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“ Perspectives on EU-Ukraine Higher Education Cooperation ” 26 th January 2011

“ Perspectives on EU-Ukraine Higher Education Cooperation ” 26 th January 2011 Taras Shevchenko National University of Kyiv Dr. Julia González – University of Deusto-Spain. “Outline of presentation” Introduction

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“ Perspectives on EU-Ukraine Higher Education Cooperation ” 26 th January 2011

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  1. “Perspectives on EU-Ukraine Higher Education Cooperation” • 26th January 2011 • Taras Shevchenko • National University of Kyiv Dr. Julia González – University of Deusto-Spain

  2. “Outline of presentation” • Introduction • Mobility, recognition and partnership: Erasmus Mundus Action 2 • Prearing the global citizen: Erasmus Mundus Action 1 • The Universities answer to the Bologna Process: The Tuning Project and Tempus Tuning • Conclusions

  3. “Introduction” • Tworegionswhich are close • Wishto share • Mutual enrichment • Questionsreceived • Discussprogrammes

  4. “Erasmus Mundus Action 2” • Mobility, recognition and partnership • University Partners • -Tasks and types of mobility • Associate Universities • -Tasks and types of mobility • Other Universities • A new network

  5. “Erasmus Mundus Action 2” • Benefits for EU universities: • Host University Performance • A group of excellent students/staff… • Need to develop international programmes • Improve reception, records, standards • Partner universities with whom to learn • Search for quality

  6. “Erasmus Mundus Action 2” • Benefits for the students: • The Student/Mover Experience • What would be the meaning of this period in his/her life at personal and professional level? • What is s/he taking back? • Language, cultural performances

  7. “Erasmus Mundus Action 2” • Benefits for the Ukranian Universities • Partnership • Capacity building • Visibility, being known • Possibility of grants to train personnel • Further projects and research • Part of global development • Opportunities for students and staff

  8. Erasmus Mundus Action 2 Outcomes - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  9. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  10. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  11. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  12. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  13. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  14. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  15. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  16. Erasmus Mundus Action 2 - Undergraduate students experience learning & change - Groups of graduates who get professional training at masters level - Groups of staff and professionals who get a doctorate - Doctoral trainees who are able to train in complementary situations - Academics or professional who get specialised training - Staff who can move and exchange from other colleagues - European students who learn from other countries / other contexts - Academic staff who find links for research

  17. Erasmus Mundus Action 1 Preparing the global citizen: -Opening for excellent Students at master level -New track at doctoral level -Partnership in limited cases -Plan designed to create specialists or specialities at university level -Importance of incorporating this potential

  18. Erasmus Mundus Master Programmes • International Humanitarian Action • Euroculture • Lifelong Learning • Transnational Law and Finance • Management of Sustainable Health • Migration and Social Cohesion • Languages in International Contexts

  19. “The universities answer to the Bologna Process: • The Tuning Project • Discovering the path jointly • Development of the coordinated answer • A university project done by and for the universities • Shared by different regions of the world • Common problems and solutions

  20. Tuning Europe (2000-2008): 1. ITS SIZE AND STRENGTH

  21. Tuning America Latina 19 countries (ministries + Rectors’ Conferences) + 186 Universities 2003 - 2007 Argentina Bolivia Brasil Chile Colombia Costa Rica Cuba Ecuador El Salvador Guatemala Honduras México Nicaragua Panamá Paraguay Perú Uruguay Venezuela subjects

  22. The Tuning Logo • Background: European Blue • Tuning fork – tuning structures • University – Universal – Union • Open-ended, co-ordinated, flexible U • Diverse, multi-coloured, dynamic

  23. The importance of looking at society when designing new programmes- Employability.

  24. Procedure of sample selection - Graduates - Employers - Academics RESPONDENTS ... University 1 University 2 University 3 University 100 University 101 Respondents Respondents Respondents Respondents Respondents ... Methodology and Results Cluster sampling: FINAL SAMPLE

  25. Data 7 Areas & 101 university depart. & 16 Countries • Business • Geology • History • Mathematics • Physics • Education • Chemistry • Austria • Belgium • Denmark • Finland • France • Germany • Greece • Iceland • Ireland • Italy • Netherlands • Norway • Portugal • Spain • Sweden • United Kingdon • Total number of respondents: • 5183 Graduates • 944 Employers • 998 Academics

  26. Graduates Employers Graduates&Employers Ranking Ranking 1st 2nd ... 1st 2nd ... 1st 2nd ... Combined Ranking Highly correlated rankings (Spearman correlation = 0.89) Results Comparing Graduates and Employers Ranking Importance of Competences

  27. 6 • Capacity for organisation • and planning 5 • Teamwork 4 • Ability to work autonomously 4 • Information management skills 3 • Concern for quality 3 • Capacity to adapt to new situations 2 • Capacity for applying knowledge in practice 1 Problem solving 1 • Capacity to learn 1 • Capacity for analysis and synthesis Results Comparing Graduates and Employers Instrumental Interpersonal Systemic

  28. 18 Understanding of cultures and customs of other countries 17 Appreciation of diversity and multiculturality 16 Ability to work in an international context Results Comparing Graduates and Employers Instrumental Interpersonal Systemic

  29. Importance Ability to undertake research at an appropriate level

  30. Achievement

  31. Ethical commitment Higher for employers Ability to work in interdisciplinary team Initiative and entrepreneurial spirit Teamwork Ability to work autonomously Elementary computing skills Higher for graduates Research skills Capacity for organisation and planning Results Comparing Graduates and Employers How important is...

  32. Results Academics Graduates Academics Employers Ranking Ranking Ranking 1st 2nd ... 1st 2nd ... 1st 2nd ... Ranking Competences Correlation 0.46 Correlation 0.54 The Academics ranking is not as similar to Employers and Graduates as it was between Graduates and Employers MOST RELEVANT DIFFERENCES

  33. Graduates Academics Employers Ranking Ranking Ranking 4th. Interpersonal Skills 6th. Interpersonal Skills 12th. Basic General Knowledge 12th. Basic General Knowledge Results Academics 1st. Basic General Knowledge 4th. Computing Skills Ranking Competences 14th. Interpersonal Skills 16th. Computing Skills

  34. Results Respondent Country Institution Level 3 Level 1 Level 2 Multilevel modelling ? How different are countries? What is the effect of country level? COUNTRY EFFECT: GRADUATES, IMPORTANCE ITEMS

  35. Results: Country effect Knowledge of a second language Ability to work autonomously STRONG Will to succeed Capacity for applying knowledge in practice Concern for quality Initiative and entrepreneurial spirit Ability to work in an interdisciplinary team REMAINING 23 ITEMS 30 items MILD & NO EFFECT

  36. Competence based programme Define • Definethe learning outcomes and competences

  37. Competence based programme Definir Define • Identifythe generic competences and their relevance in a changing world Identify

  38. Competence based programme Definir Define • Consultthe different social stakeholders (importance – achievement) Identify Consult

  39. Competence based programme Definir Define Analyse • Analysethe results of the consultation and redefine the different degrees Identify Consult

  40. Competence based programme Definir Define Analyse • Designthe professional profiles Design Identify Consult

  41. Competence based programme Definir Define Analyse • Measurethe required student workload to reach competence levels (Credits) Design Measure Identify Consult

  42. Competence based programme Definir Define Analyse • Developthe teaching and learning processes of competences Design Measure Identify Consult Develop

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