Quality Assurance of Joint Programmes Bonn, 18 January 2018 Cor Segeren, Gerard Sijben, Fabian Girod csegeren@hotmail.com f.girod@fontys.nl G.Sijben@fontys.nl
Programme 10.30h: Welcome 10.45h: European perspective and reasons for development 11.00h: Explanation of Checklist 11.20h: A case: minor FUN 11.35h: Subgroup discussion on aspects of the checklist 12.00h: Dialogue on outcomes of discussions
European Perspective Joint programmes are a hallmark of the European Higher Education Area (EHEA). They are set up to enhance the mobility of students and staff, to facilitate mutual learning and cooperation opportunities and to create programmes of excellence. They offer a genuine European learning experience to students
European Perspective Joint programmes are understood as an integrated curriculum coordinated and offered jointly by different HEI-s from different EHEA countries, and leading to double multiple or a joint degree.
European Perspective Double/multiple degrees Separate degrees awarded by HEI-S offering the joint programme attesting the successful completion of this programme. Joint degree A single document awarded by HEI-s offering the joint programme and nationally acknowledged as the recognised award of the joint degree
European Perspective Joint degrees (degree programmes involving periods of study at multiple institutions) provide innovative examples of international inter-university cooperation and can be seen as pillars of future European higher education development
European Perspective and development reasons Pros Cons Student/staff mobility Innovation Inter-university cooperation Programmes of excellence Reputation Alignment of vision/educational didactics Administrative Quality/Assurance Accreditation Degree inflation (multiple degrees)
A checklist http://ecahe.eu/w/index.php/portal:joint_programmes
A checklist (ECA: A. Aerden) 1. Consortium 2. Governance 3. Management
A checklist: 1. Consortium Partner selection -reason for selection -accredited -level/discipline -added value of the joint programme Consortium agreement -signed by competent authorities -ensuring support and commitment
A checklist: 2. Governance Coordination -local coordinator Learning outcomes -shared by all partners -aligned with corresponding level -satisfaction of (research) disciplines -justification by alumni/employers/professional organisation-field
A checklist: 2. Governance Financial issues: -recognition of financial/administrative resources -application of clear and transparent budgeting Internal quality assurance -common understanding of each quality assurance system -shared responsibilities for internal quality assurance -quality assurance of academic and administrative aspects -involvement of all stakeholders
A checklist: 2. Governance External quality assurance -offered in accordance with relevant legal frameworks -quality assured and/or accredited as a joint programme Information provision -agreement on pro- and reactive provision of information -dedicated website -localised information is easily available -student information is jointly archived
A checklist: 3. Management Application -procedure is outlined on the joint programme website -access to application (central/decentral) application information -transparent organisation of application procedure -agreement on responsibilities regarding verification of documents
A checklist: 3. Management Selection -clear responsibilities for/in the selection procedure -shared selection criteria -shared evaluation scale concerning student s application Enrolment -clearness of student s enrolment and registration -enrolment and registration are aligned with degree awarding -student s visa requirements are taken into consideration
A checklist: 3. Management Tuition fee -common policy on tuition fee -supplementary fees are taken in account and published -tuition waivers are budgeted and determined before application Teaching and learning -content and structure of curriculum assures achievement of LO -a common thread in the curriculum is outlined -support of a joint teaching methodology (didactics)
A checklist: 3. Management Student assessment -assessments are joint programm-specific and consistent -transparent and common policy on grading -availability of appeal procedure Students -provision of relevant information upfront arrival -model of student mobility is clearly outlined -adequate service to facilitate mobility -the existence of a dedicated alumni network
A checklist: 3. Management Degree and diploma supplement -degree awarding in accordance with legal frameworks governing the awarding institutions -degree is recognised in the Higher Education System -multiple degrees are clearly identified as being awarded by a joint programme -clearness of diploma supplement
A case Has to be build on mutual trust and cooperation in order to develop a sustainable joint programme Prof. Gregoris Makrides: Bonn January 17 th 2018 A case which describes the start of a joint (degree) programme: FUN
Case: FUN semester 3 countries, 3 disciplines, 1 assignment, 1 experience Bonn, 18 January 2018 Fabian Girod
Fontys Intern. Business School Fontys (nationwide) 28 schools, main locations in Eindhoven, Tilburg, Venlo 44,000 students - 10% from abroad Fontys Int. Business School 3500 students - 70% from abroad 4 international bachelor degrees 105 partner universities in 47 countries
International Fresh Business Management The fresh supply chain as focus Marketing, Logistics and food sciences as majors Think Global Act local
FUN: Finland, UK & The Netherlands JAMK University of Applied Sciences, Finland Writtle University College, UK Fontys, The Netherlands
The timeline Fontys 29th Jan.2018 JAMK 30th April 2018 Writtle 12th March 2018
Starting Point Joint programmes as hallmark: They are set up to enhance the mobility of students and staff, to facilitate mutual learning and cooperation opportunities and to create programmes of excellence. unique learning experience to students
The history of FUN 1. Partner conference in Weihenstephan in August 2016 2. Visit new partner Writtle in Sept. 2016 at start of partnership negotiations 3. Dec. 2016 joint visit in Finland with colleagues from Writtle 4. Throughout 2017 multiple visits in each place for framework development
1. Partners (Consortium) Partner selection complementing competences & programmes (interdisciplinary & international) similar type of students & size of institution..and personal passion and commitment Consortium agreement New non-erasmus Agreement Writtle & existing Erasmus with JAMK No extra contract signed
2. Governance Coordination Leading coordinator Fontys (Fabian Girod) local coordinator at Writtle and JAMK Learning outcomes shared by all partners & aligned in 6 working visits, resulting in a commonly developed Handbook (dates, regulations for examination, schedule, course description )
2. Governance: Learning outcomes 2 Overview of competences/learning outcomes 2.1 Overall competences The student is able to: identify strategic options (for a new product, a new variety, new market or additional value added to an existing product) based on an integrated and independently conducted analysis carried out for a commissioning party in the Fresh Business chain. investigate the feasibility of these options based on an accounting and sustainability analysis and provide feedback to the commissioning party. identify and evaluate strategic options with regard to the countries/regions in which agricultural raw materials and semi-finished products are procured and processed. develop a substantiated plan of action for a market other than the domestic market (the Netherlands, UK and Finland). 2.2 Learning outcomes per module 2.2.1 Fontys University of Applied Sciences Research skills The student is able to: draw up a research plan independently, which includes details of the distribution of work and a time schedule, with an explanation of why a particular type of research was opted for. conduct primary research (information collection e.g. compile and conduct a questionnaire).
2. Governance: Content alignment Fontys grants the 30 ECTS, therefore it legally ensures standards for the full 15 weeks-programme Example: Outline of the content of the program at JAMK Course Title Topics Didactics 280 Hours Testing element 1 Bioeconomy, man and the environment - social, human and ecological factors of bioeconomy -methods of impact assessment -limitations and strengths of the assessment methods -application of the assessment methods Lectures, group work, selfstudy 25 hours lectures 15 hours group work 15 hours self-study Written exam 2 Productization of bioeconomy products and services - Innovation process - Service design and innovation tools - Project activity management - Revenue logic, value creation and risks - Economic efficiency - User orientation productisation 3 Project assignment - Sustainability assessment - Productisation plan 4 FUN - Food and agriculture in SF - Production and sustainability in SF - SF Lectures, group work, selfstudy Tutorials & Group work 25 hours lectures 15 hours group work 15 hours self-study 32 hours tutorials 88 hours group work Written exam Report Presentation Field trips 50 hours Portfolio
2. Governance: Content alignment Outline of the content of the program at Fontys Couse Title Topics Didactics 270 Hours Testing element 1 Research skills - Construction of questionnaires, - The reliability, validity, representativeness of data output - The art of reading a refereed journal Lectures & Workshops & Assignments 25 hours lectures 30 hours self-study Written exam 2 Consumer behaviour 3 The project consumer research - Empirical findings about consumer behaviour in fresh retail products - Product differentiation and product development - Microeconomic foundations of consumer behaviour 4 FUN - Consumer issues in NL - Fresh supply chains in NL - Netherlands Lectures & Workshops & Assignments 25 hours lectures 30 hours self-study - Developing and carrying out a questionnaire Tutorials & Group work 32 hours tutorials 88 hours group work Written exam Field Trips 50 hours Portfolio Report: working document
2. Governance: Content alignment Outline of the content of the program at Writtle Course Title Topics Didactics 270 Hours Testing element 1 Agricultural / - Agricultural/horticultural production Lectures, Seminars & Self 30 hours lectures / Written exam horticultural production systems systems - Crop/livestock production - Input use - Post-harvest technology study seminars 80 hours self-study 2 Project assignment - Elaboration of the production system and post-harvest technology for the crop / breed selected Tutorials & Group work 32 hours tutorials 88 hours self-study / group work Report: working document Presentation 3 FUN - Food in UK - Agricultural production in UK - UK Field trips 50 hours Portfolio
2. Governance Internal & external quality assurance common understanding of each quality assurance system through intensive discussions quality assurance of academic and administrative aspect done through respective departments in Fontys shared responsibilities for internal quality assurance needed, e.g. joint feedback sessions with all students (June 2018), joint feedback forms
3. Management: Information Information provision Programme promotion in all places joint by Fontys lecturers Student information is jointly spread via Fontys minor handbook Website, blog and buddies as channels to communicate and interact
3. Management Selection shared selection criteria need to be developed pilot phase characterized by individual selection of students Enrolment enrolment and registration not yet aligned, for students' ease management jointly by all 3 coordinators student s visa requirements are taken into consideration, but might be challenging for non-eu students
3. Managing programme outcome Tuition fee tuition fee waiver (based on exchange agreements) Teaching and learning Alignment of content through one curriculum; Main storyline: Consumers research regarding future food or horticultural innovations: Preferences, requirements and impacts assignment and final examination with all lecturers involved assures achievement of LO
3. Management: Examination Student assessment assessments are programme-specific and consistent & transparent and common policy on grading Course element Test type Individual/ Group Scale Weight ECTS Progress code Mark type 1-2 Written exam Individual 1-10 40% 4 FUN11 0-100% 3 Report Presentation Group 1-10 20% 20% 2 2 FUN12 FUN13 0-100% 0-100% 4 Portfolio Individual 1-10 20% 2 FUN14 Pass / No pass In total 100% 10 ECTS Average percentage FUN 11-13
3. Management: Test matrix Study unit: IFBM Number of ects: 4 Period: Year 3, Semester 6 Lecturer: Frank Bunte Time: 1 hour Retake: similar assignment Test: Written exam Reproduction Apply Production/ Insight Status: concept Learning outcomes - Process information - Make use of statistical techniques - Draw conclusions based on data output - Identify market opportunities Topics, Content Analysis Evaluation Total Questions points Statistics 10 ± 10% Statistics /Conjoint analysis Sample sizes Statistics Validity Representativeness Reliability Conjoint analysis Product differentiation 10 10 ± 20% 10 10 10 ± 30% 10 10 ± 20% - Identify consumer segments Conjoint analysis 10 10 ± 20% Total (in %) ± 30% ± 40% ± 30% 100%
3. Management: Helping students Student assistance and mobility provision of relevant information upfront by Fontys and local coordinators each Int. Office (Writtle, JAMK, Fontys) is involved to facilitate mobility Local students serve as buddies, already hooked up on Whatsapp
3. Management: Paperwork Degree and diploma supplement 30 ECTS via exchange programme awarded through Fontys with supplement + own certificate awarded
Backup slides
2. Governance: Information
Making use of the checklist Define and write down a few questions (with a focus on a qualitative aspect) 15 min Presentation and Answering (dialogue) 30 min