Best recognition instruments for the dialogue between global experts
Final Conference - Malta, 18 - 19 October 2012
ANALYSIS OF ERASMUS MUNDUS CASE STUDIES – ACTION 4
Leonor Santa Clara – Portuguese Directorate General for Higher
Education
The Objective of Action 4
Analysis of 5 Erasmus Mundus Master Courses
(EMMC)
Assess + collect information on issues related
to recognition during different phases of the
life of these courses .
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How to choose the courses?
Some common criteria agreed:
• participation of an institution of the country
responsible for the case study;
• course functioning in the academic year 2011-2012;
• renewed courses, preferably;
• joint, double and multiple degrees;
• previous information of eventual problems;
• diversified fields of study;
• Involvement of institutions of third countries +
diversify countries participating.
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The chosen courses
EMDiReB – Erasmus Mundus Master in
Diagnosis and Repair of Buildings
EMLE - Master in Law and Economics
GeoTech – Master of Science in Geospatial
Technologies
IMEC - International Master’s Programme in
Early Childhood Education and Care
NordSecMob - Master's programme in
Security and Mobile Computing
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Diversity?
• Covering 4 scientific areas;
• 1 course involving third country HEI but not awarding
degree;
• Various types of degrees awarded;
• Courses with 60, 90 and 120 ECTS;
• Courses with problems but also successful ones;
• 16 European countries and 2 third countries;
• Only 1 course coordinated by a Bridge partner;
• 4 selected in phase 1 of EM (3 renewed) and 1
selected in phase 2.
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What we analysed
Creation of the joint course
Degree awarded and Diploma Supplement
Selection of students and academics
Recognition of the course/degree in other
countries
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Creation of the joint course
Implications of different HE systems and
national legislation
• Course components (ECTS, thesis requirements,
etc..)
• National accreditation
• Professional vs academic courses
• Specific rules for joint programmes
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Creation of the joint course (2)
Evolution in national legislation and
accreditation processes
Ex:
Spain: innovative authomatic accreditation
and register of EM courses
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Degree awarded and Diploma
Supplement
Different degrees:
• A case where the degrees were of same level but
different nature
Obstacles related to national legislation
• A case where there seemed to be no official
degree
• Only delivering diplomas/certificates for studies
undertaken in the University
• Delays issuing documents
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Degree awarded and Diploma
Supplement (2)
Diploma Supplement not delivered in all
countries
UNESCO/CEPES model of joint Diploma
Supplement
Some allow joint Diploma Supplement but
also have to deliver national Diploma
Supplement
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Selection of students and
academics
Application requirements
Joint and centralised selection
Verification of third country degrees and HEI
Databases; Embassies; ENIC/NARIC centres;
interviews; Binding declarations/ certified
Students Agreement
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Selection of students and
academics (2)
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Recognition of the course/degree
in other countries
How are Erasmus Mundus degrees accepted?
Is there a distinction between how joint,
double or multiple degrees are received?
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Conclusions
Importance of knowledge of the different HE
systems;
Relevance of consortium agreement;
Some countries where sensible to these issues,
adapting national legislation;
Even between European countries and with Bologna
Process, there are still significant differences and
obstacles
 Use the available tools that may facilitate
recognition process such as the Diploma Supplement
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Conclusions (2)
Be open to differences and finding solutions;
Clear information for students;
Erasmus Mundus Programme and its quality
needs to be better known;
 Further collaboration with EM NS,
ENIC/NARIC centres and other stakeholders.
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Thank you!
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