Practical Guidelines
Clustering Joint Programmes,
Partnerships and Attractiveness
Projects:
Lot 4 – Regional Cluster on Asia
November 2011
Table of Contents:
1. Introduction ...................................................................................................................... 1
2. Context information ......................................................................................................... 2
3. Methodology of the survey ............................................................................................. 3
4. Good practices ................................................................................................................. 6
4.1 How to build successful partnerships ............................................................................. 6
4.1.1 How to search for partners
7
4.1.2 How to form a partnership
9
4.1.3 How to sustain partnerships
14
4.2 How to run successful cooperation projects with regard to … ................................... 17
4.3
4.2.1 University-business cooperation
17
4.2.2 Academic mobility and recognition
20
How to sustain cooperation schemes ........................................................................ 24
5. General recommendations and conclusions ............................................................... 27
List of Abbreviations
ACTS
ASEAN
DCI
EACEA
ECTS
EHEA
EM
EMMC
EMJD
EU
EU27
ICI
NS
PP
UMAP
UCTS
ASEAN Credit Transfer System
Association of Southeast Asian Nations
Development Co-operation Instrument
Education, Audiovisual and Culture Executive Agency
European Credit Transfer and Accumulation System
European Higher Education Area
Erasmus Mundus
Erasmus Mundus Masters Courses
Erasmus Mundus Joint Doctorats
European Union
Member States of the European Union
Industrialised Countries Instrument
National Structures
Promotion Projects
University Mobility in Asia and the Pacific
UMAP Credit Transfer Scheme
1. Introduction
In 2003 the European Commission launched the first phase of Erasmus Mundus I (2004-2008). With its four
different actions (1) Erasmus Mundus Masters Courses, (2) Scholarships for third-country students and
scholars, (3) Partnerships between European consortia and third-country higher education institutions and (4)
Enhancing attractiveness projects, the programme has substantially contributed not only to the quality of
European higher education through international co-operation, but also to the development of human
resources. Furthermore it has promoted the dialogue and understanding between peoples and cultures and
Europe as a centre of excellence in learning across the world.
Four years later, the European Commission implemented the second phase of Erasmus Mundus II (20092013). The structure of the programme differed from the one under phase I. Under phase II, the
aforementioned four actions were streamlined into three new features. In this context, the promotion of Joint
Doctorates and the former external cooperation window programme were included. The new scope also
allows for involving third-country higher education institutions in Erasmus Mundus Masters Courses (EMMC)
and Erasmus Mundus Joint Doctorates (EMJD) as equal partners from the very beginning. This reflects the
rising globalization and the need for closer cooperation with countries outside the EU 27 and the EFTA
States. In this respect, Asian countries and their higher education institutions play a vital role. The three main
actions of the Erasmus Mundus Programme are currently the following:
Action 1: Erasmus Mundus Joint Programmes
This action provides support for high – quality joint masters courses and doctoral programmes.
Action 2: Erasmus Mundus Partnerships
This action provides support for the establishment of cooperation partnerships between European higher
education institutions and higher education institutions from targeted third countries/territories.
Action 3: Promotion of European Higher Education
This action provides support to transnational initiatives, studies, projects and other activities aimed at
enhancing the attractiveness and visibility of and accessibility to European higher education in the world.
Within this concept, the European Commission launched an open call for tender to explore, how Erasmus
Mundus projects work with Asian partners. An inside view should be given to EMMCs and EMJDs
cooperating with Asian higher education institutions and to Promotion projects targeting Asia. Furthermore,
courses with a big proportion of Asian students/doctorates were to investigate.
The present Guidelines should offer means to explore the challenges that the Erasmus Mundus projects have
to deal with when it comes to interregional cooperation.
They are divided into different chapters starting with the implementation, followed by the running and
concluding with the sustainability of different Erasmus Mundus projects. Each chapter itself is partitioned into
several sub-chapters, accompanied by the main findings and recommendations and illustrated by good
practice examples.
Finally, a section of general recommendations and conclusions will wrap up the guidelines.
The guidelines are, of course, neither exhaustive nor binding – but they should serve as a supporting tool
when implementing and/or strengthening partnerships with Asian institutions under the Erasmus Mundus
Programme.
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2. Context information
Asia plays a more and more vital role in academic cooperation. On a political level, the 27 EU Member States
1
and 16 Asian countries have established in the mid 90ies an informal dialogue platform, the Asia-Europe
Meeting (ASEM). Since 2008, also the Ministers for Education meet regularly, a further sign for strengthening
cooperation between the two regions.
2
The Erasmus Mundus programme with its different actions is one suitable instrument for enhancing
institutional cooperation between European and Asian higher education institutions and to promote student
and staff mobility between the two regions.
In order to get an insight-view of the EM programme, the European Commission and the Education,
Audiovisual and Culture Executive Agency have launched the Open Call for Tenders (EACEA/2009/05) for
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Clustering Erasmus Mundus Master Courses and Attractiveness Projects . The overall objectives of the
Clusters were to further disseminate the results of the Erasmus Mundus Programme by bringing together its
beneficiaries, coordinators, students, alumni and other relevant stakeholders: in this case Erasmus Mundus
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Joint Programmes and Attractiveness Projects with Asian partners and/or a special focus on Asia .
The project started in February 2011 for a duration of one year and is being executed by the German
Academic Exchange Service (DAAD) together with the MENON Network.
In the framework of this project, the project partners mentioned above were commissioned to launch an
online-survey (from 24 May 2011 until 19 June 2011) targeting Erasmus Mundus consortia with links to Asia
and subsequently to conduct a workshop (in Brussels, September 28 – 29, 2011) bringing together relevant
stakeholders in Europe-Asia higher education cooperation. In addition, the cluster comprises a thematic
section on the EACEA website and the present guidelines including recommendations and conclusions for
stakeholders and higher education representatives in the framework of Erasmus Mundus.
These Guidelines are mainly the result from the findings coming, on the one hand side, from the survey and,
on the other, from the workshop.
They reflect the key characteristics of past and current EM projects with special regard to Asia, and the major
challenges encountered by EM consortia when working together.
In the context of this cluster, Asia has been delineated by ICI (Industrialised Countries Instrument) and DCI
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(Development Co-operation Instrument) countries (without Central Asia, Middle East, Gulf states) excluding
Afghanistan.
The diversity of countries makes it difficult to formulate universally valid messages. Nevertheless, existing
good practices in EU-Asia higher education collaboration within EM, with special regard to sustainability,
recognition of study periods abroad and university-business co-operation could be identified as a key item
and are part of the guidelines.
1
Brunei Darussalam, Cambodia, P.R. China, India, Indonesia, Japan, Republic of Korea, Laos, Malaysia, Mongolia, Myanmar, Pakistan,
Philippines, Singapore, Thailand and Vietnam
2
Further information on the Erasmus Mundus programme and its different action lines can be found under:
http://eacea.ec.europa.eu/erasmus_mundus/programme/about_erasmus_mundus_en.php
3
Further information can be found under: http://eacea.ec.europa.eu/erasmus_mundus/clusters/index_en.php
4
http://eacea.ec.europa.eu/erasmus_mundus/clusters/regional_cluster_asia_en.php
5
Bangladesh, Bhutan, Brunei Darussalam, Cambodia, P.R. China (including Hong Kong and Macao), India, Indonesia, Japan, Republic
of Korea, Laos, Malaysia, Mongolia, Myanmar, Nepal, Pakistan, Philippines, Singapore, Sri Lanka, Taiwan, Thailand and Vietnam
2
3. Methodology of the survey
These guidelines are based on two pillars. One pillar reflects the results of the survey, the second pillar
echoes the lessons learnt from the discussions and from good practice examples presented in the workshop
which has taken place in Brussels, on September 2011. These two means represent the core activities of the
Cluster project. Together they build a set of guidelines easy to follow and implement when working together
with Asian institutions in the framework of Erasmus Mundus.
In order to understand how these guidelines have been worked out, it is necessary to reconstruct the
methodology of the survey and the workshop:
The survey distinguished between the different groups to be targeted:
- Erasmus Mundus Master Courses (EMMC) with Asian partners funded under EM I (2004 – 2008) and EM II
(2009 – 2013),
- Erasmus Mundus Joint Doctorates (EMJD) with Asian partners funded under EM II
- EMMC (funded under EM I and EM II) and EMJD (funded under EM II) without Asian partners, but
with a high number of Asian students,
- EM Partnerships with Asian partners funded under EM I (External Cooperation Windows) and EM II
- Promotion projects targeting Asia funded under EM I (2004 – 2008) and EM II (2009 – 2013).
Both coordinators and partners were questioned via e-mail. In total 901 addresses have been contacted, 364
answers have been received. The picture below shows the distribution of respondents regarding the different
target group.
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Regarding the distribution of Asian respondents, the picture is analogue to the distribution of participating
countries in EM projects.
All in all, the questionnaire was divided into several parts – depending on the distinctive EM profiles. Whereas
the first section of the questionnaire was common to all EM participants, the second part was specific to the
target group the respective respondent belonged to. Depending on the information provided by the
respondent in the first part of the questionnaire, the software filtered the questions according to the profile of
the respondents, distinguishing between Asian and European respondents and between respondents from
the different EM actions from both phases of the Erasmus Mundus programme. The survey was anonymous
in order to allow respondents to raise some critical remarks.
Moreover, respondents had the possibility to answer a number of additional qualitative questions related to
best practices and in-depth perceptions. The questionnaire for each action contained 25 questions, most of
them closed or multiple choice, as well as a few open questions for qualitative analysis. The survey covered
three major topics: “Sustainability”, “Recognition of Study Periods Abroad” and “University-Business Cooperation”. The survey results with regard to these themes have been fed into the three interactive working
groups of the workshop held in Brussels. Former experiences and discussions with Erasmus Mundus
stakeholders but also with political decision makers have shown that the chosen topics are crucial when it
comes to international cooperation. To find out more about existing cooperation mechanisms between
European and Asian higher education institutions in the respective topics are necessary to adopt a long-term
approach in cooperation. To present good practices and lessons learnt by experienced project partners in
different Erasmus Mundus Masters Courses, Joint Doctorates, Partnerships and Promotion Projects, seemed
useful especially with regard to Asia, where communication tools might be limited because of the distance
and of cultural differences.
In principle, the guidelines refer to the lessons learnt from the quantitative and qualitative answers from the
stakeholders.
Furthermore, they take into account the recommendations worked out during the workshop where examples
of good practice which have been identified beforehand, have been presented.
The selection of these practice examples depended on several parameters.
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Some examples were chosen because respondents of the questionnaire voluntarily asked to present their
programmes in a specific session in the workshop, some examples were literally picked out of the projects
funded under the Erasmus Mundus label.
The following characteristics have been taken into account:
duration of partnership between the European and the Asian higher education institution(s)
intensity of partnership between the European and the Asian higher education institution(s)
Erasmus Mundus Action
Familiarity with the Erasmus Mundus programme
Successful partnerships between European and the Asian higher education institution(s) that lead to
further EM funding
Valuable experience on sustainability, university-business cooperation and recognition issues
As already mentioned, the survey as well as the workshop covered the three topics “Sustainability”,
“Recognition of Study Periods Abroad” and “University-Business Co-operation” as they represent the three
pillars for the long-term success of any Erasmus Mundus project.
The guidelines represent a step-by-step approach, assisting newcomers and/or experienced project
participants to enhance partnership with Asian higher education institutions taking these fields into account.
Each chapter starts with some general hints followed by specific suggestions to consider.
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4. Good practices
4.1 How to build successful partnerships
“Successful cooperation practices often arise when personal contacts (based on
mutual academic interests and goals) are strong.”
Partner EM ECW China/Erasmus Mundus Europe Asia (EMEA)
First of all, what are the main characteristics of a partnership? This type of cooperative structure involves at
least two or more parties that have agreed together in the pursuit of common goals. In the case of Erasmus
Mundus, higher education institutions from EU countries and non-European countries establish a partnership
to cooperate in the field of higher education and build capacity.
In theory, dealing with partners who are willing to march into the same direction, may look like a simple task.
However in reality, human collaboration is complex and brings along a bunch of challenges. A successful
collaborative venture underlies several success factors beginning with identifying potential alliance partners
who share similar interests. Partner search activities are considerably facilitated by personal contacts, but
may also involve join networks and associations or active participation in matchmaking events.
Once the exploration stage is over, formation of the partnership needs to be facilitated, for example by
delivering a helpful kick-off meeting and creating a common understanding of aims, activities and outputs.
Now enters the partnership into its third phase. It has to be operated, must be maintained, in general, the
process of collaboration is to be accompanied with diligent attention to overcome challenges, such as
different working contexts, cultural norms and environments or local laws and bureaucracies, and to sustain
well-being and productivity. All involved must be committed and willing to promote cooperation and work on
implementation of activities. Integration of partners from different countries, coming form diverse higher
education structures, speaking various languages is not easy, but can be a rewarding experience. Getting to
know and respecting each other, improving understanding may open up new horizons and lead to the
summarising statement:
“It was a good working experience, culturally as well as academically, better than expected.”
The good practices presented aim to offer all those intending to build a partnership with an Asian higher
education institution, as well as those already working together with one, some guidance and creative ideas
on how to operate successfully. Those already in the field know well that the findings from our survey and
thereupon built recommendations cannot constitute a foolproof recipe but are suggestive only.
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4.1.1 How to search for partners
The partnerships that are the most effective are those that have brought together the best set of partner
higher education institutions/organisations and people. For that reason, it is important to identify what types of
partner higher education institutions/organisations would best complement one another to address the
challenges at hand.
Know your grounds
Before joining an alliance it is imperative to develop a good understanding of accessible human, technical and
financial resources, as well as one’s partnering competences, for example, the willingness to share control
and to participate in shared decision-making. It is essential to rationalise one’s objectives in the light of what is
realistic.
Know the partner
Choosing the right partner requires a number of considerations to be taken into account. It is important to
have a profound assessment of the partner’s approach to international cooperation, the motivation, academic
expertise or the organisational culture and support system for example. Successful collaborations rest on
basic pillars like expertise that is complementary as well as on collaborative behaviour i.e. transparency and
mutual respect.
“We have been working with colleagues from Wageningen University in the Netherlands for more
than 15 years. We continued our cooperation from the Sino-Dutch project, then developed into an
Asia-Link project, and then collaborated within the framework of the Erasmus Mundus programme.
We built up our trust on a long-time cooperation.”
Partner in the EM Action 2 EURASIA 2 project
Project information: http://www.eurasia2.cz/
Person to person network
Experience not only within the Erasmus Mundus programme indicates that most partnerships originate from
personal contacts. Experiences from teaching exchange or common research, participation in the same
academic networks and associations, previous activities in other projects constitute a good basis upon which
to build academic collaboration.
“My participation in Erasmus Mundus started with my selection as visiting scholar under
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Sefotech.Nut . I taught modules on dairy and food science at the Dublin Institute of Technology (DIT)
and visited Universidade Católica Portuguesa (ESB) in Porto, Portugal, and the Katholieke
Hogeschool Sint-Lieven in Gent, Belgium. Subsequently other colleagues were also selected to
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Sefotech.Nut is a Erasmus Mundus action 1 project. The study programme is called Master of Science in Food Science,
Technology and Nutrition. More information on the programme can be accessed at: http://www.sefotechnut.org/
7
participate in the programme to teach various modules. My institute became an associated member
of Sefotech.Nut.
… I was later invited to participate in ISEKI_Mundus 2 Internationalisation and Sustainability of
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ISEKI_Food network to which I have successfully contributed by disseminating the project outcomes
and by writing chapters for study material.”
Partner in EMECW India4eu project
Project information: http://www.india4eu.eu/
Be known by being visible
Visiting international meetings and events are straightforward ways to be visible and draw the attention of
potential partners. Informally initiated contacts can grow into a partnership gradually.
“In 2009, as a Dean for Graduate Training …, I had an opportunity to attend an educational fair
organised by EAHEP in Bangkok, Thailand. The main purpose for the participation in the event was to
find a way for future cooperation with international colleagues at the graduate level because of the
lack of joint cooperation and projects at the institution. The event was rich with getting information
and, the most important: I had the wonderful opportunity to meet an Erasmus Mundus Action 2 project
coordinator, who we (the university) proposed our willingness for cooperation. As a consequence of
our communication and strong will in partnering, we became local partners for the implementation of
the Erasmus Mundus E-Tourism project.”
Partner in the EM Action 2 Sustainable e-Tourism project
Project information: http://iutcerral.univ-lyon2.fr/etourism/
Start small and get to know each other well
Forging a joint vision entails extensive planning and consultation, leadership commitment and ownership must
be assured. This is an ambitious task and may be doomed to failure if the joint vision is really worked out by
all partners and truly shared. Otherwise, efforts can easily go different ways. It may be therefore
recommendable to develop an academic partnership gradually and start with a well-manageable project that
may be broadened up. If you aim at developing a degree programme together with an Asian partner, but have
not yet collaborated in a project, begin with designing course modules and courses together.
“After we concluded our previous Asia Link project (design of new courses in applied mathematics
and information sciences) we continued to expand our institutional and personal contacts with
European partners, resulting in among others in ‘co-tutelle’ PhD programmes, joint research,
publications, visiting professorships, etc., several of which were undertaken due to formal bilateral
memorandum of understanding / agreement established after the project with our European partners.”
Partner in EM Action 2 Lot 14 China project
Project information: http://www.lot14.emecw.com/
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ISEKI_Mundus 2 - Internationalization and Sustainability of ISEKI_Food Network, an Erasmus Mundus action 3 project,
was established to foster the internationalization and enhancement of European higher education Food Studies to other
countries, and to develop new activities promoting good communication and understanding between European countries
and the rest of the world.
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4.1.2 How to form a partnership
What makes a partnership a good one? Symmetries in resources, capabilities and power? In fact, there are a
number of factors to observe when working together as reliable partners. Partnerships are shaped by power
relations that define possibilities within, access to, and identities as well as interests.
All partners need to commit themselves to the paradigm of a shared partnership, meaning joint decision
making and activity, starting off with the design of the project and the budget determination, continuing with
the implementation of the project and ending with the reporting.
“In our Erasmus Mundus Master course, the cooperation with our Asian partners is excellent,
because we treat them as full and equal partners. … Asian partners are fully involved in the
consortium, like all other partners, and involved in all decisions made by the consortium board.”
Project coordinator of the EM Action 1 European Master in Law and Economics
Project information: http://www.emle.org/
Further of relevance, partnerships have the potential to support higher education institutions achieve their
goals, be it engagement in the internationalisation process in higher education, or be it capacity building. Joint
research opportunities or curriculum development activities contribute to the improvement of educational
standards and add to the visibility and attractiveness of a higher education institution. Likewise do continuing
professional development and staff training. Trade in skills, however, is not one-sided. It should be in each
partner’s interest to share ideas, experiences and resources, that is to learn from each other. Throughout its
life-cycle, the partnership will not only attract but also build new expertise.
When the Erasmus Mundus programme started in its second phase in 2009 (EM II) and paved the way for
third country institutions to join European consortia offering Erasmus Mundus joint programmes, for example,
new common grounds due to different education systems and requirements had to be found. Programme
duration, credit systems, degree modalities needed to be discussed and defined, differences in tuition fees
and scholarship provision ruled out. Developing standards for quality assurance and accreditation was timeconsuming. Integration efforts became bigger. Despite the many challenges met underway, the overall
collaborative experience is rewarding. New partners, in this case coming from Asia, bring in a new focus,
complement a partnership’s expertise and resources, and, thus, add value to the project.
What makes some partnerships work and others fail? Reasons are manifold. Misconception of the nature of
partnership is one of the reasons. The term ‘partnership’ describes a collaborative activity of two or more
parties who have common and compatible goals and are willing to work together for a period of time to pursue
a particular purpose. This is a rule of thumb but points out two fundamental elements of partnering. It is a
target-oriented process that is driven by a shared long-term goal or vision and the commitment to work
together collaboratively.
First, it is regarded necessary to identify each partners’ ambitions in order to obtain a sound understanding of
the short-term and long-term expectations of all partners. Do you see eye-to-eye on what the future could look
like as a result of common efforts?
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Second, partnering requires much more than a decision to merely work together. Partnering promotes a
sense of ownership, which raises the question ‘Who owns the partnership?’. All partners do. They share rights
and responsibilities in success as much as failure.
“Our nowadays partnership with several European Universities was the result of our aims … to have
a sustainable long-term collaboration. Our partnership system is based on equity, openness and trust
between partnership.”
Partner in EMECW Action 2 EMMA-EAST
Project information: http://www.emmasia.eu/
Formation of the partnership
Once the decision has been made to join or form collaborative structures and a suitable partner has been
identified, the focus shifts towards establishing the partnership. This will involve a joint planning process,
kicked-off with a start-up meeting, the first formal gathering of all partners dedicated to work together for the
duration of the project. It is important that partners agree upon a set of principles to guide the partnership.
„(It is necessary to) develop and insist on mechanisms to ensure the following:
 proper coordination,
 equal partnerships,
 defining clear expectations and responsibilities of partners in initial application,
 programme officers should communicate with partners, not only with the coordinator.”
Partner in EM Action 3 SDPROMO II/Promoting European Education in Sustainable Development
project
Project information: http://www.sdpromo.info/
The decision and agreement upon appropriate governance processes and management practices requires a
number of considerations: How should the partnership be structured and governed? Which tools will be
applied to ensure effective communication, avoid hidden agendas and to achieve a mutual understanding with
regard to expectations, roles, responsibilities and decision-making? How will progress be monitored and how
will the overall success of the partnership be evaluated?
It is important during this initial stage of the project to develop a clear picture of management and decisionmaking structures. Partners should take time to plan the partnership and arrange for a face-to-face meeting to
clarify expectations, roles and responsibilities as well as accountability within the partnership. Likewise the
process for reviewing and assessing the project needs to be identified. This investment helps to avoid
problems down the road.
Create a Memorandum of Understanding
This act, most probably in the form of a legal and binding agreement between all partners serves to capture
the spirit of the partnership and focuses on measures to accomplish the common mission and outcomes. By
agreeing to a memorandum all partners declare their commitment to share rewards of achievement and to
persevere critical situations.
The memorandum may identify the objectives, describe the management model and decision-making
mechanisms, define monitoring and reporting processes, delineate resource commitments, and may,
furthermore, include evaluation and assessment goals that have been agreed upon by all partners. It formally
documents administrative and logistic norms that have been agreed upon with regard to operating the project
and to assuring partners’ accountability.
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Divide roles and responsibilities
What structures are needed to manage the partnership? Whatever structures are implemented, they should
follow the principle of shared ownership of the partnership: all partners are involved in the decision-making
process and jointly participate in the management. Balanced responsibilities would strengthen the ownership
of the project on the side of Asian universities according to the findings of the survey report.
Roles and responsibilities need to be clearly identified and assigned while taking into account that each
partner brings in different qualifications, skills and competences. Role sharing does not necessarily be equal
for a partnership to be effective. Partners may play separate roles, but, important, need to engage themselves
complementary. Moreover, communication and coordination strategies including feedback mechanisms
should be spelled out.
Settle all logistical and financial issues, with clear delineations of functions (for partners) and accountability.
„Good cooperation practices can be achieved by participating as member in joint committees and local
committees:
 to manage activities of the cooperation,
 to monitor effective implementation and progress, and
 to prepare reports documenting the activities, progress and results.”
Partner in the EM Action 1 Master Course in City Regeneration
Project information: http://www.fisd.eu/en/recity.html
Building a management process and establishing collaborative structures may involve the setting up of an
advisory board and/or management teams within the partnership. The advisory board’s member profile
includes members of the consortium form Europe and Asia or external experts, who will provide a mentoring
function to the project manager and assist efficient and effective project operation while providing relevant
and timely advice and decisions. In consultation with the project manager the advisory board should create a
plan for evaluating the state of the project implementation process and for measuring the success of the
project efforts. Overall aim of this essential part of the partnership is to improve cooperation practices in
progress, refine each partners’ contributions to performance and outcomes, and to suggest lessons for future
work.
Iron out the specifics
Equally to the operational aspects of the partnership is to agree on key results and to establish adminstrative,
communication and decision-making processes in order to achieve the outcomes and results agreed upon.
How can needs in human, financial and technical resources be linked to partners’ potential contributions is
one important question to answer at this stage.
„Partners need to reflect on their areas of strength and mutual interest … in order to create durable
impact.”
Partner in the EMECW Action 2 - Eurindia project
Project information: http://www.kth.se/om/internationellt/eurindia/project?l=en_UK
A shard vision brings focus to the partnership. Arriving at a shared vision needs a certain level of shared
conditions, however, framework conditions are not the same everywhere. Therefore partners should develop
a clear understanding of institutional, national or local regulatory differences that may impact the project. In
addition, differing values and norms may influence the implementation of the partnership. Approaches and
processes may appear simple in Europe, but are impossible in Asia, and vice-versa.
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Ensure effective communication
Communication and dialogue are essential from the outset to agree on strategic objectives, to decide on
deliverables, and to develop an action plan. These are vital steps that help determine the success of the
project, and that also set out the tone for the future of the working atmosphere.
Close attention to planning and implementation details can minimise problems arising when priorities and
goals shift. As changes can significantly alter the partnership context and impact goals it is important to
openly discuss them. To keep partners aware of progress and accomplishments, a concerted communication
strategy must be crafted and deployed. How does an effective communication strategy look like? For once, it
is flexible to target all stakeholder needs. It should be multi-directional and incorporate a number of different
information modalities. Messages should inform and maintain confidence, at critical points address obstacles
and areas of concern, and of course regularly monitor progress.
„Our co-ordinator, Aalborg University, worked hard in keeping all the partners and associates updated
through ICT. Communicating through emails, we managed ok on news circulation. Plus the annual
workshop provided us with the opportunity to exchange and share experiences...”
Partner in the EMECW Action 2 – Asia Regional
Project information: http://www.erasmus.mobilityforlife.aau.dk/
Developing an effective internal communication process implies several considerations. Which information is
needed to be shared with whom at what time? When is written information used best, when are electronic
methods appropriate, when are face-to-face meetings essential?
When developing a communication strategy and identifying methods of getting the information to the partners
you may choose between a variety of formats and channels: memos, documents, face-to-face meetings, teleconferencing, or the Internet. This medium offers a range of tools to provide and exchange information in
blogs, wikis, or even social networks.
Email is an effective way to communicate. Therefore mailing lists may be useful, especially where groupbased work occurs. Issues relating to work packages could be communicated via mailing list, as well as
information of a more general nature to all project partners.
A wiki may supplement email contact and personal meetings as platform for capturing post-meeting ideas to
documentation repository. A wiki provides a number of publishing functionalities is easily created and may be
a good fit with little financial investment. For example, a project wiki may start with information on the project,
project communication, resources and documentation, as well as links to external resources.
Last but not least: acknowledge differences in communication. Communicating with a culturally diverse team
can be challenging. Communication styles can vary between cultures, between European and Asian team
members. It is important to be aware that verbal as well as non-verbal components of communication can
differ considerably. This includes body movement as well as proxemics, people’s personal space
requirements, or intonations.
Seek commitment and institutional support
Partnerships need interest and support within each partners’ institution. A group of committed competent
people is one pillar of a sound partnership, but not the only one. High level support facilitates progress and
sustainability. The implications are not limited to personal benefits, i.e. staff may be allowed to take off for
partner visits, but also touch financial support. The integration into institutional development is considered to
be important, the linkage of the project to a specific local, national or regional priority, if feasible, may broaden
the project’s impact.
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„Involvement of academic staff is very important to ensure sustainability. a … scheme that involves
several exchange visits, both of Asian staff and European host, will allow curriculum development and
research to prosper in the home university.”
Partner in the EM Action 2 EMMA-EAST-Erasmus Mundus mobility with Asia-East project
Project information: http://www.emmasia.eu/
Every partnership passes through a number of stages during its life-cycle. Supportive structures at each
partners’ university are one of the crucial factors that are central to success and must complement a sound
project organisation, transparent working and decision-making procedures. Each partner needs to ensure that
their organisation is prepared to implement structures and processes that support the project. Participation
from all partners at various levels may sound simple but may prove to be a challenge. Developing and
adapting structures that accommodate all partners’ practices is essential.
This is especially true when setting up joint programmes. Developing a well-designed curriculum, discussing
and agreeing on learning outcomes, credits and grading systems, approving harmonisation of courses as well
as consenting course integration horizontally and vertically, and, last but not least, defining common
procedures to define quality assurance mechanism need knowledgeable faculty.
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4.1.3 How to sustain partnerships
The basis for sustainability has been laid in the previous project stages by identifying the right partners as well
as defining and agreeing on common principles when forming the partnership. Yet maintaining it also needs
efforts: attention to the process, making decisions, living up to equity and responsibility, building trust, and
being mindful of acknowledging each others contributions.
What are the necessary blocks that ensure that the collaboration will not be short-lived? Maintaining a
partnership requires nurturing.
Focused project management
The health of a project is no different from the health of a living organism. Preventive measures and regular
checking set the foundation of well-being and ensure productivity. Regular assessment leads to timely
detection of illness and lays the ground for appropriate treatment. Likewise functions efficient project
management. It is therefore reasonable to gather all partners regularly for project assessment to maintain a
clean bill of partnership health.
“Opportunities for discussion and dialogue amongst the partners need to be created. Plan ahead in
order to respect the work plan and allow more time than expected for outputs to be accomplished.”
Coordinator of EM Action 3 ASEMUNDUS project
Project information: http://www.asem-education-secretariat.org/en/12184/
Projects do not always go exactly to plan. Therefore monitoring is important to determine to which degree the
project plan is being followed. If reality diverges from plan and the stage tolerance is exceeded, appropriate
action must be taken in order to regain control of the project and project work to be carried out as scheduled.
All partners need to be willing to work within agreed time frames, to make commitments and to invest in the
effort according to the baseline of their capacity.
Partners operate in different working contexts and cultural schemes, and this fact may impact capacities and
contributions. If the project is to become a win-win for all, contributions of every partner that supports the
partnership demands recognition. How partners feel recognised may not only affect their motivation but also
influence future involvement.
Overestimation of capacity may be a trap and slow down or limit the scope of a partnership. Developing an
understanding of each others working contexts and constraints helps to assess possible sources of problems.
Developing a partnership in which all partners are equipped to deliver according to expectations may take
time, as management skills and abilities, like communication and working with diversity, need to grow
together.
Leadership
Partners bring in a mix of (technical) skills to achieve the project’s goals. Beyond this expertise, competencies
with regard to partnering, collaboration and personal interaction are fundamental. Despite all expertise, each
project needs a leader who sustains a broad perspective, coordinates all activities, is ‘hands-on’, facilitates
decision-making that is transparent, and ensures that partners follow their prescribed paths.
14
“The role of the coordinating university … is absolutely relevant for the success of the project itself.
To attend the project meetings is also essential to discuss matters that might give some problems
later if not previously negotiated (i.e. academic matters such as recognition).”
Partner of EM Action 2 project
Are there hidden motives or control issues that hinder collaborative work and project progress? Any type of
conflict needs to be addressed as they may be detrimental to a partnership. Therefore it is even more
important to carefully pay attention to warning signs, such as missed meetings, delayed activities, unfinished
tasks, or, in general, low morale. If a conflict has been identified, be it a structural one, a conflict of interests,
relationships, communication, or values, significant attempts are needed to resolve the conflict in a timely
manner. If communication proves to be difficult, definition of key terms, clarification of assumptions, and
check of interpretation of information may be helpful. In any case, it is important to learn what underlies a
dispute, develop an understanding of all parties, and work through differences without incrimination.
Respect diversity
The project partners are from diverse backgrounds, carrying different beliefs. Working in an Erasmus Mundus
project is not collaborating in an insular environment, but interacting with culturally diverse persons.
Therefore, the project coordinator needs to make efforts to create a culturally safe work atmosphere for
partners form Asia as well as Europe. If problems occur, revision and modification of work practices may be
necessary.
“Hence, it’s been an eye-opener interacting with European partners. It was a good working
experience, culturally as well as academically, better than expected. We generally should try to
approach a win-win relationship giving each of the Asian and European partner what they each desire
in terms of outcome. That will go a long way in terms of cooperation, collaboration and sharing ideas
and resources.”
Partner in the EM Action 3 ACCESS - Academic Cooperation Europe South-East Asia Support
project
Project information: http://www.access-project.eu/access/
It is also important to recollect the fact that educational institutions operate in different educational and sociocultural settings. The diverse working contexts have an impact on processes and procedures of the project. It
is wise to bear in mind that working routines that fit one’s institutions needs may not match all partners’
routines. Developing awareness of differences and constraints is a vital factor for the success of a partnership
and hinders miscalculations of timescales.
“Don’t forget the intercultural aspect and various expectations when managing the project.”
Coordinator of the EM Action 3 EACOVIROE: Enhance the Attractiveness of COmputer VIsion and
RObotics in Europe project
Project information: http://eacoviroe.org/
The key instrument in establishing and maintaining a successful link is the project management. When it
comes to cooperation between European and Asian institutions, all partners have to adapt on new working
conditions. You have to cope with cultural differences, language discrepancy, different laws and foreign
bureaucracies. In order to “streamline” the different approaches, a well-working project management is
crucial.
15
“I think that most valuable result of the project was the identification of good practices from various
universities from EU, India and China. Good practices applied and used in Asian universities can also
be adopted in EU countries.”
Coordinator of the EM Action 1 Euro Hydro-informatics and Water Management project
Project information: http://master.euroaquae.eu/
Recommendations
to facilitate successful partner search:
 Explore formal and informal channels to search for partners;
 Know your partner by asking for referrals;
 Participate in matchmaking events to identify potential partners;
 Join associations and networks to discover partners with common grounds;
 Build on previous bilateral relationships between partners;
 Develop a partnership gradually.
to aid successful cooperation:
 Create a bond of trust and demonstrate openness;
 Work as a team;
 Respect the expectations and limits of each partner;
 Share power, risks and responsibilities;
 Invest jointly in resources;
 Encourage commitment and permanency.
to sustain the partnership:
 Create a sound project cycle;
 Assess regularly how the partnership is doing;
 Pay attention to partnership members competencies – leader and partners;
 Respect diversity and try to build consensus.
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4.2 How to run successful cooperation projects
with regard to …
4.2.1 University-business cooperation
First of all, what is university-business cooperation? It is commonly perceived as a transaction between higher
education institutions and business for mutual benefit. What are the driving forces behind the interaction?
Collaboration may help universities to access fresh funds when public funding is decreasing, it may aid
businesses to gain and maintain a competitive advantage, and, not to be forgotten, this type of cooperation is
vital for developing employability.
There are a number of elements that constitute the ecosystem of university-business cooperation: the
stakeholders, higher education institutions and businesses, develop strategies and approaches, shape
structures, and carry out activities. Their action is influenced by barriers (legal framework, attitude of staff,
etc.) and drivers (motivation of staff, funding, etc.) that stimulate collaboration or hinder common activities.
Collaboration can vary in format. There are many different ways in which higher education institutions and
businesses can cooperate:





mobility of students;
mobility of academics;
curriculum development and course delivery;
entrepreneurship education;
collaboration in research (and development).
Private sector involvement is perceived to be important, especially to address critical global challenges such
as climate change, sustainable development, energy, health and education. However, this cooperation is not
a priority on the agenda. Collaboration with the professional world is rather initiated on an ad-hoc basis and
therefore sometimes not sustainable.
Yet, in focus is the employability of students. Employers report vacancies, at the same time graduates face
difficulties gaining and fulfilling work. How to go about that dilemma? The chain of success starts off with the
higher education institutions that offer employability development opportunities, in collaboration with
employers, focussing on the development of employability attributes and of self-promotional and career
management skills. The range of activities within institutions is diverse, but they share some characteristics:
 embedded employability attribute development in the study programme, in cases as a result of
modification to curricula to accommodate employers’ inputs;
 provision of work-experience opportunities within or without the study programme.
The enhancement of knowledge, skills and employability of Erasmus Mundus scholarship holders gets more
important and receives more and more attention.
“It is important that the students are educated in fields that are relevant to their home region which
also helps them get jobs when they return and it also prevents brain-drain. We are looking to add
internships to our upcoming programme and we have chambers of commerce as associated partners
to our project to implement this.”
Project coordinator EM Action 2 EM EURASIA project
Project information: http://www.em-euroasia.org/
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Good practice
MAsters on Photonic Network Engineering (MAPNET)
Project information: http://mapnet.sssup.it/
Partners:
Sant’Anna School of Advanced Studies, Italy (Coordinating institution)
Osaka University, Japan
Aston University, United Kingdom
Technical University of Berlin, Germany
The Master on Photonic Networks (MAPNET) is a full-time, two-years international master course programme
offered by a consortium of four universities, five international enterprises as associated members: Ericsson
Research, Deutsche Telekom, Mitsubishi Electric Corporation, Fujitsu Laboratories Ltd, and the National
Institute of Information and Communications Technologies (NICT). The course is focussed on the
competence related to the generation, manipulation, transport and detection of signals exploiting photons as a
support to convey information.
Recommendable elements
General aspects of university-business cooperation:
 Cooperation between the education system and the private sector is applied on a strategic level to impact
academic performance and future career development.
 The involvement of industry and business environments complements the role of higher education in
producing skilled graduates by providing internship opportunities and giving lectures.
 In order to meet the recruiting demands it is necessary to invest industry in the outcomes of a master
course to prepare a future workforce.
 As business environments advance technologically and respond to globalisation, employers look for
individuals who can solve problems, work as a member of a team and be proactive in their work.
Internship experiences positively impact students’ skills und increase networking abilities
Career development aspects:
 The engagement with industry allows addressing critical global challenges and topics. This sector's
involvement complements the role of public universities in producing skilled manpower.
 Internships are therefore integrated as a significant part of preparation for career beyond graduation into
the study programme. Students who engage in career-related work experience during their studies are
usually able to secure employment more quickly after graduation.
Course design and internships:
 Different mobility paths are possible depending on the mobility options selected and the modules taken by
the students.
 The academic calendar is flexible to ensure participation of all students.
 The programme includes an internship at one of the associated enterprises. The placement starts off with
an orientation period, followed by research work and ending with the summing up of the research work.
 Feedback mechanisms on students’ performance have been implemented.
 The internship is accredited with credit points.
18
Recommendations:
Collaboration between higher education institutions and the professional world may be viewed under three
aspects:
1. Making graduates fit for employment
As job market become ever more competitive world-wide, higher education institutions need to
consider linking up with industry to make graduates more employable, for example by integrating
internships in academic courses.
2. Engaging the business sector in curriculum design
The success of an academic programme is strongly connected to educating employable students.
Collaboration with industry in curriculum design and course content adds to this outcome, but
needs dialogue.
3. Linking up with potential employers for additional sponsorship
It is a legitimate purpose to seek contact with businesses in order to raise further financial support
for scholarships and thereby increasing mobility. This may be difficult to realise in all subject fields
but should be considered.
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4.2.2 Academic mobility and recognition
Academic mobility needs recognition. True or false? After all, there are various examples of mobility without
recognition. And it is easy. Mobility without recognition does not need supporting structures that ensure that
students can take credits earned at another higher education institution back to their home university to be
accredited as part of their academic work.
Mobility with recognition needs supporting infrastructure tools:
A credit transfer system;
National qualification frameworks that are compatible;
National quality assurance mechanisms that are compatible; and
A diploma supplement to be used as tool to describe a student’s qualifications, knowledge and
competences in a transparent manner.
What is the current practice in Asia? – An audit
Visible and transparent information on higher education systems, degree awarding, quality assurance
mechanisms and credit transfer systems are essential ingredients to student mobility. The situation in Asia is
characterised by diversity with regard to systems and state of implementation. For instance, grading policies
may vary from institution to institution, even from department to department.
Credit transfer systems
There are at least 3 different credit transfer systems in place in Europe and the Asia-Pacific region: The
8
9
10
ECTS , the UMAP Credit Transfer Scheme (UCTS) and the ASEAN Credit Transfer System (ACTS) . Both
UCTS and ACTS aim at facilitating student mobility by deploying a standard credit transfer system which is
based on student workload.
The ACTS takes into account existing institutional and national credit systems for the expression and
conversion of credits, study periods and learning outcome achievements. 26 higher education institutions in
10 Asian countries participated and implemented the ACTS in 2011. It is envisaged that by 2015 all higher
education institutions in the ASEAN member states will have implemented and use the ACTS system.
The UCTS stems from the principles of the European Credit Transfer System (ECTS). Its objective is to
increase student mobility by assessing transparently and reflecting the quality and the research that was
carried out during exchanges with other higher education institutions.
11
However, not every country in Asia has a credit system yet in place .
Qualification frameworks
Leave alone the compatibility of national qualification frameworks, it must be noted that only few countries in
the Asia-Pacific region have a framework. Yet in 2011, several stakeholders in Asia and Europe have started
the QA-SEAN initiative that aims to enhance the quality of study programmes and to facilitate the recognition
of credits and degrees based on shared quality assurance principles and standards.
8
Visit the European Commission’s website for more information on ECTS at:
http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm
9
Visit the UMAP website for more information at: http://www.umap.org/usco/en/about/ucts.php
10
For more information on ACTS visit the website of the ASEAN Universities’ Network at:
http://acts.ui.ac.id/index.php/home
11
For more information on existing credit systems in Asia, please visit the website of the ASEM Education Secretariat at:
http://www.asem-education-secretariat.org/imperia/md/content/asem2/events/2010berlin/2010_berlin_seminar_reader.pdf
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It is important for project partners to describe rules and procedures for mobility across Europe and Asia in
order to not only facilitate mobility but also provide guidance concerning study planning.
Academic calendars in Asia
School calendars differ significantly and thus complicate student mobility. Whereas the semester system is
common, some universities adopted a trimester system. Beginning, end and length of a study period do vary.
According to ‘A study on ACTS and credit transfer systems of ASEAN+3 nations’, a contract based research
study with the Japanese Ministry of the Education conducted in 2010, the length of a semester may be from
12
13 to 17 weeks long and differs form nation to nation, if not from institution to institution.
Planning and getting ready
Implementing procedures und working with tools to ensure credit recognition needs efforts and possibly
capacity building activities, as there may be no generally consented understanding of recognition procedures
and tools. This nonetheless is of vital importance, as it allows qualifications acquired in other educational
contexts to be understood the same.
“Some of the Asian partner universities have had problems in dealing with the recognition of studies
for exchange students. One workshop about recognition has been arranged and several more are
planned to be held in 2011/2012. The objective of the workshop is to provide ideas how to set up a
procedure for recognition at the relevant partner universities.”
Project coordinator in the EM Action 2 EMEA (Lot 11) project
Project information: http://www.emeuropeasia.org
12
The study finings may be accessed at: http://ir.lib.hiroshima-u.ac.jp/00030722.
See for an overview of academic calendars a comparative table prepared by Professor Taijji Hotta within the framework of
the above mentioned study at: http://ir.lib.hiroshima-u.ac.jp/metadb/up/ZZT00001/ACTS_E_4-1_%20Comparative-tableof-13-nations.pdf
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Good practice
EXPERTS
Project information: http://www.expertsasia.eu/index.asp
Partners:
The EXPERTS consortium, led by the Georg-August Universität Göttingen, Germany, is made of six other
European universities, 13 Asian universities, and seven associated partners in both Europe and Asia.
EXPERTS I and its successor EXPERTS II are scholarship projects funded by the Erasmus Mundus II Action
2 programme and targeted at citizens of Bangladesh, Bhutan, China, India, Indonesia, Nepal, Pakistan, the
Philippines, Sri Lanka and Thailand.
The EXPERT project places an emphasis on research and cooperation, establishing collaborative framework
for human resource development through training and upgrading the skills of junior faculty staff,
undergraduates, postgraduates and post-doc researchers by specified learning objectives in the field of
engineering and technology, agricultural sciences, environmental studies, business-management and social
sciences. The implementation of individual mobility, with special emphasis to research initiatives, provides
students from the Asian regions with mobility for a broader choice of opportunities for study experience in EU
higher education institutions.
The project aims to attract talented Asian students (undergraduates, master and PhD) to be the future leaders
for better academic leadership and good governance in their respective countries.
Recommendable elements
 Various instruments to communicate transparency are deployed:
o Information Package / Course Catalogue
o Learning Agreement at the time of application
o Transcript of Records
o Diploma Supplement,
 Host universities require as a minimum of credit 21-30 ECTS.
 Credit points are linked with learning outcomes (providing the diploma supplement, transcripts of records
and certification of participation).
 The exchange of students is connected to their degree level and defined in the respective study or
research and training plans. .
 The study plans are ECTS approved complemented by an amendment at the receiving higher education
institution where needed.
 Undergraduate candidates must have completed one year of study.
 A learning agreement is mandatory for all undergraduate and master students, in very few cases doctorate
mobility (duration 6 and 10 months) and must be signed by the student, the home institution and the host
institution.
22
Recommendations:
 Recognition of study periods abroad needs to be formalized at institutional and
national/regional level
 Activities to promote recognition of European qualifications abroad and mutual recognition of
qualifications with third countries.
 Communication between partners and early discussions on each curriculum of the receiving
and the sending higher education institutions and their limitations. Knowing all aspects of the
recognition beforehand allows better management of the issue throughout the project
 To ensure recognition of study periods, the majority of courses followed by grantees needs to
be related to the major subject they follow at their home institution.
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4.3 How to sustain cooperation schemes
Major findings, recommendations and good practices on
strategies to create sustainability
In view of the growing power of Asian economies, Europe should
also try to connect with Asian private companies.
European coordinator MC Photonics
When thinking about the “sustainability” of Erasmus Mundus projects in general, we need firstly to consider
the “inside” of the consortium offering the respective programme. As already mentioned in the previous
chapters, the process starts with a stable and transparent organizational structure, including mutual trust and
respect among the partners, mostly provided by already long-lasting partnerships. This precondition is crucial
for all actions and also relevant for Erasmus Mundus programmes including partners from Asia. Building on
that, further aspects should be investigated and elaborated in order to sustain the partnership.
Challenges and major findings
From the very beginning of the implementation of the Erasmus Mundus Programme (EM I), there were many
concerns about the lifetime of Erasmus Mundus projects, once the funding has run out. How can Master
Courses and - since 2009 - Joint Doctorates continue? How can partnerships funded under EM I and EM II
create a solid basis for a sustainable cooperation? How can we even use the outcomes and valorise the
results from the different promotion projects targeting Asia and funded under Action 3 since 2003? Although
funding period, objectives and intensity of cooperation differ between the various actions, it is crucial that the
“start-up funding” under EM I and/or EM II has lead to a certain impact.
On the one hand, one should ensure financial sustainability to enabling the projects standing on their own
feet, on the other, one has to make sure that the academic excellence is not compromised. Generally, the
perception of Erasmus Mundus project partners differs in terms of sustainability strategies. While some look
for further funding outside the university, others try to integrate the EM activity in the academic offer already
during the funding period. In fact, it is important that all partners in the consortia play a vital role and are
actively involved in the decision-making process. Even if partners are geographically widespread - which is, of
course, the case if you have partners from Asian countries in your consortium - it is of utmost importance that
each member of the consortium has a powerful role.
For that reason, platforms should be offered in order to exchange experiences and to discuss topics of
common interest. The different expectations from European partners on the one hand, and Asian partners on
the other, need to be identified and aligned. Raising the awareness of the added value represented by the
inclusion of an Asian partner being part of a European consortium is important.
When it comes to Action 1 and 2, financial sustainability is often connected with the fine tuning of the tuition
fees in a way that only the best students/doctorates will be attracted rather than people who can just afford
the courses. However, the level of tuition fee as well as post-degree internship possibilities and employability
options are important to attract such students. Here the inclusion of associated members from the business
sector as well as an alumni network can play a vital role. Additional monetary support might be risen from
other sources, either form third-country government fellowships and/or sponsorships from government, semigovernment institutions or potential employers. However, the role of the business sector is crucial when it
comes to sustain the different programmes. In order to raise awareness for the different courses, a good
marketing and dissemination strategy should be put in place while running the programme. This is
manageable as soon as potential employers acknowledge the value of your graduates. Making your course
well known and visualise the competitive advantage of your course by the inclusion of Asian partners is
imperative if you want to make the world of work but also other financial sources such as commercial banks
24
aware of what you are offering. High potential students, possibly not prosperous enough to afford the courses
might ask for bank loans. Living costs in some Asian countries can be very high – so financial assistance from
different sources might become necessary.
In general, the interconnection between university and business is more common with courses dealing with
business and economic features. Hence, the Erasmus Mundus Master Course in European Law and
Economics (more details see below) with special focus on law and economic development has risen
awareness of the course in the banking sector.
Nevertheless, outreach and targeted advertisements for the Erasmus Mundus brand name is an essential
component for all kind of courses.
Promotion projects (Action 3) targeting Asia are mainly urged to disseminate the results worked out during the
funding period. This is done in international events and through media communication in order to achieve
certain awareness regarding the outcomes. Further funding opportunities might evolve from the dissemination
and the need and/or interest to work further on the outcomes elaborated.
All in all, quality assurance, monitoring and evaluation of the programmes, regardless of whether we are
talking about national or international programmes, are essential. It might become more challenging as soon
as it comes to cooperation with other countries, even with countries from outside Europe – literally from Asia.
However, good quality itself ensures the lifetime of a project/programme. The outcomes and results of the
study programmes need to be made transparent, regularly monitored and evaluated. Tracer studies are an
indicator for the success of a programme – with regard to the cooperation with Asia – tracer studies should
take into account, if and how the “Asian perspective” has contributed to the students’ success.
Good practices
In order to learn more about the running of Erasmus Mundus Master Courses funded under EM I and their
sustainability strategies put in place, two projects have been selected and investigated representing good
practice examples in this field:
1. The first programme represents an Erasmus Mundus Master Course in European Law and Economics
(EMLE), offered by nine different higher education institutions, one from India. The Indira Gandhi Institute of
Development Research (IGIDR) became a full member of the EMLE consortium after a long collaboration with
EMLE partners such as Hamburg and Ghent. The consortium has been awarded the Erasmus Mundus brandname since the beginning of the programme. The close cooperation with the Asian partner and the links
established with associated partners offering internships and job placements represent an example of good
practice.
Recommendable elements
•
•
•
•
•
•
Indian partner is involved as an equal partner in the overall decision making process, including the
curriculum design
EMLE raises the awareness about the EM brand-name as well as the Law and Economics
Programme through annual capacity building training workshops open to junior faculty and students
from all around India
Indian partner offers two specialized courses on: “Law and Economics of Development” and “Law and
Economics of Institutions”
Indian partner is involved in supervising Master Thesis
Inputs on Indian applicants during the application screening process
Assist the overall programme through teaching and research activities at partner universities
25
2. The second programme represented the Master Course Photonics, coordinated by the Ghent University
and offered together with 3 European higher education institutions and the National Taiwan University. After
one period of funding within the Erasmus Mundus programme, the Master Course was brand -named with the
EM award but without any financial assistance from the European Commission. Despite the fact that funding
has run out, the Master Course can still welcome students from all over the world because of the financial
autonomy. This is due to the fact that links to the business sector have been established at an early stage.
The course is supported by a wide range of photonics professional organisations, photonics societies or
photonics research centres acting as Advisory Board and assisting in linking the world of work with the
students.
13
Chimei Innolux Corporation , also member of the Advisor Board and the world’s number 3 LCD (Liquid
Chrystal Display) maker, even provides excellence grants for master students in the course.
Recommendable elements:
•
•
Each year, the IEEE Photonics Society Benelux Student Chapter organizes a Photonics Event,
alternating in Brussels or in Ghent.
Each year, the summer school welcomes a number of excellent and world-renowned speakers from
all over the world.
Recommendations:
Financial and Institutional sustainability of an academic programme depends on:
• There is a need for a strong institutional commitment
• There is a need for having a strong faculty
• Each partner in the consortium should be powerful
• Each partner in the consortium should have a defined role
• There is a need for constantly evolving the curriculum
• In order to ensure employability, synergetic relation between carefully chosen
associated members is needed
• A strong Alumni network should be established
• Consortia should raise the awareness of the programme at all levels (university,
business and governmental)
• Consortia should diversify income streams from the very beginning of the Erasmus
Mundus project
• Consortia should implement an ongoing quality assurance process
• The programmes should be regularly monitored and evaluated
• Tracer studies should be done in order to find out about the professional career of
graduates
13
http://www.chimei-innolux.com/opencms/cmo/index.html?__locale=en
26
5. General recommendations and conclusions
Taking into account what has been learnt from the survey results and what has been found out and agreed
upon the workshop on “Erasmus Mundus – a Platform for Europe-Asia Synergies”, some general
recommendations and conclusions can be drawn. These outcomes aim at enhancing international higher
education cooperation in general and with Asia in particular. All in all, they should help coordinators and
partners to establish and/or deepen a well-working partnership in Erasmus Mundus:
Align your motivation
Although the EU-Asia community is reaching a good “co-operation maturity”, careful attention has to be put on
the motivation and expectations gaps existing between Asian and European partners before establishing the
partnership. While Europeans think of Asia as an opportunity for international development and for mobility,
Asian stakeholders seem to seek for co-operation improvements in terms of capacity building and of attaining
higher quality standards. Knowing your partners’ motivation and added value for your consortium will build
trust. Involving your Asian partner as an equal colleague will become key factor for a long-lasting partnership.
Therefore:
Combine partners’ know-how
Knowing each others strengths and weaknesses is of utmost importance when formulating your strategic
approach. For the fulfilment of Erasmus Mundus projects – regardless of which action we are talking about –
a good combination of the different know-how can create synergies and lead to new approaches. With
respect to promotion projects, the Asian partner capacity is of importance and should be strongly involved.
Deal with challenges
Language barriers, different academic calendars as well as diversity in teaching methods because of
intercultural discrepancies are challenges arising in almost all international projects; nevertheless, increasing
the mobility of students and staff is a major motivation for cooperation across the two regions and perceived
as an added value for employability. Harmonisation of the study periods and fine-tuning of the academic
calendars in Asia and Europe should be taken into account. Language courses and intercultural courses in
preparation of the period abroad should be included in the curriculum. In order to avoid bad surprises, the use
of learning agreements, learning outcomes and/or the diploma supplement is advisable before mobility
happens.
Balance mobility
A two-way mobility is the way to widen the engagement of the EM Asian partners. Above all, staff mobility
from Asia to Europe should be promoted as usually guest lecturing and scholars’ exchange are followed by
an increase of interested student and scholar applicants for exchange. As soon as Asian scholars will enter
into European higher education institutions in order to give lectures on certain topics, Asia will become more
visible and closer to European students and scholars and a certain interest might be created. “Real-life”
experiences from country experts can lead to more attention and to pick students’ and scholars’ curiosity.
27
Money makes the world go around
So it does with international projects. Limited budget for the administration and running of interregional
programmes are widespread and even more difficult to tackle as soon as Erasmus Mundus funding has run
out after a period of at least five years, as it was under the Erasmus Mundus I (2004 – 2008) and still is under
the Erasmus Mundus II (2009 – 2013) programme. In order to provide sustainability after the funding period,
coordinators as well as partners from both regions should look for further funding already during the Erasmus
Mundus period. National and/or private income streams need to be identified. Sometimes, National
scholarship schemes are compatible with Erasmus Mundus actions and could complement the programmes.
In that way, Erasmus Mundus courses would be attended not only by Erasmus Mundus scholarship holder but
also from students equipped with a National fellowship. The possibility of applying for financial assistance
besides an Erasmus Mundus scholarship needs to be made clear. The fine-tuning of the consortium’s tuition
fee policy in a way that not only rich stakeholders but high-quality target groups will be attracted should be
already envisaged as early as possible. Which brings us to the next indispensable recommendation on project
promotion.
Promote your “product”
The sustainability of your course depends on the interest you are raising at the student level. Regarding the
study programme a clear added value and future employability options for students needs to be obvious. The
establishment of an EU-Asian Alumni as a promoter for EU-Asian mobility could make people aware of this
option, inform on challenges and underline the added value for future career planning. Staff mobility should be
intensified as teachers can spread the message more effectively amongst their students about the richness of
the experience abroad. All in all, increase the visibility and credibility of your programme in your institution.
Further promotion can take place via publications, newsletters and higher education fairs.
Brand your “product”
In order to find either funds from National or private sectors there is a need to raise the awareness of the
“product” you are offering. The Asian perspective in your programme is actually the added value and therefore
the benefit you are offering. The quality of students you are educating with this special focus should open the
door to further funding. Promotion in both regions can decide whether your project will remain successful and
financially sustainable. A well-working Alumni-Association can become the binding link to industry and
business and an entrance card to the world of work for future graduates. Especially with regard to the
cooperation between the European and the Asian partner(s), permanent communication is imperative.
Successful Alumni could act as ambassadors for your course and promote the added value of the Asian
perspective in the programme.
Inform yourself about lessons learnt
Since the launching of Erasmus Mundus I (2003 – 2008), many experiences have been made with regard to
Asia. Do not reinvent the wheel. Get in touch with formerly promoted project coordinators or partners. Share
your experiences in meetings. Create networks, take advantage of the possibilities new media are offering.
Ensure the quality of your programme
In times of Bologna, quality assurance has become more and more important. The implementation of a well
working quality assurance procedure in international programmes is still on the agenda of policy decision
makers. When it comes to cooperation with Asia, much progress has already been made. Internal and
external quality assurance tools have been installed and are internationally linked. Nevertheless, to ensure
further quality progress in your programme, a monitoring and evaluation system needs to be applied. The
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Handbook “Erasmus Mundus Quality Assurance for International Higher Education Courses ” may help you
to review your own quality and/or to adapt new features. In order to monitor and follow-up your graduates’
employability, tracer studies play also an important role. Information on the professional success of your
graduates is crucial in order to find out about the relevance of knowledge and skills your programme is
offering.
Link your “product” to industry
The first contact with the professional world should already be established during study time. By facilitating
joint summer and/or winter schools of the partners in associations with industries staff demands, by allowing
short term visits and internships for all categories, future graduates could promote themselves and the
course. It might be possible to establish a comprehensive Career Service Concept with special regard to
working opportunities for European graduates in Asia and vice versa. This would include counselling but also
application training. A working experience in an Asian country might lead to a strong tie until the rest of
students’ life. These students will become the best mobility ambassadors for Asia in future.
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