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

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

27. “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

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

29. 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

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

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

32. 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

33. 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

34. 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

35. 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

36. 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

37. Importance Ability to undertake research at an appropriate level

38. Achievement

39. 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...

40. 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

41. 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

42. 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

43. 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

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

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

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

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

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

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

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