Quality Assurance of Joint Programmes Bonn, 18 January ... · Quality Assurance of Joint Programmes Bonn, 18 January 2018 Cor Segeren, Gerard Sijben, Fabian Girod [email protected]

Quality Assurance of Joint Programmes

Bonn, 18 January 2018

Cor Segeren, Gerard Sijben, Fabian Girod

[email protected]

[email protected]

[email protected]

mailto:[email protected]



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


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.


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


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

Student/staff mobility

Innovation

Inter-university cooperation

Programmes of excellence

Reputation

Alignment of vision/educational

didactics

Administrative

Quality/Assurance

Accreditation

Degree inflation (multiple degrees)

Pros Cons

A checklist

http://ecahe.eu/w/index.php/Portal:Joint_programmes

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


• 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


• 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


• 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


• 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)


• 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


-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

• Degree and 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 17th 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 (nationwide)

28 schools, main locations in Eindhoven, Tilburg, Venlo

44,000 students - 10% from abroad

Fontys Intern. Business School

Fontys Int. Business School

3500 students - 70% from abroad

4 international bachelor degrees

105 partner universities in 47 countries

The fresh supply chain as focus

Marketing, Logistics and food sciences as majors

Think Global – Act local

International Fresh Business Management

FUN: Finland, UK & The Netherlands

JAMK University of Applied Sciences, Finland

Writtle University College, UK

Fontys, The Netherlands

Fontys 29th Jan.2018

Writtle 12th March 2018

JAMK 30th April 2018

The timeline

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 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: Learning outcomes

Course

element

Title Topics Didactics 280 Hours Testing

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, self-

study

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

Lectures, group work, self-

study

25 hours lectures

15 hours group work

15 hours self-study

Written exam

3 Project assignment - Sustainability assessment

- Productisation plan

Tutorials & Group work 32 hours tutorials

88 hours group work

Report

Presentation

4 FUN - Food and agriculture in SF

- Production and sustainability in SF

- SF

Field trips 50 hours Portfolio

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

2. Governance: Content alignment

Outline of the content of the program at Fontys


Couse

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

- Empirical findings about consumer behaviour in

fresh retail products

- Product differentiation and product

development

- Microeconomic foundations of consumer

behaviour

Lectures & Workshops &

Assignments

25 hours lectures

30 hours

self-study

Written exam

3 The project

“consumer

research”

- Developing and carrying out a questionnaire Tutorials & Group work 32 hours tutorials

88 hours group work

Report: working document

4 FUN - Consumer issues in NL

- Fresh supply chains in NL

- Netherlands

Field Trips 50 hours Portfolio

Outline of the content of the program at Writtle


Course

element


1 Agricultural /

horticultural

production

systems

- Agricultural/horticultural production

systems

- Crop/livestock production

- Input use

- Post-harvest technology

Lectures, Seminars & Self

study

30 hours lectures /

seminars

80 hours self-study

Written exam

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 gradingCourse

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

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

Topics, Content Analysis Evaluation Total Questions points

- Process information

Statistics 10 ± 10%

- Make use of statistical techniques

Statistics /Conjoint

analysis

Sample sizes

10 10 ± 20%

- Draw conclusions based on data output

Statistics

Validity

Representativeness

Reliability

10 10 10 ± 30%

- Identify market opportunities

Conjoint analysis

Product differentiation

10 10 ± 20%

- Identify consumer segments

Conjoint analysis 10 10 ± 20%

Total (in %) ± 30% ± 40% ± 30% 100%

3. Management: Test matrix

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

30 ECTS via exchange programme awarded through Fontys

with supplement

+ own certificate awarded

Degree and diploma supplement

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

Documents

Quality Assurance of Joint Programmes Bonn, 18 January ... · Quality Assurance of Joint Programmes Bonn, 18 January 2018 Cor Segeren, Gerard Sijben, Fabian Girod [email protected]