Erasmus Mundus – Quality Assessment Study 2008-2010, and EMQA Phase 4 2012 Professor Michael Blakemore Ecorys UK Ltd and UK Bologna Expert .

Erasmus Mundus – Quality Assessment Study 2008-2010,

and EMQA Phase 4 2012Professor Michael Blakemore

Ecorys UK Ltd and UK Bologna Expertwww.emqa.eu (Ecorys and ESMU)

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Country Participation 2011

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UK Participants 2011

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UK Participants 2011

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2011 Programmes– UK ‘Presence’(UK as a partner 33 Master and 11 Doctoral)

UK Participation Master Doctoral UK Participation Master Doctoral UK Participation Master Doctoral

Cordinator with Cordinator with Cordinator withAT PT 1 1 Malaysia 1BE RO MexicoBG SE 3 MoldovaCY SI MoroccoCZ 1 1 SK New ZealandDE 1 2 UK PeruDK 1 Algeria PhilippinesEE Argentina RussiaEL Ausralia 1 SenegalES 2 Brazil Serbia 1FI 2 Canada SingaporeFR 1 Chile South AfricaHU 1 1 China South Korea 1IE Colombia SudanIT 1 Ecuador SwitzerlandLT Iceland ThailandLU India TunisiaLV Indonesia TurkeyMT Israel UgandaNL 1 1 Japan USANO 1 Kazakhstan 1PL 1 Lebanon TOTAL 22 6

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Country Breakdown

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The Initial Challenges for EMQA

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The Current Challenges for EMQA• Building on a participatory approach

• Where quality is identified: Discover, structure and celebrate excellence – identify courses

• Where courses have encountered challenges: Learn from problems and challenges – anonymise

• Move beyond sharing the lessons learned openly with the community• Encourage self-assessment• Create the conditions for community reinforcement where existing,

new and potential courses learn faster, all courses innovate faster

• EMQA 4: Structure, expand, indicators and pathways

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EMQA 1-3 worked intensively with 21 Master Courses

Erasmus Mundus Master QUATERNARY AND PREHISTORY

International Master in Digital Library Learning (DILL)

International Master of Science in Rural development

Global Studies - A European Perspective European Masters in Engineering Rheology

Advanced Masters in Structural Analysis ofMonuments and Historical Constructions

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Four main ‘Components’ of Excellence 2010

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Developments between 2008-2012

• Students and self-organisation• Facebook and social networks• Information sharing – Dropbox etc. and associated IPR issues

• Policy Priorities – the EACEA Clusters Projects• Employability – strategy, processes, monitoring, metrics• Recognition – awarding degrees, delivering them, using them• Sustainability – ‘a priori’ what is the strategy?• Asia – new balances of educational power

• Policy Priorities• Benchmarks and Indicators for Erasmus Mundus Master and Doctoral• Directed sharing of excellence in addition to open sharing

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Types of Course - Mobility Examples

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Types of Course – Mobility Examples

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Organisational Structures

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Examples of Course Missions

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Starting to consider Benchmarks and Indicators (ESMU 2010)

• Defining priorities, targets, criteria, indicators and benchmarks• Deciding priority areas• Brainstorming the priority area processes• Developing and finalising the list of potential indicators• Developing expertise levels & scoring• Creating the ‘balanced scorecard’• Finalising the indicator set with stakeholders

• Critical success factors• Being exhaustive: identifying all the potential kinds of indicators that could

give information about the desired priority areas without regard to their plausibility or ease of gathering

• Avoiding being data driven: existing data may be gathered and verifiable but it may already embody a set of assumptions that make it inapplicable to the case at hand

• Involvement of external expert advice

Starting to consider Benchmarks and Indicators

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Sustainability depends on the course and its goals

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Doctoral programmes – early QA considerations

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Final Points• There is not a single model to follow

• Mobility paths• Interdisciplinary mix• Consortium structure• Pedagogy – for example free to specify or accreditation requirements?• Requirements of beneficiaries and end-users

• But, there is a need to be comprehensive and coherent• Multi-national, multi-institutions, multi-disciplinary: a challenging mix• High expectations of funders and students – increasingly competitive• High priority policy issues

• The future context of “Erasmus for All” … 2014 onwards