Erasmus Mundus – Quality Assessment Study 2008-2010, and EMQA Phase 4 2012

1. Erasmus Mundus – Quality Assessment Study 2008-2010, and EMQA Phase 4 2012 Professor Michael Blakemore Ecorys UK Ltd and UK Bologna Expert www.emqa.eu (Ecorys and ESMU)

2. Country Participation 2011

3. UK Participants 2011

4. UK Participants 2011

5. 2011 Programmes– UK ‘Presence’(UK as a partner 33 Master and 11 Doctoral)

6. Country Breakdown

7. The Initial Challenges for EMQA

8. The Current Challenges for EMQA • Building on a participatory approach • Where quality is identified: Discover, structure and celebrate excellence – identify courses • Where courses have encountered challenges: Learn from problems and challenges – anonymise • Move beyond sharing the lessons learned openly with the community • Encourage self-assessment • Create the conditions for community reinforcement where existing, new and potential courses learn faster, all courses innovate faster • EMQA 4: Structure, expand, indicators and pathways

9. EMQA 1-3 worked intensively with 21 Master Courses Erasmus Mundus Master QUATERNARY AND PREHISTORY International Master in Digital Library Learning (DILL) International Master of Science in Rural development Global Studies - A European Perspective European Masters in Engineering Rheology Advanced Masters in Structural Analysis of Monuments and Historical Constructions

10. Four main ‘Components’ of Excellence 2010

11. Developments between 2008-2012 • Students and self-organisation • Facebook and social networks • Information sharing – Dropbox etc. and associated IPR issues • Policy Priorities – the EACEA Clusters Projects • Employability – strategy, processes, monitoring, metrics • Recognition – awarding degrees, delivering them, using them • Sustainability – ‘a priori’ what is the strategy? • Asia – new balances of educational power • Policy Priorities • Benchmarks and Indicators for Erasmus Mundus Master and Doctoral • Directed sharing of excellence in addition to open sharing

17. Types of Course - Mobility Examples

18. Types of Course – Mobility Examples

19. Organisational Structures

20. Examples of Course Missions

21. Starting to consider Benchmarks and Indicators (ESMU 2010) • Defining priorities, targets, criteria, indicators and benchmarks • Deciding priority areas • Brainstorming the priority area processes • Developing and finalising the list of potential indicators • Developing expertise levels & scoring • Creating the ‘balanced scorecard’ • Finalising the indicator set with stakeholders • Critical success factors • Being exhaustive: identifying all the potential kinds of indicators that could give information about the desired priority areas without regard to their plausibility or ease of gathering • Avoiding being data driven: existing data may be gathered and verifiable but it may already embody a set of assumptions that make it inapplicable to the case at hand • Involvement of external expert advice

22. Starting to consider Benchmarks and Indicators

23. Sustainability depends on the course and its goals

24. Doctoral programmes – early QA considerations

25. Final Points • There is not a single model to follow • Mobility paths • Interdisciplinary mix • Consortium structure • Pedagogy – for example free to specify or accreditation requirements? • Requirements of beneficiaries and end-users • But, there is a need to be comprehensive and coherent • Multi-national, multi-institutions, multi-disciplinary: a challenging mix • High expectations of funders and students – increasingly competitive • High priority policy issues • The future context of “Erasmus for All” … 2014 onwards