international activities of the university in academic field

Dr. Alexander Snegurenko, Head of International Relations Dept.Dr. Alexander Snegurenko, Head of International Relations Dept.

Kazan, 08/12/2014

International Activitiesof the universityin academic field

Kazan National Research Technical University(KNRTU-KAI)

International Relations of KNRTU-KAIInternational Relations of KNRTU-KAI

Milestones of International RelationsMilestones of International Relationsof KNRTU-KAIof KNRTU-KAI

In 1950th – students from Albania, Bulgaria, China, Czechoslovakia, East Germany, Hungary and other countries studied here1995 – establishment of International Relations Dept., and new beginning of foreign students study2001 – first defense of PhD-thesis by foreign citizen 2007 – first TEMPUS-project with participation of the university2010 – first invited foreign leading scientist 2013 – participation in QS BRICS University Ranking2014 – first joint (German-Russian) Institute


Foreign Students of KNRTU-KAIForeign Students of KNRTU-KAI1995-20141995-2014

> 45 countries> 400 students

> 18 countries> 200 students

8 countries100 students



1995

2000

2005

2010

2014


Global Universities In Distance Education - Global Universities In Distance Education - GUIDE Association GUIDE Association – – from 2007,from 2007,

Partnership of a European Group of Partnership of a European Group of Aeronautics and Space Universities - Aeronautics and Space Universities - PEGASUS PEGASUS – – fromfrom 20092009,,

EURASIA-PACIFIC UNINETEURASIA-PACIFIC UNINET –– from from 20102010,, 9 9 projects of TEMPUS programme – from projects of TEMPUS programme – from

20072007,, 4 projects of programmes ERASMUS and 4 projects of programmes ERASMUS and

ERASMUS-MUNDUS – from ERASMUS-MUNDUS – from 20072007

Participation in International Projectsand International Associations


German-Russian InstituteGerman-Russian Instituteof Advanced Technologiesof Advanced Technologies

GRIATGRIAT

Opening Ceremony Opening Ceremony – 2– 2ndnd September September 20142014

Number of first students Number of first students –– 4040International MSc and PhD-Programs International MSc and PhD-Programs

in Engineering in Englishin Engineering in English1 term of study in German partner-1 term of study in German partner-

universityuniversity

GermanPartners

Ilmenau Institute of Technology – TU IlmenauOtto-von-Guericke-Universität Magdeburg – OVGUDeutscher Akademischer Austauschdienst - DAAD


In 2011 three Bachelor Programmes:In 2011 three Bachelor Programmes:- 150600 “Science and Technology of - 150600 “Science and Technology of New Materials”New Materials”- 160100 “Aircraft Engineering”- 160100 “Aircraft Engineering”- 230100- 230100 “Informatics and Computer “Informatics and Computer Science”Science”have been accredited by Russian have been accredited by Russian Association of Engineering Education, and Association of Engineering Education, and has been obtained a Certificate confirming has been obtained a Certificate confirming satisfaction of EUR-ACE Framework satisfaction of EUR-ACE Framework Standards requirements for the Standards requirements for the Accreditation of Engineering ProgrammesAccreditation of Engineering Programmes(is valid until March 2016)(is valid until March 2016)

International AccreditationInternational Accreditationof Academic Programmesof Academic Programmes


Participation in TEMPUS-projectsParticipation in TEMPUS-projects

1. “Dissemination of Bologna Process in Tatarstan 1. “Dissemination of Bologna Process in Tatarstan Universities to Support its Implementation in Universities to Support its Implementation in Russia”. 2007-2008. EU-countries: DE, SERussia”. 2007-2008. EU-countries: DE, SE

2. “Development of Qualification Framework for 2. “Development of Qualification Framework for Cycles of Higher Education in Aircraft Cycles of Higher Education in Aircraft Engineering”. 2009-2011. EU-countries: IT, FR, Engineering”. 2009-2011. EU-countries: IT, FR, SESE

3. “Advanced M.Sc. Program in Ecology for Volga-3. “Advanced M.Sc. Program in Ecology for Volga-Caspian Basin”. 2009-2012. EU-countries: DE, Caspian Basin”. 2009-2012. EU-countries: DE, IT, ES, PLIT, ES, PL


4. “European-Russian-Central Asian Network of 4. “European-Russian-Central Asian Network of Master's Degrees "Informatics as a Second Master's Degrees "Informatics as a Second Competence”. 2010-2013. EU-countries: FR, DE, Competence”. 2010-2013. EU-countries: FR, DE, ES, PL, FIES, PL, FI

5. “Practice Oriented Master Programmes in 5. “Practice Oriented Master Programmes in Engineering in RU, UA, UZ”. 2010-2013. EU-Engineering in RU, UA, UZ”. 2010-2013. EU-countries: DE, BE, LTcountries: DE, BE, LT

6. “Development and implementation of the Master 6. “Development and implementation of the Master Programme -“Eco-Engineering - environmental Programme -“Eco-Engineering - environmental processing and sustainable use of renewable processing and sustainable use of renewable recourses and bio-waste”. 2011-2014. EU-recourses and bio-waste”. 2011-2014. EU-countries: DE, LV, EScountries: DE, LV, ES



7. “New Model of the third cycle in engineering 7. “New Model of the third cycle in engineering education due to Bologna Process in BY, RU, UA”. education due to Bologna Process in BY, RU, UA”. 2013-2016. EU-countries: LT, UK, DE2013-2016. EU-countries: LT, UK, DE

8. “Modern Educational Technologies for Math 8. “Modern Educational Technologies for Math Curricula in Engineering Education of Russia”. Curricula in Engineering Education of Russia”. 2013-2016. EU-countries: DE, FI, FR2013-2016. EU-countries: DE, FI, FR

9. “Modernization of two cycles (MA,BA) of 9. “Modernization of two cycles (MA,BA) of competence-based curricula in Material competence-based curricula in Material Engineering according to the best experience of Engineering according to the best experience of Bologna Process” . 2013-2016. EU-countries: BE, Bologna Process” . 2013-2016. EU-countries: BE, DE, FR, PLDE, FR, PL



University’s approach to the new University’s approach to the new academic curricula/ modules developmentacademic curricula/ modules development

Newcurriculum/

module

Experience of EU partnersExperience of EU partners((Teaching material, Versions

of new curricula, Model ofdescription the curricula, List

of recommended literature, Etc.))

The best experience of The best experience of Bologna processBologna process

((QF EHEA, Dublin Descriptors,Learning Outcomes, Generic and

Subject Specific Competences, Etc.)

Requirements Requirements of the State Educationof the State Education

StandardsStandardsFGOS-3 or FGOS-3+FGOS-3 or FGOS-3+

((formulated by the Ministryof Education and

Science of Russia))

RequirementsRequirementsto the Graduatesto the Graduates

from Labour Marketfrom Labour Market((Stakeholders,Stakeholders,

Enterprises, Etc.Enterprises, Etc.))

External and Internal Evaluation,External and Internal Evaluation,and Achievements of the Universityand Achievements of the University((Experience, Current Curricula, Licenses,

Certificates, Accreditations, Etc.))


Qualification Frameworkof European Higher Education Area

- QF EHEA -

Degree profile (Doctorate)

Third cycle learning outcomes defined in terms of generic and subject specific competences

Degree profile 2nd cycle (MA)

Second cycle learning outcomes defined in terms of generic and subject specific competences

Degree profile 1st cycle (BA)

First cycle learning outcomes defined in terms of generic and subject specific competences

1st cycle

2nd

cycle

3rd

cycle


3rd cycle degree profile (Doctorate):Generic competences: Subject specific competences:1… 1…2… 2…… …n3… m3…

The BolognaCycle

1

2

3

Dublin descriptorsfor 3rd cycle:

1.Knowledge & Un.2.Appl. Kn.&Un.

3.Mak. Judgment4.Communic. skills

5.Learn to learn

Dublin descriptorsfor 2nd cycle:

1.Knowledge & Un.2.Appl. Kn.&Un.

3.Mak. Judgment4.Communic. skills

5.Learn to learn

Dublin descriptorsfor 1st cycle:

1.Knowledge & Un.2.Appl. Kn.&Un.3.Mak.Judgment

4.Communic. skills5.Learn to learn

AcademicExpertise

2nd cycle degree profile (Master):Generic competences: Subject specific competences:1… 1…2… 2…… …n2… m2…

1st cycle degree profile (Bachelor):Generic competences: Subject specific competences:1… 1…2… 2…… …n1… m1…

AcademicExpertise

AcademicExpertise

Dublin Descriptors & LO’s


Dublin DescriptorsDublin Descriptors Knowledge and understandingKnowledge and understanding1 (Bachelor)1 (Bachelor) [is] supported by advanced [is] supported by advanced

text books [with] some aspects informed text books [with] some aspects informed by knowledge at the forefront of their field by knowledge at the forefront of their field of study ...of study ...

2 (Master)2 (Master) provides a basis or opportunity provides a basis or opportunity for originality in developing or applying for originality in developing or applying ideas often in a research context...ideas often in a research context...

3 (Doctorate)3 (Doctorate) [includes] a systematic [includes] a systematic understanding of their field of study and understanding of their field of study and mastery of the methods of research mastery of the methods of research associated with that fieldassociated with that field


Learning OutcomesLearning Outcomes A statement of what a learner is expected to know, understand and/or be able to demonstrate A statement of what a learner is expected to know, understand and/or be able to demonstrate

at the end of a period of learning.at the end of a period of learning. Learning outcomes (are) statements of what a learner is expected to know, understand and/or Learning outcomes (are) statements of what a learner is expected to know, understand and/or

be able to demonstrate after a completion of a process of learning.be able to demonstrate after a completion of a process of learning. Statements of what a learner can be expected to know, understand and/or do as a result of a Statements of what a learner can be expected to know, understand and/or do as a result of a

learning experience.learning experience. Student learning outcomes are properly defined in terms of knowledge, skills, and abilities that Student learning outcomes are properly defined in terms of knowledge, skills, and abilities that

a student has attained at the end (or as a result) of his or her engagement in a particular set of a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences.higher education experiences.

Learning outcomes are statements that specify what a learner will know or be able to do as a Learning outcomes are statements that specify what a learner will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.

Learning outcomes (are) specific measurable achievements.Learning outcomes (are) specific measurable achievements. A learning outcome is a statement of what competences a student is expected to possess as a A learning outcome is a statement of what competences a student is expected to possess as a

result of the learning process.result of the learning process. Learning outcome statements are content standards for the provincial education system.Learning outcome statements are content standards for the provincial education system. Learning outcomes are statements of what students are expected to know and to do at an Learning outcomes are statements of what students are expected to know and to do at an

indicated grade, they comprise the prescribed curriculum.indicated grade, they comprise the prescribed curriculum.


ModuleModule Definition Definition

• A module is a self-contained, formally structured A module is a self-contained, formally structured learning experience with a coherent and explicit learning experience with a coherent and explicit set of learning outcomes and assessment criteria.set of learning outcomes and assessment criteria.

Require Require • Define learning outcomesDefine learning outcomes• Allocate creditsAllocate credits

FacilitateFacilitate• Design of individual study-programmes (profiles)Design of individual study-programmes (profiles)• modularisationmodularisation• Different routes to identifiable degrees, Different routes to identifiable degrees,

certificates, profiles etc.certificates, profiles etc.


Danke!Danke!MerciMerci!!Kiitos!Kiitos!

Спасибо!Спасибо!