masters, but in the few cases where they have developed, programmes tend to occur on the periphery of normal institutional activity: • Support and integration at the level of finances, infrastructure, administration, and university governance is needed for the sustainability of programmes • To gain greater institutional support, programmes must begin with institutionalconviction building 24-25 October 2003, Babes-Bolyai University

  4. Knowing Added Value -> Anchoring Added value for the institution: • Combining (disperse) strengths of individual and institutions builds a greater potential for specialised programmes with high quality teachers and infrastructure • Involvement in innovative and collaborative programmes may further an institution’s standing/reputation • Particularly enhances international reputation of an institutions (tool for marketing) • May explicitly attract new students to an institution 24-25 October 2003, Babes-Bolyai University

  5. Knowing Added Value -> Anchoring Added value for the institution (II): • Opens the doors of the institution: confronts interaction with other universities – quality development tool • Enables smaller universities to offer highly attractive programmes 24-25 October 2003, Babes-Bolyai University

  6. Knowing Added Value -> Anchoring Added value for students and staff: • Tested and developed network ties establish solid international research contacts • Developed research ties emphasise complementarity in programme teaching • And foster interaction between teaching and research in specialised areas • Students/Staff gain from different academic environments/traditions 24-25 October 2003, Babes-Bolyai University

  7. Knowing Added Value -> Anchoring Added value for students and staff (II): • Students/Staff benefit from different social environments (language learning, culture) • Enables students to develop international research/work experience (appreciated for their CV) 24-25 October 2003, Babes-Bolyai University

  8. Knowing Added Value -> Anchoring Added value for Europe: • Encourage rapid implementation of all Bologna reforms, adding a sense of urgency: • comparable degree structures • degree recognition • European dimension of QA • Use of ECTS and Diploma Supplement • Able to respond to European professional development needs (training in an international environment on transnational issues) 24-25 October 2003, Babes-Bolyai University

  9. Knowing Added Value -> Anchoring Added value for Europe: • Develops European citizenship and cultural understanding • Exciting and innovative programmes may retain Europe’s best students, attract overseas students, and encourage cooperation with non-European institutions (in the name of international understanding) 24-25 October 2003, Babes-Bolyai University

  10. Removing Obstacles To anchor means removing unresolved obstalces: • Recognition seen as a central challenge: • Legal recognition of “joint degrees” • Professional recognition • Recognition of modules (use of ECTS) 24-25 October 2003, Babes-Bolyai University

  11. Removing Obstacles • Finances: • student (access issues) • Support for teaching and administrative costs • Reconciling inter-network national funding differences • Need for extra institutional funding for both “3rd country” (Erasmus Mundus) and for European students (notably CEE) through national or European sources 24-25 October 2003, Babes-Bolyai University

  12. Addressing Challenges Language: • While exposure to language learning is a strength, it remains a challenge for involving staff 24-25 October 2003, Babes-Bolyai University

  13. Institutional Support Means of institutional support could include: • Lobbying at national level to change legislation • (in the short term) Dialogue between rectors of institutions involved to facilitate degree awarding • (Financial and administrative) support for staff to be involved in curriculum development and teaching • Inclusion/visibility of programmes in the course handbook and on the institutional website • Assist in encouraging language training for students and staff • Implementation and assistance with Diploma Supplement and other transparency tools 24-25 October 2003, Babes-Bolyai University

  14. Remaining challenges • Difficulty getting institutional support from rectors who are structure-driven when programmes are content-driven • In progress towards a common definition of (joint) “Master” level • Desire for a positive quality label 24-25 October 2003, Babes-Bolyai University

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