Effective development and management of joint programmes

EFFECTIVE DEVELOPMENT
AND MANAGEMENT OF
JOINT PROGRAMMES
MIRKO VARANO – VARANO@KTH.SE
Welcome to workshop W08
Insert location here, date, time

EFFECTIVE DEVELOPMENT AND MANAGEMENT
OF JOINT PROGRAMMES
PART 1: Background and framework
Welcome to workshop 08
Tuesday September 11th

• Members
 Steering Board
 Other EAIE affiliated members
• Activities:
 Linkedin group
 Blog posts
 Consulting
 Involvement in the annual conferences
 Workshops
 Feature sessions
 Selection of sessions
 Receptions (collect your invitation today!)
Expert Community in 2020?
December 19, 2018 Slide 3
The EAIE Joint Programmes Network

The JP lifecycle
PHASE 1
• State of the Art
• Best practices
• Need analysis
• Institutional
support
• Market analysis
PHASE 2
• Internal resources
• Partnership
• Legal constraints
• Learning outcomes
• Curr. Development
• Entry requirements
• Mobility track
• Recognition
PHASE 3
• Recruitment
• Selection
• Teaching/Learning
activities
• Managing the
consortium
• Problem solving
• Mobility logistics
• Graduation
PHASE 4
• Career facts
• Motivations
• Skills gained
• Branding
• Recruitment
• Stakeholders
• Funding/Fees
• Innovative tools

• Definitions
• History and State of the Art
• Legal Framework
• Why to develop JPs?
• Approaches / Models / Trends
• Studies and statistics on JPs
• Round table session – Polling session - Reports
Part 1: JPs – background and framework

“A plethora of terms used to describe international
collaborative programs such as double and joint degrees: double, multiple, tri-
national, joint, integrated, collaborative, international, consecutive, concurrent, co-
tutelle, overlapping, conjoint, parallel, simultaneous, and common
degrees.
They mean different things to different people within and across
countries, thereby, causing mass confusion about the real meaning and use
of these terms….”
Knight, Jane (2011). “Doubts and Dilemmas with Double Degree Programs”.
In: “Globalisation and Internationalisation of Higher Education” [online monograph]. Revista de Universidad y Sociedad
del Conocimiento (RUSC). Vol. 8, No 2, pp. 297-312. UOC.
Definition

Study Abroad
-individual
-based on
individual
agreement
and on academic
cooperation
Academic
Exchange
-mutual
-based on
institutional
agreement
and on academic
cooperation
Study Programme
with integrated
elements abroad
-one institution „owns“
the programme and
degree
-based on agreement
with the cooperating
institution(s) that
provides elements of
the programme
Dual Degree
Programme
cooperation around a
study programme
developed and
managed jointly by two
institutions
separate admissions,
open to the „own
students“ of the partner
HEIs
award of double
degrees to all students
-cooperation regulated
by an agreement
International Joint
Programme
-joint learning outcomes
-integrated study programme
developed and managed jointly
- joint selection and admission
- Joint structures for quality
assurance and administration
- Joint awarding of the degree
and issuing a joint or a multiple
diploma
-cooperation regulated by an
agreement
7
Definitions

• JOINT PROGRAMME is here used as a general term covering all the forms of academic
cooperation at any level leading to the deliverance of a programme with embedded
mobility offered jointly by at least two HEI located in two different countries
• Regardless of the type of diploma(s) issued: joint, double, multiple…
• No ambition to define the different typologies
• In the future the official Bologna definitions should be adopted.
1) Joint Degrees
2) Multiple Degrees
• Joint Programmes should be the single denomination to identify collectively all the
typologies
Definition for our scope

Joint programme is understood as an integrated curriculum coordinated
and offered jointly by different HEIs, leading to joint or multiple degrees.
 Focus of this workshop
Joint degree - a single document awarded by HEIs offering the joint
programme and nationally acknowledged as the recognized
award of the joint programme.
Multiple degree – separate degrees awarded by issuing separate
diplomas by the participating HEIs. If two degrees are awarded, it is a
“double degree”.
Definition – BolognaYerevan 2015

• Early ‘90s: natural development of credit mobility
• Early 2000: tool to create excellence based alliances
• 2010: Legislative changes in permitting JPs
• 2003: EM launched + Erasmus mobility for longer periods
• Today: recruitment tool of excellent students, internationalization tool, diversification of the
specializations, complement to research needs, tool for building strategic partnerships bottom-up
• The majority of institutions set up their first joint or double degree programs between 2001 and 2009.
France, Germany, and Italy began the majority of their programs earlier (1991-2000). Australian and UK
institutions have developed their programs more recently.
• Shift of focus over time: individual faculty/department institutional level
History

– Undergraduate vs Graduate vs PhD
– Newly created vs merger
– Full Jointness vs Juxtaposition
– Generalist vs Specialized content
– Compatibility vs Complementarity vs Combination of degrees
– Mono-disciplinary vs Multi-disciplinary
– Student population: exclusive vs mixed
– Bilateral vs Multilateral
– Legal duration vs extension of studies
– Joint selection vs local selection
– Joint diploma vs Separate diplomas
Main elements of alternative forms of JPs

• DD model still more common (legal barriers and administrative challenges)
• Consecutive degrees still the least common
• Mostly bilateral
• Mostly Master level but raising interest for Doctoral level
• Most JPs are in Engineering and Business Studies (highly mobile)
• More and more often internships abroad as part of JPs in nursing and journalism
• Online JPs are growing to facilitate program mobility and reduce costs (blended mobility)
• Teaching mobility in JPs also raisin to lower the costs and expand the impact
• Growing number of JPs in two different disciplines (science and philosophy, architecture and
civil engineering, etc.)
• Accreditation still completed separately in both countries
• Language academic imperialism is growing with impact on quality (both students and teachers)
• Double certification is still the rule
State of the Art

 Nothing in the treaties until Maastrich (1992)
 EU carries out actions to support, coordinate or supplement the actions of the MS
 TFEU art. 165-166: the EU contributes to high standards in HE and VET by encouraging cooperation
among the MS
 MS retain exclusive competence for the contents of teaching and organization of the education system
 EU has exclusive competence for cultural and linguistic diversity
 EU scope limited to launching programmes and setting objectives to facilitate cooperation between MS
(soft power)
 Result: also the legal aspects concerning JPs are still fully in the hands of member states
 Only attempts to regulate: Bologna process + European approach to QA in JPs
Legal Framework

Legal framework - check
Legal status of the partners
Right to award the degree and jointly internationally
Programme-level accreditation, if required by national law
National and institutional regulations (admissions, fees etc)
 Ministries of Higher Education
 ENIC/NARIC http://www.enic-naric.net/
14

Why develop joint programmes? The Bologna Process
Instrument for structural harmonization
Joint programmes listed on the Ministerial agendas since 2001:
• Quality assurance (QA), recognition
• European approach to QA of joint programmes 2015
Bologna Implementation Report – www.ehea.info
Policy Forum for Dialogue with non-Bologna countries
 EU funding schemes
Yerevan:
European
Approach for QA
of Joint
Programmes
15

The Bologna Process – Paris Communiqué
… “In order to encourage the development of more joint programmes and joint
degrees, we will also enable and promote the use of the “European Approach for
Quality Assurance of Joint Programmes” in our higher education systems.
We welcome and will promote the development of the Database of External Quality
Assurance Results (DEQAR)”…
…”We will foster and extend integrated transnational cooperation in higher
education, research and innovation, for increased mobility of staff, students and
researchers, and for more joint study programmes throughout the whole EHEA.
We take note with interest of the recent EU initiative on ‘European Universities’ and
we will encourage all our higher education institutions to work in such new
settings.”…
16

The European approach to QA in JPs
Approved in Yerevan 2015 What does it mean?
An EQAR-listed quality assurance agency can do an
accreditation of the entire joint programme, with the
accreditation decision accepted by authorities in all partner
countries
 No need for separate, national accreditation processes
17

The European approach to QA in JPs
How does it work?
• If external, programme-level accreditation is required
• Check with your own national QA Agency if they can
implement the European Accreditation, if the legislative base
exists
• Check the EQAR – European Quality Assurance Register for
approved agencies
• Contact agencies to ask for fees, timetables etc
18

Why develop joint programmes?
19
Global trend: main
instrument for creating
knowledge globally
relevant on cooperative
basis

Why to develop JPs?
• The best in theory might not be the best for you
• First question: why are we doing this?
• Do I do it for the institution or for the students? (a prestigious
alliance with interest from one side only can backfire)
• Rankings are an indicator but not the only one and often not the
most relevant one
20

Why to develop JPs?
• What will be the institutional impact?
• Are the tuition-fee policies compatible?
• Risk analysis: does my counterpart have the support of the
institution? (change of managers can have adverse effects)
• Apart from the curriculum, can the counterpart guarantee the
other services?
• Geoographical distribution, is it relevant?
21

Discuss around the table the following questions for 15 minutes trying to
refer to the perspective of your university or your own:
1. What do you think are the main reasons for your university to engage in JPs (rationale)
2. What do you think are the main reasons for your university NOT to engage in JPs
(barriers)
3. What do you think are the main benefits of having JPs in place for your university (impact)
4. What do you think are the main motivations for a student to enroll in a JP (expectations)?
Give space to everyone,try to refer to real life cases
One person from each table will briefly report
Round tables

The IIE Global Survey on International Joint
and Double Degree Programmes
23
• Survey conducted by the Institute of International Education (IIE) and
Freie Universität Berlin
• Responses from 245 higher education institutions from 28 different
countries
• Country-specific trends for the top six countries that responded to the
survey: Australia, France, Germany, Italy, the UK, and the U.S.
• Next survey is currently ongoing

Some statistics from the IIE Global Survey
24
• The double-counting of credits is one of the least important challenges
• 66% of the institutions have measures to regulate the double counting of credits
• 95% - JPs are part of their institution’s internationalization strategy
• 55% have a clear institutional policy on program development
• 45% have developed particular methods for the marketing of these programs
• 76% report JPs with student enrollment of 25 or fewer
• 29% have discontinued at least one JP (funding and management issues)

POLL: Your reasons for developing
joint programmes (pick 2)
• Broadening the educational offer
• Increasing revenue
• Strengthening research collaboration
• Advancing internationalization
• Raising international visibility/prestige
• Recruiting foreign students
• Responding to particular market demand
• Offering courses from partner university

Institutional reasons to develop JPs
• Broadening educational offerings 2,24
• Strengthening research collaboration 2,21
• Advancing internationalization 2,15
• Raising international visibility/prestige 2,15
• Increasing foreign students enrollment 2,11
• Responding to increased competition 1,91
• Responding to student demand 1,88
• Responding to particular market demand 1,86
• Offering courses from partner university 1,85
• Increasing revenue 1,61
Source: IIE, 2014
32

POLL Your perceptions about the
impact of JPs (Pick 2)
• Increased int. visibility
• Additional research projects
• Increased internationalization of campus
• Further JPs
• Greater collaboration btw. faculty
• Improved recruitment of high potential students
• Greater collaboration between admin. Staff
• Improved recruitment of more int. students
• Help develop strategic partnerships
33

Perceived Impact
• 55,9% Greater collaboration btw. faculty
• 54,3% Increased int. Visibility
• 45,3% Increased internationalization of campus
• 37,6% Helped develop strategic partnership
• 37,6% Further JD/DD or other programs
• 31,4% Improved recruitment of more int. students
• 25,7% Improved recruitment of high potential students
• 24,9% Greater collaboration between admin. staff
• 19,2% Additional research projects
• 9% Other
Source: IIE, 2014
34

POLL Your reasons for NOT developing
joint programmes (pick 2)
• Legal issues
• Credit transfer
• Academic calendar
• Funding
• Sustainability
• Accreditation
• Fee structure
• Degree duration
• Curriculum design
• Institutional support
35

Regional Approaches
Europe: JP growing constantly, particularly at Master level, response to increasingly
global job market, institutional budget and external funding to cover the costs.
North America: DD still more common, partnership with Europé, China, India, South
Korea, undergraduate level, student fees to cover the costs
L.A.: DD still growing, private univ. use them to recruit international talents vs public
univ using JL for capacity building and strengthen graduate education,graduate
employability ranks low, internationalization of the curriculum and innovative
programmes rank high
Asia, Africa, Middle East still widely neglect JPs as institutional tool for
internationalization
37

Poll: What do you think are the 2 main
motivations for a student to decide to
enroll in a joint programme?
38
• Having access to more job opportunities
• Studying at a specific foreign university
• Learning a new language
• Obtaining two degrees
• Higher chances of a career abroad
• Living in a different country during his studies
• The perspective of getting a higher salary than graduates with a national degree

Motivations to enroll in a JP
39
Motivation (1 -Not Important; 5- Extremely Important)
Average
(Overall)
Working
Abroad
Recent
Graduates
Living in a different country during my studies 4,6 1st 1st
Interacting with new cultures 4,4 2nd
Having access to more job opportunities 4,2 3th
Increasing the opportunities for a professional career in a country other than my o 4,2 2nd
Experiencing a different education environment 4,2
Stepping out my comfort zone to improve my ability to work independently 4,1
Learning a new language 4,0
A perspective of getting the job or jobs I aspire to 4,0
Having two academic degrees conferred by two different higher education institutions 4,0
Increasing the possibility to live in a different country more or less permanently 3,8
Studying in a certain identified higher education institution 3,7
A perspective of getting better paid than graduates with a single degree 3,0 Last Last

Main concerns and open questions
• Student rationale: quality experience or two degrees?
• Institutional dillemma: capacity building or status building?
• Sustainability: own budget or external funding?
• Certification: multiple certification and double counting under attack
• Is international accreditation feasible and viable?
• How can JPs fit into two different national and regional qualification frameworks?
• Prior learning assessment still problematic
• IPR for thesis work usually not addressed early enough
41

References
Joint and Double Degree Programs In The Global Context – Institute of International
Education (2011)
Global Perspectives on International Joint and Double Degree Programs Paperback –
Matthias Kuder (2014)
INTERNATIONAL JOINT AND DUAL DEGREES: Strategy and Implementation – the
Boston College Center for International Higher Education (2015)
Mapping International Joint and Dual Degrees: U.S. Program Profiles and Perspectives –
Center for Internationalization and Global Engagement (2014)
JOINT INTERNATIONAL MASTER PROGRAMMES: The first generation - EACEA
synthesis report Lessons learnt from Erasmus Mundus (2013)
4th edition of the Global Survey on Internationalization of Higher Education – IAU (2014)
42

References
Bologna Implementation Report 2015
http://www.ehea.info/Uploads/SubmitedFiles/5_2015/132824.pdf
EAIE Barometer 2015
http://www.eaie.org/community/projects-advocacy/barometer.html
Internationalisation of higher education, Study for the European Parliament, 2015
http://www.europarl.europa.eu/RegData/etudes/STUD/2015/540370/IPOL_STU(2015)5403
70_EN.pdf
The European Higher Education Area 2010-2020
http://www.ehea.info/
EU educational policies
http://ec.europa.eu/education/lifelong-learning-policy/policy-framework_en.htm
REDEEM project: www.redeemproject.eu
43

OF JOINT PROGRAMMES
PART 2: Set Up & Development

September 11th, 2018 Slide 45
What are we speaking about?
PAY ATTENTION TO THE CONTEXT!!!!!
Discuss with your colleagues..are you
speaking about the same thing???
Course
vs
Course Unit
Degree
vs
Qualification
Diploma
vs
Degree
Joint Degree
vs
Joint
Programme

Programme or Degree Course:
“A complete programme of study leading to a degree (Bachelor, Master, Doctorate).”
Or…in other words: “A set of coherent educational components, based on learning outcomes,
that are recognized for the award of a specific qualification through the accumulation of a
specified number of credits and the development of specified competences.”(Tuning glossary)
Degree
“A formal qualification awarded by a higher education institution after successful completion of
a prescribed study programme. In a credit accumulation system the programme is completed
through the accumulation of a specified number of credits awarded for the achievement of a
specific set of learning outcomes.” (Tuning Glossary)
Diploma
A degree certificate i.e. a document certifying the successful completion of a programme of
study.(Joiman Glossary).
The basis…

 Different national rules, different organizations
 Different integration levels
 Different integration modalities
 Different structures of the degree courses
 Different partners’ committment
 Different kind of final degrees
Integration should be at:
political & strategic level
educational & training level
organizational & management level
The framework

Possible integration schemes

Possible partnership
Bilateral/multilateral agreement for the
implementation of an
integrated programme
for the awarding of double/multiple degrees:
- Comparison of national programmes
- Integration of existing programmes
- Well structured mobility (mainly
students’)
- Recognition mechanisms
Consortium Agreement for the
implementation of a joint programme:
- Definition and implementation of the
programme
- Definition of the mobility scheme
- Definition of common admission
requirements, selection procedures..
- Definition of financial issues
- Administrative team
- Joint degree, double degree, multiple
degrees
- …
Partner 1
Coordinator
Partner 2 Partner 3
Partner n°
Partner 1 Partner 2
In other words…

 International Classroom = students coming form different countries
 International Learning Outcomes as response to training needs of the international labor
market
 High quality & reasearch based teaching
 Innovative teaching methodologies
 Use of a foreing language
The international dimension should guarantee an ADDED VALUE to the degree programme!!!
What about the “international dimension”?

Ready to start???
OH YES!!!

 The Programmes are developed and/or approved jointly by several institutions
 Students from each participating institution study parts of the programme at other
institutions
 The students‘ stays at the participating institutions are of comparable length
 Periods of study and exams passed at the partner institution(s) are recognised fully
and automatically
 Professors of each participating institution also teach at the other institutions
Pillars
(Bologna Process Implementation Report - 2015)
Students’
mobility
Duration of
Mobility
Recognition
Teachers’
mobility

 Professors work out the curriculum jointly
 Professors form joint commissions for admission and examinations
 After completion of the full programme, the student either obtains the national
degrees of each participating institution or a degree awarded jointly by them
Pillars
(Bologna Process Implementation Report - 2015)
Joint curriculum
dev=
common LOs
Joint
implementation
Different kinds of
final degrees and
related diplomas

JP setting up: ideal phases
Idea & preliminary
analysis
Programme Design
Negotiation
AgreementApproval
Implementation &
management
Evaluation/Revision

Step 1: Idea (What?)
Step 2: Needs analysis: (What for?)
Step 3: Identification of partners
Step 4: Analysis of the different education systems
Phase 1: Idea & preliminary analysis

Step 3: Identification of partners:
 Known/unknown
 Experience/expertise
 Human Resources
 Differences/Complementarities
Step 4: Analysis of the different education systems:
 Bachelor or Master?
 What’s Bachelor and Master in the partner institution?
 How can we compare the systems?
 Which is the level of the final degree awarded?
Phase 1: Idea & preliminary analysis

“Mainstream” Education vs LLL Education
FIRST Cycle
• First cycle (Bachelor level, generally 180 ECTS)
• But different other options in EU and out of EU!
SECOND
Cycle
• Second Cycle (Master level, generally 120 ECTS)
THIRD Cycle
• Third Cycle (doctoral level, mainly 3
years,generally no credits)
Bologna Scheme mainstream education
LLL
Specialization
programmes:
Great variety!!

Partner 2
Specialization coursePartner 1
Master degree course
Sf
Semester 1
Semester 2
Semester 3
Semester 4
Semester 1 (7)
Semester 2 (8)
Semester 3
MSc
Semester 4
Internship/
Dissertation
[Italy] LM xx Mathematical Egineering
[France] MSc Investment Banking
MSc programme
Real case example
September 11th, 2018
May it
work?

Poll question
A JP should be set up:
 Only if the Countries involved have the same education system (ex. Ba3+
Ma2);
 Also if the Countries involved have different education systems (ex. 3+2 vs
4+1);
 The study programme leads to a degree of the same level.

Where is our JP “located” ?
General rule:
A JP should lead to leads to a degree of the same level
Example:
 A first cycle JP should lead to a final degree that guarantees the
access to a second cycle degree
 a second cycle JP should lead to a final degree that guarantees the
access to a third cycle degree

• Step 5: Identification of the Degree Course involved (subject
area?) and name of the JP
• Step 6: Analysis/comparison between entry requirements and
admission requirements
• Step 7: Definition of selection criteria
Phase 2: Programme Design
shared
responsibility,
common criteria

• Step 8: Development of the degree course:
 contents
 expected LOs
• Step 9: Mobility track:
 duration of stay in home and host institutions
 related list of activities/exams to be taken in each partner
institution (study plan: ex. 1 & 2);
 n. credits to be achieved in each institution

Step 10: Evaluation system and recognition procedures:
 Assessment methods
 Grading and conversion scales
 Recognition procedures and related documents
Step 11: Final thesis
 where/how
 joint commission: one defense, one final grade
 separate commissions and then an automatic recognition
 separate commissions and double defense
 title awarding

Step 12: Teachers’ mobility
Selection/monitoring/supervising/defense commission
Teaching activities

Step 13: Degree Certification (diploma):
 Depending on the nature of the JP
 Depending on national constraints
 Depending on internal HEI rules

Some examples:
Single National Diploma referring to a double degree
programme (also in two languages)
Joint Diploma for joint degree programme
Joint Diploma for a double degree programme

 Administration of study programmes: joint enrollment, forms,
deadlines, collaboration between the two administrations;
 Services (housing, welcoming etc.)
 Fees: no fees for incoming students or regular fees?
 Financial support to the programme.
Slide 68
Other issues…

 Definition of roles and tasks for each partner institution
 Identification of the management team:
 Academic (role & task)
 Administrative (role & task)
 Agreement on shared dealines, common procedure e communication tools
 Adoption of a Quality Assurance Plan
Slide 69
Phase 3 : Negotiation

 Cooperation Agreement/Consortium Agreement/Memorandum of
Understanding plus Cooperation Agreement, Addenda
 Content & Structure of the agreement (Joiman Template)
 Internal approval (which level?)
 Signatures
 Periodical update/revision
Slide 70
Phase 4 : Agreement

 Groups of 3-6
 Decide the level of the JP you want to set up
 Identify the main subject area/field of study
 20 minutes team exercise
 Report to the audience
Slide 71
Comparison table exercise

Joint programmes from A to Z: A reference guide for practitioners
https://eacea.ec.europa.eu/erasmus-plus/news/joint-programmes-a-z-a-reference-guide-for-
practitioners_en
Bologna Implementation Report 2015
http://www.ehea.info/Uploads/SubmitedFiles/5_2015/132824.pdf
JOIMAN project (www.joiman.eu)
REEDEM PROJECT (www.reedemproject.eu)
Tuning Glossary (http://www.unideusto.org/tuningeu/documents/glossary-of-terms.html)
EACEA European Commission: Joint International Master programmes. Lessons learnt from Erasmus
Mundus The first generation, Synthesis Report, Brussels, 2013.
https://eacea.ec.europa.eu/sites/eacea-site/files/1avramov_emmcrecommend2705213.pdf
Slide 72
References

OF JOINT PROGRAMMES
PART 3 : Implementing and Managing

• The consortium agreement : structure + tips and tricks + examples
• The student agreement : structure + tips and tricks + example
• Recognizing your partners at all levels: how?
• Jointness in programme management (roles / activities / communication
/ …)
• Joint application
• Use of E-tools to manage and implement a joint programme
• Size matters (think big in terms of sustainability)
• Intercultural / International Competences
• Internships / placements / thesis work in a joint way
• Privacy and legal issues related to joint programmes
• Creating a Joint programme identity
Part III: Implementing and Managing a JP

• Marine Biologist
• Coordinator of JP’s:
– EMBC
– IMBRSea
– MARES
• External evaluator/advisor for several JP’s:
– MER
– IMFSE
• Project manager Internationalisation IT-Tools
• Coordination MarineTraining platform
Background

The approved proposal …

The consortium agreement

• What?
– Backbone of your JP!
– Legal document!
– Powerful document!
– Set duration
– Rules on termination

• Annexes:
– Can be changed more
easily (depending on
how defined in the CA)
• By the programme
board members
Consortium
agreement
Annex
Annex
Annex
Annex

• CA:
– Partners (main)
– Scope and structure of the
programme
– Organizational structures +
responsibilities
– Educational responsibilities
– Administrative organization
principles (admission /
application/ …)!!
– Costs and financing
– IP / Confidentiallity rights
• Annexes:
– Partners (associate)
– Course content + roles
– Budgettable
– Joint programme
elements guidelines
– Score translation rules
– Student agreement
– Partnership agreement
– Admission rules
Content

• Timeline:
– Check every university
• Changes in course content  how ?
• Accreditation / Quality assurance
Content

Other agreements
Consortium
agreement
Annex
Annex
Annex
Annex
Student agreement
Associate Partner
agreement
Thesis Agreement
Internship
Agreement

• Agreement between Consortium
and student
• Consortium rules / obligations /
rights
• Content:
– Programme structure / duration
– Financing
– Amendments !!
Student agreement

Recognizing your partners …

• Potential Partner roles:
– Teaching
– Internship
– Thesis work
– Quality assurance
– Advisory board
– Organization specific programme elements (online courses)
– Data management and data archiving
– Outreach and communication
– …

• Agreement with partner
– Partner contact persons
– Partner role
• Outreach and
communication
• CRM !!

Joint programme management

Jointness in programme management
Programme
Board
Coordination
Office
Selection Board Examination
Board
Student Board
Advisory Board

• Decision making body at programme level
• Example composition:
– 1 representative per main partner
– 3 student representatives
– 1 representative from coordination office
– 2 associate member representatives
– External ad-hoc advisors / experts
• Meetings … variable ways
– Physical
– Online VC
– Via email consultation
Programme Board

• The heart of a joint programme
• Administration / Communication / Daily management /
Financial management
• Connection with partners / students / University
administrations
• Intercultural competences!
Coordination office

Coordination office
September
August

Joint application

• Single point of entry to your JP
• Online!  pdf / versus online form / multi session
• Collect relevant data which gives you reliable info to
select your best student
• Basic data:
– Personal data
– CV
– Study background
– Motivation
Joint application

• Descriptive motivation versus to the point motivation
questionnaire
• Project proposal
• 2 intro minute video
• Referees -> letters / questionnaires / …
• Interviews
• Pre-entry test
• Professional outlook
Joint application - Cases

• Application  selection mechanism
– Step 1: Eligibility
– Step 2: selection on basis of set criteria
• Good practices:
– FAQ section
– Webinars + QA
– Video tutorials
Joint application - remarks

Use of E-Tools

• Application
• Daily management
– Letters and certificates
– Processes related to mobility
– Interaction with externals – Bank / Insurances / etc.
• Thesis evaluation
• Follow-up of processes
• Communication
• Partner management
December 19, 2018
Slide
Use of E-tools

• Dedicated platforms:
– EConsort / School management kit / see exhibition EAIE
• Combination of Freeware tools
– Google G-Suite / IFTTT
• Important:
– Choice of the right tools will save work!
– Not every programme manager has excellent IT skills
– Simplicity / Documentation
– Investigate processes!
– Look outside the University Box
December 19, 2018
Slide
Examples

Econsort as example management tool

Econsort as example management tool
• Applications / Evaluations

December 19, 2018
Slide
Partners
Students
Teachers
Administrations
Emails
Newsletters
Social
Workflows

• Example of free service
to automate processes
• Reviewer submits form  Form is translated in
pdf  PDF is uploaded to a shared drive 
email confirmation is send to student  Student
finds review form in folder …
December 19, 2018
Slide
IFTTT

• If the skills capacities are not available ?
• Involve students!
– IT projects in IT related course
– Internship project
December 19, 2018
Slide
E-Tools

December 19, 2018
Slide
Size matters

• Partner countries:
– 989 selected / 25000 applications
• Programme countries
– 2017 selected / 3055
December 19, 2018
Slide
Size matters

• Organization costs: OC
– Board meeting
– Staff cost coordination office
– Advertisement and outreach
– Secretariat costs
 OC taken by lump sum / external funding
• Total cost per student:
– Cost semester 1/2/3/4 + cost joint event 1 + cost joint event 2
December 19, 2018
Slide
Size matters! – situation 1

• Organization costs: OC
– Board meeting
– Staff cost coordination office
– Advertisement and outreach
– Secretariat costs
 Administrative overhead = OC / Minimal number of students
• Total cost per student:
– Cost semester 1/2/3/4 + cost joint event 1 + cost joint event 2 +
administrative overhead
December 19, 2018
Slide
Size matters! – situation 2

December 19, 2018
Slide
Fixed costs per student
Participation cost per semester 1500 3 4500
Annual Symposium 1 250 1 250
Annual Symposium 2 250 1 250
Summer School 1000 1 1000
Enrollment thesis 500 1 500
Administrative overhead 400 1 400
6900 3450
Prognose
Without Grant With Grant Without Grant With Grant Without Grant With Grant
Programme 64 4 50 4 30 3
Partner 7 16 6 16 6 10
Programme 3500 4500 3500 4500 3500 4500
Partner 4500 9000 4500 9000 4500 9000
Income intake 255500 162000 202000 162000 132000 103500
Income Previous intake 255500 162000 202000 162000
Spending 244950 69000 193200 69000 124200 44850
244950 69000 193200 69000
Balance
Secretariat 36400 36400 30400 66800 19600 50000
Balance use
Secretariat 0,35 36242,5 0,35 71872,5 0,35 58887,5
Teacher & student mob 0,35 36242,5 0,35 71872,5 0,35 58887,5
New initiatives 0,3 31065 0,3 61605 0,3 50475
Intake 1 Intake 2 Intake 3
103550 205350 168250
417500 781500 599500
313950 576150 431250

• Defining sustainable budget model
– What external funding sources are available? Are
they secured? On which time basis
– What is the minimum / maximum number of students?
– Calculate overall organization cost of the programme
– Define budget principles before starting to negotiate
the programme
December 19, 2018
Slide
Size matters

December 19, 2018
Slide
Intercultural competences

• International/internationally
• Diversity
• “Intercultural competencies are those attitudes,
knowledge and skills that comprise a person's ability
to get along with, work and learn with people from
diverse cultures”
Intercultural Competencies, 2013, p.3
December 19, 2018
Slide

• What is an international student?
• How can a university be open to international
students?
• How can a JP be open to international
students?
• What competences are needed to run or
teach in an international programme?

• Female student x from Bangladesh has problems with Genetics
course …
• Language policies at the Uni?
• Food options
• Name versus callname
• Coordinate office: has male and female staff
• Religion aspects
• How to take a bus?
• Humour
• How to say hello to teacher , persons in the street …
• …
December 19, 2018
Slide

• Often seen as a competence students should gain
during programme!
• What about the staff in the programme ???
Tips:
• Include it in formal teacher evaluation forms
• Foresee training
• Make explicit
December 19, 2018
Slide
Intercultural competence

December 19, 2018
Slide
Internships / Placements

• Internships / placements / Thesis work
– Individual elements in JP
– Follow up ↑
• Organize jointly!
– Clear towards students/supervisors
– Clear evaluation frameworks
– Easier to organize
– Programme identity for externals
December 19, 2018
Slide
Internships / placements / thesis work in a joint way

• Analyze processes as a workflow!
• Identify each action and find best solution
December 19, 2018
Slide
Placements in a joint way

• Often involvement of Non-Academic institutions
– Professionalism in every aspect!
• Method to advertise the JP  Future employers
• Be clear on every aspect
– Guidelines
– Train the trainer
– Criteria
December 19, 2018
Slide

December 19, 2018
Slide

December 19, 2018
Slide
Creating a JP Identity

• “I was a student of the Joint Programme in …”
• “I was an exchange student in UniA and UniB”
• JP Identity:
– Students
– Teachers
– Coordinators
– Alumni
– Universities
– …
December 19, 2018
Slide
Creating a JP identity

• Include Joint events:
– Summer School
– Intro weeks
– Graduation symposia
– …
– Outreach / Communication !!!
• Create Joint service platforms which users like
– Programme mail boxes
– Teacher interaction fora
– File sharing tools
– Video channels
– Course repositories
December 19, 2018
Slide
Creating a JP identity – how ?

• Support bottom-up initiatives
– Marine Art event
– Film festival
– Beach clean-up
– Movies and blogs
– …
• Branding materials  what is the goal?
– Posters ?
– T-shirts
– Mugs
– Stickers
– …
December 19, 2018
Slide

• Consistency in style
– Develop a style guide
– Logo / Colours / Fonts / …
• Publish !!
– Thesis publications
– Methodology publications
– Abstract books
– Posters at conferences
• Communicate as a JP
– Website / Social media!
December 19, 2018
Slide

December 19, 2018
Slide
Privacy and legal issues

December 19, 2018
Slide
https://www.youtube.com/watch?v=JmhVdvvPj1M

December 19, 2018
Slide
Legal / Privacy issues

• Check regulations at each partner University
– Eg. Which data needed at which stage
– Eg. Where is the data stored
• Ask autorisation to students
– At application stage
– At registration fase
• Think broader than the obvious elements!
December 19, 2018
Slide

• Tips and tricks:
– Include clear regulations on
• Website / Consortium agreement / Student Agreement
• Agenda of meetings
– Avoid use of communication channels out of your control
 Social Media
– Do delete data – do not only say you delete data !
– Recording of lectures – be clear with teachers / Students
December 19, 2018
Slide

December 19, 2018
Slide
Implementing and Managing a JP

December 19, 2018
Slide
Working time http://www.theworldcafe.com

• Questions:
– How would you create a programme identity (SW)
– What is the most challenging JP management aspect
according to you?
– Which management bodies do you think are an
added value – how would you structure them? (SW)
December 19, 2018
Slide
Working time
http://www.theworldcafe.com

OF JOINT PROGRAMMES
PART 4 : Employability and sustainability

December 19, 2018
Slide
Organization of Session 4
5 What’s - The Impact of JP on Graduates Employability
Methods: presentation + enquiry
Duration: 30 minutes
Sustainability of JPs – Round Tables Hot Topics
Methods: teaser + round tables + presentation & discussion
Duration: 60 minutes (5+30+25)

December 19, 2018
Slide
• ….‘s the CAREER FACTS?
• ….’s the MAIN MOTIVATIONS?
• ….’s the GAINED SKILLS?
• ….’s the MAIN IMPACT?
• ….’s to IMPROVE IN THE FUTURE?
The Impact of JP on Graduates Employability

December 19, 2018
Slide
The Impact of JP on Graduates Employability
REDEEM E+SP Project Results 2017
T.I.M.E. Association Alumni Survey Results 2016
Heritage EMJMD/Network Final Report Results 2017
EM Association Graduate Impact Survey 2017
The Internationalisation of Irish HE Report 2018
EIT InnoEnergy Outputs 2017/18
Sources used on the presentation

December 19, 2018
Slide
Career Facts

• Poll: What do you think is the percentage of
graduates from Joint/Double Degree
Programmes working abroad after graduation?
December 19, 2018
Slide
Career Facts – REDEEM+T.I.M.E.

DDgraduates with a paid activity
DDworking outside their country of origin 28%
DDworking in scope of their graduation 81%
91%
CONTROL
GROUP
REDEEM
92%
52%REDEEM
89%REDEEM
CONTROL GROUP 63% | REDEEM 55%
# of not employed are currently studying
CONTROL
GROUP
CONTROL
GROUP
46%T.I.M.E.
84%T.I.M.E.

Career Facts – EM Association

Career Facts - REDEEM
3946€
4897€
2299€
2765€
1969€
1133€
3440€
1309€ 3950€
2484€
2526€
3258€
Recent Graduates average gross monthly income (break down by region)
CONTROL GROUP | All Graduates: 3146€
DD REDEEM | Recent graduates: 3060€ | All graduates: 3618€

Career Facts – T.I.M.E.
Recent Graduates average gross monthly income (break down by region)

Career Facts - REDEEM
Graduates average gross monthly income (break down by region and Graduation Year))
CURRENT
LOCATION
RECENT
GRADUATES
(1 year)
MEDIUM
GRADUATES
(2-4 years)
OLDER
GRADUATES
(5-6 years)
MUCH OLDER
GRADUATES
(>7 years)
CG DD CG DD CG DD CG DD
Western Europe €3,511 €3,258 €3,919 €3,623 €4,364 €4,383 €4,931 €5,045
Southern Europe €1,826 €2,484 €2,272 €2,539 €2,395 €2,578 €3,028 €3,505
Northern Europe €3,557 €3,440 €,3042 €3,635 €4,183 €4,352 €4,128 €4.649

Career Facts – EIT InnoEnergy

December 19, 2018
Slide
Main Motivations

December 19, 2018
Slide
Main Motivations - REDEEM

December 19, 2018
Slide
Main Motivations – T.I.M.E.

December 19, 2018
Slide
Main Motivations – IRISH HES

December 19, 2018
Slide
Main Motivations – EM Association

December 19, 2018
Slide
Main Motivations – EIT InnoEnergy

December 19, 2018
Slide
Gained Skills

December 19, 2018
Slide
Gained Skills - REDEEM

December 19, 2018
Slide
Gained Skills – T.I.M.E.

December 19, 2018
Slide
Gained Skills – HERITAGE

December 19, 2018
Slide
Gained Skills – IRISH HES

December 19, 2018
Slide
Gained Skills – EM Association

December 19, 2018
Slide
Main Impact

December 19, 2018
Slide
Main Impact - REDEEM

December 19, 2018
Slide
Main Impact – T.I.M.E.

December 19, 2018
Slide
Main Impact – HERITAGE

December 19, 2018
Slide
Main Impact – EM Association

December 19, 2018
Slide
Improve in the Future

December 19, 2018
Slide
Improve in the Future - REDEEM
“Coordination between universities, ease of
move between institutions, standardization of quality
of teaching”
“Freedom to choose the courses you want to follow. Better
coordination of compulsory courses between universities.”
“Interpersonal and communication skills”
“More communication
around it in industry”
"- marketing on the double degree program: often it is not
known by recruiting team and it is up to the candidate to
explain what he/she did during the program- helping the double
degree student with the hosting institute bureaucracy. "
RECENT GRADUATES

December 19, 2018
Slide
Improve in the Future – T.I.M.E.

• Poll: Do you think the JP students atribute some
significant value to a joint/double degree
programme label certificate?
December 19, 2018
Slide

December 19, 2018
Slide
APPLY FOR A TIME LABEL CERTIFICATE
13%
ADDED VALUE OF THE TIME LABEL CERTIFICATE
2,9 2,8 – APPLY | 2,9 - NOT APPLY
TOP REASONS TO NOT APPLY TO LABEL
1º TIME Label is unknow
2ºCompanies didn´t atribute added value/ didn’t know
3ºIt’s important but they didn’t apply

December 19, 2018
Slide
Sustainability of JP – Hot Topics Round Tables
VIDEO TEASER
Analogy with the
Complex Systems
and Football

December 19, 2018
Slide
HOW TO
ORGANIZE THIS
COMPLEX
SYSTEM?
HOW TO TURN JPs SUSTAINABLE?
WHAT’S THE NEW CHALLENGES FOR TARGETING
STUDENTS AND IMPROVEMENT OF JPs BRANDING?
COMMITMENT & COOPERATION ARE
IMPORTANT FOR THE SURVIVAL OF JPs?
Orange Post-its
Green Post-its
Rose Post-its

December 19, 2018
Slide
HOW TO
ORGANIZE THIS
COMPLEX
SYSTEM?
HOW TO TURN JPs SUSTAINABLE?
Orange Post-its
SYSTEM:
SUCCESS:
STRATEGY:
ACTION:
TOOL:

• Poll: In 1 or 2 words please identify how it's
possible to ensure the sustainability of Joint
Programmes?
December 19, 2018
Slide
How to turn on JPs sustainable

December 19, 2018
Slide
NEW SCHEMES OF FUNDING
► EJMD
► European Universities Initiative (EUI)
► Programmes with Companies (e.g. KIC InnoEnergy – Sustainable Measures)
► Previous revenues from funding programmes (e.g. EMJMD or KICs)
► Local/National Programmes that respond to the local needs and benefit from the
experience in the sector in the both locations (e.g. Tourism Joint Degree between 2
municipalities)
► Raise the level of trust within the partners through the networks that your
institution is taking part (propose to the boards the use of some money to launch
those programmes)
A

December 19, 2018
Slide
A GEOGRAPHICAL FOCUS
► South America – Language (Brazil), Political Instability (Venezuela),
Freedom to access to Higher Education Institutions (Argentina)
► Asia - Challenges – Level of Trust (China), Level of Stability (Myanmar), Level of
Reach (Thailand), Few options (Macau)
► Europe – Weather and habits (Some areas of Eastern and Northeastern countries),
Financial Issues/Survival (Central Europe), Portugal (Involvement of Companies),
Accommodation (Sweden)
► Oceania – Tuitions (Australia), Market dimension (New Zealand)
► North America – Tuition, Accommodation, Conversion of Paths (USA)
B

December 19, 2018
Slide
THE USE OF BLENDED/VIRTUAL MOBILITY
► Certification (total/part of a curricular unit)
► Equivalences (convertible?)
► Mismatch between credits/hours in each country
► Mixed models or complete models (only virtual; blended; physical class rooms)
► Channeling the both parts with the model (structure, models, professors knowledge)
► Experiences in Africa or poor Asia could be very sustainable despite the network
problems
► Professionals Availability – they trend to stay in their home locations and give the
subjects through virtual methods
C

December 19, 2018
Slide
ADDED VALUE OF JPS FOR STEAM VS OTHER AREAS
► Engineering: easiest job market comparing with other areas
► Most Covered Job Skills For 2018 Are STEM Skills: Social Media Proficiency;
Data Analysis; Artificial Intelligence (AI) Knowledge and Experience
► 8 Trends in 2018 according Monster.com (Career website): 1-Problem solving; 2-Data
analytics; 3-Social media literacy; 4-Creativity; 5-Resiliency; 6-Good business sense; 7-
Willingness to learn; 8-Prove your worth from the get-go
► 5 Trends in 2018 according USA Today: AI is changing the future of work; Modernization
of mobile job applications; Job growth in healthcare, technology, and labor-intensive
roles; Increased transparency in the application and interview process; Encouraging
employee passions through role experimentation
D

December 19, 2018
Slide
ADDED VALUE OF JPS FOR STEM VS OTHER AREAS
► Why we still need to study the humanities in a STEM world?
Crossed Joint Programmes (as Bachelor or Master General Studies -
integration of Arts, Humanities and Sciences in a whole programme).
D
SOME ELEMENTS – STEAM future in Australia | Training.com.au

December 19, 2018
Slide
HOW TO
ORGANIZE THIS
COMPLEX
SYSTEM?
WHAT’S THE NEW CHALLENGES FOR TARGETING
STUDENTS AND IMPROVEMENT OF JPs BRANDING?
Green Post-its
SYSTEM:
SUCCESS:
STRATEGY:
ACTION:
TOOL:

possible to improve the Joint Programmes
Branding?
December 19, 2018
Slide
New challenges -Targeting students & branding

December 19, 2018
Slide
► Top Alumni: imagine a top sports icon as Tom Demoulin being an
Ambassador or Antonio Guterres (General Secretary of United Nations) to
attract people to the Joint Programmes
► Ambassadors Programme @ Técnico Lisboa/IST: the Triple Certification
► Create a strong Alumni Association: the perfect match; the creation of a
community during the studies period could be helpful to maximize it
A
THE AMBASSADORS AS MAIN CONTRIBUTORS TO PROMOTE JPs
Training Certificate: presentation soft skills; presentation technical skills; Inside IST/Técnico
Diploma Supplement Certificate: add credits to their paths
Ambassador Certificate: after 2 activities concluded and reported

December 19, 2018
Slide
► Portals: Initiatives as portals are
valuable to raise the interest?
► Social Media: integration of
apps/Specified country oriented
apps
► Videos: There is lack of videos
promoting JP or the videos are
too much academic & scientific
orientated
2 Video ScreenShot Examples 
B
LONG TERM PROMOTION: USE OF TEASERS TO RECRUIT STUDENTS

December 19, 2018
Slide
► Recruit a director or a manager: the example of InnoEnergy is relevant;
Appointed person with a large networking ecosystem; face of the
programme outer world
► Recruit marketing specialists: InnoEnergy hired a central team responsible
for marketing; local offices recruited local teams to help to understand and
adapt the central marketing policies to the local differences
► Make a study market previously and during the JP
► Be present in the major fairs across the world
► Stimulate the internal ecosystems
C
RECRUIT SPECIALISTS TO PROMOTE INTERNALLY AND EXTERNALLY

December 19, 2018
Slide
► Legal constraints needs to be overcome by a correct definition in the
beginning; professional persons (academic and non academic) from the
both sides should be involved; a discussion about a JP, sometimes, could be
hopeless (eg credits, thesis framework, mandatory periods in host and
receiving institutions)
► Provide some appealing conditions could give extra motivation (access to
specific books; breakfast with the companies; internships during the period
abroad; seminars or classes provided by local, national institutions and
companies, etc)
► Quality Assurance: define clearly before the JP launch the terms of it;
valuable to obtain the assurance for the JPs consortia as a collective (e.g.
different in the Double Degree’s)
D
LEGAL ISSUES

December 19, 2018
Slide
► Tuiton Fees needs to be harmonized as possible (sometimes is difficult to
respect the principles of equal number of IN & OUT students) –
involvement of multinational companies could help to provide mutual
gains in both countries
► Scholarships or reductions to best students (typical in the transition of
the JMD to the non funding periods)
► Create a strong Alumni network to fund some scolarships or to fund
some internships
► Build all JP programme or integrate it in existent curricular units? Apply
for more money in new ones and less in JPs that take existent units?
E
TUITIONS

December 19, 2018
Slide
► Salary: some evidences for presenting this information
► Employment opportunities: yes, but with main focus in some
economies (how to turn on applicable to other countries with less
strong economies?); Involvement of Multinational companies 
double markets, recruit nationals in a different country where the
natural language is fundamental
► International competences and experience: in all recruitment
processes the companies demand it (as mobility short periods or
long); the long mobilities are more complete - more international
experience, more skills in other language, more comprehension of
culture, business in the host country
F
THE BUZZ WORDS TO SELL JPs

December 19, 2018
Slide
HOW TO
ORGANIZE THIS
COMPLEX
SYSTEM?
COMMITMENT & COOPERATION ARE IMPORTANT
FOR THE SURVIVAL OF JPs?
Rose Post-its
SYSTEM:
SUCCESS:
STRATEGY:
ACTION:
TOOL:

possible to ensure the commitment of the
institutions to Joint Programmes?
December 19, 2018
Slide
Commitment & cooperation & JPs survival

December 19, 2018
Slide
► Involvement of the bodies in the decisions: create an advisory board
JP and integrate the JPs in the Strategic Plan of the Institution
► Introduction of English as mandatory in a significant part of the
programmes: typically is difficult in some countries in Asia or South
America – the JPs allow the local language proficiency
► Create specific services that support professors to create these
programmes: some professors don’t have a large network, don’t have
the expertise of negotiating JPs structure or don’t have the perfect
knowledge in how to involve more professors locally and externally
► Recommend to Board to sign protocols and agreements with
companies: that promote internships and specific seminars where the
leaders could be the companies
A
THE BOARD STRATEGY & COMMITMENT

December 19, 2018
Slide
► Create oriented programmes: as SHAPING THE FUTURE (IST/Tecnico
Lisboa)
► Create an internal structure to support the development of JP: organize
meetings with all the researchers, every semester to explain the specific
goals of designing a JP and how to take some funding opportunities; put
available the structure to support researchers during the year
► Support their involvement in the career benefits: take in account these
experiences to maximize the career progression; traditionally, in Portugal,
only 20 to 30% of the researchers are committed with other activitites
beside the academic classes
B
INVOLVEMENT OF RESEARCHERS/PROFESSORS, SPECIALLY THE NEW ONES

December 19, 2018
Slide
► Propose the admission of your HEI in Institutions, Networks or
Associations that promote JPs: easy way to catch partners with huge levels
of trust
► Be active in the networks: promote your commitment to their partners
► Generate new ideas to the board of networks: like turn on available a
small amount of annual budget to the development of JPs
► Propose the creation of specific JPs Dissemination Sessions: in GAs
(General Assemblies) or executive meetings
C
THE IMPORTANCE OF THE NETWORKS FOR THE TRUST AND CONFIDENCE

December 19, 2018
Slide
► Think in the Curriculum design in an integrated way: All-in-one
Involvement)
► Teaching with additional credits: support the professora with additional
motivation
► Definition of research hot topics: essential to attract new target publics
► Hosting mandatory internships: without companies and public/European
funding resources the sustainability of JPs could be in risk; JP 3.0 – hot
topics and internships
D
NEW WAYS OF COOPERATION WITH THE COMPANIES AND STUDENTS

December 19, 2018
Slide
► Make the label recognized by students
► Make the label recognized by companies
► Promote as a convenient way the JPs internally and externally
► Create annual surveys to measure the levels of impact of JP and labels
► Involve the professors and researchers in the development of labels
E
THE LABEL OF JPs

• Poll: Do you think the duration/lenght of the
programme is relevant in the decision for
students to pursue a JP?
December 19, 2018
Slide

December 19, 2018
Slide
► Make the label recognized by students
► Make the label recognized by companies
► Promote as a convenient way the JPs internally and externally
► Create annual surveys to measure the levels of impact of JP and labels
► Involve the professors and researchers in the development of labels
F
THE DURATION AND LANGUAGE ISSUES

Do you think the JP network should
become an official EAIE expert
community?
223

Would you be interested in a more
extensive 2.5 day training on JPs at
one of the 2019 EAIE academy
sessions?
225

If yes, which aspect should the
training focus on?
227
• The whole cycle
• Framework and state of the art
• Setting up a JP
• Implementing and managing a JP
• Sustainability and employability

Effective development and management of joint programmes

Effective development and management of joint programmes

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