Bologna Conference on Student Mobility · EPL Ecole polytechnique de Louvain Advisory Board du 10...

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EPL Ecole polytechnique de Louvain Advisory Board du 10 janvier 2008 - 1 UCL Bologna Conference on Student Mobility Bologna and the internationalization of higher education: risks and opportunities for the Louvain School of Engineering Marc Lobelle

Transcript of Bologna Conference on Student Mobility · EPL Ecole polytechnique de Louvain Advisory Board du 10...

Page 1: Bologna Conference on Student Mobility · EPL Ecole polytechnique de Louvain Advisory Board du 10 janvier 2008 - 3 UCL Traditional student mobility in Louvain School of Engineering

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Bologna Conference on Student Mobility

Bologna and the internationalization of higher education:

risks and opportunitiesfor the Louvain School of Engineering

Marc Lobelle

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Contents

λ Traditional student mobility in the Louvain School of Engineering

λ « Bologna » induced changes in student mobility practices

λ Un projet en cours: Dual masters

λ Le problème des langues: nouvelles initiatives

λ D'autres pistes possibles

λ Discussion

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Traditional student mobility in Louvain School of Engineering

λ ERASMUS/SOCR ATES mobility

− 1 year in 4th

− 1 term in 5th (courses or final work)

λ TIME Double Degrees

− 6 year study program, including 2 years in another TIME institution

− 2 different engineering degrees from 2 universities (or French Grandes Ecoles).

− Most attractive destinations for our students:λ Ecole Centrale Paris: 2+2+2

λ Supaéro: 4+2

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Traditional student mobility in Louvain School of engineering(2)

2007-2008

1996-1997

1998-1999

2000-2001

2002-2003

2004-2005

2006-20070

10

20

30

40

50

60

70

80

90

100

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Traditional student mobility in EPL (3) λ Going to (2007-2008)

OUT 2007-2008MAP MATR MECA ARCH ELEC GC INCH ELME INFO

Allemagne 1 KIT 1

Pays Bas 6TUDelft 2 1 1TUE 1 1

Espagne 10

UPM 1La Coruna 1 2UPV 1 1 1UPC 1 1 1

Italie 2U.Pisa 1PoliTo 1

France 7

ECP 1Supaéro 2ENSICA 1 1IFP 1 1

Finlande 1 TKK 1Hongrie 3 BME Budapest 1 1 1Tchéquie 4 CTU Prague 1 1 1 1Danemark 2 DTU 1 1Suisse 4 EPFL 1 2 1

Irlande 2 TCD 1U. Limerick 1

Irlande N 1 Belfast 1

Suède 6KTH 1 2Linköpings U 1Lunds U 1 1

Norvège 4 NTU 3 1

Canada 14

Laval 2U.Montreal 1 1 2U. Moncton 1U. Sherbrooke 1 3SFU Vancouver 1 1

USA 9U. Clemson 1U. Illinois UC 1 3U. Texas 1OklahomaSU 1 1 1

Venezuela 1 S. Bolivar 1Pérou 1 PUC 1Mexique 1 IPN Mexico 1

Chili 7PUC 1 2U. Chile 1 1UTFSM Valparaiso 1 1

Argentine 2 ITBA 1 1Vietnam 1 IFI 1Belgique 5 KULeuven 2 2 1Totaux 93 0 15 4 19 11 9 11 2 18 3

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Traditional student mobility in Louvain School of Engineering (4)

λ Coming from (2008-2008)

IN 2007-2008MAP MATR MECA ARCH ELEC GC INCH GNUC INFO

Allemagne4

TUD 2KIT 1RWTH 1

Espagne

12

UPM 1 2UPC 2La Coruna 2 2UPV 2Cantabria 1

Italie4

PoliTo 1PoliMi 2La Sapienza 1

France 1 ENSSAT 1U.RennesENSICA

Finlande 1 TKK 1Roumanie 1 U.Bucarest 1Turquie 2 U.Istanbul 2Russie 2 TPU 1 1

Canada 3Laval 2U.Montreal 1

Venezuela 2 S. Bolivar 2Pérou 1 PUC 1Vietnam 2 IFI 2Belgique KULeuvenTotaux 35 9 2 2 10 4 2 2 1 3

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Changes induced by the « Bologna » scheme

λ The Bologna scheme:

no more 5 year integrated stydy program in engineering

bachelor (3 years)

master (2 years)

λ Traditional mobility : horizontal mobility

The student goes and comes back

λ New possible mobility: vertical mobility

The student goes away for his master and does not come back

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Changes induced by the « Bologna » scheme (2)

λ Principle of vertical mobility:

good students do their master degree in the best institutions for the (sub) orientation they have selectedl

λ Opportunity and risk:

− Opportuni ty: attract good students from other institutions after the bachelor degree

targets: best students in « weaker » universitiesstudents interested in our fields of excellence (even in « strong »universities)

− Risk: our good students might leave us after getting their bachelor degree when our fileds of excellence do not match what they are looking for or if they find even better somewhere else

target: our own best students

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Changes induced by the « Bologna » scheme (3)

λ The challenge:

exploit opportunities and reduce risks

develop our attractivity

λ Two ways to improve our attractiveness

− Dual masters

− Accessibility for non French speaking people

(without frightening the French speaking people)

+, of course, communicate

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Dual mastersλ Principle of the « dualdual master »:

two (good) institutions set up a

common program

− Strenghten the s trong points (broader choice of advanced cours es)

− Provide more subdomains of excellence

− Give an international dimension to the program (or i nter-regional)

− Typically one year in each institution

− Students get 2 degrees from the two institutions

The degrees are clearly linked: single pre-established program

• Differences with TIME “doubledouble degree” − Same field of study in both institutions vs different fields (complementary)

(computing/computing) vs (computing/aeronautics) − Integrated program vs concatenated programs− No lengthening of studies vs 1 more year

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Dual masters (2)

λ Practical issues

− One year here and one year at the partner (us ually in any order)

− Registration and fees in the home uni versity

− Open for students coming from third institutions (they register wher they spend the 1st year)

− Like in ERASMUS/SOCRATES, exchanges must be balanced

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Dual masters (3)

λ Differences with traditional ERASMUS scheme

(e.g. one year exchange in 4th study year)

− Fulfill the requirements of the 2 instrtutions and not only of the home institution

structured program,

cset-up jointly by the partner i nstitutions

− TWO DEGREES (but clearly linked to each other)

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Dual masters (4)

λ With whom ?− Other CLUSTER institutions

− KULeuven− Clemson, ..., − Developping countries ?

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Dual masters (5)

λ Programs starting in 2008

− Cluster: λ Barcelona (UPC): Computing, Telecom

λ Lisbon (IST): Telecom

λ Stockholm (KTH): Nuclear

− KULeuven : probably most engineering f ields (computing was first ready)

− Clemson : mecanical engineeringλ Projets 2009: KTH, TKK, INPG, IST, ...

λ What language ?

− KULeuven: each institution in her own language

− CLUSTER, Clemson, ...: English

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Dual masters (6)

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Dual masters (7)

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The teaching language issue

λ What language for the masters ?

− French ? (traditi onal situation) λ Our attractivity is decreasing (less ERASMUS IN)

− English is the universal second language− The status of the French language is decreasing from ''the diplomatic language”

to a “local language” such as Dutcg or Letton− The higher education offering in English is increasing. (Northern countries, the

Nethernands, Prague, Barcelonee,... This attracts studentsn even in out universities.

− English ?λ Like everybody else, no choice after all ?

λ Risk of loosing one's own student (perhaps not the best, but...)who could leave us for another Belgian higer education studies.

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The language issue (2)

λ New initiatives related to teaching in English

− Physics, computing (since September 2007) λ Fall term in anglais

λ Spring term in French

(final work: free choice)

− Others have specific tracks in english (e.g. courses included in ERASMUS MUNDUS programs )

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Discussion