DEVELOPMENTS IN INTERCULTURAL COMPETENCE: DOKUZ EYLUL UNIVERSITY

2. Introduction Maritime transport is known as one of the most international and global industries in the world. Globalization of the shipping industry since 1990�s has increased the interaction both among the crew on board of the ship and human resources on shore.

3. Generation of intercultural awareness system among the multinational crew on board of the ships influences the interaction on board, safety, efficiency and leadership system. To prepare maritime students to be more competent in this rapidly globalizing world, more and more maritime universities are engaged in various exchange programs in an attempt to broaden international views of their students and cadets, enhance their capability of conducting cross-cultural business and be successful in the more independent world.

4. Intercultural Competence Intercultural competence, which is the capacity to change one�s knowledge, attitudes, and behaviors so as to be open and flexible to other cultures, has become a critical issue for individuals to survive in the globalized society of the 21st century (Alred and Byram, 2002). Taylor (1994) defines intercultural competency as a transformative process whereby the stranger develops adaptive capacity, altering his/her perspective to effectively understand and accommodate the demands of the host culture.

5. A person who has the ability of intercultural competence can develop relational competence with people from different cultures, manage to solve complicated conflicts by moving around alternatives that arise as a result of cultural differences and improve the ability of doing business with counterparts from different cultures (Huang et al, 2003). It is highly believed that collaborations among universities, mobility and exchange of students and joint degree programs increase the intercultural competence of students thus assisting international effective and efficient relations (Deardorff, 2004).

6. Cooperation in higher education has been based to a great extent on traditional student and faculty exchange programs. Dual and joint degree programs create new opportunities and challenges for collaboration in higher education and institutional linkages between maritime higher education institutions.

7. A joint degree program is an academic program offered in collaboration between at least two autonomous degree-granting institutions which leads to an award of a bachelor�s, masters, doctoral, or professional degree (Steve and Leela 2003). According to the definition of Institute of International Education (2009), A joint degree program is that; students study at (at least) two higher education institutions and receive upon completion of the study program a single degree certificate issued and signed by all the participating institutions jointly. On the other hand A dual or double degree program is that students study at (at least) two higher education institutions and receive upon completion of the study program a separate degree certificate from each of the participating institutions.

8. Joint degree programs provide students with broader experience, pride in two institutions, and access to the resources of two institutions (Steve and Leela 2003). Asgary and Robert conclude that international dual degree models are significantly superior in terms of academic, intellectual and experiential learning; therefore, graduates of these programs will be better prepared to lead international ventures and serve as global citizens. Dual degree programs require an institution-wide commitment to succeed in the short and long term. Academic institutions need to be flexible, creative, resourceful and forward thinking in order to successfully adopt and implement dual degree offerings (Asgary and Robert 2010).

9. Universities on both sides of the Atlantic are creating an increasing number of international joint-degree and dual-degree programs (Labi, 2009) and the research conclude that, a large majority of U.S. institutions and European institutions plan to develop more joint and dual degrees in the future. The key motivations for launching joint and dual degree programs appear to revolve largely around advancing the internationalization of the campus and raising international visibility and prestige of the institution (Institute of International Education, 2009). In Europe, the decade-long Bologna Process, whereby more than 40 countries have been harmonizing their degree cycles in anticipation of the creation of the European Higher Education Area by 2010, has underpinned the growing focus on internationalization (Labi, 2009)

10. In 2008 Dokuz Eyl�l University Maritime Faculty of Turkey and Maine Maritime Academy of USA have started working on the establishment of a joint degree program for Turkish students. The program builds on an18-year collaboration between the two institutions and is open to Turkish students who demonstrate adequate English proficiency. The students will spend five years in the program including one year of English preparatory class when required and will study on both campuses. The students have the option to major in one of three fields. Both Turkish Higher Education Council and New England Association of Schools and Colleges have approved the program and the collaboration agreement. This paper aims to explain the framework of this collaboration and the details of the joint degree programs.

11. The JDP program will integrate an international experience and perspective to students in both the shipping and logistics industry to be competitive professionals when they graduate. The need for the development of joint degree programs (JDP) between Dokuz Eyl�l University (DEU) and Maine Maritime Academy (MMA) was emerged according to the requirements in international shipping and business. The United States and Turkey are strategic partners and they have common interests in international trade and shipping both historically and culturally. The major justification for the JDPs is that DEU and MMA students will both benefit from cultural diversification and the opportunity to exchange ideas and traditions.

12. Maine Maritime Academy and Dokuz Eyl�l University are both members of the International Association of Maritime Universities (IAMU) and have been collaborating over the past nineteen years. A framework for the existing collaboration came out of a �Collaboration Agreement� signed in 1992 between the two institutions. The collaboration between MMA and DEU has included five professors from DEU visiting MMA over the past almost twenty years.

13. The aim of the joint degree programs between Dokuz Eyl�l University and Maine Maritime Academy is to provide undergraduate degrees in the maritime discipline that will be jointly awarded by both universities in the following majors currently offered by DEU and MMA: Maritime Business Administration (DEU) / International Business and Logistics (MMA) Nautical Science (DEU) / Marine Transportation Operations (MMA) Marine Engineering (DEU) / Marine Engineering Operations (MMA)

14. Both institutions have approached this protocol with common consent between the members of the societies to which they belong. The collaboration protocol between DEU and MMA regarding the joint degree programs will function within the scope of Turkish Higher Education Council�s �Regulation about the Foundation of Joint Education Programs of Higher Education Institutions with Higher Education Institutions that are Included in the Scope Abroad� and the standards set by New England Association of Schools and Colleges, IABCE (International Assembly for Business Collegiate Education), IMO (International Maritime Organization), USCG (United States Coast Guard) and UMA (Undersecretariat for Maritime Affairs of Turkey).

15. The MMA/DEU Joint Degree Program will be open to Turkish students who wish to complete part of their degree work at MMA. Because of US Coast Guard licensing requirements US students cannot get approval for Turkish license courses. Turkish students have two avenues to enter the program. If they can demonstrate an adequate proficiency in English they may enter the first semester of the program which will be taught in Izmir at DEU. If they cannot demonstrate adequate English proficiency they may attend English preparatory classes at DEU appropriate to their levels of proficiency for a maximum of two years.

16. After demonstrating adequate language proficiency the degree program commences with one or two semesters, depending upon the major at DEU, followed by 3 or more terms at MMA and a similar amount of time at DEU to complete the 4 years necessary for a BS degree. At the end of the program those students meeting all graduation requirements will be a given a single joint degree awarded jointly by MMA and DEU.

17. At the June of 2009 faculties from DEU and MMA set up three committees with faculty representatives from both institutions to develop the three proposed curricula that utilized existing courses, and set specific outcomes for each JDP major. After the initial meetings in MMA the representatives from both institutions have met via email and teleconference to develop the proposed curricula. During the curriculum development process it was recognized that the curriculum at Dokuz Eyl�l Maritime Faculty in Marine Transportation and Marine Engineering is very similar to Maine Maritime Academy�s curriculum as they are both modeled on the need to meet International Maritime Organization (IMO) Standards for Training Certification and Watchkeeping (STCW). It was also noticed that the courses in Maritime Business Program in DEU and International Business and Logistics Program in MMA are also very similar. However, as part of this collaboration between the two universities both DEU and MMA slightly revised their programs to harmonize with each other.

18. The normal education period of JDP programs that give undergraduate degree is four years. The programs that normally last four years have a maximum education period of seven academic years. The decision to determine which semester of JDP education is going to be executed in which university is given mutually by both universities in accordance with program curriculum. The medium of education of JDPs is English. In order for the students to start taking undergraduate courses from 1st year, they must prove their English proficiency by taking the TOEFL examination for English proficiency.

19. The academic procedures, rules, and policies for each respective institution will apply for students attending at that institution and be administered by the Registrar�s Office and International Offices of both institutions.Program coordinators assigned from both DEU and MMA for each program serve as advisors to students in the JDP majors. In addition to this, at least one DEU faculty will be present at MMA during each academic period to assist in coordination. The effectiveness of the joint degree programs between DEU and MMA will be assessed by both institutions using the standard assessment and review mechanisms presently in place at each institution to review all programs.

20. Program Coordination and Assessment Each course at MMA reports each term to an Outcomes Assessment Committee via a program template on program objectives, program outcomes, course or program goals assessment results and proposed actions based on the goals that were assessed that term. The Outcomes Assessment Committee and Academic Dean review all of these reports to assure that assessment is adequate and that all outcomes are periodically being assessed.

21. In the case of DEU Maritime Faculty specific outcomes are given in the catalog for the Bachelor of Science degree as well as outcomes for each major. Each course at DEU Maritime Faculty reports each term to an Outcomes Assessment Committee via a template on program objectives, program outcomes, course or program goals assessment results and proposed actions based on the goals that were assessed that term. The Outcomes Assessment Committee and Head of the Department review all of these reports to assure that assessment is adequate and that all outcomes are periodically being assessed.

22. Apart from the internal review within the DEU there are two external review processes. In accordance with the provisions of section A-I/8 of the STCW Code, and Turkish national legislation all training, assessment of competence, activities in Marine Transport Operations and Marine Engineering Programs are continuously monitored through a quality standards system to ensure achievement of defined objectives. An external independent evaluation of the knowledge, understanding, skills and competence acquisition and assessment activities are conducted by independent evaluation committee jointly structured by Turkish Higher Education Council and Undersecretariat for Maritime Affairs (UMA) of Turkey within every two years. DEU Maritime Faculty Program outcomes are also reviewed by RINA externally according to ISO 9002.

23. In addition to the institutional assessment processes listed above a JDP Oversight Committee composed of the Designated Program Coordinators for each institution and the Dean of the Maritime Faculty at DEU and Academic Dean at MMA will meet at least twice a year to review the program. All outcomes and assessment data will be available to the JDP Oversight Committee and suggested changes will be forwarded to the appropriate institution and department for corrective action.

24. The joint degree programs between MMA and DEU is expected to be mutually beneficial for both institutions in several ways: The major benefit will be to increase cultural diversity and interactions between US and Turkish students

25. Assist in providing for continued enrollment stability in light of declining local demographics Provide an international perspective to the students in both the shipping and logistics industry. This program will enhance both MMA�s and DEU�s mutual interests in shipping and international business and logistics by providing an international prospective for students from both institutions.