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EMQT project (2009-2011)

EMQT project (2009-2011). E rasmus M obility Q uality T ools. Conference “ strengthening the impact of Learning Mobility ” CMEPIUS, 8th December 2011, Ljubljana. Lupo Donà dalle Rose University of Padova This project has been funded with support from the European Commission.

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EMQT project (2009-2011)

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  1. EMQT project (2009-2011) ErasmusMobilityQualityTools Conference “strengthening the impact ofLearningMobility” CMEPIUS, 8th December 2011, Ljubljana Lupo Donà dalle Rose University of Padova This project has been funded with support from the European Commission. Agreement Number: 2009 – 3668/001-001

  2. When? ORIGIN & STARTING POINTS The Bologna Process impact and its progression towards the European Higher Education Area “mobility is at the heart of the Bologna Process” Difficulties in recognition, Nancy 2008; preliminary discussion took place between Deusto and Padova… … the idea subsequently became a concrete project, with the main support provided and role played by the “Education Training and Mobility” Task Force of the Coimbra Group. Important documents are: 1. European Quality Charter on Mobility 2. Erasmus University Charter 3. Erasmus Student Charter 4. Green Paper on Mobility

  3. Who? The EMQT Consortium…. Project coordination: University of Padova Padova, Bologna, Deusto, Aarhus, Åbo, Charitè Berlin, Granada, Graz, K. U. Leuven, Leipzig, Iaşi, Jena, Paris-Sud, Thessaloniki 14 Universities : ESN-Erasmus Student Network, Brussels EuroPACE ivzw (BE) Coimbra Group Office, Brussels 3 Associations: 1 National Agency: Agencia Nacional de Evaluación de la Calidad y Acreditación ANECA, Madrid 1 Private counselling partner: CHE Consult (DE) 2 Associated Partner Universities: Trinity College Dublin, Turku University

  4. What? The EMQT project is an “Erasmus structural network” Why? AIMS and PURPOSES: • To identify organisational models, good practices, benchmarking procedures and related indicators, which should characterise the quality of the students’ exchange mobility. • To define a QTB – Quality Tools’ Box and develop guidelines for different “Quality patterns or profiles”, where a given institution can position itself, and for mechanisms of accountability and of external validation.

  5. How? Physical (5+1x2) and virtual meetings (8)* – through online and telephone conferences - of the Managing Committee and the Plenary Assembly * Skype and Flashmeetings 5+1 General Meetings workshops Padova (kickoff meeting) Brussels Leuven Bologna (1st Open Seminar) Brussels (Final Validation Conference) and Where?

  6. Task Forces (6) and respective chairs General organisational models within HEIs CHE Consult Languagepreparation Universidad de Granada Information and orientation AristotleUniversity of Thessaloniki Students’ performances and recognition Alma Mater StudiorumUniversità di Bologna Reception of host students Karl-Franzens-Universität Graz e-Coachingor ICT mobilitytools KatholiekeUniversiteitLeuven

  7. How… The Methodological framework • By acting through 6 Task Forces (TFs) • each one having its own deliveries& • each TF following theGAIN sequence G : identification of Goals A : Actions IN : INdicators • By producing Questionnaires, both at internal and at external level of HEIs • By drafting Mapping Reports • By identifying Good Practices • By listing key Indicators And what about the academics’ point of view? • EMQT statement on the meaning of academic quality during a study period abroad • 85 interviews with academics in partner institutions

  8. What are the main mobility goals? I1. Opening doors to other kinds of mobility I2. Boosting reputation and increasing visibility of the HEI through ERASMUS and cooperation I3. Enriching the institution teaching offer and services by international mobility I4. Achieving institutional awareness of intercultural diversity INSTITUTION S1. Allowing every student an ERASMUS mobility according to his/her academic needs S2. Achieving transversal competencies and awareness of intercultural diversity (links also to the society) S3. Ensuring the most successful stay with emphasis on academic achievement STUDENTS So1. Building awareness of European citizenship So2. Fostering interaction between HEIs and non-HEI organisations as well as the civil society SOCIETY

  9. Priority in the goals according to EMQT survey

  10. What are the EMQT outputs? EMQT Tools’ Box: Main components 1. EMQT Questionnaire and Glossary 2. List of key/main Indicators 3. Suggestions for Good Practices 4. Report on Academic Quality in exchange mobility

  11. What are the EMQT outputs? EMQT reference documents 1. Quality in mobility: how to measure and assess it, a paper by Maria Sticchi Damiani 2. EMQT Mapping Report 3. Paper on the Recognition Process

  12. Facts and figures: the mobility rate Erasmus area: 7.7 students out of 1,000 (SMS, EC data for 2008-09) • Internalsample14.9 (max 31.8 ÷ min 4.8) 13 universities • Externalsample 21.4 (max 77.7 ÷ min 3.4) 65 HEIs • merged sample 18.8 (max 77.7 ÷ min 3.4)

  13. The EMQT questionnaire • earlyversion – testedinternally ≈ 200 questions, 340 fields • revisedversion(95% overlap, verysimilar) –testedexternally • Toolbox version ≈ 200 questions, 340 fields

  14. PAGE 1 … PAGE 3

  15. list of EMQT main indicators - 1 • Indicatorsas a hintto the qualityofistitutionalactionsaimed at a certainmobility goal (a priori groupreflection) • indicatorswerethentranslatedintoquestions, tobeaskedfor in the questionnaire mostanswered / seldomanswered • Internalreflection/debatebased on agreedmethodology: afterseveralstages, from a questionnairewith 340 questions, the TFsselected4 generalindicators plus 31 indicators

  16. list of EMQT main indicators - 2 General Part • 1. number of outgoing study mobility • 2. study mobility rate • 3. number of incoming study mobility • 4. average duration of study mobility

  17. list of EMQT main indicators - 2 General Part • 1. number of outgoing study mobility • 2. study mobility rate • 3. number of incoming study mobility • 4. average duration of study mobility

  18. LIST OF INDICATORS – TFaorganisational models 1. Existence of a strategy on ERASMUS agreed upon at institutional level 2. ERASMUS Office – Function • independent unit; • part of an IRO; • in strong synergy with other services (registrar office, career guidance service); • multi-task administrative staff taking care of ERASMUS) 3. Implementation of a quality management system for ERASMUS 4. Provision of incentives for staff to get involved 5. Monitoring the mobility of students according to numerical indicators ….. 7. total number of academic, administrative and technical staff (FTE) involved in counselling and in managing ERASMUS student mobility …

  19. Suggestions for Good Practices • The pointofviewof a QA National Agency: extractionofgoodpracticesfromquestionnairereturns (care of ANECA) • casesofgoodpracticesidentifiedby the 6 TFs • Document and exampleofimplementationstrategies

  20. Task Force b: Language preparation and related issues For this dimension, both the provision of language courses by the institution and the actions the institution takes to standardize the different language levels are analysed. Good Practices: • GP2.1. The institution offers pre-departure language units for outgoing • students and incoming students. • GP2.2. The institution offers semester/year-long language course units for • outgoing students and incoming students. • GP2.3. The institution offers language course units for specific purposes (i.e.: • Law, Medicine, Engineering, etc.) for outgoing and incoming students. • GP2.4. The institution offers language course units at different levels. • GP2.5. The institution follows strictly the Common European Framework of • Reference, CERF.

  21. Interviews with academics • 20 QUESTIONS • Institutional aspects 6 questions • Exchange coordinator aspects 7 questions • Recognition issues 4 questions • Problems and future 2 questions • Suggestions 1 question

  22. THE INTERVIEWS • - 14 H.E.I.’S PARTICIPATING IN THE EMQT PROJECT • - AVERAGELY 6 ACADEMICS INTERVIEWED • OVERALL: 83 INTERVIEWED ACADEMICS (AND 2 ADMINISTRATIVE STAFF)

  23. METHODOLOGY OF ANALYSIS (1) EXTRACTING RECURRING ELEMENTS FROM THE ANSWERS AND COUNTING THE NUMBER OF ANSWERS IN WHICH THESE ELEMENTS WERE MENTIONED. WE USED MATRIXES FOR THIS (EXCEL FILES) IN WHICH WE COULD “TICK” THE RELEVANT COLUMN ANY TIME THESE ELEMENTS TURNED UP IN AN ANSWER.

  24. METHODOLOGY OF ANALYSIS (2) EXTRACTING INTERESTING AND/OR SURPRISING ANSWERS WHICH RECURRED IN DIFFERENT INTERVIEWS

  25. SOME INTERESTING OUTCOMES (2/3) Academics from 4 different universities mentioned the differences in courses as interesting aspects that could make them decide to set up agreements (different types of learning or assessment, or different approaches to contents), instead of the much more expected argument of compatibility. Interesting as well that in 5 out of the 6 quotes, the academic was from the subject area of Science, who, notably, tend to be more rigid on the recognition issue.

  26. EMQT Mapping Report General Index Page General Part.........................................................................................2 Section 1: Organisational Structures (Tfa) 13 Section 2: Language issues (TFb) 42 Section 3: Information and Orientation (TFc) 49 Section 4: Students’ performance and recognition (TFd) 59 Section 5: Reception of incoming students (TFe) 80 Section 6: e-coaching or ICT tools (TFf) 90 Appendix FACTS AND FIGURES: an accompanying paper to the EMQT survey 106 The different sections offer an accurate description of the Erasmus landscape, its physiology, established practices, etc.

  27. Distribution of the external sample institutions over geographical areas and mobility size GROUP 1: from 1 to 100 outgoings ; GROUP 2: from 101 to 300; GROUP 3: above 300

  28. building the landscape of the European mobility consisted in • identifying and extracting important aspects and elements of mobility as witnessed by the EMQT returns, • giving a smart/realistic interpretation to the several – sometimes conflicting – data collected, on the basis of personal experience based competences, • extracting ranges of variability for meaningful indicators, • the whole being offered in an coherent and usable manner. • Important ingredients of the landscape are the values of several “derived” indicators (e.g. the mobility; the reciprocity ratio; etc.).

  29. examples of derived indicators - 1

  30. examples of derived indicators - 2

  31. The concept of profile • for a group of respondents • for a single institution

  32. external versus internal testing

  33. …. Thus any institution can find out how to position itself in the landscape (institutional profile)…

  34. the EMQT open questions

  35. An example of open question returns

  36. What are the EMQT outputs? EMQT Tools’ Box: Main components 1. EMQT Questionnaire and Glossary 2. List of key/main Indicators 3. Suggestions for Good Practices 4. Report on Academic Quality in exchange mobility

  37. What are the EMQT outputs? EMQT reference documents 1. Quality in mobility: how to measure and assess it, a paper by Maria Sticchi Damiani 2. EMQT Mapping Report 3. Paper on the Recognition Process

  38. For any further information please visit the EMQT website www.emqt.org or contact: sara.pittarello@unipd.it Thank you very much for your kind attention!

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