Award Criteria 2012
A - Erasmus Mundus Masters Courses (EMMCs)
A.1
A.1.1
Academic quality - Course content (30 % of the max. score)
Describe the EMMC objectives (including in socio-economic terms) in relation to the needs
analysis in the field(s) concerned.
To what extent is the EMMC offer justified (notably in terms of inter/multi-disciplinary or newly emerging
fields), and how is it linked to identified needs in a European and worldwide context?
A large fraction (estimated as 25% to as high as 70% by different surveys)1 of the chemistry master's degree
holders are worldwide employed within the area of analytical chemistry. Analytical chemists who are
responsible for analyses results, quality assurance and technical issues in industry (chemical, pharmaceutical,
food, materials, etc.), in government bodies and in research have an important impact on society. Decision
making often relies on the results produced by analytical chemists and they carry a high responsibility.
During the recent years significant changes have taken place worldwide in the area of measurement, testing
and chemical analysis. The importance of chemical analyses is constantly increasing. It has been estimated
that measurements and chemical analyses2 make up 4-6% of the GDP in developed countries.3 More
and more legal acts are passed that concern chemical analyses, thus analytical chemistry is equally crucial
from the legal perspective. A fully functional quality system, accredited according to international standards
(most often ISO/IEC 17025:20054 or GLP) is now a must in many areas (food, environmental, healthcare,
citizen safety, hi-tech production, etc) where the laboratories are active. In addition to rigorous
documentation, new requirements also include serious demands to the technical quality of measurements and
analyses. A large part of these are related to metrological underpinning of analytical measurements:
measurement uncertainty of analysis results must be adequately evaluated, traceability of analysis results
must be demonstrated, etc. A number of novel analytical techniques have become widespread in modern
analytical chemistry: LC-MS for trace organic contaminants, ICP-MS for trace elements, different sensors,
etc. All these changes have led to a strong and increasing need for analytical chemists in industry and
public bodies as evidenced by a recent review.5 The strong need for qualified specialists is also very well
indicated by the active attendance in practitioners-oriented training courses Europe-wide, e.g. the TrainMiC
programme.6
On the other hand, the changes have been rapid and up to now the higher education sector (in the whole
world) has generally been unable to respond adequately to the needs of the chemical analysis community.
This is demonstrated, above all, by lack or insufficient coverage of metrology topics (such, as traceability,
measurement uncertainty, etc) and different newly emerging areas of analysis, that are on the borderline of
analytical chemistry and other disciplines, in the study programmes. For example, determination of
nanoparticles in environment, in vivo microanalysis in living cells, etc. As an illustration, it has been
estimated that between 5% and 30% of the results of interlaboratory comparison measurements (the primary
means for laboratories to assess and demonstrate their competence) contain large systematic errors and are
incorrect.7,8 This is largely caused by insufficient education of the personnel performing the analysis.
Incorrect analysis results can lead to wrong decisions in industrial production, environmental management,
1
(a) American Laboratory 2006, 38, 32-34. (b) C. Tolond, RSC Careers Service, Trends in Remuneration Survey 2008.
Chemical analysis (also called chemical measurement) is a measurement by which the amount of substance of some
compound(s) is determined in the object that is analyzed.
3 National and international needs relating to metrology: International collaborations and the role of the BIPM A
report prepared by the CIPM for the governments of the Member States of the Convention of the Metre, CIPM, 1998.
4 ISO/IEC 17025:2005 General requirements for the competence of testing and calibration laboratories. ISO, IEC, 2005.
5 R. Salzer, Anal. Bioanal. Chem. 2009, 394, 649–653.
6 TrainMiC – Training in Metrology in Chemistry (http://www.trainmic.org/)
7 Metrology in Chemistry. Current Activities and Future Requirements in Europe. Prepared by B. King, EUR 19074
EN, Luxembourg, 1999.
8 IMEP – The International Measurement Evaluation Programme
(http://www.irmm.jrc.be/interlaboratory_comparisons/imep/).
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1
medicine, etc and can ultimately lead to failure of machines and equipment, worsening of environmental
conditions, illness or even death of patients.
The EACH programme has been designed with the main objective to fill this gap by providing top
quality and "full package" education integrating the fundamentals and practical skills in modern
analytical chemistry with metrological, quality assurance and socio-economic aspects as well as the
emerging areas of analytical chemistry. The graduates of the programme will have both strong
fundamental knowledge of analytical chemistry and measurement science as well as applied knowledge of
the methods and their usage. The programme has been designed to strengthen European quality in analytical
chemistry and address the demand that has become very obvious in recent years.
A.1.2
Justify – using concrete evidence - the EMMC's added value compared with existing masters'
courses in the same field at national, European and international level.
To what extent will this added value contribute to European university excellence, innovation and
competitiveness, and, if applicable, to the cooperation expectations of the non European partner countries?
@Kas panna siia, et see on kolmas taotlus ja see, et hinded on aina paranenud.
EACH addresses, besides "classical" analytical chemistry, which has firmly become indispensable in today's
industry and other fields of economy, also areas that have become very important only during the last decade
by incorporating four modules:
(1) metrology in chemistry (MiC) (first year) as a core sub-discipline of analytical chemistry,
(2) socio-economical aspects of analytical chemistry (first year). These include economic parts (such as
economic impact of analyses on society in terms of costs and benefits, direct and indirect benefits as well as
practical management of an analytical laboratory, etc), and legal parts (analyses specified in legislation,
requirements for laboratories in terms of competence and accreditation status, legal consequences of noncompliances with jurisdictional limits, etc) and
(3) emerging areas in analytical chemistry (Winter School). These include novel instrumental
developments, such as miniaturization and automation, determination of nano-particles in food, environment,
etc; remote sensing and wireless sensors; advanced techniques of characterization of materials, such as
different microscopy, ion beam, etc techniques; determination of genetically modified organisms in food, in
vivo analytical chemistry in cells, etc. The emerging areas of analytical chemistry are so diverse that it is
almost impossible to cover all of them by any reasonable number of partner universities. Thus, these areas
will be taught by invited scholars and the representatives of associated partners (Annex 5).
Our 2011 proposal was criticized for the insufficient addressing of innovation. The programme (Table 1)
now explicitly includes the emerging areas of analytical chemistry. For teaching these we have attracted
associated partners with specific competence and cutting-edge research programmes in analytical
chemistry.
In addition, to further enhance the practical value of the programme and the employability of our graduates,
EACH includes:
(4) practical training (between I and II year) which enables to get hands-on experience of working in real
industry or analytical laboratory environment.
Undoubtedly, the inclusion of these modules is a key to the success of the EACH programme.
The partner universities have long-standing cooperation traditions with industry and laboratories (see A.1.6
for details) and the EACH programme has been developed in close collaboration with the best qualified
practitioners in Europe. The geographical proximity and extensive cooperation adds to the ease of
collaboration between partner universities and non-educational associated members (e.g. organizing
internship placements). The well-established network of our associated partners represents both diversity
of industry the EACH graduates can be involved in as well as the best quality of research laboratories across
Europe.
There are other master's programmes in analytical chemistry in Europe. However, programmes similar to
EACH are virtually missing. EACH differs by the inclusion of the above mentioned modules 1-3. (in
addition to the main analytical chemistry part, see programme layout in Annex 1). These modules provide
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expertise that has become especially important for industry and laboratories during the last decade,
but is still rarely found in analytical chemistry programmes worldwide.
To the best of our knowledge the only remotely similar international master's programme in the world is
EMQAL – European Master for Quality in Analytical Laboratories. According to its web page "EMQAL is a
master course for laboratory managers and scientists who wish to implement and manage Quality Systems in
analytical laboratories, or work in Quality System environments in accredited analytical laboratories".
EMQAL differs from EACH in important ways: (1) it rather focuses on quality management than on
analytical chemistry, (2) its learning outcomes lack the socio-economic aspects and newly emerging areas or
analytical chemistry and (3) it is targeted to working practitioners rather than recently graduated bachelor
degree holders seeking for options to pursue studies in analytical chemistry.
We are convinced that the well-integrated and labour-market-oriented EACH programme increases the
competitiveness of the European higher education in the field of analytical chemistry.
A.1.3
Present the structure and content of the EMMC and justify the added value and relevance of the
mandatory mobility component.
What will be the course structure and main teaching topics? To what extent do the course
topics/structure/modules justify their relevance in relation with the course objectives and the needs of the
field(s)?
How is the students' mobility relevant and instrumental to the course's purposes? If applicable, explain how
the internship / placement / fieldwork activities fit in the joint course model and objectives.
The EACH programme includes 120 ECTS credits, which are divided as shown in the module scheme
outline (see Annex 1 for full programme scheme). The learning outcomes of the modules derive from the
learning outcomes of the programme, outlined in section A.1.4.
Table 1. Module scheme outline of the EACH programme.
MODULE NAME AND VOLUME
FOCUS AND LEARNING OUTCOMES OF THE MODULES
YEAR 1
UNIVERSITY OF TARTU (GENERAL ANALYTICAL CHEMISTRY,
METROLOGY IN CHEMISTRY, QUALITY ASSURANCE,
SOCIO-ECONOMICAL ASPECTS, TRAINING PLACEMENT)
60 ECTS
General analytical
chemistry module (21)
Metrology module (9)
Socio-economical module
(13)
Training placement (8)
Elective module (9)
Student acquires the basic knowledge and skills in analytical chemistry:
(1) general principles of chemical analysis: chemical analysis workflow, analysis procedures, their characteristics; skills for evaluating the analysis results;
(2) main methods of chemical analysis (gravimetry, titrimetry, electrochemistry,
chromatography, mass spectrometry, optical spectroscopic methods) and the
underlying processes (precipitation, chemical equilibria, quantum and electronic
processes in atoms and molecules);
(3) analysis objects and samples, principles and main methods of sample
preparation (digestion, extraction, etc).
Student acquires the knowledge of the main metrological concepts (traceability,
measurement uncertainty) and approaches (validation of analysis procedures,
reference materials, interlaboratory comparisons) relevant to chemical analysis,
as well as the related practical skills (experiment planning, data treatment) in
their application to analytical chemistry (metrology in chemistry).
Student has the understanding of the importance of analytical chemistry for
society from the economic and legal point of view; is able to understand
legislative acts related to chemical analysis; knows the principles of operation
of an accredited quality system and is able to work within it; has basic
proficiency in one of the three languages spoken in the universities involved in
the EACH programme and is familiar with the main cultural characteristics of
the countries where studies take place.
Student acquires understanding of the analytical chemistry issues in a
professional environment at industry, research institution or a professional
laboratory as well as the knowledge and skills for performing specific tasks.
This module is important for (1) preparation of the student for future
employment and (2) possible selection of the master's thesis topic.
Student acquires additional knowledge according to his/her interests. Also the
levelling course in chemistry is included in this module. In the beginning of the
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first semester there is an introductory test to identify lower level students who
need the levelling course.
YEAR 2
60 ECTS
UNIVERSITY OF OULU (INORGANIC AND TRACE ELEMENT ANALYSIS,
ATOMIC SPECTROSCOPY)
Inorganic and physical
chemistry module (15)
Trace elements analysis
module (10)
Finnish language (5)
Open advanced course in
chemistry with focus on
separation and mass
spectrometry (10)
Applied chemical analysis
of complex samples (15)
Swedish language (5)
Student acquires a wide knowledge of the chemistry areas that are needed to
understand chemical and physical properties of elements, their compounds and
behaviour in different chemical environments. This is needed to get a profound
understanding of analytical systems, e.g. sample preparation and spectroscopy.
Student obtains theoretical background and practical skills in trace element
analysis using various instrumental techniques as well as basic skills for
common statistical methods and statistical experimental design. Trace elements
in environment and their impact on society and economy.
Student acquires basic skills of the Finnish language
UPPSALA UNIVERSITY (ADVANCED SEPARATION METHODS AND ORGANIC
ANALYSIS)
The module will give practical and theoretical knowledge and skills of modern
analytical separation (chromatography, electrophoresis) and detection (mass
spectrometry, fluorescence, electrochemical, etc) methods with emphasis on
mass spectrometry.
To obtain practical skills of analysis of different complex objects, related to the
master's thesis topic.
Student acquires basic skills of the Swedish language
ÅBO AKADEMI UNIVERSITY (SENSORS, ELECTROCHEMICAL
ANALYSIS, ADVANCED ANALYTICAL DEVICES)
Electroanalysis module
(25)
Swedish language (5)
ALL SECOND YEAR
Student acquires theoretical background and practical skills in electrochemistry
and chemical sensors. Modern design and fabrication of electrochemical sensors
are emphasized in laboratory exercises and seminars where student also
becomes familiar with analytical chemistry research.
Student acquires basic skills of the Swedish language.
UNIVERSITIES
Master's thesis (30)
(together with Winter
school)
Student develops practical skills in planning, executing and reporting of
scientific research in the field of analytical chemistry. Student, who has passed
the module:
- is intimately familiar with one specific field of analytical chemistry both in
terms of knowledge and skills;
- is able to evaluate and present analytical results, compose and present public
presentations and present one's viewpoints, conclusions and generalizations and
discuss them with experts in the field;
- knows the principles and requirements for scientific work and scientific ethics
and is able to work according to these requirements.
- is able to put the results into a wider socio-economic perspective.
An important preparatory element of the master's thesis is the Winter School
consisting of short courses on the emerging areas of analytical chemistry,
discussions with lecturers and presentations by students about the progress of
their master's theses.
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Scheme 1. Study tracks of the EACH programme.
University of Tartu
General analytical chemistry, metrology in
chemistry, quality assurance,
socio-economic aspects
Year 1: Fundamentals + Internship
Uppsala University
Advanced
separation methods
and organic
analysis
University of
Oulu
Inorganic and
trace element
analysis, atomic
spectroscopy
Åbo Akademi
Sensors,
electrochemistry,
advanced
analytical devices
Year 2: Specialisation
The students spend their first study year at UT (also referred to as the home university) learning the
fundamentals of analytical chemistry (including the mainstream practical skills for working in an analytical
laboratory), analytical quality and metrology in chemistry as well as the socio-economic aspects of analytical
chemistry. These fields are particularly strong at UT (see A.1.5). Starting at UT ensures solid fundament for
the students' analytical chemistry education. The advantage of having all first year students at the same
university is that their knowledge and skills are of the same level to successfully continue at the second year
universities. The first year ends with the training placement (often at one of the associated partners), which
takes place during the summer between I and II year.
The second study year is specialisation-oriented and is spent either at UO, UU or AAU (also referred to as
host universities). Each of these universities is strong in one of the branches of applied analytical chemistry:
- UO: trace element determination, atomic spectroscopy, especially as applied to environmental and food
analysis.
- UU: organic and bio-analysis, separation methods and mass spectrometry, especially as applied to
biological objects.
- AAU: electrochemical sensors, electroanalytical chemistry, advanced analytical devices.
Students will be assigned to second year universities based on (1) their preference, (2) study results of the
first semester and (3) admission quotas of UU, UO and AAU. Thus, all students will be ranked based on
their academic merits of the first semester at UT, and these rankings (evaluated jointly by the consortium)
will be one of the criteria when nominating to the second year university. Consequently, the students with the
better first semester's study results have the best chances to continue at their desired II year university. At the
time of nominations, all four partners present their potential master's thesis topics and the students can
choose the master's thesis topics according to their rankings (higher ranking enables wider choice).
Every year, Winter School (WS) is held in the second half of January (duration: approximately 1 week). It
includes (1) short courses on emerging areas of analytical chemistry delivered by invited scholars, (2)
presentations by the second year students on the progress of their master theses and (3) presentations of the
professors and teachers of UU, UO and AAU for the first year students on the specialisation possibilities at II
year universities and potential master's thesis topics. All I and II year students, as well as the invited scholars,
participate in WS (see A.1.5). From every university at least two members of the academic staff teaching in
the programme will participate at each Winter School.
The fourth semester is dedicated to the master's thesis preparation under the supervision of the host
university (in some cases the home university also participates). A master’s thesis is a scientific or applied
research project in the volume of 30 ECTS. Some research topics are carried out at the second year
universities and some in the facilities of the non-educational associated partners in the form of a practical
placement (internship). In the latter case, the associated partners provide topics that are of practical interest
for their activities and the thesis is jointly supervised by an academic and a staff member of an associated
partner.
The complementarity of the strengths between UT and the second year universities justifies the mandatory
mobility – only by studying at two universities students can get solid fundamental analytical chemistry
education with a strong practical application component.
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A.1.4
Justify the learning outcomes relevance in view of the students' future academic opportunities
(e.g. at doctorate level) and employability.
The objective of the EACH programme is to educate analytical chemists who contribute to the wellbeing of
the European citizens and sustainability of the European economy. The learning outcomes of the EACH
programme directly address the needs of personnel (in terms of skills and expertise) both in industry and
laboratories, in private and public sector. On completion of the EACH programme, the student:
1. Has systematic understanding of the physical, chemical and metrological foundations of analytical
chemistry; factors affecting analytical results; methods for calculating and presenting of results and
evaluating their quality for the widespread chemical analysis methods; has a good overview of the emerging
areas of analytical chemistry.
2. Has systematic understanding of quality systems, economic and legal aspects of chemical analysis and
basic understanding of managing an analytical laboratory, including maintaining a quality management
system.
3. Has the basic skills to work with the widespread analysis and sample preparation techniques and to tune
them according to specific analysis tasks; to optimise analysis procedures; to make data evaluation and
sampling.
4. Is able to define the problem, choose the methods, test them and determine their characteristics, assess
their suitability for the task and apply corrective actions in one of the subfields of analytical chemistry:
4.a. Separation science and organic analysis, including multimodal separation techniques and complex
samples of biological importance;
4.b. Determination of trace elements using modern atomic spectroscopy techniques in complex samples
of environmental, health or technological importance;
4.c. Electroanalysis and electrochemical sensors, including their design, miniaturization and uses for
different analytical tasks.
5. Has the knowledge and skills to evaluate the adequacy of chemical analysis results obtained either by
him/herself or by others.
6. Has basic proficiency in one of the three languages spoken in the universities involved in the EACH
programme and is familiar with the main cultural characteristics of the countries where studies take place.
As described above, chemists with a strong background in analytical chemistry are increasingly needed in
industry and laboratories, in private and public sector9. Job requirements vary: in some areas good
competence in organic analysis is needed (e.g. pharmaceutical or food industry and clinical
laboratories). For these chemists a high-level education in organic analytical chemistry and bio-analysis is
given at UU. In other places good knowledge in inorganic analysis is needed, e.g. in materials and hightech industry. For example, very low critical element concentrations have to be determined from ultrapure
semiconductor materials. For these chemists, a well suited education is given in UO. Environmental and
occupational safety problems are nowadays a common concern worldwide. Analytical chemistry is an
essential tool in studying and solving these problems. Traditionally, the sampling and analysis steps are
separated from each other and analytical determinations are carried out in a separate laboratory, situated
often apart from the sampling site. In the future we will see more and more on-line analytical methods in
many applications (e.g. when water for household consumption is prepared or in environmental monitoring).
These on-line methods are sophisticated, including on-line measurement and data transfer. The key
component of an on-line measurement systems is an analytical sensor (or probe) that gives response to the
species measured. For developing such measurement systems, a high quality training dealing with chemical
sensors is given in AAU. Whatever the application fields of the analysis are, knowledge and skills in data
processing, metrology and quality assurance, as well as socio-economic aspects, are demanded from
analytical chemists. Comprehensive and first class education in these fields is given to the students at UT.
The programme does not only address established fields and issues of analytical chemistry. It is very
important to include also the emerging issues of analytical chemistry. These are difficult to plan into
dedicated courses in advance – completely new directions can emerge very quickly. Therefore the emerging
issues of analytical chemistry will be covered in the framework of the Winter School, and mostly taught by
the invited scholars. This enables the widest possible breadth of coverage.
9
R. Salzer, Anal. Bioanal. Chem. 2009, 394, 649–653.
6
Due to this quite complete coverage of analytical chemistry, we are convinced that our graduates will have
very good employment opportunities; both in Europe and world-wide (see also A.1.1). Additionally, as
learning will take place in multicultural classrooms at outstanding European universities in the area of
analytical chemistry, the graduates will have a good understanding of cross-cultural communication and at
least basic knowledge of one or two less widely spoken European languages.
Chemists with a strong background in metrology, knowledge about the emerging directions and specific
skills in the fields of analytical chemistry have also excellent possibilities to continue their studies for
PhD. More and more research is now carried out in large research groups, where researchers from many
branches of science are collaborating. It is obvious that analytical chemistry is very often a prerequisite for
successful research work in the different fields of science (especially in natural sciences, engineering and
medicine) and a PhD degree is often required. In all three countries of EACH are special support systems
established to complement and expand the existing schemes of funding of PhD student places.
A.1.5
Justify the relevance of the consortium composition and the expertise of the key academic staff
involved to achieve the EMMC objectives.
What are the different fields of expertise of individual partners, and how are these complementary and of
added value in the context of a joint and international masters programme? If applicable, what is the
rationale and added value of having third-country partners in the consortium?
What is the profile of key actors (administrative and academic staff) in the EMMC implementation (provide
short and targeted information)? How will invited scholars contribute to the course?
High-level and complementary expertise of the partner universities is the main argument for this consortium
composition. Besides that, an important aspect of selecting partners was long-standing and successful
collaboration between the universities (UT, UU and AAU in the Coimbra group; UT and UO in the MSC
Euromaster consortium; plus numerous joint projects) and mutual trust in academic standards. The
participating universities are renowned research and educational institutions in Europe and their distinctive
strengths are described in detail in A.1.3.
This consortium composition was criticised in the 2011 proposal round for being geographically narrow.
After careful consideration, we decided not to involve new full partners as the current structure can be
considered optimal.10 Instead, we recruited a significant number of associated partner universities from 8
EU countries and 5 countries outside the EU to extend our geographical coverage (see section A.1.6).
Competences of the key academic staff are outlined here.
UT
The unit responsible for teaching and coordinating the EACH programme is the Institute of Chemistry, a
Europe-wide known centre of education in metrology in chemistry (MiC) and fundamentals of analytical
chemistry. The initiator and Academic Coordinator of the EACH programme is Professor Ivo Leito. He is
one of the leading educators and researchers in the field of MiC and quality aspects of analytical chemistry in
Europe. Under his leadership teaching of MiC started at UT in 1999 making UT one of the first universities
in Europe where MiC as a separate subject was taught.11 The first year of the EACH programme will be
based on modules from the award-winning master’s programme Applied Measurement Science,12 which will
provide a high quality education in analytical chemistry and metrology in chemistry. A number of
10
The consortium composition is justified via the following criteria: (1) The partner universities teaching the
programme are among the best in their respective fields and have ample experience in teaching in English. UT is strong
in the fundamentals and metrological basis of analytical chemistry; UU, OU and AAU are each strong in one of the
main fields of modern applied analytical chemistry. (2) The student mobility is optimal thanks to: (2a) student studies at
two universities, (2b) the study period at one university is one year, thus not making the programme very fragmented,
(2c) all students study jointly during the first year (get to know each other) and (2d) the second year study groups are
not too small (on average 8 students per university). Involving an additional degree awarding partner would make it
impossible to fully keep this arrangement. (3) Geographical proximity allows cost-effective organization of panconsortium events and cost-effective management of the consortium. (4) The pan-European dimension is guaranteed in
the consortium by involving associated members from altogether 8 EU countries.
11 MiC in Chemistry Curriculum at the University of Tartu: the current status. I. Leito, E. Koort, K. Herodes, I.
Kaljurand. Accreditation and Quality Assurance. 2002, 7, 159-162.
12 See http://www.ut.ee/ams for full information about the Applied Measurement Science program
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international interlaboratory comparisons in analytical chemistry have been carried out under his guidance.
Prof. Leito directs the chair of analytical chemistry with staff of ca 25 people, out of whom ca 10 teachers
and researches will actively participate in teaching of the EACH programme. He has been and is the
coordinator of several international projects related to analytical chemistry and metrology. Among them
especially relevant to mention is the Euromaster-labelled consortium "Measurement Science in Chemistry"
(http://www.msc-euromaster.eu/), which he initiated and coordinated during 2007-2009. He has been visiting
professor at Kyushu University (Japan), Bremen University and guest researcher at the EC JRC IRMM.
The leading lecturer of analytical chemistry at UT in the framework of EACH is Associate Professor Koit
Herodes (Chair of Analytical Chemistry). He teaches analytical chemistry at all study levels and received
the "UT teacher of the year in natural sciences" award in 2011. His research interests include fundamentals
and applications of chromatographic and mass spectrometric methods. He is the Head of the ISO/IEC 17025
accredited UT Testing Centre – a metrology and analytical service providing unit
(http://www.ut.ee/katsekoda/). Since summer 2010 this unit is the Estonian National Designated Institute in
the field of trace organics analysis and actively participates in two projects of the European Metrology
Research Programme (EMRP).
The Administrative Coordinator of EACH is Mrs Ülle Tensing, Head of the International Student Service at
UT. This unit is responsible for offering the best possible support services for international UT students. She
has been the primary architect of the current support system for international students and this system is now
running under her coordination. She is the local contact person of the two Erasmus Mundus consortia where
UT participates – NordSecMob and IMESS. She is also in charge of development of international (including
joint) programmes: providing support to academics to design, maintain and develop further, if necessary,
international programmes at UT. The quality of the student support system has been recognised on several
occasions, the most recent being the "I-Graduate survey 2009"13 where UT scored highly compared to many
other European universities.
UU
The unit responsible for implementation of the programme is Department of Physical and Analytical
Chemistry headed by Professor Jonas Bergquist. He teaches biological and clinical applications of modern
analytical chemistry including multidimensional liquid-based separations and high-resolution mass
spectrometry. He has an interest in modern analytical tools applied in biomedical and clinical issues. He uses
multi-dimensional liquid based separations (CE, CEC, nanoLC) together with modern high-resolution mass
spectrometry (MS) such as matrix assisted laser desorption ionization tandem time of flight mass
spectrometry (MALDI-TOF/TOF MS) and nanoelectrospray MS such as Fourier Transform MS (ESI FTMS). He has published over 150 ISI-cited papers with almost 3500 citations and h-index of 31, making him a
worldwide leader in the field. So far 24 PhD degrees have been awarded under his supervision.
UO
The unit responsible for implementation of the programme is Department of Chemistry. The academic
coordinator at OU is Professor Paavo Perämäki, a very experienced educator in the field of trace element
sample preparation and analysis by atomic spectroscopy techniques. He is a co-author of two textbooks on
atomic spectroscopy and has published more than 80 papers on the subject. 5 PhD degrees have been
awarded under his supervision. The main teacher is Research Fellow Dr Matti Niemelä – a skillful hands-on
researcher and teacher of atomic spectroscopy. Kimmo Kuortti, Director of the Office of International
Relations, is responsible for the overall management of the services for the international students. The Office
of International Relations administers student exchanges and organises services for the international degree
students. The office has over 20 years of experience in international services for higher education (students,
academics and support personnel).
AAU
The unit responsible for the execution of the EACH programme is Department of Chemical Engineering
which includes the laboratory of analytical chemistry. The latter is one of the four units that constitute the
Process Chemistry Centre (PCC), a Centre of Excellence of the Academy of Finland. The key personnel
involved in EACH are Professor Johan Bobacka and Professor Ari Ivaska. Professor Bobacka is an
experienced researcher whose research interests are electroanalytical chemistry, process analytical chemistry,
chemical sensors and conducting polymers. He has published 83 ISI-cited papers (his h-index is 26), 5 PhD
degrees have been awarded under his supervision. Professor Ivaska teaches analytical chemistry, including
13
See http://www.ut.ee/798504 for more information.
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process analytical chemistry and flow injection analysis. His research interests include electroanalytical
chemistry, chemical sensors, process analytical chemistry, conducting polymers, flow injection analysis and
automated methods of analysis. He has published 263 ISI-cited papers (his h-index is 36). 17 PhD degrees
have been awarded under his supervision. He is a member of numerous societies, academies and journal
editorial boards (incl Analytical Letters and Journal of Electroanalytical Chemistry). The Administrative
Coordinator at AAU is Ms. Gurli-Maria Gardberg who has been working as International officer at the
Office of Academic and Student Affairs for more than 10 years. She is responsible for international
admissions and works closely with all international degree programmes.
All partner universities have efficient cooperation with renowned scientists whose research areas are directly
related to our master’s programme and who can be potential invited scholars. For the time being contacts
have been established with several internationally known experts (see Annex 5), some of them from our
associated partners.
The benefits of having invited scholars are significant. They contribute by (a) teaching the emerging issues
in analytical chemistry in the Winter school, (b) teaching of the emerging aeras of analytical chemistry.
Since several of them are worldwide known educators they also participate by (c) giving training sessions to
consortium lecturers on efficient and innovative teaching practices. In addition, they also act as messengers
disseminating information about the programme around the world. The academic requirements for the
invited scholars are: PhD degree in analytical chemistry (or related field), long track record in the field and
teaching experience. The procedure of electing of the invited scholars is described in A.3.1.
A.1.6
Explain the EMMC interaction with the professional socio-economic/scientific/cultural
sectors concerned.
What types of interactions exist between the EMMC and non-educational actors of the sector concerned
(including if applicable, the consortium's associated partners)? What type of involvement, if any, do these
actors have in the course implementation (course evaluation, internship/placement providers, financial
sponsors, research providers, employment perspectives, etc.)? What is their degree of commitment to the
course?
EACH has recruited 19 associated partners from industry and laboratories as well as from universities:
1) Industries and laboratories: the industrial (Stora Enso, Tallinna Vesi, Rautaruuki OYj), and laboratory
(SP, SYKE, SYP, TLHB, EERC) partners enable a strong link with the socio-economic community. Their
interest in the programme stems from the need to hire well-qualified analytical chemists. They have clearly
expressed their readiness to serve as destinations for our students’ practical training. Having compulsory
training placement integrated to the programme clearly advances our graduates’ employability.
2) Universities from the target countries and regions of the EACH programme: Tongji University (China),
University of Shanghai for Science and Technology (China), Jawaharlal Nehru University (India), St
Petersburg State University (Russia), University of Zagreb (Croatia, Balkan), Nebraska Wesleyan
University (USA). Our partner universities will be our representatives in the key regions for student
recruitment: China, India and Russia. They play an active role in marketing and promoting the programme to
their students and academic staff, and teach at the EACH Winter School thanks to their distinctive expertise
in specific emerging areas relevant to the programme (especially the emerging areas of analytical chemistry,
such as determination of nanoparticles in environment, in vivo microanalysis in living cells, etc, see Annex
5).
@2 ja 3 kokku panna.
3) EU universities – University of Regensburg (Germany), University of the Balearic Islands (Spain),
Dublin City University (Ireland), University of Urbino "Carlo Bo" (Italy), Vienna University of
Technology (Austria). These universities have been carefully selected, the main criterion being that each of
them has research group(s) particularly advanced in some of the emerging areas of analytical chemistry. The
main role of our EU partner universities will be to bring in the best European competence in the most
advanced analytical chemistry teach at the Winter School.
@Kuids need emerging areas siia panna
@These Partners will teach emerging areas.
9
To sum it up, associated members, depending on their status, provide added value mainly in the following
ways:
1. Their staff participates in teaching the non-traditional and highly practical courses. Some examples:
-- In the course "Quality management" (at UT), the quality system of TLEHB serves as a "field example"
of a well-functioning ISO/IEC 17025 quality system. Students, after having gained basic knowledge
about ISO/IEC 17025, will visit the laboratory and act as technical assessors, trying to find nonconformities in the operation of the laboratory.
-- In the course "Sampling and sample preparation" (at UO) personnel of SYP participate. They teach
environmental sampling under field conditions.
2. Their staff participates in teaching the emerging areas of analytical chemistry (see Annex 5).
3. Associated members offer highly up-to-date research topics and their laboratory facilities for internship
placements and master's theses. The results of the master's theses are exploited in the activities of the
associated members.
4. They will contribute to marketing by promoting EACH to the students in their countries, and also send
their students for exchange to the EACH programme universities.
Associated members are also involved in the external quality assurance of the programme (see A.5.2.).
A.2
A.2.1
Course integration (25% of the max. score)
Justify the extent to which the EMMC is organised in a truly integrated way.
To what extent is the course based on a jointly developed curriculum or composed of modules developed
and delivered separately but complementarily? What is the level of participation and institutional
commitment of individual partners to the course?
The programme has been developed with active participation of all four partners. The modules of the
programme are complementary in their content enabling the universities to apply their specific
strengths as explained in A.1.3. The year one provides the foundation of analytical chemistry, metrology in
chemistry and socio-economical aspects. Most of the knowledge acquired during the first year is generic –
applicable to any specific area of analytical chemistry. On this generic foundation, a practical applicationoriented specialisation is "built" upon during the second year: concrete analytical techniques and their
applications to relevant samples are studied in detail both theoretically and in practice. Every university of
the consortium has its own specific teaching responsibilities: UO: trace element determination, atomic
spectroscopy, especially as applied@ to environmental and food analysis; UU: organic analysis, separation
methods and mass spectrometry, especially as applied@ to biological objects; AAU: sensors, advanced
analytical instrumentation and electrochemistry. For more detailed information on three study tracks offered,
please see A.1.3. The learning outcomes of the programme are achievable only in collaboration.
To further support programme integration:
(1) The first year courses contain numerous practical examples and case studies that are provided by the
second year universities (via communication between the teachers of the universities) and are related to
the research topics offered to students for performing during their second year.
(2) At all four universities there are courses that are delivered partly by teachers of other partners. The
details are found in the programme layout (Annex 1).
(3) The Winter School (WS) is delivered jointly by the teachers from the four partner universities. There are
interactive discussion sessions on the emerging areas of analytical chemistry and training for lecturers of
EACH (see A.5.1). WS contributes to regular physical networking of partner universities and building of
relationships between the key personnel.
The whole process of a master thesis preparation – from topic selection to final presentation – supports the
achievement of the joint goals as described in A.2.4. The EACH consortium has designed guidelines called
“Presentation and assessment of master's theses” to ensure jointly approved standards for both technical and
quality aspects of theses (Annex 9). The final presentation of the thesis takes place in front of a joint
committee.
10
Academic staff dedicated to teaching in the programme is highly qualified. Strong ties between universities
ensure institutional commitment of all partners. All partners have agreed to allocate resources (academic and
administrative manpower, facilities, instruments, etc) for teaching as specified in the endorsement letters.
The key personnel of every partner involved with EACH are described in A.1.5.
All partners provide their study facilities for the implementation of the programme. In particular, UT will
make available altogether ca 250 m2 of laboratory space in the new Chemicum building, equipped with all
necessary instruments and accessories for the analytical works. Some work will be carried out in the
ISO/IEC 17025 accredited Testing Centre in order to give students real-life experience of working in an
accredited laboratory. In addition, top-level lecture rooms, computer facilities and library are at students'
disposal. The number of staff that will be involved in teaching is 13. At UO all contemporary trace element
determination methods (ICP-MS, ET-AAS, ICP-MS, ICP-OES), as well as facilities for sampling and sample
preparation that are used for trace and ultra trace elemental analysis, will be accessible to the students. 7
members of staff will be involved in teaching. UU will offer facilities and equipment for use in applied
analytical chemistry, specifically focusing on advanced separation science, mass spectrometry and their
applications in a variety of fields, such as proteomics, lipid analysis and molecular diagnostics. 8 members of
staff will be involved in teaching. AAU will provide advanced electrochemistry setups for a most diverse set
of applications in modern electroanalysis and sensors. 8 members of staff will be involved in teaching. The
letters of the main partners supporting this application are in Annex 0
Mutually recognised high academic standards have enabled to construct an academically coherent
programme that contributes to the strategic goals of the four universities in many ways, but above all, it
supports internationalisation of education and research and facilitates recruitment of the best students
interested in analytical chemistry.
A.2.2
Justify the extent to which the EMMC is recognised in participating countries and leads to the
award of an official degree by each of the partner institutions. Describe the type of degree(s) that
will be awarded to successful students.
How is the course integrated within the partners' courses/degrees catalogues? What is its recognition
status in each of the partner institutions? If applicable, describe the ongoing recognition/accreditation
process in the relevant countries and the actions taken to award a joint degree on behalf of the consortium
partners. If available, provide a copy of the proposed degree(s).
As specified in section E (of the e-form), all the degrees awarded are recognised by the respective
national authorities. In each university the programme is officially recognized and at its completion a
nationally recognized Diploma and Diploma Supplement are awarded. All quality assurance mechanisms,
both internal and external, established in these universities also apply for the EACH programme.
The legal systems governing degree awards in Estonia and Finland require the award of a national degree for
students completing studies within a cross-border joint study programme. This secures national recognition
and therefore graduates of the EACH programme will receive double degrees accompanied with diploma
supplements. The combinations of the degrees to be awarded are:
1. Master of Science in Engineering (Applied Measurement Science) - UT + Master of Science in
Chemistry - UO
2. Master of Science in Engineering (Applied Measurement Science) - UT + Master of Science in
Chemistry 120 Credits - UU
3. Master of Science in Engineering (Applied Measurement Science) - UT + Master of Science in
Technology - AAU
In addition to the nationally recognised diplomas and diploma supplements, the consortium will also issue a
Joint European Diploma Supplement. This DS will follow the model developed by the European
Commission, Council of Europe and UNESCO/CEPES and is designed to provide a description of studies
successfully completed by the individual named on the original qualification document. The DS will be
issued in English and awarded to the graduates of all the three pathways.
The courses taken at any partner university will be officially recognised and fully count towards the degrees
awarded by the consortium. The consortium is actively cooperating with the respective ministries of the
participating countries to find out when and under which circumstances awarding of officially recognised
11
joint degrees will be legalized. Annex 7 presents the sample diplomas and diploma supplements awarded by
the partner universities.
A.2.3
Describe the consortium joint student application, selection and admission procedure.
What common mechanisms, approaches, criteria will be used? How will the related tasks be shared? How
will the procedure in place guarantee the recruitment of the best candidates through a transparent, fair and
objective procedure? How will the equity issues (including balanced gender participation, students with
special needs) be addressed?
Application, admission requirements and selection procedure of the EACH programme have been jointly
designed to meet the standards of all four universities. The application process will be technically
administered by UT: announcing the application period, updating the programme’s website at
www.analyticalchemistry.eu, collecting application documents, coordinating of the education certificates’
evaluation by academics, and informing candidates of their admission.
EACH will be using a successfully operating application system: www.estonia.dreamapply.com/ which
enables online submission of all application documents.
Admission requirements:
1. Bachelor's degree (or equivalent) encompassing at least 75 ECTS14 in chemistry and 20 ECTS in
mathematics and/or physics during the prior learning periods (minimum eligibility requirement for
application is 60% of the maximum grade available as the average of all courses included in the transcript).
2. English language test score. One of the following international tests is required:
IELTS: 6.5; TOEFL cb: 230, TOEFL ib: 89, TOEFL pb: 573. This requirement does not apply if student has
obtained a university degree taught in English in one of the following countries: Canada, USA, New
Zealand, Australia, or in any EU/EEA member states.
3. CV.
4. Motivation letter (of maximum 3000 characters) addressing the following questions: (1) Please give a
short overview of the physical and chemical basis of modern analytical chemistry. (2) In which role do you
see yourself in your job after completion of the EACH programme and what is your personal motivation to
study analytical chemistry? (3) What is the role of analytical chemistry in the world's economy and society?
5. Recommendation letter from a teaching staff member of the previous study level.
Additional documents to be submitted:
- copy of the applicant's passport (personal data page)
- copy of original secondary school leaving certificate if an applicant has not completed Bachelor’s studies
(or corresponding level of education) by the time of applying to the EACH programme, and a certified
translation into English.
All copies must be officially attested copies.
The consortium members process the submitted documents jointly. During the first phase – administrative
screening – applicants’ eligibility is checked: access to master’s studies and authenticity of the educational
certificates submitted. This process is coordinated by UT with administrative support from all partner
institutions. All applicants' education credentials are evaluated individually and the following sources are
consulted:
- Estonian ENIC/NARIC Centre and its website www.enic-naric.net;
- The official list of recognised universities, such as International Association of Universities website:
www.iau-aiu.net/onlinedatabases/list.html or any international handbook completed by a recognised
international organisation;
- Research or any other cooperation networks of the EACH programme academics.
The evaluation of a foreign education credential and the qualification it certifies is carried out in accordance
with relevant international legislation. The second phase of the selection, academic evaluation, is done by
academics (members of the Consortium Committee, Academic Board): they first evaluate each applicant’s
academic performance. The relevant documents are easily downloadable from the online application system
at www.estonia.dreamapply.com/.
14
This volume corresponds to approximately 2000 hours of chemistry studies (including all learning methods, such as
lectures, seminars, practical classes and independent work).
12
The final evaluation, during which the scores given by each evaluator are examined and the final assessment
scores are given, will be done at a special admission meeting. Admission to the EACH programme is
granted on a competitive basis. The applicants are ranked based on the following criteria (also known to
applicants via the EACH website):
- average grade of the previous study level (yields 60% of the final score);
- knowledge of the field, motivation and argumentation skills presented in a motivation letter (30%).
In addition to the mentioned aspects, selection criteria include (10%):
- recognition and quality of the applicant’s home university;
- persuasiveness of the recommendation letter;
- relevant work experience or other relevant activities (publications etc.).
Applicants scoring less than 75% are not considered for scholarship nomination.
In the application form the students are guided to select the study track they are interested in. The consortium
is committed to balance the distribution of students to all partners, however, principles of assigning students
to their study tracks has been agreed and are described in A.1.3.
At admission the principles of equity of genders will be respected,15 EACH is equally accessible also for
students with special needs (see A.4.3). Admission requirements apply to all students regardless of their
country of origin. However, as education systems differ immensely across the world, the consortium has
introduced country specific requirements for submitting education certificates to help applicants prepare well
for admission. Further information is given in Annex 8.
The application deadline will be announced later and complies with deadlines established by the European
Commission for Erasmus Mundus scholarships. The meeting, where successful applications will be selected,
is held during the Winter School in January. The period from February to May will be used for sending out
admission letters and admission packages and taking care of students’ visa and residence permits issues. All
applicants admitted to the programme will be informed of their admission both electronically (a letter of
admission by e-mail) and by regular post. Admission letters along with relevant admission packages are sent
by UT. Admitted students are requested to inform the EACH programme whether they accept a study place
or not by the deadline that allows the consortium to offer a scholarship to other students in the reserve list.
A.2.4
Describe the joint examination methods and mechanisms in place between the consortium
partners to assess the students' achievements.
How will the ECTS (including the “grading scale”) or other built-in mechanisms be used for the recognition
of study and performance assessment? Will there be a (Joint) Diploma Supplement issued on behalf of
the consortium (if available provide a model)? What will be the common requirements and methods
developed by the consortium for the examination of students and the organisation of the thesis work (if
applicable)?
The overall student workload in the programme is 120 ECTS. All courses have ECTS credits allocated to
them. In all universities the amount of work to be done to earn credits is equal: 15 ECTS credits requires, on
an average, 10 weeks of student's work (including independent work). Assessment criteria and methods have
been described for all the courses of the programme. The courses and modules are described in terms of
learning outcomes. Every course is considered completed after obtaining a positive result in assessment of
learning outcomes. Detailed description of the assessment scale with the corresponding achievement level of
learning outcomes is given in Annex 6. In addition to the assessment scale, the percentages of acquired
knowledge are recorded for all exams, so that the grades can be recalculated if necessary. The following
scaling table shall be used when transferring the grades.
Table 2. Scaling table for recalculation of the grades.
Status Grade
Pass
Excellent
Pass
Very good
15
UT UO UU AAU Percentage of acquired knowledge
A
5
5
91-100
5
86-90
B
4
4
Traditionally in chemistry studies both genders are comparably represented.
13
Pass
Pass
Pass
Fail
Good
Satisfactory
Sufficient
Insufficient
C
D
E
F
3
2
1
F
4
3
3
F
3
2
1
F
81-85
71-80
61-70
51-60
50 or below
Table 3. Joint assessment activities of the EACH programme.
Type of evaluation
Academic performance of the
applicants (see A.2.3)
Academic progress, selection of
students to second year universities
Academic progress of the second
year students
Joint evaluation of the master's theses
Time of evaluation
In accordance with the
application deadline, before
admission
First year students at Winter
School (Jan)
Second year students at Winter
School (Jan)
Second year students upon
graduation (May-June)
Responsible
Consortium Committee
Consortium Committee
Consortium Committee
Evaluation committees
composed as described in A.2.4
Assessment methods used in all EACH universities include: written examination, oral examination, practicals. Students must meet the requirements set for regular examinations in each university. The joint assessment activities are presented in Table 3. The annually held Winter School is very useful for efficient monitoring of students progress and is to a large extent facilitated by the geographic proximity of the partners.
Supervision and evaluation of master's thesis
A master's thesis is written on the topic approved by the Consortium Committee (membership of the CC is
described in A.3.1). The content of the thesis can be either a scientific or an applied research project. In order
to guarantee high-level supervision of the master's thesis at least two supervisors are appointed to every
thesis by the Consortium Committee. One supervisor is always from the second-year host university. As a
rule, a professor of the host university is the main supervisor. Occasionally a professor from the I year
university can be the main supervisor. The second supervisor is usually a junior academic staff member who
will follow the progress of the thesis on a daily basis. The jointly developed thesis guidelines for both
technical and quality requirements of theses are described in the Annex 9.
Presentations of the theses will be organised by a joint committee. The committee includes at least four
members and both universities where the student has studied are represented in the committee.
Master theses are submitted for defence not later than on May 31 and presentations will be carried out during
June-July (not later than Jul 31). The thesis is submitted both electronically and in print. The presentation of
the thesis will take place at the second year university. The following agreed points are considered in
evaluation of the theses: execution of the task; layout, including logicality and readability; linguistic
correctness; structure and quality of the presentation, presentation skills and the ability to answer questions;
the amount of knowledge of the specialty demonstrated in the presentation and during the discussion;
reviewer’s assessment of the thesis. See Annex 9 for details the presentation and evaluation procedure.
Diploma and Diploma Supplement
Information on diplomas and a joint diploma supplement issued upon completion of the studies is given in
A.2.2.
A.3
A.3.1
Course management, visibility and sustainability measures (20 % of the max. score)
Describe the organisation of the cooperation mechanisms within the consortium.
What is the role of each of the partners in the EMMC implementation tasks (financial, evaluation, student
support, promotion/marketing, etc.)? Describe the level (/quality) of human (/logistic) resources that will be
dedicated by each of the partners to the EMMC implementation? What type of governing body(/ies) will be
put in place? How are these roles defined and endorsed in an EMMC Consortium agreement (if available,
14
attach a model as an annex)? To what extent are the students involved in the course coordination and
implementation tasks? What type of management tools / methods are in place to ensure the appropriate
implementation of the course (work programme, roadmap, milestones, work packages, etc.)
The EACH programme has the following governing and management structure (see Scheme 2):16
1. Consortium Committee (CC), the governing body of the consortium, has two subdivisions:
1.1 Academic Board (AB) (in charge of the programme’s content, updating and evaluation, evaluation of
each applicant’s academic performance both at admission and at later stages; teaching and research) and
1.2 Management Board (MB) (in charge of administrative and legal matters and programme development
support mechanisms, such as administrating student surveys, defining admissions requirements etc).
The CC is chaired by the Academic Coordinator. Members of the AB and MB are also the members of the
CC. The division of the CC into two boards allows the academics to be more focused on content matters and
frees them form administrative issues. However, the CC meetings, both boards, will be held twice a year, in
addition to a student selection meeting. So both boards meet regularly, have some joint sessions and the
decision-making at consortium level is mostly organised around regular meetings.
2. Secretariat includes two administrative staff representatives of UT, one of them is directly in charge of
the programme’s administrative work, titled the Administrative Coordinator, working at the central
administration of UT, the other is working at the UT Faculty of Science and Technology. Routine
programme management (administrative and financial) is performed by the Secretariat. These tasks include
but are not limited to:
- management of finances, scholarship payments;
- maintenance of the EACH website;
- preparation of information and marketing material;
- information exchange on matters requiring immediate attention;
- managing of the feedback surveys and preparing their results for analysis by the CC members.
3. External Advisory Board (EAB) includes the representatives of the associated members plus a few most
active graduates of EACH. EAB participates in external evaluation of the programme (see A.5.2) and gives
recommendations on development directions of the programme.
Scheme 2. Management scheme of the EACH consortium.
Consortium Committee (CC)
External Advisory Board (EAB)
Academic Coordinator (AC)
Academic Board (AB):
key academics of the four
universities, AC plus one student
from each intake
Representatives of the associated partners
plus representatives of EACH graduates
Management Board (MB):
key administrators of the
partners plus members of the
Secretariat
Secretariat
headed by Administrative Coordinator
Specific management tasks of the partners
The coordinating university, UT, manages the EACH programme towards the European Commission. The
rest of the workload is shared between partners in a way that each partner has specific tasks to perform.
1. The EACH programme’s Winter School (WS), which is organised every year, is coordinated by UU who
compiles the WS programme, assists the local organiser of the WS, collects feedback, summarises and
makes proposals for the next WS, if necessary. The location of WS rotates among the second year
16
These bodies and their functions are described in detail in the model consortium agreement (Annex 2).
15
universities, so that every year one of the partner universities is in charge of preparation and
management of the WS.
2. Calls of invited scholars are coordinated by UO. This consists of announcing the call, setting up the
online application form, collecting the applications, initial screening of the applications for eligibility
and passing the documents to the AB of the CC. The applicants will be ranked according to their level of
expertise and area-wise suitability of their qualifications and the highest ranked scholars will be invited.
3. AAU coordinates the collection of II year students’ feedback surveys: distributes the e-forms,
summarizes feedback and presents the results to the Consortium Committee.
4. In addition, each partner contributes to the promotion of the EACH programme along with their
institution specific marketing activities.
The students are actively involved in the management of the programme via student representatives in the
Consortium Committee and through regular evaluation and feedback system. Students are asked to give
feedback and evaluate the academic content and management of the programme at the end of the first and
second academic year. In addition, all universities will apply their own teaching and learning evaluation
mechanisms, i.e. those in place for regular programmes. This is explained in more detail in section A.5.
Management tools of the EACH programme include: an online student application system, and an online
Study Information System (on the basis of the SIS functioning at UT: https://www.is.ut.ee/pls/ois/) that
enables students to see schedules, register to courses and examinations and to keep an eye on their academic
progress. It includes all the teaching materials students are provided with and stores information on each
individual student from admission to graduation.
A.3.2
Explain how the students' participation costs to the EMMC have been calculated and agreed
upon by the consortium.
Taking into account the needs and means of each individual partner, provide a detailed description of the
fees and other costs that justify the amount of participation costs that will be requested from the students
for their enrollment in the masters course. If applicable, explain how the portion in excess of the EM
maximum contribution to participation costs will be financed.
Calculation of the student participation costs is outlined in Table 4. This is the average of the consortium
universities and has been calculated based on the assumption that 24 students will be enrolled every year.
The average cost of studies is 6332 EUR per student per annum. This estimate includes all costs related to
the routine teaching and learning activities at any EACH university, but does not take into account the
specific costs related to the EACH consortium (consortium coordination, Winter School, etc). The latter
costs are calculated and accounted for separately (see A.3.2).
To cover the programme’s costs, we charge from category A students the fee of 8000 EUR per annum and
from category B student 4000 EUR per annum.
This fee is higher than in the previous year, because the number of the EM scholarships per programme is
now smaller.
The fee covers: 1. Tuition throughout the programme and essential study materials (including the language
courses); 2. Pick-up service from Tallinn (Estonia) airport; 3. Orientation course and reception upon arrival;
4. Ongoing support service and counselling by the International Student Services; 5. Tutors/student assistants
who help with everyday issues like settling in the dormitory, registering for courses, getting medical help,
etc.; 6. Health insurance.
Section A.3.3 outlines how the consortium will be financially managed.
16
Table 4. Calculation of the student participation costs.
Applied Measurement Science, costs per student per year
Estimated workload of teaching personnel:
Average load of a lecturer
Average load of a seminar teacher
Average load of a practicum teacher
Supervising master's theses
Overall teaching work per programme per student:
Lectures
375
h
Seminars
257
h
Practicums
236
h
Supervising master's theses
800
h
h per week h per year
11
440
14
560
19
760
28
1120
Average monthly salary of teaching personnel (EUR):
Average monthly salary of senior lecturers
2500
Average monthly salary of seminar teachers
2100
Average monthly salary of practicum teachers
1700
Average monthly salary of lecturers
1500
Personnel costs per year (with taxes):
Personnel costs
39990
EUR
Personnel costs
33592
EUR
Personnel costs
27193
EUR
Personnel costs
23994
EUR
Number of students:
Teaching personnel costs
2 years
Lectures
Seminars
Practicums
Supervising
Teaching personnel costs total
375
514
472
1920
3281
1 year
187.50
257.00
236.00
960.00
1640.50
Other Faculty costs
Materials and equipment in practicums
Non-teaching personnel costs
Insurance
Other faculty costs
Other Faculty costs, total
Overhead costs
Literature, library, IT
Administrative and central costs (heating, electricity, water, admin, ...)
Overhead costs, total
ANNUAL COST PER STUDENT:
A.3.3
24
Effective
years
0.426
0.459
0.311
0.857
2.053
Students in a practicum group:
Students in a seminar group:
Costs
EUR
17041
15416
8444
20566
61468
12
12
2561 per student
1300
430
600
500
2830
per student
per student
per student
per student
per student
287 per student
654 per student
941 per student
6332 per student
Describe the way the EMMC will be managed from a financial point of view.
In complement to criterion A.3.2, provide comprehensive information on the overall estimated
implementation costs of the course and partners' complementary funding (e.g. contribution from partner
institutions' own resources to finance additional scholarships, contribution from non educational
organisations, etc.).
Explain how the EMMC financial resources will be managed by the consortium, and how will the Erasmus
Mundus grant (more particularly the consortium lump sum and the students' contribution to the participation
costs) be used and distributed among the partners.
A detailed financial calculation for the first ten years of the programme management is given in the EACH
Financial Plan in Table 5. The funds of the consortium will originate from a) the state-funded study places17
available at the partner universities, b) participation fees of the Erasmus-Mundus scholarship holders (8000
EUR and 4000 EUR per student per annum, see A.2.5), c) the lump sum of 30 000 EUR per annum, d)
participation fees of the self-paying students and e) financial support by the associated members and possibly
other interested enterprises and laboratories. The participation fees and the financial support from the
associated partners will be combined and this pool of money will be distributed, on an annual basis, between
the partners proportionally to the number of students studying at each university at that particular year,
regardless whether they are category A or B students. The lump sum is also distributed proportionally to the
administrative costs of the partner universities as detailed in Table 5. This plan has been endorsed by the
rectors of all the four full partner universities (Annex 0).
On average, we estimate the tuition costs of 6332 EUR per student annually (see A.2.5). However, the
average participation fee to be collected (assuming equal number of cat A and cat B students) is 6000 EUR,
and as detailed in Table 5 not all the admitted students are charged this fee. The remaining deficit and the
costs of the non-charged students will be covered mostly by the state-funded study places.
Every partner has clearly stated their financial commitment in the signed endorsement letter.
According to the presented Financial Plan, Table 5, the partners commit themselves to the following:
17
-
assigning study places17 (i.e. manpower and technical resources) to the EACH students and organising
studies for the students, in terms of human resources and facilities (A.2.1);
providing master's thesis topics and staff for competent supervision of the master's theses;
providing financial resources for travel and accommodation of their personnel and students during the
Winter School;
appointing at least two of their staff members to be in charge of the programme and actively participate
in the work of the consortium governing bodies (see part D.2 of the e-form).
In the case of UT, the coordinator, the financial contribution additionally includes the following:
(1) A position of Administrative Coordinator’s will be created and the salary costs covered;
(2) A sum of 30 000 EUR has been allocated by the UT to support launching of the EACH programme;
(3) During the years 6-10 of the programme, when the EU funding has finished, each year 50 000 EUR will
be allocated in addition to the normal yearly amount by UT to secure smooth and solid management of the
programme. This decision, regarding financial commitment by UT, was taken at the university’s council on
February 22, 2011.
Each partner will seek to find additional stipends for the best students. The most realistic sources are national
science funding agencies and associated partners who are determined to see the sustainability of the
programme. All 8 of our associated industrial and laboratory partners have agreed to donate funds for setting
up the EACH Fund. The consortium will apply for NordPlus programme funding to support the
coordination activities of EACH. See A.3.3 for more detail.
All partners allocate some state-funded study places – equal to those the partners have for domestic students and
where all the teaching costs are paid by a respective state –to the EACH students, The annual state funding in broad
terms equals to the average cost of a study place as calculated in section A.3.2.
17
18
Table 5. Financial plan of the EACH consortium for the first ten years of operation.
A
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
B
C
D
E
F
G
H
I
J
Managing of the EACH EMMC from Financial point of view
(all amounts in Euros)
Study year:
1
Study year:
2
Students Participation Sum
Students Participation Sum
Revenues:1
Revenues:
Revenues:
Student grants1
Category A:2
Category B:3
External funding4
University contributions5
UT
UO
UU
AAU
Lump Sum6
From stipends/accumulation fund7
12
12
8000
4000
276576
Costs:
Participation:1,8
UT
24
UO
0
UU
0
AAU
0
5,6,9,10
Management, travel, winter school, etc
UT
UO
UU
AAU
Total Management, travel, winter school, etc
Financial support (stipends) for students7
To stipends/accumulation fund7
Total Costs:
11
11
8000
4000
97576
0
0
0
30000
0
Total Revenues:
Costs:1
96000
48000
5000
151968
0
0
0
M
Total Revenues:
413695
N
Study year:
3
Students Participation Sum
Revenues:
10
10
8000
4000
129597
36532
36532
36532
30000
0
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
413695
P
Q
Total Revenues:
415695
R
Study year:
4
Students Participation Sum
Revenues:
9
9
8000
4000
132847
37616
37616
37616
30000
0
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
415695
T
U
Total Revenues:
417695
V
Study year:
5
Students Participation Sum
Revenues:
8
8
8000
4000
137847
39282
39282
39282
30000
0
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
417695
X
Y
Total Revenues:
419695
Z
Study year:
6
Students Participation Sum
Revenues:
4
4
8000
4000
143847
41282
41282
41282
30000
0
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
Total Costs:
419695
AB
AC
Total Revenues:
401695
AD
Study year:
7
Students Participation Sum
Revenues:
4
4
8000
4000
148847
49616
49616
49616
0
28000
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
401695
Year 6
77102
71745
AF
AG
Total Revenues:
401695
AH
AI
Study year:
8
Students Participation Sum
Revenues:
4
4
8000
4000
147847
49282
49282
49282
0
28000
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
401695
AK
32000
16000
32000
4
4
8000
4000
146847
48949
48949
48949
0
28000
Total Revenues:
AL
AM
401695
24
8
8
8
6332
6332
6332
6332
151968
50656
50656
50656
Year 7
77102
70745
6. The lump sum is the EC contribution to management of the consortium. It will be divided among the partners proportionally to their share in managing the consortium, travel, managing the
winter school, etc:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
UT
26363
18881
18881
18881
18881
0
0
UO
1212
3706
3706
3706
3706
0
0
UU
1212
3706
3706
3706
3706
0
0
AAU
1212
3706
3706
3706
3706
0
0
At UT the lump sum is used mostly for funding the costs related to the travel and accommodation of students and the teachers, connected to the winter school and master's thesis presentations.
7. The stipends/accumulation fund is meant for buffering the decrease of revenues in the later years and especially after stoppig of the EU support as well as for supporting financially handicapped students. Funds to the accumulation fund will be contributed by UT (including the initial sum of 30 000 EUR),
Using the central resources, as well as by the associated partners.
8. The estimate of participation costs per annum per student is based on a calculation made at UT and it was found to be usable also for the other partners.
The numbers of students at partners are given as averages over the years. In any given year the numbers can differ.
9. These costs include the cost of the winter school, travel to and from defences, possible other travels, as well as, in the case of UT, the general management of the programme (salary of the programme
manager). All partners will cover these costs themselves, but they can use for this their share of the lump sum and/or tuition fees.
10. The winter school will also take place in the first year. Then all the students who attend are from UT. However, teachers from all partners attend - both to teach and to introduce the possibilities
for second-year studies to the students.
401695
AO
32000
16000
34000
4
4
8000
4000
145847
48616
48616
48616
0
28000
Total Revenues:
AP
401695
32000
16000
36000
144847
48282
48282
48282
0
28000
Total Revenues:
401695
Costs:
24
8
8
8
48939
9607
9607
9607
77759
20000
0
Total Costs:
AN
Study year:
10
Students Participation Sum
Revenues:
Costs:
48939
9607
9607
9607
77759
20000
0
Total Costs:
AJ
Study year:
9
Students Participation Sum
Revenues:
Costs:
48939
9607
9607
9607
77759
20000
0
Total Costs:
AE
32000
16000
30000
Costs:
48939
9607
9607
9607
77759
18000
20000
Notes and comments
1. Student grants will form a main revenue of the consortium and will be distributed among partners according to the number of students studying at the partner in a given year.
The number of grants awarded will decrease form year to year. However, the number of self-paying students will increase. They have also been counted into the number of grants.
Starting from year 6 the EU support will terminate and from there on the numbers of student grants correspond to self-payers only, with an expected maximum reaching 7.
Costs are given in a simplified way, broken down to Participation (i.e. costs of routine teaching the students) and extra costs, scuch as management, winter school, travel, etc.
2. Category A students are those from outside EU. Their contribution is 8000 EUR per annum.
3. Category B students are the EU students. Their contribution is 4000 EUR per annum.
4. Financial contribution from associated partners, foundations, ministries of the participating countries, etc.
5. Contributions from the universities. Part of the university contributions will be used for supporting the teaching and part for the travel, necessary for the winter school, master's thesis presentations, etc.
An important part of university contribution is the so-called state-funded study places.
The contribution of UT is formed as follows:
Year 1
Year 2
Year 3
Year 4
Year 5
State-funded study places:
77102
77102
77102
77102
77102
Direct expenditure:
20474
52495
55745
60745
66745
AA
32000
16000
28000
Costs:
48939
9607
9607
9607
77759
16000
20000
Total Costs:
W
64000
32000
26000
Costs:
48939
9607
9607
9607
77759
14000
20000
Total Costs:
S
72000
36000
24000
Costs:
48939
9607
9607
9607
77759
12000
20000
Total Costs:
O
80000
40000
20000
Costs:
47988
2207
2207
2207
54608
10000
60000
276576
L
88000
44000
12500
Costs:
6332
6332
6332
6332
K
6332
6332
6332
6332
151968
50656
50656
50656
24
8
8
8
48939
9607
9607
9607
77759
20000
0
Total Costs:
401695
6332
6332
6332
6332
151968
50656
50656
50656
48939
9607
9607
9607
77759
20000
0
Total Costs:
401695
Year 8
77102
69745
Year 9
77102
68745
Year 10
77102
67745
Year 8
Year 9
Year 10
0
0
0
0
0
0
0
0
0
0
0
0
19
A.3.4
Describe how the consortium's development and sustainability plan is designed in order to
ensure the proper implementation and continuity of the joint programme beyond Community
funding and present the Consortium's proposed actions for complementary funding
What strategies have been envisaged, and over which period? What are the enrolment projections and the
mid/long-term benefits for the partners? If applicable, how associated members are involved in this
sustainability plan and what degree of commitment can they provide. To what extent have complementary
funding possibilities been explored and/or secured? How do these possibilities provide additional
scholarships to additional students and, if applicable, top up the difference between the fixed programme
contribution to the student's participation costs and the actual cost for the consortium?
The basis for sustainability is strong and identified interest from the society and clear need for
analytical chemists in the world as indicated by recent surveys1,5 (see A.1.1) and the commitment of the
full and associated partners (Annex 0 and section A.1.6). Our enrolment projection is 24 students annually.
During year II they will be distributed equally among UO, UU and AAU. The estimated numbers of EC
scholarship holders and self-payers are presented in rows 8 and 9 of Table 5. The teaching costs of the
remaining students will be covered by state-funding.17 The respective amounts are included in the university
contributions (rows 12-15, Table 5). Details are given in the Financial Plan (Table 5).
Key activities for ensuring sustainability of the consortium are:
1. Every partner university’s support includes financial commitment to co-fund the implementation of the
programme as explained in A.3.3.
2. During the years 6-10 of the programme, when the EU funding has finished, UT will allocate
altogether 250 000 EUR (50 000 EUR annually) to support the management of the programme.
3. An important instrument for achieving the sustainability of the programme is the EACH Fund, which is
used for (a) students' financial support and (b) starting from the year 6 for covering the consortium
management costs. The finances to this fund are committed by the partners (see A.3.3) and most
importantly by the associated members (industry and laboratories): all 8 associated members from
industry/laboratories have agreed to contribute financially (see the agreement letters in Annex 0).
Our 2011 proposal was criticised for not having a clear indication of financial support from the associated
partners. Now their readiness to financially support the programme is clearly indicated in their agreement
letters (Annex 0).
4. Increase the number of state-funded study places for the programme. Negotiations with the ministries of
Education in the partner countries are underway.
5. Find other funding possibilities: regional (Nordforsk, Nordplus, etc) and Europe-wide (ESF LLP, etc).
6. Attract more self-paying students.
7. Academic staff can benefit from the Erasmus-funding scheme. Mobility support is available via Doctoral
Schools running at partner universities (e.g. "Functional Materials and Technologies" at UT).
A.3.5
Describe the course promotion measures taken by the consortium to increase the course's (and
the EM programme's) visibility and attractiveness.
What type of promotion / visibility mechanisms will be implemented (e.g. via professional/academic
associations, media, newsletters, conferences, fairs, etc.). How will the EMMC's dedicated website be
promoted?
All the partners contribute to the promotion of the programme by marketing it along with their other regular
programmes, using the established marketing channels as well as professional networks.
In Estonia there is a government-funded programme "Study in Estonia" (http://www.studyinestonia.ee/),
which aims at promoting international study programmes by a united effort of all major Estonian
universities. It has proven to have significantly better visibility than the promotion of individual programmes
of individual universities. Also in Sweden and Finland central agencies have taken considerable efforts of
marketing the higher education opportunities to potential international students.
In order to capture the attention of the best applicants, the main marketing tools to be used are:
a) EACH website (http://www.analyticalchemistry.eu/, already operational);
b) Facebook page (http://www.facebook.com/AppliedMeasurementScience, already operational);
20
c) EACH brochure;
d) direct marketing via professional networks of other universities that teach relevant areas (e.g. chemistry).
All these channels communicate the advantages of being enrolled in EACH (employability, career prospects,
financial aid, quality of partner universities, etc). Besides containing all the necessary admission information
and details about the structure and contents of EACH the website is interactive (e.g. instant contact through
Skype and blog) and incorporates attractive visuals (videos, student and alumni testimonies). Prospective
students as well as the alumni will have an opportunity to share their personal experience during their own
studies and later on their career. The aim is to create a professional community of the EACH students and
alumni to promote the programme and analytical chemistry. YouTube channel will be used to broadcast
selected lectures, seminars, etc.
Direct marketing activities will include (executed by UT and partners under the coordination of UT):
- attending education fairs with the help of the "Study in Estonia" and similar national agencies in Finland
and Sweden (CIMO and Högskoleverket) and our associated partners representing the EACH
programme in the respective countries;
- traditional advertising and promotional articles in print and online media of general interest (e.g. leading
national newspapers) as well as professional media (e.g. analytical chemistry journals);
- Internet advertising via listing the programme on portals dedicated to Master studies, Erasmus Mundus
programmes, "Study in Estonia", study in Europe and study abroad in general, Google Adwords;
- direct mail to professional associations, chambers of commerce, laboratories, agencies, etc. in the field;
- including information in institutional newsletters (UT has a monthly electronic newsletter to 2500+
recipients including prospective students, academic partners, alumni);
- encouraging academic staff of partner institutions to travel with guest lectures to universities outside of
the consortium making publicity for the programme among students and academic staff;
- participating in professional conferences (Euroanalysis, Analytica, Nordic Mass Spectrometry meetings,
etc) and enabling the best students of EACH to present at the mentioned conferences.
A.4
A.4.1
Students’ services and facilities (15% of the max. score)
Describe the nature of the information (/support) provided to students prior to their enrolment
and the way this information will be delivered.
What type of information will be provided to students about the consortium (partners profile and expertise),
the course (content, structure, delivery methods, learning outcomes and final degree(s) awarded), the
student selection procedure and criteria, the services offered, etc? Which facilities will the EMMC's
dedicated website provide (e.g. online application)?
The main information channel is the EACH programme’s website http://www.analyticalchemistry.eu/,
maintained and updated by UT. UT is also responsible for providing information to students prior to their
enrolment and offering interactive support to applicants during the application process: online counselling of
applicants via the online application system. The selected students will be contacted by email, they will
receive a comprehensive information package, welcome-letters and a study guide ”Getting Started“.
The information available to prospective students on the website includes:
- Description of the EACH programme, its structure, a list of courses offered at each university
together with learning outcomes and assessment criteria. The programme’s layout attached to the
current proposal (Annex 1) is available for prospective students. There is a clear distinction between
the study tracks available in the programme and students will be able to see what skills and
competences they master by choosing a particular track.
- Teaching staff responsible for academic excellence and involved in the programme delivery
(including their research areas).
- Admission information and the online application system are available on the website. The
candidates will learn that apart from meeting the eligibility criteria, they are assessed on the basis of
their previous academic record (see section A.2.3 for details).
- Section on fees and funding principles of the programme: amount of the participation fee and what
is covered by it (as described in A.2.5). Information on scholarship categories application
information (necessary documents, deadlines) and how the payment of the scholarships is arranged.
21
-
Overview of student's average living costs in the participating countries.
Short descriptions of the four universities and their infrastructure: labs (incl key instruments and
experimental setups), computer classes, libraries and databases.
Principles of nominating students to the second year universities (see section 1.3).
List of industries and labs offering training placements, and details of organization of the
placements.
Names of the degrees to be awarded.
Description of support services and contact people in each university and a section on students
social life. Various interactive social media channels present on the website are described in A.3.4.
Employment perspectives of the graduates both in Europe and outside, plus further information on
PhD opportunities in each partner university.
Winter School (aims and content of the academic and entertainment programme)
In addition to the website, we will design a students’ handbook of the EACH programme, similar to the one
introducing UT at http://www.ut.ee/en/studies/practical/getting-started
A.4.2
Describe the content (and, if available, provide a model) of the Student Agreement defining the
rights and obligations of the two signing parties.
What are the joint course implementation rules and mechanisms, mutual rights, obligations and
responsibilities of the two parties as concerns the academic, administrative and financial aspects of the
student’s participation in the EMMC?
For ensuring that the students are well informed of their rights and obligations, the EACH programme
Student Agreement is signed with all students. The agreement (see Annex 3 for the model) has been jointly
developed by the consortium and will be renewed, if necessary, before each admission round. The content of
the agreement agrees with the regulations established in each university for organisation of studies.
The Student Agreement (SA) covers the following topics:
1.
Structure of the programme and a list of courses/modules taught by four universities;
2.
Study tracks available and the principles of assigning students to host universities;
3.
Credits and grading systems used in each university, scaling of grades;
4.
Students’ rights and obligations, including the Academic Code of Conduct and Safety in Laboratories
are annexed to the SA. The latter is very relevant for students of analytical chemistry and to emphasise its
importance students are reminded of safety issues when signing the agreement;
5.
Rights and obligations of the EACH consortium;
6.
Erasmus Mundus scholarship description and participation costs (what services are included in the
participation costs);
7.
Degrees to be awarded.
Students’ academic progress is monitored in all universities. They are obliged to follow the courses for the
value of at least 54 ECTS in the first year. If one earns fewer credits than required, he/she is asked to submit
to the Consortium Committee a clear individual study plan for the successful completion of the programme.
However, the midterm progress evaluation of students’ performance is mandatory for both years and
collected by UT which helps to minimise students’ insufficient academic achievement.
A.4.3
Present the services that will be provided by the partner institutions to host students / scholars,
including the nature and coverage of the mandatory insurance scheme.
Which services will be offered by the “international office” or contact desk in terms of support for
accommodation and financial facilities, coaching, assistance with visas and administrative formalities
especially for third-country students/scholars? To what extent will specific services be available for students
with a family or with special needs? How will this insurance scheme meet the EM Programme minimum
requirements? How will it be managed (/funded) by the partners?
Administrative and academic support will be a joint effort of the respective faculties’ student advising staff
as well as International Student Offices’ people of all four partners. The central hub of information will be
22
the EACH programme website www.analyticalchemistry.eu , which includes up-to-date and structured
information for students and scholars.
Support services offered at the home university – UT
UT is the first contact point for all new students. There is a procedure in place to maximise students’ welfare
at the beginning of studies. Each academic year, the International Student Service offers an Orientation
Course to newly arrived international students, during which the sessions on learning environment, study
regulations and cultural integration are held. A sample Orientation Course programme is in Annex 4. For the
EACH programme students a separate session will be held detailing the specifics of this programme
(meeting main contacts at UT in person; timetables of courses; brief introduction of the second year’s study
tracks; payment of monthly stipends, etc).
The International Student Service of UT provides information and invitations for visas and residence permits
prior to coming to Estonia and assists students with all practical and administrative matters in the course of
study. As for financial facilities, students are advised how to open a bank account and what documentation is
needed to prove their student status. Students will be informed of when they will receive a scholarship and
how to pay the participation fee. International students get a personal tutor to assist them with arrival, settling
in the dormitories, course registration and other practical issues before arrival and during their stay here.
Students will be provided an online accommodation form to apply for housing prior to coming to Estonia.
All students of the EACH programme are guaranteed with accommodation in one of the UT dormitories.
To guarantee that all students will have sufficient information regarding their second year of studies (at UU,
UO or AAU) both from academic and administrative aspects, a pre-departure orientation is held at UT at the
end of the first academic year (in April).
Support services at the host universities – UU, UO, AAU
Orientation days will be organised in each of the second year university covering the aspects the students
need to be aware of. For accommodation, the International Student Offices provide students with info as
how, and when to apply. Academic personnel in each university help and advise international students in
regards to academic aspects of their studies. Each university has one person who is in charge of academic
matters (see section B.2 of the e-form). Administrative counselling is provided both at central and
departmental/faculty level by experienced staff. Universities’ websites give well structured and detailed
information regarding study related matters.
Students with families: All universities provide support in practical matters to students and scholars with
families. At UT, Student Union has organised a day care support service for students with small children,
which is available during the intensive examination periods.
Students with special needs: Each university offers services to students with special needs. As all students
start at UT, then every student with a disability will be able to contact a Student Advisor at the Counselling
Centre of UT for personal support: http://www.ut.ee/en/studies/practical/students-with-special-needs/. This
website gives comprehensive information on the services available at UT and links to respective units at
partner universities. In each university all study work is carried in facilities accessible in a wheelchair.
Financially handicapped students: There are stipends/ foreseen for such students (funded from the EACH
Fund). Funding conditions are defined and decisions are made by the Consortium Committee.
Invited scholars
Calls and selection of invited scholars will be coordinated by UO (A.3.1). All partners offer full support
service to teaching staff mobility, including third country scholars: visa support, health insurance,
orientation, cultural programming, accommodation, contracts and other employment details. The relevant
information is available at www.analyticalchemistry.eu, which also contains application information.
Health insurance
The consortium has chosen DKV Globality to provide health insurance to Category A and Category B
students, as well as to invited scholars. DKV provides high quality health and accident insurance with
worldwide coverage, so it meets the coverage requirement of the Erasmus Mundus programme. UT will
provide students with relevant information as how and when to obtain DKV insurance. For all students in the
programme the insurance fee is included in tuition fee.
The insurance covers the following: (1) classic outpatient, classic inpatient and classic dental expenses,
including doctors' fees, medicines, examinations and analyses prescribed by a physician, urgent dental care
23
following an accident and all hospital expenses and surgical fees (including advances on hospital expenses);
(2) medical treatment during pregnancy and childbirth; (3) dental treatment – (including pain relief
treatment, dentures, implants and orthodontic treatment); (4) any accidents; (5) medical evacuation and
repatriation; (6) in the event of death (in all cases, even suicide): transport of the mortal remains to the place
chosen by the deceased's family, funeral and laying-out costs, cost of the coffin.
The insurance cover includes all worldwide travel required for the participation in the EACH programme and
is valid 24 hours a day. The cover is valid until two months after the end of the EACH programme. All
necessary medical costs related to permanent disability are covered independently from the reason of
disability. No disability pension or lump sum will be paid. The legislation support covered under the
insurance conditions means that DKV will organise lawyer assistance through the DKV Service Centre.
Documents depot service is available: the copies of identification documents can be delivered to the DKV
service centre and in case of loss DKV will send the copies to the appropriate authorities in order to simplify
the procedure for obtaining the replacements. UT will inform the EACH students and make sure that the
copies of identification documents get sent to DKV. Students receive a personal Globality Service Card with
the address and main telephone numbers of their relevant Service Center. The Globality Service Card is the
student’s personal proof of insurance for all medical providers.
A.4.4
Describe the consortium language policy.
How does the consortium intend to meet the objective to offer students the possibility to use at least two
different European languages? How do the partner institutions intend to equip students with the necessary
language skills to ensure that they will get the full benefit from participating in the EMMC course (e.g.
training facilities, mentorship, local language learning, etc.)? How does this policy fit into the course itself
(e.g. integration, availability, costs coverage, recognition of the language courses in the EMMC)?
As the language of instruction in the EACH programme is English, all applicants need to prove very
good language skills both in written and spoken English (see A.2.3.). To ensure that students' knowledge of
programme-related technical English is at the required level, UT offers a specifically designed course
“English for Analytical Chemistry”.
In addition, all universities offer courses of local languages (see Annex 1). At UT, during the first study
year, the students are offered a course of the Estonian language, as well as the languages of the second-year
universities, Swedish and Finnish. Students are encouraged to select either Finnish or Swedish based on their
preference for the second year university. This provides at least basic language background necessary for
continuing language studies during the second year at UU, UO or AAU. Participation in language courses is
covered with the tuition fee, no additional fee is charged. Language courses are a mandatory part of the
programme (see Table 1), and fully count towards the degrees to be awarded.
A.4.5
Indicate the measures taken to facilitate networking among the Erasmus Mundus students and
between these students and other students from the partner institutions.
What activities/facilities are foreseen to ensure the socio-cultural integration of the EM students? What type
of relations will the course foresee with the EM Alumni Association? If applicable, how often will the EM
students (from the same or different cohorts) meet and exchange? What facilities are offered in this
perspective? What is foreseen to ensure the proper academic induction of third country students?
During year I all EACH students study at UT attending mostly the same courses. This ensures that they will
know each other very well. In the second year, when the students are placed in different universities, a
meeting point for the first and second year students will be the annually held Winter School. In addition to
academic coursework, each WS incorporates a free-time programme focused on local highlights, such as
wildlife, sightseeing etc.
Erasmus Mundus students are an important sub-community of universities’ general student community. At
the UT Orientation Course (A.4.3) which is held a week prior semester’s start, students will be introduced to
the rich student life of Tartu. At UT, each academic year starts with freshman days and one can find a social
activity, whether fun or edifying, every day. These include international food fests, international film nights,
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sledging, sauna days, bog-walking weekends, and many more. The definite highlights of each semester are
the Spring and Autumn Student Days, filled with dozens of entertaining and educating events, competitions
and festivals. Students come from all over Estonia to be a part of the Tartu Student Days. For some activities
like the “Sea Battle”. This is a party cruise between the cities of Stockholm and Tallinn where more than
1500 exchange students currently studying in Estonia, Finland, Sweden and Latvia join in resulting in a
memorable multicultural experience. As befits a true university town, Tartu is bustling with student life. In
Tartu one can find representatives of every major international student organisation, like ESN, AIESEC and
AEGEE. ESN is the main student organisation that coordinates student social life and events that often go
beyond the borders of Estonia.
Similar social activities are organised in the partner universities as well, so the students of the EACH
programme will have an active interaction with local students' community in every university.
The EACH programme will support our graduates to get to know the EM Alumni Association, and benefit as
well as contribute to the activities organised by the Association.
A.5
A.5.1
Quality assurance and evaluation (10 % of the max. score)
Describe the internal evaluation strategy and mechanisms in place.
How (and with what periodicity) will this evaluation be organised (by the institutions themselves, through an
integrated approach agreed by all partner institutions, with questionnaires and feed-back systems, etc.)?
How will the assessment outcomes be used to monitor, upgrade and improve the quality of the course?
How will the actors (students / professors) be involved in this exercise?
The internal evaluation of EACH is organised at two levels: at a university and consortium level. The
primary responsibility for the teaching and supervision quality is with the university providing teaching.
1.
Internal evaluation at each partner university
Internal evaluation systems are well functioning and adhere to the quality assurance procedures established
in each institution. Their main components are (1) evaluation by the study committees of the respective
faculties and (2) evaluation by students.
(1) Faculty study committees in partner universities evaluate annually the content of the EACH programme,
courses taught in the programme, as a part of the regular evaluation procedure.
(2) At the end of each semester, students give feedback to every course they pass during the semester.
Students evaluate the following: academic content, level of teaching, appropriateness of study materials,
achievability of learning outcomes and feedback from lecturers regarding student’s academic progress
(amount and adequacy of feedback). The evaluation forms are presented in Annex 10. In every university
academic positions are filled through competition (based on scientific and educational record). The results of
students’ evaluations and development of teaching competences factors that are taken into account during reelection.
2.
Consortium internal evaluation
The consortium’s jointly developed internal evaluation includes several components:
(1) I year feedback interview carried out at the end of the year I. In addition to academic matters, this
feedback also focuses on central and faculty level support services and learning environment in general.
(2) II year feedback survey, to be collected at the end of studies before a master’s thesis presentation (this
task is coordinated by AAU). In this feedback students are requested to report specifically about: a) transition
from UT to II year university, including overlapping courses etc; b) workload discrepancies for earning
credits in I and II year university; c) master’s thesis supervision quality ; d) learning outcomes being
achievable; e) support services .
(3) Graduates feedback, from six to twelve months after graduation, focusing on graduates’ success in the
labour market, post-graduation career rate, and how they assess the relevance of the courses, including those
targeted to generic skill, for their jobs, Additionally, they are asked to assess overall satisfaction with the
programme, teaching staff and practical placements.
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The data received and summarised, from the three types of feedback listed above, is presented to the
Consortium Committee for implementation of changes (if needed) in the programme’s content, support
services, lecturers and supervisors.
(4) The programme’s comprehensive internal evaluation, where 5 main domains are evaluated, is carried out
by the Consortium Committee every two years. The following points are addressed: a) programmes’ content
and structure; b) assessment of teaching and learning process - teaching methods, Recognition of Prior
Learning etc.; c) academic capacity of the teaching staff (including practitioners); d) students’ academic
progress– graduation and drop out rate, admissions efficiency; e) learning environment, including quality of
labs and facilities. Evaluation is based on statistical data and students, graduates and other stakeholders’
feedback results. Data on students’ academic progress and academic recourses in terms of academic staff and
practitioners will be compiled by UT. Based on the analysis of the evaluation results, an action plan for the
next 2-year period will be created.
Academic excellence of the teaching staff is of key importance. This is ensured via two activities:
(1) At the end of one’s election term, all lecturers in every university can take a semester off (sabbatical) for
upgrading their qualifications, during which they maintain salary while having no teaching duties.
(2) Training is offered for teaching staff involved in EACH on new teaching methods (incl. the web-based
learning environments) and skills, teaching in intercultural classroom as well as on advanced topics of
analytical chemistry (nano-analytics, in vivo microanalysis in living cells, etc). This training is organised in
the framework of the Winter School and a major role in this is played by the invited scholars.
A.5.2
Describe the external quality assurance envisaged.
What will the roles of the national, international or professional quality assurance bodies be, if any? Will
external experts be recruited for this purpose and - if yes - on what basis and how often? What
methodology will be followed? If applicable, will associated members be involved in this exercise?
There are two main mechanisms of external quality assurance:
1.
National quality assurance
Participating universities will follow theirnational quality assurance processes. In Estonia, quality assessment
is based on study programme groups (of the same higher education institution). Applied Measurement
Science programme (the core of the EACH programme) successfully passed quality assessment in 2010.
Once in every seven years, external evaluation of the EACH programme will take place by the Higher
Education Quality Agency of Estonia (HEQAE) or by any other agency belonging to EQAR (European
Quality Assurance Register for Higher Education). As the EACH programme is based on Applied
Measurement Science assessed in 2010, the next external evaluation of the EACH programme would be
completed by HEQAE in 2017. @Institutsionaalne 2015 – kui mahub.
2.
Evaluation of the EACH programme by the External Advisory Board (see also 3.1). The
members of the External Advisory Board (including representatives of the associated members) meet every
two years, monitor the comprehensive internal evaluation results (see Section A.5.1.) and approve
/disapprove the proposed action plan. They assess the programme in the context of worldwide development
of analytical chemistry and advise how it can better respond to the needs of industry and research. They will
compile a report with recommendations for the Consortium Committee's annual internal evaluation meeting.
Annexes
Annex 0. Endorsement letters from the full partners and agreement letters from the associated partners
Annex 1. Programme layout
Annex 2. Model consortium agreement
Annex 3. Model student agreement
Annex 4. Sample orientation course plan
Annex 5. List of potential invited scholars and other external lecturers for the EACH programme
Annex 6. Assessment scale with the corresponding achievement level of learning outcomes
Annex 7. Sample diplomas (degree certificates) awarded by the partner universities on graduation
Annex 8. Country-specific requirements for submitting education certificates
Annex 9. Presentation and assessment of master's theses
Annex 10. Course evaluation forms
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