TEMPUS IRIS PROJECT
05 June 2014
Volume 7
INTRODUCTION
Mark your
Calendars
We are now completing three of
the Tempus IRIS work
packages. In the next academic
year we are going to have
several events, including
meetings, workshops, national
and international conferences,
and more.
Please review the plan for next
year and make efforts to take
active part in the activities. Your
participation and involvement
will make the change.
Dear Tempus IRIS partners,
May 2014 was a very intensive month in the Tempus IRIS project.
We met in ORT Hermelin for a discussion on the strategic plan on
national level (WP2), we met in Warsaw for the 3rd IRO training
workshop (WP4), and we met one week later in ORT Braude
College for the 3rd and final IoC workshop (WP3).
On the administrative aspect, as you all know, we formally
submitted the intermediate report of the project to the Agency in
Brussels. We also received the legal document that defines the
transfer of the coordination from HIT to OBC. Therefore, we hope
to receive all the updated financial reports followed by the actual
remaining budget soon. Then we’ll be able to transfer to each one
of the partners its share in the remaining first payment budget
and we will expect your forecasting of expenses for the next
months.
In this newsletter you will find a brief summary of the meeting
with the Israeli CHE in ORT Hermelin, a summary of the
interesting and productive workshop in Warsaw, and a review of
the educating workshop in ORT Braude College. In addition,
details regarding the next actions and activities in the Tempus
IRIS project are presented. Please read carefully and mark your
calendars for the next events to make sure you are following the
project plan to achieve its goals and objectives.
Dr. Vered Holzmann, [email protected]
“Our goals can only be reached
through a vehicle of a plan, in which
we must fervently believe, and upon
which we must vigorously act.
There is no other route to success”.
Pablo Picasso
Summary: Developing Internationalization Strategic Plan on National Level
By Gudrun Paulsdottir.
On May 12, the workshop leaders for work package 2 (Internationalization strategic plan), Dora Longoni
and Gudrun Paulsdottir had a meeting with the Council for Higher Education, CHE, at ORT Hermelin
College. Before the meeting a document was sent to the CHE giving the background of the work so far
and the most prominent findings from the 2 workshops: Vision strategy & implementation, and
Internationalization pathways and opportunities. The discussion was open and touched upon many
areas, such as the position of the colleges in the Israeli higher education landscape, the different mission
of higher education institutions in Israel, the value of the diversity among higher education institutions
and how that contributes to development on regional, national and international levels, availability of
funding for education, research and projects including projects with focus on internationalisation.
Multiculturality and intercultural competence were discussed, how they can be highlighted and
emphasized in education and the value of that competence for societal development. The discussions to
longer than planned and were very open. Both Dora and Gudrun felt that the understanding for the
position and needs of the colleges increased during the meeting and that there is a will to develop this
further.
We thank the representatives of CHE, Dr. Liat Maoz, Ms. Marissa Gross, and Ms. Dina Gallero for their
attendance and contribution.
In the afternoon Dora and Gudrun met with representatives from the colleges to convey the discussion
with CHE and discuss the next steps. It was agreed that Dora and Gudrun would finish the report
including more specific future steps. The colleges would put together a letter to CHE and possibly the
ministry of education asking for meetings to discuss the final report and future steps. It was seen as very
important that all the college Presidents would sign that letter but that a smaller group, selected within
the colleges should handle the meetings. The representatives need to be selected
carefully in order to maximize the outcomes. It was also agreed that the
report should be disseminated among other colleges thus giving them the
opportunity to be informed and take action as well as also inform the
universities about the general outcomes of the IRIS project since the
experience is believed also to be useful for them in their future work in
internationalisation.
The IRIS project will be presented at a session at the EAIE conference in Prague next September which
will put the spotlight on Israeli higher education and cooperation opportunities. More details on the
EAIE Conference can be found at: http://www.eaie.org/home/conference/prague.html
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[2]
Summary: 3rd Managing Internationalisation: IRO Training Workshop
Warsaw University of Technology, Poland.
The 3rd IRO (International Relations Office) Training workshop took place at Warsaw University of
Technology, Poland on May 20-22, 2014.
Dr. Marek Polak welcomed the participants of the 3rd IRO – Managing
Internationalization workshop in Warsaw University of Technology.
Dr. Fiona Hunter opened the workshop with the statement that this is the
turning point: from knowledge to action. Thus, after several meetings
dedicated to learning and understanding internationalization and its implementation, we are now expected to
start taking responsibility for the process of internationalization in the institutions.
The Vice Rector welcomed the participants and mentioned the involvement of the University in an array of
interesting international activities. Marek Polak and Lukasz Wojdyga presented the
University and its organizational structure with regard to the internationalization
process. The university, top-ranked among all 18 state-budgeted universities, will
celebrate 100 years of teaching in Polish next year. The university graduates are the
most wanted by Polish employers for several years. The curriculum was changed to include “soft” engineering
education. Thus, the graduates are equipped with more capabilities.
Marek and Lukasz reviewed the internationalization process in three levels: the international, the national,
and the university level. The university supports internationalization by integrating it into the institution’s
strategy and by investing the required money for developing relevant activities. Survey results (IAU Global
Survey 2013, released in April -1336 HE institutions, 131 countries) were presented and discussed. The opening
session was concluded with the understanding that the process of internationalization should start by defining
the strategic goal and expected outcomes. Then, the activities to achieve these outcomes can be developed and
the required input will be much more evident (the presentation is available at the IRIS website).
The remaining agenda of the workshop was based on interviews. For each one of the
interviews the partners prepared a set of questions, focused on a specific aspect of
implementing internationalization. Professionals from WUT were interviewed to share their
knowledge and expertise. The interviewers and the interviewees introduced themselves
and they were sitting in the center of the room to enable all the other participants to watch
and listen. After the interview was completed, the other participants could comment
and/or ask additional questions.
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[3]
Following is a brief summary and main points that were discussed in the six interview sessions:
Interview #1 – How to organize international student and staff exchange, Felix (YVC) and Orit
(BBC) interviewed Margaret (the faculty of electronic), Dominika (program Athens and bilateral exchanges),
and Agnes (exchange office). In reply to the opening question, how to start student exchange?, we understood
that the initiation is very difficult, as described by the case of 2003-2004 or so. The first students to take part
in this process have all kinds of questions and difficulties. Usually, institutions start with the academic staff
existing relationships and continue from there. Academic staff exchange is easier since it is mainly based on
the Erasmus program.
How to encourage students to go abroad? In first, it was difficult (especially going to “exotic” countries for
Polish students) but when several students came back it was much easier. The returning students shared their
experience and a lot of information was uploaded to the website. In addition, a special “exchange day” are
organized twice a year to introduce opportunities to the university students.
The personal development of young students during the exchange term is very meaningful, although they are
not aware to that in advance. They come back with improved English, more secure, confident in themselves
and they are convinced that they will be able to better cope with challenges.
Interview #2 – How to manage International Agreements (WUT policy, procedures in place,
acceptance, management of agreements, Esther (SHENKAR), Mohamed (QSM) and Anat (BBC)
interviewed Lukasz (Director of the Center for Int. Cooperation) and Patricia (Foreign Relations).
Warsaw University of Technology participates in the Erasmus program since long time back. The institute has
about 20 active bilateral agreements, and they are involved in 120 international projects (including Tempus).
New partnerships are usually initiated based on personal relations of academic staff. More complicated
agreements are presented to and approved by the Senate. Erasmus agreements can be approved and signed by
the Faculty as well as bilateral agreements at faculty level.
The agreement is usually a very short simple document, summarizing the major aspects of cooperation.
Sample agreements were presented to the participants and some of them are available on the university
website. The university maintains a database that includes all the information about internationalization
agreements. The professional staff can track each one of the collaborations and monitor the status of each one
of the partners’ status, the agreements, the faculties, etc.
Strategic agreements are those in which the level of cooperation is very comprehensive, and the partners are
important for WUT. The partnership model presented by Fiona was to develop the partnership as a long term
mutual interaction that will be signed only with those you can count on, and those you would like to “get
married to” after “living together for the four seasons”.
Interview #3: How to internationalize the curriculum (Faculty perspectives), Amit (SAPIR),
Helena (YVC) and Aliza (YVC) interviewed Roman and Rajmund (both from the Faculty of Electronics & IT).
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[4]
Internationalization of the curriculum is important since it is a prerequisite to develop relationships with
external institutions, it is a critical part of the process of being open to the world. The current status in the
university is the development of English courses mainly for foreign students but also for Polish students. The
English courses have audience who are interested in the subject and belong to different levels of English.
However, some of the students need assistance. The English version of the university’s courses enable the staff
to focus on the basic aspects rather than on advanced materials. The projects are simpler, the exercises are
easier, but attention is given to the core subject of the course.
The process was initiated by the Deans (approximately between 1998 and 2000). A committee was appointed
in order to make decisions and to recommend when and how to implement. The English department didn’t
provide any special support since the assumption was that the professors can teach in English. The initiation
phase is very difficult, when a Polish professor had to teach a class in English for Polish students. But the Motto
was that “one is enough”, meaning you must start, even for one student, and if you are consistent at some point
it will be developed.
The challenges today are mainly related to the students. The success is expressed by the number of foreign
students who are coming to WUT every year, currently about 1,000 fee paying foreign students.
Interview #4: How to coordinate Research Projects Co-financed by EU (running university and
regional contact points, support to research teams, training programme), Oriah (TAU), Liron
(KC) and Olzan (KC) interviewed Marta and Artur (both of Research section of the Center).
The research center team at Warsaw University of Technology assists the academic staff in preparing research
cooperation and grants. Research sources are mainly those of the European Union, but are not limited to
European sources. The university is engaged in 76 international research, EU supported projects and it was
awarded by the government for its activity in the field. In reply to the question: how do you help researchers
in the process of writing proposals?, we realized that the major difficulties and challenges are different when
you are a partner or a coordinator. However, in any case, communication is a major issue and a key success
factor.
The research Center professionals presented the Horizon 2020 program, its outline and requirements. Based
on the experience with this program so far, it seems that Horizon 2020 offers simplified rules but in a more
complicated structure. However, it offers interesting opportunities for researchers.
Coordination of projects is one of the weak points in research projects. It is a challenge for the university
because in many cases the researchers are academics and professionals in their field but they don’t want to
take managerial positions. Therefore, a higher education institution should carefully inspect its ability to
coordinate complicated research projects.
Interview #5: How to run an International (fee paying) Students Office, Oded (SHENKAR)
interviewed Agata and Karl (both of International Students Office).
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[5]
The International Students Office takes care of the incoming students who get to know Poland and the Polish
culture. The responsibilities of the office range from marketing to administrative tasks. The array of tasks
requires each one of the employees to be creative and attentive in order to support the process.
The Office is organizationally structured on a region base. Meaning, that every one of the employees in the
office is responsible for a region and/or several countries. This responsibility encompasses familiarity with the
region and the higher education system that is operated there, understanding the society and culture, be aware
to the expectations of the applicants and their families, the requirements of enrollment, etc. The process that
the International Students Office applies starts by recruiting the student. It continues with a variety of
activities including filling all the application forms, contacting the embassies, issuing letters for Visa, taking
care and assisting in the payment procedures, and more.
The process of application is also available through the website. However, this electronic process starts with a
very high number of applying students, but the funnel creates a situation where about 3,000 students start
admission procedure and only about 310 actually arrive to study. In order to facilitate the process, the local
agents explain the situation to the applicants.
Working with agents is a complicated and delicate subject. Usually, the payment to the agent is based on an
individual agreement conditions. The process starts when the university issues the tender for many agents,
and it continues following the procurement laws and the bids to choose the agent to sign an agreement with.
However, it happens that a selected agent does not meet the quality standards and in those cases some
measures need to be taken.
Interview #6: How to manage International Educational Projects and Joint/Double degrees,
Waseim (QSM), Amira (BBC) and Linda (OBC) interviewed Agnes (Administrative Manager of projects),
Marek (Coordinator and Manager of several projects) and Roman (Double Degree manager, Faculty of
Electronics & IT).
As a starting point it is important to understand that the basic requirements for development of joint/double
degrees are related to level of English, content of program and the syllabi. The differences between double
degrees and joint degrees were explained with reference to the type of the cooperating institutions, their size
and expertise. A discussion on the basic language requirements for students taking a double or a joint degree
revealed that the formal requirement is English level B2.
A variety of agreement formats were presented and discussed referring to agreement with European higher
education institutions, agreements with institutions from other western countries, and agreements with nonBologna countries (such as Korea), which require different attitude and interpretation. With regard to the
content of the program, France was mentioned as the only European country that has a different system (in
Engineering), in which only after 3 years of university studies the students can apply for Engineering studies.
Thus, it is difficult to develop a double degree program with France.
The term of “Mobility Window” was introduced to the partners as a semester or a year for going abroad and
embedded in the place, getting to know the culture, the people and the environment. The Warsaw University
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[6]
of Technology does not have an e-learning infrastructure to support double or joint degrees studies and the
rationale is that since the program is financed by the EU, the student is expected to get familiar with the
country, the culture, etc. and not to stay in his/her home country.
To conclude, the interview sessions were very interesting and all the participants were involved in asking
questions and understanding how to implement different aspects of internationalization.
The interview sessions were followed by a presentation (available at the IRIS website) on Measuring
Internationalization, by Roman Podraza and Marek Polak. They presented the value of internationalization,
which was defined in the university strategy. The team had developed a short list of important indicators and
a system to measure the different faculties using the same tool.
A pilot study took place to test the
measurement tool and although it was found to be very accurate and useful, it has a shortcoming of demanding
a lot of efforts by the faculty members. The current status of the developed measurement method is under
review of the decision makers in the university, though it will be probably widely applied
on all the faculties next year.
Fiona summarized the workshop explaining how these all parts create a whole picture.
The important subjects are to have the 3 “Ps”: Professional, Passionate and
Personal (being personally committed). During the next meeting, at the 3rd consortium
meeting on September, each one of the Colleges will be asked to present its
internationalization: (1) goals; (2) activities; and (3) outcomes.
Marek introduced WP5: Pilot IRO Activities, after his team had reviewed the strategic plans. Each one of the
contact persons in the Colleges received an official email asking to review the internationalization activities
the College is aimed to apply and to select the 3 items that the College is planning to implement in the next
academic year.
In order to achieve effective results we call the Colleges’ representatives and Presidents to reply on time after
taking into consideration the limitations and the priorities of the College.
On behalf of all the Tempus IRIS team, I would like to thank the team
at WUT: Dr. Marek Polak, Dr. Roman Podraza, Mr. Lukasz
Wojdyga and Ms. Agata Wierzbinska and to express our heartfelt
thanks and appreciation for the excellent organization of the workshop
and very warm hospitality. We thank Dr. Fiona Hunter for the
successful leading of WP4 and her contribution to the IRIS Project.
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[7]
Summary: 3rd IoC (Internationalisation of the Curriculum)
Workshop.
ORT Braude College, Karmiel, Israel.
Dr. Sheila Trahar, University
of Bristol, UK.
Leader of WP 3: Development
and delivery of campus
internationalization
programs for faculty,
administrators and students
The 3rd IoC (Internationalization of the Curriculum) workshop took place at
ORT Braude College, in Karmiel, Israel, on May 26-26, 2014.
Dr. Dvora Toledano-Kitai welcomed the participants
and presented the teaching and learning center in
ORT Braude College, which is subordinated directly to
the President of the College.
Dr. Sheila Trahar opened the workshop by reviewing WP3 goals and objectives and by describing and
summarizing the previous workshops activities.
Overall objectives of the THREE WP3 workshops are:
1.
To provide an understanding of how international policies and new social and economic contexts of
higher education impact/mediate teaching, learning and administrative practices
2. To engage critically with the policy debates and theoretical ideas that underpin teaching, learning and
assessment in higher education and relate these to local contexts
3. To articulate the complexities of intercultural communication and relationships and to identify ways
to enhance cultural capability
4. To identify the academic and personal support needs of students in global higher education
5.
To enable participants to share experiences and apply debates to their own context and practice
The workshops are targeted at those who are involved in curriculum design, including teaching and assessing
students.
The workshop started with the Reviewing Progress Session including brief presentations by Daniella from
Beit Berl College, Helena from Emek Yezreel College, and Baaha from Al-Qasami College. Daniella presented
the new developments in the College: Beit Berl College was accepted to the Council of Higher Education, Anat
Benson was appointed as the Head of the new International Relations Office in the College and the academic
staff participated in a survey to evaluate their preferences regarding internationalization and related subjects.
The college strategy is to firstly promote the faculty, with regard to internationalization. Helena from Emek
Yezreel was focused in her presentation on the learning-community, describing the status of completing 20
interviews which includes representatives from all the departments and faculties in the college. The process is
planned to be expanded to students at the next stage. The college will offer 2 courses in English next year, one
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[8]
in each semester. The college also plans for a summer workshop on cooperation
in business and management. The Jewish-Christian center in the college
develops a new program related to multicultural and internationalization. In
addition, a committee of internationalization stakeholders was established in
the college to debate sustainability of internationalization after the IRIS project
will end. Baaha from Al-Qasami updated that the International Relations Office
will be officially open next year. The faculty members participate in an intensive English course to improve
their capabilities in teaching courses in English. Additional courses, such as “internationalization & global
skills”, are scheduled for the next academic year. The college representatives wrote a position paper on
implementation of internationalization and multi culture, which was submitted to the Teacher Education
department in the Ministry of Education. The college develops cooperation agreements with several higher
education institutions in Europe and in the USA. Dalia from Al-Qasemi added that during the last months
several activities took place: guests from USA visited the college to introduce the Arab sector in Israel and
students exchange with The Interdisciplinary Center (IDC) was executed, although in Israel it was very
important for internationalization at home. Exchange program with Poland is also under development within
the engineering department and several additional projects, with Uganda and Costa-Rica for example, are still
in their initiation stages.
Amit Marantz-Gal from Sapir College presented “Teaching Israel Students in
English”. Amit reviewed the process of teaching in English in Israeli Colleges as
started with the Tempus EFA (English for All) project. She developed an
interesting discussion by asking each one of the participants to think about the 3
issues that would concern them in case they’ll be asked to teach in English the
next semester. The answers included preparation of materials, “downgrading” the course, developing
discussions with the students, speaking in English for a whole lesson, accents of English, insecure, materials
in English that are interesting and relevant for Israeli students, speaking to different levels of English, and
similar. The participants shared their experience in teaching in English by several personal stories. We
concluded that transforming courses from local language to English usually requires at least some level of
compromising. Technological tools can help in the process, but it is still a challenging effort.
Sheila presented the subject of “Quality in Internationalization of the Curriculum”. Then, the
workshop participants worked in teams to define what “quality” in these circumstances means and how to
measure it. The implementation of internationalization as better quality of higher education, was discussed
by referring to the UK academic environment. In the UK, CHE is responsible for quality assurance and the
Quality Code defines the major aspects of setting and maintaining academic
standards, assuring and enhancing academic quality, and information about
higher education provision. The Bologna process is also a factor affecting the
standards in European higher education institutions.
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[9]
Dalia presented the case of cascading internationalization in Al-Qasemi. Working in teams, each
group was assigned to a specific target population of students and the mission was to create an integrative plus
content related lesson. Every group was asked to define the title of the course and the rationale of the program,
while the basic motivation is to empower the students through the process of internationalization. The very
interesting and inspiring exercises were related not only to internationalization in general but also to the
Jewish – Arab discussion.
We opened the second day with a welcome by Prof. Arie Maharshak, the
President of ORT Braude College, describing some of the international activities
that are taking place in the College. These activities include incoming and
outgoing students, courses in English and courses in Chinese. Prof. Maharshak
described the Innovation Center which is aimed to develop innovative ideas as
part of the academic studies in the college.
Ms. Marissa Gross from the Council of Higher Education, Director of
National Erasmus+ Office, presented the governance of higher education and
guidelines regarding joint degrees, double degrees and studies in foreign language. Marissa referred to CHE
(Council of Higher Education) and PBC (Planning and Budgeting Committee) and explained their major
responsibilities in the Israeli Higher Education environment. Marissa also presented the framework of the
Erasmus+ program and shared her knowledge with the participants.
The workshop continues with a second Reviewing Progress Session, when Dana from ORT Hermelin
College reviewed the activities related to internationalization in the Curriculum in the college. These activities
include the development of a new course “development of medical devices in the modern world”, which
involves several aspects of globalization and internationalization. The plan is to offer a summer course to
foreign students who will participate in an intensive course and travel in Israel.
Olzan from Kaye College presented the “Internationalization in the Age of
ICT” program, which is a new M.Ed. program in the college. The program is
focused on 4 aspects of IoC: enhancing content, initiating collaboration,
developing intercultural values, and initiating mobility. Some examples include
a course devoted to “multiculturalism, globalization and technology”,
collaboration with Kibbuzim College.
Miri from ORT Braude College discussed innovation and creativity related to internationalization. She
introduced the relevant concepts and Yael continued the session by asking each one of the colleges’
representatives to share their best practices for promoting faculty engagement in the internationalization
processes. Dvora described the process on implementing internationalization in the College and we visited the
teaching and learning center, which is organized in a very special way and equipped with technological devices
to support teaching and learning.
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[10]
We summarized the workshop (all the materials are available on the project website) when Sheila asked each
one of the colleges to prepare a one or two slides presentation which will describe the plan for the next (2015)
academic year regarding implementation of IoC in the college. Each one of the colleges will be asked to present
the plan in the forthcoming consortium meeting which will take place in September 2014 in Warsaw. Sheila
will be available for an on-line consultation during this time.
A special gratitude to Ms. Shani Alchek for her great efforts in making our stay in ORT Braude College
fruitful and enjoyable.
On behalf of all the Tempus team in Israel I want to thank Dr. Sheila Trahar, Leader of WP 3, for sharing
remarkable knowledge, experiences and expertise and for her important contribution to the project. This
knowledge was, and will be, of tremendous benefit to the partners.
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[11]
Next Event:
Israeli Partners Meeting, 22 May 2014,
The Max Stern Yezreel Valley College,
Israel
Cooperation & Sustainability
On Sunday, May 22nd 2014, the Tempus IRIS Israeli partners will take
part in a meeting to discuss options for collaboration and directions for
future activities.
The meeting will take place in The Max Stern Yezreel Valley College,
at the conference room in the Management Building (Building No. 5).
Please inform Prof. Helena De-Sevilia ([email protected]) and Dr. Vered Holzmann ([email protected]) no later
than June 15 who will attend this meeting.
The workshop will be dedicated to discuss possibilities of cooperation and collaboration among the Israeli partners of
the IRIS project in order to empower internationalization activities in the Colleges. We will try to develop mutual
initiatives that will enable us to offer more interesting and attractive suggestions than the ones that each one of us can
develop on its own.
To ensure sustainability of the project’s results within the college partners and to promote it among the other nonparticipating academic colleges in Israel, we will discuss the exploitation and sustainability plan of the project, as will
be presented by Sapir, Leader of WP8.
Cooperation & Sustainability Meeting Agenda:
10:00 am - 10:30 am
Registration & Networking
10:30 am – 11:45 am
Suggestions for Cooperation & Collaboration (YVC)
Discussion
11:45 am – 12:00 pm
Coffee Break
12:00 pm – 13:00 pm
Exploitation & Sustainability plan (Sapir)
Discussion
13:00 pm – 13:30 pm
Summary & Action items
-
1 page description for the Israeli Partners Booklet.
3 pilot IRO activities to be monitor by WP5 Leader.
1-2 slides presenting IoC plan for the next (2015) academic year.
Erasmus+ program Submissions
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[12]
TEMPUS IRIS PROJECT CALENDAR: 2014-2015
WP
TASK /MEETING
LEADER
PLACE
9
Israeli Partners Meeting
Dr. Vered
Holzmann
9
3rd Consortium Meeting
4
STAR T
END
The Max Stern
Academic College of
Emek Yezreel, Israel
22/06/2014
One Day
Dr. Vered
Holzmann
Warsaw University of
Technology, Warsaw,
Poland
08/09/2014
10/09/2014
Managing
Internationalisation: 4th IRO
(International Relations
Office) Training Workshop
Dr. Fiona
Hunter
Pädagogische
Hochschule Kärnten /
Viktor Frankl
Hochschule,
Klagenfurt, Austria
03/11/2014
07/11/2014
4
Managing
Internationalisation: 5th IRO
(International Relations
Office) Workshop
Dr. Fiona
Hunter
The Max Stern
Academic College of
Emek Yezreel, Israel
02/02/2015
04/02/2015
7
Tempus IRIS National
Conference
Dr. Amira
Meir
BBC, Israel / OHC,
Israel
16/03/2015
One Day
5
On-Site Visit, Mentoring
Pilot Activities
Dr. Marek
Polak
All Israeli Colleges,
Israel
March-April
2015
TBD
5
Pilot Summary Meeting
Dr. Marek
Polak
BBC, Israel
May, 2015
TBD
7
Tempus IRIS International
Conference
Dr.
Christophe
Terrasse
EFMD, Belgium
09/06/2015
11/06/2015
9
4th Consortium Meeting
Dr. Vered
Holzmann
9
Presidents Meeting*
Dr. Vered
Holzmann
TBD
TBD
One Day
9
Israeli Partners meetings**
Dr. Vered
Holzmann
TBD
TBD
One Day
* The Presidents meeting will be coordinated with the relevant stakeholders.
** Additional Israeli partners meetings will be scheduled as required.
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[13]
2014
JANUARY
S
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FEBRUARY
W
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2
F
3
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4
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MARCH
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F
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1
S
M
APRIL
T
W
T
F
S
1
S
M
MAY
T
1
W
2
T
3
F
4
S
5
S
M
JUNE
T
W
T
1
F
2
S
3
S
1
M
2
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W
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2
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2
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31
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30
30
31
T
F
S
1
JULY
S
M
AUGUST
T
1
W
2
T
3
F
4
S
5
S
M
T
SEPTEMBER
W
T
F
1
S
2
S
M
1
OCTOBER
T
2
W
3
T
4
F
5
S
6
S
M
T
NOVEMBER
W
1
T
2
F
3
S
4
S
M
T
W
DECEMBER
S
M
1
T
2
W
3
T
4
F
5
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12
3
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30
31
T
W
T
F
1
S
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2
W
3
T
4
F
5
S
6
31
30
2015
JANUARY
S
M
T
FEBRUARY
W
T
1
F
2
S
3
S
1
MARCH
M
2
T
3
W
4
T
5
F
6
S
7
S
1
APRIL
M
2
T
3
W
4
T
5
F
6
S
7
S
M
MAY
T
W
1
T
2
F
3
S
4
S
M
JUNE
S
M
1
4
5
6
7
8
9
10
8
9
10
11
12
13
14
8
9
10
11
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14
5
6
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10
11
3
4
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10
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19
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25
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24
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W
2
T
3
F
4
S
5
31
JULY
S
M
AUGUST
T
W
1
T
2
F
3
S
4
S
M
T
SEPTEMBER
W
T
F
S
1
S
M
T
1
OCTOBER
W
2
T
3
F
4
S
5
S
M
T
NOVEMBER
W
T
1
F
2
S
3
S
1
DECEMBER
M
2
T
3
W
4
T
5
F
6
S
7
S
M
T
1
5
6
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10
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SHARE WITH US . . .
All the presentations and additonal material that was distributed and presented in the
IRIS workshops is available at the IRIS website: http://www.hit.ac.il/sites/en/iris
You will also find at the IRIS website guidelines and procedures issued by the Isreali
CHE (in Hebrew) regarding teaching in foreign languages, joint and double degrees,
etc.
Dr. Vered Holzmann: [email protected]
Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
[14]