How does US and EU internationalisation reform differ

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How does US and EU internationalisation reform
differ?

• BALANCE Seminar, Barcelona, Dec. 12-14 / 2007

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Adapted fromRonald Searle

• Is this the way
• US
• sees EU?

See through? At Sea?
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Statements

• US a credit is a credit
• EU We think about it CATS, ECVET, ECTS
• learning outcomes
• workload
• 60 a year? Come on, a few more, we are so
  excellent
• Credit chameleon
• Solution??? A credit is a EURO
• (Purchasing Power)

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Statement

• US A bachelor is a bachelor get out
• and get a job come back later-
• unless you want to go into research
• Go to evening class
• One Master? Take several
• EU A bachelor? Well, this is a diplom, a
  licence, what we always had but now in 3 3,5
  or 4 years, all at the same level
• a bunch of flowers (hopefully in line with
  something)

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Statement

• US A module is a part of a programme
• EU To be discussed but we have modularised
  our programmes

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(No Transcript)
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Scope of terms in terms of curricula

• Internationalisation
• Partnerships/Cooperation
• Double / Joint Degrees
• Research
• Teaching in a foreign language
• Mobility
• Mobility Window
• Incoming / outgoing
• Placements
• Feasibility
• ECTS
• Diploma Supplement
• Qualifications Framework
• Quality enhancement

• Globalisation
• Concentration/Mergers
• Central (core competences)
• Self-directed
• Export
• Franchising
• Branding
• Standardisation

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Globalisation- for HE? US EU? Bologna

• Drivers
• Market
• Cost
• Competition
• Government

• Results in
• Global market participation
• Global products
• Global activity locations
• Global marketing
• Global competitive moves

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The EU Approach

• It all starts with the Position
• Where are we? And where do we want to go?

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Expectations and Purposes Stakeholders Action
Lines Do it right first time
The Environment Bologna Declaration EU 46
Countries
Resources and competences European
diversity of Structures, processes, Outcomes EU-P
rogrammes
The Strategic Position Europeanisation (Internatio
nalisation) of curriculum
Implementation
Strategic Choices
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(No Transcript)
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New way of thinking

• Student centred
• Outcome oriented

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Infrastructure of the institution Learning
Space
Margin Added Value
Human resource management - Staff
Support activities
Learning Technology development
Procurement
Operations Teaching and Learning
Marketing and sales Employ-ment support
Service Con-tinuing Edu

Inbound Logistics Recruiting Students
Outbound logistics Exams
Margin Added Value
Primary activities
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Learning Chain
Labour Market
Change of paradigm
Learnig outcomes Subject related -Knowledge
broadening -Knowledge deepening Generic -Knowledge
access and developing
Learners Selection (accumulates credits)
Learning space (Teaching and learning,
Research Learning material, Learning methods...)

Total Quality Management
Labour Market
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Principles in Practice
Information process
Employability et al
Learning Space Information Pack.
Learning Agreement
Modularisation
Descriptors
Individual Selection
Profile
Learning Outcomes

• Performance
• Credits
• Grade

Level
Workload
Award / Diploma Supplement
Credit Transfer / Accumulation
Transcript of Records
Information process
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Bologna Today

• What a dream of reality!?

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Qualificationsframework -Referenceframework-
EU-Commission QFW for LLL Brugges- Copenhagen-
Maastricht- Process
Min. of Education Higher Education QFW for
EHEA Bologna-Process
Levels of Qualifications- -Bachelor -Master -Do
ctorat
Levels of Qualifications 1 2 3 4 5 6
7 - 8
Described by bundling learning outcomes
according to the Dublin Descriptors with
Credits
Described by bundling learning
outcomes according to descriptors
Knowledge and understanding
Applying ku
Making judgements
Knowledge Under- standing
Skills
Competences
Communication
Learn to learn
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Onionmodel
EQF
LEARN I N G O U T C Q
NQF
Q RECOGNITION
HQF SQF
FQF BQF
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Michael Teutsch EU-Commission
Country B
Country A
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Bologna in Action
Indicators
Employability
Information Package
Trainability/ Learning Agreement
Tuning
Structure of a Module
6x4

• Learning Outcomes
• Subj. rel. /non subj. rel.
• Knowledge widening
• Knowledge deepening
• Knowledge accessing
• Instrumental
• Interpersonal
• systemic

• Individual
• Selection
• Interview
• Portfolio u.a.

Dublin Descriptors
Qualifications-framework

• Performance
• Credits
• 5
• Grade
• Local
• Ranking

LLL
Workload -Effectiveness - Efficiency
Award / Diploma Supplement
Transfer / Accumulation
Transcript of Records
Indicators
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Learning Chain Tools - Documents
Labour Market
Change of Paradigm
Learning Outcomes Subject-related -Knowledge Deepe
ning / Widening Generic -Skills /
Competences Knowledge opening /
developing QFR-NQR-HQR-SQR
Learner Credit Transfer Accumulation Applicat
ion /CV / Learning Agreement/ TOR / Mobility
Pass Language Pass Diploma/Certificate
Supplement
Learning Space Teaching and Learning,
Research Learning Environment Information
Package / Course Catalogue
Labour Market
Quality Assurance/ -enhancement Standards
Guidelines / Register
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Critical Success Factors - EU

• Unique resources?
• European diversity
• European QA
• European QFW
• Core competences?
• Mobility
• Joint development of curricula
• Academic recognition

Bologna Declaration Brugges / Copenhagen
Process ECTS/ ECVET Diploma Supplement Informatio
n Packages Learning Agreements
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Value Chain Learning as a continuumLocation of
Learning At home and abroad Education and
Training
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Common Platform plus customised modules
individual study-programmes
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Area B
Area A
Uni OS
One-stop-shop FH OS Regional ET Center
Area C
Academy D
Technical College E
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Atlantik
Dallas
Hub-and-Spoke Code Sharing
LA
Spokes
HUB UA
Spokes
Berlin
New York
Spokes
Hannover
HUB LH
Spokes
FMO
Düsseldorf
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Lessons learned institutional level

• Critical Success Factors
• Student centred
• Common basis (learning hours / workload)
• Convertibility (currency)
• Transparency
• Institutional obligation
• Internal discussion and agreement
• Openess - Trust

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Can Bologna fail?

• The Quality Check

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Bologna Quality

• Fit for Purpose

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How can this be developed?

• Policy level
• Challenge HE institutions ensure that academic
  principles and values are respected and the
  processes correctly implemented
• Institutional level
• Promote shared values and attitudes rather than
  simply managerial processes
• There is no single way Frank Sinatra / Cassius
  Clay melody
• Balance national / international external
  accountability requirements

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Quality Assurance and Enhancement

• Quality is not
• a stand alone
• not static
• It covers structures, processes and products
• Concerns a mix of
• stakeholders - power / interest
• objectives - different lenses
• pathways - opportunities LLL
• Its implementation requires instruments
• Needs top-down and bottom-up
• Needs a culture

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The Golden Triangle
Structure

Quality
Processes
Outcomes
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Bologna Curriculum reform
Employability
ECTS / ECVET
Qualifications Frameworks
Transparency

Quality enhancement
Mutual Zone of Trust
Academic recognition
Diversity