A1258150782wHfiX - PowerPoint PPT Presentation

Title: A1258150782wHfiX


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OFICINA 2 - QUALIDADE NOS INTERCÂMBIOS
INTERNACIONAIS DUPLOS DIPLOMAS E DIPLOMAS
CONJUNTOS
Giancarlo Spinelli
XX Reunião Anual do FAUBAI 15 a 18 de abril de
2008
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The implementation of the Bologna Process at the
university level
B) Highly integrated programs joint and double
degrees
C) Is it possible to measure success and/or
quality?
3
May 2004
January 2007
1957
2009
?
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MAASTRICHT TREATY - 7 FEBRUARY 1992

• Article 126
• ..
• Community action shall be aimed at
• developing the European dimension in education,
  particularly through the teaching and
  dissemination of the languages of the Member
  States
• encouraging mobility of students and teachers,
  inter alia by encouraging the academic
  recognition of diplomas and periods of study
• promoting cooperation between educational
  establishments
• developing exchanges of information and
  experience on issues common to the education
  systems of the Member States
• encouraging the development of youth exchanges
  and of exchanges of socio- educational
  instructors
• encouraging the development of distance education.

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MAASTRICHT TREATY - 7 FEBRUARY 1992
MAASTRICHT TREATY - 7 FEBRUARY 1992
Article 127 4. The Council, acting in
accordance with the procedure referred to in
Article 189c and after consulting the Economic
and Social Committee, shall adopt measures to
contribute to the achievement of the objectives
referred to in this Article, excluding any
harmonization of the laws and regulations of the
Member States.
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DURATION OF STUDIES BEFORE ENTERING UNIVERSITY
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4 Countries
30 Countries
33 Countries
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(No Transcript)
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2009 - Leuven
2010
2010
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BOLOGNA FOLLOW-UP GROUP
Among other actions promotes workshops to be
organized by national ministries. They contribute
on specific topics of interest for the next
communiqué.
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EUAEUROPEAN ASSOCIATION OF UNIVERSITIES
March 29-30, 2001 Salamanca Convention The
Bologna Process and the European Higher
Education Area.
May 29-31, 2003 - Graz Convention Forward from
Berlin the Role of the Universities.
March 31-April 2, 2005 - Glasgow Convention
Strong Universities for a Strong Europe.
March 29-31, 2007 - Lisbon Convention Europe's
universities beyond 2010 - diversity with a
common purpose.
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UNIVERSITIES SHAPING THE EUROPEAN HIGHER
EDUCATION AREA
TRENDS V 2007

• http//www.eua.be

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(The information network on education in Europe)
EURYDICE2006/07

• Focus on the structure of higher education in
  Europe. National trends in the Bologna Process

http//www.eurydice.org
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ASSOCIATIONS
Example in engineering

SEFI (Société Européenne pour la Formation des
Ingénieurs)
CESAER (Conference of European Schools for
Advanced Engineering Education and Research)
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BOLOGNA DECLARATION (1999)Aimed at creating a
European Higher Education Area (EHEA)

• Adoption of a system of easily readable and
  comparable degrees
• Adoption of a system essentially based on two
  main cycles
• Establishment of a system of credits
• Promotion of mobility
• Promotion of European cooperation in quality
  assurance
• Promotion of European dimensions in higher
  education

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EHEA
European Higher Education Area
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PRAGUE COMMUNIQUÉ (2001)

• Actions following the six objectives of the
  Bologna Process
• Furthermore
• Lifelong learning
• Higher education institutions and students
• Promoting the attractiveness of the European
  Higher Education Area
• Continued follow-up

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BERLIN COMMUNIQUÉ (2003)

• Additional actions
• European Higher Education Area and European
  Research Area two pillars of the knowledge
  based society
• Stocktaking
• Follow-up structure
• Work program 2003-2005

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ERA
European Research Area
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EHEA ? ERA
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BERGEN COMMUNIQUÉ (20 MAY 2005)

• The Ministers underline
• the importance of higher education in further
  enhancing research
• the importance of research in underpinning higher
  education for the economic and cultural
  development of our societies and for social
  cohesion

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BERGEN COMMUNIQUÉ (20 MAY 2005)
They recognize the need to improve the synergy
between the higher education sector and other
research sectors throughout our respective
countries and between the EHEA and the European
Research Area.
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Overregulation of doctoral programmes must be
avoided
BERGEN COMMUNIQUÉ (20 MAY 2005)
They urge universities to ensure that their
doctoral programmes promote interdisciplinary
training and the development of transferable
skills, thus meeting the needs of the wider
employment market.
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LONDON COMMUNIQUÉ (18 MAY 2007)
Progress towards the EHEA

• Stocktaking report - good overall progress
• Mobility of staff, students and graduates is one
  of the core elements of the Bologna Process,
  creating opportunities for personal growth,
  developing international cooperation between
  individuals and institutions, enhancing the
  quality of higher education and research, and
  giving substance to the European dimension.
• Degree structure
• Recognition

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LONDON COMMUNIQUÉ (18 MAY 2007)

• Qualifications Frameworks
• Lifelong Learning
• Quality Assurance and a European Register of
  Quality Assurance Agencies
• Doctoral candidates invite our HEIs to
  reinforce their efforts to embed doctoral
  programmes in institutional strategies and
  policies, and to develop appropriate career paths
  and opportunities for doctoral candidates and
  early stage researchers.
• Social dimension
• The European Higher Education Area in a global
  context- improving information- promoting
  attractiveness and competitiveness of EHEA

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LONDON COMMUNIQUÉ (18 MAY 2007)
Looking forward to 2010 and beyond

• We are determined to seize 2010, which will mark
  the passage from the Bologna Process to the EHEA,
  as an opportunity to reaffirm and to reformulate
  the vision that motivated us in setting the
  Bologna Process
• to make the case for an EHEA underpinned by
  values and visions that go beyond issues of
  structures and tools.

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THE NEW SYSTEM Italy has implemented the Bologna
Process since 1999

II LEVEL MASTER
I LEVEL MASTER
13-year education
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SPAIN - still to be signed into law
DOCTORADO
MASTER
1?2 YEARS
GRADO 240 ECTS
4 YEARS
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RUSSIA - simplified scheme

DOCTOR
3 YEARS
CANDIDATE
2 YEARS
MASTER
4 YEARS
BACHELOR
30
The great changes in the educational systems
require years to be completed since students
already enrolled with one system are generally
granted the opportunity to complete their
curriculum as begun
Let us see an example
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BOLOGNA PROCESS
32
BOLOGNA PROCESS
33
BOLOGNA PROCESS
34
BOLOGNA PROCESS
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BOLOGNA PROCESS
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• We spoke of structures,
• we spoke of transitories, ...
• but
• what about the contents?

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BOLOGNA DECLARATION
The Bologna declaration says
Access to the second cycle shall require
successful completion of first cycle studies,
lasting a minimum of three years. The degree
awarded after the first cycle shall also be
relevant to the European labour market as an
appropriate level of qualification.
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IMPLEMENTATION IN SUBSTANCE
THE ITALIAN EDUCATIONAL SYSTEM
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THE NEW SYSTEM AT THE COLLEGES OF ENGINEERING OF
THE POLITECNICO DI MILANO TECHNICAL UNIVERSITY
LAUREA MAGISTRALE (MASTER EQUIVALENT)
LAUREA (BACHELOR
EQUIVALENT)
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IMPLEMENTATION IN FORM
OLD
NEW
41
research
application
42
research
application
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TU/TH
Dr.-Ing.
research
MSc (TU)
application
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TU/TH
Dr.-Ing.
research
MSc (TU)
BSc (TU)
application
45
PhD
research
MSc (TU)
BSc (TU)
BEng
MEng
application
46
B) Highly integrated programs joint and double
degrees
47
Let us first say which is the main difference in
the mobility scenario between Europe and the
majority of other parts of the world
(particularly North America)
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VERTICAL MOBILITY Scheme 1
Ph.D
Master
Bachelor
University A
University B
University C
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VERTICAL MOBILITY Scheme 2
Ph.D
Master
Bachelor
University A
University B
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HORIZONTAL MOBILITY in EUROPE
Erasmus
B
A
51

• In general the Horizontal Mobility does not
  result in an additional degree, but only in the
• Transfer of Academic Credits.

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From the beginning, in the declarations and
communiqués, and in the discussions triggered by
them the following terms are often mentioned
Joint programmes Integrated programmes Integr
ated study programmes Joint degrees Double
degree programmes
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Sorbonne (1998)
joint programmes are a significant contribution
to the progressive harmonization of the overall
framework of our degrees and cycles
Bologna (1999)
promotion of the necessary European dimension in
higher education, particularly with regards to
curricular development, inter-institutional
cooperation, mobility schemes and integrated
programmes of study, training and research
Prague (2001)
to increase the development of modules, courses
and curricula at all levels with European
content, orientation or organization. This
concerns particularly modules, courses and
curricula offered in partnership by institutions
from different countries and leading to a
recognized joint degree
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Berlin (2003)
Development of integrated study programmes and
joint degrees at first, second and third
level Ministers agree to engage at the national
level to remove legal obstacles to the
establishment and recognition of such degrees and
to actively support the development and adequate
quality assurance of integrated curricula leading
to joint degrees.
Bergen (2005)
Ministers express support for the subsidiary
texts to the Lisbon Recognition Convention and
call upon all national authorities and other
stakeholders to recognise joint degrees awarded
in two or more countries in the EHEA.
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HIGHLY INTEGRATED CURRICULA
We speak of double degree project
when each of the two Institutions involved awards
its own degree to the student who fulfilled the
prescribed requirements.
A joint degree on the contrary is a single
document issued by the Institutions involved in
addition or not to that of one of the two
Institutions.
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DOUBLE DEGREES (at Masters level) Why to do
them?
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Double Degrees Philosophy

• Deeper cultural experience

• Deeper training in the specific area

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What makes this experience unique?
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• Learning and skill outcomes

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• Taking more advantages from differences than
  similarities in engineering education
• A genuine opportunity to adapt to other countries

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• The students enrolled in a double degree
  programme are required an extra workload in terms
  of credits.
• How much, it can be discussed.

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• Let su refer to the Italian case.
• (Most of the European Countries adopted a similar
  system or are going towards it)

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THE ITALIAN EDUCATIONAL SYSTEM
120 ECTS
300 ECTS
180ECTS
13-year education
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REQUIREMENTS BY THE POLITECNICO DI MILANO for
the SECOND CYCLE DOUBLE DEGREE (Academic Senate
Deliberation)

• Minimum workload at the host Institution 120
  credits
• Minimum extra workload (with respect to that
  of a student seeking only one degree) 60
  credits

This means that, in order to obtain the double
degree at the M.Sc. level, the minimum total
workload at the two Institutions and during the
two cycles is 360 credits
65

• There are many possible schemes respecting these
  requirements.Let us mention only some of them as
  examples.

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DOUBLE DEGREES
In Europe and where the two Institutions are
already organized in two tiers (32) Two simple
possibilities
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A.1
Home Institution
Host Institution
Master of Science
Master of Science
nd
2
year
2
nd
year
2nd cycle
st
1
year
LS
st
st
1
year
1
year
3
rd
year
rd
3
year
2
nd
year
nd
1st cycle
2
year
Students total track
1
st
year
st
1
year
68
A.2
Home Institution
Host Institution
Master of Science
Master of Science
nd
2
year
2
nd
year
2nd cycle
st
st
1
year
1
year
3
rd
year
rd
3
year
2
nd
year
nd
1st cycle
2
year
1
st
year
st
1
year
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Where one of the two Institutions has a
different system, ad hoc solutions have been
implemented, always respecting the overmentioned
requirements.
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With partners outside Europe
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DOUBLE DEGREES
With some partners in South America
(The problem of different calendars due to
different hemispheres)
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E.1
Politecnico di Milano
USP Brasile
Laurea Magistrale
Ingeniero Civil orIngeniero Civil de Industria
5th year
4th semester LS
3rd semester LS
2nd cycle
4th year
2nd semester LS
1st semester LS
3rd year
3rd year
2nd year
1st cycle
2nd year
Students total track
1st year
1st year
73
E.2
Politecnico di Milano
USP Brasile
Laurea Magistrale
Ingeniero Civil orIngeniero Civil de Industria
2nd year
10th semester
2nd cycle
9th semester
1st year
8th semester
7th semester
3rd year
3rd year
2nd year
2nd year
1st cycle
Students total track
1st year
1st year
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Why to hire a graduate with two degrees ?
75

• Deeper training in the subject area
• An approach to problems forms different points of
  view
• The ability and confidence in adapting to any
  environment and challenge
• A significant cultural and linguistic background

76
The example of the T.I.M.E. Association
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THE T.I.M.E. ASSOCIATION
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October 1988 Foundation Meeting
Purpose Furthering high level educational
programmes for engineers, preparing them to
function across national borders in the European
Community and in the world. Now 47 partner
Institutions in 20 Countries
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(No Transcript)
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Employability of T.I.M.E. double graduates

• 1/3 employed in the country of the home
  Institution
• 1/3 employed in the country of the host
  Institution
• 1/3 employed in another country

81

• For us,
• this means a real internationalization,
• not only
• a bi-nationalization

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JOINT DEGREES
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JOINT DEGREES - ADVANTAGES

• They can be well defined and visible products.
• They can be done in a maximum of two years after
  the first cycle.
• They can easily be offered to students coming
  from a third Institution.
• The internationalization can be obtained by
  exchanging students for part of the curricula
  and/or by an extensive practice of teachers
  mobility.

84
JOINT DEGREES - DIFFICULTIES

• Still many legal obstacles, sometimes even within
  Europe

85
JOINT DEGREES HIDDEN RISK

• It is not often clearly shown (or even known)
  what is the legal value of the title, at least in
  the countries of the Institutions involved

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JOINT MASTERS
By moving teachers
87
At both Institutions
J.1
Master
Master
professors
University A
University B
graduates
graduates
Advantage each partner University is permanently
involved
Disadvantage difficulties in synchronising the
teaching staff mobility
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J.2
Itinerant
Master
Professors from the University A Professors from
the University B Professors from the University C
Once at the University A Once at the University
B Once at the University C
graduates

• Advantages
• Easier organization of the teaching staff
  mobility
• Every University has to organise the courses
  once every two, three or more years

Disadvantage after some years many logistic
problems have to be solved almost from scratches
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JOINT MASTERS
By moving students
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J.3
MASTER
Project work at a Company.
3rd semester .
2nd semester .
1st semester ...
Module ? Module ? Module ?
GRADUATES
91

• Advantage
• easy to begin with and then to implement its
  steps.

• Disadvantage
• with more than three Universities and the same
  number of groups of students we need to make the
  modules completely independent one of the other
  to allow for different sequences.

92
J.4
MASTER
Project work at a Company.
3rd semester .
2nd semester .
1st semester ...
Module ? Module ? Module ?
GRADUATES
93

• Advantage
• one can add more Universities by increasing the
  radius of the cylinder maintaining the
  conceptually correct order of the modules

• Disadvantages
• more resources needed,
• strict coordination between teachers of different
  Institutions.

94

• C) Is it possible to measure success and/or
  quality?

95
Two factors are, in my opinion, becoming of
paramount importance in judging those programs
quality control and assurance

• employability

96

• The objective of the discussion has to be
  clarified
• Often, when speaking of quality, we mean
  different things.

97
QUALITY

• Definitions
• ?? Q conformity to specifications (Crosby)
• ?? Q suitability to use (Juran)
• ?? Q should be oriented to present and future
  needs of consumers (Deming)
• ?? Q ability to satisfy the needs (explicit and
  implicit) of the customer (here the constituency)
• ?? Q degree in which a set of intrinsic
  characteristics satisfies requirements
  (Requirements needs or expectations that can be
  defined) (ISO 90002000)

98
QUALITY

• Definitions
• ?? Q conformity to specifications (Crosby)
• ?? Q suitability to use (Juran)
• ?? Q should be oriented to present and future
  needs of consumers (Deming)
• ?? Q ability to satisfy the needs (explicit and
  implicit) of the customer (here the constituency)
• ?? Q degree in which a set of intrinsic
  characteristics satisfies requirements
  (Requirements needs or expectations that can be
  defined) (ISO 90002000)

99
What the customer expects in terms of
satisfaction of his needs and expectations in
relation with a specific product or service
The set of requirements of a product or a
service, at the end of the designing process
The set of requirements of a product or a
service, at the end of the production or the
supply processes
What is perceived by the customer in terms of
satisfaction of his needs and expectations,
directly correlated to the value of the
requirements of the product or service, and
really usable by the customer
100
QUALITY CONTROL

• For Double Degree programs it is almost built in

• For Joint Degree programs it is badly needed both
  for the product and for the process

101
JOINT DEGREES ISSUES OF CONCERN

• It is not often clearly shown (or even known)
  what is the legal value of the title, at least in
  the countries of the Institutions involved
• Quality control is badly needed due to the
  mushrooming of the offer

102
The example of the T.I.M.E. Association
103
T.I.M.E. MASTER PROGRAMME

• The T.I.M.E. Association adopted (2001) internal
  by-laws for the T.I.M.E. MASTER PROGRAMME
• A 7-member T.I.M.E. MASTER Commission was
  established
• Each proposal for the TMP must be presented by
  the Rectors/Presidents of the participating
  Institutions

104
T.I.M.E. MASTER PROGRAMME

• The quality control on the content of the courses
  is left to the Institutions giving the courses
• The T.I.M.E. MASTER Commission studies the
  quality of the proposed process and reports to
  the T.I.M.E. Advisory Board
• The T.I.M.E. Advisory Board delivers the
  accreditation for 3 years

105
T.I.M.E. MASTER PROGRAMME

• The T.I.M.E. MASTER is delivered by 2 or 3
  T.I.M.E. member Institutions
• The label T.I.M.E. Master is awarded by the
  Association that consists of 46 top-level
  Institutions

106
EMPLOYABILITY
107
An important player is the job market.
108
Feedback
Design of the integrated international program
109
Involving Companies in those early stages
requires that the higher education Institution is
already strong enough in the field not to become
a mere provider of products, but to become the
partner which is knowledgeable and cares of the
full Education of the person.
110
Thank you for your attention
111
Double Doctorate (PhD)
112
Double PhD scheme
Ph.D.
Ph.D.
1 additional year of research at one of the two
Institutions
1½

½1

INSTITUTION A
INSTITUTION B
ADMISSION SELECTION (done by both Institutions)
113

• MASTER/PhD PROGRAMME

Dottorato di Ricerca
Ph.D.
?
?
?3 years in total
Ph.D.
?
? Laurea Magistrale (M.Sc.)
?
? Laurea (B.Sc.)
Skipped years
Curriculum
US UNIVERSITY
POLITECNICO DI MILANO
Years jointly planned