1. “Applying for ECTS/DS Label” Bologna Experts Seminar Tallinn, 7-9 June 2010 Svein Arild Pedersen, University of Agder, Norwaysvein.a.pedersen@uia.no

2. WHY APPLY FOR ECTS/DS LABEL? WHAT DO THE LABELS MEAN FOR THE INSTITUTIONS?

3. DIPLOMA SUPPLEMENT LABEL – WHY? WHY NOT SINCE: *All ”Bologna institutions” issue DS *Most label criteria fulfilled anyway: (correct model/ automatic/ English/ free of charge) *Done quickly (write application/ copy and certify 4 DSs/ present example on the web/ legal representative signature/ send by mail) *The ministries of education and the NAs promote the label *The Commission promotes the DS label

4. WHAT DOES THE DS LABEL MEAN FOR THE INSTITUTIONS? Proves the university is serious about international cooperation and wishes to be at the European forefront of international education Internal pride – contributes to building up institutional identity National prestige International prestige and interest Marketing tool (national and international students)

5. ECTS LABEL – HOW ? Course Catalogue in English (institutional, practical and study-programme related information) on the web Student exchange documentation (3 incoming/ 3 outgoing students)

6. WHY ISSUE COURSE CATALOGUE IN ENGLISH ? (1) DIRECT CONSEQUENCES FOR: home students international students own academics international academics own administrative staff international administrative staff ENCOURAGE UNIVERSITIES TO DO IT FOR THE SAKE OF STUDENTS/STAFF AND INSTITUTIONS THEMSELVES – NOT FOR MINISTRIES OF EDUCATION OR NATIONAL AGENCIES OR EVEN THE COMMISSION

7. WHY ISSUE COURSE CATALOGUE IN ENGLISH ? (2) INDIRECT CONSEQUENCES: *Focus on internationalisation *Focus on description of learning outcomes *Focus on the relationship between credits and student workload *Focus on bilingual information to students and staff *Useful tool in recruitment of international partner universities, students and academics with international backgrounds

8. WHY ISSUE COURSE CATALOGUE IN ENGLISH ? (3) INDIRECT CONSEQUENCES (continued): *Bilingual self-confidence at all levels *Greater focus on quality assurance of information in English *Internal pride *External (national/ international) interest/ prestige *Institution-building *EXTENSIVE frustration caused by academic and administrative workload