The implementation of ECTS at Bod University College, Norway

1
The implementation of ECTS at Bodø University
College, Norway

• Tine Viveka Westerberg
• Head of International Office
• Bodø University College

2

• National frameworks
• ECTS credits
• Diploma supplement
• ECTS grading
• ECTS label

3
National frameworks

• Education system pre 2002
• 2 - 4,5 year undergraduate degrees
• 2 3,5 year postgraduate degrees
• 3 year PhD
• Legal framework
• The University and University College Law
• Organisational framework
• NOKUT established
• SIU given more power

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The Quality Reform

• The implementation of the Bologna Process in
  Norway.
• Ministry of Education and Research lead reform.
• New structures implemented internally to deal
  with all aspects of the quality reform.
• Based on Parliament Proposition 27.
• To be implemented by 2003

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Organisation at Bodø University College

• The University College Board, responsible for the
  implementation.
• Board of Quality Assurance, headed by the vice
  rector, is the discussion forum for the process.
• A Quality Assurance and Reporting Office
  established to be the driving force of the
  process, responsible to implement the Quality
  Reform.
• International Office is to produce and update
  information. Also involved in gathering
  information on international issues to be
  included in our work towards the implementation.
• Student influence ensured through student
  participation in all Boards and committees.

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ECTS credits

• Challenges
• Degree structure from a mess to 3 2 3
• From 20 vekttall to 60 studiepoeng (ECTS).
• From small units/courses to minimum 10 ECTS.
• New types of evaluation
• New methods of teaching
• Defining learning outcomes and student workload

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From a mess to 3 2 3

• Academic challenges
• From 2 years to 3 years choose new
  specialisations/majors, rethinking the content
  and mixing already existing degrees.
• From 4,5 years to 3 years what to include, and
  what to exclude?
• Challenge for other countries Be more creative
  than Norway think like the British and create
  more possibilities based on fewer units/courses
  taught.
• Administrative challenges
• Transfer regulations (including admission
  regulations, education abroad and transcripts)
• Technical issues
• Information about new degree structure, and
  transfer from old ones.
• Recruitment to new degree structure.

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From 20 vekttall to 60 ECTS

• Technical implementation was easy x 3.
• Academic implementation was complicated, but we
  followed ECTS standards.
• Based the allocation of credits to the different
  components of a study year on the student
  workload required for the average student to
  achieve the learning outcomes established for
  each of the components.
• Information issues for students with both systems
  bridging solutions.
• Credits to all types of programs and units,
  including lifelong learning

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From small units to 10 ECTS units

• Why choose 10?
• Recommended from the EU.
• Recommendation choose 7,5 ECTS
• How to get the academics to cooperate to create
  new units, taught by several?
• mine, mine, mine
• Change of academic culture

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New types of student evaluations

• New teaching methods
• Bigger work load for academic staff.
• Smaller classes closer relationship with
  students - how to deal with the resource issue?
• From end of year examinations to continuous
  evaluation.
• External evaluation of exams no longer necessary.
• Resources needed as staff workload will increase,
  or a redefinition of the academic work contract.
• Continuous / Portfolio evaluation
• Represented academic challenges
• Technically complicated

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New methods of teaching

• From lectures to more diverse teaching methods
• Tutorials
• Group work
• Class rooms presentations
• Role plays
• Business, UN and OPEC simulations
• Classroom discussions and debates
• Papers, case studies
• Resources
• Exams (evaluation documentation) has increased by
  150
• Technological implementation expensive
• Retraining of staff to learn about new working
  methods
• Calculation of workload challenging

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Defining learning outcomes and student workload

• Four steps to define student workload
• Introducing modules / units
• Estimating student workload (60 ECTS 35 40
  hours per week)
• Checking the estimated workload through student
  evaluations
• Adjustment of workload and educational activities
  
• Learning outcomes
• Based on national discussions within the field
• Tomorrows workshop will give more details

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ECTS grading

• From 1,0 4,0 to A F
• The ECTS grading system was not designed to
  replace the national grading system, but to
  enhance the understanding of them in other
  countries.
• Use of the statistical data to define students
  into large groups to more easily make a ranking.
• Government decision to implement it nationally.

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ECTS grading system in Norway
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Challenges of implementing ECTS grades

• Academic understanding and consensus of the new
  grading scale, not only internally, but
  nationally within the academic field.
• Technical issues
• Students with both types of grades translate or
  use both?
• Resit of exams at a later date?
• Use of statistics to grade students? National
  decision not to use the statistical division on
  single exams, but to ensure it over time.

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ECTS label

• Label application is two-folded paperwork and
  information
• Paperwork
• Using ECTS for transfer of credits when students
  study abroad
• Issuing the Learning agreement and Transcript of
  Records
• Information
• The check list for information in English
• Essential for student mobility

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Diploma supplement

• Technical issues
• Matching our administrative system MSTAS to the
  new task of Diploma Supplements
• New degrees vs. old degrees
• New grades vs. old grades
• 20 vekttall vs. 60 ECTS
• Information gathering
• National framework for all general information
• Degree information still is a challenge
• DS label
• Awarded to us in 2003
• More information in tomorrows workshop

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ECTS project

• Preparing a report on credit transfer experiences
  between Norway and Russia.
• Report to include the implementation of ECTS as a
  quantitative measuring tool for work load.
• National guidelines for Norway when cooperating
  with Russia.
• Funding from Norwegian Ministry of Education and
  Research.

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• Tine Viveka Westerberg
• Head of International Office
• Bodø University College
• Phone [phone]
• Fax [phone]
• E-mail tine.viveka.westerberg_at_hibo.no