1. Experience in double/multiple degree programme realisation Lewis Purser, Director Academic Affairs

2. Outline of presentation Some examples Setting up a joint programme Quality assurance and improvement in practice Advantages and disadvantages Challenges and solutions

3. Irish partners for Joint/ Double Degrees In addition to above, 20 other countries had less than 4 Irish partnerships, mainly in Europe. Australia, Mexico, Ethiopia, South Africa and United Arab Emirates, all involved in one programme only. McMahon (2013) CountryNo. Ireland only32 Germany14 China13 France11 UK (excl. NI)7 USA6 Spain6 Northern Ireland4

4. Students in Franco-German University, by discipline (2007) Leonhard and Wuttig, 2007

5. Analysis of Joint Programmes by Discipline (Irish public HEIs) McMahon (2013) DiscplinesNumber% Business & Law1925% Science (incl. Maths)1823% Engineering, Architecture and Technology1520% Medicine and Veterinary45% Computer Science56% Humanities (incl. Social Sciences, Media and Education 1621%

6. Analysis of joint degrees in Ireland, by level McMahon (2013) HEI groupingBachelor or lower MasterPhD Universities173411 IoTs165- Private colleges 2140- Total547911 %37%55%8%

7. Setting up a joint programme Fig. C 4.5-1-2Five steps to setting up a joint programme Hoffmann and Crozier, 2006

8. Quality improvement: key questions Have valid degree programme objectives (learning outcomes in terms of competences) been defined? Is the degree programme as a whole, but also each individual module, a suitable device to reach the programme objectives, i.e., is the curriculum coherent, target-oriented and suitable? Is a consistent and suitable implementation of the degree programme ensured and will there be appropriate and sufficient resources? Will the fulfilment of the defined objectives be assessed? Does improvement take place in order to eliminate errors and assure optimisation at all process stages? Hoffmann and Crozier, 2006

9. Evaluation phases Hoffmann and Crozier, 2006

10. QA for joint Franco-German programmes

11. 10 golden rules for new joint masters programmes European University Association (2004): Developing Joint Masters Programmes for Europe –Results of the EUA Joint Masters Project 2002 – 2004. Brussels, pp23-24. Know why you are setting up the programme Choose your partners carefully Develop well-defined programme goals and student-learning outcomes with your network partners Make sure that all the institutions (and not just academic colleagues) fully support the goals and objectives of the programme Ensure that sufficient academic and administrative staff resources are involved in the programme Ensure that a sustainable funding strategy for the programme is in place Take care that information about the programme is easily accessible to students Organise and plan sufficient meetings in advance Develop language policy and encourage local language learning Decide who is responsible for what

12. Franco-German University example: Requirements for integrated binational courses (excerpt)  An integrated curriculum on the basis of jointly agreed study and examination regulations  A significant and balanced period of study in each of the partner countries; (as a general rule: half and half, depending on the degree being worked towards - between two and five semesters)  The award of two equivalent, nationally recognised university degrees  Agreement on tuition fees  Generally compulsory internships/work experience in the partner country  The opportunity to become acquainted with various forms of interaction and communication in the culture of the host country  The opportunity to learn at least one new foreign language (both at general and profession-oriented levels)  Technical, linguistic and organisational/practical preparation for the stay in the partner country  Supervision and guidance of the student, especially in the partner country  A curriculum across two different national education systems with their specific higher education, subject and academic cultures as well as different working, teaching and learning methods and techniques  Modularisation and ECTS

13. Main advantages of joint programmes Timofei (2009)

14. Main disadvantages of joint programmes Timofei (2009)

15. Most frequent challenges coordination between partner institutions; process of adapting Bologna standards to national legal frameworks recognition of credits and diplomas by partner universities; harmonization of different institutional and national rules (assessment, grading, payment of fees, etc.). some programmes seen as marginal activities, not fully supported by staff and leadership Timofei (2009)

16. Credits and recognition 93% of universities use ECTS Timofei (2009)

17. Useful reading McMahon, Frank: “Joint and Double/Multiple Degrees in Ireland”, (2013) Hoffmann, S and Crozier, D: “Institutional Guidelines for Quality Enhancement of Joint Programmes” (2006) in EUA Bologna Handbook, article C 4.5-1 Leonhard, D. and Wuttig, S: “Joint Programmes and Joint Degrees” (2007) in EUA Bologna Handbook, article C 4.5-3 Timofei, A. “Developing and Implementing Joint Programme in Europe: the results of an EUA study” (2009) in EUA Bologna Handbook, article C 4.5-4 NUFFIC: “Joint programmes from A to Z: a reference guide for practitioners” (2015) https://www.nuffic.nl/en/library/joint- programmes-from-a-to-z-a-reference-guide-for-practitioners.pdfhttps://www.nuffic.nl/en/library/joint- programmes-from-a-to-z-a-reference-guide-for-practitioners.pdf