Double Degrees as tools for i18n

Transcription

1 Double Degrees as tools for i18n 1 Luca Tesei International Week and Erasmus Day th-15th July 2012 Camerino

2 2 What is a Double Degree? A simple way for two Higher Education Institutions (HEI) to offer a degree in collaboration An opportunity for a student to receive two degrees from two institutions, studying in both A way to internationalize a degree

3 3 Structure Agreement INSTITUTION 1 INSTITUTION 2 Gives Degree Gives Degree Register + Study Move + Study

4 4 Advantages for the students Take two degrees working the time needed to take one If international DD, take two degrees valid in the two Countries and in the Countries recognizing them Visit and work in two different organizations and cultures Experience mobilty, increase language skills, know different cultures Pay fees to only one of the HEIs involved

5 5 Advantages for the HEIs Offer more curricula to students (attractiveness) Offer international curricula to students (i18n) Increase the research collaboration with the partner university Share teaching/administrative competences to be used in both partners Share/Access to contacts with enterprises/other higher education institutions/public administrations/areas of territory/socio-cultural richness and traditions

6 6 About the degrees The two given degrees must be of the same level in a shared level organization e.g. Bologna process The two given degrees should be of the same area, but can be different in the contents Both institutions must be able to deliver the respective diplomas according to their Country regulations Country regulations must give the possibility of giving double degrees (very likely today)

7 7 Ingredients of successful agreements Research collaboration between the partners is established and working (exchange, visiting) Research topics in collaboration characterize the contents of the degree (theses, research projects) The two partners have complementary competences that complete each other for the formation in a certain area Each partner has an international recognized identity for a specific topic/area (specialization)

8 8 Legal duties A formally signed agreement between the representatives of the HEIs involved is typically sufficient for establishing the DD E. g. Memorandum of Understanding, valid 3 years renewable, with general principles and appendices for examples of implementation (mobility schemas and so on)

9 9 Master DDs Second level double degree (Master level) are of particular interest That is a particular moment on the life of students They must take a decision about future directions: Towards a phd Towards employment In any case an international DD experience will give an added value, also to the HEI involved

10 10 Choice or mandatory? The usual choice is to select only a certain number of students to involve in the DD, the others follow the national degree Numbers are under control, selection A mandatory participation is more typical of a Joint Degree However, sometimes mandatory participation gives advantages to the HEI in its Country regulations (e.g. count partner teachers as part of the staff)

11 11 Joint Degrees Mobilty Schema HEI1 HEI2 Mobilty Schema Mobilty Schema HEI3 HEIn Mobilty Schema

12 12 Language of instruction/exam Should be the same in both sites (tipically English, or national language if national DD) If different, there must be an interest/affinity of the partner s students for the other partner s language E. g. latin-based languages and cultures are close enough, so learning the language is not considered a big effort E. g. HEI1 s language is a national language (or language minority) of HE2 s language or viceversa

13 13 Admission Each student starts registering at one of the partners He/She must complain with that partner s (Country s) admission rules In the agreement these rules can be recognized Specific admission rules for one or both partners originally registered students can be added in the agreement (selection procedure will ensure compliance)

14 14 Balance of credits and recognition A common way of measuring the workload must be shared by the partners ECTS framework for Countries using the EU system With non-eu Countries an equivalence between the measurign systems must be found Typically: 1 Academic Year = 1 Academic Year (then derive the consequent equivalences on semesters and courses)

15 15 Balance of credits and recognition In the ideal DD, time and workload must be divided equally in the two sites E. g. Double MSc, 2 years, 120 ECTS: 1 year and 60 ECTS spent/given at each partner HEI In the agreement the possible mobility schemas and the consequent possible division of time/workload are specified E. g. like above with 30 ECTS thesis: the thesis semester can be spent in every site, by choice

16 16 Balance of credits and recognition The agreement must specify the minimum and/or maximum number of credits (workload) that each partner will recognize Recognition should be as much automatic as possible, avoiding checking of details of courses (trust of the partners on quality of contents of courses) Common administrative procedures must be set up (typically assisted by teachers at the beginning)

17 17 Mobility Schemas Semester structures are to be considered Geographical conditions may affect calendar organization in two different Countries Typical easy scheme: mobility happens at the end of a whole year E. g. Master Degree, 2 years: first year is spent at the HEI in which registered, second year is spent at the other HEI

18 18 Number of students Typically it is better to start with a small number (3-5 per year) Gradually increase this number with time and experience Balancing of flows in the two directions is desirable to preserve parity of efforts of each partner

19 19 About Balancing Non-balancing in the flow of students can be acceptable in some situations: One partner is in a process of growing to increase its international identity and attractiveness There is a network of double degrees with more than two partners and the balance is reached on the network, not on each pair of it One partner is receiving less studens, but is giving more teachers

20 20 Financial Considerations Typically a student in DD pays the tuition fees only to the partner in which he/she is registered originally This is one of the motivation of balancing Mobility of teachers, students and administrative staff has a cost that must be funded in several ways Without mobility DD does not exist!

21 21 How to finance mobility LLP Erasmus grants if in EU (and associate): Students, teachers, administrative staff National programs for internationalization: E.g. Cooperlink in Italy (target Countries) Internal resources of the HEIs: Distributed basing on success and advantages gained Private/Enterprise/Industry resources: sponsorization of a student that will work on topics of interest for the sponsors (projects, thesis, internships)

22 22 Theses Each student in DD should have two supervisors: one from each site All theses should be co-supervised All theses should be on topics of common interest (research collaboration) All theses should be defended against a committee that is composed of members of both parnters (use of electronic presence facilities)

23 23 After the DD Successful DD students could be shared researchers tomorrow (research projects, phd, post-doc) Students can be the bridge to industry/enterprises (internship, sponsor, research and development projects) Successful students will be the best promotion and advertisement of both partner HEI

24 24 Conclusion Thank you for your attention!