The Joys and Anguishes of Developing International Teaching Programmes

1
The Joys and Anguishes of DevelopingInternational
Teaching Programmes

• Some reflections on SEE experiences in the field
  of European Studies
• Reinhard Meyers, WWU Münster

2
Contents

• International teaching programs some
  organisational patterns
• International teaching programs the Subotica
  Process and curriculum development
• The joys and anguishes of developing
  international teaching programs
• Considered facit

3
This PPT file can be downloaded from our Website

• www.uni-muenster.de/Politikwissenschaft/
• Doppeldiplom/aktuelles.html
• There you can also find further material
  referring to our international double diploma
  courses

4
International teaching programs some
organisational patterns (1)

• Since the mid-1990s, the Dept. of Politics of
  the Westfälische Wilhelms-Universität Münster is
  involved in developing international cooperative
  study programs in the Field of European Studies
  taking the particular form of Double Diploma
  Courses
• one joint international course structure
  two national diplomas
  for a common bi-national/multi-national
  student body

5
International teaching programs some
organisational patterns (2)

• Programs at present exist
• between Münster and the IEP Lille/F (Double
  Diploma)
• between Münster and the Faculty of European
  Studies of Babes-Bolyai University,
  Cluj-Napoca/RO (Double Diploma)
• between Münster and the University of Twente in
  Enschede/NL (Double B.A.
  in Public Administration Double M.A./M.Sc. in
  European Studies)

6
International teaching programs some
organisational patterns (3)

• The duration of the program
• with Lille at first four years, now five
• with Cluj-Napoca (still) four years
• with Enschede three years for the B.A. and
  another year for the Master course
• N.B. The programs with Lille and Cluj are in the
  process of changing into a Bologna-type structure
  (32) however, the Dept. is experiencing severe
  cuts in its teaching staff establishment and may
  have to give up the cooperation with Cluj in the
  medium term

7
International teaching programs some
organisational patterns (4)

• Lille languages French
  German
• Students start their first year as a cohort in
  Lille after passing a binational entrance exam
  they move to Münster as a cohort in their second
  year where they pass the Vordiplom they then
  move again as a cohort to Lille in their third
  year where they pass the Grand Oral in front of a
  binational exam board they then move back to
  Münster as a cohort in their fourth year where
  they write and defend their diploma thesis in
  front of a binational exam board they then can
  either stay in Münster for their fifth year, or
  move back to Lille, or take part in the MA course
  run jointly with Enschede the IEP diploma is
  awarded jointly with the German one at the end of
  the fifth year

8
International teaching programs some
organisational patterns (5)

• b) Cluj-Napoca languages German English
• Students follow a common set of courses in their
  home institution during their first two years
  they then change as a cohort to the host
  institution for another two years, at the end of
  which they write a German Diplomarbeit and defend
  this in front of a binational exam board. They
  are then awarded a German diploma and after some
  supplementary examinations in Cluj also a
  Romanian Licence

9
International teaching programs some
organisational patterns (5)

• c) Enschede languages Dutch/German
  English
• B.A. students pass the first two years in their
  respective home institution common third year
  courses in English are offered for both German
  Dutch students in Münster Enschede staff and
  students ideally travel a lot between these two
  cities. The Dutch require a B.A.thesis in
  English the German side relies on continuous
  assessment of course work. Students acquire a
  German and a Dutch B.A. in Public Administration.
• M.A. students pass a common series of English
  language courses taught both in Enschede and
  Münster by bi-national staff they write and
  defend an English language Master thesis in front
  of a binational exam board staff and students
  travel a lot between Münster and Enschede

10
Useful further information

• cf. our double diploma website
• www.uni-muenster.de/
  Politikwissenschaft/Doppeldiplom
• or send your questions via email to
• meyersr_at_uni-muenster.de

11
The Subotica Process and curriculum development

• It is against the background described that, with
  the support of the Stability Pact the German
  Rectors Conference, a dedicated band of
  academics from Serbia, Romania, Great Britain,
  and Germany met in Subotica from November 2001
  onwards, much inspired by the then Rector of the
  University of Novi Sad, Prof.Fuada Stankovic, and
  aided and abetted by the Dean of the Subotica
  Faculty of Economics, Prof. Stevan Vasiljev, in
  order to develop a
• 2-year Master Course in European Studies

12
The Subotica Process and curriculum development
(2)

• The original idea was to form a project
  consortium consisting of

the University of Novi Sad, represented by the
Faculty of Economics in Subotica the
University of Cluj-Napoca the University of
Timisoara the University of Münster the
Nottingham Trent University the Zentrum fuer
Europäische Integrationsforschung at the
University of Bonn
13
The Subotica Process and curriculum development
(3)

• This consortium should address itself to the
  following tasks
• To enhance university cooperation in the field of
  study and research in European Studies, in
  correspondence with the Bologna process of
  establishing a common European Higher Education
  Area with a special focus on European Integration
• To develop common curricula for European
  postgraduate studies that should be undertaken by
  the University of Novi Sad, in particular by its
  Faculty of Economics at Subotica, with the
  support of the above mentioned universities
• To establish a network for the permanent exchange
  of information in all relevant spheres of
  teaching and research related to European
  Studies, which would be coordinated, in the first
  instance, by the Faculty of Economics of the
  University of Novi Sad in Subotica

14
The Subotica Process and curriculum development
(4)

• The novel idea of the enterprise would have been
  a border-crossing triangular cooperation between
  Serbian, Romanian, and Hungarian universities,
  supported by the Western European part of the
  consortium with advice, teaching materials, and
  exchange of staff.
• The second novel idea of the enterprise would
  have been an opportunity for the students to
  spend their first year at the home institution
  and to chose any of the consortium partners for
  spending their second year.

15
However

• the Hungarians decided that they were as yet too
  weak for the exercise
• the Romanians discovered they had to travel from
  Timisoara to Subotica via Bucuresti Belgrade
• the Dutch Government decided in 2004 that they
  would charge non-EU students 8.500 a year in
  study fees
• Nottingham Trent got a new VC who was only
  interested in the amount foreign students could
  pay towards the running of HIS university.

16
So what we finally got was

• a two-year English language Master course in
  European Studies run by the University of Novi
  Sad
• in the teaching of which the Faculty of European
  Studies of Cluj-Napoca cooperates
• supported by Professors Mike ONeill and R.Meyers
  on a more personal basis from abroad
  
• and, not to forget
• a series of European Studies Summer Schools
  starting in Novi Sad from 2003 onwards with the
  intention to provide a crash course on European
  Integration, thereby preparing participants for
  entry to the Master Course

17
The curriculum is as follows

• To obtain the MA diploma in European Studies (120
  ECTS credits), the student should complete
  courses in four obligatory modules, one
  one-semester foreign language course as well as
  five elective courses (4 if they have previously
  earned credits in the Summer School of European
  Studies). Total number of credits for all
  completed courses should be 90.
• Masters thesisThe student can submit his/her
  Masters thesis after he/she has earned at least
  52 credits and with GPA  (grade point average) of
  minimum 8.00. Masters thesis defended
  successfully is worth 30 credits.

18
Finance

• was coming forward for the project in 2001
  2004
• a) from the Stability Pact via the German
  Rectors Conference
• b) from the Central European Initiative mainly
  for the summer schools
• c) from the University Budgets of Novi Sad and
  Münster to a limited extent to cover
  administrative costs and the cost of preparing
  summer school teaching blocks
• d) from my third source funds bonus in order
  to pay summer school student assistants.
• The sources under a) and c) have meanwhile dried
  up

19
Further information

• http//www.caesar.ns.ac.yu/eng/
• Useful email adresses
• ivanavuj_at_uns.ns.ac.yu
• fuada_at_eunet.yu
• bernadet_at_pf.ns.ac.yu

20
One last word of warning

• In the academic year 2006/2007, students who
  started the postgraduate European Studies Across
  Borders in English the previous year, organized
  at the Centre for European Studies and Research
  (CAESAR) will continue their secod year. After
  finishing the third semester, they can choose
  between writing their thesis (magister of
  science) or switching to the PhD programme and
  finishing it with a PhD thesis.Due to
  educational reforms in Serbia conducted in
  compliance with the Bologna process and the new
  Law on Higher Education from 2005, the
  traditional postgraduate studies after which a
  traditional master's title (magister of science)
  is awarded, are being revoked. Instead of this,
  three year PhD studies are going to start in
  2007/2008. Students who received both Bachelor's
  degree (after three or four years of studies) and
  Master's degree (after one or two years of
  studies) will be eligible for this
  programme.Those students who have completed their
  studies according to the old system of studying
  (four years), cannot enroll in PhD studies
  directly. They will have to complete master's
  studies and be awarded a master's diploma.Thus,
  the Expert Council for CAESAR, having the
  approval of the Teaching and Research Council of
  the University of Novi Sad, has decided to start
  with one-year master's studies in the academic
  year 2006/07.

21
Will this be the future ??

• We started on a rather grandiose scale, trying to
  con-struct a triangular European Studies across
  Borders Master course depending on a lot of staff
  mobility and cooperative compromises between
  different regional university systems
• We opened after a lot of organisational hassle in
  October 2005 with a two-year English language
  Master course in Novi Sad on a more limited
  regional basis students came from Serbia,
  Montenegro, Moldavia Novi Sad staff was
  supported by professors from Romania, Germany,
  and Great Britain
• We now look forward mainly due to recent
  Serbian legislation to a one-year Master in
  European Studies in Serbian AND PERHAPS another
  English-language Master course from 2007/2008
  onwards

22
Provisional facit

• The project is a good example for the grinding
  down of a great idea on the stones of
• limited administrative imagination
  underestimating the social and political
  potential of well preparing students for a role
  in a potential EU member state
• limited, if not receding financial personnel
  ressources dedicated to Higher Education in
  (Western ??) Europe in general and the support of
  SEE programs in particular
• the commercialisation of Higher Education with
  the concomitant change in Departmental attitudes
  from Where can we help to What will this
  bring in costs and in gains for the
  Department and/or the University ?

23
The joys and anguishes of developing
international teaching programs The Joys

• Persons to choose as your allies
• Students They see in the new program
• a chance to broaden their horizon,
• gain new insights in and perspectives on the
  outside world,
• to travel and to learn languages
• and in toto to considerably increase their
  prospects on the employment market

24
The joys and anguishes of developing
international teaching programs The Joys (2)

• Colleagues
• Some participate in the new program
• because it offers them a chance to escape from
  Departmental routine
• because they like to practice their hand in
  academic innovations
• because they are interested in improving their
  departments standing in the university as a
  forward looking or enterprising institution
  reacting to the demands and requirements of the
  employment market
• or simply because they like to wine and dine well
  in the convivial company of their foreign
  colleagues

25
The joys and anguishes of developing
international teaching programs The Joys (3)

• Deans
• The less said, the better or the new program
  gets on best, if you are, at the moment of its
  formulation and development, the responsible Dean
  yourself
• Rectors
• Rectors can be immensely helpful
• if they have a far-sighted strategic view of
  their Universitys future development
• and if they stress the importance of
  international contacts for
• the advancement of learning
• the international exchange of ideas and
  innovations in research and teaching
• and the adequate positioning of their institution
  in a com-petitive academic education market based
  on employment-relevant instruction packages

26
The Anguishes

• Persons to beware of
• Colleagues
• 1) Is this really necessary that M. travels
  abroad again ??
• Why did not I have the idea for this
  project anyway ?
• 2) If we let ourselves in on this new Master
  course will it
• not increase my examination load and
  formalise my
• teaching plans to the extent that I cannot
  ride my personal
• hobby horses any longer but will have to
  abide at least
• partly by what the syllabus and the
  examination regulations
• demand... ?
• 3) Horror of horrors would the program demand
  from me
• that I go abroad myself to take a bunch of
  students to A,B
• or C for a week ?

27
the Anguishes (2)

• Deans
• 1) cf. 1) above under Colleagues
• 2) Will the new program put the Politics Dept.
  in the limelight again proving that the rest of
  the Faculty is an assembly of snoring sleeping
  beauties ?
• 3) Will the new program make financial or
  personnel demands on the Faculty resources, and,
  if so, how can we shove these back to the
  Politics Dept. without appearing too conservative
  or tight-fisted ?
• 4) Will the new program turn into a hotbed of
  elite production in technical terminology a
  center of excellence to which we have to object
  as staunch defenders of the 1968 generation of
  values seeing mankinds greatest happiness in the
  levelling of intellectual promise and diversity
  to a common level of mediocrity ?

28
the Anguishes (3)

• Rectors
• 1) cf. 3) under Deans writ large
• 2) How can we profit as an institution from
  the additional (public, ministerial, employers)
  acclaim the new program will bring to this
  university without having to commit us
  financially over the medium or even long term ?
• 3) Will the new program not give rise to a brain
  drain effect by which we are going to loose the
  best and brightest of our students to the West
  instead of getting them back, after graduation
  abroad, as well-trained (and underpaid) teaching
  assistants ?

29
the Anguishes (4)

• The Man from the Ministry
• 1) What is a double diploma anyway ?? There is
  no provision for this in the University Law !
• 2) We give you all our moral support and best
  wishes for your project but weve just reduced
  the budget title for international cooperation,
  and you wont get a single penny from us in
  material assistance !
• 3) We have just hit on two brilliant obstacles
  to staff and student mobility an ordinance
  demanding that staff is present in the Dept. and
  distributes the teaching load over four days a
  week and the modularization of teaching
  packages meaning that students can no longer go
  abroad for just one semester

30
the Anguishes (5)

• The Man from the European Commission
• 1) Serbia is not yet an EU member state and has
  not yet got Erasmus Agreement status. We are
  sorry, but we cannot support Curriculum
  Development Projects with that Country !
• 2) A 45 page application form for Erasmus
  Curriculum Development projects not to be
  passed around !! followed by a somewhat
  opaque decision-making process

31
Considered facit

• The fate of international teaching programs
  depends on and thrives with the willingness and
  ability of individuals
• to engage themselves in their formulation and
  execution well beyond the normal call of duty
• to run the risk and danger of self-exploitation
  by working hours far beyond the limits of the
  official working week
• to find like-minded colleagues and colla-borators
  abroad who all pull at the same end of the rope.

32
Considered facit (2)

• Contrary to integration theory, where Liberal
  Institutionalism stresses the importance of
  norms, rules, and values embedded in an
  organisational framework for integration under
  the motto of Institutions matter, my considered
  opinion after nearly two decennia in the field of
  international program making is that
• individuals matter
• or
• individual will and determination in the
  organisation of international teaching programs
  is not everything, but without individual will
  and determination everything is nothing !

33
Thank You for Your Attention