interim evaluation of erasmus mundus -...

Interim Evaluation of Erasmus Mundus

Appendix F

Case Studies

June 2007

Centre for

Strategy & Evaluation Services LLP

Interim Evaluation of Erasmus Mundus - Case Studies

Case Studies

SECTION PAGE

1. INTRODUCTION 2

1.1 Background 1.2 List of case studies

2

2

2. CASE STUDIES 4

2.1 MESPOM - Masters Course in Environmental Sciences, Policy and Management

2.2 IMRD - International Master of Science in Rural Development 2.3 NOHA Mundus - European Masters Degree in International Humanitarian

Aid 2.4 SEFOTECH.nut - European MSc in Food Science, Technology and

Nutrition 2.5 European Master in Global Studies 2.6 HEEM - European Masters Degree in Higher Education 2.7 GEM - Geo-Information Science and Earth Observation for Environmental

Modelling and Management 2.8 PEHE-EACN - Promoting European Higher Education through

Educational Advising Centres Network

4

8

13

18

22

26

30

34


Case Studies 1. INTRODUCTION

1.1 Background This document sets out the case study work undertaken in respect of the interim evaluation of the Erasmus Mundus programme. The case studies were not a requirement in the terms of reference, but were suggested by the Centre for Strategy and Evaluation Services (CSES) as a means of providing a flavour of Erasmus Mundus Masters Courses and projects. Eight case studies were carried out in total. The objectives of the case studies were to ascertain basic factual information about the course, including the course structure, the way in which partner institutions work together, application numbers, etc. and also to probe key evaluation issues in terms of how well each course has operated to date, the views of participating institutions and students on the effectiveness of the course and to discuss quality assurance issues. Another aim was to identify any good practices and to highlight these where they could be replicated by other EM Masters Courses. 1.2 List of case studies Most of the case studies carried out as part of the interim evaluation of the Erasmus Mundus programme focus on Action 1 Erasmus Mundus Masters Courses. Some of these institutions are also participating in Action 3 Partnerships with third countries. One Action 4 project is also the subject of a case study. No. Action(s) Title Institutions interviewed

1. 1 MESPOM - Masters Course in Environmental Sciences, Policy and Management

Lund University, Sweden (co-ordinator)

2. 1,3 IMRD - International Master of Science in Rural Development

Ghent University, Belgium (co-ordinator)

Humboldt University of Berlin, Germany (partner)

3. 1,3 NOHA Mundus - European Masters Degree in International Humanitarian Aid

Universidad de Deusto, Bilbao, Spain, (co-ordinator)

Université Catholique de Louvain, Belgium (partner)

4. 1 SEFOTECH.nut - European MSc in Food Science, Technology and Nutrition

Catholic University of Applied Science Sint-Lieven, Ghent, Belgium (co-ordinator)


Case Studies No. Action(s) Title Institutions interviewed

5. 1,3 European Master in Global Studies

University of Leipzig, Germany, (co-ordinator)

London School of Economics, UK (partner)

6. 1,3 HEEM - European Masters Degree in Higher Education

Higher Education Development Association (HEDDA), University of Oslo, Norway (co-ordinator)

7. 1 GEM - Geo-Information Science and Earth Observation for Environmental Modelling and Management

University of Southampton (UK) (partner)

8. 4 PEHE-EACN - Promoting European Higher Education through Educational Advising Centres Network

Open Society Foundation, Hungary (co-ordinator)


Case Studies 2. CASE STUDIES 2.1 MESPOM - Masters Course in Environmental Sciences, Policy and

Management Action Action 1

Project/Course title MESPOM - Masters Course in Environmental Sciences, Policy and Management

Co-ordinating institution Lund University, Sweden

Website http://www.mespom.org + http://www.mespom.eu

Contact person Aleh Cherp, International Institute for Industrial Environmental Economics

Telephone/e-mail tel: +46 734 06 7627 / e-mail: [email protected]

Partner institutions University of the Aegean (Greece), Central European University (Hungary), University of Manchester (UK) Grant size 1 159 000 € (15 000 € consortium + 1 144 000 € scholarships), 2005

1 285 000 € (15 000 € consortium + 1 270 000 € scholarships), 2006

1. Background

The Masters Course in Environmental Sciences, Policy and Management (MESPOM) leads to the award of a Master of Science (MSc) degree. The consortium is comprised of a consortium of four European institutions which are subject leaders in complementary fields of environmental research: Lund University (preventive environmental strategies), Central European University (environmental policy), the University of the Aegean (ecosystems management) and the University of Manchester (environmental science). The MESPOM course was designed as a multidisciplinary programme giving students the capability of applying integrated solutions to environmental challenges, especially in an international context. The course equips students with research, communication and other professional skills of relevance in the field of environmental sciences and management.

2. About the Erasmus Mundus Masters Course

The MESPOM course lasts two years, and equates to 120 ECTS credits. The programme is delivered in English and includes three semesters of taught courses followed by a fourth research semester. All students spend their first year at the Central European University in Budapest, commencing with an introductory semester on environmental sciences, policy and management. During this first year, students also undertake a 2-week field course at the University of the Aegean, Lesvos, Greece. Course modules are comprised of a combination of compulsory and optional course units. These focus on the legal, economic and political, as well as scientific and technological, aspects of key environmental challenges and on the interaction between society and the environment.

http://www.mespom.org/

http://www.mespom.eu/

mailto:[email protected]

http://www.lu.se/

http://www.ceu.hu/

http://www.aegean.gr/

http://www.manchester.ac.uk/


Case Studies During the first half of their 2nd academic year, students can choose to study at either Lund University or Manchester. The 4th semester is dedicated to undertaking research and may be followed at any of the partner institutions in the consortium. Students produce a final thesis in the second year of their Masters course, with joint supervision from professors in different countries participating in the consortium. With regard to eligibility requirements, course applicants are required to have a good first degree in a subject related to environmental sciences, policy and management (such as biology, geography or chemistry, engineering, management or economics) as well as proficiency in the English language and a demonstrable commitment to the environment. The course is promoted through the MESPOM website and also by word of mouth through existing MESPOM students and alumni. MESPOM has well-established academic links with large numbers of higher education institutions around the world, and hopes in future to work more closely through these in order to promote the course. Several marketing events such as European fairs to promote higher education to students outside Europe have also been attended.

3. Application, selection process and common tuition fee

The selection of students (including those selected for scholarships) is carried out by the Academic Board which includes representatives of all consortium partners. There has been increasing competition for places since the course began. In 2005-2006, the first year of the course’s operation, over 300 applications were received. This rose to over 400 in 2006-2007 and 520 in 2007-2008. The high number of applications received has enabled the consortium to select very high quality students. According to the course co-ordinator, there has been a discernible increase in the quality of students selected over the course of the three different academic intakes. For the study period 2007-2009, a common tuition fee of 10,500 euro per year for students from outside the European Union and 1500 euro per year for EU citizens has been set. From 2006-2007, the MESPOM consortium introduced a tuition waiver scheme for third-country students, with successful candidates being offered either a 50% or a 30% tuition waiver. Additionally, a limited number of fellowships are available to successful MESPOM applicants who are not eligible for Erasmus Mundus scholarships (e.g. EU citizens). The use of a fee waiver approach was regarded as a means of facilitating access to the course for those unable to obtain the scholarship but nevertheless committed to studying on MESPOM, and ultimately to lay a foundation for the long-term financial sustainability of the MESPOM course. While there was reasonable participation on the course from students from Central and Eastern European countries (at the Central European University in particular), there was comparatively low participation by students from the “old” Member States. This was attributed to issues around the absence of financial support for European students in Erasmus Mundus in the current programming period.

4. Support facilities and services

Various support services were provided to students, including a short 2-day induction course, linguistic support, such as lessons in Swedish at Lund University, and other forms of assistance such as help in obtaining accommodation. Each of the participating institutions provides dedicated support services to EM students through their international offices. For example, at the CEU, student services are co-ordinated through the “Student Life Office”, which offers a


Case Studies range of services including helping to organise students’ arrival and departure, assisting with visa arrangements, accommodation, etc. Students interviewed noted that visas, as with many other EM courses, are a problem, particularly when studying in non-Schengen countries.

5. Course integration and quality control (including monitoring and evaluation)

The course appears to have been well integrated. There are regular curriculum development meetings involving both those teaching the course as well as the Academic Board of MESPOM, which is at the highest governance level and which has overarching strategic responsibility for the course, including QA-related issues. Where appropriate, course modules are updated to reflect recent developments in the environmental field so that the course remains innovative. There are several levels at which quality assurance takes place. Firstly, there is an emphasis on self-evaluation, with students invited to complete questionnaires on course quality. This was viewed as a useful mechanism for gathering feedback on student’s views on the operation of courses. Information from these has been included in evaluation reports, which are in turn submitted to the academic board. Course administrators from each participating higher education institution also examine this evaluation feedback. The MESPOM co-ordinator conducts a cross-MESPOM quality survey once a year to compare the performance of partners. Additionally, an external examiner has been utilised, which provides an additional layer of QA.

6. Efficiency and Effectiveness

With regard to efficiency, the interviewee viewed the 15,000 euros grant allocation per consortium as adequate, since it meant that there were more limited reporting requirements than would be the case with higher financing. The real administrative cost of operating the MESPOM course - which is much higher - is recouped through tuition fees. In terms of effectiveness, the course appears to be effective and well-integrated, with students considering the course to be of high quality. The approach of having some visiting professors delivering lectures was regarded as beneficial, since this meant exposure to different cultural and teaching perspectives. One area where students felt the course was less effective related to student numbers at the Central European University. There was a view that there should be limits on the number of students able to follow particular course modules (since regular students are mixed with Erasmus Mundus students). On the positive side, however, this meant that there were opportunities for the Mundus students to mix with “regular” students following domestic Masters courses, which encouraged inter-cultural understanding. Another problematic issue related to the synchronisation of the timing of the start of courses in different academic institutions in the 3rd semester. This issue has now been solved for academic year 2007-2008. The approach adopted by the consortium towards quality assurance included self-evaluation and peer review as well as an external examiner. The participation of student representatives in Academic Board meetings was viewed as having been particularly effective in enabling course-related issues to be discussed promptly with good two-way feedback. Partnership co-operation between consortium partners appears to be working well, with regular course co-ordination meetings being held and a high-level Academic Board playing a role in ensuring co-ordination at the Rector level.


Case Studies 7. Value added of course

The course co-ordinator viewed the programme as being highly compatible with the academic objectives of the higher education institutions involved in the consortium. In particular, EM had helped strengthen the European and international dimensions in the curriculum. An innovative feature of MESPOM is the composition of the consortium itself, involving HEIs from all corners of Europe, with a Nordic, Mediterranean, Western and Central European institution in the consortium. This approach has added value by exposing students to different scholarly traditions, teaching styles and learning approaches in the area of environmental management. The course retains flexibility with regular reviews taking place to assess course content. This helps ensure that course content remains up to date, relevant and innovative. Students were also generally positive about the MESPOM course. Students saw a strong added value in participating in a European Masters Course with a strong mobility dimension. Exposure to different teaching styles was also mentioned as a benefit. Several students mentioned the attractiveness of following a multidisciplinary course and the prestigious nature of the higher education institutions involved in the consortium. The students also noted that different institutions in the consortium had different academic strengths - for example, the University of Manchester was strong in the area of environmental science and development policy. This enabled students to select their particular study preferences through optional course modules. The quality and style of teaching at Lund University was particularly praised by those students interviewed. With regard to ways in which the course could be improved, the students interviewed believed that a compulsory internship as part of MESPOM would be highly attractive and a real course selling-point given the desire on the part of students to acquire practical as well as theoretical experience in the field of environmental science, policy and management.

8. Evidence of good practice

• Commitment to continuous course improvement and innovation - the consortium has made a firm commitment to continuous improvement procedures, with regular reviews of course content by lecturers and the Academic Board which fulfils an important overseeing role.

• The involvement of student representatives at Academic Board meetings - there is student

participation in Academic Board meetings, which is helpful in ensuring direct feedback between those students following the MESPOM course and senior management in the four institutions involved in the consortium.

• Informative website with intranet providing targeted information for students and lecturers -

the website is very well-developed, with useful general information being made available through the main website and additional course-related information and social events being publicised through a dedicated intranet site for different categories of users. Additionally, the course co-ordinator has ensured that all EM students are provided with a single e-mail address throughout their Masters course with the .eu domain suffix.

• Online application procedure - all applications are submitted online, which enables the

application process to be more efficient than a paper-based system. • External QA mechanism - course is assessed through an external examiner.


Case Studies 2.2 IMRD - International Master of Science in Rural Development Action Action 1, Action 3

Project/Course title IMRD - International Master of Science in Rural Development

Co-ordinating institution Ghent University, Belgium

Website http://www.imrd.ugent.be

Contact person Evert Waeterloos / Guido Van Huylenbroeck, Department of Agricultural Economics

Telephone/e-mail fax: +32 (0)9 264 62 46 / e-mail: [email protected]

Partner institutions National Higher Agricultural Education Institute of Rennes (France), Humboldt University of Berlin (Germany), University of Cordoba (Spain) Satellite partners - University of Pisa (Italy), Wageningen University (Netherlands), Slovak Agricultural University in Nitra (Slovakia) Outside the EU - Rural Development Institute of Chinese Academy of Social Sciences (China), Nanjing Nongye Daxue (China), Shan dong Agricultural University (China) Grant size Action 1

474 000 € (15 000 € consortium + 459 000 € scholarships), 2004 1 159 000 € (15 000 € consortium + 1 144 000 € scholarships), 2005 1 285 000 € (15 000 € consortium + 1 270 000 € scholarships), 2006 Action 3 348 000 € (45 000 € partnership + 303 000 € scholarships) over a 3-year duration

1. Background

The International Master of Science in Rural Development (IMRD) is a 2-year Masters course co-ordinated by the Department of Agricultural Economics at Ghent University, Belgium. The course awards up to 120 ECTS credits and leads to the award of a joint MSc. The course is designed to provide a thorough grounding in the theoretical and practical aspects of rural development in developed, transitional and developing countries. The course provides students with an insight into different models of rural development within the European Union. The IMRD course built on long-standing academic co-operation between the institutions in the consortium. Prior to the launch of the Erasmus Mundus programme, six out of the seven partner institutions had been involved in developing a joint curriculum known as Estrella. Participating in EM therefore provided a means of consolidating the existing network, which combined expertise in the field of rural development through the development of a joint European Masters. 2. About the Erasmus Mundus Masters Course

Amongst the objectives of the course are to equip students with knowledge and understanding about how to develop and apply an integrated approach vis-à-vis the development of rural areas and with an awareness of the multifunctional role of rural areas and agriculture. Different approaches to rural development are explored in order to provide students with know-how in terms of applying these in diverse rural environments.

http://www.imrd.ugent.be/



Case Studies The IMRD Masters course is structured over four semesters, during which students must undertake at least two mobility periods. There are both compulsory and elective modules, with students required to develop basic competences in rural development as well as to undertake specialised training in specific subject disciplines. This flexible approach will enable Masters students to develop their preferred area of specialisation as well as a common profile. Additionally, students undertake a period of practical training which involves case study work, independent research and the submission of a dissertation. Prior to the start of the second year, all students must undertake a practical case study, which may involve gaining work experience in different rural development contexts. The duration of this case study was recently extended from 2 to 4 weeks. The case study involves a further mobility period. For international students, this mobility takes place within the EU. There is flexibility so that students can select course modules according to their individual academic/ research interests. For European students (IMRD has also been successful in applying for Action 3 China funding), mobility takes place in the third semester to a third country (currently to China). There has been high demand amongst European students for mobility outside the EU within the framework of the International Masters programme, with students able to experience similar developmental challenges in very different social, cultural and economic circumstances. Students will typically undertake a 1-month joint case study period and may add another 2 months during which they will spend most of their time on individual academic research on their Masters thesis. With regard to the languages of course tuition, training modules can be followed in any of the following four languages (depending on the institution where the student elects to study): English, French, German or Spanish. English is the main language within the consortium. With regard to course eligibility, the course is open to students with at least a bachelor (or equivalent) degree in bioscience engineering, agricultural sciences, rural geography, forestry, veterinary sciences, economics, sociology, rural development studies or equivalent fields. In terms of marketing and promotion, the course co-ordinators have participated in several seminars and events and made various efforts to distribute information to promote the course (for example, participation in one of the European Higher Education Fairs and a subsequent promotion visit to rural development institutes in Bangkok).


The initial screening of students (including those selected for scholarships) is carried out by the IMRD Secretariat and the appropriate institution identified for each candidate to start in. Applications are then ranked and the selection is agreed by the IMRD Management Board. Various screening criteria are used to assess applications, including academic performance, academic background, language skills, experience and other criteria such as degree of motivation. The interviewee noted a steady improvement in the quality of students. In terms of participants, it is interesting to note the progression in the number of applications received and participation on the IMRD course by European and international students. In 2004, there were 11 Masters students, which increased to 30 in 2005 and 41 in 2006. In terms of full applications received, there were approximately 300 in 2005 and 370 in 2006, suggesting high competition for places. Of these, the majority were international students, although the course has been successful in attracting European students, in 2006 in particular (8 students).


Case Studies The subscription fee for third-country students is 4000 euros per year (subject to yearly revision by the IMRD Management Board). This includes the selection fee, the IMRD joint Masters fee and the institutional subscription fees. European students are charged half that amount, i.e. 2000 euros. 1000 euros is retained to reflect the costs involved in the practical organisation of the obligatory case study (preparation, logistics, study materials, external human resources, additional activities and local study travel costs), the organisation of the thesis defence (invitation of at least one external examiner to the defence per university) and other expenditure directly linked to the organisation of the course. IMRD students with financial difficulties can put in a request for a discount of the yearly subscription fee. The use of a tuition fee waiver was viewed as a means of facilitating access to the course for European students, who face financial barriers in participating in the IMRD Masters programme. It is interesting to note that the course has been quite successful in attracting self-financing students not in receipt of an EM scholarship. In 2005, for example, 16% of students paid their own tuition fees, rising to 27% in 2006. This suggests that the course depends not only on EU support and that it may, over the longer term, achieve a higher level of financial sustainability than many other EM courses, which have fewer self-financing students. Besides the administrative input of the universities and the ability of the co-ordinator to mobilise other funds for personnel, 1.5 employees are currently paid for through other funding. It was noted that there was a need to diversify sources of financing, since the availability of scholarships had appeared to fluctuate, particularly those available through the Asian Windows. The interviewee also commented that some very high quality students have been successful in applying for the course even without the scholarship. An elected student representative from the IMRD Masters Course sits on the IMRD Management Board, which enables transparency in terms of decisions relating to the programme design and how the budgetary allocation of the IMRD course is used both in relation to administrative costs and the direct costs associated with the organisation of the course.


Various types of support are available to students on the IMRD Masters. This includes support for studying in different languages, with special language training facilities available. Assistance in finding accommodation is also provided. Students interviewed noted the challenge in following courses in different languages, and several expressed a preference for having the option of following courses in English at all institutions. However, others stated that the requirement to study in different languages had been a highly positive dimension of the course. Additionally, the IMRD website has developed a secure portal via its main website. This provides an internal network for members of the consortium and for students.


With regard to quality assurance, regular joint self-assessment is used to help ensure the consistency of course integration as well as quality. Students are invited to complete questionnaires giving feedback after each semester. There are also regular discussions held between the course co-ordinators and partner institutions involved in the day-to-day management of the IMRD and during the 3-monthly Management Board meetings to address problematic issues relating to the Masters course as these emerge - for example, course integration issues have been discussed, the curriculum has been updated and modified, etc. The


Case Studies IMRD Management Board is comprised of representatives from each of the participating institutions, and also takes a close interest in quality-related issues. Each academic institution also follows its own internal standard quality assurance procedures. Last but not least, the consortium is in the process of preparing the undertaking of a peer review. Consideration is also being given as to whether any external evaluation of the course is needed.


With regard to efficiency, the interviewee noted that 15,000 euros per annum was insufficient to cover the administrative costs of managing the course (there were now some 73 students on the IMRD Masters Course across the different academic intakes, which required increased administration). The unpredictability of the Asian Windows was mentioned as a complicating factor in managing the course efficiently, since this created uncertainty with regard to budgetary planning. The case of not granting a China Window to an Action 3 China consortium was thought not to contribute to the consolidation of relationships with third-country institutions. In terms of effectiveness, the course appears to be effective, with students very satisfied with the course content. One concern expressed was the danger of overlap on some course modules, a problem which appears a common challenge to many EM Masters Courses. The approach to quality assurance appears to have been rigorous, with both self-evaluation and peer review utilised and consideration being given to the use of external assessment. Partnership working between EM consortium partners appears to have been effective, with regular co-ordination meetings being held, as well as the active involvement of the IMRD Management Board.

7. Value added of course

From the perspective of participant institutions, Erasmus Mundus was viewed as having delivered value by providing the financial means to enable an existing academic network to fulfil its ambition of offering students access to a European Masters in rural development with an international dimension. The programme has therefore helped consolidate an existing academic network. Additionally, the IMRD course has helped raise the international profile of those institutions involved. The department itself felt that participation in EM had helped put it on the map within the university by being associated with the programme, which was regarded as prestigious. The planned organisation of an annual seminar with IMRD’s international partners involved in an Action 3 Partnership was also regarded as positive. This provides a focused opportunity for both European and third-country partners to come together and foster closer co-operation. In particular, the planned joint conference will allow participants to discuss and compare rural development topics in the European Union and in China. A joint publication will be issued based on the conference. There are various ways in which students felt the course added value. The inclusion of the month long compulsory case study/practical experience was seen in a positive light. Students felt it was a critical dimension of the course, given the need to acquire practical as well as theoretical experience of rural development issues. International students saw benefits in participating in a multidisciplinary course offering mobility periods in different European countries. For example, rather than just focusing narrowly on agricultural subjects alone, course modules are provided which give students an


Case Studies understanding of how to adopt a holistic, integrated approach to rural development. Course modules include rural sociology, agricultural and food economics, public administration and regional development and rural governance. European students participating in IMRD were enthusiastic about the opportunity to live and study outside the EU and saw this as an opportunity to explore rural development challenges in widely differing contexts, notably in China.


• Inclusion of a compulsory case study for all students, which provided students with practical work experience of working in a rural development environment solving problems within a short timeframe and which allows increased interaction amongst the group of highly mobile students.

• Efforts to diversify financing sources - arguably this also represents good practice in that

about a quarter of students are self-financing. This is a reflection on the reputation of the course and also enhances its sustainability by reducing its dependence on scholarships, which have not been that predictable, especially those available through the Asian Windows.

• Emphasis on linguistic diversity - the provision of courses at the four main institutions

involved in the consortium in different languages was perceived as helping to promote the language skills of Masters students, thereby supporting linguistic diversity.


Case Studies 2.3 NOHA Mundus - European Masters Degree in International

Humanitarian Aid Action Action 1, Action 3

Project/Course title NOHA Mundus - European Masters Degree in International Humanitarian Aid

Co-ordinating institution Universidad de Deusto, Bilbao, Spain

Website http://www.noha.deusto.es

Contact person Julia María González Ferreras / Catherine Gourbin

Telephone/e-mail tel: +34 94 4139102 / e-mail: [email protected] Partner institutions Université Catholique de Louvain (Belgium), University of Aix-Marseille (France), RUB University of Bochum (Germany), University College Dublin (Ireland), University of Groningen (Netherlands), Uppsala University (Sweden) Outside the EU - Monash University (Australia), Universidade de Brasilia (Brazil), York University (Canada), Universidad Javeriana (Colombia), Universitas Gadjah Mada (Indonesia), Université Saint-Joseph de Beyrouth (Lebanon), University of the Western Cape (South Africa), Columbia University in the City of New York (USA) Grant size Action 1

410 000 € (15 000 € consortium + 395 000 € in scholarships), 2004 944 000 € (15 000 € consortium + 929 000 € in scholarships), 2005 1 015 200 € (15 000 € consortium + 1 000 200 € in scholarships), 2006 Action 3 636 000 € (45 000 € partnership + 591 000 € scholarships) over a 3-year duration

1. Background

The European Masters Degree in International Humanitarian Aid is an inter-university, multidisciplinary postgraduate programme that provides high-quality academic education and professional competences in the area of humanitarian action. NOHA was originally created as a European Masters Degree in 1993 as a result of work by the Network on Humanitarian Assistance (NOHA) universities, working in close collaboration with the Commission (DG for Humanitarian Aid and DG for Education and Culture). The initiative was a response to meet the growing need for higher educational qualifications specifically suited to addressing complex humanitarian situations. In September 2004, the European Commission awarded the NOHA Masters Erasmus Mundus status (Action 1). A year later, the NOHA Erasmus Mundus consortium was successful in applying for funding under Action 3 Partnerships (which has enabled institutional co-operation to take place between higher education institutions involved in teaching humanitarian aid within the EU and in third countries as well as scope for student and scholar mobility).

http://www.noha.deusto.es/



Case Studies 2. About the Erasmus Mundus Masters Course

The main aim of the NOHA Masters course is to promote greater professionalism among humanitarian workers through the provision of solid intellectual grounding and the development of sound concepts and principles that would in turn lead to good practice. It also seeks to raise awareness about humanitarian issues among policy makers and the general public. The course lasts for three semesters (90 ECTS credits). An intensive induction programme is organised annually at the beginning of each academic year in which all Erasmus Mundus students enrolled on the course must participate. For example, in 2006, the meeting was held in Uppsala University in Sweden. The objective of the induction course in the first semester is to bring all students on the course together to ensure that they receive a common introduction to the NOHA course and the common values the institutions involved in the course are trying to promulgate. The induction includes guidance on cultural aspects of life spent in different European countries and in different academic environments. Following the induction, students are then able to continue their studies in the first semester at their first chosen academic institution. In the second semester, there is a further mobility period in a university in another EU country. Course content across the various European universities involved in the NOHA consortium in the second semester is broadly common with a number of compulsory courses worth 25 ECTS credits. At the Université Catholique de Louvain, for example, compulsory course modules focus on post-conflict situations, health and sanitation, humanitarian aid and development. At the end of the second semester, students have the opportunity to take part in a one-week residential course in which they undertake role-playing exercises. In the third semester, for international students, there is a further mobility period within the EU with much greater flexibility in selecting course modules according to particular academic/ research interests. The third semester also provides an opportunity for European students to participate in a mobility period to a third country. There has been high demand among EU students to participate in mobility outside the EU. Typically, students leave for a 3-month study period and devote most of this time to undertaking academic research for their Masters thesis. Each partner institution in a third country has established a contact point with a designated person having responsibility for providing general advice and information on sources of support and research facilities for EU students participating in Erasmus Mundus. Third-country partner institutions are also kept informed with regard to the choice of subject of students embarking on mobility periods. However, much of the research itself is undertaken independently, sometimes with support from visiting European scholars. Interestingly, there is a requirement for students to participate in a work placement with a Non-Governmental Organisation. This approach appears to be very popular with students given their desire to gain experience so as to improve their employment prospects upon course completion.


With regard to the application and selection process, applications are made directly to the higher education institution where applicants wish to spend their first semester. An initial selection of students (including those selected for scholarships) is carried out by each institution. Applications are then circulated amongst partner institutions involved in the EM consortium.


Case Studies The selection process is carried out by academics involved in teaching on the EM Masters Course. Common selection criteria defined by the Commission are applied with a focus on selecting those students that demonstrate academic excellence. One comment in respect of these criteria was that, in future, it may be helpful to also take previous professional experience into account as well as academic excellence alone, since in some subject disciplines such as humanitarian aid some students have already excelled through work experience even if they do not have the very best academic grades. The NOHA Masters course is proving popular, with high demand from students. Of institutions involved in the consortium, University College Dublin received the highest number of applications in 2006-2007. The Université Catholique de Louvain received approximately 60-65 applications in 2006-2007 for 27 places. With regard to the breakdown between European and international students, there were 5 international students, of which 3 were EM grantees, and 22 EU students (12 from Belgium and 10 from other countries). Interestingly, there was a relatively high proportion of students on the course that had not received an EM grant (19 out of 27). Of the eight students that did receive an EM scholarship in 2006-2007, 3 were international students and 5 were from the EU and involved in Action 3 Partnerships. The standard level of tuition fees (for non-EM courses) varies widely between countries and between institutions. There were therefore challenges in setting a common tuition fee for the NOHA Masters course. In the end, a fee of 780 euros for EU students and 3850 euros for non-EU students was arrived at by the consortium.


Within the NOHA consortium, support includes the initial induction period, where intercultural training is provided. Language courses are also made available to all students. Some institutions involved in the consortium were able to provide more substantive assistance in terms of accommodation services than others. Some members of the consortium only had very limited student accommodation available. This was identified as a concern by some international students given the limited amount of time involved in a typical mobility period and academic pressures, which meant they did not have time to research for accommodation themselves. An alumni association (http://www.nohanet.org/) was established in 2003 to enable both students on the NOHA Masters and NOHA-graduated professionals to establish and maintain contact. Currently, some 1500 NOHA alumni work in the field of humanitarian relief and international co-operation. The alumni association was viewed as being a useful mechanism to promote awareness about the EM Masters Course both within and outside the EU.


The course appears to be reasonably well integrated. There are regular curriculum development meetings to discuss course modules and to ensure that courses are updated, where appropriate. Some students interviewed mentioned that there was some limited repetition on some course modules between different institutions, which will need to be avoided in future years. However, students were generally very happy with course content and the mobility dimension of their course, seeing an added value in participating in a European course.

http://www.nohanet.org/


Case Studies With regard to quality assurance, as well as the curriculum development meetings referred to above, there is a strong emphasis on self-evaluation, with students asked to complete questionnaires after each semester. This was viewed as a useful feedback mechanism to assist course tutors in ensuring a continuous commitment to quality. Additionally, peer review was used as a mechanism to help ensure course quality, with individuals from certain institutions reviewing the course content of other institutions. The NOHA consortium was also discussing the possibility of undertaking external evaluation to supplement internal evaluation. Since the EM course received funding, there have also been regular meetings between the Rectors of the 7 academic institutions involved to discuss student selection and to exchange experiences. At a more strategic level, discussions have recently been held at Rector level with regard to the need to support joint research activities between the institutions involved in the consortium, to further institutionalise co-operation.


With regard to efficiency, while the grant scholarship was viewed as being quite generous, there were concerns that the 15,000 euros per consortium per annum was quite low. While there were wide variations in tuition fees between partners, a common tuition fee was arrived at. In terms of effectiveness, with regard to Action 1 there was felt to be a close alignment between the NOHA consortium’s academic objectives and the aims of the EM programme. The level of interest in the EM Masters Course has been positive with high numbers of applications. There have been difficulties in some of the institutions involved in attracting sufficient EU students to Erasmus Mundus, although some course modules have been mixed so that EM students participate in normal Masters course modules which are attended by greater numbers of European students. The approach to quality assurance appears to have been rigorous, with both self-evaluation and peer review utilised and consideration being given to the use of external assessment. Partnership working between consortium partners appears to have worked effectively, with regular course co-ordination meetings being held. Students felt that the sustainable impact of their participation in Erasmus Mundus could be improved if EM were to be extended to PhD level.


NOHA was already operating as a European Masters prior to gaining Erasmus Mundus status. Having the EM brand has been helpful both from the perspective of marketing the course and in gaining access to scholarships for students, which has made the course financially viable. There are various ways in which students felt the course added value. Students liked the fact that they were able to study in a European rather than a purely national environment and felt this gave them greater exposure to different cultures and academic approaches. Also, given the international dimension of humanitarian aid and development issues, a transnational approach to the course was viewed highly favourably in terms of the future development of Masters students both from a career and an academic perspective. Additionally, the inclusion of a compulsory internship dimension was seen in a very positive light. Some students thought this was absolutely critical given the need to acquire practical as well as theoretical experience of their subject.


Case Studies With regard to the added value of participating in Action 3, EU students were enthusiastic about the opportunity of living and studying in a non-EU country and saw this as an opportunity for inter-cultural exchange. From the perspective of European HEIs involved in NOHA, Action 3 was regarded as having strengthened institutional links and the presence of European students at universities in third countries was viewed as having increased the visibility of the higher education institutions from which the students came.


• Induction course bringing together all EM students from a given annual student intake, irrespective of their chosen institutions of study, during the various mobility periods that comprise the Masters Course. Otherwise not all students may get to meet each other even though they are part of the same annual intake.

• Inclusion of compulsory internship for all students. • Active, well-established alumni association. • Informative website with a clear explanation about the EM programme in general as well as

the specifics of the NOHA course and its aims and objectives.


Case Studies 2.4 SEFOTECH.nut - European MSc in Food Science, Technology and

Nutrition Action Action 1

Project/Course title SEFOTECH.nut - European MSc in Food Science, Technology and Nutrition

Co-ordinating institution Catholic University of Applied Science Sint-Lieven, Ghent, Belgium

Website http://www.sefotechnut.org/

Contact person Christiaan Van Keer

Telephone/e-mail tel: +32 9 265 8645 / e-mail: [email protected] Partner institutions University of Applied Science of Anhalt, Köthen (Germany), Dublin Institute of Technology (Ireland), Portuguese Catholic University, Porto (Portugal) Grant size 15 000 € (consortium), 2005 (note: 2005 was a pilot year)

864 800 € (15 000 € consortium + 849 800 € scholarships), 2006

1. Background

The aim of the European MSc in Food Science, Technology and Nutrition is to foster knowledge and awareness about scientific trends and health issues in food science, technology and nutrition in a global context. The course duration is 18 months (90 ECTS credits). The course was launched in academic year 2006-2007 as a new Masters Course. As such, it involved the development of an entirely new curriculum by the four HEIs participating in the consortium. These institutions had previously been co-operating prior to participating in the Erasmus Mundus programme, but participation in the EM programme has accelerated the development of links. The Masters Course was a response to the growing demand for skills in the area of food science from employers. Indeed, a significant number of companies provided letters of support which accompanied the application to the Commission for funding, attesting to the need to develop such skills within Europe to meet industry requirements. The development of the curriculum involved close co-operation with industry from the early planning stages. The European Commission awarded the course Erasmus Mundus status in 2005. The first academic year of funding was used as a preparatory year, with the first academic intake taking place in 2006-2007. Student selection for 2007-2008 has recently taken place.


The course involves a combination of compulsory modules which are taken either at Dublin Institute of Technology or at KaHo Sint-Lieven. Examples of these modules include food safety, the ecological aspects of food production, the nutritional aspects of food, total quality management and food biotechnology. Students must take six compulsory modules. They can then pursue four optional course modules (out of twelve optional modules in total) which are offered by all four consortium partners.

http://www.sefotechnut.org/



Case Studies Examples of these modules include malt and beer production, meat and meat products and dairy science and technology. The award of the European MSc. degree is based on the successful completion of the ten modules (60 ECTS credits) and the project (30 ECTS credits). Course modules are very intensive, with a two-week period of study on a given subject followed by a one-week period of exam preparation at the end of which students make a practical presentation to fellow students then sit an exam. Students are also required to submit a thesis which is submitted in the first semester of the second academic year of the course. All courses are taught in English. The course is mainly promoted through the websites of the institutions participating in the consortium. It is also promoted through the large network of HEIs of which KaHo Sint-Lieven is part. KaHo Sint-Lieven, as the co-ordinating institution, has also sought to promote the Masters through other events such as a European higher education fair in India. 3. Application, selection process and common tuition fee

The consortium follows the basic common selection criteria defined by the Commission. It has additionally undertaken work between the participating institutions in the consortium to develop common admissions criteria. The initial selection of students is carried out by each institution. Each year, the consortium’s Management Board meets for two days to discuss admissions. One major complicating issue (common to many EM Masters Courses) has been the difficulty in comparing qualifications between applicants from different third countries given the lack of comparability in many instances. The common tuition fee for the course is comparatively high - 10,000 euros. This level was set to reflect the fact that external teaching staff have been brought in specifically to teach on the Erasmus Mundus Masters Course, which involves a higher cost than using teaching staff from KaHo Sint-Lieven. Another factor in determining tuition fees was the need to recoup the real administrative costs of running the course. The high tuition fee has, however, made it difficult to attract European students to study on the course, particularly in Belgium where tuition fees paid by students are typically around 600 euros per annum. At the Institute of Technology in Dublin, in contrast, there are a small number of self-financing European students, as there is a greater acceptance amongst students there of paying higher tuition fees.


Students on the SEFOTECH.nut course receive various types of support. At the outset of the course, students participate in a short induction programme, which consists of two half days of presentations. This includes a visit around the city of Ghent and an introduction to Flemish culture. Additionally, language tuition is provided. For example, all students take part in a 2-week long course in scientific English. Students can also take courses in Flemish if they wish. Several interviewed had undertaken a basic level language course. Students also received assistance in identifying suitable accommodation, which is most often in private housing given shortages of student accommodation facilities. Students who did not have their own laptops were provided with the opportunity to rent a laptop in the first instance.


Case Studies 5. Course integration and quality control (including monitoring and evaluation)

The course co-ordinators hold regular Management Board meetings to discuss various issues relating to course management, including admissions policy, course integration and quality control. Approximately 3-4 meetings are held by the Board annually. The approach to quality assurance places a strong emphasis on self-assessment. Two course manuals have been developed for the SEFOTECH Masters, the first of which also sets out the approach to quality assessment. Following the delivery of each course module, students are asked to complete an online questionnaire providing feedback. This was regarded as a helpful learning platform and mechanism for modifying the content of future courses. It is also envisaged that questionnaires for teachers will be developed. The overall approach to quality assurance appears to be rigorous with a strong emphasis on self-evaluation and peer review through the regular Management Board meetings. Particular challenges have emerged (and apparently largely been overcome) in relation to ensuring effective course integration. Examples include difficulties relating to the harmonisation of the timing of course modules in different institutions in different EU countries. The time schedule has now been partly revised in order to allow students maximum flexibility in terms of where they wish to study.


In relation to efficiency, the interviewees viewed the financial allocation of 15,000 euros per annum per consortium as failing to reflect the true cost of administering the course (this view was also expressed in several of the other case study discussions). This problem had been overcome by recouping administrative costs through charging higher tuition fees. In terms of effectiveness, the course appears to be effective, and students are generally satisfied with the teaching content, the structure of the course and the opportunities provided for gaining industry experience during the course. The increased numbers of applicants for the course also suggest that it is being well managed and promoted. In the first academic year of the course there were 72 applications - this increased to 246 in the second academic year. The workload in managing the course has increased proportionately - for example, increased time needs to be spent in answering applicants’ questions and in assessing applications. The course has, however, been less successful in attracting European students, mainly due to the financing constraints EU students face in accessing EM courses. A negative consequence of this was that international students interviewed felt they did not have enough contact with European students. There were practical barriers in integrating international students into national Masters Courses, mainly the fact that, under university rules, regular students cannot be taught courses in English alone. Students felt that their participation in the EM programme would be more sustainable if Erasmus Mundus were to be extended to the PhD level. However, those involved in managing the course expressed reservations in this regard, in particular the concern that this could lead to brain drain from developing countries.



The course has added value in a number of ways. In the KaHo Sint-Lieven and in some of the other institutions involved in the consortium, it has helped facilitate the transition towards a modularised approach to course delivery (previously there was a system based on semesters), which was viewed as having delivered positive results. The interactive teaching style adopted for delivering course content was also felt to have been innovative. Another way in which the course has created value is by fostering co-operation between industry and higher education. Close co-operation has been established with a number of food and beverages companies. Staff from some of these firms have also participated in teaching activities and have delivered practically-oriented research sessions to students. The development of links was facilitated by the presence of an in-campus company which undertakes research for businesses. From the perspective of participating institutions, taking part in the EM programme has meant that they have been recognised on an international basis as delivering academic excellence in a way which would have been difficult to achieve acting as a single academic institution. The consortium intends to participate in Action 3 in the future and to utilise scholars from third countries participating in the EM programme as a mechanism for establishing links with higher education institutions in third countries. Students were also positive about the course. Reasons for applying for the SEFOTECH.nut course included: the fact that the course was practically-oriented and had good links with industry, the availability of a scholarship, without which almost all students could not have participated, and the opportunity to see different cultures and academic environments in Europe. Support services - such as the lending of laptops, linguistic support and assistance with accommodation services - were also well regarded. Some students felt, however, that the effectiveness of the course could be improved if the duration of optional study modules were extended beyond the present 3 weeks. Another problem identified by some students was the need for more standardised grading approaches between the different institutions involved.


• Close links with industry - SEFOTECH.nut has established close links with industry which has enabled internship opportunities to be provided. In future, the consortium envisages companies playing a greater role in some teaching activities - for example, by leading on practical research training for students.

• Informative website - the website provides useful information about the application and

selection process and the specifics of the SEFOTECH.nut course. • Approach to quality assurance - this involved a combination of online self-evaluation by

students with peer review at Management Board meetings. The approach to quality assurance adopted by the consortium is also clearly set out in writing in a manual (part A) about the SEFOTECH.nut course.

• The offering of stand-alone course modules - selected ECTS credits will be awarded on

successful completion of each module to encourage those without an Erasmus Mundus grant, as well as employees working in industry, to participate on the course.


Case Studies 2.5 European Master in Global Studies Action Action 1, Action 3

Project/Course title European Master in Global Studies

Co-ordinating institution University of Leipzig, Germany

Website http://www.uni-leipzig.de/zhs/erasmus_mundus

Contact person Matthias Middell

Telephone/e-mail tel: +49 341 97 30 230 / e-mail: [email protected]

Partner institutions University of Vienna (Austria), University of Wroclaw (Poland), London School of Economics and Political Science (UK) Outside the EU - network including Macquarie University (Australia), Dalhousie University (Canada), Stellenbosch University (South Africa), University of California, Santa Barbara (USA) Grant size Action 1

1 104 000 € (15 000 € consortium +1 089 000 € scholarships), 2005 1 243 000 € (15 000 € consortium + 1 228 000 € scholarships), 2006 Action 3 351 000 € (45 000 € partnership + 306 000 € scholarships) over a 3-year duration

1. Background

The European Masters in Global Studies is a 2-year inter-disciplinary Masters Course which has received funding through Erasmus Mundus since 2005. The modularised course focuses on globalisation from a social, cultural and historical perspective. The universities participating in the course decided to co-operate, firstly, because they believed they had complementary research strengths and, secondly, because they believed that an inter-disciplinary European taught course in the area of globalisation involving mobility periods would add value to the existing respective Masters offerings of participating institutions. Moreover, there was felt to be a close alignment between EM and the strategic objectives of these institutions, two of which (the University of Leipzig and the University of Wroclaw) had recently made the transition to harmonising their degree cycles in line with the Bologna process i.e. switched to Bachelors and Masters degrees from the Magistur system. EM was viewed as having facilitated their transition and integration into the three-cycle system.


The course seeks to develop students’ competences in comparative analysis and to develop their practical skills and intercultural competences. It consists of an introductory year at one of the four participating institutions, followed by a mobility period at a second university of one year’s duration. The programme requires all students to attend a joint summer school and to produce a research thesis (which carries a weight of 20 ECTS) as part of their Master’s Course. Depending on their choice of mobility track, students can specialise in transatlantic, post-colonial or Eastern European transformation processes.

http://www.uni-leipzig.de/zhs/erasmus_mundus



Case Studies While some courses are compulsory, other course modules are elective. The course is taught through lectures, tutorials and seminars. Successful students are awarded a double degree from the two institutions at which they studied. Each summer, all 1st year students on the course and scholars from European partner universities participate in a summer school. The aim of this is to discuss topical issues, to provide feedback on the programme, as part of a commitment to continuous improvement, and to plan for the coming term. Supervisors of the Masters thesis from different universities also participate in the school. 3. Application, selection process and common tuition fee

Applications are made directly to the institution where applicants wish to spend their first academic year. Applicants must have a Bachelors degree in a related field and a good knowledge of languages (English, French and German are used as teaching languages). The initial selection of students (including scholarship awards) is carried out by each partner institution. Applications selected as part of the initial assessment phase are then circulated among partner institutions to ensure there is common agreement on which students should be selected and awarded scholarships. The selection process is carried out by academics involved in teaching on the EM Masters Course. Interestingly, there was a close correlation in student selection between the different partners with around 98% agreement on selection decisions. This suggests that common selection mechanisms to appraise applications are working well. There was high demand for the course from international students, although, in the first year, large numbers of applications were received from students in third countries, many of which were not relevant to the type of course (due to promotional efforts in Asia). In 2005, there were 1000 applications, of which only around 80 were of high quality. In subsequent years there were fewer applications but of much better quality. There appears to be strong interest among EU students to study on the course. Consequently, a good balance has been achieved with regard to participation levels by students from the EU and those from third countries. For example, at Leipzig University there were 11 students in Year 1, of which 5 were European, and 22 in Year 2, of which 12 were European. The course has also been successful in attracting fee-paying students not in possession of a scholarship, which suggests that students view the course as having high added value. In 2006-2007, of 40 EM students 29 were in receipt of scholarships and 11 were paying themselves towards tuition costs. A common tuition fee of 5000 euros was set by the consortium. As with other EM Masters Courses, there were challenges in arriving at a common tuition fee given wide variations in fee rates. Since tuition fees cannot legally be collected in Germany, this posed some practical constraints, which were overcome by using the European consortium itself as the legal vehicle through which tuition fees could be charged. One consequence of this was that fewer students than had been hoped for were able to participate in a mobility period at LSE, compared with other institutions in the consortium which had lower fees. Tuition fee waivers and partial fee waivers were made available by the University of Leipzig for those applicants demonstrating academic excellence and having been initially selected for the course. The aim of having waivers was to help promote a culture of excellence among European students by rewarding the brightest students with reduced fees. The number of waivers is limited to 20 waivers at 2500 euros per year and 10 at 4000 euros per year.


Case Studies 4. Support facilities and services

Language course training is made available for all students. Most courses are taught in either English or German. There were some courses that were only available in German, and while some students welcomed the opportunity to learn a new language others felt that students should retain the option of studying all course modules in English as well as other languages of participating institutions. Accommodation services were generally regarded as adequate, although there were some shortages of accommodation in some participating institutions. The summer course was regarded as providing a useful opportunity for students to get practical support from their tutors in order to plan their research thesis, an integral part of the Masters Course. An alumni association has also been established for the European Master in Global Studies programme. Students expressed concerns, however, with regard to how sustainable the association will be without funding to ensure its continuity. While there was initially support and enthusiasm among students for developing an active alumni association in respect of the Masters Course, students felt that the nature of the EM programme, with mobility periods, made it difficult for students to get fully involved given the relatively limited time that they spend at any one institution. Nevertheless, there was support for the idea of having an alumni association operating in each Masters Course. Some students suggested that the EU should make a small grant allocation available to support the activities of course-specific alumni associations to help ensure that these pursue sustainable activities.


With regard to quality assurance, the main emphasis has been placed on self-evaluation. Students are regularly asked at the end of course modules to complete questionnaires. This was viewed as a useful feedback mechanism to assist course tutors in improving course quality. An example of a feedback questionnaire was provided to the evaluators. The survey involved completing 36 questions on different aspects of teaching and course content and assessing the extent to which a respondent agreed with a given statement on a scale of 1-5. Self-evaluation was viewed as being the most effective mechanism for ensuring course quality.


With regard to efficiency, no major problems were reported in relation to the level of funding (15,000 euros per year). To some extent, this reflected the country-specific funding environment in which the partner institutions operate, with some being fully state-funded. Funding was more of an issue for LSE, given the UK funding regime for higher education. Unlike on some other EM courses, EU students did not generally regard the lack of funding support as problematic. This may partly be attributable to the fact that full fee and partial fee waivers were available. In terms of effectiveness, the course was regarded by students as being well taught and as having added value (see next section). The consortium appears to have functioned reasonably effectively, despite an initial concern about the compatibility of integrating a European-style Masters Course of 2 years’ duration with an existing 1 year Masters Course from the LSE (UK). However, in practice, this appears to have been less problematic in terms of the integration of course content than had been anticipated, according to interviewees.



There are various ways in which students felt the course added value. Several students referred to its inter-disciplinary nature. Others emphasised the attractiveness of mobility periods both in terms of their personal development as well as the academic benefits of gaining exposure to different national university systems and higher education. Students were generally very enthusiastic about the course and about the EM programme more widely. Some disappointment was expressed, however, in relation to the absence of an internship which had been envisaged at the planning stage of the course but which it has not as yet been possible to implement. Participation in EM was felt to be beneficial by partner institutions, particularly in terms of facilitating the transition towards a three-cycle degree system at two of the institutions. Another major perceived benefit was that, whereas certain institutions had been perceived internationally as domestic players, they were taken more seriously as part of a European consortium. The interviewees also felt that EM was a timely initiative in that it reflects wider Europeanisation and international trends in European higher education. Putting together the European Masters Course “reflects the emergence of a common European space for higher education which has already become a reality and represents an inter-cultural learning process for those involved”. Action 3 was viewed quite favourably by interviewees. Firstly, it enabled them to offer something attractive for European students - a funded mobility period of up to 3 months - and, secondly, it has enabled participating institutions to strengthen their international competitiveness by acting as a Europe-wide consortium rather than as individual institutions. The partners have recently held discussions with other universities, Shanghai University and Duke University (USA), which are both interested in joining the EM consortium. According to the interviewees, institutions in third countries did not wish to be completely integrated as full partners in the core EM Masters Course, mainly because this would limit their flexibility and would run the risk that EM courses would compete alongside their own existing Masters courses. Rather, these institutions are interested in developing some specific joint course modules on an integrated basis and not a complete Masters course. Overall, there was a high level of satisfaction with Action 3. However, one issue raised was the different durations of Action 1 (5 years) and Action 3 (3 years). There was a desire for EM Masters Courses as well as Partnerships to operate for 5 years in order to synchronise activities relating to each Action and also to maximise the potential long-term impact of Action 3.


• The inclusion of a summer course, which provides an opportunity to bring together all students enrolled in the Masters Course from a given annual student intake, irrespective of their chosen institution of study. This is important in terms of networking.

• The use of fee waivers and partial fee waivers for some EU students, which appears to have

contributed towards relatively high numbers of applications from EU students and encouraged excellence.

• The inter-disciplinary nature of the course, which was very appealing to students. • Establishment of an alumni association.


Case Studies 2.6 HEEM - European Masters Degree in Higher Education

Action Action 1, Action 3 Project/Course title HEEM - European Masters Degree in Higher Education Co-ordinating institution

Higher Education Development Association (HEDDA), University of Oslo, Norway

Website http://www.uv.uio.no/hedda Contact person Peter Maassen Telephone/e-mail tel: +47 22 85 82 77 / e-mail: [email protected] Partner institutions University of Tampere (Finland), University of Aveiro (Portugal) Outside the EU - University of New England (Australia), Obirin University, Tokyo (Japan) Grant size Action 1

435 000 € (15 000 € consortium + 420 000 € in scholarships), 2004 72 900 € (15 000 € consortium + 714 000 € in scholarships), 2005 771 000 € (15 000 € consortium + 756 000 € in scholarships), 2006 Action 3 163 400 € (30 000 € partnership + 133 400 € scholarships) over a 3-year duration

1. Background

The European Masters Degree in Higher Education (HEEM) provides students with a solid basis for analysing and critically assessing change processes at all relevant levels in higher education. It does so from various disciplinary perspectives, and through the introduction of general disciplinary concepts and theories. It has a unique position as an EM course, in being the only one in which the object (the study of higher education) and the means provided to enable that (the EM course) are in close relationship. As such, it provides an opportunity to examine critically the educational processes at work within Erasmus Mundus.


The course began in the early 1990s as a joint programme with an integrated curriculum aimed at students from Europe, reflecting the growing interest in many European countries in the acquisition of scientifically-reliable information on the effectiveness of higher education. In the view of the co-ordinator, no universities within Europe had multidisciplinary expertise across all areas of higher education (policy, administration, finance, educational science, etc.). This was an opportunity to bring such expertise together. Since 2001, the course has operated under the umbrella organisation of the Higher Education Development Association (HEDDA). Initially, the lecturers travelled between the partner institutions. Participation in Erasmus Mundus has helped strengthen international participation in the course and has increased its financial viability. It has enabled students (mainly international students) to travel to partner universities in different countries, though the practice of lecturers teaching in each other’s institutions has also been maintained. Given the nature of the course, it has always been an important principle to have a very diverse group of students - never more than three from any one country - within an annual intake of 20 students.

http://www.uv.uio.no/hedda



Case Studies The overall length of the course is two academic years (120 ECTS credits). During the first semester, the University of Oslo provides the Introductory Course in Higher Education and a course in the History and Primary Processes of Higher Education. In the second semester, the University of Tampere gives courses in the Organisation, Government and Management of Higher Education and in Methods, and in the third semester the University of Aveiro continues the work on Methods and offers a course on the Economic and International/Global Dimension of Higher Education. Students begin their thesis during the third semester and complete it during the fourth semester at whichever institution can best support their research work. In terms of the Action 3 Partnership, the main activities include: offering courses to European students on specific aspects of Asian/Japanese and Australian higher education; offering courses to Japanese and Australian students on specific aspects of European higher education; further developing co-operation between partner institutions by institutionalising and strengthening teaching and research co-operation. The selected European HEEM students spend a period of 4 to 6 weeks at one of the third-country institutions; in the first year there will be 7 outgoing students, in the second and third year 15. The 3 annual HEEM scholars attend one of the third-country institutions for a period of between 2 and 6 weeks.


Applications are made to the Consortium Joint Board. An initial selection of students (including those selected for scholarships) is carried out by the Joint Board, using the eligibility criteria of the university with the strictest guideline for each issue. Applications are then circulated amongst partner institutions and a final selection is then carried out by the Joint Board. There is a major issue in relation to the provision of funding for the operation of the consortium, given the very different approaches to tuition fees in consortium partner countries. The illegality of charging any tuition fee in Finland is a particular problem, so that it is difficult for the Finnish partner institution to staff the course, although one position has recently been supported by a special grant from the Finnish Ministry of Education. However, a common tuition fee of 3500 euros for third-country students and 1000 euros for European students was finally agreed. Within the normal annual intake of 20 students, 1 or 2 are usually from the EU, though there are often other European students from non-EU countries, thus providing a more balanced intake.


The programme begins with a two-day residential induction course, which provides an introduction to the course methodology and statistical methods, prepares students for mobility aspects and examines the nature of the programme, research opportunities, facilities, etc. Students interviewed particularly appreciated the strong pastoral support available to them, the flexibility of course organisation, the strongly developed ICT aspects of communication and the high degree of integration between the different institutions offering the course. A basic Norwegian language course is offered, as are basic courses in Finnish and Portuguese at later stages of the programme.


The course has operated from its inception on an integrated basis. This is also facilitated by the existence of HEDDA, with its emphasis on research activity in an international context. Finnish and Norwegian lecturers teach on each other’s courses within the HEEM course.


Case Studies Quality assurance was regarded as one of the main challenges. Each university has its own QA system in place, which operates within its own national context. The issue of a joint QA system for joint courses was viewed as one which needs to be addressed urgently within the context of Erasmus Mundus, and in terms of the development of the Bologna process.


In terms of efficiency, the scholarship grant to international students was perceived as high, but this was felt to be appropriate if the best international students were to be recruited. There was a considerable issue in relation to EU-based students being able to afford to live in Norway, given the absence of specific grants to such students. There were also concerns that the 15,000 euros per consortium per annum was very low in relation to real costs incurred. The interviewee welcomed the financing available through Action 3 to support the development of a broader international partnership including institutions from outside the EU. Less positively, there was a concern that the current structure of Action 3 did not permit a full partnership to exist with non-European higher education institutions. With regard to effectiveness, students felt that studying with international students and teachers was a highly positive aspect of their experience. It was a great opportunity to make connections with people from all over the world, in both academic and more general personal terms. Dealing with different cultures, languages and systems of education had been a stimulating experience. It had sometimes been difficult to keep up with all the personal administrative issues associated with such mobility at times, but staff on the EM course had been most helpful, flexible and supportive. Staff seemed to be extremely well prepared for all eventualities. In relation to grants, students interviewed were pleased that their grants had arrived on time, and expressed the view that EM grants compared favourably in general with other grants available. The University of Oslo had been very helpful, in that students were offered a loan, where necessary, as the course began until grant funding became available. The experience of Action 3 has been positive, but it is difficult to persuade enough European EM students to go to Japan or Australia, partly because grants are low and the cost of living in these countries is high, especially in Tokyo. It has also been difficult to persuade students from the Australian partner university to come to Europe.


Students interviewed said that they valued very highly the opportunity to learn alongside students from across the world, to be exposed to teaching inputs from lecturers from a wide range of countries and to study and live in three different European countries. From the perspective of participating institutions, EM provides a flow of highly qualified applicants from all over the world for the joint course, funding for these (international) students to travel between European partner institutions, and a “quality” brand to support the course. The opportunity to receive visiting EM scholars is also perceived as a very positive aspect of the programme. The Action 3 Partnership is seen as an opportunity to broaden an already functioning network on a global basis, with a view to creating “the most prominent network in this field in the world”. Although a group of six non-European universities were involved in initial negotiations, only the Japanese and Australian partners were able to meet the deadline. However, discussions


Case Studies are underway with institutions in the Canada, Mexico (via a current EM scholar) and the USA. The Norwegian government has also provided a grant to foster relationships with two African universities, which may also become involved.


• The whole student group studies at each full partner institution in turn, thus building a cohesive student body throughout the course.

• Participation in course delivery by lecturers from the three degree-awarding institutions

within the consortium, as well as the wider partnership of other institutions within the HEDDA network and visiting EM scholars, gives a very broad view of higher education and ample opportunity for international comparison and networking.

• The University of Oslo offered loans to students, where necessary, until grant funding

became available. • Students very much appreciated working via the Classfronter web-based environment in

communicating with lecturers and other students. This allowed access to instruction and debate from wherever the student is in the world at the time. They intended to introduce this model in their own countries, in higher education and other educational contexts.


Case Studies 2.7 GEM - Geo-Information Science and Earth Observation for

Environmental Modelling and Management Action Action 1

Project/Course title GEM - Geo-Information Science and Earth Observation for Environmental Modelling and Management

Co-ordinating institution

International Institute for Geo-Information Science and Earth Observation (ITC), Enschede, Netherlands

Website http://www.gem-msc.org/ Contact person Peter Atkinson, University of Southampton, UK

Telephone/e-mail tel: +44 (0)23 80 592215 (24617) / e-mail: [email protected]

Partner institutions Warsaw University (Poland), Lund University (Sweden), University of Southampton (UK) Grant size 540 000 € (15 000 € consortium + 525 000 € in scholarships), 2005

561 000 € (15 000 € consortium + 546 000 € in scholarships), 2006

1. Background

The GEM Masters aims to give students the qualifications necessary for employment at research institutes, in government, in companies and in public-private partnerships. It provides a sound theoretical and practical basis for those who wish to contribute to sustainable change. Growing population densities are putting increasing pressure on scarce land resources. Adequate solutions to environmental problems such as deforestation, overgrazing and the depletion and contamination of land and water resources depend on integrated insights and improved management. Planners, managers, policy makers and researchers need to understand the complexity of the factors involved and be able to work together with professionals from a variety of disciplines. Geo-information technology and, in particular, remote sensing, plays a central role in the search for clear analyses and viable policies. Skills in this field will therefore continue to be much in demand in industry, government and NGOs.


The programme is taught in the four partner countries. By studying in each country, students gain valuable insight into the academic, social and cultural diversity of northern Europe. On completion of the programme, they will have acquired the following skills: understanding of the scientific process and ability to undertake scientific research; thorough awareness of European and global environmental problems and understanding of the complexity of factors involved; understanding of geographical information management and ability to apply GIS, remote sensing and related tools; familiarity with project and programme management; leadership, negotiation and communication skills. The programme, which lasts 18 months, is worth 120 credits in the European Credit Transfer System (ECTS).


An online application process is managed centrally by the co-ordinating institution. An initial selection is made by the course leader in Enschede. Consultation with representatives from each partner institution then takes place - in 2006 via a telephone conference call. The co-ordinating institution then publishes the final selection of students.

http://www.gem-msc.org/



Case Studies The tuition fee is set at 3750 euros for EU students and at 9500 euros for international students. This was agreed by all partner institutions, but it presents some difficulties for the University of Southampton since there is a need for full cost recovery in a UK higher educational context, where higher tuition fees are increasingly the norm. Losses at Southampton are borne by the institution - administrative overheads far outweigh the income available to run the EM Masters Course. However, the course recruited five fee-paying students in 2006, in addition to those receiving the EM scholarship, which contributes towards financial sustainability. The numbers of students recruited has been in line with expectations and students are of the highest calibre.


The course co-ordinator at the University of Southampton organises a week-long orientation programme for “team building and cultural embedding” purposes at the start of the course. The students’ cultural backgrounds are diverse and many situations have arisen where direct pastoral support and intervention has been required. This has resulted in students developing increased confidence, experience of dealing with a wide range of situations in an international context and greater breadth in their understanding of the field, in preparation for employment particularly. Many visits to industry are included in the programme. These are much appreciated by students and found to be valuable in relation both to understanding of issues in the field and to future employment possibilities.


There is a focus on delivering the highest level of academic expertise to students, with particular areas of academic expertise being delivered by different institutions within the consortium. Measurement, for example, is studied at the University of Southampton. Students then experience Modelling and Analysis in Sweden, carry out fieldwork in Poland and complete their thesis in the Netherlands. This ensures that the students develop a broad view of leading-edge developments in the field, from a transnational perspective. Quality assurance appears to be very well handled by the consortium. There is a comprehensive and well constructed course booklet for students, and clear and very full information is available on the website prior to the start of the course. The student group visits Southampton first and the course co-ordinator there performs an important role in quality assurance procedures by organising evaluation tools such as questionnaires. The initial orientation programme is evaluated by means of a questionnaire at the end of the week. As the students attend the four partner institutions, each phase is evaluated through questionnaires and the results from the survey feedback are then analysed by the course management team. The overall course is evaluated by all students at the end of their period of study. A self-assessment dimension has been developed within the programme, which appears to be being applied on a consistent and robust basis. This brings together a “course management infrastructure”, which consists of a board of management and an external examiner, and course co-ordinators responsible for self-evaluation. The results are shared among the partners, enabling them to learn from each other as well and to plan for continuity of student experience. There appear to be clear channels of communication between staff, course co-ordinators and students. Individual course components, as well as the course overall, are evaluated separately and, where appropriate, evaluation feedback is acted upon. Partner meetings occur regularly at key points (such as board of management meetings and graduations).


Case Studies 6. Efficiency and Effectiveness

In terms of efficiency, the consortium is broadly satisfied with the operation of the current structure. The most difficult problem that has been encountered concerns visas for students to travel between partner countries. Excessive amounts of time have been spent by staff and students striving to meet visa administrative requirements. With regard to effectiveness, recruitment of students by the consortium has been very healthy. The course is recognised as being of high quality and orientated towards the relevant employment market. Employment rates are highly favourable after finishing the course. An issue discussed in relation to the effectiveness of the EM programme as a whole concerns the lack of definition of the concept of “world class” courses. In the view of the interviewee, there is neither a definition of “world class” nor of how “world class” EM courses are to be measured. This issue should be addressed in order to define properly what effective quality assurance should entail and how guidelines for the selection of appropriate projects should be drawn up. Another issue concerns the lack of opportunity currently for students to progress to a PhD within the EM framework. Most students graduating from the EM course are willing and capable of PhD study yet there are no funding sources to support this.


From the beginning of the operation of the consortium, the intention was to maximise the variety of expertise available, including expertise at the administrative level. For instance, the course administrator in the Netherlands took the lead in structuring the application process. Teachers on the course are highly committed to its success and feel a sense of “ownership” within the partnership. The Memorandum of Agreement legally binds the institutions and sets the rules for the project. Success rates with the programme are felt to be high. The institutions have learned a great deal about pastoral care of students, particularly through the need to provide appropriate support services to international students. Staff have had to learn how to plan for different lifestyle expectations, physical and emotional needs, pedagogical styles, continuity in learning needs and to work together as a team, given that students move on from one institution to another. The scholarship awarded to international students is high, and should, in the view of the consortium, be maintained at this level in order to continue to attract the highest calibre of students. It allows, for example, each student to have a laptop to work on during the course. The shared vision of the consortium is to enhance the course in all its aspects. The EM course has led to other significant developments at an institutional level as side effects of participating in the programme. For example, this was the first Masters programme to be run by the Geography Department at the University of Southampton, and there are now four more such programmes. The EM course is becoming more widely known as a “high quality” programme that attracts the best students, and the number of fee-paying EU-based students is increasing, despite the difficulty for European students of affording fee levels in addition to the costs of periods of study abroad.


Case Studies 8. Evidence of good practice

• Strong focus on ensuring that the course is well integrated in order to maximise the continuity of learning for students involved in mobility.

• The course caters carefully for the needs of students and ensures that their individual

progression through the programme is challenging but secure. • The management team has both academic and administrative strengths which have been

helpful in ensuring the efficient and effective delivery of the programme. • The partners have agreed procedures for assessment - the operation of course QA through

the use of external examiners and self-evaluation, management of standards (Boards of Studies, etc.) - that match and make sense for the students.


Case Studies 2.8 PEHE-EACN - Promoting European Higher Education through Educational

Advising Centres Network Action Action 4

Project/Course title PEHE-EACN - Promoting European Higher Education through Educational Advising Centres Network

Co-ordinating institution Open Society Institute (OSI), Budapest, Hungary

Website http://www.soros.org/initiatives

Contact person Audrone Uzieliene

Telephone/e-mail tel: +44 (0)20 7031 0228 / e-mail: [email protected]

Partner institutions

ACA - Academic Co-operation Association (Belgium), Centre Nationale des Oeuvres Universitaires et Scolaires (France), DAAD - Deutscher Akademischer Austauschdienst (Germany), Open Society Institute Europe Foundation (Liechtenstein), Vilnius Educational Advising Centre (Lithuania), Nuffic - Nederlandse organisatie voor internationale samenwerking in het hoger onderwijs (Netherlands), British Council Azerbaijan (UK) Outside the EU - Open Society Institute (Armenia), “Baku Education Information Centre” Charitable Foundation (Azerbaijan), Open Society Institute (Georgia), Corporate Foundation “Educational Centre Bilim - Central Asia” (Kazakhstan), Soros Foundation (Kyrgyzstan), Open Society Institute (Tajikistan)

Grant size 164 024 €

1. Background

The project was designed to promote European higher education to students and scholars from the Caucasus and Central Asia by training educational advisers working in advisory centres. The ultimate objective was to raise the visibility and attractiveness of European universities, which is one of the main aims of EM Action 4. Working through educational advisers, the project’s ultimate aim was to enable students and scholars from the Caucasus and Central Asia to make more informed choices with regard to studying and undertaking research in the European Union by improving information about (and awareness of) opportunities to study in European higher education, including Erasmus Mundus. The project was also recognition of the importance of having a neutral organisation involved in promoting European higher education across the board. While individual EU countries may wish to promote increased co-operation in the sphere of education and training, and while EU delegations may also provide useful general information on EU funding opportunities (including those in higher education), there was hitherto a lack of a one-stop source of information on European higher education.

2. Project summary

The Soros Foundation’s Open Society Institute, which led the project, promotes democratisation and economic and social development in the former Soviet Union and elsewhere. In implementing the project, it teamed up with other organisations with expertise and knowledge about European higher education, such as the Academic Co-operation Association.

http://www.soros.org/initiatives



Case Studies The project was implemented over a 14-month period with an initial 2-month planning period commencing in November 2005. It primarily involved training and capacity building activities as well as information dissemination targeted at students and scholars. Four training seminars were organised in Almaty, Baku, Tbilisi and Vilnius for staff working across a network of 26 educational advisory centres in the Caucasus and Central Asia. All 33 trainees were invited to attend each seminar. The objective of the training was to transfer the knowledge of European educational specialists about European higher education and certain characteristics of the higher education systems of other countries, and to increase awareness about EU funding opportunities for students from third countries. While some information on European higher education was already available through alternative sources, it had not as yet been brought together in a coherent and systematic way. The project therefore responded to identified needs, in that there was evidence of a lack of information available in the Caucasus and Central Asia about study opportunities in the EU compared with that available on studying in the USA.

3. Results and impact

In training educational advisers, the project sought a catalytic multiplier effect through a “training of trainers” approach and through networking between staff working in these centres. Those involved in training had the opportunity to meet on several occasions, thereby strengthening contact and co-operation between centres. The project also involved staff in more remote regions, regarded as “difficult to reach”, in key target countries. This had benefits in terms of the professional development of staff working in the provision of information and consultation services in the education sector. An information pack on European higher education was produced by the project, which set out some of the key differences and similarities between the academic systems and traditions in different EU countries. Information was tailored to the needs of students who might potentially consider studying in the EU.


With regard to efficiency, the project promoter felt the project had been implemented in an efficient manner. The costs of organising the seminars were kept to a minimum thanks to assistance received from local people on the ground in the four cities where seminars were held. The knowledge transfer which resulted from the training of local staff by European educational specialists should ensure that the project achieves a sustainable long-term impact, suggesting good value for money, in particular through a multiplier effect. In terms of effectiveness, feedback from staff working in educational advisory centres who received training suggested high levels of satisfaction with the project, which was viewed as having provided a significant professional development opportunity. With regard to partnership working, the approach again seems to have been effective. The Open Society Institute worked together with a number of partners, including ACA and DAAD, with whom it had established a close working relationship over a period of time prior to this particular project. For example, OSI and DAAD have been working together for a number of years sharing the costs of offering scholarships to students from former CIS countries such as Belarus.


Case Studies The close working relationship between project partners was viewed as having been a critical factor in helping to ensure that the project was implemented effectively. No major problems were identified during the project’s implementation, apart from some of the practical and logistical challenges in administering the project, particularly holding training sessions outside the EU and issues around travel times and costs for those living in more remote areas.

5. Value added of project

In the view of the Open Society Institute, Action 4 in general and this project in particular demonstrates high value added, with its flexibility being cited as one of its greatest advantages: “Action 4 is the only Action that enables institutions working in the education field, but which are not higher education institutions themselves, to participate in the EM programme”. This was viewed as important, since NGOs and other bodies active in the education field have the potential to play an important role in promoting European higher education outside the EU, particularly where they have established strong networks. The Open Society Institute, for example, has specific experience and expertise in countries in the former Soviet Union. Moreover, it has developed good links with education bodies and advisory networks operating at grassroots level, which means that it is well placed to work on promotional activities relating to European higher education in general. Often, other actors involved in promoting higher education have particular agendas to pursue. Individual higher education institutions will, of course, naturally wish to promote their specific academic offering, while national representations will seek to promote higher education institutions in their own country. To this end, it is helpful to have organisations working on the promotion of European higher education across the board. The one-stop shop approach was also viewed as providing added value, given the previous lack of a coherent, co-ordinated approach to disseminating information about European higher education in the Caucasus and Central Asia.

6. Sustainability

The project was felt to have achieved a significant level of sustainability. Those trained have developed their professional skills and capacity and are now linked into information networks about European higher education. Over time, they should pass on this expertise to other colleagues and to students and scholars. Now that the basic information package on European higher education and EU funding opportunities has been developed, this material can be regularly updated in future, again suggesting high sustainability.


• The use of a one-stop shop approach to information dissemination, to ensure a more coherent approach to the promotion of European higher education in this particular region.

• The development of an information pack on European higher education. • The high value added and sustainability of the “training of trainers” approach. • Close co-operation with local partners in implementing the project.

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