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 3 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) 4 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 6 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) 7 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? 11 12 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) 28 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? 29 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 31 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 33 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 37 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 41 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