HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Experience in establishing and running
international education programs
Anatoli Bourmistrov, PhD
Professor
Bodø Graduate School of Business
High North Center for Business
University of Nordland
anatoli.bourmistrov@uin.no / +47 755 17 653
Moscow
May 21st, 2012
1
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
• INTRODUCITON
• OPPORTUNITUES OF
INTERNATIONAL COOPERATION
IN EDUCATION
• QULIATY IN EDUCATION:
NORWEGIAN EXPERIENCE
• INTERNATIONAL COOPERATION
IN JOINT PROGRAMS AND JOINT
DEGREES
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
UNIVERSITY OF NORDLAND: THE YONGEST
UNIVERSITY IN NORWAY!
• Four schools:
– Bodø Graduate
School of Business
– Faculty of
Aquaculture and
Bioscience
– School of
Professional Studies
– Faculty of Social
Sciences
• Students: 6500
• Faculty: 600
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Alliances in Russia
and Ukraine
North-Western University Alliance
University of Nordland
Murmansk State Technical
University (MSTU)
NArFU
Ukhta State Technical
University (USTU)
Baltic State Technical
University, St. Petersburg
(BSTU)
MGIMO-University,
Moscow
Tyumen State University
(TSU)
Kiev National University,
Ukraine (KNU)
Tavria National University,
Simferopol, Ukraine (TNU)
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
High North Center: Alliance in North America
University of Alaska, Fairbanks
Alaska Pacific University,
Anchorage
University of Alberta, Edmonton
University of Texas at Austin
5
Result/Effects
Norwegian-Russian Projects in
Business and Management
Period 5: Joint degree programs international PhD, Energy
Management, Sustainable
Management
- 500 students in Russia
- 300 students to Bodø
- 70 Bodø students to Russia
- 15 PhD students
- 350 research publications
- new partners in Russia
-500 retrained officers (Russia)
- 1500 retrained officers (Ukraine)
Period 4: Building the
University Alliance
- 150 students in Russia
- 90 Russian students to Bodø
- 20 Bodø students to Russia
- 3 Russian PhD students
- 110 research publications
- new partners in Russia
- 500 retrained officers
Period 3: Combining
Business
Administration and
Engineering
Period 2: Courses,
student exchange and
research cooperation
Period 1:
West
meets East
and East
- 500 students in Russia
meets
- 30 Russian students in Bodø
West
- 30 Bodø students to Russia
- 30 research publications
- 100 students in Russia
BSTU, MSTU, HHB
BSTU, HHB
Russia: BSTU, MSTU, ASTU,
MGIMO, USTU, TSU,
Ukraine: TNU
North-America: UofA, UofT
HHB
- 1 Russian PhD student in Bodø
- 30 Russian students in Bodø
- 40 Bodø students to Russia
- 90 research publications
- new partners in Russia
- 300 retrained officers
Period 6:
Education and
Research
Consortium:
Management,
Energy,
Sustainability
Establishment of the High North
Center at HHB
(many partners)
BSTU, MSTU, ASTU, HHB
BSTU, HHB
1991
1993
1997
2001
2004
2009
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Cooperation 1991 – 2011
Some Highlights and Results (1)


International PhD program in Business Studies
5 joint Master programs with Russian
Universities:
•
•
•
•
•




MBAE (St. Petersburg)
Executive MBA (St. Petersburg/NArFU)
Executive MBA for Rosneft (Russia and Norway)
Joint Degree MSc Energy Management (Bodø and
Moscow)
Joint Degree MSc Sustainable Management (Bodø, St.
Petersburg + Murmansk, Arkhangelsk, Tymen, Ukhta)
MBA: Business in Russia (together with NUPI and
MGIMO)
Retraining military officers and their family
members
“Business Practice in Norway”
Norwegian-Russian Education and Research
Consortium for International Business
Development in the Energy Sector (NAREC)
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Cooperation 1991 – 2011
Some Highlights and Results (2)
•
Students/Graduates:
•
Research:
•
Institutional Development:
– 3500 graduates at the joint
educational programs in Norway and
Russia
– 15 PhD-students at a joint PhDprogram
– More than 800 different publications
with the focus on business
administration in Russia and business
cooperation between Norway and
Russia
– Establishing High North Center for
Business and Governance
– Main founders: DNB Nor, Innovation
Norway, Nordland County, Statoil,
MGIMO university, Rosneft, regional
companies in the Salten region
– Mainly externally financed projects
8
OPPORTUNITUES AND CHALLENGES
FOR INTERNATIONAL COOPERATION
IN EDUCATION
FORCES FOR INTERNATIONAL COOPERATION
TWO FORCES :
NATIONAL FACTORS
INTERNATIONAL CONTEXT
INTERNATIONAL
NATIONAL
CULTURES, NEEDS,
OPPORTUNITIES
LOCALISM
PARTNERSHIP
COOPERATION
INTERNATIONAL
CONTEXT: HARMONIZATION
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Components of International
Cooperation in Education
•
The Agreement component:
–
–
•
The Designing component:
–
•
How to handle different national requirements in designing the course/program content, what
learning methods to use, how to measure students achievements and workload?
The ECTS component:
–
•
How to secure that partner institutions, teachers and students are committed to the
cooperative education program?
How to secure that the cooperative program development will be a managerial priority at
institutions?
How to harmonize the workload of students and teachers in the cooperative programs where
the cooperative partners experience in education was derived from different systems?
The Quality component:
–
–
–
–
How to develop effective communication between partners and achieve common acceptable
solutions?
How to guarantee long-term survival of the program?
How to include research in the program?
How to achieve relevance for students and their future employers?
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MANAGING QULIATY IN EDUCATION:
NORWEGIAN EXPERIENCE
Education Quality Reform in Norway (1)
• Ideology: “independence with responsibility”!
– Mjøs committee evaluation in 1998
– A need for reform - to reflect a rapidly changing needs of the
society:
•
•
•
•
•
New institutional structure
More independent institutions
Degree structure: Bachelor/Master/PhD
Quality and efficiency in the learning
Changing funding of educational institutions: towards pay
for performance system
– Much of these steps are in accordance with Bologna
declaration!
Education Quality Reform in Norway (2)
• A new law on the Universities and Colleges Act (2001):
– regulates state-owned institutions and their right to establish programs and
award national degrees
– regulates the quality assurance of higher education
• The reform process :
– changed the degree structure in accordance with the recommendations of
the Bologna Declaration
– increased institutional autonomy in deciding what programs to establish
– increased budgetary incentives related to the candidate production
– imposed a stricter obligation for institutions to follow up students actively
– introduced a system of formal accreditation for all higher education
– imposed stricter demands in the field of quality assurance
• Introduction “pay for performance” system from the state
– Basic, education and research components of university funding
Education Quality Reform in Norway (3)
• New regulation meant:
– Universities and colleges shall have internal systems for quality assurance of course
provisions
– A special independent body (NOKUT) will have responsibility for evaluating the
institutions’ own systems in accordance with requirements laid down in the
regulations issued by the Ministry of Education and Research
– An institution’s quality assurance systems shall be evaluated at least once every six
years
– The evaluations shall include “the structure of the system, the documentation it
produces and the assessments of educational quality made by the institution
itself”
– The evaluations will be made by committees consisting of external experts
appointed by NOKUT
– Sanctions: in case of negative evaluation - losing the right to establish further
course provisions until the requirements regarding internal quality assurance are
satisfied
Education Quality Reform in Norway (4)
• The Norwegian Agency for Quality Assurance in
Education, (NOKUT):
– Established by the Norwegian Parliament in 2002
– An independent government body: the Ministry cannot
issue injunctions outside the lawful mandate or specified
regulations
– Evaluation, accreditation and recognition of quality
systems, institutions and course provisions
– Individual applications for general recognition of foreign
qualifications
DEGREE STRUCTURE
Managing Quality in Theory
Customer
Specifications
Designquality
Product
Quality of
conformance
Quality
QUALITY MANAGEMENT AT HHB (1)
• Goals of the Master program:
– Study relevance for students and future employees
• Focus on the study model, subjects and teaching methods
– Appropriate balance between knowledge “depth” and
“breadth”
• Number, size and content of courses
– Balance between “research-based” and “practice-based”
teaching/learning
• Literature, teaching methods, etc.
– International understanding
• All main literature in English, guest lectures by English
speaking professors, etc.
WHO IS A MASTER PROGRAM GRADUATE?
Knowledge
Theory
Practice
Depthdimension
”Researcher”
”Expert”
Master
program?
Breadthdimension
”Philosopher”
”Universal
practitioner”
Basic management ideas in ISO 9000/14000
Documents
Action
Registration
of variance
Correction and prevention
QUALITY MANAGEMENT AT HHB (2)
 Quality assurance system dimensions:
 “Input” quality
 “Infrastructure” quality
 “Program” quality
 “Result” quality
QUALITY MANAGEMENT AT HHB (3)
 Quality work:
 Variance reporting on the Internet (“red-button”)
 Process evaluation
 Each course should have a student who functions as a quality work
coordinator
 Each program has a program coordinator responsible for its quality
 Responsibilities:
• A “bridge” between the class and professors
• Continuous evaluation of the course
• Constructive suggestions for improvement a the course level
 Participation at the quality seminar - constructive suggestions for
improvement a the course level
 Quality survey
 Each students should make an evaluation at the end of
the semester in each course by filling special forms
QUALITY MANAGEMENT AT HHB (4)
 Input quality:
 Introductory courses (e.g. working with cases)
 Teachers’ qualification improvement, courses for staff (e.g. in teaching
methods, use of program)
 Infrastructure quality:
 Focus on solving technical problems because of the new buildings
 Lack of rooms for self-study
 Program quality:
 Establishment of the reference groups (representatives from business)
 Review of programs
 Result quality
 Completion rate at master program – 91%
 90% finds jobs right after the completion on the study
 Annual surveys of graduates/active alumni club
JOINT PROGRAMS AND DEGREES
27
HIGH NORTH CENTER
Differences in National Cultures
• National cultures
Hofstede (1980 –
2004)
Country
PDI
UAI
IDV
MAS
US
40
46
91
62
Norway
31
50
69
8
Ukraine
96
93
38
40
Russia
90/
93
90/
95
50/
39
40/
36
PDI – power distance (acceptance of power inequality)
UAI – uncertainty avoidance (feeling of threat by uncertainty)
IND – individualism (vs. collectivism; I vs. WE
consciousness)
MAS – masculinity (vs. femininity; work and quality of life)
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
EXPERIENCES, CHALLENGES AND SOLUTIONS
• EDUCATION AND INTERNATIONAL QUALITY:
– Input quality: enrollment
– Process quality: learning and teaching
– Output quality: obtaining knowledge and employment
• COOPERATION IN EDUCATION – IMPORTANT ISSUES:
– Issue 1: HOW TO SECURE “INPUT” QUALITY OF INTERNATIONAL STUDENTS?
– Issue 2: HOW SHOULD INTERNATIONAL STUDENTS BE INTEGRATED AND
ADAPTED INTO THE EDUCATION PROCESS?
– Issue 3: SHOULD EDUCATIONAL INSTITUTIONS CARE ABOUT EMPLOYMENT
OF INTERNATIONAL STUDENTS?
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
CHALLENGES
• What do the grades in the transcript of an
international student reflect?
– Differences in:
•
•
•
•
Professional tradition in education and research
Education styles
Regulatory institutions in education
Focus of the program curriculum
• An illustration: Norway vs. Russia
30
HIGH
NORTH
CENTER
FORBUSINESS
BUSINESSAND
ANDGOVERNANCE
GOVERNANCE
HIGH
NORTH
CENTER
FOR
Differences in regulatory environment
of the education institutions
RUSSIA
NORWAY
Central Ministry of Higher
Education and Research and its
agencies
National and international
committees and organizations:
e.g. NOKUT
Autonomy of
educational
institutions
Compliance to the national,
regional and local education
standards
Autonomy in filling in the
education programs
How relevance of the
program is defined?
Relevance as following the
standards
Relevance to the business
community and students
Program
management
Management by standardfollowing
Management by reputation
Quality standardsetters in education
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Differences in education styles
RUSSIA
NORWAY
Lectures as a “cornerstone” of teaching
Textbooks are the main teaching instruments
Dictation of lectures
Textbooks’ review and their discussion
The literature is of ritual character
The course literature is compulsory for study
Almost no conversations between teachers and students
out of school hours
Teachers have time for students; often outside of normal
office hours
Clear distinction between lectures and seminars
As a rule, no clear distinctions between lecture and
seminars; flexibility when choosing different teaching
forms
Oral exams based on the dictated lectures
Almost all exams are written
Textbooks are for the teacher
Textbooks are for the student
Students do not purchase books. It is expected that the
university is responsible for providing them
Students purchase books at their own expense
Hierarchical relation “teacher - student”
Students and their organizations are important and part of
the education process
32
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Differences in the program curriculum focus
RUSSIA
NORWAY
Many obligatory courses like
mathematic, philosophy, history, etc.
required by the standards
Number and scope of courses, also
obligatory, are defined based on the
program content
Focus on student individualism
Focus on the team-work
8 – 10 subjects pr. semester
2 – 4 subjects pr. semester
Up to 2000 class hours for a 2 year
program
Up to 400 class hours for a 2 year
program
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Differences in the professional tradition in education
and research: example of accounting
Norwegian accounting tradition
Russian accounting tradition
Paradigm: Accounting user oriented
Paradigm: Accounting rules oriented
Teaching focus: accounting principles
Teaching focus: accounting technique
Course literature: book of accounting
theory
Course literature: accounting standards
The goal of the course: understanding of
details as a part of the superior theory
The goal of the course: replication of the
bookkeeping transactions
34
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Comparison of quality understanding of the Ph.D. programs
in Norway and Russia
RUSSIA
NORWAY
Quality
focus
The country: development of the
economic and defense potential
The student, research community and
the society in general
Quality
control
Primary focus: output control
Input control is important too.
Primary focus: input and process
control.
Output control is important too.
Quality
standardsetters
Central Ministry of Education
National and international committees
and organizations
35
The Development Process of Joint Degrees
ACADEMIC
MODEL
Russian
context
REQUIRED LEARNING
TIME
LEARNING METHOD
TEACHER
WORKLOAD
STUDENT
WORKLOAD
ECTS
CALCULATIONS
Norwegian
context
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Master of Science in Energy Management
The Study Model
1st semester
30 ECTS
HHB
Business
Analysis
10 ECTS
Economics
10 ECTS
Philosophy,
Ethics and the
Environment
10 ECTS
2nd semester
30 ECTS
HHB
3rd semester
30 ECTS
MOSCOW
4th semester
30 ECTS
HHB
Energy
Diplomacy
and Economy
of Fuel
and Energy
Complex
30 ECTS
Master
Thesis
30 ECTS
Russian/
Norwegian
L&C
5 ECTS
Energy
Management
– a Norwegian
Pespectives
5 ECTS
The
Geopolitics of
Petroleum and
Natural Gas
10 ECTS
Research
Methods
10 ECTS
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HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Master of Science in Sustainable Management
The Study Model
YEAR 1
FALL
Business
Analysis
10 ECTS
Economics
10 ECTS
Philosophy,
Environment
and Ethics
10 ECTS
YEAR 2
SPRING
(BODØ)
FALL
SPRING
(St. Petersburg)
Research Method
10 ECTS
Sustainable
Management
5 ECTS
Ecological
Economics
5 ECTS
Accountability
and Responsibility
5 ECTS
Norwegian/
Russian Language
and Culture
5 ECTS
Specialization at
Russian/
Ukrainian
Universities
30 ECTS
MASTER
THESIS
•
Courses in Russia (TOTAL 30 ECTS)
– Subjects of adjustments from year to year
– August in St. Petersburg at BSTU
• 5 ECTS, “Russian history, society and culture”
• Start: beginning of August
 MGIMO - 25 ECTS Energy Management
(1st of September – middle of December)
o Economies of countries and regions with fuel and
energy sectors (3 ECTS)
o Economic situation and market forecast in the fuel
and energy sectors (3 ECTS)
o Financial Management in the fuel and energy
sectors (4 ECTS)
o Securities and stock exchange business in the fuel
and energy sectors (4 ECTS)
o Energy diplomacy and energy security (2 ECTS)
o Energy companies’ external economic activities (2
ECTS)
o Risk-management in international practices (2 ECTS)
o Joint-ventures and off-shore zones in the energy
sector (4 ECTS)
o Investment decision-making in the oil and gas
business (2 ECTS)
o Strategic management in energy companies (2 ECTS)
o Imageology of energy companies (2 ECTS)
 BSTU - 25 ECTS Sustainable Management
(1st of September – middle of December)
o Ecological framework and
management systems:
international and Russian
experience (5 ECTS)
o Management in Situation of Crisis
(5 ECTS)
o Technical and engineering
decisions and sustainable
management (5 ECTS)
o Perspectives on Business
Sustainability (5 ECTS)
o Business practices in Russia (5
ECTS)
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Executive MBA program for OC “Rosneft”
•
•
•
•
Tailor made program:
–
–
–
–
–
19 top managers (2005 - 2007)
23 top managers (2007 - 2009)
22 top managers (2009 – 2011)
New Program from May 2012
Focus: Strategic energy management in the oil and
gas business
8-12 sessions/modules, e.g.
–
–
–
–
Strategic management
Innovation and technology management
Energy diplomacy and energy safety
Corporate ethics, energy policy and ecological
regulation
– Management practices at energy enterprises in
Norway
– Handling large projects in oil and gas industries
2 modules in Norway (Oslo/Stavanger and
Bodø/Hammerfest)
Network building
40
HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE
Lessons learned: 10 commandments
I.
II.
III.
IV.
V.
VI.
ECTS is not “a simple calculus” but “a tool for quality assurance”
ECTS is challenging the existing education practices
ECTS sets better focus on combining education and research
ECTS - anchoring the project at the appropriate level
ECTS should help in internationalization of universities
ECTS is reinforcing bilateral and multilateral strategic international
cooperation
VII. ECTS is not aim at reducing cultural differences
VIII.ECTS - a need for “standard packages”
IX. ECTS represents unique opportunity for combination of strengths in
education programs
X. ECTS requires a long-term thinking
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42
The aim of NAREC is to:
- Strengthen cooperation and unite leading academic institutions in Norway and
Russia within the energy sector
- Strengthen cooperation between academic institutions and enterprises in the
energy sector in Norway and Russia
- Develop new knowledge through education and research in close cooperation
with enterprises and authorities
- Stimulate industrial cooperation between and within both countries
Partner Institutions in Russia:
- BSTU
- Gubkin Russian State University of
Oil and Gas
- MGIMO
- MSTU
- NArFU
- TSU
- USTU
http://www.narec.no/
Partner Institutions in Norway:
- Akvapln-Niva
- Econ Pöyry
- NUC
- NUPI
- UiN
- UiS
- UiT/BAI