THE BOLOGNA PROCESS on the GROUND Experiences of Nordic-Baltic-Russian Cooperation in Higher Education Report of the Nordplus Ne

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THE BOLOGNA PROCESS ON THE GROUND Experiences of Nordic-Baltic-Russian Cooperation in Higher Education

Report of the Nordplus Neighbour Network “The European North and EU-Russian International Relations”

Edited by: Jussi Laine Bo Petersson Sergei Prozorov Helena Rytövuori-Apunen

CFE Conference Papers Series No. 1

Lund 2007 The CFE Conference paper series is published by The Centre for European Studies (CFE) at Lund Univerity

© 2007 The Centre for European Studies at Lund University and the authors. Editors: Jussi Laine, Bo Petersson, Sergei Prozorov, and Helena Rytövuori-Apunen Layout: Jussi Laine Cover design: Niklas Bernsand ISSN: 1654-2185

This paper is also available in pdf-format at CFE’s web site: www.cfe.lu.se

CENTRE FOR EUROPEAN STUDIES AT LUND UNIVERSITY:

Box 201 Phone: +46 (0)46-222 83 79 SE-221 00 LUND Fax: +46 (0)46-222 40 06 Sweden Email: [email protected] Table of Contents

PART I: Introduction

Editors’ Note: Why This Report? 7

The ABC of Joint Degrees – Some Statements and Personal Reflections 13 Tarja Hyppönen

PART II: Taking Stock of the Experience – Program-level

Practicing the Bologna Process: the CBU Joint Teaching Program for Master’s Degree in International Relations at Petrozavodsk State University 21 Sergei Prozorov and Marina Makarycheva

The Lund Coordinator’s Experience of the Joint Teaching Program on “The European North and EU–Russian International Relations” 29 Bo Petersson

CBU Joint Teaching Program for Master’s Degree in International Relations. Petrozavodsk Students’ Experience 33 Anita Rogozina

Comparing the Finnish and the Russian Educational Systems – a Student’s Perspective 37 Maria Papina

Cross-Border University at a Crossroads – an Aspect of the Bologna Process in Practice 41 Jussi Laine

Taking Advantage of Diversity in Advanced International Study Programs – Mutual Learning Perspective 49 Inese Nalivaiko

Quality Assurance – What and How? Some Preliminary Conclusions 55 Corinna Wolff

PART III: Taking Stock of the Experience – Institution-level

Russia in the Bologna Process: A View from St. Petersburg 67 Konstantin Khudoley Experience of the MGIMO-University in Double Degree MA Programs in International Relations 71 Marina M. Lebedeva

A Glance at the Implementation of Bologna at the University of Tartu 75 Jaanika Haljasmäe and Ülle Tensing

PART IV: Impact Assessment: From Global to Local Levels

Political Consequences of the Bologna Process 81 Marina M. Lebedeva

The Bologna Process and National System of Education 87 Vladimir Mironov

Bologna Adaptation: Local Experiences in Lund 95 Tomas Bergström

PART V: The Next Steps

PhD (Post Graduate)-training and the Bologna Process: Taking Stock of Different Best Practices in the Baltic Sea Area 101 Andreas Önnerfors

Three Steps towards a Joint Degree – JTP, DDt, and JIMP. Reflections Based on a Disciplinary Development Project 107 Helena Rytövuori-Apunen

Appendices 117 P A R T I Introduction

5 THE BOLOGNA PROCESS ON THE GROUND

THE BOLOGNA PROCESS ON GROUND Experiences of Nordic-Baltic-Russian Cooperation in Higher Education oint degree programs are high on the agenda of higher education policy in Eu- Jrope. They are relevant to the objectives and, at their best, fulfil the goals of the Bologna process (the Bologna declaration of 1999, the Prague Communiqué of 2001, and subsequent developments). However, internationalisation of learning environments in the spirit of the European Higher Education Area (EHEA) brings benefits as well as problems. An open and transparent education space with increased mobility is usually very much welcomed by students on an all-European level but creates frustrations when there is no corresponding advancement in the recognition of degrees. Some fear that the harmonization of structures means stan- dardizing the contents of studies, which represses the plurality of academic and national traditions and leads to brain drain. Others argue that integrated curricula and joint programs are means of increasing diversity and enhancing the dialogue of research approaches and traditions in ways that sharpen the students’ analytical skills and create a basis for qualified research communication. n this report, lecturers, administrators, and students who have participated in Ithe design and implementation of joint international Master’s programs reflect on their experiences in transforming the often lofty words about Bologna standards and international cooperation into hands-on practice. The report includes presentations at the conference ”Bologna Beyond Words: Taking Stock of Expe- rience”, which took place at Lund University on 4-5 December, 2006. The conference was organized by the Nordplus Neighbour network “The European North and EU-Russian International Relations” and hosted by the Department of Poli- tical Science and the Centre for European Studies (CFE) at Lund University. The participants of the network are Lund University, University of Tampere, Petrozav- odsk State University, St. Petersburg State University and University of Tartu. The conference was supported by the Nordplus Neighbour Program CFE Conference Papers Series No. 1

Edited by: ”TheJussi Laine, Bologna Bo Petersson, Twin Sergei Towers” Prozorov, CFE Conference Papers Series No. 1 Helena Rytövuori-Apunen

Lund 2007 CFE Conference Papers Series No. 1 Editors’ Note: Why This Report?

This report includes papers presented at the conference “Bologna beyond Words: Taking Stock of Experience”, which took place at Lund University on the 4th and 5th of December, 2006. The conference was organized by the Nordplus Neighbour network “The European North and EU-Russian International Relations” together with the Department of Political Science (local organizer) and the Centre for European Studies (CFE, co-host) at Lund University. The program and the list of participants are attached to this report. The conference was supported by the Nordplus Neighbour Program. Nordplus Neighbour has been one of the Nordic Council of Ministers’ five mobility and network programs until the restructuring of the family of Nordplus programs in 2007. Nordplus Neighbour is aimed at developing networks between educational institutions, research institutions and non- governmental organizations in the field of education and lifelong learning. The program’s networks consist of at least two Nordic institutions from two different countries and two institutions from two different adjacent area countries, i.e. the Baltic States and northwestern Russia.1 Our network “The European North and EU-Russian International Relations” was supported by the Nordplus Neighbour Program during three subsequent project cycles (2004/05, 2005/06, and 2006/07). The work has concentrated on quality assurance and the design and implementation of joint teaching and degree programs in the academic field of International Relations. Participating institutions are: the University of Tampere, St Petersburg State University, Petrozavodsk State University, the University of Tartu and Lund University. The network is coordinated at the University of Tampere, Tampere Peace Research Institute (TAPRI). 2006-07 is our third and concluding cycle. Therefore it is time to take stock of what has been achieved and to communicate our experiences and lessons to other similar teaching and development projects, as well as, of course, to the Nordplus Programs interested in the development of joint international degree programs. The conference in Lund in December 2006 was devoted to the experiences generated in connection with the joint teaching program for Master’s degree in International Relations titled “The European North: Dynamics of EU-Russian International Relations”. This program was supported by the network and functioned as the “laboratory” for the work on quality assurance and realization of the Bologna goals in the sub-regional Nordic-Baltic-Russian context. We have learned much about the establishment and operative work of a joint teaching program and consider our experiences to be indicative of some of the difficulties in transforming the often lofty words about Bologna standards and international cooperation into hands-on practice. The problems we have encountered have not left us pessimistic about the future prospects of the Bologna process. They have helped us to locate the obstacles and to see how the first impressions about this kind of enterprise can lead one with, if not false, still all too dim lights. One lesson is that a dialogue about the contents of studies needs to accompany all planning, which all too often begins by concentrating on the obvious and acute administrative questions. The content of the

1 Http://siu.no/en/programoversikt/nordplus

6 7

Finland http://www.joensuu.fi/joyindex.html. http://www.joensuu.fi/joyindex.html. Finland

See: Finnish-Russian Cross-Border University (CBU) on the website of the University of Joensuu, Joensuu, of University the of website the on (CBU) University Cross-Border Finnish-Russian See:

and the Nordplus budget had its own program rules. rules. program own its had budget Nordplus the and

Russian cooperation commissioned by the CBU could be covered from the CBU sources, sources, CBU the from covered be could CBU the by commissioned cooperation Russian

coordination. The CBU and Nordplus projects had separate budgets. Only the Finnish- the Only budgets. separate had projects Nordplus and CBU The coordination.

coordinated both projects at the University of Tampere, facilitated the practical practical the facilitated Tampere, of University the at projects both coordinated

that Helena Rytövuori-Apunen, then working as professor in International Relations, Relations, International in professor as working then Rytövuori-Apunen, Helena that

immediately much more international than otherwise would have been the case. The fact fact The case. the been have would otherwise than international more much immediately

generated by the Nordplus Neighbour network the Finnish-Russian project was was project Finnish-Russian the network Neighbour Nordplus the by generated

Lund (Sweden) and the University of Tartu (Estonia) in this network.” Through the synergy synergy the Through network.” this in (Estonia) Tartu of University the and (Sweden) Lund

Program makes possible the participation of teachers and students from the University of of University the from students and teachers of participation the possible makes Program

Teaching Program for Master’s degree in International Relations. Nordplus Neighbour Nordplus Relations. International in degree Master’s for Program Teaching

mentioned: “The CBU Subject Consortium in International Relations organizes a Joint Joint a organizes Relations International in Consortium Subject CBU “The mentioned:

Lund is one result of this wider Nordic-Baltic networking. In the course programs it was was it programs course the In networking. Nordic-Baltic wider this of result one is Lund

the Baltic countries, and also to deepen the cooperation beyond the CBU. Our conference in in conference Our CBU. the beyond cooperation the deepen to also and countries, Baltic the

Tartu. These two hubs made it possible to network the activities further to the Nordic and and Nordic the to further activities the network to possible it made hubs two These Tartu.

development work to include another Nordic university, Lund, and a Baltic university, university, Baltic a and Lund, university, Nordic another include to work development

and the Nordplus Neighbour program made it possible to extend parts of our experimental experimental our of parts extend to possible it made program Neighbour Nordplus the and

work on quality assurance. The CBU formed the core of the Finnish-Russian cooperation, cooperation, Finnish-Russian the of core the formed CBU The assurance. quality on work

implementation of the joint courses, including Autumn and Summer schools, as well as the the as well as schools, Summer and Autumn including courses, joint the of implementation

advanced students and staff from Lund and Tartu to participate in the design and and design the in participate to Tartu and Lund from staff and students advanced

Nordplus Neighbour provided the wider Nordic-Baltic network which made it possible for for possible it made which network Nordic-Baltic wider the provided Neighbour Nordplus

of September 2005 as the CBU Pilot Program in International Relations. Relations. International in Program Pilot CBU the as 2005 September of launched on the 1 the on launched

“The European North: Dynamics of EU-Russian International Relations” was was Relations” International EU-Russian of Dynamics North: European “The

two-year long studies is 120 ECTS. ECTS. 120 is studies long two-year

The extension of these these of extension The Bachelor's or comparable degree, recognized by the university. the by recognized degree, comparable or Bachelor's

These joint Master's degree programs are designed for students, who already have their their have already who students, for designed are programs degree Master's joint These

Technology, History, Information Technology, Public Health, and International Relations. Relations. International and Health, Public Technology, Information History, Technology,

programs in six study fields: Business and Administration, Forestry and Bioenergy Bioenergy and Forestry Administration, and Business fields: study six in programs

consortium of Finnish and Russian universities, which offers joint Master's degree degree Master's joint offers which universities, Russian and Finnish of consortium

Project, which became the core of the Finnish-Russian cooperation. The CBU is a a is CBU The cooperation. Finnish-Russian the of core the became which Project,

the program was completed within the Finnish-Russian Cross-Border University (CBU) (CBU) University Cross-Border Finnish-Russian the within completed was program the

in the same year Lund expressed their interest to join the exploratory enterprise. Planning Planning enterprise. exploratory the join to interest their expressed Lund year same the in

came up in the discussions between Tampere and St Petersburg in early autumn 2003, and and 2003, autumn early in Petersburg St and Tampere between discussions the in up came

and sketched out within our Nordplus Neighbour network. The idea of a joint program program joint a of idea The network. Neighbour Nordplus our within out sketched and

“The European North: Dynamics of EU-Russian International Relations” was first planned planned first was Relations” International EU-Russian of Dynamics North: European “The

The Joint Teaching Program for Master’s degree in International Relations titled titled Relations International in degree Master’s for Program Teaching Joint The

and timely. timely. and

academic institutions in particular makes such an enterprise both intellectually challenging challenging intellectually both enterprise an such makes particular in institutions academic

traditions of pluralism and dialogue. The present transformation of the field in the Russian Russian the in field the of transformation present The dialogue. and pluralism of traditions

the development of International Relations as a subject of study in the spirit of European European of spirit the in study of subject a as Relations International of development the

different partner institutions. On a more ambitious level, our idea has been to contribute to to contribute to been has idea our level, ambitious more a On institutions. partner different

program but also on what the academic field in question comprises and requires in the the in requires and comprises question in field academic the what on also but program

program needs to be planned with mutual reflections not only on the specific focus of the the of focus specific the on only not reflections mutual with planned be to needs program

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

Professor Prozorov was the teacher in charge of the joint program. Prozorov (together with with (together Prozorov program. joint the of charge in teacher the was Prozorov Professor

network was represented by Professors Valentina Maksimova and Sergei Prozorov. Prozorov. Sergei and Maksimova Valentina Professors by represented was network

and faculty-level experiences in joint international degree programs. In Petrozavodsk, the the Petrozavodsk, In programs. degree international joint in experiences faculty-level and

Faculty of International Relations. Professor Khudoley’s chapter evaluates the university- the evaluates chapter Khudoley’s Professor Relations. International of Faculty

representative from the start has been Konstantin Khudoley, Professor and Dean of the the of Dean and Professor Khudoley, Konstantin been has start the from representative

the joint teaching program. At the St Petersburg State University the network’s network’s the University State Petersburg St the At program. teaching joint the

Professor Bo Petersson. It is to the Lund team that we owe thanks for inventing the name of of name the inventing for thanks owe we that team Lund the to is It Petersson. Bo Professor

The Nordplus Neighbour network coordinator at the University of Lund was was Lund of University the at coordinator network Neighbour Nordplus The

individual contributions. contributions. individual

level (the partner institutions) and what problems were encountered are described in the the in described are encountered were problems what and institutions) partner (the level

found to the implementation of the “global” (the joint, integrated program) on the “local” “local” the on program) integrated joint, (the “global” the of implementation the to found

between different education and curriculum systems. The ways in which solutions were were solutions which in ways The systems. curriculum and education different between

presented solutions to the constraints in the joint teaching project and the incompatibilities incompatibilities the and project teaching joint the in constraints the to solutions presented

presented by Helena Rytövuori-Apunen in this report. We have also mapped out and and out mapped also have We report. this in Rytövuori-Apunen Helena by presented

European higher education. A model which envisages steps towards joint degree is is degree joint towards steps envisages which model A education. higher European

to add to the specific competitive capabilities of the region within the larger framework of of framework larger the within region the of capabilities competitive specific the to add to

cooperation between institutions of higher learning from EU member states and Russia and and Russia and states member EU from learning higher of institutions between cooperation

our practices and experiences. Our aim is to contribute to the knowledge and experience of of experience and knowledge the to contribute to is aim Our experiences. and practices our

experiences and also to present a model of the joint degree development that grows from from grows that development degree joint the of model a present to also and experiences

reflect on our Nordplus Neighbour network’s experiences in relation to other similar similar other to relation in experiences network’s Neighbour Nordplus our on reflect

of the present report is at the same time more limited and more ambitious. We wish to to wish We ambitious. more and limited more time same the at is report present the of

is advised by the CBU Development Unit at the University of Joensuu (Finland). The task task The (Finland). Joensuu of University the at Unit Development CBU the by advised is

of the CBU International Relations program as such. This takes place within the CBU and and CBU the within place takes This such. as program Relations International CBU the of

extension. The launching date is September 1, 2007. The present report is not an evaluation evaluation an not is report present The 2007. 1, September is date launching The extension.

programs, including a CBU program in International Relations, will be started in its entire entire its in started be will Relations, International in program CBU a including programs,

After the pilot implementation phase (2005-07) the CBU joint Master's degree degree Master's joint CBU the (2005-07) phase implementation pilot the After

Relations.

identical structure and contents of mandatory courses in the major subject, International International subject, major the in courses mandatory of contents and structure identical

pilot phase the program attained a very high level of integration which was based on the the on based was which integration of level high very a attained program the phase pilot

covered only 20-25 percent of the overall total of 120 ECTS. This means that during the the during that means This ECTS. 120 of total overall the of percent 20-25 only covered

program and visiting studies were arranged. Thus, optional courses at the local university university local the at courses optional Thus, arranged. were studies visiting and program

volumes (20 + 40 ECTS). In addition, five other courses were jointly organized within the the within organized jointly were courses other five addition, In ECTS). 40 + (20 volumes

program. The local programs were identical in their thesis seminar and Master’s thesis thesis Master’s and seminar thesis their in identical were programs local The program.

covered 24 ECTS out of the 120 total. The 24 ECTS consisted of mandatory courses in the the in courses mandatory of consisted ECTS 24 The total. 120 the of out ECTS 24 covered

together by the partner universities and bringing together the local groups of students – students of groups local the together bringing and universities partner the by together

Master’s degree (studies). The joint program components – courses realized realized courses – components program joint The (studies). degree Master’s for program

instead, locally applied or used as compensating studies. Therefore we called it a joint joint a it called we Therefore studies. compensating as used or applied locally instead,

Master’s program but was, was, but program Master’s local a as exist such, as not, did program joint The uniform.

from case to case. We have dealt with a pilot phase, and the practices have not been been not have practices the and phase, pilot a with dealt have We case. to case from

been incorporated into the local study programs in the member universities have differed differed have universities member the in programs study local the into incorporated been

within the network. The administrative solutions to how the joint teaching program has has program teaching joint the how to solutions administrative The network. the within

2005. QA measures have been incorporated into the teaching activities that take place place take that activities teaching the into incorporated been have measures QA 2005.

operational work in connection with the first joint teaching session in Tartu in September September in Tartu in session teaching joint first the with connection in work operational

the network’s activities. For this purpose QA teams were established and started their their started and established were teams QA purpose this For activities. network’s the

CBU cooperation. Quality assurance (QA) of higher education is one of the cornerstones of of cornerstones the of one is education higher of (QA) assurance Quality cooperation. CBU

The tasks of the Nordplus Neighbour network were more specific than those of the the of those than specific more were network Neighbour Nordplus the of tasks The

G P B T ROUND THE ON ROCESS OLOGNA HE

more global to the local levels. It includes contributions from Moscow (MGIMO and and (MGIMO Moscow from contributions includes It levels. local the to global more

University of Tartu (Part II). Part III discusses the impacts of the Bologna process from the the from process Bologna the of impacts the discusses III Part II). (Part Tartu of University

include experiences from St Petersburg State University, MGIMO-University, and the the and MGIMO-University, University, State Petersburg St from experiences include

The program-level reflections in Part I are followed by institution-level reports, which which reports, institution-level by followed are I Part in reflections program-level The

are devoted to the evaluation of our Nordplus Neighbour network’s joint teaching program. program. teaching joint network’s Neighbour Nordplus our of evaluation the to devoted are

the crucial question of the definition and meaning of “joint degree”. The following chapters chapters following The degree”. “joint of meaning and definition the of question crucial the

Sea Region Studies Program at the University of Turku (Åbo). Her chapter discusses also also discusses chapter Her (Åbo). Turku of University the at Program Studies Region Sea

when faced with one-hundred-and plus details. Tarja Hyppönen is Coordinator of the Baltic Baltic the of Coordinator is Hyppönen Tarja details. plus one-hundred-and with faced when

implementation of such programs in order not to lose sight of the enterprise as a whole whole a as enterprise the of sight lose to not order in programs such of implementation

– with some questions and issues that we should keep in mind in the planning, design, and and design, planning, the in mind in keep should we that issues and questions some with –

This report begins with Tarja Hyppönen’s summary of the “ABC” of joint programs programs joint of “ABC” the of summary Hyppönen’s Tarja with begins report This

QA in the project. project. the in QA

the Quality Officer of the CBU International Relations project, has written an overview of of overview an written has project, Relations International CBU the of Officer Quality the

Doctoral School”. Corinna Wolff, a doctoral student at Tampere who in 2005-06 worked as as worked 2005-06 in who Tampere at student doctoral a Wolff, Corinna School”. Doctoral

presently a student at the Finnish national doctoral school “Russia in Europe, Cross-Border Cross-Border Europe, in “Russia school doctoral national Finnish the at student a presently

was invited to be one of the editors. Jussi participated in several CBU joint courses and is is and courses joint CBU several in participated Jussi editors. the of one be to invited was

network. One of the advanced students, MSSc Jussi Laine of the University of Joensuu, Joensuu, of University the of Laine Jussi MSSc students, advanced the of One network.

in the joint Autumn and Summer Schools in the context of the Nordplus Neighbour Neighbour Nordplus the of context the in Schools Summer and Autumn joint the in

Finland. Inese Nalivaiko, a Latvian national then studying at Lund University, participated participated University, Lund at studying then national Latvian a Nalivaiko, Inese Finland.

program in Petrozavodsk, Maria Papina has experience of studying in both Russia and and Russia both in studying of experience has Papina Maria Petrozavodsk, in program

participation to our joint teaching program. While Anita Rogozina is a student of the CBU CBU the of student a is Rogozina Anita While program. teaching joint our to participation

process. The students reporting their experiences in this report differ in their degree of of degree their in differ report this in experiences their reporting students The process.

be incorporated in the planning and implementation of a joint program throughout the the throughout program joint a of implementation and planning the in incorporated be

students’ perspectives, because they are the experts in the different learning cultures, must must cultures, learning different the in experts the are they because perspectives, students’

CBU/Nordplus Neighbour teaching program. It cannot be enough emphasized that the the that emphasized enough be cannot It program. teaching Neighbour CBU/Nordplus

Four chapters are written by students who have participated in the joint joint the in participated have who students by written are chapters Four

consent to reprinting the article in our report. report. our in article the reprinting to consent

210. The World Public Forum in Moscow as the publisher and the author has kindly given their their given kindly has author the and publisher the as Moscow in Forum Public World The 210.

reprint from the the from reprint no. 1, 2006, pp. 202- pp. 2006, 1, no. Bulletin Civilizations” of “Dialogue Forum Public World

of education. As an exception to the other contributions to this report, this chapter is a a is chapter this report, this to contributions other the to exception an As education. of

assessment of the possible impacts of the Bologna process on the Russian national system system national Russian the on process Bologna the of impacts possible the of assessment

two oldest and leading universities in Russia. Professor Vladimir Mironov offers a critical critical a offers Mironov Vladimir Professor Russia. in universities leading and oldest two

Moscow State University (MGU). The MGU and the Saint-Petersburg University are the the are University Saint-Petersburg the and MGU The (MGU). University State Moscow

Master’s programs. Included in this report is also a contribution from the Lomonosov Lomonosov the from contribution a also is report this in Included programs. Master’s

Lebedeva’s professional duties at MGIMO include the development of international international of development the include MGIMO at duties professional Lebedeva’s

(MGIMO-University) are presented in the chapter by Marina Lebedeva. Professor Professor Lebedeva. Marina by chapter the in presented are (MGIMO-University)

teaching and double degree at the Moscow State Institute of International Relations Relations International of Institute State Moscow the at degree double and teaching

experiences of implementing the Bologna goals in Tartu. The experiences of joint program program joint of experiences The Tartu. in goals Bologna the implementing of experiences

Tensing, Head of the International Student Office at the University of Tartu, about the the about Tartu, of University the at Office Student International the of Head Tensing,

Hallasmäe, Erasmus Institutional Coordinator at Tartu. Jaanika reports, together with Ülle Ülle with together reports, Jaanika Tartu. at Coordinator Institutional Erasmus Hallasmäe,

School. In the Lund conference in December 2006 Tartu was represented by Jaanika Jaanika by represented was Tartu 2006 December in conference Lund the In School.

Professor Eiki Berg, who took actively part in the organization and teaching of the Autumn Autumn the of teaching and organization the in part actively took who Berg, Eiki Professor

accounts of the program in this report. In Tartu the Nordplus network was represented by by represented was network Nordplus the Tartu In report. this in program the of accounts

Associate Professor Marina Makarycheva), Petersson, and Rytövuori-Apunen all give their their give all Rytövuori-Apunen and Petersson, Makarycheva), Marina Professor Associate

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

Sergei Prozorov Helena Rytövuori-Apunen Helena Prozorov Sergei

Jussi Laine Bo Petersson Bo Laine Jussi

apr n ud eray2007 February Lund, and Tampere

work and the participation of highly motivated students it would not have been possible. possible. been have not would it students motivated highly of participation the and work

professionally rewarding and in many ways a useful experience. Without the teachers’ team team teachers’ the Without experience. useful a ways many in and rewarding professionally

in the pan-European sub-regional context has been an intellectually and and intellectually an been has context sub-regional pan-European the in internationalization

structural of journey the teachers, the as well as students the for But travel.

consortium of other universities brings about. This has been a somewhat rocky road to to road rocky somewhat a been has This about. brings universities other of consortium

technical problems which harmonization of the structures of an individual university with a a with university individual an of structures the of harmonization which problems technical

work which in many ways was pioneering and also encountered the administrative and and administrative the encountered also and pioneering was ways many in which work

Wolf and MA Saara Ollikainen, each in their turn, have been of invaluable assistance in the the in assistance invaluable of been have turn, their in each Ollikainen, Saara MA and Wolf

University of Tampere. MA Anni Kangas and the CBU project assistants MA Corinna Corinna MA assistants project CBU the and Kangas Anni MA Tampere. of University

Lund, for kindly designing the cover. Coordination of the network has been at the the at been has network the of Coordination cover. the designing kindly for Lund,

contributors to this report. Many thanks to also Niklas Bernsand, Coordinator of the CFE at at CFE the of Coordinator Bernsand, Niklas also to thanks Many report. this to contributors

Bergström, Head of the Department of Political Science at Lund University. Both are also also are Both University. Lund at Science Political of Department the of Head Bergström,

Önnerfors, Center for European Studies at Lund University, and Associate Professor Tomas Tomas Professor Associate and University, Lund at Studies European for Center Önnerfors,

two-day conference in Lund in December we owe warmest thanks to Dr. Andreas Andreas Dr. to thanks warmest owe we December in Lund in conference two-day

our network’s activities during the three years starting in autumn 2004. For organizing the the organizing For 2004. autumn in starting years three the during activities network’s our

Our heartfelt thanks are to the Nordplus Neighbour program which has supported supported has which program Neighbour Nordplus the to are thanks heartfelt Our

development of joint degree. degree. joint of development

MGU) and Lund. Part IV discusses the next steps, doctoral training and the phases in the the in phases the and training doctoral steps, next the discusses IV Part Lund. and MGU)

G P B T ROUND THE ON ROCESS OLOGNA HE 12 The ABC of Joint Degrees – Some Statements and Personal Reflections Tarja Hyppönen Co-ordinator Baltic Sea Region Studies, University of Turku

“Joint degrees are the highest or the closest form of cooperation in higher education”

The joint degrees or joint degree programs are high on the agenda of higher education policy in Europe. They are relevant to the objectives, and at their best, they really fulfil the goals of the Bologna process. They enhance internationalisation, student and teacher mobility, collaboration in many forms and at many levels. They make the European higher education more attractive both within Europe and to the wider world. They can greatly advance the EHEA (European Higher Education Area) both in quality and depth. The first goals were set already in the in 1999, in the Bologna declaration. The aims have since been redefined in the Prague Communiqué 2001: “…to step up the development of modules, courses and curricula offered in partnership by institutions from different countries and leading to a recognised joint degree”. Furthermore, the two cycle degree system, launched in the Bologna process, made the joint degrees more feasible and attractive to higher education institutions. Most of the joint degrees today are running at Master’s level. In many countries the ministry of education or equal higher education authorities recommend that joint degrees should be set up mainly or only at the Master’s level. This has become for the most part official policy. In this brief presentation I will outline some basic elements and features of a joint degree, which I have collected from several sources during the past five to six years, and which in my own experience have been the most useful and the most substantive. I will concentrate mainly on the international, interdisciplinary programs. That is the field with which I have been involved during these years of planning and setting up a joint Master’s degree program in Baltic Sea Region Studies with several international partners. In the end I have listed some main sources, which I have used.

Definitions The term itself, “joint degree” or “joint degree program” often refers to all kinds of joint or collaborative activities in the field of education, covering the “real” joint degrees, double degrees, strategic alliances, joint courses or integrated programs. Still, a “real” joint degree has certain features, aspects and required elements, which differentiate it from other forms of collaborative activities. It is also important to draw a distinction between the so called mainstream study program including an exchange period (based on students’ free choice and own planning) and a joint degree program. There are several definitions of a joint degree, as well, and this situation has been discussed in many international conferences, seminars and surveys. Furthermore, the

11 13

collecting them), them), collecting

the regulatory framework, principles of costs and funding (sharing and/or and/or (sharing funding and costs of principles framework, regulatory the -

coordination,

entrance requirements, partner institutions, program administration and and administration program institutions, partner requirements, entrance -

level of the degree (Bachelor/Master/PhD), duration in years and in ECTS, ECTS, in and years in duration (Bachelor/Master/PhD), degree the of level -

involved,

the name of the joint degree program, aims and objectives of it, disciplines disciplines it, of objectives and aims program, degree joint the of name the -

The agreement should include at least the following points: following the least at include should agreement The

earlier the agreement is formulated and signed, the better. the signed, and formulated is agreement the earlier

Rector) who usually sign these kinds of international agreements at the university. The The university. the at agreements international of kinds these sign usually who Rector)

and official agreement between the partners, signed by those authorities (the University University (the authorities those by signed partners, the between agreement official and

The second crucial point is the agreement. A joint degree must be based on a formal formal a on based be must degree joint A agreement. the is point crucial second The

agreed on. agreed

discussed with an open mind, and then finally those points acceptable to all partners can be be can partners all to acceptable points those finally then and mind, open an with discussed

interests of the participating persons and institutions involved should be mapped and and mapped be should involved institutions and persons participating the of interests

so is finding answers to all the questions – but it is worth it. All the ideas, needs, and and needs, ideas, the All it. worth is it but – questions the all to answers finding is so

unique in our idea? should be discussed. It is a time-consuming process to go through – and and – through go to process time-consuming a is It discussed. be should idea? our in unique

want to do this? Who are “we”? Which groups of students do we have in mind? What is is What mind? in have we do students of groups Which “we”? are Who this? do to want

brainstorming that is open to all ideas. Such questions as: What do we want? Why do we we do Why want? we do What as: questions Such ideas. all to open is that brainstorming

is broad, deep deep broad, is program degree joint” “ new a up setting in point starting crucial The

“Joint degrees require a clear and decisive institutional support at all levels” all at support institutional decisive and clear a require degrees “Joint

t i o D o t w o H

teaching and learning cultures in a safe and structured way. structured and safe a in cultures learning and teaching

program more interesting to the students, and gives them the opportunity to learn different different learn to opportunity the them gives and students, the to interesting more program

divergence is even welcomed, as far as it can be accepted by all partners. It makes the the makes It partners. all by accepted be can it as far as welcomed, even is divergence

programs in the partner universities should be similar in detail. On the contrary, certain certain contrary, the On detail. in similar be should universities partner the in programs

diploma supplement. Jointly planned and implemented does not, however, mean that all the the all that mean however, not, does implemented and planned Jointly supplement. diploma

to one degree given by one partner university with an explanation of the joint activities and and activities joint the of explanation an with university partner one by given degree one to

graduation regulations, full recognition of studies in the partner university; all this leading leading this all university; partner the in studies of recognition full regulations, graduation

planned, and implemented structure, curriculum, courses, admission and grading procedure, procedure, grading and admission courses, curriculum, structure, implemented and planned,

are: jointly agreed, agreed, jointly are: degree joint “real” a of elements basic the vocabulary, my In

map of higher education in Europe today. Several of them carry the label of joint degree. joint of label the carry them of Several today. Europe in education higher of map

combinations of, these two, there are, in practice, several other alternatives present on the the on present alternatives other several practice, in are, there two, these of, combinations

higher education institution. In addition to all the possible models between, and the the and between, models possible the all to addition In institution. education higher

in one way or another separately developed by and implemented in every participating participating every in implemented and by developed separately another or way one in

degrees awarded by two or more higher education institutions for the same study program program study same the for institutions education higher more or two by awarded degrees

again means two or more more or two means again degree” double “ A institutions. education higher more or two

leads to one degree given together by by together given degree one to leads degree” joint “ A program. the of completion after

discussed. The difference between these two is, at least in my opinion, the degree awarded awarded degree the opinion, my in least at is, two these between difference The discussed.

has been often often been has degree “double” a and “joint” a between distinction and definition

G P B T ROUND THE ON ROCESS OLOGNA HE

to one university only (A) university (home university) (home university (A) only university one to

the students apply and are admitted There is a group of students at each each at students of group a is There admitted are and apply students the

Intake of students of Intake

(students move as a group) (students move individually or in small groups) small in or individually move (students group) a as move (students

One group of students Several groups of students of groups Several students of group One

MODEL A MODEL B MODEL A MODEL

in different ways, according to what the partners agree on. agree partners the what to according ways, different in

The models A and B are just imaginary examples. They can also be combined and applied applied and combined be also can They examples. imaginary just are B and A models The

m a r g o r P s ’ r e t s a M t n i o J a e r u t c u r t S o t w o H n o s e l p m a x E e m o S

this, for family or other reasons. Therefore, a plan B to complete the degree may be needed. be may degree the complete to B plan a Therefore, reasons. other or family for this,

to another, just as (s)he is getting settled into another one. Some of them may not surmount surmount not may them of Some one. another into settled getting is (s)he as just another, to

taking her/his degree in a joint program may have to move several times from one country country one from times several move to have may program joint a in degree her/his taking

with mandatory mobility are a big challenge to them as well. An international student student international An well. as them to challenge big a are mobility mandatory with

goals or internationalisation purposes is there, hiding just around the corner. Joint degrees degrees Joint corner. the around just hiding there, is purposes internationalisation or goals

all the way through. The risk of turning students into “guinea pigs” for ambitious academic academic ambitious for pigs” “guinea into students turning of risk The through. way the all

The student’s position and their point of view have to be kept in mind and focused on on focused and mind in kept be to have view of point their and position student’s The

In any case they are very seldom a definitive obstacle for setting up a joint degree program. degree joint a up setting for obstacle definitive a seldom very are they case any In

program, but these issues can be solved in a consensual way and in mutual understanding. understanding. mutual in and way consensual a in solved be can issues these but program,

flexibility and differences may be needed in the implementation of the joint degree degree joint the of implementation the in needed be may differences and flexibility

degrees. This should be carefully studied and discussed in the brainstorming stage. Certain Certain stage. brainstorming the in discussed and studied carefully be should This degrees.

Also, the complexity of national higher education legislation sets challenges to the joint joint the to challenges sets legislation education higher national of complexity the Also,

interdisciplinary joint program is a particular challenge. particular a is program joint interdisciplinary

This includes the qualification for doctoral studies, which in case of an international and and international an of case in which studies, doctoral for qualification the includes This

degrees have the same academic status and labour market value as “mainstream” degrees. degrees. “mainstream” as value market labour and status academic same the have degrees

highest academic responsibility for the degrees. It is important to guarantee, that the joint joint the that guarantee, to important is It degrees. the for responsibility academic highest

councils play a key role in setting up and running a program, as the faculty usually has the the has usually faculty the as program, a running and up setting in role key a play councils

new administrative thinking and decision making practices. Faculties, deans and faculty faculty and deans Faculties, practices. making decision and thinking administrative new

International, interdisciplinary programs also often need development and to constitute constitute to and development need often also programs interdisciplinary International,

enthusiastic person is not enough, although highly important. highly although enough, not is person enthusiastic

researchers involved in the program, from the academic staff to the administrators. One One administrators. the to staff academic the from program, the in involved researchers

institution level, including subject and personal level, from the rector to the teachers and and teachers the to rector the from level, personal and subject including level, institution

importance. Commitment is needed at all levels, from the university’s leadership to the the to leadership university’s the from levels, all at needed is Commitment importance.

When already running a joint program, commitment of the partners is of particular particular of is partners the of commitment program, joint a running already When

organised in a way that students do not have to pay twice. twice. pay to have not do students that way a in organised

If one or some of the partner universities collect tuition fees, student mobility should be be should mobility student fees, tuition collect universities partner the of some or one If

mandatory student mobility and how it will be organised. be will it how and mobility student mandatory -

evaluation and quality assurance practices, practices, assurance quality and evaluation -

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

and the partner institutions institutions partner the and

is based on institutional strength and relevant academic interests of the university university the of interests academic relevant and strength institutional on based is -

is linked with the mission and strategic vision of the universities involved universities the of vision strategic and mission the with linked is -

There are good chances of success, if the joint degree program: degree joint the if success, of chances good are There

A short list of ‘musts’ of list short A

To conclude, I have collected two short lists, which may be useful. be may which lists, short two collected have I conclude, To

teachers.

programs offer a real international learning and teaching environment to students and and students to environment teaching and learning international real a offer programs

revise them when needed, it is worth trying. Well planned and implemented joint degree degree joint implemented and planned Well trying. worth is it needed, when them revise

unpredictable and negative ones. But, if you place your goals high and you are ready to to ready are you and high goals your place you if But, ones. negative and unpredictable

The joint program has positive, desired and foreseeable side effects, sometimes also also sometimes effects, side foreseeable and desired positive, has program joint The

“The effect of a joint program is always greater than the sum of its parts.” its of sum the than greater always is program joint a of effect “The

with an agreed form and information on the joint degree. joint the on information and form agreed an with

university for the final semester and thesis writing. The home university awards the degree, degree, the awards university home The writing. thesis and semester final the for university

specialisation studies at a partner university (or at two of them), and return to the home home the to return and them), of two at (or university partner a at studies specialisation

part of the studies (common or core parts) at the home university, optional and/or and/or optional university, home the at parts) core or (common studies the of part

on the individual study plan and agreement between the partner universities. They take one one take They universities. partner the between agreement and plan study individual the on

or in small groups from the home university to one or more partner universities, depending depending universities, partner more or one to university home the from groups small in or

university. Each partner university has a group of students. The students move individually individually move students The students. of group a has university partner Each university.

interests and orientation to one of the partner universities, which will be their home home their be will which universities, partner the of one to orientation and interests

In model B again, the students apply and are admitted according to their own own their to according admitted are and apply students the again, B model In

completed.

after the tour to the partner universities (one semester at each), the degree will be be will degree the each), at semester (one universities partner the to tour the after

others. The program curriculum and teaching is planned and structured in such a way that that way a such in structured and planned is teaching and curriculum program The others.

students are studying in one partner university (A), there is no group or teaching in the the in teaching or group no is there (A), university partner one in studying are students

(to university A) and they move as a group from one university to another. When the the When another. to university one from group a as move they and A) university (to

In model A, the students apply and are admitted as one group to the joint degree consortium consortium degree joint the to group one as admitted are and apply students the A, model In

A, B or C home university home C or B A,

(this is, or can be linked with, the thesis) the with, linked be can or is, (this by awarded Degree

A, B or C home (or partner) university partner) (or home C or B A,

Thesis

partner C home or partner university partner or home C partner

Specialisation studies studies Specialisation

partner B partner university partner B partner

Optional studies Optional

partner A home university home A partner

Core substance Core

G P B T ROUND THE ON ROCESS OLOGNA HE

x Finnish National Board of Education, 2005 2005 Education, of Board National Finnish

x Finnish Ministry of Education, Instructions for Joint Degrees, 2004 Degrees, Joint for Instructions Education, of Ministry Finnish

x COIMBRA, http://www.coimbra-group.be/ http://www.coimbra-group.be/ COIMBRA,

http://www.enic-naric.net/

European Network of Information Centres on Academic Recognition and Mobility, Mobility, and Recognition Academic on Centres Information of Network European

x NARIC Network of National Academic Recognition Information Centres, ENIC ENIC Centres, Information Recognition Academic National of Network NARIC

x EUA, http://www.eua.be EUA,

x ACA, http://www.aca-secretariat.be/ ACA,

x Glossary of Relevant Definitions about Joint Degrees, 2003 Coimbra Group Coimbra 2003 Degrees, Joint about Definitions Relevant of Glossary

European Higher Education, ACA 2002 ACA Education, Higher European

x Fr. Maiworm, B. Wächter: English-Language - Taught Degree Programs in in Programs Degree Taught - English-Language Wächter: B. Maiworm, Fr.

2006.

x Guidelines for Quality Enhancement in European Joint Master Programs, EUA EUA Programs, Master Joint European in Enhancement Quality for Guidelines

x Trend IV, European Universities Implementing Bologna, EUA 2005 EUA Bologna, Implementing Universities European IV, Trend

Project, EUA 2004 EUA Project,

x Developing Joint Masters Programs for Europe, Results of the EUA Joint Masters Masters Joint EUA the of Results Europe, for Programs Masters Joint Developing

x Trends III, 2003: Progress towards the European Higher Education Area, EUA 2003 EUA Area, Education Higher European the towards Progress 2003: III, Trends

Europe, EUA 2002 2002 EUA Europe,

x Chr. Tauch and A. Rauhvargers: Survey on Master Degrees and Joint Degrees in in Degrees Joint and Degrees Master on Survey Rauhvargers: A. and Tauch Chr.

s e s s e r d d A d n a s t x e T l u f e s U

All the above enhance the European Higher Education Area. Education Higher European the enhance above the All

trans national / trans university / intercultural communication intercultural / university trans / national trans -

structured and integrated student and staff mobility staff and student integrated and structured -

development of joint quality assurance quality joint of development -

a European dimension: studies and employability and studies dimension: European a -

transparency (ECTS, DS, comparative approach) comparative DS, (ECTS, transparency -

convergence of different systems, educational and administrative and educational systems, different of convergence -

full recognition of degrees and credits and degrees of recognition full -

development of teaching methods teaching of development -

elaborating core elements (tuning) of the syllabus the of (tuning) elements core elaborating -

shared academic competence and experience and competence academic shared -

a shared educational experience and (re)defining professional profiles professional (re)defining and experience educational shared a -

As additional pluses, the joint degree programs bring in: bring programs degree joint the pluses, additional As

a lot of good will and commitment is involved. is commitment and will good of lot a -

know-how at international relations level relations international at know-how

there is a high level of internationalisation at faculty/institution level and significant significant and level faculty/institution at internationalisation of level high a is there -

has the commitment of teachers and other staff at all stages all at staff other and teachers of commitment the has -

gives qualification for further studies (Master > doctoral studies) doctoral > (Master studies further for qualification gives -

is based on long term collaboration and long term vision term long and collaboration term long on based is -

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES 18 P A R T II Taking Stock of the Experience – Program-level

16 19 20 Practicing the Bologna Process: the CBU Joint Teaching Program for Master’s Degree in International Relations at Petrozavodsk State University Sergei Prozorov Professor Department of International Relations, Petrozavodsk State University

Marina Makarycheva Associate Professor Department of International Relations, Nizhny Novgorod Linguistic University

Brief Description of the Implementation of the Program at PSU The Joint Teaching Program for Master’s Degree in International Relations “The European North: Dynamics of EU-Russian International Relations”, organized in the framework of the Finnish-Russian Cross-Border University (CBU) Development Project with the support of the Nordic-Baltic teaching and quality assurance network, was officially launched at the Department of International Relations at Petrozavodsk State University on September 1, 2005. During 2004-2005 the content of the joint teaching program and the application of the European Credit Transfer System (ECTS) were agreed upon by all participating departments. In May 2005 the process of student selection for the program was completed with the acceptance of seven applications. By the decision of the Department of International Relations the following senior students were given a special status of “participants of the CBU Joint Teaching Program”: three 5th year students (Arina Stepennaya, Anita Rogozina, Olga Polyakova), four 4th year students (Ilya Novikov, Anastasia Kuznetsova, Natalia Aladko, Alexander Pirogov). All seven students participated in the jointly organized sessions of the teaching program, i.e. the Summer School “Research Orientations in International Relations”, held at Tartu University during September 12-17, 2005 and the Summer School, held at St. Petersburg State University during June 12-23, 2006. During the academic years 2005-2006 and 2006-2007 the following compulsory courses of the Joint Teaching Program, taught by Professor Sergei Prozorov, have been completed at Petrozavodsk State University:

2005-2006: - Research Orientations in International Relations: (10 credits, including lectures, workshops, research paper, book examination) - The European North: Historical Geopolitics and International Institutional Dynamics (4 credits, including lectures, workshops, research paper) - Research Seminar 1 (10 credits, including the preparation of the research plan for MA thesis)

17 21

the Department has formally introduced the Bachelor level of studies (4 years), while at the the at while years), (4 studies of level Bachelor the introduced formally has Department the

including PSU, have only a slight chance of obtaining the license in question. At this stage, stage, this At question. in license the obtaining of chance slight a only have PSU, including

, regional universities, universities, regional , policy than rather prestige of matter a be to continues programs MA

results in a policy of restricting the number of eligible universities. As long as operating operating as long As universities. eligible of number the restricting of policy a in results

running an MA program becomes an indicator of status and exclusivity, which naturally naturally which exclusivity, and status of indicator an becomes program MA an running

level decision on the universal introduction of the two-tier system at Russian university, university, Russian at system two-tier the of introduction universal the on decision level

. One of the reasons for this situation is that in the absence of a federal- a of absence the in that is situation this for reasons the of One . rejected regularly

applications from regional universities are are universities regional from applications while license, this granted been have Petersburg

the Russian Federation. At present, only a small number of universities in Moscow and St. St. and Moscow in universities of number small a only present, At Federation. Russian the

granted by the Federal Agency for Education of the Ministry of Education and Science of of Science and Education of Ministry the of Education for Agency Federal the by granted

to offer MA programs, programs, MA offer to license the of acquisition the on depends Department the at system

purposes of implementing the joint teaching program. The formal introduction of this this of introduction formal The program. teaching joint the implementing of purposes

In this manner, the two-tier system has been de facto introduced at PSU for the the for PSU at introduced facto de been has system two-tier the manner, this In

year students). students). year 5 of case the (in studies of year additional an after or studies) of year

of the 5-year course of studies (in the case of the students joining the program in their 4 their in program the joining students the of case the (in studies of course 5-year the of

and have the possibility to gain the certificate of the Joint MA program on the completion completion the on program MA Joint the of certificate the gain to possibility the have and

eligible for the Specialist Degree, issued by PSU on the basis of a 5-year course of studies studies of course 5-year a of basis the on PSU by issued Degree, Specialist the for eligible

Petrozavodsk State University. The participants of the CBU Joint Teaching Program are are Program Teaching Joint CBU the of participants The University. State Petrozavodsk

(BA + MA) degree structure at the Faculty of Social Sciences at at Sciences Social of Faculty the at structure degree MA) + (BA two-tier institutionalized

Department of International Relations resolves the problem related to the absence of an an of absence the to related problem the resolves Relations International of Department

year, the the year, 5 and 4 the of students mainline the from participants program selecting By

th th

2.1.1 Licensing of MA programs in Russia in programs MA of Licensing

2.1 Structural and Institutional Problems and Solutions and Problems Institutional and Structural 2.1

m a r g o r P t o l i P e h t n i e c n e i r e p x E k s d o v a z o r t e P e h t m o r f s n o s s e L 2

Joint Teaching Program for Master’s Degree in International Relations. Relations. International in Degree Master’s for Program Teaching Joint

International Relations from Petrozavodsk State University and the certificate of the CBU CBU the of certificate the and University State Petrozavodsk from Relations International

result, the graduates of the program will be eligible for both the Specialist degree in in degree Specialist the both for eligible be will program the of graduates the result,

Prozorov with the responsibility of student assessment in these compulsory courses. As a a As courses. compulsory these in assessment student of responsibility the with Prozorov

the PSU curriculum for International Relations for the 4 the for Relations International for curriculum PSU the year and endowed Prof. Prof. endowed and year 5 and

th th

between equivalent courses in the CBU Teaching Program and the compulsory courses in in courses compulsory the and Program Teaching CBU the in courses equivalent between

credit transfer credit of possibility the concerning decision a made has Relations International

for the specialist degree in International Relations. The Department of of Department The Relations. International in degree specialist the for studies mainline

year of of year 5 and set of courses offered by Petrozavodsk State University for, respectively, 4 respectively, for, University State Petrozavodsk by offered courses of set

th th

Besides the compulsory joint courses the students gain additional credits from the the from credits additional gain students the courses joint compulsory the Besides

theses.

3 (2 credits), devoted to the discussion of drafts of select chapters of the students’ MA MA students’ the of chapters select of drafts of discussion the to devoted credits), (2 3

The program will be completed during the Spring Semester of 2007 with Research Seminar Seminar Research with 2007 of Semester Spring the during completed be will program The

gained at Summer School 2006, local workshops and a graded practicum paper) practicum graded a and workshops local 2006, School Summer at gained

Research Methodology in International Relations (10 credits, including credits credits including credits, (10 Relations International in Methodology Research -

Research Seminar 2 (8 credits, including a graded research paper) research graded a including credits, (8 2 Seminar Research -

2006-2007:

G P B T ROUND THE ON ROCESS OLOGNA HE

from a few internationally marketed English-language programs at Moscow and St. St. and Moscow at programs English-language marketed internationally few a from

Another institutional problem concerns operating the program in a foreign language. Aside Aside language. foreign a in program the operating concerns problem institutional Another

Running an English-language program English-language an Running 2.1.3

program for the Specialist degree. Specialist the for program

establish a measure of correspondence between CBU courses and courses in the mainline mainline the in courses and courses CBU between correspondence of measure a establish

is only used at PSU in the framework of the CBU project, which makes it difficult e.g. to to e.g. difficult it makes which project, CBU the of framework the in PSU at used only is

crediting on a par with auditory lecture and seminar courses. At present, the ECTS system system ECTS the present, At courses. seminar and lecture auditory with par a on crediting

credits. This requires due recognition of the students’ independent research as subject to to subject as research independent students’ the of recognition due requires This credits.

in terms of ECTS ECTS of terms in workload their increasing way any in without program international

establishes a procedure for credit transfer that permits students to participate in the the in participate to students permits that transfer credit for procedure a establishes

implementation of the CBU Joint Teaching Program as long as the respective Department Department respective the as long as Program Teaching Joint CBU the of implementation

at PSU. At the same time, in our view this arrangement does not pose any problem for the the for problem any pose not does arrangement this view our in time, same the At PSU. at

the “mainline” studies as much on the MA level as it is presently is on the Specialist level level Specialist the on is presently is it as level MA the on much as studies “mainline” the

from from separate structurally remain to likely is latter the Program, Teaching Joint CBU the of

Relations are not modified in the direction of greater convergence with the present structure structure present the with convergence greater of direction the in modified not are Relations

Insofar as federal and regional standards in MA-level curricula in International International in curricula MA-level in standards regional and federal as Insofar

that enables the students to receive the Russian MA degree. MA Russian the receive to students the enables that

procedure for credit transfer credit for procedure a establishing and program teaching special the for students

necessarily make recourse to the presently operative arrangement, i.e. selecting a group of of group a selecting i.e. arrangement, operative presently the to recourse make necessarily

of the MA Program in International Relations at PSU the Department will nonetheless nonetheless will Department the PSU at Relations International in Program MA the of

Thus, in the event of the formal introduction of the two-tier system and the opening opening the and system two-tier the of introduction formal the of event the in Thus,

preparation of the MA thesis). MA the of preparation

towards auditory hours and offer far fewer credits for independent work (e.g. the the (e.g. work independent for credits fewer far offer and hours auditory towards

program, prepared in accordance with the State Standard, would be necessarily skewed skewed necessarily be would Standard, State the with accordance in prepared program,

with an emphasis on independent research work by the students. As a result, an MA MA an result, a As students. the by work research independent on emphasis an with

of teaching than the CBU program, which has been developed developed been has which program, CBU the than teaching of hours seminar) and (lecture

auditory of number greater far a stipulates standard state the problem: serious more a

gradually overcome in negotiations on the university level. The structural divergence poses poses divergence structural The level. university the on negotiations in overcome gradually

divergences in other components (e.g. research seminars, language courses, etc.) might be be might etc.) courses, language seminars, research (e.g. components other in divergences

standard (ca.20 credits) and the compulsory courses of the present program, while while program, present the of courses compulsory the and credits) (ca.20 standard

Substantively, there is relative correspondence between the “federal component” of the the of component” “federal the between correspondence relative is there Substantively,

The divergence is both substantive and, more importantly in the present case, structural. structural. case, present the in importantly more and, substantive both is divergence The

from the present structure of the CBU Joint Teaching Program. Program. Teaching Joint CBU the of structure present the from divergent remains which

structure of MA-level studies in International Relations is prescribed by the State Standard, Standard, State the by prescribed is Relations International in studies MA-level of structure

and convergence for the purpose of the establishment of the Joint Teaching Program. The The Program. Teaching Joint the of establishment the of purpose the for convergence and

automatically resolve the problem of curricula compatibility compatibility curricula of problem the resolve automatically not would PSU at Relations

At the same time, the introduction of the two-tier system at the Department of International International of Department the at system two-tier the of introduction the time, same the At

The Problem of Curricula Divergence Curricula of Problem The 2.1.2

decision will hopefully contribute to the success of the eventual application. eventual the of success the to contribute hopefully will decision

one of the prerequisites for obtaining the license for operating MA studies; hence this this hence studies; MA operating for license the obtaining for prerequisites the of one

same time maintaining the five-year Specialist degree. Running a separate BA program is is program BA separate a Running degree. Specialist five-year the maintaining time same

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

other from a foreign partner. Evidently, given the existing curricula divergence, such an an such divergence, curricula existing the given Evidently, partner. foreign a from other

universities are eligible for gaining two MA degrees, one from their home university, the the university, home their from one degrees, MA two gaining for eligible are universities

Paris. According to this concept, on the completion of the program, students of the partner partner the of students program, the of completion the on concept, this to According Paris.

currently practiced e.g. in the joint MA program of MGIMO and Sciences Po, University of of University Po, Sciences and MGIMO of program MA joint the in e.g. practiced currently

, degree double a of arrangement realistic more the on focus and concept ambiguous

this this abandon to reasonable appears it legislation, Finnish or Russian in either degree

vacuity throughout the pilot program. Indeed, given that there is no stipulation of a joint joint a of stipulation no is there that given Indeed, program. pilot the throughout vacuity

Unfortunately, the concept of “joint degree” has retained its original semantic semantic original its retained has degree” “joint of concept the Unfortunately,

successful marketing of the 2007-2009 cycle of the program. the of cycle 2007-2009 the of marketing successful

is therefore central to the the to central therefore is degree double or joint the of problem the of resolution expedient

in the informal inquiries of potential applicants for the second cycle of the program. The The program. the of cycle second the for applicants potential of inquiries informal the in

graduates. The interest in the degree rather than a certificate has repeatedly been articulated articulated been repeatedly has certificate a than rather degree the in interest The graduates.

in terms of the opportunities its offers to its its to offers its opportunities the of terms in value” “added an have to program the expect

curriculum and in terms of studies and research in a foreign language, it is reasonable to to reasonable is it language, foreign a in research and studies of terms in and curriculum

for students both in terms of content that goes beyond the mainline mainline the beyond goes that content of terms in both students for challenges additional

pursuit of doctoral studies at European universities. Given that the program poses poses program the that Given universities. European at studies doctoral of pursuit

the participation in the CBU Joint Teaching Program is the possibilities that it offers for the the for offers it that possibilities the is Program Teaching Joint CBU the in participation the

for for motivation primary the that conclude to possible is it subsequently and program the into

of discussions with the present participants of the program at PSU both prior to their entry entry their to prior both PSU at program the of participants present the with discussions of

for the marketing of the 2007-2009 cycle of the CBU Joint Teaching program. On the basis basis the On program. Teaching Joint CBU the of cycle 2007-2009 the of marketing the for

, poses serious problems problems serious poses , universities European at studies doctoral for eligibility holder’s its

of the latter certificate with respect to e.g. e.g. to respect with certificate latter the of status ambiguous The Program. Teaching Joint

possibility of gaining a Specialist Degree from PSU and a program certificate of the CBU CBU the of certificate program a and PSU from Degree Specialist a gaining of possibility

The present arrangement offers the students of the CBU Joint Teaching Program the the Program Teaching Joint CBU the of students the offers arrangement present The

The problem of the double degree double the of problem The 2.1.4

universities must be intensified. be must universities

between partner partner between lecturers of exchange the Additionally, quarter. a to least at or semester

at a partner university should be increased from the present 1 month to a a to month 1 present the from increased be should university partner a at studies visiting

Program to take not only compulsory but also elective courses in English, the period of of period the English, in courses elective also but compulsory only not take to Program

with the mainline program. Thus, in order to enable the students of the Joint Teaching Teaching Joint the of students the enable to order in Thus, program. mainline the with

for lecturers to assume such new and more difficult tasks than they are entrusted entrusted are they than tasks difficult more and new such assume to lecturers for incentive

little very is there increments, salary by compensated not is and duties regular of part not

lecturers are frequently reluctant to assume this task. Since designing a course in English is is English in course a designing Since task. this assume to reluctant frequently are lecturers

capacity of teaching in English is unfortunately minimal at the Faculty, and the few capable capable few the and Faculty, the at minimal unfortunately is English in teaching of capacity

of elective courses in English to complement the above-listed compulsory courses. Local Local courses. compulsory above-listed the complement to English in courses elective of

the Faculty of Politics and Social Science at PSU, it has been impossible to assemble a set set a assemble to impossible been has it PSU, at Science Social and Politics of Faculty the

Secondly, due to the absence of a practice of offering regular courses in English at at English in courses regular offering of practice a of absence the to due Secondly,

in a foreign language. language. foreign a in

recognition is afforded to the extra difficulty of conducting research and writing the thesis thesis the writing and research conducting of difficulty extra the to afforded is recognition

, while no no while , workload students’ the enhances unjustifiably which Russian, into it translating

framework of the CBU program, as a Specialist thesis at the home university without first first without university home the at thesis Specialist a as program, CBU the of framework

evaluation procedures. As a result, it is impossible to submit a MA thesis, prepared in the the in prepared thesis, MA a submit to impossible is it result, a As procedures. evaluation

Petersburg universities, all university teaching remains in Russian, as do all official official all do as Russian, in remains teaching university all universities, Petersburg

G P B T ROUND THE ON ROCESS OLOGNA HE

offered during these summer schools, functioned as the basis for subsequent workshop workshop subsequent for basis the as functioned schools, summer these during offered

. Moreover, the courses on Research Orientations and Research Methodology, Methodology, Research and Orientations Research on courses the Moreover, . background

diverse academic academic diverse highly a with audience student international an for universities

successful in piloting jointly organized teaching by the representatives of all participating participating all of representatives the by teaching organized jointly piloting in successful

The two summer schools, organized in the framework of the program, have been quite quite been have program, the of framework the in organized schools, summer two The

Summer schools Summer 2.2.2

of the program. program. the of

advisable to increase the number of written exercises and short papers in the first semester semester first the in papers short and exercises written of number the increase to advisable

. With regard to the design of the second cycle of the program, it is is it program, the of cycle second the of design the to regard With . rigour methodological

and enhanced enhanced and design research of principles the of understanding better English,

in in writing academic in progress significant demonstrate period, present the to up presented

made during Research Seminars I and II (Spring 2006-Fall 2007). Research papers, papers, Research 2007). 2006-Fall (Spring II and I Seminars Research during made

sufficient time for individual research work, which has resulted in considerable progress progress considerable in resulted has which work, research individual for time sufficient

Nonetheless, the credit structure of the compulsory courses allows the students the allows courses compulsory the of structure credit the Nonetheless, capabilities.

independent research research independent than rather skills reproductive students’ the enhances evidently

universities remains a final oral examination based on the content of the lectures, which which lectures, the of content the on based examination oral final a remains universities

reorientation in learning practices. The prevalent format of evaluation at Russian Russian at evaluation of format prevalent The practices. learning in reorientation

seminars and literature exams were rather unfamiliar to students and required a certain certain a required and students to unfamiliar rather were exams literature and seminars

much difficulty, even considering English as the primary language of instruction, research research instruction, of language primary the as English considering even difficulty, much

experience. While such conventional formats as lectures and workshops did not present present not did workshops and lectures as formats conventional such While experience.

innovations in Russian academic practice that contrasted with the students’ prior prior students’ the with contrasted that practice academic Russian in innovations

The above-listed compulsory courses of the Joint Teaching Program featured a number of of number a featured Program Teaching Joint the of courses compulsory above-listed The

Locally organized compulsory program courses program compulsory organized Locally 2.2.1

2.2 Conclusions from the Teaching Experience Teaching the from Conclusions 2.2

integration of academic structures. structures. academic of integration

the faculties and the students, redeeming the promises of the benefits of international international of benefits the of promises the redeeming students, the and faculties the

far more successfully among both both among successfully more far internalized be would process Bologna the of principles

rather than external opinions that they are presently dismissed as. In this manner, the the manner, this In as. dismissed presently are they that opinions external than rather

independent research work of the students) could be posited as “degree requirements” requirements” “degree as posited be could students) the of work research independent

CBU programs could offer second degrees, some of the CBU principles (e.g. crediting crediting (e.g. principles CBU the of some degrees, second offer could programs CBU

structural or substantive aspects of the “university component” of the state standard. If If standard. state the of component” “university the of aspects substantive or structural

in negotiating with university administrations on e.g. modifying modifying e.g. on administrations university with negotiating in leverage any with CBU

problems. At present, the status of the Joint Teaching Program is too ambiguous to provide provide to ambiguous too is Program Teaching Joint the of status the present, At problems.

management of the program in their attempts to resolve the above-discussed institutional institutional above-discussed the resolve to attempts their in program the of management

The official introduction of the double degree system will also assist the local local the assist also will system degree double the of introduction official The

period of visiting studies at a partner university could be significantly increased. increased. significantly be could university partner a at studies visiting of period

arranging “transformation studies” will arguably be made easier, if, as proposed above, the the above, proposed as if, easier, made be arguably will studies” “transformation arranging

procedure for these studies has been designed during the pilot phase. Further work on on work Further phase. pilot the during designed been has studies these for procedure

at a partner university. Unfortunately, no organized organized no Unfortunately, university. partner a at studies transformation degree

arrangement cannot be made automatically, but must presuppose a certain amount of of amount certain a presuppose must but automatically, made be cannot arrangement

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

particularly benefit from such a procedure, which provides them with an indicator of their their of indicator an with them provides which procedure, a such from benefit particularly

quality assurance procedures, established in the program. In particular, the students would would students the particular, In program. the in established procedures, assurance quality

process up to international evaluation, joint evaluation of theses is a key contribution to to contribution key a is theses of evaluation joint evaluation, international to up process

which is of major importance for local faculty and students. Opening the local academic academic local the Opening students. and faculty local for importance major of is which

research for the MA thesis. At present, an agreement has been reached on joint evaluation, evaluation, joint on reached been has agreement an present, At thesis. MA the for research

of of supervision joint of structure a establishing of goal ambitious more a towards work

of theses and and theses of evaluation joint for procedures establish program MA joint the that essential

quantitatively (in terms of awarded credits) and qualitatively. To be worthy of its name, it is is it name, its of worthy be To qualitatively. and credits) awarded of terms (in quantitatively

The preparation of the MA thesis is the key component of the joint teaching program both both program teaching joint the of component key the is thesis MA the of preparation The

MA Thesis: From Joint Evaluation to Joint Supervision Joint to Evaluation Joint From Thesis: MA 2.2.4

depth studies in their thematic area. area. thematic their in studies depth

participants should already have defended their research plan and be ready to begin in- begin to ready be and plan research their defended have already should participants

of the program appears most fruitful for this purpose, as by this time all program program all time this by as purpose, this for fruitful most appears program the of

towards organizing semester-long visiting studies at a partner university. The third semester semester third The university. partner a at studies visiting semester-long organizing towards

(see below). Recognizing the financial constraints, it is nonetheless advisable to work work to advisable nonetheless is it constraints, financial the Recognizing below). (see

prerequisite for any future introduction of joint supervision of research for the MA thesis thesis MA the for research of supervision joint of introduction future any for prerequisite

carrying out one of the research seminars at a partner university, which would be a a be would which university, partner a at seminars research the of one out carrying

not of particular relevance to the students. Moreover, this period appears insufficient for for insufficient appears period this Moreover, students. the to relevance particular of not

restricts the choice of electives to currently offered intensive courses, which might well be be well might which courses, intensive offered currently to electives of choice the restricts

Firstly, such a short term excludes the possibility of attending semester-long courses and and courses semester-long attending of possibility the excludes term short a such Firstly,

the present program has been restricted to one month, which seems completely insufficient. insufficient. completely seems which month, one to restricted been has program present the

teaching program. Unfortunately, for a number of reasons the period of visiting studies in in studies visiting of period the reasons of number a for Unfortunately, program. teaching

Visiting studies at a partner university is evidently a crucial component of any international international any of component crucial a evidently is university partner a at studies Visiting

Visiting Studies Visiting 2.2.3

and would benefit much more from specialized lectures. specialized from more much benefit would and

students would already be endowed with a basic grasp of the relevant disciplinary context context disciplinary relevant the of grasp basic a with endowed be already would students

discipline and featuring individual lectures by experts in different fields. In this manner, the the manner, this In fields. different in experts by lectures individual featuring and discipline

subsequently arrange a summer school, dealing with the present state-of-the-art in the the in state-of-the-art present the with dealing school, summer a arrange subsequently

during the first year of the program and, then, then, and, program the of year first the during locally methodology and theory in

discussed in the summer schools. It would be more productive to organize lecture courses courses lecture organize to productive more be would It schools. summer the in discussed

questions from the students, we had to arrange follow-up lectures on many of the topics, topics, the of many on lectures follow-up arrange to had we students, the from questions

encounter with many of the discussed approaches. In the case of PSU, faced with numerous numerous with faced PSU, of case the In approaches. discussed the of many with encounter

for the students, for many of whom this might be a first serious serious first a be might this whom of many for students, the for difficult excessively appears

methodological orientations are presented in individual lectures by various lecturers, lecturers, various by lectures individual in presented are orientations methodological

local instruction at the home university. The present format, in which theoretical and and theoretical which in format, present The university. home the at instruction local

rather than precede precede than rather follow should methodology and theory in sessions organized jointly

On the basis of extensive discussions with PSU students, we would suggest that that suggest would we students, PSU with discussions extensive of basis the On

somewhat differently. differently. somewhat

means be encouraged in the second cycle of the program, it is advisable that it be structured structured be it that advisable is it program, the of cycle second the in encouraged be means

sessions and paper writing at home universities. While this mode of teaching should by all all by should teaching of mode this While universities. home at writing paper and sessions

G P B T ROUND THE ON ROCESS OLOGNA HE

participating countries. participating both of systems academic the in achievements students’

must offer not merely an exciting learning experience but also a formal recognition of the the of recognition formal a also but experience learning exciting an merely not offer must

double degree. To maintain its attraction and competitiveness after the pilot stage, the CBU CBU the stage, pilot the after competitiveness and attraction its maintain To degree. double

of the CBU through more intensive efforts at introducing the principle of the the of principle the introducing at efforts intensive more through CBU the of profile the

upgrade to imperative therefore is It becomes. it novelty a of less the decrease, to likely is

within the largely unreformed Russian academic structure, whose attraction for the students students the for attraction whose structure, academic Russian unreformed largely the within

the entire department or faculty. Thus, the CBU program risks becoming an isolated unit unit isolated an becoming risks program CBU the Thus, faculty. or department entire the

whose results might be followed with keen interest but not generalized to and replicated at at replicated and to generalized not but interest keen with followed be might results whose

academic structure, in which an international joint teaching program remains an exception, exception, an remains program teaching joint international an which in structure, academic

At the same time, these local achievements are difficult to disseminate in the present present the in disseminate to difficult are achievements local these time, same the At

independent research work. work. research independent

methodological sophistication and considerable progress in designing and undertaking undertaking and designing in progress considerable and sophistication methodological

of their studies, the participants of the program demonstrate enhanced theoretical and and theoretical enhanced demonstrate program the of participants the studies, their of

a formal introduction of a two-tier system all across Russian universities. In the final phase phase final the In universities. Russian across all system two-tier a of introduction formal a

flexible arrangements, permitting the implementation of the program even in the absence of of absence the in even program the of implementation the permitting arrangements, flexible

the discipline of IR. The experience of PSU demonstrates the possibility of establishing establishing of possibility the demonstrates PSU of experience The IR. of discipline the

success in integrating academic structures and practices at partner faculties, responsible for for responsible faculties, partner at practices and structures academic integrating in success

The pilot Joint Teaching Program for the MA degree in IR has achieved considerable considerable achieved has IR in degree MA the for Program Teaching Joint pilot The

y r a m m u S 3

participants of the program. program. the of participants

in advancing a policy of double degrees for the the for degrees double of policy a advancing in leverage additional CBU the grant would

semester. It also appears that the establishment of an efficient structure of joint supervision supervision joint of structure efficient an of establishment the that appears also It semester.

depends on the above-discussed expansion of the term of visiting studies to a whole whole a to studies visiting of term the of expansion above-discussed the on depends

thematic area) would be organized at a partner university. Evidently, such an arrangement arrangement an such Evidently, university. partner a at organized be would area) thematic

would be organized locally, while the second seminar (dealing with in-depth studies in the the in studies in-depth with (dealing seminar second the while locally, organized be would

manner, the first research seminar (resulting in the preparation of the research outline) outline) research the of preparation the in (resulting seminar research first the manner,

between home and partner universities. In this this In universities. partner and home between seminars research for responsibility the

dividing by established be could procedure this practice, In methods. research and teaching

partner universities, enabling both more qualitative instruction and greater diversity in in diversity greater and instruction qualitative more both enabling universities, partner

of scholars from from scholars of expertise research and teaching the pool efficiently would arrangement

supervision of MA theses by responsible lecturers from partner universities. Such an an Such universities. partner from lecturers responsible by theses MA of supervision

At the same time, it appears desirable to move beyond joint evaluation towards joint joint towards evaluation joint beyond move to desirable appears it time, same the At

doctoral studies abroad. studies doctoral

international competitiveness, which is particularly important for those planning to pursue pursue to planning those for important particularly is which competitiveness, international

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES 28 The Lund Coordinator’s Experience of the Joint Teaching Program on “The European North and EU–Russian International Relations” Bo Petersson Professor Department of Political Science, Lund University

The position of the Lund University in the “European North and EU–Russian International Relations” has from the very beginning been a rather special one in view of the fact that there has not yet been a transition to two-year advanced level courses in the system of Swedish university education. In connection with the adaptation to the Bologna process, Sweden is right now on the point of making this shift. However, the fact that this has not been the case earlier left its mark on Lund’s general participation in the joint teaching program discussed in this volume. Instead, up to now the standard at my Department has been one of offering one- semester master’s courses. The closest we came, both by way of course duration and by way of course content, related to that of the joint teaching program, was the Master of European Affairs (MEA) program which until now has had one-year duration. When given the opportunity to nominate four students from Lund to participate in the joint teaching program’s autumn school in Tartu in 2005 and in the summer school in Peterhof in 2006 it was therefore natural for us to offer students from the MEA program to take place in those activities. In the first instance, five students, one of whom was a graduate student taking part in the regular PhD program of the Lund Department of Political Science, were nominated to take part. The other four were participants in the MEA program. In other words, the Lund students’ participation in the joint teaching program was on a fairly advanced level. One of the participants was thus a PhD student and the others had already obtained their MA degrees at the time of the summer school at Peterhof. The grad student was a Swedish citizen, but as the MEA program is international in its composition, so was our students’ representation in the joint teaching program. Thus, among the nominees there were, apart from the Swedish grad student, two students from Germany, one from Latvia and one from Turkey. I believe that this contributed to the students’ feeling that theirs was a rather special position. While all of course represented Lund University, most of them did not represent Sweden, which made their situation a bit different from the majority of the students from the other partner universities. In the end four of the students took part, since the fifth member of the team, the MEA student from Turkey, unfortunately did not receive an entry visa for his visit to Tartu. The students were compensated for their participation. They received credits for their activities in the Tartu autumn school and could thus count their ECTS credits earned for their program studies at Lund. The Peterhof summer school was a somewhat different story since the MEA program was formally completed by then, and thus no corresponding compensation could be given. However, the students that had taken part in the Tartu autumn school were offered to take part in the Peterhof exercise as well – but this time only as an added bonus to their completed program, since it could not be credited anywhere.

24 29

reinforced by the discontinuity on our staff side. Furthermore, I must confess that even if I I if even that confess must I Furthermore, side. staff our on discontinuity the by reinforced

how the main menu was composed. This sense of mild disorientation was certainly certainly was disorientation mild of sense This composed. was menu main the how

thoroughly enjoyed the company and the meals but who still did not really get the hang of of hang the get really not did still who but meals the and company the enjoyed thoroughly

sometimes was a lingering feeling on our part of being an invited dinner guest who who guest dinner invited an being of part our on feeling lingering a was sometimes

Due to the structural peculiarities stated in the introduction, I believe that there there that believe I introduction, the in stated peculiarities structural the to Due

meetings in Tampere and acted as the Lund coordinator of the program. the of coordinator Lund the as acted and Tampere in meetings

methods in international relations in June 2006. I also participated in a couple of planning planning of couple a in participated also I 2006. June in relations international in methods

part in, and contributing with some lectures at, the Peterhof summer school on research research on school summer Peterhof the at, lectures some with contributing and in, part

representative at the teaching level in Tartu. For my own part I had the pleasure of taking taking of pleasure the had I part own my For Tartu. in level teaching the at representative

assignments at Lund University at the time, was instead our most esteemed Lund Lund esteemed most our instead was time, the at University Lund at assignments

Ian Manners, then Associate Professor at Malmö University College and with temporary temporary with and College University Malmö at Professor Associate then Manners, Ian

autumn of 2005 which made it impossible for me to participate in the Tartu autumn school. school. autumn Tartu the in participate to me for impossible it made which 2005 of autumn

been some discontinuity. This was most of all due to my own parental leave during the the during leave parental own my to due all of most was This discontinuity. some been

With regard to the composition of the teaching staff of the Lund team, there has has there team, Lund the of staff teaching the of composition the to regard With

move freely around as they tend to be less bound by family considerations. family by bound less be to tend they as around freely move

highly valued, but for the most part the students comprise the category that can most easily easily most can that category the comprise students the part most the for but valued, highly

welcome opportunity for Swedish university students. Mobility of and for teachers is to be be to is teachers for and of Mobility students. university Swedish for opportunity welcome

would be possible to realise in future joint teaching programs this would amount to a a to amount would this programs teaching joint future in realise to possible be would

universities as a more regular feature of the program. I am convinced that if this notion notion this if that convinced am I program. the of feature regular more a as universities

of the program, but initially we hoped to achieve rotation among and to all partner partner all to and among rotation achieve to hoped we initially but program, the of

autumn school in Tartu and the Peterhof summer school were there as the major attractions attractions major the as there were school summer Peterhof the and Tartu in school autumn

had first envisaged, could be realised within existing budgetary frames. Of course the the course Of frames. budgetary existing within realised be could envisaged, first had

felt it to be a pity when it turned out that no such opportunities, of the magnitude that we we that magnitude the of opportunities, such no that out turned it when pity a be to it felt

students could move on a regular basis between the partner universities. I remember that we we that remember I universities. partner the between basis regular a on move could students

prospect that we saw of having extensive student mobility within the program where where program the within mobility student extensive having of saw we that prospect

On the part of the Department and its teaching staff, we were early on thrilled by the the by thrilled on early were we staff, teaching its and Department the of part the On

we needed to hear their views to make improvements for the future. future. the for improvements make to views their hear to needed we

needed an outlet to convey their constructive criticism, and as coordinators of the project project the of coordinators as and criticism, constructive their convey to outlet an needed

even more important now since their participation was on an experimental basis. They They basis. experimental an on was participation their since now important more even

course evaluations. Such communication is of course crucial at all times, but it was maybe maybe was it but times, all at crucial course of is communication Such evaluations. course

assurance on a regular basis, by attending meetings, writing learning diaries and submitting submitting and diaries learning writing meetings, attending by basis, regular a on assurance

During the autumn and summer schools our students took part in the quality quality the in part took students our schools summer and autumn the During

this regard. regard. this

not be sustained due to bureaucratic obstacles, the students’ zeal diminished considerably in in considerably diminished zeal students’ the obstacles, bureaucratic to due sustained be not

formal exam certificate. Initially, they had rather high hopes about this, but as these could could these as but this, about hopes high rather had they Initially, certificate. exam formal

them that their participation in the program could not be expanded so as to lead up to a a to up lead to as so expanded be not could program the in participation their that them

know what was expected of them. In the end there was also some disappointment among among disappointment some also was there end the In them. of expected was what know

they did not really mind being guinea pigs. I had the feeling, though, that they did not quite quite not did they that though, feeling, the had I pigs. guinea being mind really not did they

partly an experiment for Lund, did not seem to concern them too much. In other words, words, other In much. too them concern to seem not did Lund, for experiment an partly

so somewhat on its peripheries. The fact that it amounted to a first-time effort and, thus, thus, and, effort first-time a to amounted it that fact The peripheries. its on somewhat so

enthusiastic about being given the opportunity to take part in the program, even if they did did they if even program, the in part take to opportunity the given being about enthusiastic

As far as I understood from my conversations with the students, they were were they students, the with conversations my from understood I as far As

offer which we of course were very happy to accommodate. to happy very were course of we which offer

Even so, three of the students – two from Germany, one from Latvia – accepted the the accepted – Latvia from one Germany, from two – students the of three so, Even

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

pity if there is not. not. is there if pity

possibilities to try to develop a new phase of the program in years to come. It would be a a be would It come. to years in program the of phase new a develop to try to possibilities

very useful in future projects. I believe that we should ponder whether there are any any are there whether ponder should we that believe I projects. future in useful very

experience for my department and for me personally. We have all learnt a lot that will be be will that lot a learnt all have We personally. me for and department my for experience

In sum, the participation in the joint research program has thus been a very positive positive very a been thus has program research joint the in participation the sum, In

many.

Peterhof. There is no correspondence between the two, and that too is a useful lesson for for lesson useful a is too that and two, the between correspondence no is There Peterhof.

represented and the frugal external surroundings that were experienced at the University at at University the at experienced were that surroundings external frugal the and represented

indeed a striking contrast between the excellent intellectual level that all students students all that level intellectual excellent the between contrast striking a indeed

countries concerned to experience this difference. And to return to my first point, there was was there point, first my to return to And difference. this experience to concerned countries

gives the preconditions for better understanding between students from the different different the from students between understanding better for preconditions the gives

standards that our students most of the time are privileged enough to enjoy. It certainly certainly It enjoy. to enough privileged are time the of most students our that standards

since the external surroundings and the infrastructure provided are still so different from the the from different so still are provided infrastructure the and surroundings external the since

thought-provoking for e.g. Swedish students to visit their peers at Russian universities, universities, Russian at peers their visit to students Swedish e.g. for thought-provoking

all the time flawless. Secondly, I could not help noticing that it must be very humbling and and humbling very be must it that noticing help not could I Secondly, flawless. time the all

the summer heat was pressing on those days, the students’ participation and devotion was was devotion and participation students’ the days, those on pressing was heat summer the

from the different partner universities thus turned out to be very successful, and although although and successful, very be to out turned thus universities partner different the from

that were displayed by the students in the discussions that we had. The mix of students students of mix The had. we that discussions the in students the by displayed were that

afterwards. First of all, I was impressed by the maturity and the general intellectual level level intellectual general the and maturity the by impressed was I all, of First afterwards.

the teaching, there were above all two impressions that stayed on in my memory memory my in on stayed that impressions two all above were there teaching, the

several years of voluntary separation. Regarding the more strictly professional aspects of of aspects professional strictly more the Regarding separation. voluntary of years several

academic career to Russia, there was indeed a sentimental aspect to coming back after after back coming to aspect sentimental a indeed was there Russia, to career academic

is one deeply personal side to this; as someone who has devoted the best of his early early his of best the devoted has who someone as this; to side personal deeply one is

Having said that, my teaching experience at Peterhof was a very positive one. There There one. positive very a was Peterhof at experience teaching my that, said Having

kind of confusion too. too. confusion of kind

which financial frames applied where. On some occasion I sensed that our students felt this this felt students our that sensed I occasion some On where. applied frames financial which

University conglomeration, and sometimes it was difficult to know what was what and and what was what know to difficult was it sometimes and conglomeration, University

hand, the broader Nordplus Neighbour group as well as the narrower Cross-Border Cross-Border narrower the as well as group Neighbour Nordplus broader the hand,

confused by the fact that there were overlapping structures at work. There was, on the one one the on was, There work. at structures overlapping were there that fact the by confused

took part in the inner circle of planning the joint program, I tended to be somewhat somewhat be to tended I program, joint the planning of circle inner the in part took

G P B T ROUND THE ON ROCESS OLOGNA HE 32 CBU Joint Teaching Program for Master’s Degree in IR. Petrozavodsk Students’ Experience Anita Rogozina Petrozavodsk State University CBU International Relations student

The training of specialists in International Relations takes on a special significance for Petrozavodsk State University owing to the geographical location of the Republic of Karelia. During the last decade the external connections both of the Republic and of Petrozavodsk have increased significantly. Ongoing processes in the sphere of international affairs require the elaboration and introduction of qualified training programs for future specialists in this sphere. This served as the main precondition for opening the Department of International Relations in 2001. At Petrozavodsk State University, the Cross-Border University Project (CBU) was initiated in September 2005. The Department of International Relations is presently participating in the pilot Joint Teaching Program for Master’s Degree in International Relations. The first group was composed of seven students from the fourth and fifth year of studies, who excelled academically and were active in seminars, conferences, and other activities. The CBU, as an international program, aims at developing intercollegiate cooperation and academic mobility. The project was launched in 2004 and is now in a pilot mode. Undoubtedly, the project is a significant innovation for the Finnish-Russian cooperation in the field of study and research and contains a great potential for developing mutually beneficial connections in the academic sphere, which corresponds to the purposes of the Bologna Process. The aim of this article, however, is to analyze the project “from below”, from a students’ perspective, so this piece of writing presents the ideas, impressions and thoughts developed after the analysis of a questionnaire distributed among the students recruited for the program. Two years have passed and now it seems possible to produce some conclusions and judgments concerning the work and results of the CBU activity. The benefit of the CBU project for the participating students and for the Department will be characterized from three aspects: from the point of view of research opportunities for Russian students and for the Department; from the point of view of organization of the educational process at the home university within the CBU program; and finally, summer schools and exchange visits will also be analyzed as they constitute an important and innovative part of the project activity. In terms of new research opportunities the benefit of the MA program consists in introducing the students to the contemporary International Relations (IR) theory and research methodology and their application through lectures and seminars, including ones offered by visiting lecturers. The Western thought in the field of IR theory remains to be in front at this point in time, due to the developed tradition of research. Russian IR specialists are still guided by western schools of thought and enhance their competence through relying on the established approaches. For IR students the MA program is a splendid opportunity to be introduced not only to the few translated works, but to be taught according to the western IR traditions. The students are given the possibility to develop scientific research in the field of IR with a view to the application of recognized European

27 33

and class discussions. The exchange visit and summer schools are a rather new activity for for activity new rather a are schools summer and visit exchange The discussions. class and

have more extended summer schools that would include not only lectures but also seminars seminars also but lectures only not include would that schools summer extended more have

material and to clear out some aspects before composing the diary. Another variant is to to is variant Another diary. the composing before aspects some out clear to and material

completion of the summer schools so as to give the students enough time to master the the master to time enough students the give to as so schools summer the of completion

periods available. Therefore it would be desirable to have a series of seminars right after the the after right seminars of series a have to desirable be would it Therefore available. periods

there were some difficulties in assimilating the vast amount of information within the short short the within information of amount vast the assimilating in difficulties some were there

reflections on the problems being touched upon. This procedure is quite justified; however however justified; quite is procedure This upon. touched being problems the on reflections

schools, the students were instructed to write learning diaries containing their own own their containing diaries learning write to instructed were students the schools,

contacts, in case of difficulties in understanding the lecture material. After the summer summer the After material. lecture the understanding in difficulties of case in contacts,

opportunity to attend lectures of foreign professors and to be assisted through email email through assisted be to and professors foreign of lectures attend to opportunity

environments and to build up a network of contacts. In the course of this activity we had the the had we activity this of course the In contacts. of network a up build to and environments

with different cultures; in developing the students’ abilities to adapt to changing changing to adapt to abilities students’ the developing in cultures; different with

and to help to decide about their research work. They are also helpful in getting involved involved getting in helpful also are They work. research their about decide to help to and

visit to Tampere (Finland). Exchange visits and joint seminars may change students’ ideas ideas students’ change may seminars joint and visits Exchange (Finland). Tampere to visit

week in Tartu (Estonia), two weeks in Saint Petersburg (Russia) and a one month exchange exchange month one a and (Russia) Petersburg Saint in weeks two (Estonia), Tartu in week

by the summer schools and the exchange visits. We have had two summer schools: one one schools: summer two had have We visits. exchange the and schools summer the by

A significant part of the program, first of all in terms of its content, was constituted constituted was content, its of terms in all of first program, the of part significant A

provided detailed comments and guidelines on assignments and papers. papers. and assignments on guidelines and comments detailed provided

responsibility for our own learning, to exercise our creativity, but at the same time he he time same the at but creativity, our exercise to learning, own our for responsibility

lucky enough to be guided by Professor Sergei Prozorov who encouraged us to take take to us encouraged who Prozorov Sergei Professor by guided be to enough lucky

partner universities in order to coordinate the process. During these two years we were were we years two these During process. the coordinate to order in universities partner

to depend, on the person in charge, who should possess the experience of teaching in the the in teaching of experience the possess should who charge, in person the on depend, to

mentioned. It is my conviction that the success of the program depends, and will continue continue will and depends, program the of success the that conviction my is It mentioned.

taught. In this connection the personal contribution by the supervisor should also be be also should supervisor the by contribution personal the connection this In taught.

organized in a liberal manner and helped to better understand the ideas and concepts being being concepts and ideas the understand better to helped and manner liberal a in organized

sessions, in which the most significant issues were discussed. The discussions were were discussions The discussed. were issues significant most the which in sessions,

employing their own creativity. At the same time we also had collective seminars and and seminars collective had also we time same the At creativity. own their employing

acknowledged their own responsibility better and were stimulated to work independently, independently, work to stimulated were and better responsibility own their acknowledged

stimulating and contributed positively to the learning experiences. The students students The experiences. learning the to positively contributed and stimulating

the development of individual research skills of the students were prioritized, which was was which prioritized, were students the of skills research individual of development the

of the program the emphasis was put on written assignments (e.g. exams, papers, etc.), and and etc.), papers, exams, (e.g. assignments written on put was emphasis the program the of

which enhance our understanding of the IR discipline, was offered. During the realization realization the During offered. was discipline, IR the of understanding our enhance which

and the range of elective courses, including the courses by visiting European lecturers, lecturers, European visiting by courses the including courses, elective of range the and

of innovations. In particular, the European Credit Transfer System (ECTS) was employed employed was (ECTS) System Transfer Credit European the particular, In innovations. of

In terms of the organization of the educational process the project brought a range range a brought project the process educational the of organization the of terms In

quality, and implementation of the Bologna process at both sides of the border. the of sides both at process Bologna the of implementation and quality,

enhancement of co-operation, better utilization of expertise and educational resources, high high resources, educational and expertise of utilization better co-operation, of enhancement

educational market. This will work for the promotion of international student mobility, mobility, student international of promotion the for work will This market. educational

international degree program corresponding to the requirements of the international international the of requirements the to corresponding program degree international

students: to develop and provide joint Finnish-Russian study modules and finally a whole whole a finally and modules study Finnish-Russian joint provide and develop to students:

and methodology. The project offers a unique cross-cultural study program for qualified qualified for program study cross-cultural unique a offers project The methodology. and

enhancing local competence in the “state-of-the-art” in contemporary European IR theory theory IR European contemporary in “state-of-the-art” the in competence local enhancing

adoption of European practices by Petrozavodsk State University. The program is is program The University. State Petrozavodsk by practices European of adoption

Federation in the Bologna Process. Thereby, the department is also spearheading the the spearheading also is department the Thereby, Process. Bologna the in Federation

participating in a pilot project with an aim to increase participation of the Russian Russian the of participation increase to aim an with project pilot a in participating

practices. Moreover, through its participation in the CBU project, the department is is department the project, CBU the in participation its through Moreover, practices.

G P B T ROUND THE ON ROCESS OLOGNA HE

frequent exchange visits the demand to obtain not a certificate, but a diploma after the the after diploma a but certificate, a not obtain to demand the visits exchange frequent

courses and more advanced access to scientific literature. In the case of extended or or extended of case the In literature. scientific to access advanced more and courses

would also be desirable; in this case we would have more freedom to choose optional optional choose to freedom more have would we case this in desirable; be also would

printed or in digital form, to be supplied for the students. More mobility for the students students the for mobility More students. the for supplied be to form, digital in or printed

partner universities should agree on the required text books and other training aids, either in in either aids, training other and books text required the on agree should universities partner

to combine various programs. So, a detailed curriculum should be worked out and the the and out worked be should curriculum detailed a So, programs. various combine to

requirements and approaches and therefore experienced a constant lack of time when trying trying when time of lack constant a experienced therefore and approaches and requirements

program and the home university studies. We came across the problem of difference in in difference of problem the across came We studies. university home the and program

programs being taught, which is also compounded by the difficulties to combine the CBU CBU the combine to difficulties the by compounded also is which taught, being programs

problem might partly result from the inconsistency between the requirements and the the and requirements the between inconsistency the from result partly might problem

book exams – students were compelled to use only one copy for the entire group. The The group. entire the for copy one only use to compelled were students – exams book

needed information. A similar situation occurred concerning the textbooks required for the the for required textbooks the concerning occurred situation similar A information. needed

papers and conducted research could have been higher, provided that students possessed the the possessed students that provided higher, been have could research conducted and papers

acquire essential materials was actually an exchange visit. The quality of the seminar seminar the of quality The visit. exchange an actually was materials essential acquire

accessing specialized software that is needed during the program; the only chance to to chance only the program; the during needed is that software specialized accessing

University. At the home university, Russian students are having some difficulty in in difficulty some having are students Russian university, home the At University.

Another problem is related to the local partner, namely Petrozavodsk State State Petrozavodsk namely partner, local the to related is problem Another

tanks and so on. so and tanks

good background for employment in analytical, scientific research organizations, think think organizations, research scientific analytical, in employment for background good

potential employers. The Program for Master’s Degree in International Relations could be a a be could Relations International in Degree Master’s for Program The employers. potential

program, as the diploma could raise the status of the project and look more attractive for for attractive more look and project the of status the raise could diploma the as program,

the students were given an opportunity to receive a diploma after the completion of the the of completion the after diploma a receive to opportunity an given were students the

of mobility and developing cross-border research. The motivation would also be higher, if if higher, be also would motivation The research. cross-border developing and mobility of

the students. Such continuation of studies would also contribute positively to the promotion promotion the to positively contribute also would studies of continuation Such students. the

rather unclear at the present stage of the project; however, it could be a good motivation for for motivation good a be could it however, project; the of stage present the at unclear rather

companies. The opportunity to apply for other educational programs (Doctoral Studies) is is Studies) (Doctoral programs educational other for apply to opportunity The companies.

be uncertain about the possibility to apply their skills either in local agencies or foreign foreign or agencies local in either skills their apply to possibility the about uncertain be

prospects and the possible future implications of the acquired skills – the students appear to to appear students the – skills acquired the of implications future possible the and prospects

further development. Particularly, additional information must be provided about the course course the about provided be must information additional Particularly, development. further

all problems. The experience gained, even if negative, may lay a good ground for the the for ground good a lay may negative, if even gained, experience The problems. all

It is quite understandable that being on the pilot stage the program could not be spared from from spared be not could program the stage pilot the on being that understandable quite is It

However, some problems became evident during the participation in the program. program. the in participation the during evident became problems some However,

may potentially improve research results. research improve potentially may

quickly, create the feeling of community and at the same time promote competition and and competition promote time same the at and community of feeling the create quickly,

achievements and to receive peer judgments. Joint international sessions unite students students unite sessions international Joint judgments. peer receive to and achievements

lectures and seminars made it possible to exchange point of views, discuss research research discuss views, of point exchange to possible it made seminars and lectures

from that, the contacts with students from partner universities in the framework of common common of framework the in universities partner from students with contacts the that, from

undoubtedly enhances the competence in contemporary IR theory and methodology. Aside Aside methodology. and theory IR contemporary in competence the enhances undoubtedly

also contributed much in terms of access to scientific literature and databases, which which databases, and literature scientific to access of terms in much contributed also

work out the ability to adapt to and to assimilate to European practices. The exchange visit visit exchange The practices. European to assimilate to and to adapt to ability the out work

an opportunity to compare the studying process with the one at the home university, and to to and university, home the at one the with process studying the compare to opportunity an

transparent and accountable methods of teaching, evaluation and quality assessment, having having assessment, quality and evaluation teaching, of methods accountable and transparent

foreign lecturers. During this experience the students were introduced to more flexible, flexible, more to introduced were students the experience this During lecturers. foreign

class. Extended contacts help to secure valuable advice and constructive criticism from from criticism constructive and advice valuable secure to help contacts Extended class.

Russian students, who usually are expected to receive all information from lecturers in in lecturers from information all receive to expected are usually who students, Russian

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

Finnish–Russian cross-border cooperation. cross-border Finnish–Russian

be perfected and its activities would benefit the development of Bologna Process and and Process Bologna of development the benefit would activities its and perfected be

and precious contribution. We would also like to express the wish that the program would would program the that wish the express to like also would We contribution. precious and

Valentina Maksimova, Anni Kangas, Corinna Wolff and Anna Tuusa for their assistance assistance their for Tuusa Anna and Wolff Corinna Kangas, Anni Maksimova, Valentina

support and patience; as well as to Professor Helena Rytövuori-Apunen, Professor Professor Rytövuori-Apunen, Helena Professor to as well as patience; and support

are expressing special gratitude to our supervisor – Professor Sergei Prozorov, for his his for Prozorov, Sergei Professor – supervisor our to gratitude special expressing are

hope that we will manage to justify the hopes and implement the obtained knowledge. We We knowledge. obtained the implement and hopes the justify to manage will we that hope

development. We are grateful for the opportunity to be involved in such an experiment and and experiment an such in involved be to opportunity the for grateful are We development.

of the course we witnessed a positive trend in obtaining more flexibility and personal personal and flexibility more obtaining in trend positive a witnessed we course the of

was difficult to switch to unfamiliar practices and change the style of study, though in due due in though study, of style the change and practices unfamiliar to switch to difficult was

challenging experiences. At the outset we had rather mixed feelings about the program – it it – program the about feelings mixed rather had we outset the At experiences. challenging

Master’s Degree in International Relations, thanks to which we gained invaluable and and invaluable gained we which to thanks Relations, International in Degree Master’s

are grateful for the opportunity to participate in the pilot Joint Teaching Program for for Program Teaching Joint pilot the in participate to opportunity the for grateful are

much effort and energy were invested to realize it. That is why the Petrozavodsk students students Petrozavodsk the why is That it. realize to invested were energy and effort much

it, taking into consideration how much work has been done to launch the project and how how and project the launch to done been has work much how consideration into taking it,

Talking about the program in general, it is almost impossible to be too critical about about critical too be to impossible almost is it general, in program the about Talking

commenting their assignments for the course and evaluating each other’s progress. progress. other’s each evaluating and course the for assignments their commenting

also have opportunity for on-line interaction with foreign students, discussing and and discussing students, foreign with interaction on-line for opportunity have also

share our ideas and views not only with group mates from home universities. We should should We universities. home from mates group with only not views and ideas our share

were present in all sessions. If we gathered together more frequently, it would be easier to to easier be would it frequently, more together gathered we If sessions. all in present were

and exchange visits the composition of the group was always different – only a few people people few a only – different always was group the of composition the visits exchange and

and we are not aware of membership in our international group. During the joint seminars seminars joint the During group. international our in membership of aware not are we and

do not have regular joint meetings. We do not feel that we are part of the same experience, experience, same the of part are we that feel not do We meetings. joint regular have not do

being united in a common program with a range of foreign universities, the CBU students students CBU the universities, foreign of range a with program common a in united being

Another aspect that deserves attention is the question of a community. In spite of of spite In community. a of question the is attention deserves that aspect Another

should be worked out. worked be should

completion of the course seems to be sensible and the mechanism to solve this question question this solve to mechanism the and sensible be to seems course the of completion

G P B T ROUND THE ON ROCESS OLOGNA HE Comparing the Finnish and the Russian Educational Systems – a Student’s Perspective Maria Papina Lappeenranta University of Technology Student in the CBU/Nordplus Neighbour joint summer school

The Finnish-Russian Cross-Border University (CBU) put forward some quite ambitious goals for it to fulfil. However, due to the significant differences between the Finnish and the Russian educational systems, the completion of the process may become a great challenge for both sides – and a noteworthy obstacle to be overcome within the context of the entire Bologna Process. These observations presented in this article are based on my personal experience. I do believe that they represent the key issues of the current debate in general.

The Curriculum Problem Currently, there exists three different degrees in Russian universities: a Bachelor's Degree, which takes 4 years; a Specialist's Degree, which takes 5 to 6 years and a Master's Degree, which takes 6 years to accomplish. Both Bachelor's and Master's degrees did not exist during the Soviet times; they were introduced only relatively recently and, even now, they are not offered in every university, as institutions are not very enthusiastic to adapt changes. As for Finland, the introduction of the Bologna Process has standardized most of the degrees towards the European model. And issues like Bachelor’s or Master’s degrees, credit transfer system and credit recognition are seen as a standard.

The English Language Problem Most courses in Russian universities are offered in Russian, and there are only few of them available in English. It was like that, it is like that and it will take a long time before this tendency changes. It is a common belief that the roots of this quandary are to be found in Soviet times, as English language was not needed at that time. Even though it tends to change now, the ongoing process is very slow. Conversely, in Finland even whole Bachelor’s or Master’s programs are offered in English.

Problems of Educational System Management in Russia There are three basic functions of educational management: General functions, such as goal setting, planning, organizing and monitoring; Technological functions, such as decision making and communication and Socio-Psychological functions, such as delegation of responsibilities and motivation. Therefore, a system of educational management, as any other managerial system, has a mission to realize these functions according to settled aims and goals. It is, however, been said that the theory of educational management does not respond to the current practical issues of reality.

The current situation may be described by the following concerns: x Lack of a legal basis for the public state system of educational management.

31 37

students are dealing with. The Europeanization of the educational system in Russia was was Russia in system educational the of Europeanization The with. dealing are students

In the Russian educational process, there are strict regulations about almost every issue issue every almost about regulations strict are there process, educational Russian the In

obtainable for Finnish students, unlike for Russian students in Russian universities. Russian in students Russian for unlike students, Finnish for obtainable

process easier. Moreover a variety of opportunities provided by a university are easily easily are university a by provided opportunities of variety a Moreover easier. process

study and graduate on time. There is not much bureaucracy either, which makes studying studying makes which either, bureaucracy much not is There time. on graduate and study

subjects of studies, etc., which in some rare cases that may lead to lack of motivation to to motivation of lack to lead may that cases rare some in which etc., studies, of subjects

In Finland, there are no serious limitations in study duration, examination possibilities, possibilities, examination duration, study in limitations serious no are there Finland, In

Flexibility of studies of Flexibility

diversity of a learning experience is presented sparingly. presented is experience learning a of diversity

which leads to a low level of own interest and, additionally, contributes to the fact that the the that fact the to contributes additionally, and, interest own of level low a to leads which

and motivation may be explained by the fact that the students’ freedom of choice is limited, limited, is choice of freedom students’ the that fact the by explained be may motivation and

without an education – by the use of “personal contacts network”. The lack of involvement involvement of lack The network”. contacts “personal of use the by – education an without

addition, it may cause complications for employment. However, it is possible to get a job job a get to possible is it However, employment. for complications cause may it addition,

because a diploma is required. Without an education a person does not have any “status”. In In “status”. any have not does person a education an Without required. is diploma a because

As mentioned before it is a common trend for Russian students to study only only study to students Russian for trend common a is it before mentioned As

Russian students who are mainly studying for a Diploma or grades. grades. or Diploma a for studying mainly are who students Russian

that the majority of the Finnish students are studying for life and to gain knowledge, unlike unlike knowledge, gain to and life for studying are students Finnish the of majority the that

materialistic. Self-studying is highly emphasised, and it would not be inaccurate to argue argue to inaccurate be not would it and emphasised, highly is Self-studying materialistic.

approach seems to be mainly non-beneficial, or stimulation to study is not only only not is study to stimulation or non-beneficial, mainly be to seems approach

Furthermore, I see that students are highly involved in the studying process as their their as process studying the in involved highly are students that see I Furthermore,

in different ways (case studies, presentations, etc), which meets every student’s needs. needs. student’s every meets which etc), presentations, studies, (case ways different in

use a variety of learning styles; hence, information and learning experiences are presented presented are experiences learning and information hence, styles; learning of variety a use

counterparts, as their own interest in studying is rather high. They have the possibility to to possibility the have They high. rather is studying in interest own their as counterparts,

In my opinion, Finnish students have a high motivation compared to their Russian Russian their to compared motivation high a have students Finnish opinion, my In

Motivation

become possible. become

It is difficult to compare incomparable things, but by setting the following criteria it may may it criteria following the setting by but things, incomparable compare to difficult is It

e v i t c e p s r e P s ’ t n e d u t S

worth mentioning that aims and principles are different, which will be developed below. developed be will which different, are principles and aims that mentioning worth

system is a result of the informational society and its constant development. Besides, it is is it Besides, development. constant its and society informational the of result a is system

educational environment is more dynamic and the transformation of higher educational educational higher of transformation the and dynamic more is environment educational

The educational environment in Russia seems to be unwavering, while in Finland Finland in while unwavering, be to seems Russia in environment educational The

x Lack of socio-economical stimulus for pedagogical staff. staff. pedagogical for stimulus socio-economical of Lack

educational process. educational

x Lack of legal culture and knowledge concerning the legal issues for participants of of participants for issues legal the concerning knowledge and culture legal of Lack

unwillingness to delegate authority and responsibility. and authority delegate to unwillingness

x Predominantly authoritarian educational institutional managers and their their and managers institutional educational authoritarian Predominantly

x Low level of qualification of managers of educational institutions. educational of managers of qualification of level Low

educational management. management. educational

x Underdevelopment of the scientific basis for the organisation of the public state state public the of organisation the for basis scientific the of Underdevelopment

G P B T ROUND THE ON ROCESS OLOGNA HE

failing "with distinction". "with failing

worst grade, but currently it is given rarely – basically equivalent to not just a failing grade, but but grade, failing a just not to equivalent basically – rarely given is it currently but grade, worst

Where: 5 = excellent, 4 = good, 3 = acceptable, 2 = unacceptable (Fail). One (1) is technically the the technically is (1) One (Fail). unacceptable = 2 acceptable, = 3 good, = 4 excellent, = 5 Where:

mean low salary or unemployment, depending on the area of studies, so called “structural “structural called so studies, of area the on depending unemployment, or salary low mean

“Profitability” of university studies is a widely discussed topic today. High education can can education High today. topic discussed widely a is studies university of “Profitability”

n o i t a c u d E r e h g i H h s i n n i F n i s m e l b o r P t n e r r u C

about that in advance. In Russia attendance is obligatory in most of the cases by default. by cases the of most in obligatory is attendance Russia In advance. in that about

voluntary in universities of Finland, except for some cases, where students are informed informed are students where cases, some for except Finland, of universities in voluntary

Attendance is compulsory in the primary and vocational schools and polytechnics, but but polytechnics, and schools vocational and primary the in compulsory is Attendance

Attendance

is not introduced yet in Russia; even if the Bologna Process has been introduced already. already. introduced been has Process Bologna the if even Russia; in yet introduced not is

standards. It is also important to mention that in contrast to Europe, the ECTS credit system system credit ECTS the Europe, to contrast in that mention to important also is It standards.

where a student is applying for a position in an international firm with high recruitment recruitment high with firm international an in position a for applying is student a where

significant role – however it may vary. As for the average grade, it is important only in case case in only important is it grade, average the for As vary. may it however – role significant

final grade is an exam grade, and the overall performance of student does not play a a play not does student of performance overall the and grade, exam an is grade final

The Russian grading system uses also a grading system from 1 to 5 to 1 from system grading a also uses system grading Russian The . Usually the the Usually .

overall performance, as at the university level the average grade is perceived as important. important. as perceived is grade average the level university the at as performance, overall

accomplish during the given course. Most of the students tend to care about the grade and and grade the about care to tend students the of Most course. given the during accomplish

from a percentage of certain course assignments, exercises, etc., which a student has to to has student a which etc., exercises, assignments, course certain of percentage a from

grades from 1 to 5 are used. Usually in the Finnish universities the final grade is formed formed is grade final the universities Finnish the in Usually used. are 5 to 1 from grades

The Finnish grading system is said to be reliable, as it is based on a diversified evaluation; evaluation; diversified a on based is it as reliable, be to said is system grading Finnish The

The grading system grading The

Russian students do have theoretical knowledge but are not able to apply it. apply to able not are but knowledge theoretical have do students Russian

the topic. This, I believe, explains fairly well the phenomenon that that phenomenon the well fairly explains believe, I This, topic. the understanding not

, remembering check to is Russia in exams of purpose the that me to seems It education”.

might cause expulsion from the university, or changing the study rights away from “free “free from away rights study the changing or university, the from expulsion cause might

forms. The regulations about pass/fail cases are more severe, as at some situations failure failure situations some at as severe, more are cases pass/fail about regulations The forms.

As a contrast, Russian students are having their exams in both oral and written written and oral both in exams their having are students Russian contrast, a As

date for him/her from the list of available ones. available of list the from him/her for date

Moreover, dates for exams are arranged in such a way that the student can choose a suitable suitable a choose can student the that way a such in arranged are exams for dates Moreover,

Creativity and own thoughts are appreciated, if they stay within the exam’s framework. framework. exam’s the within stay they if appreciated, are thoughts own and Creativity

student will try to pass his/her exam until he/she knows and understands the subject. subject. the understands and knows he/she until exam his/her pass to try will student

the exams are not taken seriously by students. The strategy may work in such a way that a a that way a such in work may strategy The students. by seriously taken not are exams the

to take it once again. On some odd occasions this may, however, lead to a situations where where situations a to lead however, may, this occasions odd some On again. once it take to

above mentioned flexibility applies here as well: if student fails an exam, he/she is allowed allowed is he/she exam, an fails student if well: as here applies flexibility mentioned above

As a rule, with some exceptions, exams in Finland are carried out in a written form. The The form. written a in out carried are Finland in exams exceptions, some with rule, a As

Exams

“European”, but in fact the practicalities are still “Russian”. “Russian”. still are practicalities the fact in but “European”,

proclaimed some time ago. In some cases, however, rules and regulations are called are regulations and rules however, cases, some In ago. time some proclaimed

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

borders should be developed. be should borders

disciplinary education. Common strategies and principles of higher education beyond beyond education higher of principles and strategies Common education. disciplinary

reflect real facts and details of the process of cooperation; and encouragement of cross- of encouragement and cooperation; of process the of details and facts real reflect

social responsibility, a development of common quality assurance system, which would would which system, assurance quality common of development a responsibility, social

the framework of CBU. To sum up, the following points should be considered: increasing increasing considered: be should points following the up, sum To CBU. of framework the

countries reveals some obstacles to be overcome in the development of the cooperation in in cooperation the of development the in overcome be to obstacles some reveals countries

The given overview of current trends and the existing educational environment in both both in environment educational existing the and trends current of overview given The

y r a m m u S

plumbers for example) and a surplus of university educated people. educated university of surplus a and example) for plumbers

university graduate. In other words there is a demand for professional workers (like (like workers professional for demand a is there words other In graduate. university

example may be the following: at some circumstances a plumber gets a better salary than a a than salary better a gets plumber a circumstances some at following: the be may example

of the job markets and the output of Finnish educational system do not meet – the basic basic the – meet not do system educational Finnish of output the and markets job the of

As a result there are not enough working places for everybody. At the same time, the needs needs the time, same the At everybody. for places working enough not are there result a As

academic unemployment”. The percentage of people with a university education is rising. is education university a with people of percentage The unemployment”. academic

G P B T ROUND THE ON ROCESS OLOGNA HE Cross-Border University at a Crossroads – an Aspect of the Bologna Process in Practice Jussi Laine Karelian Institute, University of Joensuu Student in the CBU International Relations joint courses

“Would you tell me, please, which way I ought to go from here?” “That depends a good deal on where you want to get to,” said the Cat. “I don't much care where—“said Alice. “Then it doesn't matter which way you go,” said the Cat. “—so long as I get SOMEWHERE,” Alice added as an explanation. “Oh, you're sure to do that,” said the Cat, ‘if you only walk long enough.”

~Lewis Carroll, Alice's Adventures in Wonderland, Chapter VI~

Setting the Scene No matter from which perspective one views the reforms brought in by the Bologna Process, it cannot be refuted that they are the most extensive and comprehensive reforms to ever take place in the entire history of European higher education. The principles and guidelines of the Bologna Process as well as the rationale behind it seem to be goal- oriented and fairly straightforward. There are, however, signs that it is the national level institutional interpretations of these Bologna action lines that may well turn out to be the hot-spots for the divergence and the sources of practical problems. This is not to say that a reform is not needed. On the contrary, it has become clear that the best practices of the Finnish system of higher education have become outdated. Nonetheless, perhaps deluded by the common fallacy that the Finnish education system ranks supreme, many seem not to be bothered by its apparent stagnation. Indeed, from a student’s perspective, it would be logical to argue that free education has positive aspects. That being said, it would be short-sighted not to realise that free education also has a price tag. Thanks to the internationalisation of higher education, a growing number of students have observed first hand that the competitiveness of the Finnish higher education system does not always measure up to its international counterparts. I would argue that the knee-jerk response against privatisation and brain drain – at times with fairly patriotic nuances – is what prompts the assumption that free equals good. As the Bologna Declaration (1999) states, competitiveness may, however, be reached also by other measures; e.g. by investing in quality and increasing transparency. According to Finland’s Minister of Education and Science, Antti Kalliomäki (2006), one good way to improve the international competitiveness of higher education institutions in Finland would be to strengthen their structures, increase their financial autonomy and develop more dynamic procedures. As Minister Kalliomäki has remarked, a high quality of education and research is a precondition for the impact, efficiency and productivity of education, as well as an important competitiveness factor (ibid.). All this, he stresses, requires continuous development of evaluation and quality assurance in accordance with the European scheme (see also Wolff’s contribution in this publication).

35 41

Relations. See: http://www.joensuu.fi/cbu/ir.htm. See: Relations.

of EU-Russian International Relations”, organised by the CBU Subject Consortium in International International in Consortium Subject CBU the by organised Relations”, International EU-Russian of

Joint International Teaching Program for Master's degree studies “The European North: Dynamics Dynamics North: European “The studies degree Master's for Program Teaching International Joint

Education. See: http://www.joensuu.fi/cbu/. See: Education.

Russia and International Cooperation Action Plan for 2003-2007 of the Finnish Ministry of of Ministry Finnish the of 2003-2007 for Plan Action Cooperation International and Russia

Russian students. During the development period 2005-2007 the CBU is based on the Finland, Finland, the on based is CBU the 2005-2007 period development the During students. Russian

organises joint training programs on the master's and doctoral levels for primarily Finnish and and Finnish primarily for levels doctoral and master's the on programs training joint organises

The Finnish-Russian Cross-Border University (CBU) Consortium is a university network which which network university a is Consortium (CBU) University Cross-Border Finnish-Russian The

undesired resistance towards the program – or other future initiatives. future other or – program the towards resistance undesired

may easily have long-lasting effects and thereby endanger the process itself by causing causing by itself process the endanger thereby and effects long-lasting have easily may

bad practices in higher education in general. This is worrisome because such bad practices practices bad such because worrisome is This general. in education higher in practices bad

understand, but their impact was certainly felt. Moreover, these difficulties risk breeding breeding risk difficulties these Moreover, felt. certainly was impact their but understand,

misapprehensions and rivalries seemed unnecessary, unproductive and difficult to to difficult and unproductive unnecessary, seemed rivalries and misapprehensions

hassles. From the student’s perspective these domestic, even departmental, departmental, even domestic, these perspective student’s the From hassles.

Consequently, the initialisation and pilot phase of the program was burdened by extra extra by burdened was program the of phase pilot and initialisation the Consequently,

overcome, or at least circumvented, before an authentic joint program can be realised. realised. be can program joint authentic an before circumvented, least at or overcome,

road ahead for the CBU will be bumpy and that there are a great many hurdles yet to be be to yet hurdles many great a are there that and bumpy be will CBU the for ahead road

themselves will benefit from them. Either way, it became immediately apparent that the the that apparent immediately became it way, Either them. from benefit will themselves

authority remain hesitant to support new systems and programs until convinced that they they that convinced until programs and systems new support to hesitant remain authority

structures to accommodate new concepts or alternatively, because those in positions of of positions in those because alternatively, or concepts new accommodate to structures

the case of the CBU, inflexibility may be due to the absence of the necessary administrative administrative necessary the of absence the to due be may inflexibility CBU, the of case the

I am of the opinion that with stagnation comes the inability to embrace change. In In change. embrace to inability the comes stagnation with that opinion the of am I

in this paper are based on my personal experience in the program. the in experience personal my on based are paper this in

the action lines has been institutionally incorporated. The comments and opinions presented presented opinions and comments The incorporated. institutionally been has lines action the

provides a good framework for taking stock of the extent to which the implementation of of implementation the which to extent the of stock taking for framework good a provides

the experience gained during the pilot phase of its International Relations (IR) program program (IR) Relations International its of phase pilot the during gained experience the

While this paper does not aim to provide a comprehensive evaluation of the CBU, CBU, the of evaluation comprehensive a provide to aim not does paper this While

in practice. in

program , as an example of how the guidelines of the Bologna Process are being introduced introduced being are Process Bologna the of guidelines the how of example an as ,

beyond the scope of this paper. Thereby, in the following, I will focus on the CBU IR IR CBU the on focus will I following, the in Thereby, paper. this of scope the beyond

in its practical operations and management, difficulties which would go go would which difficulties management, and operations practical its in problématique

Russian International Relations”. As a pilot project, the CBU has had to face a major major a face to had has CBU the project, pilot a As Relations”. International Russian

the pilot program in International Relations: “The European North: Dynamics of EU- of Dynamics North: European “The Relations: International in program pilot the

Technology, International Relations and Public Health. During 2005-2006, I participated in in participated I 2005-2006, During Health. Public and Relations International Technology,

Administration, Forestry and Environmental Engineering, History, Information Information History, Engineering, Environmental and Forestry Administration,

The CBU offers joint Master’s degree programs in six study fields: Business and and Business fields: study six in programs degree Master’s joint offers CBU The

procedures and plans for action. action. for plans and procedures

of a novel kind of co-operation and also a catalyst for new forms of legislation, regulation, regulation, legislation, of forms new for catalyst a also and co-operation of kind novel a of

improvements in the quality of higher education (CBU 2006). Such a project is an example example an is project a Such 2006). (CBU education higher of quality the in improvements

study programs are increasing and facilitating deepened educational co-operation and and co-operation educational deepened facilitating and increasing are programs study

The program is in line with a pan-European process, where jointly planned and carried out out carried and planned jointly where process, pan-European a with line in is program The

as proclaimed at the Prague Ministerial meeting in 2001 (See: Prague communiqué 2001). 2001). communiqué Prague (See: 2001 in meeting Ministerial Prague the at proclaimed as

criteria and to fulfil the associated goal to promote joint degrees and joint study programs, programs, study joint and degrees joint promote to goal associated the fulfil to and criteria

rose to the challenge to measure up to the Bologna Process’ Process’ Bologna the to up measure to challenge the to rose University (CBU) project (CBU) University

dynamic project, from the student’s perspective. The Finnish-Russian Cross-Border Cross-Border Finnish-Russian The perspective. student’s the from project, dynamic a

Actions speak louder than words, and hence, the aim of this paper is to shed light on on light shed to is paper this of aim the hence, and words, than louder speak Actions

G P B T ROUND THE ON ROCESS OLOGNA HE

operation between Finland and Russia, consequently the improvement of the concrete concrete the of improvement the consequently Russia, and Finland between operation

goals of the CBU were proclaimed to be the increasing and deepening of educational co- educational of deepening and increasing the be to proclaimed were CBU the of goals

quality assurance, as well as the elimination of remaining obstacles to mobility. The main main The mobility. to obstacles remaining of elimination the as well as assurance, quality

degrees, introducing ECTS-compatible credit systems and an international dimension in in dimension international an and systems credit ECTS-compatible introducing degrees,

working towards a common and transparent framework of readable and comparable comparable and readable of framework transparent and common a towards working

concept in accordance with the Bologna Process guidelines. Among other things, this meant meant this things, other Among guidelines. Process Bologna the with accordance in concept

specific fields of mutual interest had been found, it became necessary to develop the CBU CBU the develop to necessary became it found, been had interest mutual of fields specific

which to build high-quality joint Master’s degree and doctoral training programs. After the the After programs. training doctoral and degree Master’s joint high-quality build to which

The process was put forward by identifying areas of common interest and expertise upon upon expertise and interest common of areas identifying by forward put was process The

envisioned to co-exist with and complement existing programs in its member institutions. institutions. member its in programs existing complement and with co-exist to envisioned

conceptualised as a virtual university; a fairly abstract umbrella structure that was was that structure umbrella abstract fairly a university; virtual a as conceptualised

After it was launched in 2004, in general terms the CBU was eventually eventually was CBU the terms general in 2004, in launched was it After

bridging the gap between different educational structures. structures. educational different between gap the bridging

entirely new formula bringing well-needed vigour and and vigour well-needed bringing formula new entirely an as rather but added], [emphasis

logical next step beyond existing programs” programs” existing beyond step next logical the “ as CBU the see to fail personally

Hence, unlike the project manager of the CBU feasibility study, Dr. Fryer (2004: 11), I I 11), (2004: Fryer Dr. study, feasibility CBU the of manager project the unlike Hence,

to southern or western Europe to study much rather than to Russia (See e.g. Garam 2006). 2006). Garam e.g. (See Russia to than rather much study to Europe western or southern to

universities of eastern Finland, to say nothing of the country as a whole, preferred to travel travel to preferred whole, a as country the of nothing say to Finland, eastern of universities

enrolled in them has been comparatively undersized. Likewise, students from the the from students Likewise, undersized. comparatively been has them in enrolled

programs of various descriptions, but, even if increasing, the number of Russian students students Russian of number the increasing, if even but, descriptions, various of programs

bottles. Universities in Eastern Finland had been running successful international study study international successful running been had Finland Eastern in Universities bottles.

Russia. A number of them were not, however, able to offer anything but new wine in old old in wine new but anything offer to able however, not, were them of number A Russia.

various kinds of initiatives for co-operation in the field of education between Finland and and Finland between education of field the in co-operation for initiatives of kinds various

Already before the CBU was launched, there had certainly been an increase in in increase an been certainly had there launched, was CBU the before Already

operation is urgently needed. urgently is operation

contents, administrative structures and recognition of degrees”. Hence, true educational co- educational true Hence, degrees”. of recognition and structures administrative contents,

of teaching programs and curricular curricular and programs teaching of development structural includes “[i]t mobility;

internationalisation of higher education no longer means just increased interaction and and interaction increased just means longer no education higher of internationalisation

“tourism”. As Rytövuori-Apunen (see her contribution in this publication) argues, argues, publication) this in contribution her (see Rytövuori-Apunen As “tourism”.

of these links has unfortunately been superseded by what can only be referred to as as to referred be only can what by superseded been unfortunately has links these of

some sort of “links” to Russia, but in practice, however, the educational substance of many many of substance educational the however, practice, in but Russia, to “links” of sort some

to find an educational institution or a program in Eastern Finland today that would not have have not would that today Finland Eastern in program a or institution educational an find to

of other sectors of society (cf. Fryer 2004: 11; see also 2005). It would probably be difficult difficult be probably would It 2005). also see 11; 2004: Fryer (cf. society of sectors other of

distant partner for the Eastern Finland in the field of higher education, but also in a number number a in also but education, higher of field the in Finland Eastern the for partner distant

a surprisingly surprisingly a mentally is still and been has Russia proximity, physical its Given to. closest

seems to cast doubt on the notion that people tend to interact most with those they are are they those with most interact to tend people that notion the on doubt cast to seems

The stubborn and, at times, very palpable barrier effect of the Finnish-Russian border border Finnish-Russian the of effect barrier palpable very times, at and, stubborn The

n o i t a c u d E r e h g i H n i r e n t r a P a s a a i s s u R

which way it wishes to go from here. here. from go to wishes it way which

It seems that the entire project has arrived at a crossroads; the CBU now needs to decide decide to needs now CBU the crossroads; a at arrived has project entire the that seems It

amount of valuable knowledge has been gained, yet several issues have yet to be resolved. resolved. be to yet have issues several yet gained, been has knowledge valuable of amount

project is over and the “real” Master’s degree programs are about to commence. A great great A commence. to about are programs degree Master’s “real” the and over is project

At the time of writing, in December 2006, the development phase of the CBU CBU the of phase development the 2006, December in writing, of time the At

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

have a contribution to make. Even though one of the main objectives of the Bologna Bologna the of objectives main the of one though Even make. to contribution a have

development phase and, hence, witnessed both its positive and negative aspects, I feel that I I that feel I aspects, negative and positive its both witnessed hence, and, phase development

issues. As a student member in the CBU IR program who went through the initial initial the through went who program IR CBU the in member student a As issues.

have certainly gained a fair amount of practical experience in international educational educational international in experience practical of amount fair a gained certainly have

I do not consider myself to be an expert in administration of higher education, but I I but education, higher of administration in expert an be to myself consider not do I

knowledge to share about the student’s perspective. student’s the about share to knowledge

courses, seminars and workshops offered by the CBU, I now feel that I have important important have I that feel now I CBU, the by offered workshops and seminars courses,

studies in Human Geography. Having had the good fortune to participate in each of the the of each in participate to fortune good the had Having Geography. Human in studies

was fuelled even further when I realised how to utilise this new knowledge in my primary primary my in knowledge new this utilise to how realised I when further even fuelled was

topics or joining the discussion during the first courses and seminars. My motivation, then, then, motivation, My seminars. and courses first the during discussion the joining or topics

shortcomings in IR theory did not present an insurmountable barrier for understanding the the understanding for barrier insurmountable an present not did theory IR in shortcomings

trip to Estonia to attend one course, was protracted time and again when I noticed that my my that noticed I when again and time protracted was course, one attend to Estonia to trip

My involvement in the program, which was initially envisioned to consist of only a a only of consist to envisioned initially was which program, the in involvement My

hurts to gain more valuable international and multidisciplinary experience. multidisciplinary and international valuable more gain to hurts

jumping from one core subject to another, but on the other hand, also intrigued for it never never it for intrigued also hand, other the on but another, to subject core one from jumping

Human Geography major with no noteworthy experience in IR, I felt hesitant about about hesitant felt I IR, in experience noteworthy no with major Geography Human

International Relations or Politics nor does it even offer any courses in the field. As a a As field. the in courses any offer even it does nor Politics or Relations International

due to the fact that my home university in Joensuu has neither an actual chair in in chair actual an neither has Joensuu in university home my that fact the to due

not heard much about the whole concept and found it rather strange to join the program, program, the join to strange rather it found and concept whole the about much heard not

unexpectedly urged to get involved in the pilot phase of the CBU IR study program. I had had I program. study IR CBU the of phase pilot the in involved get to urged unexpectedly

My personal experience concerning the CBU began in the fall of 2005, when I was was I when 2005, of fall the in began CBU the concerning experience personal My

y r o t S l a n o s r e P A

for the Bologna Process’ ambitions to be fulfilled to their full potential. full their to fulfilled be to ambitions Process’ Bologna the for

that at least the reluctant mindset seems to be finally fading away, creating new prospects prospects new creating away, fading finally be to seems mindset reluctant the least at that

do exist, and the situation may still be far from ideal, but the logic behind the CBU implies implies CBU the behind logic the but ideal, from far be still may situation the and exist, do

maintained inequalities between Western and Russian institutions (cf. Fryer 2004). Hurdles Hurdles 2004). Fryer (cf. institutions Russian and Western between inequalities maintained

of co-operation with Russia that have commonly done nothing but emphasised and and emphasised but nothing done commonly have that Russia with co-operation of

hesitation and critique. The program offers an opportunity to move beyond the old models models old the beyond move to opportunity an offers program The critique. and hesitation

not been done before and therefore received a lot of attention and interest, but also also but interest, and attention of lot a received therefore and before done been not

was understood that the CBU was a pilot project working to accomplish something that had had that something accomplish to working project pilot a was CBU the that understood was

Ideologically, the CBU can be seen as a sign that such co-operation is possible. It It possible. is co-operation such that sign a as seen be can CBU the Ideologically,

systems and common action could be fruitful. be could action common and systems

related to various issues in higher education. Thus, coordinated reforms, compatible compatible reforms, coordinated Thus, education. higher in issues various to related

systems on both sides of the border are facing common internal and external challenges challenges external and internal common facing are border the of sides both on systems

Finnish-Russian case, it seems that in spite of their valuable differences, higher education education higher differences, valuable their of spite in that seems it case, Finnish-Russian

problems is necessary in order for these issues to be tackled for the common good. In the the In good. common the for tackled be to issues these for order in necessary is problems

diversity are respected. The Bologna Declaration states that an awareness of common common of awareness an that states Declaration Bologna The respected. are diversity

“uniformisation” of higher education, but the fundamental principles of autonomy and and autonomy of principles fundamental the but education, higher of “uniformisation”

Bologna Process is to create convergence, it does not necessarily imply “standardisation” or or “standardisation” imply necessarily not does it convergence, create to is Process Bologna

practices. In this respect, it is essential to understand that that even though the aim of the the of aim the though even that that understand to essential is it respect, this In practices.

Both Finland and Russia have strong educational traditions with firmly rooted rooted firmly with traditions educational strong have Russia and Finland Both

business life (CBU 2006). 2006). (CBU life business

expertise across the Finnish-Russian border, focusing also on the needs of work and and work of needs the on also focusing border, Finnish-Russian the across expertise

G P B T ROUND THE ON ROCESS OLOGNA HE

Relations or Politics as their major. major. their as Politics or Relations

The CBU IR master’s program (2007-2009) welcomes only students who have International International have who students only welcomes (2007-2009) program master’s IR CBU The

accept the completed CBU studies as compensatory studies for a listed course in Joensuu or or Joensuu in course listed a for studies compensatory as studies CBU completed the accept

option was to take the diploma and try to find a professor who happened to be willing to to willing be to happened who professor a find to try and diploma the take to was option

directly in Joensuu because he or she was enrolled in the “wrong” university. The only only The university. “wrong” the in enrolled was she or he because Joensuu in directly

credits awarded by University of Tampere could not be added to a student’s study records records study student’s a to added be not could Tampere of University by awarded credits

fortune aside, from the student’s point of view this was a problem mainly in practice; the the practice; in mainly problem a was this view of point student’s the from aside, fortune

and now apparently completely outside of the whole IR program. Issues of fame and and fame of Issues program. IR whole the of outside completely apparently now and

studies. University of Joensuu, where I was enrolled, was at the time a partner university – university partner a time the at was enrolled, was I where Joensuu, of University studies.

of the CBU IR program, it also had the right to award academic credits for completed completed for credits academic award to right the had also it program, IR CBU the of

example. Due to fact that the University of Tampere was and is the coordinating university university coordinating the is and was Tampere of University the that fact to Due example.

the awarding and recognising the credits and degrees. Allow me provide a practical practical a provide me Allow degrees. and credits the recognising and awarding the

Another setback to the CBU within the context of Bologna Process has to do with with do to has Process Bologna of context the within CBU the to setback Another

be sought, this is hardly a recipe for success. for recipe a hardly is this sought, be

bored. In the field of higher education, where progress and competence should be values to to values be should competence and progress where education, higher of field the In bored.

– as I believe students in a master’s program ought to be – are likely to get nothing but but nothing get to likely are – be to ought program master’s a in students believe I as –

slowest camel; and those who happen to be already at a more advanced level in their studies studies their in level advanced more a at already be to happen who those and camel; slowest

CBU IR program was no exception. In this respect, the caravan is indeed as fast as its its as fast as indeed is caravan the respect, this In exception. no was program IR CBU

of time is usually spent on topics that may be regarded as basic, even elementary – and the the and – elementary even basic, as regarded be may that topics on spent usually is time of

seldom the case that everyone will make the most out of the course. In such occasions, a lot lot a occasions, such In course. the of out most the make will everyone that case the seldom

their studies and others are already finalising their master’s degree or even beyond this, it is is it this, beyond even or degree master’s their finalising already are others and studies their

different levels in their studies. In a situation where some students are in the early phase of of phase early the in are students some where situation a In studies. their in levels different

, but rather involving students who were at completely completely at were who students involving rather but , se per subjects core different

challenge for the substance of the program is not created by accepting students from from students accepting by created not is program the of substance the for challenge

prejudiced, but I am of the opinion that the pilot phase showed clearly that a major major a that clearly showed phase pilot the that opinion the of am I but prejudiced,

suitable prerequisites before being accepted to enrol in the master’s program. Call me me Call program. master’s the in enrol to accepted being before prerequisites suitable

unmanageable dispersion, all students selected for the program should have to fulfil fulfil to have should program the for selected students all dispersion, unmanageable

neighbouring academic fields to begin their studies in the program. However, to avoid avoid to However, program. the in studies their begin to fields academic neighbouring

– continue to allow students from different different from students allow to continue – program should – unlike it is planning to do to planning is it unlike – should program

necessity. Therefore, and to be in line with the Bologna guidelines, also the CBU IR IR CBU the also guidelines, Bologna the with line in be to and Therefore, necessity.

multidisciplinary knowledge that, in today’s academic world, seems to be more and more a a more and more be to seems world, academic today’s in that, knowledge multidisciplinary

horizontal mobility underpinned by the Bologna Process. It enables students to gain gain to students enables It Process. Bologna the by underpinned mobility horizontal

The opportunity to move from a core subject to another is also an aspect of of aspect an also is another to subject core a from move to opportunity The

program, the proclaimed accession recommendations were not rigorously followed. rigorously not were recommendations accession proclaimed the program,

business, education and journalism. Fortunately for me, as it was only the pilot phase of the the of phase pilot the only was it as me, for Fortunately journalism. and education business,

regional policy, international governmental and non-governmental organisations, as well as as well as organisations, non-governmental and governmental international policy, regional

International Relations at the Master’s level with career plans in the areas of foreign and and foreign of areas the in plans career with level Master’s the at Relations International

North: Dynamics of EU-Russian International Relations” is recommended for students of of students for recommended is Relations” International EU-Russian of Dynamics North:

According to its website (See: CBU 2006) the CBU IR program “The European European “The program IR CBU the 2006) CBU (See: website its to According

the future development of the program are made. are program the of development future the

student point of view is valued and, I hope, also kept in mind when decisions concerning concerning decisions when mind in kept also hope, I and, valued is view of point student

among other students, was asked to give my comments here is an important sign that the the that sign important an is here comments my give to asked was students, other among

perspective is forgotten or ignored. However, the surprising and delightful fact that I, I, that fact delightful and surprising the However, ignored. or forgotten is perspective

Process is to put the student in the centre, it is still unacceptably often that the student’s student’s the that often unacceptably still is it centre, the in student the put to is Process

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

throughout the European Higher Education Area and beyond, it has to be able to get rid of of rid get to able be to has it beyond, and Area Education Higher European the throughout

recruiting students from all around the world and offering degrees relevant and valid valid and relevant degrees offering and world the around all from students recruiting

aims to become an internationally attractive and competitive cross-border university, university, cross-border competitive and attractive internationally an become to aims

way to proceed. This, logically, depends a great deal on the CBU’s desired destination. If it it If destination. desired CBU’s the on deal great a depends logically, This, proceed. to way

the CBU is at a crossroads; it is time to learn from the experience gained and decide which which decide and gained experience the from learn to time is it crossroads; a at is CBU the

of the Bologna Process. Now, more than a year since the launch of its development stage, stage, development its of launch the since year a than more Now, Process. Bologna the of

offered previously unseen aspects and solutions for the implementation of the action lines lines action the of implementation the for solutions and aspects unseen previously offered

been a multilateral learning process for both the students and the organisers. It has as well well as has It organisers. the and students the both for process learning multilateral a been

goals and guidelines of the Bologna Process. I believe that, more than anything else, it has has it else, anything than more that, believe I Process. Bologna the of guidelines and goals

Given its current stage, it seems to me that the CBU has done its best to respect the the respect to best its done has CBU the that me to seems it stage, current its Given

burdened by unnecessary restrictions. restrictions. unnecessary by burdened

relations to be filled by higher education programs like the CBU that have not yet been been yet not have that CBU the like programs education higher by filled be to relations

Looking at the even bigger picture, there would certainly be a void in the EU-Russian EU-Russian the in void a be certainly would there picture, bigger even the at Looking

Finnish-Russian scientific and educational collaboration has potential and opportunity. opportunity. and potential has collaboration educational and scientific Finnish-Russian

problems aside – all of which I believe are fixable, if there just exists a desire to do so – the the – so do to desire a exists just there if fixable, are believe I which of all – aside problems

forward for itself will be difficult to fulfil, but without question worth the effort. Practical Practical effort. the worth question without but fulfil, to difficult be will itself for forward

CBU is still at its beginning and, thus, difficult to be judged. The goals that it has put put has it that goals The judged. be to difficult thus, and, beginning its at still is CBU

It is essential to be borne in mind that as a project with long-term objectives, the the objectives, long-term with project a as that mind in borne be to essential is It

s d a o r s s o r C a t a U B C

of students to participate in corresponding events in the future. the in events corresponding in participate to students of

their colleagues are presenting. It is needless to explain what this does to the commitment commitment the to does this what explain to needless is It presenting. are colleagues their

great many individuals can lead to severe overlapping when lecturers are not aware of what what of aware not are lecturers when overlapping severe to lead can individuals many great

experience has shown that the delegation of educational duties and responsibilities to a a to responsibilities and duties educational of delegation the that shown has experience

Even if the amplitude of lecturers is enrichment when coordinated properly, the CBU CBU the properly, coordinated when enrichment is lecturers of amplitude the if Even

that in life in general quantity seldom breeds quality – and higher education is no exception. exception. no is education higher and – quality breeds seldom quantity general in life in that

strikingly by the students. Perhaps the most important thing, in this respect, is to remember remember to is respect, this in thing, important most the Perhaps students. the by strikingly

an impact on the substance of the courses, the consequences of which were felt most most felt were which of consequences the courses, the of substance the on impact an

academic lecturers to such a revolutionary idea (see also: Fryer 2004). This, then, has had had has then, This, 2004). Fryer also: (see idea revolutionary a such to lecturers academic

the commitment of university administrations, individual faculties, departments and and departments faculties, individual administrations, university of commitment the

practice a lot of extra work for already overburdened faculties. This cannot but impinge on on impinge but cannot This faculties. overburdened already for work extra of lot a practice

administrations and a lack of traditional institutional form, the CBU program causes in in causes program CBU the form, institutional traditional of lack a and administrations

from. Due to its nature as a virtual university with an undefined situation in university university in situation undefined an with university virtual a as nature its to Due from.

full potential. Here, I believe, the commitment to the cause is where the problem stems stems problem the where is cause the to commitment the believe, I Here, potential. full

records were asked to drop by in various locations, but their presence was not utilised to its its to utilised not was presence their but locations, various in by drop to asked were records

Thanks to the funding available, numerous prestigious lecturers with impressive track track impressive with lecturers prestigious numerous available, funding the to Thanks

courses it provides. Like students, also the lecturers came from a variety of backgrounds. backgrounds. of variety a from came lecturers the also students, Like provides. it courses

around to obey the Bologna guidelines, but forgot to invest in the actual substance of the the of substance actual the in invest to forgot but guidelines, Bologna the obey to around

The CBU IR has done a great job in moving students, teachers and other personnel personnel other and teachers students, moving in job great a done has IR CBU The

Finnish university to another. to university Finnish

between Finland and Russia, if we are not even able transfer credits recognised by one one by recognised credits transfer able even not are we if Russia, and Finland between

code. I personally cannot help but wonder how it is possible to coordinate a joint program program joint a coordinate to possible is it how wonder but help cannot personally I code.

add them to the records just as “studies at other universities”, assigning them a random random a them assigning universities”, other at “studies as just records the to them add

G P B T ROUND THE ON ROCESS OLOGNA HE

November 2006. November

CBU (2006). Finnish-Russian Cross-Border University CBU. Http://www.joensuu.fi/cbu/. Accessed: Accessed: Http://www.joensuu.fi/cbu/. CBU. University Cross-Border Finnish-Russian (2006). CBU

990719BOLOGNA_DECLARATION.PDF

Ministers of Education. Available at: http://www.bologna-bergen2005.no/Docs/00-Main_doc/ http://www.bologna-bergen2005.no/Docs/00-Main_doc/ at: Available Education. of Ministers

Bologna Declaration (1999). The Bologna Declaration of 19 June 1999. Joint declaration of the European European the of declaration Joint 1999. June 19 of Declaration Bologna The (1999). Declaration Bologna

November 2006. November

http://www.bologna-bergen2005.no/Docs/00-Main_doc/ 030919Berlin_Communique.PDF. Accessed: Accessed: 030919Berlin_Communique.PDF. http://www.bologna-bergen2005.no/Docs/00-Main_doc/

of Ministers responsible for Higher Education in Berlin on 19 September 2003. Available at: at: Available 2003. September 19 on Berlin in Education Higher for responsible Ministers of

Berlin Communiqué (2003). Realising the European Higher Education Area. Communiqué of the Conference Conference the of Communiqué Area. Education Higher European the Realising (2003). Communiqué Berlin

bergen2005.no/EN/Part_org/ ESIB/050510_ESIB-Analysis.pdf. Accessed: November 2006. 2006. November Accessed: ESIB/050510_ESIB-Analysis.pdf. bergen2005.no/EN/Part_org/

Analysis. ESIB (The National Unions of Students in Europe). Available at: http://www.bologna- at: Available Europe). in Students of Unions National (The ESIB Analysis.

Baumann, B., A. Bielecki, N. Heerens & P. Lažetic (2005). Bologna with Student Eyes. ESIB’s Bologna Bologna ESIB’s Eyes. Student with Bologna (2005). Lažetic P. & Heerens N. Bielecki, A. B., Baumann,

s e c n e r e f e R

partners needs further emphasis, not only on paper, but also in practice. in also but paper, on only not emphasis, further needs partners

things the hard way. As Baumann et al. (2005: 5, 48) underlines, the concept of students as as students of concept the underlines, 48) 5, (2005: al. et Baumann As way. hard the things

education governance and development could help to avoid such mismatches and learning learning and mismatches such avoid to help could development and governance education

full potential. Moreover, by involving students in all steps and at all levels of higher higher of levels all at and steps all in students involving by Moreover, potential. full

publish and disseminate the results of the quality assurance to ensure the utilisation of its its of utilisation the ensure to assurance quality the of results the disseminate and publish

as it has been clearly laid out in the Berlin Communiqué (2003) of the Bologna Process, to to Process, Bologna the of (2003) Communiqué Berlin the in out laid clearly been has it as

, the problem will never be solved. Hence, it would be necessary, necessary, be would it Hence, solved. be never will problem the , to listened not are but talk

students at least in its quality assurance measures. If, however, the students are allowed to to allowed are students the however, If, measures. assurance quality its in least at students

directly or indirectly. The CBU has been exceptional in the sense that it has truly involved involved truly has it that sense the in exceptional been has CBU The indirectly. or directly

students are not even consulted concerning decisions that will clearly affect them either either them affect clearly will that decisions concerning consulted even not are students

have been the most neglected elements within the process. It is regularly the case that that case the regularly is It process. the within elements neglected most the been have

has meant that the student participation alongside with the action line of social dimension dimension social of line action the with alongside participation student the that meant has

the program structure. So far, a strong focus on the economic goals of the Bologna process process Bologna the of goals economic the on focus strong a far, So structure. program the

that is the only way to get real practical feedback regarding contents, teaching methods and and methods teaching contents, regarding feedback practical real get to way only the is that

involvement in the governance and the development of higher education activities, because because activities, education higher of development the and governance the in involvement

potential of the Bologna Process lies in its realisation of the importance of student student of importance the of realisation its in lies Process Bologna the of potential

careful and holistic planning of the next step is needed. I am convinced that the greatest greatest the that convinced am I needed. is step next the of planning holistic and careful

strategy, but it is too easy to refer to it as an excuse every time when problems arise. A A arise. problems when time every excuse an as it to refer to easy too is it but strategy,

ever-better joint program. Learning by doing and through mistakes is an understandable understandable an is mistakes through and doing by Learning program. joint ever-better

gained so far have to be processed in order to utilise them in the development work of the the of work development the in them utilise to order in processed be to have far so gained

What the often-used catchword “quality assurance” means, is that the experiences experiences the that is means, assurance” “quality catchword often-used the What

provided a means to study a discipline that just would not otherwise be possible. be otherwise not would just that discipline a study to means a provided

exchange, or even a chance to master a new language. For some, like myself, the CBU CBU the myself, like some, For language. new a master to chance a even or exchange,

business life, but also to offer an opportunity for new international experiences, cultural cultural experiences, international new for opportunity an offer to also but life, business

help students to acquire new expertise that will gain them merit later on in academia or or academia in on later merit them gain will that expertise new acquire to students help

use the unique potential it has and make the best of it. The CBU has the ability not only to to only not ability the has CBU The it. of best the make and has it potential unique the use

To be able to do so, it is essential for such a cross-border educational program to to program educational cross-border a such for essential is it so, do to able be To

concrete expertise. concrete

it faces and work hard to offer high quality education and and education quality high offer to hard work and faces it problématique unnecessary the

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

Accessed: November 2006. November Accessed:

http://www.bologna-bergen2005.no/Docs/00-Main_doc/ 010519PRAGUE_COMMUNIQUE.PDF. 010519PRAGUE_COMMUNIQUE.PDF. http://www.bologna-bergen2005.no/Docs/00-Main_doc/

European Ministers in charge of Higher Education in Prague on May 19th 2001. Available at: at: Available 2001. 19th May on Prague in Education Higher of charge in Ministers European

Prague Communiqué (2001). Towards the European Higher Education Area. Communiqué of the meeting of of meeting the of Communiqué Area. Education Higher European the Towards (2001). Communiqué Prague

2006/november.html?lang=en. Accessed: December 2006. December Accessed: 2006/november.html?lang=en.

Available at: http://www.minedu.fi/OPM/Tiedotteet/composite_news_bulletins/ http://www.minedu.fi/OPM/Tiedotteet/composite_news_bulletins/ at: Available

Kalliomäki, A. (2006). Minister of Education and Science. Composite news bulletin – November 2006. 2006. November – bulletin news Composite Science. and Education of Minister (2006). A. Kalliomäki,

November 2006. 2006. November

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1:2006. Available at: http://www.cimo.fi/dman/Document.phx/ http://www.cimo.fi/dman/Document.phx/ at: Available 1:2006. Publications

CIMO 2005. ammattikorkeakouluissa ja yliopistoissa liikkuvuus Kansainvälinen (2006). I. Garam,

2/2006, 219–221. 2/2006, Terra rooli? rajan on mikä korkeakouluyhteistyö: Venäjän ja Suomen (2005). P. Fryer,

12.

1/2004, 11– 1/2004, Tiedotuslehti Expertise) Border of (Network NEBEX University. Cross-Border (2004). P. Fryer,

G P B T ROUND THE ON ROCESS OLOGNA HE Taking Advantage of Diversity in Advanced International Study Programs – Mutual Learning Perspective Inese Nalivaiko Lund University Student in the CBU/Nordplus Neighbour joint Autumn and Summer Schools

The Finnish-Russian Cross-Border University (CBU) program “The European North: Dynamics of EU-Russian International Relations” gave its participants an outstanding possibility to experience diversity – in curricula, academic approaches and methods, as well as knowledge and backgrounds of the academic personnel and the participating students. The CBU program supported by the Nordplus Neighbour network brought together six universities from four countries and an even wider range of academic and ethnic backgrounds of its participants, thus the question of managing diversity is inevitable for evaluation of the experience of the program and developing possible future approaches. When talking about diversity in the context of learning, several aspects can be included – curricula, interdisciplinary studies, academic and professional background of staff and students among others. Diversity is often regarded as a problem, which creates several challenges for program development and its effective implementation. Most of the perspectives usually discussed in this context can be related to academic staff – student interaction, which, if learning process could be illustrated as a multi-level structure, I would call "vertical" learning process. Here the main problem lies in the different backgrounds of the students participating in an international academic program and, hence, the necessity to provide program content that would correspond to the variety of backgrounds thus ensuring inclusion and effective learning. A different perspective, in my opinion, is often either forgotten or hidden behind the discussions on how to manage the problems of diversity. In this short outline I would like to demonstrate that apart from the above mentioned and other possible problems, diversity offers some advantages that have to be exploited to the utmost in order to provide maximum learning benefits to the participants and facilitators of an advanced international program. I will focus on one of them, namely, mutual learning possibilities or "horizontal" learning in student groups comprised of students of various nationalities, and thus, different academic backgrounds. This perspective is determined by my own study experience in different environments, including University of Latvia (Bachelor of Political Science Program, 2000- 2004; Professional degree in Translation Program, 2004-2006), Lund University in Sweden (Master of European Affairs Program, 2005-2006), and the CBU joint teaching program supported by the Nordplus Neighbour network (Lund University made my participation possible). My participation in the CBU program was somewhat limited thus I will mostly be including examples and arguments, which are based on my studies elsewhere. First of all, as a student finds him/herself in a completely new study environment, which is likely to be very different from the one he/she was used to, it might either contribute to the learning process or decrease its efficiency. I think that while participating in the CBU joint teaching program, the students experienced both. The wide range of topics

43 49

dates and other factual information, Danish students focus mainly on different theories of of theories different on mainly focus students Danish information, factual other and dates

a great share of their university studies studying history, learning by heart historical events, events, historical heart by learning history, studying studies university their of share great a

For example, while undergraduate students of political science in Latvia are likely to spend spend to likely are Latvia in science political of students undergraduate while example, For

significant differences are created by different approaches within the same sub-discipline. sub-discipline. same the within approaches different by created are differences significant

studying legislation translation and obtaining a relevant professional degree. Furthermore, Furthermore, degree. professional relevant a obtaining and translation legislation studying

degree in political science and before continuing with Master studies I spent one year year one spent I studies Master with continuing before and science political in degree

more than one degree. I am an example of this myself since after completing the Bachelor's Bachelor's the completing after since myself this of example an am I degree. one than more

was impressive. Moreover, it is common that students involved in advanced studies have have studies advanced in involved students that common is it Moreover, impressive. was

political science, the range of sub-disciplines, previously studied by the admitted students students admitted the by studied previously sub-disciplines, of range the science, political

a situation – while the admission requirements provided for an undergraduate degree in in degree undergraduate an for provided requirements admission the while – situation a

European Affairs program in which I was involved last year was a good illustration of such such of illustration good a was year last involved was I which in program Affairs European

international relations, and others public administration or European politics. The Master of of Master The politics. European or administration public others and relations, international

significant differences – some might have studied theoretical political science, some some science, political theoretical studied have might some – differences significant

provide admission of, for instance, only students of political science, it still can involve involve can still it science, political of students only instance, for of, admission provide

disciplines followed by students in their previous studies. Even if the program requirements requirements program the if Even studies. previous their in students by followed disciplines

backgrounds and experiences of each student. Above all this, it includes the different sub- different the includes it this, all Above student. each of experiences and backgrounds

more relevant to this discussion, are the objective differences created by the academic academic the by created differences objective the are discussion, this to relevant more

and although it has to be taken into consideration, I will not focus closely on it. Second, and and Second, it. on closely focus not will I consideration, into taken be to has it although and

outcome of studies. This group, however, is not attributable only to international programs programs international to only attributable not is however, group, This studies. of outcome

interpersonal differences in perception and learning that influence the process and the the and process the influence that learning and perception in differences interpersonal

There are two groups of possible diversity inputs. First, there are the subjective, subjective, the are there First, inputs. diversity possible of groups two are There

learning is: what can students of an advanced international program bring to the table? table? the to bring program international advanced an of students can what is: learning

The first question I would like to address discussing the question of "horizontal" "horizontal" of question the discussing address to like would I question first The

better learning outcomes. learning better

curriculum as a separate theme; however it can permeate the entire curriculum, ensuring ensuring curriculum, entire the permeate can it however theme; separate a as curriculum

providing the “horizontal” dimension of the learning process. It cannot be included in a a in included be cannot It process. learning the of dimension “horizontal” the providing

the mutual learning between students can largely contribute to the process of study, study, of process the to contribute largely can students between learning mutual the

only is the official and approved curriculum of an international course of high importance, importance, high of course international an of curriculum approved and official the is only

attending lectures, completing assignments and interacting with professors. However, not not However, professors. with interacting and assignments completing lectures, attending

also providers of the learning. In the “vertical” learning process they are mostly recipients, recipients, mostly are they process learning “vertical” the In learning. the of providers also

disadvantages can be transformed into advantages, as students are not only recipients but but recipients only not are students as advantages, into transformed be can disadvantages

can create difficulties and serve as an objective drawback in the study process; however its its however process; study the in drawback objective an as serve and difficulties create can

different academic environments as (mostly) Finland, Sweden and Russia. High diversity diversity High Russia. and Sweden Finland, (mostly) as environments academic different

will never avoid such situations, especially if students and teachers come from such such from come teachers and students if especially situations, such avoid never will

question realistically, one has to admit that international endeavours like the CBU program program CBU the like endeavours international that admit to has one realistically, question

effective learning because of a lack of certain knowledge or experience. Approaching the the Approaching experience. or knowledge certain of lack a of because learning effective

presented in the lectures was new for them. In some cases this might have precluded precluded have might this cases some In them. for new was lectures the in presented

just refreshed some theories, whereas others contended that the majority of the material material the of majority the that contended others whereas theories, some refreshed just

some dissatisfaction. Some students believed that they did not really learn anything new, new, anything learn really not did they that believed students Some dissatisfaction. some

relations for several years, for others it was almost completely new field), which created created which field), new completely almost was it others for years, several for relations

came from highly different backgrounds of study (e.g. some of us had studied international international studied had us of some (e.g. study of backgrounds different highly from came

beneficial for the learning process and the broadening of experience. However, the students students the However, experience. of broadening the and process learning the for beneficial

covered from different perspectives illustrating various methods was, beyond doubt, doubt, beyond was, methods various illustrating perspectives different from covered

G P B T ROUND THE ON ROCESS OLOGNA HE

each others’ study progress lies, firstly, in helping them to realize the value of each others’ others’ each of value the realize to them helping in firstly, lies, progress study others’ each

The key to success of the “horizontal" learning, i.e., students’ mutual contribution to to contribution mutual students’ i.e., learning, “horizontal" the of success to key The

disadvantages into advantages of the learning process? learning the of advantages into disadvantages

well. Thus the next question is: how can the diversity be used to transform its its transform to used be diversity the can how is: question next the Thus well.

simultaneously making sure that everyone feels that his/her own experience is valuable as as valuable is experience own his/her that feels everyone that sure making simultaneously

Largely they can be transformed into advantages, facilitating students mutual learning, learning, mutual students facilitating advantages, into transformed be can they Largely

be ignored when developing and evaluating an advanced international study program. program. study international advanced an evaluating and developing when ignored be

motivation for their continued studies. I believe that such potential difficulties should not not should difficulties potential such that believe I studies. continued their for motivation

learning from others, they might experience stress and in worst cases even a lack of of lack a even cases worst in and stress experience might they others, from learning

study process. Before these students are given the possibility to understand the potential of of potential the understand to possibility the given are students these Before process. study

have considerable knowledge of domains unfamiliar to them and relevant to the actual actual the to relevant and them to unfamiliar domains of knowledge considerable have

stress sometimes can be created if certain students realize that other members of the group group the of members other that realize students certain if created be can sometimes stress

challenges of the new and considerably different studies. It has to be noted that additional additional that noted be to has It studies. different considerably and new the of challenges

disappeared. It was replaced by genuine interest and enthusiasm in addressing all possible possible all addressing in enthusiasm and interest genuine by replaced was It disappeared.

working with international groups and the student group as such this uncertainty soon soon uncertainty this such as group student the and groups international with working

my course mates felt the same. By virtue of great professors who were experienced in in experienced were who professors great of virtue By same. the felt mates course my

endeavours would correspond to the requirements of the program. I am sure that many of of many that sure am I program. the of requirements the to correspond would endeavours

academic background, I sometimes felt completely lost and unsure whether my study study my whether unsure and lost completely felt sometimes I background, academic

very beginning of my Master's course in Lund – coming from a qualitatively different different qualitatively a from coming – Lund in course Master's my of beginning very

often initially create uncertainty and sometimes even anxiety. I remember myself at the the at myself remember I anxiety. even sometimes and uncertainty create initially often

graded, it would have created problems of objective evaluation. Besides, such experiences experiences such Besides, evaluation. objective of problems created have would it graded,

learning diaries probably also were very different. If such assignments should have been been have should assignments such If different. very were also probably diaries learning

quite unsure how this assignment should be done. Thus I would say that the completed completed the that say would I Thus done. be should assignment this how unsure quite

students, Russian students as well as myself and my colleagues from Lund University were were University Lund from colleagues my and myself as well as students Russian students,

write a learning diary. Although it is a usual and an understandable assignment for Finnish Finnish for assignment understandable an and usual a is it Although diary. learning a write

participating in the CBU program experienced it when they were given an assignment to to assignment an given were they when it experienced program CBU the in participating

confusion and lack of confidence in the learning process. I think the majority of students students of majority the think I process. learning the in confidence of lack and confusion

Differences in perception, which are formed by experience, can create significant significant create can experience, by formed are which perception, in Differences

students with different backgrounds come together in the same classroom. classroom. same the in together come backgrounds different with students

create vast differences in perception of the same material, tasks and assignments when when assignments and tasks material, same the of perception in differences vast create

learning. On the other hand, the peculiarities described above are more than enough to to enough than more are above described peculiarities the hand, other the On learning.

involving students with diverse experiences and knowledge is a great field for mutual mutual for field great a is knowledge and experiences diverse with students involving

are acquired in the process of studies, is far from exhaustive. On the one hand, a group group a hand, one the On exhaustive. from far is studies, of process the in acquired are

methods as, for example, in the USA. This listing of possible objective differences, which which differences, objective possible of listing This USA. the in example, for as, methods

analytical theory application, as, for example, in Nordic countries or highly critical research research critical highly or countries Nordic in example, for as, application, theory analytical

Russian) educational establishments on the descriptive, empirical research instead of of instead research empirical descriptive, the on establishments educational Russian)

have encountered regarding methodology is the focus of Latvian (and I would think, also also think, would I (and Latvian of focus the is methodology regarding encountered have

just a few examples. The same refers to research methodology. The largest difference I I difference largest The methodology. research to refers same The examples. few a just

individual work, written exams vs. oral exams, thesis vs. comprehensive exams – to name name to – exams comprehensive vs. thesis exams, oral vs. exams written work, individual

approaches to learning that the students are used to is also very wide. Group work vs. vs. work Group wide. very also is to used are students the that learning to approaches

applying theory in the process of research. Finally, the variety of methodological methodological of variety the Finally, research. of process the in theory applying

political science, learning historical facts just when it is inevitable in the process of of process the in inevitable is it when just facts historical learning science, political

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

mutual learning between students as well as students and involved academic staff. Some of of Some staff. academic involved and students as well as students between learning mutual

approaches to studies of the International Relations. There was a very high potential for for potential high very a was There Relations. International the of studies to approaches

brought together more than two academic traditions, several sub-disciplines and many many and sub-disciplines several traditions, academic two than more together brought

tasks involving group assignments or reviewing tasks. The CBU joint teaching program program teaching joint CBU The tasks. reviewing or assignments group involving tasks

have learned a lot from them, but, of course, it is less likely to happen if there are no formal formal no are there if happen to likely less is it course, of but, them, from lot a learned have

different study questions with fellow students in the CBU program I realized that I could could I that realized I program CBU the in students fellow with questions study different

considering the use of such methods in further development of the program. Discussing Discussing program. the of development further in methods such of use the considering

ones I was participating in), but that is why I would like to stress the necessity of of necessity the stress to like would I why is that but in), participating was I ones

that it was not really feasible to include any of these methods in the courses (at least the the least (at courses the in methods these of any include to feasible really not was it that

Due to limited study time and other characteristics of the CBU course, I understand understand I course, CBU the of characteristics other and time study limited to Due

can be unexpected and provide completely fresh, distinctive angle on a certain matter. certain a on angle distinctive fresh, completely provide and unexpected be can

different academic tradition, as in this case he/she can offer a view from 'outside', which which 'outside', from view a offer can he/she case this in as tradition, academic different

of such mutual learning is particularly beneficial if a student represents a qualitatively qualitatively a represents student a if beneficial particularly is learning mutual such of

their assignment. The same refers to a student being a reviewer him/herself. The outcome outcome The him/herself. reviewer a being student a to refers same The assignment. their

every single sentence in an essay, whereas fellow students can, especially if it is a part of of part a is it if especially can, students fellow whereas essay, an in sentence single every

presentation skills significantly. Professors cannot always be there to provide comments on on comments provide to there be always cannot Professors significantly. skills presentation

reviewers of my essays and papers, helped me to improve my both written and oral oral and written both my improve to me helped papers, and essays my of reviewers

remembered his comments and I am absolutely sure that they, and comments from other other from comments and they, that sure absolutely am I and comments his remembered

one of the courses. In further studies, when completing other assignments, I often often I assignments, other completing when studies, further In courses. the of one

instant messaging program with my opponent of the very first research paper I wrote for for wrote I paper research first very the of opponent my with program messaging instant

most rewarding experiences during my Master studies was a night spent talking on an an on talking spent night a was studies Master my during experiences rewarding most

beneficial, as they involve a dialogue between different academic traditions. One of my my of One traditions. academic different between dialogue a involve they as beneficial,

Apart from group assignments, I think that mutual evaluation assignments are very very are assignments evaluation mutual that think I assignments, group from Apart

motivation generally is higher. Thus, the potential for learning is higher as well. as higher is learning for potential the Thus, higher. is generally motivation

and the group as such. However, I also believe that on an advanced level of studies the the studies of level advanced an on that believe also I However, such. as group the and

matter. Certainly, the optimum result depends on the motivation of each individual student student individual each of motivation the on depends result optimum the Certainly, matter.

optimal (or at least close to optimal) solution for research and presentation of a certain certain a of presentation and research for solution optimal) to close least at (or optimal

between all academic cultures differ. Thus working in a group it is possible to find an an find to possible is it group a in working Thus differ. cultures academic all between

university in Latvia. Written and oral presentation skills and structures of presentations presentations of structures and skills presentation oral and Written Latvia. in university

in Lund I learned more various approaches to studies than in all five years in my home home my in years five all in than studies to approaches various more learned I Lund in

the theoretical approaches of Scandinavian students etc. I believe that during my one year year one my during that believe I etc. students Scandinavian of approaches theoretical the

precise approaches of German students, the critical approaches of American students, and and students, American of approaches critical the students, German of approaches precise

multinational groups during my Master's studies, I got familiar with the pragmatic and and pragmatic the with familiar got I studies, Master's my during groups multinational

most likely adopting some of them in his/her own studies. Often, while working in in working while Often, studies. own his/her in them of some adopting likely most

is mostly confident about and, secondly, observe the work and methods of fellow students, students, fellow of methods and work the observe secondly, and, about confident mostly is

In this case each student can , firstly, contribute to the collective work the way that he/she he/she that way the work collective the to contribute firstly, , can student each case this In

collective studies – group papers and research projects, group presentations and seminars. seminars. and presentations group projects, research and papers group – studies collective

The main methods for achieving this objective include many possible types of of types possible many include objective this achieving for methods main The

process.

are not confident about their knowledge and thus do not fully participate in the learning learning the in participate fully not do thus and knowledge their about confident not are

favourable than others. This is also a possibility to include effectively those who initially initially who those effectively include to possibility a also is This others. than favourable

any possible assumptions that one type of academic background and/or experience is more more is experience and/or background academic of type one that assumptions possible any

experience and, secondly, in encouraging students to share their experiences, precluding precluding experiences, their share to students encouraging in secondly, and, experience

G P B T ROUND THE ON ROCESS OLOGNA HE

considered in order to ensure maximum learning results. learning maximum ensure to order in considered

advanced international study programs it is particularly true and thus should be accurately accurately be should thus and true particularly is it programs study international advanced

that students are not only recipients but also providers of learning in the study process. In In process. study the in learning of providers also but recipients only not are students that

this potential was used, but even more remained unexploited. It is important to remember remember to important is It unexploited. remained more even but used, was potential this

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES 54 Quality Assurance – What and How? Some Preliminary Conclusions Corinna Wolff CBU Project Assistant and Quality Officer during October 2005-October 2006 University of Tampere, Tampere Peace Research Institute (TAPRI)

Introduction In the Bologna Declaration (19 June 1999) the European Ministers of Education committed themselves to consolidate the European Higher Education Area (EHEA) within the first decade of the third millennium. “[T]aking full respect of the diversity of cultures, languages, national education systems and of University autonomy”, the signatories “expect the Universities again to respond promptly and positively and to contribute actively to the success of [their] endeavour.” As the ball is passed to the national institutions and individual universities, these are provided with a number of lighthouses to mark the way. Objectives are, among others, to promote “European co-operation in quality assurance with a view to developing comparable criteria and methodologies” as well as “the necessary European dimensions in higher education, particularly with regards to curricular development, inter-institutional co-operation, mobility schemes and integrated programmes of study, training and research”.7 With these instructions at hand, those entrusted with giving the EHEA principles content and putting them into practice find themselves less at the beginning of a marked way than on an inland sea – the Baltic Sea in this case – bordering on their countries’ shores. Lighthouses give some abstract orientation, but the routes around the shallows on the way towards them are not drawn on the map. Making Bologna work, then, is creating by doing, and learning by doing. Initiating “The European North and EU–Russian International Relations” in order to realise Bologna’s “European dimensions in higher education” thus meant at the same time to start a continuous process of self-reflection and self-evaluation. Once the specific objectives of the programme, based on the Bologna goals, were determined, it had to be reviewed whether they were attained, and in what ways this was best possible. This process is essentially what quality assurance (QA) is about. In other words, the quality of a teaching programme refers to the level of its objectives and to whether these are attained. Quality assurance means the measures applied to assure an appropriate level of goals, to evaluate their achievement, to document these procedures and their outcomes, and to act according to the conclusions drawn from these outcomes. Quality, obviously, is not something that is created once for all and then carries on existing, but something that has to be maintained. As much as it is about what is done, it is about how things are done. Among the conditions for a working QA process is a strategic way of thinking and acting. If we understand quality as attaining a certain level of goals, these goals have first to be defined in a way that moves beyond the declarational level and into much more concrete, down-to-earth thinking. Thus, in the beginning, there has to be a clear, out spelt, and shared concept of what the idea of a teaching programme is, and how

7 The Bologna Declaration of 19 June 1999. Joint Declaration of the European Ministers of Education (emphases omitted).

48 55

http://www.joensuu.fi/cbu/ir.htm. http://www.joensuu.fi/cbu/ir.htm.

Programme Brochure, 2005: pp. 2–4. See also http://www.joensuu.fi/cbu/ and and http://www.joensuu.fi/cbu/ also See 2–4. pp. 2005: Brochure, Programme

University of Tampere’s Quality Seminar, 16.1.2005. 16.1.2005. Seminar, Quality Tampere’s of University

. Presentation at the the at Presentation . Ihonen: Markku Mitä hyvät laitokset kertovat opetuksen ja oppimisen laadusta oppimisen ja opetuksen kertovat laitokset hyvät Mitä

courses of the individual university departments’ departments’ university individual the of courses and , mobility teacher as well as exchange

student schools, summer and autumn joint in out carried courses joint encompassed

. Both areas have have areas Both . electives of fringe flexible a by surrounded courses compulsory

their realisation is set. The curriculum of our programme has consisted of a core of of core a of consisted has programme our of curriculum The set. is realisation their

because this is where abstract objectives are given form and where the environment for for environment the where and form given are objectives abstract where is this because

is central to quality, quality, to central is structures programme of development and planning The

procedures applied to these structures. structures. these to applied procedures

inherently through the programme structures, and, on the other hand, through the QA QA the through hand, other the on and, structures, programme the through inherently

policy practices. policy The attainment of these objectives has been ensured, on the one hand, hand, one the on ensured, been has objectives these of attainment The

applying a pedagogical approach that emphasises interaction between academic study and and study academic between interaction emphasises that approach pedagogical a applying

intercultural understanding and awareness of the history and identities in the region by by region the in identities and history the of awareness and understanding intercultural

including academic careers. The teaching profile concentrates on seeking to enhance enhance to seeking on concentrates profile teaching The careers. academic including

on EU–Russia relations. It provides qualifications for a wide range of employment areas areas employment of range wide a for qualifications provides It relations. EU–Russia on

International Relations and area expertise in the Nordic and Baltic Regions with emphasis emphasis with Regions Baltic and Nordic the in expertise area and Relations International

out in the programme brochure: The programme offers basic academic education in in education academic basic offers programme The brochure: programme the in out

The objectives of “The European North and EU–Russian International Relations” are spelt spelt are Relations” International EU–Russian and North European “The of objectives The

s e s u o h t h g i L

final part I consider some preliminary conclusions. conclusions. preliminary some consider I part final

QA procedures with particular emphasis on the two joint schools of the programme. In the the In programme. the of schools joint two the on emphasis particular with procedures QA

assurance has been implemented. In the main part of the article I present the results of these these of results the present I article the of part main the In implemented. been has assurance

European North and EU–Russian International Relations” in particular, and how quality quality how and particular, in Relations” International EU–Russian and North European

In the following, I explain what quality has meant for the programme “The “The programme the for meant has quality what explain I following, the In

those involved. involved. those

activities within the programme. Moreover, QA requires a long-term commitment by all all by commitment long-term a requires QA Moreover, programme. the within activities

should be structured and transparent, and they should be well integrated into the ordinary ordinary the into integrated well be should they and transparent, and structured be should

lead to a high quality of teaching, QA itself has to fulfil certain requirements. All processes processes All requirements. certain fulfil to has itself QA teaching, of quality high a to lead

ensuring the attainment of the programme’s objectives. In order to serve its purpose, i.e. i.e. purpose, its serve to order In objectives. programme’s the of attainment the ensuring

practical level. It encompasses all processes, measures, and ways of acting that aim at at aim that acting of ways and measures, processes, all encompasses It level. practical

QA begins with examining and documenting how the programme works on the very very the on works programme the how documenting and examining with begins QA

with high quality by comparing the outcomes to these objectives. objectives. these to outcomes the comparing by quality high with

Declaration and to other programmes. Next, we know whether the programme is carried out out carried is programme the whether know we Next, programmes. other to and Declaration

programme are of high quality by comparing them to the aims set by the Bologna Bologna the by set aims the to them comparing by quality high of are programme

quality only by using a relevant benchmark. In short, we know whether the objectives of a a of objectives the whether know we short, In benchmark. relevant a using by only quality

. We can tell whether something is high- is something whether tell can We . relational is quality time, same the At community.

starting point for QA is the point of view of the students, who should also be a part of this this of part a be also should who students, the of view of point the is QA for point starting

activities, forming what might be called a “learning community”. Most importantly, the the importantly, Most community”. “learning a called be might what forming activities,

clear responsibilities, strategic leadership, and a self-critical approach towards the joint joint the towards approach self-critical a and leadership, strategic responsibilities, clear

this is to be realised. These shared objectives are then reached best in a community with with community a in best reached then are objectives shared These realised. be to is this

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

From the pedagogical perspective, the aim of the diary is to reflect on one’s learning learning one’s on reflect to is diary the of aim the perspective, pedagogical the From

had been especially important to them and why, and what thoughts the course had evoked. evoked. had course the thoughts what and why, and them to important especially been had

students were asked to express what they had learned, what remained unclear to them, what what them, to unclear remained what learned, had they what express to asked were students

but to reflect and contemplate on them through one’s own perspectives. In particular, the the particular, In perspectives. own one’s through them on contemplate and reflect to but

. A learning diary’s purpose is not in the first place to report on a course’s contents, contents, course’s a on report to place first the in not is purpose diary’s learning A . diary

learning a included courses joint mandatory programme’s the for requirements The

suggestions about the courses’ content, structure, and pedagogical approach. approach. pedagogical and structure, content, courses’ the about suggestions

knowledge. In the open questions, students were asked to express their opinions and and opinions their express to asked were students questions, open the In knowledge.

related to the students’ prior knowledge, and in how far it provided them with useful new new useful with them provided it far how in and knowledge, prior students’ the to related

and the way they were presented. Closed questions aimed at finding out how the course course the how out finding at aimed questions Closed presented. were they way the and

quantitative information about the students’ points of view concerning the courses’ contents contents courses’ the concerning view of points students’ the about information quantitative

distributed in the courses collected qualitative as well as as well as qualitative collected courses the in distributed forms evaluation The

with teachers and students at the joint schools. schools. joint the at students and teachers with meetings QA and courses, joint mandatory

for the the for diaries learning course, each for forms evaluation applied: been have instruments

In order to assess how the programme works on the course level, three major major three level, course the on works programme the how assess to order In

programme’s first academic year. year. academic first programme’s

the students’ feedback concerning the joint schools at the beginning and at the end of the the of end the at and beginning the at schools joint the concerning feedback students’ the

students on how they responded to the individual courses. In the following, I concentrate on on concentrate I following, the In courses. individual the to responded they how on students

element of the more concrete QA work has therefore been gathering information from the the from information gathering been therefore has work QA concrete more the of element

for some of the students International Relations has been a minor subject. The central central The subject. minor a been has Relations International students the of some for

differences in the home universities’ curricula and learning cultures as well as the fact that that fact the as well as cultures learning and curricula universities’ home the in differences

joint courses for students from eight universities in four countries has to take into account account into take to has countries four in universities eight from students for courses joint

of the participating students. The organisation of of organisation The students. participating the of backgrounds different the accommodate

The programme’s main challenge with respect to its educational aims has been to to been has aims educational its to respect with challenge main programme’s The

a picture gallery with photos of the summer school. school. summer the of photos with gallery picture a

students’ study records and preparatory readings for the joint summer school. We also had had also We school. summer joint the for readings preparatory and records study students’

including quality assurance. As well as that, the pages had an e-learning platform with the the with platform e-learning an had pages the that, as well As assurance. quality including

teaching programme, and information about the network’s structure and administration, administration, and structure network’s the about information and programme, teaching

through the programme’s internet pages. They contained current news for the students, the the students, the for news current contained They pages. internet programme’s the through

students. Additionally to the participating universities’ own channels, this has been done done been has this channels, own universities’ participating the to Additionally students.

whole, one important feature has been communication, most of all information for the the for information all of most communication, been has feature important one whole,

programme’s administrator, and not least the students. Concerning the programme on the the on programme the Concerning students. the least not and administrator, programme’s

have involved the responsible teachers at each of the participating universities, the the universities, participating the of each at teachers responsible the involved have

individual courses and other details of the programme’s implementation. These procedures procedures These implementation. programme’s the of details other and courses individual

realisation of the programme’s objectives on the overall level as well as concerning concerning as well as level overall the on objectives programme’s the of realisation

Within these structures, concrete QA measures have been applied to ensure the the ensure to applied been have measures QA concrete structures, these Within

degrees and has created ways to realise genuinely international education. education. international genuinely realise to ways created has and degrees

The programme has thus gone quite a way beyond internationalising traditional local local traditional internationalising beyond way a quite gone thus has programme The

particularly in the frame of a jointly organised course on international project management. management. project international on course organised jointly a of frame the in particularly

Cooperation with working life has been realised by inviting professionals as guest lecturers, lecturers, guest as professionals inviting by realised been has life working with Cooperation

sessions, thematic and practicum papers, book examinations, and learning diaries. diaries. learning and examinations, book papers, practicum and thematic sessions,

given in a variety of forms and pedagogical approaches including lectures, workshop workshop lectures, including approaches pedagogical and forms of variety a in given

. Instructions have been been have Instructions . studies language included also Electives . programmes teaching

G P B T ROUND THE ON ROCESS OLOGNA HE

of August 2006). 2006). August of

Altogether, 39 students participated in the programme, 17 of which in all of the joint courses (as (as courses joint the of all in which of 17 programme, the in participated students 39 Altogether,

their understanding of the larger area under discussion. Nobody would have preferred to to preferred have would Nobody discussion. under area larger the of understanding their

new things, helped them to better analyse what they had learned earlier, and to structure structure to and earlier, learned had they what analyse better to them helped things, new

the subject matters. A correspondingly large number affirmed that the courses taught them them taught courses the that affirmed number large correspondingly A matters. subject the

the courses were “significantly” or “partly” necessary for them to get an understanding of of understanding an get to them for necessary “partly” or “significantly” were courses the

structure and deepen their previous knowledge. By far most of the participants stated that that stated participants the of most far By knowledge. previous their deepen and structure

lecture series proved to provide the students with a lot of new information as well as to to as well as information new of lot a with students the provide to proved series lecture

, both of the compulsory compulsory the of both , knowledge background participants’ the with start To

courses.

them submitted a learning diary, and 17–18 filled the evaluation forms for the four different different four the for forms evaluation the filled 17–18 and diary, learning a submitted them

evaluations form for the course. In the summer school, there were 29 participants. 25 of of 25 participants. 29 were there school, summer the In course. the for form evaluations

practical reasons, the diary could be compensated by an essay). 18 students filled in the the in filled students 18 essay). an by compensated be could diary the reasons, practical

The autumn school had 32 participants, 22 of whom submitted a learning diary (For (For diary learning a submitted whom of 22 participants, 32 had school autumn The

smaller elective courses related to policies in the European North. North. European the in policies to related courses elective smaller

Additionally to these mandatory lectures in the main subject, the summer school had three three had school summer the subject, main the in lectures mandatory these to Additionally

written essays to be presented in seminar sessions at the students’ home universities. universities. home students’ the at sessions seminar in presented be to essays written

International Relations”. Both courses were to be completed by literature examinations and and examinations literature by completed be to were courses Both Relations”. International

University, 11–24 June 2006) was the lectures of “Introduction to Research Methods in in Methods Research to “Introduction of lectures the was 2006) June 11–24 University,

Relations”. The main part of the summer school in Saint-Petersburg (Saint-Petersburg State State (Saint-Petersburg Saint-Petersburg in school summer the of part main The Relations”.

consisted of the lecture series of the course “Major Research Orientations in International International in Orientations Research “Major course the of series lecture the of consisted

The programme’s joint autumn school in Tartu (Tartu Ülikool, 11–18 September 2005) 2005) September 11–18 Ülikool, (Tartu Tartu in school autumn joint programme’s The

s w o l l a h S e h t g n i b m u l P

reflect on their own relations toward the programme’s courses. courses. programme’s the toward relations own their on reflect

also raised the students’ awareness of differences in learning cultures by making them them making by cultures learning in differences of awareness students’ the raised also

stock of the experiences with the programme. As a positive side effect, all these procedures procedures these all effect, side positive a As programme. the with experiences the of stock

from different participating universities were invited to participate in the conference taking taking conference the in participate to invited were universities participating different from

concerning the pedagogical approaches used in the joint courses. Furthermore, students students Furthermore, courses. joint the in used approaches pedagogical the concerning

(curriculum contents as well as teaching and examination methods) and on their views views their on and methods) examination and teaching as well as contents (curriculum

information in very open questionnaires on the academic culture of their home university university home their of culture academic the on questionnaires open very in information

In addition to these main instruments, the students were asked to provide provide to asked were students the instruments, main these to addition In

them.

important position in the QA work of the programme, and that this work was essentially for for essentially was work this that and programme, the of work QA the in position important

of prompts provided by the organisers. Moreover, they were signalled that they had an an had they that signalled were they Moreover, organisers. the by provided prompts of

given the opportunity to share their viewpoints on issues important to them, independently independently them, to important issues on viewpoints their share to opportunity the given

and the purpose of the procedures applied in the programme. This way, the students were were students the way, This programme. the in applied procedures the of purpose the and

these meetings, students were also informed about the idea of quality assurance in general general in assurance quality of idea the about informed also were students meetings, these

were organised as forums for open discussion on various course-related issues. During During issues. course-related various on discussion open for forums as organised were

with teachers and students students and teachers with meetings QA schools joint programme’s the of both At

get a picture of the different levels of background knowledge and diverse learning cultures. cultures. learning diverse and knowledge background of levels different the of picture a get

process and develop one’s own thoughts. For QA, it proved to be a valuable instrument to to instrument valuable a be to proved it QA, For thoughts. own one’s develop and process

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

Relations has been a minor subject. minor a been has Relations

in this respect was the fact that for some of the programme’s participants, International International participants, programme’s the of some for that fact the was respect this in

most important issues on the agenda regarding longer term activity. An additional challenge challenge additional An activity. term longer regarding agenda the on issues important most

used to. The revealed disparities in curricular structures, by contrast, are clearly one of the the of one clearly are contrast, by structures, curricular in disparities revealed The to. used

the students who were pleased to learn about perspectives differing from those they were were they those from differing perspectives about learn to pleased were who students the

can be seen as an advantage for the programme, and it also has been described as such by by such as described been has also it and programme, the for advantage an as seen be can

country to another; on the other hand it reflects curricular divergences. The first mentioned mentioned first The divergences. curricular reflects it hand other the on another; to country

On the one hand, this reflects the differences in disciplinary orientations from one one from orientations disciplinary in differences the reflects this hand, one the On

varied a lot concerning different topics. topics. different concerning lot a varied

also among the universities with IR as a main subject, the students’ background knowledge knowledge background students’ the subject, main a as IR with universities the among also

higher. This, then, is reflected in the differences in the background knowledge. However, However, knowledge. background the in differences the in reflected is then, This, higher.

Moreover, in this course the number of participants with IR as a minor subject was much much was subject minor a as IR with participants of number the course this in Moreover,

participants overlap between the different universities only to a rather limited extent. extent. limited rather a to only universities different the between overlap participants

Methods in International Relations”. Also here, the issues completely new to the the to new completely issues the here, Also Relations”. International in Methods

The same findings are repeated concerning the diaries for “Introduction to Research Research to “Introduction for diaries the concerning repeated are findings same The

universities.

Most of them were mentioned by students from only one or two of the five participating participating five the of two or one only from students by mentioned were them of Most

that were new to the students were only partly overlapping among the different universities. universities. different the among overlapping partly only were students the to new were that

overview that gave them a clearer picture of the different orientations. However, the issues issues the However, orientations. different the of picture clearer a them gave that overview

many participants mentioned that the lectures had provided them with a systematic systematic a with them provided had lectures the that mentioned participants many

systematise the students’ comprehension of the field. This seems to have worked well, as as well, worked have to seems This field. the of comprehension students’ the systematise

in the main subject. Besides enlarging this knowledge, the idea was to deepen and and deepen to was idea the knowledge, this enlarging Besides subject. main the in

course naturally assumed basic understanding of the most important theoretical approaches approaches theoretical important most the of understanding basic assumed naturally course

understanding of them. Both were the intentions of the course. On the Masters’ level, the the level, Masters’ the On course. the of intentions the were Both them. of understanding

practically all information was either new to the students or deepened their previous previous their deepened or students the to new either was information all practically

At the “Major Research Orientations in International Relations” -lectures, -lectures, Relations” International in Orientations Research “Major the At

knowledge.

most important instrument to find out how the courses related to the students’ background background students’ the to related courses the how out find to instrument important most

deepened or systematised their previous knowledge. The learning diaries were therefore the the therefore were diaries learning The knowledge. previous their systematised or deepened

which topics were new or familiar for the participants, and in which issues the lectures lectures the issues which in and participants, the for familiar or new were topics which

into the course topics in more detail, the diaries make it possible to have a closer look at at look closer a have to possible it make diaries the detail, more in topics course the into

to be submitted several weeks after the schools. Because here the students were asked to go go to asked were students the here Because schools. the after weeks several submitted be to

information provided by these two courses was the purpose of the learning diaries that were were that diaries learning the of purpose the was courses two these by provided information

A more reflective approach and the positioning of oneself in relation to the the to relation in oneself of positioning the and approach reflective more A

tightly organised courses. Notably, no one said he or she had not gained from the lectures. lectures. the from gained not had she or he said one no Notably, courses. organised tightly

question obviously would call for more time to take in and reflect on the content of the the of content the on reflect and in take to time more for call would obviously question

the evaluation questionnaires had to be filled directly in connection to the courses, but this this but courses, the to connection in directly filled be to had questionnaires evaluation the

work with, many of them also ticked “I don’t know” at this question. For practical reasons, reasons, practical For question. this at know” don’t “I ticked also them of many with, work

students maintained they had gained good insights and points that they could continue to to continue could they that points and insights good gained had they maintained students

The large amount of new information is reflected in the fact that while the majority of the the of majority the while that fact the in reflected is information new of amount large The

contents “easily enough” or “with some difficulties”, with about 50 % ticking either option. option. either ticking % 50 about with difficulties”, some “with or enough” “easily contents

students stated that in relation to their background knowledge they were able to take in the the in take to able were they knowledge background their to relation in that stated students

take a literature exam instead of attending the lectures. For both courses, virtually all all virtually courses, both For lectures. the attending of instead exam literature a take

G P B T ROUND THE ON ROCESS OLOGNA HE

the lecture contents with remarks as to how familiar these were; on the other end there were were there end other the on were; these familiar how to as remarks with contents lecture the

ways the diaries were written. On the one end of the continuum there were summaries of of summaries were there continuum the of end one the On written. were diaries the ways

possibility to freely express their own thoughts. These attitudes are mirrored in the different different the in mirrored are attitudes These thoughts. own their express freely to possibility

Thirdly, a smaller group of students liked writing the diary mainly because of the the of because mainly diary the writing liked students of group smaller a Thirdly,

as a method encouraging a more reflective and deeper way of absorbing new knowledge. knowledge. new absorbing of way deeper and reflective more a encouraging method a as

large group assessed the diary from the point of their own learning process and welcomed it it welcomed and process learning own their of point the from diary the assessed group large

to write an exam. The learning diary was thus not seen as having a value as such. An evenly evenly An such. as value a having as seen not thus was diary learning The exam. an write to

writing a diary was appropriate because for several reasons it would not have been suitable suitable been have not would it reasons several for because appropriate was diary a writing

the students’ knowledge. From this perspective, most of these respondents maintained that that maintained respondents these of most perspective, this From knowledge. students’ the

students evaluated both methods according to how well they allow for an objective check of of check objective an for allow they well how to according methods both evaluated students

opinion diverge: when comparing the learning diary to lecture examinations, some of the the of some examinations, lecture to diary learning the comparing when diverge: opinion

vast majority of the students liked writing the learning diaries, but explanations for this this for explanations but diaries, learning the writing liked students the of majority vast

ways the diaries were written, on the other hand in the students’ opinions about them. The The them. about opinions students’ the in hand other the on written, were diaries the ways

more familiar with the ideas behind it than others. On the one hand, this is reflected in the the in reflected is this hand, one the On others. than it behind ideas the with familiar more

was the learning diary. Yet, while the diary itself was new to most, some students were were students some most, to new was itself diary the while Yet, diary. learning the was

most striking unfamiliar thing the students of the two joint schools were confronted with with confronted were schools joint two the of students the thing unfamiliar striking most

, obviously the the obviously , cultures learning different teachers’) (and students’ the Concerning

liked to have been given papers with the lectures’ key concepts as an orientation. orientation. an as concepts key lectures’ the with papers given been have to liked

lecture series in order to be able to concentrate on listening. Some of them also would have have would also them of Some listening. on concentrate to able be to order in series lecture

of the the of beginning the at or to prior materials online or prints point power handouts, get to

presentations, which facilitated absorbing information. However, they would have wished wished have would they However, information. absorbing facilitated which presentations,

receive handouts and to have lecture contents visualised in transparencies or power point point power or transparencies in visualised contents lecture have to and handouts receive

is also in tune with a wish voiced by many students. Generally the students were pleased to to pleased were students the Generally students. many by voiced wish a with tune in also is

One of these could be handout materials to be distributed before and during the course. This This course. the during and before distributed be to materials handout be could these of One

they thus need to be complemented by measures that make it easier to follow the lectures. lectures. the follow to easier it make that measures by complemented be to need thus they

students from four different countries inevitably have to be organised in an intense way, way, intense an in organised be to have inevitably countries different four from students

the students, some of them said they had got an information overload. As joint courses for for courses joint As overload. information an got had they said them of some students, the

new information was challenging. In the feedback forms as well as in the QA meetings with with meetings QA the in as well as forms feedback the In challenging. was information new

the summer school with three lectures per day for two weeks meant that taking in all this this all in taking that meant weeks two for day per lectures three with school summer the

the fact that the joint schools contained a lot of new knowledge, the demanding schedule of of schedule demanding the knowledge, new of lot a contained schools joint the that fact the

how to impart the teaching contents in a balanced manner. While most students welcomed welcomed students most While manner. balanced a in contents teaching the impart to how

An issue connected to the students’ different background knowledge is the question question the is knowledge background different students’ the to connected issue An

cycle.

more extensive use of this platform was also part of the programme’s proposal for the next next the for proposal programme’s the of part also was platform this of use extensive more

school, preparatory reading lists were provided on the programme’s e-learning platform. A A platform. e-learning programme’s the on provided were lists reading preparatory school,

curricula of Petrozavodsk’s Specialist Degree and St. Petersburg’s MA. For the summer summer the For MA. Petersburg’s St. and Degree Specialist Petrozavodsk’s of curricula

difficulties. At the same time, there seemed to be no significant differences between the the between differences significant no be to seemed there time, same the At difficulties.

preparation made it possible for the Petrozavodsk students to follow the lectures without without lectures the follow to students Petrozavodsk the for possible it made preparation

curriculum to a smaller extent than for instance in Lund and Tampere, this special special this Tampere, and Lund in instance for than extent smaller a to curriculum

participants. Because theory and methodology of IR was present in the department’s department’s the in present was IR of methodology and theory Because participants.

that his home department provided intensive special training to the programme’s programme’s the to training special intensive provided department home his that

account by tackling arising situations. For example, one student from Petrozavodsk told told Petrozavodsk from student one example, For situations. arising tackling by account

situation. During the first academic year of the programme the matter was taken into into taken was matter the programme the of year academic first the During situation.

with this issue systematically, it was first necessary to get an impression of the concrete concrete the of impression an get to necessary first was it systematically, issue this with

Differences between curricula were of course not unexpected. Yet, in order to deal deal to order in Yet, unexpected. not course of were curricula between Differences

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

sessions. Nevertheless, some part of this problem could have been resolved by better better by resolved been have could problem this of part some Nevertheless, sessions.

research methods. This would indeed have been the purpose of the follow-up workshop workshop follow-up the of purpose the been have indeed would This methods. research

for more emphasis on the practical applications of the methods presented in the lectures on on lectures the in presented methods the of applications practical the on emphasis more for

In the same context, it is also very understandable that a number of students called called students of number a that understandable very also is it context, same the In

joint sessions independently of the larger curricular structures. structures. curricular larger the of independently sessions joint

during long joint sessions. Therefore, they may be taken into account as an integral part of of part integral an as account into taken be may they Therefore, sessions. joint long during

discussions during the lectures also serve the purpose to lighten the exhausting lecture days days lecture exhausting the lighten to purpose the serve also lectures the during discussions

of the lecture contents through discussions was missing. Notwithstanding this fact, fact, this Notwithstanding missing. was discussions through contents lecture the of

included the seminars as an integral element of the course. This means that the deepening deepening the that means This course. the of element integral an as seminars the included

discussion. However, for the course on research methods, not all participating institutions institutions participating all not methods, research on course the for However, discussion.

primarily to provide a common basis, while the workshops would offer a forum for more more for forum a offer would workshops the while basis, common a provide to primarily

workshop sessions at the home departments. Thus, the purpose of the joint lectures was was lectures joint the of purpose the Thus, departments. home the at sessions workshop

question, and were to be complemented by literature exams and by essays presented in in presented essays by and exams literature by complemented be to were and question,

and “Introduction to Research Methods in IR” – were only a third of the whole course in in course whole the of third a only were – IR” in Methods Research to “Introduction and

structure. Both of the complementary lecture series – “Major Research Orientations in IR” IR” in Orientations Research “Major – series lecture complementary the of Both structure.

concerning pedagogical approaches, but also reveals problems concerning the course course the concerning problems reveals also but approaches, pedagogical concerning

call for more discussion not only shows the convergence of students’ preferences preferences students’ of convergence the shows only not discussion more for call

and these they were now missing during the joint schools. That said, the almost unanimous unanimous almost the said, That schools. joint the during missing now were they these and

during lectures. Instead, they were used to more discursive seminars complementing them, them, complementing seminars discursive more to used were they Instead, lectures. during

remarkable in the sense that at the same token, many students were not used to discussions discussions to used not were students many token, same the at that sense the in remarkable

respect to the lecture series’ on the whole, more discussion was wished. This finding is is finding This wished. was discussion more whole, the on series’ lecture the to respect

interaction during the lectures. The more interactive lectures were welcomed, and with with and welcomed, were lectures interactive more The lectures. the during interaction

students across all participating universities is their appreciation of discussion and and discussion of appreciation their is universities participating all across students

Concerning the conduct of the lectures, a comment repeated in the feedback from from feedback the in repeated comment a lectures, the of conduct the Concerning

the concrete case. case. concrete the

much more than a lecture summary, but it is flexible as to what this something “more” is in in is “more” something this what to as flexible is it but summary, lecture a than more much

kinds of differences, but, contrarily, to give room to them. The learning diary does require require does diary learning The them. to room give to contrarily, but, differences, of kinds

required way of thinking. Indeed, the idea of the learning diary is not to level out these these out level to not is diary learning the of idea the Indeed, thinking. of way required

students also need some practical guidance and above all time to get acquainted with the the with acquainted get to time all above and guidance practical some need also students

Thus, in addition to the provided instructions on how to complete a new type of task, task, of type new a complete to how on instructions provided the to addition in Thus,

another learning diary nine months earlier – were clearly more familiar with its concept. concept. its with familiar more clearly were – earlier months nine diary learning another

who had also taken part in the first joint sessions – and therefore had already written written already had therefore and – sessions joint first the in part taken also had who

particularly at the learning diaries submitted for the second joint school. Those participants participants Those school. joint second the for submitted diaries learning the at particularly

writer. It does, however require some time for adaptation. This is also shown when looking looking when shown also is This adaptation. for time some require however does, It writer.

individual perspective and is at the same time flexible concerning the approach of the the of approach the concerning flexible time same the at is and perspective individual

obviously has a lot of potential for all of the participating students, as it demands an an demands it as students, participating the of all for potential of lot a has obviously

approaches of this kind got the most positive feedback. Thus, also the learning diary diary learning the also Thus, feedback. positive most the got kind this of approaches

perspective was clearly new to some students, exactly those lectures encouraging encouraging lectures those exactly students, some to new clearly was perspective

While the idea of a personal grip of the lecture contents or even of a critical critical a of even or contents lecture the of grip personal a of idea the While

considerations. This difference tells about the respective idea of the discipline as such. such. as discipline the of idea respective the about tells difference This considerations.

theoretical to tuned more were others whereas discussion, under issues the of dimensions

historical the on emphasis higher much put students Russian the approaches, disciplinary

approach, writing styles vary also among the same university’s students. Concerning Concerning students. university’s same the among also vary styles writing approach,

views. Even though the students from Finland and Sweden in general had a more breezy breezy more a had general in Sweden and Finland from students the though Even views.

diaries that took these contents as mere points of departure for their own associations or or associations own their for departure of points mere as contents these took that diaries

G P B T ROUND THE ON ROCESS OLOGNA HE

courses were (1) lectures in joint sessions and a learning diary, (2) literature literature (2) diary, learning a and sessions joint in lectures (1) were courses

include follow-up workshop sessions. In our case, the elements of the entire entire the of elements the case, our In sessions. workshop follow-up include

that should should that unit larger a of part integral an as sessions joint the Planning –

. courses the during and before materials hand-out of distribution The –

example.

materials and information to learning groups and online discussions, for for discussions, online and groups learning to information and materials

provide for a range of imaginative uses reaching from the distribution of of distribution the from reaching uses imaginative of range a for provide

and also a mode of conferring credits for the preparatory work. Online platforms platforms Online work. preparatory the for credits conferring of mode a also and

personally need. Of course, this requires a longer preparation of the joint courses courses joint the of preparation longer a requires this course, Of need. personally

Similarly, the students know what expects them and can pick the pieces they they pieces the pick can and them expects what know students the Similarly,

the students have the information they need for specifically this lecture. lecture. this specifically for need they information the have students the

. In this way, the lecturer herself has the possibility to make sure that that sure make to possibility the has herself lecturer the way, this In . platform

Extensive and systematic preparatory distant learning through an e-learning e-learning an through learning distant preparatory systematic and Extensive –

intensive sessions. Our experience suggests the combination of the following: following: the of combination the suggests experience Our sessions. intensive

during during capacity absorbing of level higher a ensure to ways with together go largely

to courses organised in joint sessions, measures to reach a more even starting ground ground starting even more a reach to measures sessions, joint in organised courses to

possible to balance existing differences independently of this process. With special regard regard special With process. this of independently differences existing balance to possible

development of compatible degree structures proceeds from cycle to cycle. However, it is is it However, cycle. to cycle from proceeds structures degree compatible of development

, their levelling out is a long term issue, as the the as issue, term long a is out levelling their , curricula in differences for As

returning question is: What about the differences? differences? the about What is: question returning

In front of the piles of papers conscientiously written and filled in by the students, one one students, the by in filled and written conscientiously papers of piles the of front In

p a M a f o d a e t s n I

involve all of the immediate programme organisers, but is also an administrational issue. issue. administrational an also is but organisers, programme immediate the of all involve

quality assurance – as a question of commitment to the joint goals – should not only only not should – goals joint the to commitment of question a as – assurance quality

the participating institutions and for workshops complementing the joint lectures shows that that shows lectures joint the complementing workshops for and institutions participating the

organisers. Their very legitimate wishes for a more balanced distribution of students from from students of distribution balanced more a for wishes legitimate very Their organisers.

pigs in a pilot phase of the project, but with their attitude also considerably motivated the the motivated considerably also attitude their with but project, the of phase pilot a in pigs

programme’s quality should not be underestimated. They not only volunteered as guinea guinea as volunteered only not They underestimated. be not should quality programme’s

have wished for more Finnish participants. The role of the students’ enthusiasm for the the for enthusiasm students’ the of role The participants. Finnish more for wished have

students and teachers from this region. In this context, some of the Russian students would would students Russian the of some context, this In region. this from teachers and students

combining International Relations with a regional emphasis and concrete encounters of of encounters concrete and emphasis regional a with Relations International combining

motivated to participate in the programme. Especially appreciated was the concept of of concept the was appreciated Especially programme. the in participate to motivated

In general, the feedback has been very positive, and the students have been highly highly been have students the and positive, very been has feedback the general, In

topics.

about the programme curriculum, which, of course, encompassed courses on exactly these these exactly on courses encompassed course, of which, curriculum, programme the about

would have been necessary to inform them beforehand more explicitly and intensively intensively and explicitly more beforehand them inform to necessary been have would

lectures on more concrete issues of Northern European policies. In this respect, it obviously obviously it respect, this In policies. European Northern of issues concrete more on lectures

expectations referring to its content and position in the teaching programme and wished for for wished and programme teaching the in position and content its to referring expectations

orientations – the first course of the entire programme – some students had quite different different quite had students some – programme entire the of course first the – orientations

same holds for the observation that concerning the joint course on major research research major on course joint the concerning that observation the for holds same

information to the students beforehand about what expected them during the lectures. The The lectures. the during them expected what about beforehand students the to information

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

cannot be provided by traditional degree programmes. programmes. degree traditional by provided be cannot

different cultures can in this way be turned into an advantage, a special expertise that that expertise special a advantage, an into turned be way this in can cultures different

diverse conventions. Especially in programmes with a regional focus, the experience of of experience the focus, regional a with programmes in Especially conventions. diverse

and exchange studies. From the teachers, it requires sensitivity for and experience of of experience and for sensitivity requires it teachers, the From studies. exchange and

Explicitness includes informing the students on what expects them e.g. in visiting lectures lectures visiting in e.g. them expects what on students the informing includes Explicitness

issue for example in QA discussions with the students – and the teachers. teachers. the and – students the with discussions QA in example for issue explicit an them

for differences by also making making also by differences for awareness raise to be therefore should aim the unification,

should be viewed as part of the special skills international programmes provide. Instead of of Instead provide. programmes international skills special the of part as viewed be should

On the contrary, familiarising with different learning cultures and academic traditions traditions academic and cultures learning different with familiarising contrary, the On

term result of programmes of this kind, which, however, cannot be deliberately engineered. engineered. deliberately be cannot however, which, kind, this of programmes of result term

, their mutual approaching may be one long long one be may approaching mutual their , cultures academic in differences Regarding

make it easier to adjust to unfamiliar environments. environments. unfamiliar to adjust to easier it make

for the students give them time to absorb information and and information absorb to time them give students the for spaces Breathing –

. coordinator time full resourced reasonably a have to necessary it makes

courses as such. To plan and agree on the contents and aims of the joint lectures lectures joint the of aims and contents the on agree and plan To such. as courses

responsible teacher. The latter can also be said about the organisation of joint joint of organisation the about said be also can latter The teacher. responsible

preparation of the teachers, and extensive coordinative work of the course’s course’s the of work coordinative extensive and teachers, the of preparation

realisation in lectures on theoretical or methodological issues requires thorough thorough requires issues methodological or theoretical on lectures in realisation

during the lectures makes long session days less exhausting. Their Their exhausting. less days session long makes lectures the during Discussion –

presented in workshop sessions at the home universities. universities. home the at sessions workshop in presented

exams at the home universities, and (3) papers written by the students and and students the by written papers (3) and universities, home the at exams

G P B T ROUND THE ON ROCESS OLOGNA HE 64 P A R T III Taking Stock of the Experience – Institution-level

57 65 66 Russia in the Bologna Process: a View from St. Petersburg Konstantin Khudoley Professor Dean of the Faculty of International Relations, Saint-Petersburg State University

In 2003 Russia officially declared entering the Bologna process. However, the restructuring of the higher education in Russia to meet the Bologna standards is proceeding in fits and starts. Only 15 percent of all university students follow the two-step model (Bachelor – 4 years, Master – 2 years), the rest remain within the conventional Soviet-time one-step university system of education that lasts 5 years. The shift to the mechanism of academic crediting has been implemented only on paper – in practice it does not work. Students still spend most of their study time in class, while the share of independent studying is substantially less. A large number of bureaucratic regulations remain intact. Of course, these regulations do not impinge upon the lecture content – academic freedoms are guaranteed by the Constitution of Russia and respected by the authorities. However, they create excessive obstacles in the way of the arrangement of the study process. Thus, for example, students are offered a large number of freely elected courses (in the Soviet times such type of courses was virtually non-existent), however, the students do not have the freedom to pick the order of succession of their courses – just like in the past. There are several reasons inhibiting the process. I shall highlight just those two of them appearing the most crucial. First, the influential circles of bureaucracy and business – the two most principal elements of the Russian ruling elite – are committed to the development of cooperation and trade with the European Union (as well as with other countries), but not to integration. They fear losing against international competition. This inconsistency of reference points affects, inter alia, the sphere of higher education and the implementation of the Bologna process. Second, there remains some serious resistance within the very system of higher education in Russia. The Soviet system of higher education was an integral part of the rigid centralized system. The collapse of that system and the transition to a market economy in the 1990s turned out to be extremely painful for practically all universities and educational institutions. Besides, back in the 1990s the Russian government was not doing much to reform the higher education, while at the same time it substantially reduced subsidies to it. This led to a major crisis which in turn caused the exodus of the most dynamic part of the academic community from education to business. Some left for the United States and the EU countries. Today, the average age of the university professors exceeds 60, and they would rather preserve the status quo than accept any transformation. In addition, a sizable portion of students believe that the European labour market will remain out of reach for them even if there is mutual recognition of diplomas of higher education. Saint-Petersburg State University was one of the few pioneers in Russia to join the Bologna process and it is constantly aspiring to stimulate the evolution of Russia’s higher education towards the European standards. Much progress has been achieved by the School of International Relations – one of the youngest Faculties of the country’s oldest

58 67

academic grades and credits were resolved as well as some issues related to the the to related issues some as well as resolved were credits and grades academic

our institutions. During the negotiations practically all issues of mutual recognition of of recognition mutual of issues all practically negotiations the During institutions. our

Professional Schools of International Affairs (APSIA) whose membership is held by both both by held is membership whose (APSIA) Affairs International of Schools Professional

University of Miami). This effort conforms well to the policy of the Association of of Association the of policy the to well conforms effort This Miami). of University

Relations from Saint-Petersburg State University and International Administration from the the from Administration International and University State Saint-Petersburg from Relations

however still different majors, to receive the diplomas of both universities (International (International universities both of diplomas the receive to majors, different still however

University of Miami is concerned. Its main purpose is, for the students pursuing similar, similar, pursuing students the for is, purpose main Its concerned. is Miami of University

We have already made some significant progress as far as our cooperation with the the with cooperation our as far as progress significant some made already have We

receives the support through the Finnish-Russian Cross-Border University Project. University Cross-Border Finnish-Russian the through support the receives

National Project “Education”. The cooperation with the University of Tampere also also Tampere of University the with cooperation The “Education”. Project National

Education and Science that nominated them for a grant within the framework of the the of framework the within grant a for them nominated that Science and Education

Tampere (Finland). Both projects have received the support of the Russian Ministry for for Ministry Russian the of support the received have projects Both (Finland). Tampere

to a double degree with the University of Miami (Florida, USA) and the University of of University the and USA) (Florida, Miami of University the with degree double a to

Presently, we are in the process of creating two separate Master’s programs leading leading programs Master’s separate two creating of process the in are we Presently,

which is bound to take a long time. long a take to bound is which

problem cannot be found without making changes to the legislation of many countries, countries, many of legislation the to changes making without found be cannot problem

mentioning of a joint degree whatsoever. Therefore, unfortunately, the solution to this this to solution the unfortunately, Therefore, whatsoever. degree joint a of mentioning

legislature, as well as that of the EU and of a majority of other countries, provides no no provides countries, other of majority a of and EU the of that as well as legislature,

joint degree have shown that at this stage that direction is less promising. The Russian Russian The promising. less is direction that stage this at that shown have degree joint

programs leading to a double degree. Our prior attempts at creating programs leading to a a to leading programs creating at attempts prior Our degree. double a to leading programs

We at the Faculty believe that our priority should be the development of Master’s Master’s of development the be should priority our that believe Faculty the at We

there are several modules under the Bachelor’s programs which are also taught in English. in taught also are which programs Bachelor’s the under modules several are there

“New Independent States Studies”, in which the classes are taught in English. Besides, Besides, English. in taught are classes the which in Studies”, States Independent “New

English, at least in part. At our Faculty we have already launched a new Master’s program program Master’s new a launched already have we Faculty our At part. in least at English,

language of instruction. Yet, in reality, there comes up a need to introduce teaching in in teaching introduce to need a up comes there reality, in Yet, instruction. of language

concrete foreign university partners. The Bologna process does not have any rules as to the the to as rules any have not does process Bologna The partners. university foreign concrete

flexibility and makes it possible to adapt our curricula specifically for collaboration with with collaboration for specifically curricula our adapt to possible it makes and flexibility

be endorsed at the level of the Faculty Academic Council. This allows achieving substantial substantial achieving allows This Council. Academic Faculty the of level the at endorsed be

programs are taken at the University Academic Council level. Better still; the curricula can can curricula the still; Better level. Council Academic University the at taken are programs

programs are much less regulated by the State. In practice, the decisions to launch these these launch to decisions the practice, In State. the by regulated less much are programs

advantage making it possible to extend our international contacts. Besides, the Master’s Master’s the Besides, contacts. international our extend to possible it making advantage

transition to the two-step degree model (Bachelor, Master). It has given us a great great a us given has It Master). (Bachelor, model degree two-step the to transition

The School of International Relations was one of the first in Russia to complete the the complete to Russia in first the of one was Relations International of School The

Russia’s upcoming joining of the WTO. the of joining upcoming Russia’s

the Faculty tries to take into account those new trends that will come into play following following play into come will that trends new those account into take to tries Faculty the

seeking new partnerships and striving to expand our network of contacts. Last but not least, least, not but Last contacts. of network our expand to striving and partnerships new seeking

past 10 years our Faculty has welcomed students from more than 74 countries. Still, we are are we Still, countries. 74 than more from students welcomed has Faculty our years 10 past

us to tap into the global market more actively by attracting international students. Over the the Over students. international attracting by actively more market global the into tap to us

coming years due to the unfavourable demographic situation in the country. This prompts prompts This country. the in situation demographic unfavourable the to due years coming

fully cognizant of the negative downturn that the system of education will face in the the in face will education of system the that downturn negative the of cognizant fully

modernize our study process, and implement innovations widely. At the same time, we are are we time, same the At widely. innovations implement and process, study our modernize

common criteria with the universities in the EU, but also to raise our competitive ability, ability, competitive our raise to also but EU, the in universities the with criteria common

process within a larger international context. We are setting our goals not only to form form to only not goals our setting are We context. international larger a within process

University. The School of International Relations regards its participation in the Bologna the in participation its regards Relations International of School The University.

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

be also used for cooperation with other universities. other with cooperation for used also be

Master’s programs with a double degree quite optimistically. The gained experience could could experience gained The optimistically. quite degree double a with programs Master’s

Despite these challenges, on the whole, we view our endeavours to create two two create to endeavours our view we whole, the on challenges, these Despite

courses, as well as regarding some other issues. other some regarding as well as courses,

years. Besides, there is no final concurrence regarding academic credit evaluation of of evaluation credit academic regarding concurrence final no is there Besides, years.

prospect of introducing a double degree is viewed as a goal to be achieved only in a few few a in only achieved be to goal a as viewed is degree double a introducing of prospect

The pace of progress of cooperation with the University of Tampere is slower – the the – slower is Tampere of University the with cooperation of progress of pace The

Saint-Petersburg. Yet, we hope that this program will be in effect in 2007. in effect in be will program this that hope we Yet, Saint-Petersburg.

discrepancy in the cost of tuition, room and board between the universities of Miami and and Miami of universities the between board and room tuition, of cost the in discrepancy

equipment. Yet, the biggest challenge is posed by financial issues, since there is a large large a is there since issues, financial by posed is challenge biggest the Yet, equipment.

organization of the study process. We are also planning to make extensive use of live video video live of use extensive make to planning also are We process. study the of organization

G P B T ROUND THE ON ROCESS OLOGNA HE 70 Experiences of the MGIMO-University in Double Degree Master’s Programs in International Relations Marina M. Lebedeva Professor, Chair of World Politics Moscow State Institute of International Relations (MGIMO-University)

Five years before the Bologna Declaration was signed the Moscow State Institute of International Relations (MGIMO-University)11 launched a set of Master’s courses in International Relations together with Institut d’Etudes Politiques de Paris (IEP – Sciences Po) in Moscow. This was the first Master’s program in International Relations in Russia and also the first joint Master’s program at MGIMO. Only later, in the end of the 1990s, a Russian MA program in International Relations was started. Additionally, in the early 2000s a joint Russian-German MA program was launched at MGIMO. In the Russian-French MA program teaching was in Russian and in French. Thus, the admission criteria were fluency in these two languages and a Bachelor’s diploma. Approximately 20 students enroll in the program each year. Similarly, the Russian MA program in International Relations has 20-25 students per year. In the joint Russian- German program, there are 3 students from each side. The experience of the first MA program has been very important for opening other Master’s programs in International Relations at MGIMO. We have learned that it is very important to choose an appropriate partner. In spite of educational, national, and other differences two universities can have much in common. MGIMO and Sci Po (Paris) prepare specialists mainly for practical work in political, legal, and economic relations. The programs of the two institutions are based on the idea of multidisciplinary studies (history, political science, economy, law, foreign languages) and have the same duration, two years. In its early phases, the MA program consisted of some Russian and some French courses. After a few years it was decided to provide an “integrated” program.12 This meant that more cooperation between the two universities was needed. MGIMO and Sci Po created a new united MA program based on cooperation of the teaching staff and not only the administrative structures. In order to realize this new “integrated” Master’s program one of the first steps was to encourage French and Russian teachers to work together. For this purpose the annual scientific seminar “MGIMO – Sci Po” was set up (held in Moscow and in Paris) and joint courses by Russian and French teachers were proposed. One part of the joint course was delivered by a Russian professor and another part by his French colleague. After two years the graduates received the MGIMO diploma and the Certificate of Sci Po. In the early 2000s the Russian-French MA program in International Relations was transferred into the MA program, titled “World Politics”. Belonging to the field of

11 About MGIMO see: http://www.mgimo.ru. 12 For details see: Rousselet K., Lebedeva M.M. Une experience internationale d’enseignement des relations internationales: le dialogue des traditions, Kosmopolis. Almanakh, 1997, pp. 29-31 (published in Russia).

61 71

1).

achieve this MGIMO has built a Master’s program consisting of three blocks (see Figure Figure (see blocks three of consisting program Master’s a built has MGIMO this achieve

degree programs have to meet the requirements of all participating institutions. In order to to order In institutions. participating all of requirements the meet to have programs degree

be studied in order to get a Master’s Diploma in International Relations). Certainly, double double Certainly, Relations). International in Diploma Master’s a get to order in studied be

requirements. For example, in Russia there is the state standard (disciplines, which have to to have which (disciplines, standard state the is there Russia in example, For requirements.

management of the programs. Each country and each university has its own traditions and and traditions own its has university each and country Each programs. the of management

The problem of the content of education is a much more complicated issue than the the than issue complicated more much a is education of content the of problem The

management.

education. French and German coordinators work at MGIMO and do the everyday everyday the do and MGIMO at work coordinators German and French education.

universities) were founded. The task of each Directorate is to elaborate the strategy of of strategy the elaborate to is Directorate each of task The founded. were universities)

two Directorates (Directorate MGIMO-Sci Po and Directorate MGIMO-German MGIMO-German Directorate and Po MGIMO-Sci (Directorate Directorates two

structure and about 50 students for each year of education. In order to manage this situation situation this manage to order In education. of year each for students 50 about and structure

At the moment the Master’s program in International Relations has a multi-part multi-part a has Relations International in program Master’s the moment the At

Supplement is included. included. is Supplement

(HU and UP are partners of FUB in running the program). The European Diploma Diploma European The program). the running in FUB of partners are UP and (HU

diploma from MGIMO and a Master’s diploma also from the Free University of Berlin Berlin of University Free the from also diploma Master’s a and MGIMO from diploma

internship. At the end of the education cycle (two years) graduates receive a Master’s Master’s a receive graduates years) (two cycle education the of end the At internship.

semesters. One semester they study at the host university, and one semester they do their their do they semester one and university, host the at study they semester One semesters.

side (totally six) enroll in the program each year. They study at the home university two two university home the at study They year. each program the in enroll six) (totally side

In accordance with the agreement, three students from the Russian and the German German the and Russian the from students three agreement, the with accordance In

the Russian-German MA program comprise a part of the Russian MA program. program. MA Russian the of part a comprise program MA Russian-German the

subject relevant to the discipline of International Relations or World Politics. Students of of Students Politics. World or Relations International of discipline the to relevant subject

languages of instruction (Russian, German, and English), and (2) a Bachelor’s degree in a a in degree Bachelor’s a (2) and English), and German, (Russian, instruction of languages

The admissions criteria for the Russian-German MA program are: (1) fluency in the the in fluency (1) are: program MA Russian-German the for criteria admissions The

used extensively in the creation of this program. this of creation the in extensively used

International Relations in Russia. The experience of the Russian-French MA program was was program MA Russian-French the of experience The Russia. in Relations International

program and a Russian MA program. This is the first Russian-German MA program in in program MA Russian-German first the is This program. MA Russian a and program

the MA program “World Politics”, which consists of two sections: a Russian-French MA MA Russian-French a sections: two of consists which Politics”, “World program MA the

University (HU) and the University of Potsdam (UP). At MGIMO, this program is based on on based is program this MGIMO, At (UP). Potsdam of University the and (HU) University

three well-known German universities: Free University of Berlin (FUB), Humboldt Humboldt (FUB), Berlin of University Free universities: German well-known three

International Relations was launched. An agreement was signed between MGIMO and and MGIMO between signed was agreement An launched. was Relations International

In the 2005/2006 academic year another double degree MA program in in program MA degree double another year academic 2005/2006 the In

Supplement.

to graduates after two years of education. They also receive the European Diploma Diploma European the receive also They education. of years two after graduates to

summer they have a three-month internship. Two diplomas (MGIMO and Sci Po) are given given are Po) Sci and (MGIMO diplomas Two internship. three-month a have they summer

MGIMO (Moscow), and during the second year they study at Sci Po (Paris). During the the During (Paris). Po Sci at study they year second the during and (Moscow), MGIMO

transferred into a double diploma MA program. During the first year, students study at at study students year, first the During program. MA diploma double a into transferred

Starting from the 2005/2006 academic year, this Russian-French MA program was was program MA Russian-French this year, academic 2005/2006 the from Starting

focus had been predominantly on state actors. actors. state on predominantly been had focus

the contemporary development of the world, and non-governmental actors. Previously the the Previously actors. non-governmental and world, the of development contemporary the

International Relations, this program also began to pay more attention to political science, science, political to attention more pay to began also program this Relations, International

G P B T ROUND THE ON ROCESS OLOGNA HE

university we make some of these courses compulsory for students of the double degree degree double the of students for compulsory courses these of some make we university

Russian-German MA programs. In order to meet all the requirements of the partner partner the of requirements the all meet to order In programs. MA Russian-German

all of these courses are electives. It is not so for the students of the Russian-French and the the and Russian-French the of students the for so not is It electives. are courses these of all

Block 3 consists of elective courses. For the students of the Russian MA program program MA Russian the of students the For courses. elective of consists 3 Block

(International Security) only. Security) (International

number of courses of Block 2, which is sufficient for all requirements, are in Block 2 A A 2 Block in are requirements, all for sufficient is which 2, Block of courses of number

host university. During the third semester, when the German students are in MGIMO, a a MGIMO, in are students German the when semester, third the During university. host

programs (in Russia and in Germany) and also the short time which students spend at the the at spend students which time short the also and Germany) in and Russia (in programs

only one option – International Security. The reason for this is the schedule of the two two the of schedule the is this for reason The Security. International – option one only

options, but the students of the Russian-German double degree MA program have presently presently have program MA degree double Russian-German the of students the but options,

MA program and also the students of the Russian MA program can choose from all three three all from choose can program MA Russian the of students the also and program MA

for variations in the education of 50 students. Students of the double degree Russian-French Russian-French degree double the of Students students. 50 of education the in variations for

students at the beginning of the MA program cannot be changed later. This block provides provides block This later. changed be cannot program MA the of beginning the at students

International Cooperation, and International Political Economy. The decision made by the the by made decision The Economy. Political International and Cooperation, International

choose a specialization (Block 2). In general they have three options: International Security, Security, International options: three have they general In 2). (Block specialization a choose

Starting from the first days of education in MGIMO students of the MA programs programs MA the of students MGIMO in education of days first the from Starting

the program. The realization of this block covers all national and MGIMO requirements. MGIMO and national all covers block this of realization The program. the

standards). The courses of the first block are compulsory for every student participating in in participating student every for compulsory are block first the of courses The standards).

which are considered by MGIMO as the key courses in the program (MGIMO’s university university (MGIMO’s program the in courses key the as MGIMO by considered are which

The first block consists of two types of courses: 1) Russian standard courses and 2) courses courses 2) and courses standard Russian 1) courses: of types two of consists block first The

. Structure of MA program in International Relations in the MGIMO-University. the in Relations International in program MA of Structure . 1 Figure

Block 3: Elective courses (8 from 25-28) from (8 courses Elective 3: Block

Political Economy Political Cooperation Security

C. International International C. International B. International A.

Block 2: Courses of specialization of Courses 2: Block

plus key courses of the Master’s Program) Master’s the of courses key plus

Block 1: Basic Courses (Courses of Russian standard standard Russian of (Courses Courses Basic 1: Block

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

and interesting double degree program. degree double interesting and

or assistants but experienced and well-known professors can create and run an attractive attractive an run and create can professors well-known and experienced but assistants or

not necessarily so. The main crux is the content of the program. Not an administrative staff staff administrative an Not program. the of content the is crux main The so. necessarily not

problems are “technical” (official licensing of the program, formal requirements, etc.). It is is It etc.). requirements, formal program, the of licensing (official “technical” are problems

When a double degree program is started the first impression normally is that the main main the that is normally impression first the started is program degree double a When

studies and publications, etc. publications, and studies

through joint scientific seminars, scientific meetings, joint scientific scientific joint meetings, scientific seminars, scientific joint through

x To have a dialogue between the teaching staff of the two universities universities two the of staff teaching the between dialogue a have To

universities;

not enough to make a construction out of the courses of two two of courses the of out construction a make to enough not

x To create a new program. It has to have its own specific aims, etc. It is is It etc. aims, specific own its have to has It program. new a create To

both universities; both

x To meet the requirements and educational traditions of both states and and states both of traditions educational and requirements the meet To

same;

the educational field as well as the level of teaching have to be the the be to have teaching of level the as well as field educational the

x To choose a proper partner university. “Specialization” of a partner in in partner a of “Specialization” university. partner proper a choose To

can say that in order to start and to run such a program we need: need: we program a such run to and start to order in that say can

Summing up the experience of MGIMO in double degree Master’s programs, one one programs, Master’s degree double in MGIMO of experience the up Summing

degree MA program, which provides them two diplomas after two years of education. education. of years two after diplomas two them provides which program, MA degree

consider that they have made this choice already when they decided to enroll in the double double the in enroll to decided they when already choice this made have they that consider

range of choice for the students of the double degree MA programs is narrower. We We narrower. is programs MA degree double the of students the for choice of range

of this program, while it is an elective course for the other students. This means that the the that means This students. other the for course elective an is it while program, this of

So, for example, a course on history of International Relations is obligatory for the students students the for obligatory is Relations International of history on course a example, for So,

case of the Russian-French MA program a multidisciplinary approach has to be provided. provided. be to has approach multidisciplinary a program MA Russian-French the of case

the Russian-German program students. It is an elective course for the other students. In the the In students. other the for course elective an is It students. program Russian-German the

programs. For example, the course on methods in International Relations is compulsory for for compulsory is Relations International in methods on course the example, For programs.

G P B T ROUND THE ON ROCESS OLOGNA HE A Glance at the Implementation of Bologna at the University of Tartu Jaanika Haljasmäe Erasmus Institutional Coordinator University of Tartu

Ülle Tensing Head of the International Student Office University of Tartu

The Old and New Study System In 1999, an extensive higher education reform regarding study programs and the transition to a new system of stages, the 3+2 system, was launched in universities in Estonia. The current organisation of academic higher education consists of two cycles: a three year Bachelor’s level followed by a two year Master’s level education. In some profiles the study programs have been integrated into a single 5-year cycle: medicine, engineering, teacher training, etc. The goal of the Bachelor’s level studies within the two-cycle structure is to acquire basic knowledge and skills in the speciality required for pursuing education at Master’s level. At the Master’s level students develop specialisation and specific skills. In terms of curriculum development, there have been radical changes following the Bologna process: from input to outcome based and content to competence based curricula, and from a subject-focused to a student-centred teaching process. The reforms inevitably bring along substantial changes, the adoption of which is very time consuming. In order to get an initial feedback of the results of the reform, a series of 133 interviews were carried out at Tartu and some other Estonian universities with Bachelor and Master’s students, lecturers and Program Managers. The following, in the first section, is a brief and generalised overview of responses received which definitely require further analyses, but this is not in the scope of this summary. Students often perceive a three-year Bachelor’s program as a compressed and marginally restructured a four-year program. It is described as an extremely intense study program that leaves very little time for in-depth learning and has no coherent structure. It is said that within the curriculum courses and modules are fragmented and there is insufficient integration between courses. The workload required for earning a credit can differ substantially across and within specialisations. In the students’ view, course titles and their credits have changed, but course materials and methods used for teaching are sometimes the same as used for pre-reform study programs. This indicates that a change in the volume of learning has been achieved through a shortened syllabus or by rushing through the teaching process. The course requirements, in terms of the students’ workload, are sometimes identical to the courses of the former 4 year Bachelor’s programs. Thus, there can be cases where insufficient alterations in content and mostly structural changes in curricula have lead to intense study

65 75

substantially increases the students’ workload, which does not allow graduating within the the within graduating allow not does which workload, students’ the increases substantially

does not apply to the University of Tartu only. Given this reality, studying abroad abroad studying reality, this Given only. Tartu of University the to apply not does

are not described. This makes the transfer of courses taken abroad very complicated, but it it but complicated, very abroad taken courses of transfer the makes This described. not are

spelled out, but the more specified performance standards and expected learning outcomes outcomes learning expected and standards performance specified more the but out, spelled

pose difficulties. Often the goals of a course or a module, the broader aims of education, are are education, of aims broader the module, a or course a of goals the Often difficulties. pose

and based on comparability of curricula. Equally, courses that have no learning outcomes outcomes learning no have that courses Equally, curricula. of comparability on based and

higher education institutions. So far the selection of partners has not been very systematic systematic very been not has partners of selection the far So institutions. education higher

of all, in-depth planning from the academic staff in terms of establishing partnerships with with partnerships establishing of terms in staff academic the from planning in-depth all, of

years. Now, the focus has to switch from quantity to quality of mobility. This requires, first first requires, This mobility. of quality to quantity from switch to has focus the Now, years.

The international mobility of students has increased significantly during the last 5 5 last the during significantly increased has students of mobility international The

students to extend their nominal study period. period. study nominal their extend to students

there is little mobility between institutions, as in-country mobility is not that attractive for for attractive that not is mobility in-country as institutions, between mobility little is there

rather than learning outcomes. If studies at another institution are not fully recognised, fully not are institution another at studies If outcomes. learning than rather

of the home country, arise primarily from shortcomings in curricula which focus on input input on focus which curricula in shortcomings from primarily arise country, home the of

for in-country mobility, i.e. spending one semester in another higher education institution institution education higher another in semester one spending i.e. mobility, in-country for

level, particularly in relation to recognition of studies taken in another institution. Obstacles Obstacles institution. another in taken studies of recognition to relation in particularly level,

more and more issues that have emerged from mobility are addressed at the university university the at addressed are mobility from emerged have that issues more and more

Mobility enables students to enrich their education and professional credentials. Today, Today, credentials. professional and education their enrich to students enables Mobility

s e u s s I y t i l i b o M

efforts at curriculum development. curriculum at efforts

that the competitiveness as well as the attractiveness is achieved through more intensive intensive more through achieved is attractiveness the as well as competitiveness the that

modules of the curriculum. It is therefore an imperative for a Program Manager to control control to Manager Program a for imperative an therefore is It curriculum. the of modules

considerable importance as a basis for introducing changes to individual courses or or courses individual to changes introducing for basis a as importance considerable

feedback from the students – evaluation of teaching and courses. These evaluations are of of are evaluations These courses. and teaching of evaluation – students the from feedback

to initiate changes in a curriculum structure, and there are mechanisms for them to ensure ensure to them for mechanisms are there and structure, curriculum a in changes initiate to

curriculum and activities related to financial and marketing aspects. Managers are entitled entitled are Managers aspects. marketing and financial to related activities and curriculum

meet the needs of the labour market. Administration includes content analyses of the the of analyses content includes Administration market. labour the of needs the meet

students and employers. The latter are expected to report on the extent to which graduates graduates which to extent the on report to expected are latter The employers. and students

a Program Council. The Program Council includes representatives of academic staff, staff, academic of representatives includes Council Program The Council. Program a

academic staff who have been appointed to administrate a curriculum and are supported by by supported are and curriculum a administrate to appointed been have who staff academic

administration is given to Program Managers. The Program Managers are members of the the of members are Managers Program The Managers. Program to given is administration

curriculum development. A new role in a curriculum development as well as in its its in as well as development curriculum a in role new A development. curriculum

Faculties have expressed a need and readiness to contribute to the further effort in in effort further the to contribute to readiness and need a expressed have Faculties

learning outcomes is being delivered with an old syllabus and materials. and syllabus old an with delivered being is outcomes learning

between the two systems may seem blurred if a new course with different goals and and goals different with course new a if blurred seem may systems two the between

awarded to for graduates of the pre-reform education system. In addition, the differences the addition, In system. education pre-reform the of graduates for to awarded

misunderstanding could easily be influenced by the fact that a Bachelor’s degree was also also was degree Bachelor’s a that fact the by influenced be easily could misunderstanding

ahlrspormsol qi hmwt pcaitqaiiain This qualification. specialist a with them equip should program Bachelor’s

completion of Master’s studies. However, the students tend to believe that a three-year three-year a that believe to tend students the However, studies. Master’s of completion

competence of a specialist. In the current system, a specialist qualification requires requires qualification specialist a system, current the In specialist. a of competence

In the pre-reform system of higher education, Bachelor’s level studies provided the the provided studies level Bachelor’s education, higher of system pre-reform the In

latter is most probably influenced by the fact that a great number of students are working. are students of number great a that fact the by influenced probably most is latter

programs that provide little support for in-depth learning and extra curricula activities. The The activities. curricula extra and learning in-depth for support little provide that programs

G P B T ROUND THE ON ROCESS OLOGNA HE

arrange periodic evaluations under the responsibility of a Consortium Committee. In In Committee. Consortium a of responsibility the under evaluations periodic arrange

standards for courses and modules taught across the network. The network has agreed to to agreed has network The network. the across taught modules and courses for standards

supervision of Master’s theses, but there is a need also to assure common assessment assessment common assure to also need a is there but theses, Master’s of supervision

implementation across a network. The internal quality measurement activities involve joint joint involve activities measurement quality internal The network. a across implementation

One of the difficulties of joint programs is a quality assurance procedure and its its and procedure assurance quality a is programs joint of difficulties the of One

financial responsibilities within a network of universities. of network a within responsibilities financial

including quality assurance and a clear distribution of academic, administrative, and and administrative, academic, of distribution clear a and assurance quality including

Tartu Statutes of Curricula have set special requirements for opening a joint curriculum curriculum joint a opening for requirements special set have Curricula of Statutes Tartu

and operating principles will be added to the higher education legislation. The University of of University The legislation. education higher the to added be will principles operating and

kind of study program, but in the coming months a joint curriculum with its characteristics characteristics its with curriculum joint a months coming the in but program, study of kind

Currently our national legislation does not include a joint curriculum as a distinctive distinctive a as curriculum joint a include not does legislation national our Currently

diploma and degree from the institutions they attended. attended. they institutions the from degree and diploma

curriculum at the national level, and graduates of this program will be awarded a double double a awarded be will program this of graduates and level, national the at curriculum

of the participating institutions. The University of Tartu has not registered its joint joint its registered not has Tartu of University The institutions. participating the of

January 2006. This joint program has been designed on the basis of existing curricula in all all in curricula existing of basis the on designed been has program joint This 2006. January

universities of technology in Nordic countries, to which the first students were admitted in in admitted were students first the which to countries, Nordic in technology of universities

one Erasmus Mundus joint Master’s program, in cooperation with four well known known well four with cooperation in program, Master’s joint Mundus Erasmus one

to open a sustainable and successfully working joint program. The University of Tartu has has Tartu of University The program. joint working successfully and sustainable a open to

Our very limited experience has shown a need for considerable extra time and effort effort and time extra considerable for need a shown has experience limited very Our

indicators: comparable degree structures, mobility and recognition of degrees. degrees. of recognition and mobility structures, degree comparable indicators:

institutions. Moreover, they contribute to the rapid implementation of the Bologna the of implementation rapid the to contribute they Moreover, institutions.

service and administration, and help universities to combine the strengths of individual individual of strengths the combine to universities help and administration, and service

programs support the integration of international dimensions into teaching, research, research, teaching, into dimensions international of integration the support programs

students who will be capable of working in different international environments. Joint Joint environments. international different in working of capable be will who students

matter of recruiting international students, but it aims equally at preparing domestic domestic preparing at equally aims it but students, international recruiting of matter

be marketed for international students as well. However, internationalization is not merely a a merely not is internationalization However, well. as students international for marketed be

international students. The rest have so far been working with domestic students, but will will but students, domestic with working been far so have rest The students. international

international students. For the time being, there is one English-taught Master’s program for for program Master’s English-taught one is there being, time the For students. international

with its international curricula. There are five Master’s level curricula primarily targeted to to targeted primarily curricula level Master’s five are There curricula. international its with

the number of international students. The University of Tartu is at the very beginning stage stage beginning very the at is Tartu of University The students. international of number the

University of Tartu includes developing English-language degree programs and increasing increasing and programs degree English-language developing includes Tartu of University

period leading up to 2008. A critical part of the internationalization strategy of the the of strategy internationalization the of part critical A 2008. to up leading period

The University of Tartu has set internationalization as one of its major priorities for the the for priorities major its of one as internationalization set has Tartu of University The

n o i s n e m i D l a n o i t a n r e t n I e h T

extension of the three year study period. period. study year three the of extension

there is a special study abroad semester built into the curriculum that allows for an an for allows that curriculum the into built semester abroad study special a is there

module taught at a partner institution which is fully recognised by the home university or or university home the by recognised fully is which institution partner a at taught module

program hinders a longer experience of studying abroad, unless there is a compatible compatible a is there unless abroad, studying of experience longer a hinders program

one wants to complete one’s Bachelor’s studies within the given time. A three year year three A time. given the within studies Bachelor’s one’s complete to wants one

spend more than a semester to successfully complete a course, but this is often excluded if if excluded often is this but course, a complete successfully to semester a than more spend

the possibility of attending year-long courses abroad. Students express a wish to be able to to able be to wish a express Students abroad. courses year-long attending of possibility the

nominal study period. In a three year curriculum, students regard it more difficult to find find to difficult more it regard students curriculum, year three a In period. study nominal

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

apparent.

immensely and the results of the changes that have been made are gradually becoming becoming gradually are made been have that changes the of results the and immensely

university. The Bologna process and its mechanisms have influenced the study process process study the influenced have mechanisms its and process Bologna The university.

criticise but to offer a brief look into the current stage of curriculum development at our our at development curriculum of stage current the into look brief a offer to but criticise

This paper presents a rather simplified overview of the situation. Its aim is not to to not is aim Its situation. the of overview simplified rather a presents paper This

extensive and cannot be underestimated in terms of staff and funding. funding. and staff of terms in underestimated be cannot and extensive

become very clear is that the administrative work in a joint program has proven to be very very be to proven has program joint a in work administrative the that is clear very become

to know whether our first joint activity to build such a program has succeeded. What has has What succeeded. has program a such build to activity joint first our whether know to

through a single representative of the participating institutions. We are at a too early phase early too a at are We institutions. participating the of representative single a through

perspective of sustainability of a program, it is important that cooperation is wider than just just than wider is cooperation that important is it program, a of sustainability of perspective

program as a whole in order to avoid repetition of contents. At the same time, from the the from time, same the At contents. of repetition avoid to order in whole a as program

program feels fully committed to running a coherent study program and is familiar with the the with familiar is and program study coherent a running to committed fully feels program

disseminated within an institution. It is crucial that the academic staff involved with the the with involved staff academic the that crucial is It institution. an within disseminated

who must ensure that information concerning activities within a joint program is is program joint a within activities concerning information that ensure must who

Establishing a joint program has brought out the vital role of the Program Manager Manager Program the of role vital the out brought has program joint a Establishing

of a joint program would be accredited by different quality assessment authorities. authorities. assessment quality different by accredited be would program joint a of

would naturally apply to the module(s) offered by an institution of that country. Thus, parts parts Thus, country. that of institution an by offered module(s) the to apply naturally would

assessment authorities. In case of an officially opened joint program, national accreditation accreditation national program, joint opened officially an of case In authorities. assessment

have had their programs accredited by national accreditation or equivalent quality quality equivalent or accreditation national by accredited programs their had have

For external quality assurance, at the national level, all participating institutions institutions participating all level, national the at assurance, quality external For

students, teachers and administration. and teachers students,

Feedback seminars will be held at the end of each semester with the participation of of participation the with semester each of end the at held be will seminars Feedback

joint evaluation form will be developed for assessing courses taught in partner institutions. institutions. partner in taught courses assessing for developed be will form evaluation joint

addition, each single course is evaluated through the completion of a questionnaire. One One questionnaire. a of completion the through evaluated is course single each addition,

G P B T ROUND THE ON ROCESS OLOGNA HE P A R T IV Impact Assessment: From Global to Local Levels

69 79 80 Political Consequences of the Bologna Process Marina M. Lebedeva Professor, Chair of World Politics Moscow State Institute of International Relations (MGIMO-University)

Education has traditionally been in the periphery of both the global political agenda and international studies. As a rule, international treaties in different areas touch upon education in only the last instance. For example, in May 2005 the Russia-EU summit adopted the four “road maps” concerning the common spaces between the parties. Education, together with culture and science, closes the list. A similar order of priorities prevails in many other cases. However, during the last years education has become more important politically. In 2006 it was, for the first time, a subject of discussion for the G-8 meeting. The scholarly work in this field is predominantly focused on techniques of teaching. Education as a factor shaping world politics is not dealt with by International Relations scholars. In the textbooks of International Relations and World Politics there are no chapters on the role of education.13 Only in the context of discussing the gap between the “Global North” and the “Global South” education is mentioned. At the same time it is evident that the orientation towards “intellectual production” calls for certain modifications in the educational domain. These processes were first brought into focus by economists who demonstrated that the increase in the income of individuals with a degree is far more probable than in the case of those without a degree.14 A Russian economist, V. Inozemtsev, even came up with the assumption that instead of expecting a Huntingtonian-style “civilization divide” we can expect a divide along educational lines; growing dividing lines between those with a high educational and professional profile and those who lack it.15 The European educational integration, which is referred to as the Bologna process, was, to a great extent, launched because of economic reasons. At the turn of the 1980s and the 1990s people in Europe realized the technological weaknesses which had started to hinder further development in all spheres of life. Europe was lagging behind not only the United States and Japan, but also such countries as South Africa in the implementation of information and communication technologies (ICT) – credit cards, the Internet, cellular networks, etc. Another critical issue was the fact that American and Australian universities were winning in the competition of providing educational services. Since the early 1990s, the number of European students in the United States had surpassed the number of American

13 See, for example, Goldstein J. S. International Relations. Sixth Edition. – N.Y. a.o.: Longman, 2005; Handbook of International Relations / Ed. by W. Carlsnaes, T. Risse, B.A. Simmons. – L., a.o.: Sage, 2002; Kegley Ch. W., Wittkopf E. R. World Politics: Trend and Transformation. Ninth Edition. – Belmont: Thomson/Wadworth, 2004. 14 See, for example, Inozemtsev, Vladislav. Za predelami ekonomicheskogo obshchestva. Moskva: Nauka, 1998. 15 Inozemtsev, Vladislav. Raskolotaya tsivilizatsiya. Moskva: Nauka, 1999.

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forumof i mneniya zarubezhnikh ekspertov / Pod. red. V.I. Baidenko. – Moskva, 2002. Moskva, – Baidenko. V.I. red. Pod. / ekspertov zarubezhnikh mneniya i forumof

Bolonskiy protcess: narastayushchaya dinamika I mnogoobrasie. Dokumenti mezhdunarodnikh mezhdunarodnikh Dokumenti mnogoobrasie. I dinamika narastayushchaya protcess: Bolonskiy

considerably higher than in the case of economic integration in the aftermath of World War War World of aftermath the in integration economic of case the in than higher considerably

have joined the process. The rate at which the educational space is getting integrated is is integrated getting is space educational the which at rate The process. the joined have

Over the past seven years since the Bologna Declaration was signed, 45 European states states European 45 signed, was Declaration Bologna the since years seven past the Over

The European integration of higher education has been evolving extremely rapidly. rapidly. extremely evolving been has education higher of integration European The

needs to be established. We also need studies of the Bologna process and its consequences. its and process Bologna the of studies need also We established. be to needs

process between the professional community (teaching staff) and the administrative staff staff administrative the and staff) (teaching community professional the between process

that is given to it in the Bologna Declaration. A balance of contributions in the Bologna Bologna the in contributions of balance A Declaration. Bologna the in it to given is that

from the creation of the Bologna process. Thus, the university cannot play the crucial role role crucial the play cannot university the Thus, process. Bologna the of creation the from

was left out of the considerations. Consequently the teaching staff was almost excluded excluded almost was staff teaching the Consequently considerations. the of out left was

time to obtain a degree, the number of credits per semester, etc.). The content of education education of content The etc.). semester, per credits of number the degree, a obtain to time

drove the Bologna process along the lines of more “technical” issues (the required period of of period required (the issues “technical” more of lines the along process Bologna the drove

integration in higher education, especially at the start of the process. Simultaneously it it Simultaneously process. the of start the at especially education, higher in integration

from the above, by a “ministerial” path. This gave a certain force to the European European the to force certain a gave This path. “ministerial” a by above, the from

education and was initiated by their chiefs and staffs. Thus, the integration was imposed imposed was integration the Thus, staffs. and chiefs their by initiated was and education

Bologna process. However, the reform was launched and worked out in ministries of of ministries in out worked and launched was reform the However, process. Bologna

education integration. A non-state actor – the university – becomes the key “creator” of the the of “creator” key the becomes – university the – actor non-state A integration. education

The university, rather than the state, is the fundamental unit of the European higher higher European the of unit fundamental the is state, the than rather university, The

x Renunciation of intolerance and orientation towards dialogue dialogue towards orientation and intolerance of Renunciation

x Interconnectedness between research and education and research between Interconnectedness

x University’s independence of political and ideological tenets ideological and political of independence University’s

x University autonomy University

Bologna Declaration, declares: Declaration, Bologna

(1988), which is a part of the bases of the the of bases the of part a is which (1988), Universitetum Charta Magna The

process.

integration in higher education and, in particular, the role of the university in the Bologna Bologna the in university the of role the particular, in and, education higher in integration

history of the Bologna process. Here, we will focus on some specific aspects of European European of aspects specific some on focus will we Here, process. Bologna the of history

in the process. The arguments put forward by both sides are well-known, and so is the the is so and well-known, are sides both by forward put arguments The process. the in

There are “Bologna optimists” and “Bologna pessimists” in each state participating participating state each in pessimists” “Bologna and optimists” “Bologna are There

European diploma supplement, etc.). supplement, diploma European

comprising Bachelor’s, Master’s, and Doctor’s degrees; the introduction of the ECTS; a a ECTS; the of introduction the degrees; Doctor’s and Master’s, Bachelor’s, comprising

harmonize all parameters with common European standards (a three-level system system three-level (a standards European common with parameters all harmonize

given institution or the acquired qualifications, special mechanisms were devised to to devised were mechanisms special qualifications, acquired the or institution given

order to make the educational levels of graduates mutually compatible, irrespective of a a of irrespective compatible, mutually graduates of levels educational the make to order

architects” had in mind raising the attractiveness of the European education for students. In In students. for education European the of attractiveness the raising mind in had architects”

quality and to reinforce its linkages with both societal practices and science. The “reform “reform The science. and practices societal both with linkages its reinforce to and quality

The attempt to reform European higher education was designed to enhance its its enhance to designed was education higher European reform to attempt The

world.

, was lagging behind other regions in the the in regions other behind lagging was , societies its of part integral an being education

higher in legacy cultural great a had which Europe, unpleasant. was behind” “fall education

Also from the psychological point of view, seeing European higher higher European seeing view, of point psychological the from Also students in Europe. in students

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

problems in the Russian-Latvian relations, could be managed. be could relations, Russian-Latvian the in problems

Russia. Thus, the issue of the Russian language in Latvia, which is one of the thorniest thorniest the of one is which Latvia, in language Russian the of issue the Thus, Russia.

Russian-speaking residents of Latvia gain new opportunities of studying and teaching in in teaching and studying of opportunities new gain Latvia of residents Russian-speaking

framework of the Bologna process, which presumes mobility for students and teachers, the the teachers, and students for mobility presumes which process, Bologna the of framework

residents is highly advantageous for Latvia in developing such cooperation. Within the the Within cooperation. such developing in Latvia for advantageous highly is residents

the western regions of Russia. The good knowledge of the Russian language by Latvia’s Latvia’s by language Russian the of knowledge good The Russia. of regions western the

could act as a mediator of the cooperation on behalf of the European Union, above all, in in all, above Union, European the of behalf on cooperation the of mediator a as act could

education inherited from the Soviet past (with all its advantages and disadvantages), Latvia Latvia disadvantages), and advantages its all (with past Soviet the from inherited education

in the Bologna process and also a state that is well acquainted with the system of higher higher of system the with acquainted well is that state a also and process Bologna the in

cooperation between Russia and the EU member states. Being one of the first participants participants first the of one Being states. member EU the and Russia between cooperation

in Moscow in 2005, higher education was declared to be a constituent element of the the of element constituent a be to declared was education higher 2005, in Moscow in

At the EU-Russia summit in Saint-Petersburg in 2003, and again at another summit summit another at again and 2003, in Saint-Petersburg in summit EU-Russia the At

an active role as an EU member state. member EU an as role active an

Having entered the European Union in 2004, Latvia is apparently interested in developing developing in interested apparently is Latvia 2004, in Union European the entered Having

language of the educational process, and there were also many other traits in common. common. in traits other many also were there and process, educational the of language

and a common basis for training scientific and teaching personnel. Russian was the main main the was Russian personnel. teaching and scientific training for basis common a and

common system of higher education. This system included mutual recognition of diplomas diplomas of recognition mutual included system This education. higher of system common

Declaration) and Russia from the year 2003. Over a long period of time these states had a a had states these time of period long a Over 2003. year the from Russia and Declaration)

Bologna process: Latvia from the very beginning (i.e. from the date of signing the Bologna Bologna the signing of date the from (i.e. beginning very the from Latvia process: Bologna

interstate relations. For example, Russia and Latvia are states which participate in the the in participate which states are Latvia and Russia example, For relations. interstate

The Bologna process may also lead to some unexpected positive outcomes in in outcomes positive unexpected some to lead also may process Bologna The

European elite. elite. European

together. This will lead to the creation of a common political, economic, and cultural cultural and economic, political, common a of creation the to lead will This together.

multinational personal contacts which were established during the time they studied studied they time the during established were which contacts personal multinational

will take up their professional careers with corresponding knowledge and innumerable innumerable and knowledge corresponding with careers professional their up take will

including mobility of students and professors. As a result, European university graduates graduates university European result, a As professors. and students of mobility including

Moreover, the Bologna process presumes a partnership among European universities universities European among partnership a presumes process Bologna the Moreover,

within Europe and, in this way, ensure higher mobility of the qualified work force. force. work qualified the of mobility higher ensure way, this in and, Europe within

will also enhance the creation of common “professional languages” for every specialization specialization every for languages” “professional common of creation the enhance also will

qualifications more transparent for employers in all fields and in all Europeans states. It It states. Europeans all in and fields all in employers for transparent more qualifications

education, timetable, etc.) presents an opportunity to make the level of graduate graduate of level the make to opportunity an presents etc.) timetable, education,

cooperation. The harmonization of the main higher education parameters (levels of of (levels parameters education higher main the of harmonization The cooperation.

process will make European integration deeper, and that it will push non-EU states to closer closer to states non-EU push will it that and deeper, integration European make will process

brought about by the European higher education integration. It seems that the Bologna Bologna the that seems It integration. education higher European the by about brought

Nevertheless, one can highlight the major trends of socio-political development development socio-political of trends major the highlight can one Nevertheless,

se, because many other factors also influence the end result. end the influence also factors other many because se,

only. Secondly, it is going to be difficult to identify the impact of the Bologna process per per process Bologna the of impact the identify to difficult be to going is it Secondly, only.

the outcome of educational integration will become apparent in a long-term perspective perspective long-term a in apparent become will integration educational of outcome the

disregarded in international studies. There are at least two reasons for this situation. Firstly, Firstly, situation. this for reasons two least at are There studies. international in disregarded

trends determined by the integration of the European educational space continue to be be to continue space educational European the of integration the by determined trends

started with the creation of the European Coal and Steel Community. The socio-political socio-political The Community. Steel and Coal European the of creation the with started

may be compared with the post-World War II economic integration in Europe. The latter latter The Europe. in integration economic II War post-World the with compared be may

In terms of the scale of potential socio-political consequences, the Bologna process process Bologna the consequences, socio-political potential of scale the of terms In

language differences and national educational disparities this is, indeed, remarkable. remarkable. indeed, is, this disparities educational national and differences language

II. Given also the fact that integration in higher education is impeded by such factors as as factors such by impeded is education higher in integration that fact the also Given II.

G P B T ROUND THE ON ROCESS OLOGNA HE

have to be studied in particular by International Relations scholars. In the future, the the future, the In scholars. Relations International by particular in studied be to have

economic and political issues of the day and of the future. This means that all these aspects aspects these all that means This future. the of and day the of issues political and economic

Thus, education is becoming a sphere which vividly reflects the most burning socio- burning most the reflects vividly which sphere a becoming is education Thus,

educational systems. educational

be opening up for Russia, which could play a “mediating” role between different different between role “mediating” a play could which Russia, for up opening be

European, American, and Asian educational standards. In this context, huge prospects may may prospects huge context, this In standards. educational Asian and American, European,

because sooner or later a need is bound to arise for a kind of “converter” between between “converter” of kind a for arise to bound is need a later or sooner because

different scenario. Geographical diversity may become Russia’s considerable advantage, advantage, considerable Russia’s become may diversity Geographical scenario. different

of the single educational space in Russia with all its consequences. However, there is also a a also is there However, consequences. its all with Russia in space educational single the of

United States and other neighboring regions. A potential danger lies in the possible erosion erosion possible the in lies danger potential A regions. neighboring other and States United

Siberian and Far Eastern universities. The latter seek partnership with the universities of the the of universities the with partnership seek latter The universities. Eastern Far and Siberian

in its European part are more integrated in the Bologna process than is the case with with case the is than process Bologna the in integrated more are part European its in

territory and the Eurasian position, Russia is facing a situation where the universities based based universities the where situation a facing is Russia position, Eurasian the and territory

In the case of Russia, regional diversity has a special dimension. With its huge huge its With dimension. special a has diversity regional Russia, of case the In

adjusting the Bologna system with other educational systems. educational other with system Bologna the adjusting

other countries and regions, in particular in the United States. This brings up the problem of of problem the up brings This States. United the in particular in regions, and countries other

The evolving educational integration in Europe has given rise to similar processes in in processes similar to rise given has Europe in integration educational evolving The

change the socio-political and economic faces of the continent. the of faces economic and socio-political the change

greater “regionalization” or even “megapolization” of Europe; a process which is going to to going is which process a Europe; of “megapolization” even or “regionalization” greater

international finance may attract universities in London. As a result, one can anticipate a a anticipate can one result, a As London. in universities attract may finance international

to European integration are relevant to the Brussels universities, and the problems of of problems the and universities, Brussels the to relevant are integration European to

international bodies and multipartite talks are central to Geneva universities. Matters related related Matters universities. Geneva to central are talks multipartite and bodies international

internship in relevant organizations, etc.) For example, the issues of multilateral diplomacy, diplomacy, multilateral of issues the example, For etc.) organizations, relevant in internship

provides them surplus opportunities (to invite high level experts, to let students have have students let to experts, level high invite (to opportunities surplus them provides

specialize in fields corresponding to the interests and profile of the city or region which which region or city the of profile and interests the to corresponding fields in specialize

robust development of cities hosting major universities. These universities are likely to to likely are universities These universities. major hosting cities of development robust

The role of regions and cities is also certain to undergo change. We can expect a a expect can We change. undergo to certain also is cities and regions of role The

levels.

universities will consist of outsiders, working on the brink of survival and mainly at local local at mainly and survival of brink the on working outsiders, of consist will universities

those who will work at the local or sub-regional levels. Finally, the third group of of group third the Finally, levels. sub-regional or local the at work will who those

into the Bologna process. This category of universities will be accommodated to educate educate to accommodated be will universities of category This process. Bologna the into

elites. The second stratum will be composed of universities that will be partly integrated integrated partly be will that universities of composed be will stratum second The elites.

process. These universities will form some kind of consortia for teaching pan-European pan-European teaching for consortia of kind some form will universities These process.

most successful and prestigious universities that are fully integrated into the Bologna Bologna the into integrated fully are that universities prestigious and successful most

community, with at least three strata coming to the fore. The first stratum will include the the include will stratum first The fore. the to coming strata three least at with community,

that may not be all that desirable. It may bring about a restructuring of the entire university university entire the of restructuring a about bring may It desirable. that all be not may that

integration, the Bologna process can bring about a number of other types of phenomena phenomena of types other of number a about bring can process Bologna the integration,

In addition to the generally acknowledged favorable aspects of educational educational of aspects favorable acknowledged generally the to addition In

way, the Bologna process can stimulate the process of democratization. of process the stimulate can process Bologna the way,

the Bologna process. It has the potential to play the same role in Eastern Europe. In this this In Europe. Eastern in role same the play to potential the has It process. Bologna the

the university, in accordance with the Sorbonne Declaration, is the basic structural unit of of unit structural basic the is Declaration, Sorbonne the with accordance in university, the

traditionally played a significant role in entrenching democracy in Western Europe. Today, Today, Europe. Western in democracy entrenching in role significant a played traditionally

democracy implies a network of social links and relations. This is why universities have have universities why is This relations. and links social of network a implies democracy

A university community is by its very nature built up by network principles, and and principles, network by up built nature very its by is community university A

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

process. All this needs multilevel and multilateral negotiations. multilateral and multilevel needs this All process.

world. We also need to alleviate some possible negative consequences of the Bologna Bologna the of consequences negative possible some alleviate to need also We world.

Bologna process will have to be compared with education systems in other regions of the the of regions other in systems education with compared be to have will process Bologna

G P B T ROUND THE ON ROCESS OLOGNA HE 86 The Bologna Process and National System of Education Vladimir Mironov Pro-Rector, Head of the Academic Policy and Degree Programs Management Department, Dean of the Faculty of Philosophy, Head of the Ontology and Epistemology Chair of Lomonosov Moscow State University (Russia)

Reprinted from World Public Forum “Dialogue of Civilizations” Bulletin no. 1, 2006, pp. 202-210.

Today the world is undergoing the process of globalization that includes powerful integration processes that have great advantages, but, at the same time, pose an unprecedented threat because they suppress national cultures and traditions. We witness the development of the global communication space which significantly affects all aspects of society, individual and components of the whole system of culture. Before we begin talking about the effect of these processes on education, we must define major factors of modern culture's transformation. By the term “transformation of a culture” I mean the process of destroying the classical culture or, to be more precise, destroying the system of classical cultures and development of a single global superculture that is based on the opportunities that gives the global communication space. First of all, the changes affect the very type of communication between cultures. In the semiotic plane, communication between cultures was realized within local notional space. It was a contact of two semiotic systems that was quite adequately called by Yu. M. Lotman “the semiosphere” since it includes not only the sum of languages, but also a socio-cultural field of their function17. Such a semiosphere was the juncture for the least voluminous notional parts of the culture. The rest required a cultural interpretation, a transition. The area of junction (sameness) was rather small whereas the other area was enormous. The need for understanding resulted in the tendency for enlarging the former area, however, it was the latter area that had a greater notional value. Lotman introduces for this kind of situation the concept of “tension”, i.e. a resistance between two cultures as semiotic systems. The area of sameness is acting as a mere background for entering the area of the unsame, unknown for the penetrating culture and thus, curious and interesting. It is this type of communication that is especially prone to destruction, because cultures are in a way being drawn to the single communication space. This space is an independent force that influences the dialogue of all cultures. It literally forces them to conduct a dialogue according to its laws and rules. Cultures enter another environment that penetrates intercultural dialogs thus creating a background for its closing within the Global Communication Space. The integrative linguistic tendencies dominate today in the world. The “pseudo- cultural” field of communication expands, so a dialogue is now based on the principles of cognition of the most accessible, coinciding or almost coinciding notional structures. This communication field is designed for general stereotypes, evaluations, parameters of the

17 Lotman, Yu.M., Inside thinking worlds. Moscow, 1996, p. 194.

75 87

have been declared a better access to European education, the increase of academic academic of increase the education, European to access better a declared been have

It is hard to argue with the Bologna principles on the level of declarations. There There declarations. of level the on principles Bologna the with argue to hard is It

engaged in the Bologna process. Bologna the in engaged

states signed the Bologna declaration. In 2003 40 countries, including Russia, became became Russia, including countries, 40 2003 In declaration. Bologna the signed states

and not educational structures. In June 1999 Ministers of Education of 29 European European 29 of Education of Ministers 1999 June In structures. educational not and

Interestingly enough, the Bologna process was initiated by Education Ministers Ministers Education by initiated was process Bologna the enough, Interestingly

universities from the central government. Unfortunately they are forced to do it. do to forced are they Unfortunately government. central the from universities

would dismiss their traditional university system of education based on independence of of independence on based education of system university traditional their dismiss would

made at the top reach each and every university. It is hard to imagine that Germany Germany that imagine to hard is It university. every and each reach top the at made

passively resist this process hoping that it would take a long time before the decisions decisions the before time long a take would it that hoping process this resist passively

agreement. In some Scandinavian countries heads of higher education institutions institutions education higher of heads countries Scandinavian some In agreement.

institutes that do not submit to the Education Ministry and thus they ignore the the ignore they thus and Ministry Education the to submit not do that institutes

their educational systems. For example, in France there is a number of well-known well-known of number a is there France in example, For systems. educational their

very careful about the Bologna process and insist on preserving the national priorities of of priorities national the preserving on insist and process Bologna the about careful very

university education (France, Germany, Italy, etc), heads of the largest universities are are universities largest the of heads etc), Italy, Germany, (France, education university

In the most educationally developed countries that have their traditions of of traditions their have that countries developed educationally most the In

the Russian education. Russian the

resolutions is deliberately aimed at destroying one of the best world education systems - systems education world best the of one destroying at aimed deliberately is resolutions

country, sometimes I feel that the proposed implementation of the “Bologna” the of implementation proposed the that feel I sometimes country,

majority of people. I have never believed in the conspiracy theory, but talking about our our about talking but theory, conspiracy the in believed never have I people. of majority

who coordinate and implement their secret resolutions that are not very clear for the the for clear very not are that resolutions secret their implement and coordinate who

Higher Global Education with his team of Education Ministers from different countries countries different from Ministers Education of team his with Education Global Higher

the Bologna process, I have a feeling that behind it there is some sort of Minister of of Minister of sort some is there it behind that feeling a have I process, Bologna the

proposed some time ago is some kind of a shadow of globalization. When we talk about about talk we When globalization. of shadow a of kind some is ago time some proposed

All this allowed me to say in an interview that the Bolognization, the way it was was it way the Bolognization, the that interview an in say to me allowed this All

incorporated in the education system. education the in incorporated

According to official data, in Russia about 40 million people in one way or the other are are other the or way one in people million 40 about Russia in data, official to According

is not some sort of an industry sector, but a part of national culture, the backbone part. part. backbone the culture, national of part a but sector, industry an of sort some not is

including students' protests in Germany and France. We must understand that education education that understand must We France. and Germany in protests students' including

of national education systems. There have been a great number of protests against it, it, against protests of number great a been have There systems. education national of

implemented carelessly and hastily it may cause irreversible damage to the peculiarities peculiarities the to damage irreversible cause may it hastily and carelessly implemented

of alternative to further Americanization of the European space. On the other hand, if it is is it if hand, other the On space. European the of Americanization further to alternative of

education system, is quite good in theory. It is also a geopolitical goal to create some kind kind some create to goal geopolitical a also is It theory. in good quite is system, education

The Bologna process, just as an attempt to create an integrated European European integrated an create to attempt an as just process, Bologna The

than a synthesis of the best national models. national best the of synthesis a than

environment. This type of integration means simplification of the education system rather rather system education the of simplification means integration of type This environment.

for pragmatic purposes that often hide behind catchy slogans about a single educational educational single a about slogans catchy behind hide often that purposes pragmatic for

disclaiming the fundamentalism principle which is characteristic for classical universities universities classical for characteristic is which principle fundamentalism the disclaiming

The very same processes occur in modern education that follows the path of of path the follows that education modern in occur processes same very The

actions that we call a show. a call we that actions

It is based on the integrated informational environment, it is realized by means of mass mass of means by realized is it environment, informational integrated the on based is It

space. This culture purposely disclaims basic ethnic, religious foundations and traditions. traditions. and foundations religious ethnic, basic disclaims purposely culture This space.

Pop-culture as a form of mass culture is a typical product of global information information global of product typical a is culture mass of form a as Pop-culture

sameness of denotations. of sameness

any part of the world, but it will be an understanding on the level of coincidence or even even or coincidence of level the on understanding an be will it but world, the of part any

culture absorbs the diversity of local cultures. We will be able to understand any man in in man any understand to able be will We cultures. local of diversity the absorbs culture

required behavior, i.e. its most accessible or simplest components. The integrative super- integrative The components. simplest or accessible most its i.e. behavior, required

G P B T ROUND THE ON ROCESS OLOGNA HE

education.

practically destroyed the national education system and, first of all, the university university the all, of first and, system education national the destroyed practically

Unfortunately, Russia originally experienced the primitive way of integration which which integration of way primitive the experienced originally Russia Unfortunately,

of the quality, taking advantage of all the achievements. the all of advantage taking quality, the of

about the educational process of integration, the cornerstone idea must be the increase increase the be must idea cornerstone the integration, of process educational the about

to integrate culturally and economically unequal systems. That is why when we talk talk we when why is That systems. unequal economically and culturally integrate to

must be some kind of “equality” of the systems – economic as well as cultural. It is hard hard is It cultural. as well as economic – systems the of “equality” of kind some be must

from the strong points of both systems. That is why the key requirement for integration integration for requirement key the why is That systems. both of points strong the from

Integration must be based on the fact that as a result, the recreated system will benefit benefit will system recreated the result, a as that fact the on based be must Integration

The proposed process of educational integration has a number of contradictions. contradictions. of number a has integration educational of process proposed The

the education because it is oriented on the average level. average the on oriented is it because education the

another. Unification that is being imposed on us unavoidably decreases the quality of of quality the decreases unavoidably us on imposed being is that Unification another.

peculiarities, which allows us to talk about different schools that complement one one complement that schools different about talk to us allows which peculiarities,

education processes. In the meantime, every major university in Russia has its its has Russia in university major every meantime, the In processes. education

long before and independently from the Bologna innovations participated in integrating integrating in participated innovations Bologna the from independently and before long

They tend to forget that Moscow University and other leading universities of Russia Russia of universities leading other and University Moscow that forget to tend They

something strange going on: we are joining the conventions on somebody else's terms. terms. else's somebody on conventions the joining are we on: going strange something

Some things are accepted, others are not. In Russia, on the other hand, we witness witness we hand, other the on Russia, In not. are others accepted, are things Some

Unlike us, the Western countries consistently and firmly defend their stand. stand. their defend firmly and consistently countries Western the us, Unlike

as much as possible. as much as

implemented by officials who find it easier for them to simplify any process of reforms of process any simplify to them for easier it find who officials by implemented

educational systems. But, unfortunately, in every country these principles are are principles these country every in unfortunately, But, systems. educational

integration; in fact, they declare general principles allowing for peculiarities of national national of peculiarities for allowing principles general declare they fact, in integration;

The documents of the Bologna process do not make us carry out mechanical out carry us make not do process Bologna the of documents The

should we disregard our advantages? Should it not be better to try to synthesize them? synthesize to try to better be not it Should advantages? our disregard we should

Russian education system is in many aspects not inferior to any other system. So why why So system. other any to inferior not aspects many in is system education Russian

a beautiful French system of education, a very efficient German system. Finally, the the Finally, system. German efficient very a education, of system French beautiful a

elements complement one another rather than reject each other by subjugation. There is is There subjugation. by other each reject than rather another one complement elements

terms, the «dead» unity. Any system is more efficient and able to develop if its its if develop to able and efficient more is system Any unity. «dead» the terms,

This is a unity of the diverse, not the unity of the same or, if we speak in philosophical philosophical in speak we if or, same the of unity the not diverse, the of unity a is This

it pre supposes a complex and flexible model that incorporates various sub-systems. sub-systems. various incorporates that model flexible and complex a supposes pre it

reasonable people understand that this unity should not be equal to sameness, but rather rather but sameness, to equal be not should unity this that understand people reasonable

Of course, nobody is against creating a common educational area of Europe. But But Europe. of area educational common a creating against is nobody course, Of

complex, it always has national roots. national has always it complex,

includes just universal hamburgers?” And education process is not less unique and and unique less not is process education And hamburgers?” universal just includes

and metaxa, German and Czech beer, French and Italian wine or a common menu that that menu common a or wine Italian and French beer, Czech and German metaxa, and

though losing economically. What would you prefer, a diverse menu with Greek olives olives Greek with menu diverse a prefer, you would What economically. losing though

dismiss its standards of beer for the European ones, preserving its traditions, even even traditions, its preserving ones, European the for beer of standards its dismiss

would comply with a common European standard. For instance, Germany refuses to to refuses Germany instance, For standard. European common a with comply would

that there will be no French wines anymore, there will be common European wines that that wines European common be will there anymore, wines French no be will there that

asked them: “Do you like your French wines?” “Yes, of course!” they said. “Imagine “Imagine said. they course!” of “Yes, wines?” French your like you “Do them: asked

a large delegation from France. While discussing the principles of the Bologna process I I process Bologna the of principles the discussing While France. from delegation large a

I will explain with a metaphor. Some time ago I, as a MSU pro-rector, welcomed welcomed pro-rector, MSU a as I, ago time Some metaphor. a with explain will I

diversity?

emerges a philosophical question: is identity always good or is it better to have have to better it is or good always identity is question: philosophical a emerges

mobility, which should promote the formation of the European identity. Although there there Although identity. European the of formation the promote should which mobility,

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

so there won't be anyone who would teach in the Master's degree program. degree Master's the in teach would who anyone be won't there so

continuation of school education. The system will result in a reduction of instructors, instructors, of reduction a in result will system The education. school of continuation

low demand for Bachelors in the market since a Bachelor's degree is just a a just is degree Bachelor's a since market the in Bachelors for demand low

articles on this subject: “We are closed - everybody out!” This article focused on the the on focused article This out!” everybody - closed are “We subject: this on articles

Sud Deutsche Zeitung Deutsche Sud the of headings the of some you give just me Let school.

in the market, were not welcomed in the labour market, so they had to go back to to back go to had they so market, labour the in welcomed not were market, the in

Bachelors, despite the fact that it was declared that there was a high demand for them them for demand high a was there that declared was it that fact the despite Bachelors,

(As far as I know, Germany went through these problems: it turned out that that out turned it problems: these through went Germany know, I as far (As

fundamental level of education. of level fundamental

degree program will not be free of charge. Thus, we see a depreciation of the the of depreciation a see we Thus, charge. of free be not will program degree

time in the curriculum for that and, secondly, what they do not say as loudly, Master's Master's loudly, as say not do they what secondly, and, that for curriculum the in time

during the Master's degree program (2 years). But, first of all, they do not give enough enough give not do they all, of first But, years). (2 program degree Master's the during

specialization. Thus, it is assumed that a student will acquire fundamental knowledge knowledge fundamental acquire will student a that assumed is it Thus, specialization.

interpreted by Russian developers, studies for 3–4 years, but, practically, he has no no has he practically, but, years, 3–4 for studies developers, Russian by interpreted

makes education more profound and fundamental. A Bachelor, especially the way it is is it way the especially Bachelor, A fundamental. and profound more education makes

presupposes early specialization (usually beginning from the second year), which which year), second the from beginning (usually specialization early presupposes

Our education within the framework of “diplomaed specialist” qualification qualification specialist” “diplomaed of framework the within education Our

lasts 11 years, so for us, it is a considerable reduction of the length of education time. education of length the of reduction considerable a is it us, for so years, 11 lasts

education lasts for 12 or even 13 years (for example, in Germany), in Russia it still still it Russia in Germany), in example, (for years 13 even or 12 for lasts education

Bologna agreement, should last at least three years. But if in the West, school school West, the in if But years. three least at last should agreement, Bologna

Bachelor is the first step of the higher education system which, according to the the to according which, system education higher the of step first the is Bachelor

m e t s y S ” r e t s a M - r o l e h c a B “ e h T

uninterrupted education. uninterrupted

student mobility, flexibility of changing educational programs and opportunity to get an an get to opportunity and programs educational changing of flexibility mobility, student

assessment - credits. According to the developers, it should result in an increase of of increase an in result should it developers, the to According credits. - assessment

(Bachelor, Master) as well. The main mechanism must be a special system of of system special a be must mechanism main The well. as Master) (Bachelor,

exist not only inside a university, but outside it and the two-stage system of degrees degrees of system two-stage the and it outside but university, a inside only not exist

The central point is providing control over the quality of education, which must must which education, of quality the over control providing is point central The

proceed to the evaluation of some consequences of thoughtless integration. thoughtless of consequences some of evaluation the to proceed

growing, which even led to a postponement of the advent of this system. So I would like to to like would I So system. this of advent the of postponement a to led even which growing,

Also we are aware that the Devil is in the Details and the number of these details is is details these of number the and Details the in is Devil the that aware are we Also

started.

together with senior students and post-graduates. This is how academic schooling is often often is schooling academic how is This post-graduates. and students senior with together

the work of their Chair, join the academic community, and work on academic questions questions academic on work and community, academic the join Chair, their of work the

their major very early - in their second year. Students almost immediately get involved in in involved get immediately almost Students year. second their in - early very major their

mosaic-like system in other countries. This means that students join different schools of of schools different join students that means This countries. other in system mosaic-like

gradually and consequently acquired knowledge about their major as opposed to the the to opposed as major their about knowledge acquired consequently and gradually

The Russian education was always based on fundamental knowledge: students students knowledge: fundamental on based always was education Russian The

research.

of their academic work during lectures and every instructor must conduct academic academic conduct must instructor every and lectures during work academic their of

from the outset were founded for that purpose. In university researchers talk about results results about talk researchers university In purpose. that for founded were outset the from

discussions about combining research and education, many people forget that universities universities that forget people many education, and research combining about discussions

the university education set by Wilhelm von Humboldt. Today when there are numerous numerous are there when Today Humboldt. von Wilhelm by set education university the

Traditions of the Russian university system of education stem from the principles of of principles the from stem education of system university Russian the of Traditions

G P B T ROUND THE ON ROCESS OLOGNA HE

study for 3–4 years. Then Bachelors go to the Master's degree program, where students students where program, degree Master's the to go Bachelors Then years. 3–4 for study

Bachelors, the way officials understand it, are not supposed to have a specialization, they they specialization, a have to supposed not are it, understand officials way the Bachelors,

system, then we will not really need chairs since students will not have specialization. specialization. have not will students since chairs need really not will we then system,

academic advisor works with five-six, may be 10–12 students at the most. If we discard this this discard we If most. the at students 10–12 be may five-six, with works advisor academic

There is one tutor for 120 students. We have a different system, more personal, when an an when personal, more system, different a have We students. 120 for tutor one is There

m e t s y S r o t u T

universities? Who will lose in this situation? this in lose will Who universities?

financing. To whom will the state allot money if the grades were received in different different in received were grades the if money allot state the will whom To financing.

drastically change the mechanisms of of mechanisms the change drastically will system hour credit the to change A

Harvard be eager to see us? see to eager be Harvard

are the ones who are willing to join the Bologna process, but will the Sorbonne or or Sorbonne the will but process, Bologna the join to willing are who ones the are

university, goes to the Sorbonne, and the Sorbonne must accept him. That is why we we why is That him. accept must Sorbonne the and Sorbonne, the to goes university,

selling credits-hours. So a person gets his credits-hours in some kind of third-rate third-rate of kind some in credits-hours his gets person a So credits-hours. selling

universities and institutes that have emerged within the last few years into a store store a into years few last the within emerged have that institutes and universities

probably possible. But in our country it may turn university chairs in the numerous numerous the in chairs university turn may it country our in But possible. probably

them. In Europe, where education is generally at the same level in all parts, it is is it parts, all in level same the at generally is education where Europe, In them.

obligated to accept the credits-hours, then it is not important where a student got got student a where important not is it then credits-hours, the accept to obligated

Bachelors, then all junior or all senior students study the same things. If we are are we If things. same the study students senior all or junior all then Bachelors,

Bachelors may result in the liquidation of chairs. If there is not specialization for for specialization not is there If chairs. of liquidation the in result may Bachelors

the Details. In Russia the credit system together with the absence of specialization of of specialization of absence the with together system credit the Russia In Details. the

received in one university will be accepted in any other. But here the Devil is also in in also is Devil the here But other. any in accepted be will university one in received

ifies everything, so that grades that were were that grades that so everything, ifies un that system a is this speaking, Generally

ce in what system grade and get grades? grades? get and grade system what in ce differen the is What harmless. quite looks It

s r u o h - s t i d e r C

on education today. education on

fundamental knowledge will be incommensurate with the money that could be saved saved be could that money the with incommensurate be will knowledge fundamental

e lack of theoreticians in the area of of area the in theoreticians of lack e th from result would that losses economic

2-year specialization in the Master's degree program? Of course not. It means that the the that means It not. course Of program? degree Master's the in specialization 2-year

philology or classical philology in 3–4 years of unspecialized classes in philology and and philology in classes unspecialized of years 3–4 in philology classical or philology

philosophical departments? Is it possible to become a linguist majoring in Germanic Germanic in majoring linguist a become to possible it Is departments? philosophical

fundamental knowledge acquired in mechanics and mathematics, philological or or philological mathematics, and mechanics in acquired knowledge fundamental

process: engineer and technical, some economic and management. But what about the the about what But management. and economic some technical, and engineer process:

Of course, a number of majors can easily adopt the principles of the Bologna Bologna the of principles the adopt easily can majors of number a course, Of

implementing the principles of the Bologna agreement). Bologna the of principles the implementing

opinion since the Ministry does not fully understand the social consequences of of consequences social the understand fully not does Ministry the since opinion

German labour unions request the Ministry to take into consideration their their consideration into take to Ministry the request unions labour German

there will be no specialization on the Bachelor level. Bachelor the on specialization no be will there

changing the system: there will be a sharp decrease of university lecturers because because lecturers university of decrease sharp a be will there system: the changing

like a Malaysian bachelor or any other. Germany discusses the consequences of of consequences the discusses Germany other. any or bachelor Malaysian a like

will not be in demand for the USA, just just USA, the for demand in be not will Bachelor German A etc. philology and history

combining of different majors for Bachelor degrees: music and Germanic philology, philology, Germanic and music degrees: Bachelor for majors different of combining

The article “With a bulldozer across universities” dealt with an unjustifiable unjustifiable an with dealt universities” across bulldozer a “With article The

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

University, some improvements have been made. Today all of them are taken for for taken are them of all Today made. been have improvements some University,

I would like to say that after some rigid criticism coming from Moscow State State Moscow from coming criticism rigid some after that say to like would I

the top European universities, but in the second-rate ones. second-rate the in but universities, European top the

sense. I hold that the ideas of the convention are implemented to a full extent not in in not extent full a to implemented are convention the of ideas the that hold I sense.

the mechanism has been launched. There is hope that there will be enough common common enough be will there that hope is There launched. been has mechanism the

The West European society is rather critical about the Bologna convention, but but convention, Bologna the about critical rather is society European West The

economists.

demands of the state, otherwise one day we will wake up in a country of lawyers and and lawyers of country a in up wake will we day one otherwise state, the of demands

occupation, but at the same time they should influence this choice based on the the on based choice this influence should they time same the at but occupation,

specialists. We need measures that preserve the freedom of choice of the future future the of choice of freedom the preserve that measures need We specialists.

of top-priority academic schools we need a rigid policy including the area of training training of area the including policy rigid a need we schools academic top-priority of

new scientific and technological breakthroughs to compete, so within the framework framework the within so compete, to breakthroughs technological and scientific new

Russia needs something else, since it is in a rather different situation. We need need We situation. different rather a in is it since else, something needs Russia

Russia.

the Bologna process will actually result in a decrease of the number of students visiting visiting students of number the of decrease a in result actually will process Bologna the

with it? It is naive to think that anyone would go to politically-unstable Russia. I think that that think I Russia. politically-unstable to go would anyone that think to naive is It it? with

can visit both countries without any visas. But what does the Bologna process have to do do to have process Bologna the does what But visas. any without countries both visit can

place to start as it was done between Germany and Russia when academics and students students and academics when Russia and Germany between done was it as start to place

difficult? It is possible to make any kind of decision, but to refuse a visa. Maybe this is a a is this Maybe visa. a refuse to but decision, of kind any make to possible is It difficult?

a mere political demagogy since the problem of a visa free space turned out to be more more be to out turned space free visa a of problem the since demagogy political mere a

Individuals naturally benefit. I, as a young specialist, would like to work abroad. But isn't it it isn't But abroad. work to like would specialist, young a as I, benefit. naturally Individuals

Let's see from the government's point of view, who is benefiting from this integration. integration. this from benefiting is who view, of point government's the from see Let's

I would like to repeat. I am not opposed to integration, but the systems are different. different. are systems the but integration, to opposed not am I repeat. to like would I

schools. Unity must not be equal to identity. to equal be not must Unity schools.

there would have never emerged famous, but different Moscow and Leningrad mathematics mathematics Leningrad and Moscow different but famous, emerged never have would there

Sadovnichy once said that if the mathematics standards in the Soviet time were identical, identical, were time Soviet the in standards mathematics the if that said once Sadovnichy

from Berlin University and Athens University from Paris University. MSU Rector V. A. A. V. Rector MSU University. Paris from University Athens and University Berlin from

goal. We can assimilate so much that it will be impossible to tell Moscow University apart apart University Moscow tell to impossible be will it that much so assimilate can We goal.

make this mythical «overall protection in terms of universal educational area» our ultimate ultimate our area» educational universal of terms in protection «overall mythical this make

no trouble joining even such bodies as Max Planck Institute in Germany. We should not not should We Germany. in Institute Planck Max as bodies such even joining trouble no

diploma recognition. This is a rather odd point. When Russian experts are needed they have have they needed are experts Russian When point. odd rather a is This recognition. diploma

One of the main points of creating a universal educational area is connected with with connected is area educational universal a creating of points main the of One

process complementing the two basic steps of higher education»(Berlin). higher of steps basic two the complementing process

education, Ministers advise to add the doctorate level as the third step of the Bologna Bologna the of step third the as level doctorate the add to advise Ministers education,

ERA in Europe and the importance of research as a component of the European higher higher European the of component a as research of importance the and Europe in ERA

convention of 2003 states: «Realizing the need to create closer ties between the EHEA and and EHEA the between ties closer create to need the «Realizing states: 2003 of convention

basis of our education. Although this criticism was taken into consideration, the Berlin Berlin the consideration, into taken was criticism this Although education. our of basis

approach and discarding this system will severely damage academic schools, which are the the are which schools, academic damage severely will system this discarding and approach

There is a place to grow. Our doctorate thesis is a development of the new academic academic new the of development a is thesis doctorate Our grow. to place a is There

but no doctor. This is also wrong, because our chair system leads to the doctorate degree. degree. doctorate the to leads system chair our because wrong, also is This doctor. no but

easily approved. In one version of the Bologna convention there was supposed be a PhD, PhD, a be supposed was there convention Bologna the of version one In approved. easily

, Russian doctorate degree, was quickly and and quickly was degree, doctorate Russian , Aspirantura the discarding of idea The

program will have to pay for it. for pay to have will program

absolutely impossible. Moreover, those who will want to enroll in the Master's degree degree Master's the in enroll to want will who those Moreover, impossible. absolutely

specialization. For some specialization this might be enough, but for classical philology it is is it philology classical for but enough, be might this specialization some For specialization.

specialization is so small, that it is impossible to talk about any kind of serious serious of kind any about talk to impossible is it that small, so is specialization

choose their specialization, but it lasts only two years. The number of academic hours for for hours academic of number The years. two only lasts it but specialization, their choose

G P B T ROUND THE ON ROCESS OLOGNA HE

proposed, all of the improvements could have been overlooked? been have could improvements the of all proposed,

granted whereas 2–3 years ago when a simplified version of joining the process was was process the joining of version simplified a when ago years 2–3 whereas granted

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES 94 Bologna Adaptation: Local Experiences in Lund Tomas Bergström Associate Professor Department of Political Science, Lund University

Introduction I have been asked to deliver some personal views on the experiences in Lund of adapting the Bologna process. My perspective is essentially from the department level in a decentralized university system where departments are rather independent in academic matters. My experience of the Bologna process comes from being active in working groups at the department as well as faculty level but also from a background of being the international coordinator of the department since 1995. As a teacher, I often teach about administrative reforms. I have now been provided with a new case to use in classes. The Bologna process is a wonderful illustration of the difficulties involved in efforts of changing organizational structures, cultures and processes. There are also interesting lessons to draw from comparative studies concerning the implementation.

Sweden and the Bologna Process Sweden has been a laggard in introducing the reform. We have accomplished consensus by proposing changes while keeping the old structure alive for a foreseeable future. This, to my mind, reflects the different interests of traditional universities and the new university colleges that have developed rapidly as a result of the policy of increasing the proportion of young people studying at higher education institutions. There has been an uncertainty for a long time whether Sweden would go for the 3+2+3 formula. The solution is that we do, while still keeping the old “Magister” degree (4 years). The latter is important for smaller university colleges since they could not count on having the right to issue Master degrees without special permission from the National Agency for Higher Education. Also joint degrees are not allowed by law even if some Swedish universities actually take part in cooperation activities involving this kind of degree! On the other hand some parts of the Bologna reforms are already implemented beforehand. Sweden has a module system with fixed credits. Many departments have previous experience with the ECTS credit system, giving grades according to this system to foreign exchange students. (This includes our department in Lund). At the Bachelor level of Political Science, where courses are given in English, 50 out of 120 students are, now in the spring of 2007, exchange students.

82 95

ISBN 963-86790-0-X) ISBN

, Budapest: epsNet, June 2005 2005 June epsNet, Budapest: , (ed): Improving Faculty and Student Mobility Conditions in Europe in Conditions Mobility Student and Faculty Improving

This section relies on my contribution to a report about Erasmus experiences (Erkki Berndtson Berndtson (Erkki experiences Erasmus about report a to contribution my on relies section This

with a proficiency in German is decreasing radically. This means increasing problems in in problems increasing means This radically. decreasing is German in proficiency a with

knowledge of French, German etc. Just to take an example, the number of Swedish students students Swedish of number the example, an take to Just etc. German French, of knowledge

developing advanced level courses. The other side of the coin is that our students lack lack students our that is coin the of side other The courses. level advanced developing

English and in that way we have achieved a kind of advantage when we now think of think now we when advantage of kind a achieved have we way that in and English

we entered the exchange programs like Erasmus we were forced to introduce courses in in courses introduce to forced were we Erasmus like programs exchange the entered we

However, there is really no alternative for a small language area as Sweden. When When Sweden. as area language small a for alternative no really is there However,

students hesitate to make their voice heard while searching for the exact phrases? exact the for searching while heard voice their make to hesitate students

also be questioned. Could the quality of discussions in seminars be high enough if many many if enough high be seminars in discussions of quality the Could questioned. be also

it. The intellectual level of discussions that are being held in a non-native language could could language non-native a in held being are that discussions of level intellectual The it.

Saxon perspectives to the detriment of other outlooks on the world and current problems in in problems current and world the on outlooks other of detriment the to perspectives Saxon

Master programs will predominantly be taught in English. The literature will give Anglo- give will literature The English. in taught be predominantly will programs Master

might be seen as a problem in itself: cultural hegemony is against the European spirit. New New spirit. European the against is hegemony cultural itself: in problem a as seen be might

to the fore. The dominance of English English of dominance The fore. the to question language the moves process Bologna The

n o i t c u r t s n I f o e g a u g n a L f o n o i t s e u Q e h T

courses at foreign universities as part of their degree. their of part as universities foreign at courses

percent of the students at Lund University with Political Science as a major are having having are major a as Science Political with University Lund at students the of percent

employability and mobility during studies and after obtaining degrees. Already now 35 35 now Already degrees. obtaining after and studies during mobility and employability

The development has its bright points, though, for instance the focus on on focus the instance for though, points, bright its has development The

“facts” delivered by a God-like professor. God-like a by delivered “facts”

of some students, this would mean replacing independent, critical studies with repeating repeating with studies critical independent, replacing mean would this students, some of

attitudes towards students remains to be seen. In the worst case, according to the experience experience the to according case, worst the In seen. be to remains students towards attitudes

If Bologna “stream-lining” also means reduced differences in teaching styles and and styles teaching in differences reduced means also “stream-lining” Bologna If

hierarchically structured and strictly governed by excessive rules. excessive by governed strictly and structured hierarchically

moving in the direction of becoming a “normal” European (read: French!) university: university: French!) (read: European “normal” a becoming of direction the in moving

this prediction is not least ideas of quality assurance and auditing. In this respect we are are we respect this In auditing. and assurance quality of ideas least not is prediction this

enthusiasm among all teachers. Possibly this tendency has come to stay. Contributing to to Contributing stay. to come has tendency this Possibly teachers. all among enthusiasm

university that has been much decentralized this is, to put it mildly, not met with with met not mildly, it put to is, this decentralized much been has that university

faculty, the vice-chancellor’s office decides which programs should be offered. In a a In offered. be should programs which decides office vice-chancellor’s the faculty,

higher levels of university administration. Detailed course descriptions are reviewed by the the by reviewed are descriptions course Detailed administration. university of levels higher

From a department perspective Bologna also means centralization. Decisions are moved to to moved are Decisions centralization. means also Bologna perspective department a From

- with departments/faculties in other countries other in departments/faculties with -

- with other Swedish departments departments Swedish other with -

- with other faculties at our university our at faculties other with -

- with other departments in the faculty the in departments other with -

- within the department the within -

The reform demands cooperation in all directions: all in cooperation demands reform The

The Bologna process has lead to an intense activity at all departments at Lund University. University. Lund at departments all at activity intense an to lead has process Bologna The

l e v e L t n e m t r a p e D e h t t a s s e c o r P a n g o l o B e h t f o s e c n e u q e s n o C

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

Dickens, great expectations. great Dickens,

and parallel systems, the Bologna process could also give rise to, in the words of Charles Charles of words the in to, rise give also could process Bologna the systems, parallel and

possible activities is long. So, while still acknowledging a state of confusion, uncertainty uncertainty confusion, of state a acknowledging still while So, long. is activities possible

development, new research activities that could influence teaching content; the list of of list the content; teaching influence could that activities research new development,

beyond the mere exchange of students. Joint programs, teacher exchange, course course exchange, teacher programs, Joint students. of exchange mere the beyond

new policy of internationalization, identifying strategic partners to develop cooperation cooperation develop to partners strategic identifying internationalization, of policy new

extended programs with a qualified content. Consequently the department has adopted a a adopted has department the Consequently content. qualified a with programs extended

The incentives for finding international partners have increased in order to fill fill to order in increased have partners international finding for incentives The

administrative obstacles. administrative

order to ensure the possibility of moving between universities without unnecessary unnecessary without universities between moving of possibility the ensure to order

that the different departments of Political Science in Sweden coordinate their efforts in in efforts their coordinate Sweden in Science Political of departments different the that

among departments and individual teachers. New efforts have also been necessary to ensure ensure to necessary been also have efforts New teachers. individual and departments among

Studies. This has been an interesting exercise in creating new patterns of cooperation cooperation of patterns new creating in exercise interesting an been has This Studies.

Master programs at the faculty level; on Global Studies, Development Studies and Gender Gender and Studies Development Studies, Global on level; faculty the at programs Master

then? The department takes for instance part in developing three new trans-disciplinary trans-disciplinary new three developing in part instance for takes department The then?

What kinds of actions does our department engage in as a result of the Bologna process process Bologna the of result a as in engage department our does actions of kinds What

s s e c o r P a n g o l o B e h t f o t l u s e R a s a s e i t i v i t c A w e N

English, our range of possible partners will diminish accordingly. diminish will partners possible of range our English,

sending students to Germany. If other countries do not follow suit and introduce teaching in in teaching introduce and suit follow not do countries other If Germany. to students sending

G P B T ROUND THE ON ROCESS OLOGNA HE 98 P A R T V The Next Steps

85 99 100 PhD (Post Graduate)-training and the Bologna Process: Taking Stock of Different Best Practices in the Baltic Sea Area Andreas Önnerfors Postdoctoral researcher Department of Cultural Studies, Lund University

Introduction: Definition of Post Graduate Training (PGT) Between 2000 and 2003, I went through PhD-training of two different countries, Sweden and Germany. I was a member of a German graduate school, Graduiertenkolleg, at the University of Greifswald and at the same time I conducted my doctoral studies at the university of Lund/Sweden. In 2003, I defended my thesis at Lund University and was subsequently recruited by the Ministry of Culture, Education and Science of the German federal state Mecklenburg-Vorpommern in order to carry out a survey on possible cooperation in the field of PhD-training with the Nordic countries. I finished this task in June 2004 and was subsequently engaged by NorFA (now NordForsk) in order to conduct a survey on PhD-training in the Nordic-Baltic Area. Due to my position as research secretary (with the responsibility of research and research training) at the University of Kalmar/Sweden in 2005, the survey has been delayed but it was possible to round up the work with a final version presented in March 2006 that recently was published in a first draft version.19 My personal experience of crossing borders made me think a lot about the preconditions of PhD-training and how deeply rooted in the scientific culture of the respective country our concepts of what it means to obtain a doctoral degree are. From a German point of view, Swedish doctoral training by many was seen as a quick and overregulated way to obtain a doctoral “light”-degree, “only” a PhD, as some expressed. “Real” research was to be carried out during indefinite time and under undefined conditions on the side of the “doctorandus”, his/her relation to the “Doktorvater/-mutter” being the most important element of training and quality assurance. From a Swedish point of view, I saw many elements of the creation of German “real” Dr. phil. as a hoax. For me it was absurd that a person could sit for ten or fifteen years without even having presented a single line of the dissertation to her/his fellow PhD-students, that the final dissertation was not defended at a public disputation, and that it was not even printed in a publicly accessible (draft) version. Whose doctoral training is heavier? Whose research performs better? If we remain within the confined boxes of our respective national scientific cultures, there is a risk to find very few compatible elements. The Bologna process opens up for discussing the real foundations of what we mean with academic training and research. There exists a large variation between different countries when it comes to defining the status of a person who is on her/his way to write a dissertation and to obtain a (in some countries even only a first) postgraduate degree. In some countries she/he is called PhD-

19 Önnerfors, Andreas: “PhD-/Post Graduate Training in the Nordic-Baltic Area” in Exploring the North – papers in Scandinavian Culture and Society 2006:1, Lund 2006.

86 101

102

and postdoctoral levels and encourage the institutions concerned to increase increase to concerned institutions the encourage and levels postdoctoral and

education more generally. Ministers call for increased mobility at the doctoral doctoral the at mobility increased for call Ministers generally. more education

higher education and in enhancing the competitiveness of European higher higher European of competitiveness the enhancing in and education higher

the promotion of interdisciplinarity in maintaining and improving the quality of of quality the improving and maintaining in interdisciplinarity of promotion the

Process. They emphasise the importance of research and research training and and training research and research of importance the emphasise They Process.

higher education to include the doctoral level as the third cycle in the Bologna Bologna the in cycle third the as level doctoral the include to education higher

consider it necessary to go beyond the present focus on two main cycles of of cycles main two on focus present the beyond go to necessary it consider

“Second cycle degrees should give access to doctoral studies. […] Ministers Ministers […] studies. doctoral to access give should degrees cycle “Second

training was first mentioned in the Berlin Communiqué of 2003: of Communiqué Berlin the in mentioned first was training

also includes ideas about a “third cycle”. This development is quite recent and doctoral doctoral and recent quite is development This cycle”. “third a about ideas includes also

One reason for the enhanced interest in PGT all around Europe is that the Bologna process process Bologna the that is Europe around all PGT in interest enhanced the for reason One

s s e c o r P a n g o l o B e h t d n a T G P

standard and status at European universities. universities. European at status and standard

qualities of these two training-systems and to provide PhD-students with a joint social social joint a with PhD-students provide to and training-systems two these of qualities

The challenge for European integration in the field of PGT is to combine the best best the combine to is PGT of field the in integration European for challenge The

growing interest. interest. growing

unemployment compensation. The formal status of PhD-students at HEI:s is also a topic of of topic a also is HEI:s at PhD-students of status formal The compensation. unemployment

such as wages and level of grants, access to social security such as parental leaves or or leaves parental as such security social to access grants, of level and wages as such

Regardless of system, there are also demands for the social conditions of the PhD-student, PhD-student, the of conditions social the for demands also are there system, of Regardless

regulated in different ways in the examination structure of the respective country. country. respective the of structure examination the in ways different in regulated

system combines elements of personal supervision with formal training elements and is is and elements training formal with supervision personal of elements combines system

student and his supervisor and might be called a “master-apprentice-system”. The second second The “master-apprentice-system”. a called be might and supervisor his and student

PGT exist in Europe: the “traditional” system is based on a relationship between the PhD- the between relationship a on based is system “traditional” the Europe: in exist PGT

skills that relate to the demands of the labour market outside academia. Two systems of of systems Two academia. outside market labour the of demands the to relate that skills

disseminate research, to receive educational skills in order to teach on university level or or level university on teach to order in skills educational receive to research, disseminate

on doctoral level is often defined as a transfer of skills needed to carry out research itself, to to itself, research out carry to needed skills of transfer a as defined often is level doctoral on

sociological field work or the compilation of historical source material. Academic training training Academic material. source historical of compilation the or work field sociological

goal to produce new and innovative knowledge, be it through a series of laboratory tests, tests, laboratory of series a through it be knowledge, innovative and new produce to goal

and analyse empirical data that in some sense have not been studied previously and with the the with and previously studied been not have sense some in that data empirical analyse and

general compromise that original research has to do with the individual ability to collect collect to ability individual the with do to has research original that compromise general

to define convincingly the meaning of “original research”. There seems however to exist a a exist to however seems There research”. “original of meaning the convincingly define to

compared to undergraduate studies. A solid base in the theory of science is needed in order order in needed is science of theory the in base solid A studies. undergraduate to compared

training, which might be the reason that it is more difficult to formalise its content content its formalise to difficult more is it that reason the be might which training,

PGT is on the borderline between original research and organised academic academic organised and research original between borderline the on is PGT

prepare for a further academic career or a career outside academia. academia. outside career a or career academic further a for prepare

of supervision and instruction in order to conduct original research and to obtain skills that that skills obtain to and research original conduct to order in instruction and supervision of

vast majority agrees that a student with a M.A.-degree or equivalent needs a certain amount amount certain a needs equivalent or M.A.-degree a with student a that agrees majority vast

countries have not yet introduced a formal training leading to that postgraduate degree, the the degree, postgraduate that to leading training formal a introduced yet not have countries

postgraduate degree that internationally is recognised as a PhD-degree. Although many many Although PhD-degree. a as recognised is internationally that degree postgraduate

undergraduate degree that is required to be admitted to a postgraduate career and the the and career postgraduate a to admitted be to required is that degree undergraduate

is used in order to describe anything that happens between the advanced advanced the between happens that anything describe to order in used is Training Graduate

Post term the Instead, etc. science of candidate doctorandus, student, doctoral student,

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

103

www.bologna-bergen2005.no www.bologna-bergen2005.no

www.bologna-berlin2003.de

federation of national associations of Ph.D. candidates and young researchers. young and candidates Ph.D. of associations national of federation

a joint-European doctoral organisation, Eurodoc (www.eurodoc.net). It takes the form of a a of form the takes It (www.eurodoc.net). Eurodoc organisation, doctoral joint-European a

The growing interest in PGT on European level is reflected by the establishment of of establishment the by reflected is level European on PGT in interest growing The

interested in a further academic career. career. academic further a in interested

preferably abroad in order to collect international experience, will follow for those those for follow will experience, international collect to order in abroad preferably

are completed with a PhD. As a “fourth cycle” two years of postdoctoral research, research, postdoctoral of years two cycle” “fourth a As PhD. a with completed are

advanced training for a M.A.-degree. Three of four years of further post-graduate-training post-graduate-training further of years four of Three M.A.-degree. a for training advanced

Three years of undergraduate training will lead to a B.A.-degree, followed by two years of of years two by followed B.A.-degree, a to lead will training undergraduate of years Three

3 (B.A.) + 2 (M.A.) + 3(-4) (PhD) + 2 (postdoc) (postdoc) 2 + (PhD) 3(-4) + (M.A.) 2 + (B.A.) 3

Russia:

countries involved in the Bologna process, which includes Sweden, Estonia, Finland and and Finland Estonia, Sweden, includes which process, Bologna the in involved countries

the proposed examination structure and hence become a topic for coordination between the the between coordination for topic a become hence and structure examination proposed the

Following the discussion on the European level, PGT will in the near future be included in in included be future near the in will PGT level, European the on discussion the Following

joint degrees, including at the doctorate level”. doctorate the at including degrees, joint

a future goal, the Communiqué further set up “the awarding and recognition of of recognition and awarding “the up set further Communiqué the goal, future a

[in London, GB]. Overregulation of doctoral programmes must be avoided.” As As avoided.” be must programmes doctoral of Overregulation GB]. London, [in

principles for doctoral programmes, to be presented to Ministers in [May] 2007 2007 [May] in Ministers to presented be to programmes, doctoral for principles

responsibility of the Follow-up Group on the further development of the basic basic the of development further the on Group Follow-up the of responsibility

together with other interested partners, to prepare a report under the the under report a prepare to partners, interested other with together

Bologna Follow-up Group with inviting the European University Association, Association, University European the inviting with Group Follow-up Bologna

programmes both as students and as early stage researchers. We charge the the charge We researchers. stage early as and students as both programmes

up research careers within the EHEA. We consider participants in third cycle cycle third in participants consider We EHEA. the within careers research up

need to achieve an overall increase in the numbers of doctoral candidates taking taking candidates doctoral of numbers the in increase overall an achieve to need

transferable skills, thus meeting the needs of the wider employment market. We We market. employment wider the of needs the meeting thus skills, transferable

programmes promote interdisciplinary training and the development of of development the and training interdisciplinary promote programmes

to 3 – 4 years full time. We urge universities to ensure that their doctoral doctoral their that ensure to universities urge We time. full years 4 – 3 to

that the normal workload of the third cycle in most countries would correspond correspond would countries most in cycle third the of workload normal the that

programmes and the need for transparent supervision and assessment, we note note we assessment, and supervision transparent for need the and programmes

through original research. Considering the need for structured doctoral doctoral structured for need the Considering research. original through

The core component of doctoral training is the advancement of knowledge knowledge of advancement the is training doctoral of component core The

overarching framework for qualifications using the outcomes-based approach. approach. outcomes-based the using qualifications for framework overarching

“[…] Doctoral level qualifications need to be fully aligned with the EHEA EHEA the with aligned fully be to need qualifications level Doctoral “[…]

Bergen Communiqué 2005 stated: 2005 Communiqué Bergen

Two years later, on the occasion of the Bologna-follow-up conference in Norway, the the Norway, in conference Bologna-follow-up the of occasion the on later, years Two

stimulate the development of an excellent European Higher Education Area.” Area.” Education Higher European excellent an of development the stimulate

Ministers state that networks at doctoral level should be given support to to support given be should level doctoral at networks that state Ministers

their cooperation in doctoral studies and the training of young researchers. […] […] researchers. young of training the and studies doctoral in cooperation their

G P B T ROUND THE ON ROCESS OLOGNA HE

104

Önnerfors, op.cit. 41-49. 41-49. op.cit. Önnerfors,

33-40.

For fresh information, see eurodoc.net/file/2005EurodocReport_Estonia.pdf. Önnerfors, op.cit. p. p. op.cit. Önnerfors, eurodoc.net/file/2005EurodocReport_Estonia.pdf. see information, fresh For

systems are very similar. similar. very are systems

Finnish academic traditions concerning PGT are influenced by its Swedish origin and the the and origin Swedish its by influenced are PGT concerning traditions academic Finnish

2003, no less than 114 graduate schools were funded by the Ministry of Education. of Ministry the by funded were schools graduate 114 than less no 2003,

Finland is known since 1995 for its investment in an extensive graduate school system. In In system. school graduate extensive an in investment its for 1995 since known is Finland

is considered the standard case. case. standard the considered is training post-graduate that implies This programmes.

academia. Thus, a broad multidisciplinary approach should be integrated within PhD- within integrated be should approach multidisciplinary broad a Thus, academia.

young researchers also should provide competence needed for career paths outside outside paths career for needed competence provide should also researchers young

, the Academy of Finland in 2003 stated that training of of training that stated 2003 in Finland of Academy the , Finland in PGT Concerning

The aim is to increase the efficiency of PhD training and lower the age of PhD graduates. PhD of age the lower and training PhD of efficiency the increase to is aim The

higher education and research institutions, linking also foreign institutions and industry. industry. and institutions foreign also linking institutions, research and education higher

research fields, which function as a consortium to concentrate resources between different different between resources concentrate to consortium a as function which fields, research

Research (MoER) is preparing a new initiative, the launch of doctoral schools in broad broad in schools doctoral of launch the initiative, new a preparing is (MoER) Research

original research. In terms of the organization of studies, the Ministry of Education and and Education of Ministry the studies, of organization the of terms In research. original

according to ECTS-standards as well as formal training elements besides the promotion of of promotion the besides elements training formal as well as ECTS-standards to according

well to the ambitions of the Bologna process. This includes the application of credits credits of application the includes This process. Bologna the of ambitions the to well

curriculum reform was launched that prepared both undergraduate and postgraduate studies studies postgraduate and undergraduate both prepared that launched was reform curriculum

has rapidly developed since the 1990-ies. In 1999, a major major a 1999, In 1990-ies. the since developed rapidly has Estonia in PGT

published continuously updated on www.nifustep.no/norsk/innhold/statistikk/norbal. www.nifustep.no/norsk/innhold/statistikk/norbal. on updated continuously published

Statistics and other information on research training in Estonia, Finland and Sweden is is Sweden and Finland Estonia, in training research on information other and Statistics

n e d e w S d n a a i s s u R , d n a l n i F , a i n o t s E n i T G P r e v o w e i v r e v O t r o h S

part in the cooperation. cooperation. the in part

information available on the Eurodoc-website, Finland has no doctoral organisation taking taking organisation doctoral no has Finland Eurodoc-website, the on available information

latest Eurodoc-conference took place in December 2006 in Nice/France. According to the the to According Nice/France. in 2006 December in place took Eurodoc-conference latest

compiled to a joint survey that is subsequently published on the Eurodoc-website. The The Eurodoc-website. the on published subsequently is that survey joint a to compiled

presentation of national surveys on the state of PGT. These national surveys are then then are surveys national These PGT. of state the on surveys national of presentation

and young researchers in Europe. One main ingredient of these conferences is the the is conferences these of ingredient main One Europe. in researchers young and

Eurodoc annually arranges conferences on topics related to the situation of PhD-students PhD-students of situation the to related topics on conferences arranges annually Eurodoc

representing doctoral candidates and junior researchers within Europe. within researchers junior and candidates doctoral representing

x To establish and promote co-operation between national associations associations national between co-operation promote and establish To

policies about Higher Education and Research in Europe. in Research and Education Higher about policies

researchers; organize events, take part in debates and assist in the elaboration of of elaboration the in assist and debates in part take events, organize researchers;

x To promote the circulation of information on issues regarding young young regarding issues on information of circulation the promote To

activity in Europe. in activity

x To advance the quality of doctoral programmes and the standards of research research of standards the and programmes doctoral of quality the advance To

matters of education, research, and professional development of their careers. their of development professional and research, education, of matters

x To represent doctoral candidates and junior researchers at the European level in in level European the at researchers junior and candidates doctoral represent To

Eurodoc’s objectives are: objectives Eurodoc’s

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

105

op.cit. 136-157. 136-157. op.cit.

For fresh information, see eurodoc.net/file/2005EurodocReport_Sweden.pdf. See also Önnerfors, Önnerfors, also See eurodoc.net/file/2005EurodocReport_Sweden.pdf. see information, fresh For

op.cit. 120-135. 120-135. op.cit.

For fresh information, see eurodoc.net/file/2005EurodocReport_Russia.pdf. See also Önnerfors, Önnerfors, also See eurodoc.net/file/2005EurodocReport_Russia.pdf. see information, fresh For

However in the normative texts passed, very little is said about what “original research” research” “original what about said is little very passed, texts normative the in However

believe in them. Most surely, Sweden has one of the best systems of PGT in Europe. Europe. in PGT of systems best the of one has Sweden surely, Most them. in believe

them to each other. We need to come down to a level where we discuss basics and why we we why and basics discuss we where level a to down come to need We other. each to them

academia? Within these discussions, it is often fruitless to compare systems and try to adapt adapt to try and systems compare to fruitless often is it discussions, these Within academia?

of independent research? Is he/she then prepared for a future career within and outside outside and within career future a for prepared then he/she Is research? independent of

How much can a person develop scientifically within eight-nine years of studies and proofs proofs and studies of years eight-nine within scientifically develop person a can much How

lies within the discussions of the foundations of academic teaching and scientific research. research. scientific and teaching academic of foundations the of discussions the within lies

cooperation. But the overarching challenge of the Bologna process – also on PhD-level – PhD-level on also – process Bologna the of challenge overarching the But cooperation.

At first sight it seems to be far too complicated to unite diverging concepts into into concepts diverging unite to complicated too far be to seems it sight first At

etc.

dissemination of knowledge, teaching skills, skills needed within a non-academic career, career, non-academic a within needed skills skills, teaching knowledge, of dissemination

discuss what training elements really are needed to support the process of original research, research, original of process the support to needed are really elements training what discuss

substantial part of the formal training needed to obtain a PhD-degree, it would be easier to to easier be would it PhD-degree, a obtain to needed training formal the of part substantial

cooperation agree that elements of education obtained on M.A.-level can be counted as a a as counted be can M.A.-level on obtained education of elements that agree cooperation

prepares either for a future intramural or extramural career. If countries interested in in interested countries If career. extramural or intramural future a for either prepares

research without prolonging the time needed to obtain a final post-graduate degree that that degree post-graduate final a obtain to needed time the prolonging without research

of PGT is to find a good balance between training elements and the conduct of original original of conduct the and elements training between balance good a find to is PGT of

One of the most important remaining challenges for trans-national cooperation in the field field the in cooperation trans-national for challenges remaining important most the of One

s e g n e l l a h C g n i n i a m e R : T G P

cooperation.

training program that fits into the structure of all countries potentially involved in in involved potentially countries all of structure the into fits that program training

on PhD-level most surely are easy to agree upon, it will be harder to establish a common common a establish to harder be will it upon, agree to easy are surely most PhD-level on

with the other countries. Whereas joint scientific standards of original research carried out out carried research original of standards scientific joint Whereas countries. other the with

cultures into each other. The Russian preconditions of PGT are only partially comparable comparable partially only are PGT of preconditions Russian The other. each into cultures

This opens up for a trans-nationalisation of PGT and the integration of different scientific scientific different of integration the and PGT of trans-nationalisation a for up opens This

credits and time, and where content and intention of training programs are well delineated. delineated. well are programs training of intention and content where and time, and credits

systems of PGT where training elements and original research are well defined in terms of of terms in defined well are research original and elements training where PGT of systems

This very short survey shows that Sweden, Finland and Estonia have very similar similar very have Estonia and Finland Sweden, that shows survey short very This

workers. Among the 160 credits there are doctoral courses that range up to 80 credits. 80 to up range that courses doctoral are there credits 160 the Among workers.

complementing with department work such as e.g. teaching and supervision of thesis thesis of supervision and teaching e.g. as such work department with complementing

1.5 ECTS credit), which is a length of 4 years. This could be enhanced up to 5 years by by years 5 to up enhanced be could This years. 4 of length a is which credit), ECTS 1.5

training. Graduate education consists of 160 credits (1 credit corresponds to approximately approximately to corresponds credit (1 credits 160 of consists education Graduate training.

has since the 1970-ies been divided into original research and and research original into divided been 1970-ies the since has Sweden in PGT

the ideas of a third and final cycle that prepares for a future post-doctoral career. post-doctoral future a for prepares that cycle final and third a of ideas the

certainly ensures a high standard of the research carried out, but that only partially fits into into fits partially only that but out, carried research the of standard high a ensures certainly

Swedish “licentiat” and “doktor” or the German “Doktor” and “Habilitiert”) that most most that “Habilitiert”) and “Doktor” German the or “doktor” and “licentiat” Swedish

graduate degrees (“Kandidat Nauk” and “Doktor Nauk”, which might be compared to the the to compared be might which Nauk”, “Doktor and Nauk” (“Kandidat degrees graduate

PGT is conducted according to a sophisticated model with two post- two with model sophisticated a to according conducted is PGT Russian

G P B T ROUND THE ON ROCESS OLOGNA HE

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foundations of scientific innovation and how can PGT contribute to catalyze it? it? catalyze to contribute PGT can how and innovation scientific of foundations

PGT, but its content is rarely explained nor is its usefulness contested. What are the real real the are What contested. usefulness its is nor explained rarely is content its but PGT,

be helpful for a young researcher. Formal training is stressed as an important element of of element important an as stressed is training Formal researcher. young a for helpful be

supervisor and PhD-student than explanations why this very personal transfer of skills can can skills of transfer personal very this why explanations than PhD-student and supervisor

means and why it is important. It is easier to find regulations about the relationship between between relationship the about regulations find to easier is It important. is it why and means

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES Three Steps towards a Joint Degree – JTP, DDt, and JIMP Reflections Based on a Disciplinary Development Project Helena Rytövuori-Apunen Senior Research Fellow Tampere Peace Research Institute (TAPRI), University of Tampere Coordinator of the Nordplus Neighbour network “The European North and EU-Russian International Relations” Coordinator and responsible director of the CBU master’s program project in international relations during 2004-July 2006 (professor at the Department of Political Science and International Relations, University of Tampere)

My recent experience of the design and implementation of an international teaching program aiming to realize the Bologna goals derives from our Nordplus Neighbour network and my work as the coordinator of one of the pilot fields of the Finnish-Russian Cross- Border University Consortium (CBU). The CBU is a project launched by the Finnish Ministry of Education with the purpose of experimenting in the realization of the Bologna process goals in bilateral Finnish-Russian cooperation.26 From June 2004 until August 2006, I coordinated the pilot project in International Relations. Our Nordplus Neighbour network “The European North and EU-Russian International Relations” has been in operation since 2004. Participating in the network are the universities of Tampere (coordinator), Lund, Tartu, and the Petrozavodsk and the Saint-Petersburg State universities. How these two projects, CBU and Nordplus Neighbour, have been mutually supportive for our enterprise is shortly explained in the first chapter. I will now explain the overall design in which what we have done so far is the first step. Internationalization of higher education no longer means just increased interaction and mobility. It includes structural development of teaching programs and curricular contents, administrative structures and recognition of degrees. Structural development is a rocky road. Enthusiastic students, bright young people, have been our greatest source of strength. Students have been prepared to sacrifice time and money in order to gain the experience of international learning environments. There have been a great many bureaucratic problems, but these can always be overcome with inventive people. Our Russian partners, in particular, have been very inventive, and this attitude has been a great help in overcoming structural differences. Our network has felt it important to take stock of the actual experience that has been gained from Bologna – “Bologna beyond Words” – and to discuss concrete steps through which we can contribute to the development of a European Higher Education Area (EHEA). Organizing mobility – such as the “twinning” concept in which 50 percent of studies are at a partner university – is only one element and a point where intricate questions begin. It is important to identify phases with clear goals in the structural

26 See: http://www.joensuu.fi/cbu/

92 107

108

This program was designed for the period 2005-07 (two years, autumn-spring). autumn-spring). years, (two 2005-07 period the for designed was program This

studies in the participating institutions through a program of joint and mutually mutually and joint of program a through institutions participating the in studies

International Relations. The specific goal has been to develop International Relations (IR) (IR) Relations International develop to been has goal specific The Relations. International

process of mutual learning between the Nordic, Baltic and Russian communities of of communities Russian and Baltic Nordic, the between learning mutual of process

is ideal for the the for ideal is region, Sea Baltic the and North European the in relations EU-Russia

the evolving evolving the program, the of area subject the that notion the from departed have We

communication are an inherent problem in the subject of study. study. of subject the in problem inherent an are communication

systems and academic and cultural traditions are central to the field. The possibilities of of possibilities The field. the to central are traditions cultural and academic and systems

of the Bologna process in the sense that the problems of understanding different national national different understanding of problems the that sense the in process Bologna the of

International Relations is an appropriate academic field for an experiment in the realization realization the in experiment an for field academic appropriate an is Relations International

Developing the academic field of study of field academic the Developing (i)

mission can be outlined in the following way: following the in outlined be can mission

program and teaching profile, and the structure of the program. The key points of our our of points key The program. the of structure the and profile, teaching and program

Launching a program begins with an outline of the mission, the target group, the the group, target the mission, the of outline an with begins program a Launching

guidelines and something like a model from the experience I have shared. shared. have I experience the from model a like something and guidelines

assessment of the results of the project. Instead, I seek to abstract some instructive instructive some abstract to seek I Instead, project. the of results the of assessment

project. This project has not yet been completed, and this presentation in no way makes an an makes way no in presentation this and completed, been yet not has project This project.

presentation deals with the lessons and instructive ideas gained from the joint teaching teaching joint the from gained ideas instructive and lessons the with deals presentation

to these structural differences during the next phases of the experimental project. My My project. experimental the of phases next the during differences structural these to

operation of our Joint Teaching Program, and the goal has been, precisely, to find solutions solutions find to precisely, been, has goal the and Program, Teaching Joint our of operation

and MA) that the Bologna process endorses. These structural differences did not hinder the hinder not did differences structural These endorses. process Bologna the that MA) and

Russian Specialist Degree in International Relations (5 years), instead of the two-tier (BA (BA two-tier the of instead years), (5 Relations International in Degree Specialist Russian

contrast to the two years of the other partner universities. In Petrozavodsk the degree is the the is degree the Petrozavodsk In universities. partner other the of years two the to contrast

program have very different degree structures – in Sweden the MA is still one year, in in year, one still is MA the Sweden in – structures degree different very have program

gained from this program have been discussed in Part I of this report. The partners in the the in partners The report. this of I Part in discussed been have program this from gained

The experiences experiences The European North: Dynamics of EU-Russian International Relations”. International EU-Russian of Dynamics North: European

The experimental program that the network developed together was named “The “The named was together developed network the that program experimental The

primacy of ideas. ideas. of primacy

field level. The approach is pragmatic and not idealistic. It builds on practices and not the the not and practices on builds It idealistic. not and pragmatic is approach The level. field

I would like to present is mundane; it grows from concrete experience and needs felt at the the at felt needs and experience concrete from grows it mundane; is present to like would I

Sometimes there are already too many models and instructive guidelines. The model model The guidelines. instructive and models many too already are there Sometimes

explicitly prohibit. prohibit. explicitly

external resources, is duplication of national programs; something the Nordplus rules rules Nordplus the something programs; national of duplication is resources, external

to be no more than the institutions ordinarily do, the result, from the point of view of of view of point the from result, the do, ordinarily institutions the than more no be to

clear mandates of who does what. If development projects in the name of Bologna stagnate stagnate Bologna of name the in projects development If what. does who of mandates clear

require long-term planning and monitoring of the results, a clear management structure, and and structure, management clear a results, the of monitoring and planning long-term require

departmental rivalries. International development projects envisaging a Joint Degree Degree Joint a envisaging projects development International rivalries. departmental

Paradoxically, the greatest difficulties seem to be domestic, even parochial, and relate to to relate and parochial, even domestic, be to seem difficulties greatest the Paradoxically,

Degree does not yet exist, flexible solutions can be found within existing programs. programs. existing within found be can solutions flexible exist, yet not does Degree

difficulties are not on the international and legal planes. When the legal frame for a Joint Joint a for frame legal the When planes. legal and international the on not are difficulties

development process and to monitor their implementation. We have found that the greatest greatest the that found have We implementation. their monitor to and process development

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

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because during this phase student admissions and studies take place according to national national to according place take studies and admissions student phase this during because

Program, Program, Teaching International Joint is phase first the for term The implementation.

(phase A) is preceded by a feasibility study phase (f1), which produces a plan of of plan a produces which (f1), phase study feasibility a by preceded is A) (phase

I will now explain the three phases. The launch of a Joint International Teaching Program Program Teaching International Joint a of launch The phases. three the explain now will I

region within the larger framework of the European Higher Education Area. Education Higher European the of framework larger the within region

specific competitive capabilities of the the of capabilities competitive specific (iii) the to add to is thirdly, goal, our bases these On

. platform admissions joint a of development

year, Joint International (Master’s) Program. This phase starts the the starts phase This Program. (Master’s) International Joint year, 5 and (C) 4 (C)

th th

at the first stage of its development; development; its of stage first the at Degree Joint realize to procedure

(B) 2 (B) year, Double Degree with transformation studies (DDt). DDt is a a is DDt (DDt). studies transformation with Degree Double year, 3 and

rd nd

(JTP);

(A) 1 (A) year of project implementation, Joint International Teaching Program Program Teaching International Joint implementation, project of year 2 and

nd st

Thus, these steps are: steps these Thus,

Æ JIMP JIMP (f3)

Æ DDt DDt (f2)

Æ JTP

(f1 ) (f1

feasibility study (f) carried out during the previous phase (project cycle). cycle). (project phase previous the during out carried (f) study feasibility

teaching period each, and an implementation phase always builds on the results of a a of results the on builds always phase implementation an and each, period teaching

Joint International Master’s Program (JIMP). These steps are realized through a two-year two-year a through realized are steps These (JIMP). Program Master’s International Joint

Teaching Program (JTP), the Double Degree with transformation studies (DDt), and the the and (DDt), studies transformation with Degree Double the (JTP), Program Teaching

The model I propose consists of three steps towards organizing a Joint Degree – the Joint Joint the – Degree Joint a organizing towards steps three of consists propose I model The

The critical question is how to proceed from this level? level? this from proceed to how is question critical The

admissions and the organization of studies are according to national rules and regulations. regulations. and rules national to according are studies of organization the and admissions

offered by an international network of partner institutions and individual teachers. Student Student teachers. individual and institutions partner of network international an by offered

During the first phase, the program is a Joint International Teaching Program, which is is which Program, Teaching International Joint a is program the phase, first the During

Structural development towards Joint Degree Joint towards development Structural (ii)

thereby redeem its third sector tasks. tasks. sector third its redeem thereby

that the field of study can contribute with analyzes and policy-relevant knowledge and and knowledge policy-relevant and analyzes with contribute can study of field the that

a dialogue of traditions. From the point of view of international policies, the expectation is is expectation the policies, international of view of point the From traditions. of dialogue a

process of dynamic development, and this situation creates a fruitful point of departure for for departure of point fruitful a creates situation this and development, dynamic of process

and research traditions. Especially in the Baltic countries and in Russia the field is in a a in is field the Russia in and countries Baltic the in Especially traditions. research and

International Relations”. This means emphasis on the plurality and dialogue of academic academic of dialogue and plurality the on emphasis means This Relations”. International

of “European “European of mode intellectual the follow to outlined been has program The relevance.

complementary study modules and courses and with emphasis on regional North European European North regional on emphasis with and courses and modules study complementary

G P B T ROUND THE ON ROCESS OLOGNA HE

110

See Vladimir Mironov’s chapter in this report. report. this in chapter Mironov’s Vladimir See

pedagogical approach emphasizes interaction between academic study and policy practices. practices. policy and study academic between interaction emphasizes approach pedagogical

interfaces and possibilities of dialogue in conflicting policy issues and practices. The The practices. and issues policy conflicting in dialogue of possibilities and interfaces

region and, most importantly for academic study, to train the analytical eye for seeing seeing for eye analytical the train to study, academic for importantly most and, region

to enhance intercultural understanding and awareness of the history and identities in the the in identities and history the of awareness and understanding intercultural enhance to

In our outline, it concentrates on seeking seeking on concentrates it outline, our In profile? teaching the is what Furthermore,

to ruin the quality of the Russian educational system. educational Russian the of quality the ruin to

which, according to our Russian colleagues, is the current situation in Europe and threatens threatens and Europe in situation current the is colleagues, Russian our to according which,

relevance. A strong basis in the discipline is needed. We did not wish the “smörgåsbord” “smörgåsbord” the wish not did We needed. is discipline the in basis strong A relevance.

Our goal has been to develop International Relations with a strong regional regional strong a with Relations International develop to been has goal Our

of power, belonging and identity in the region. region. the in identity and belonging power, of

and with emphasis on the implications of present-day integration processes on the dynamics dynamics the on processes integration present-day of implications the on emphasis with and

unique point of departure for the study of continuity and change in a historical perspective perspective historical a in change and continuity of study the for departure of point unique

constitute a rim area of contest and cooperation between “East” and “West”. This offers a a offers This “West”. and “East” between cooperation and contest of area rim a constitute

competing regional powers, and Finland and Estonia, in mutually divergent ways, ways, divergent mutually in Estonia, and Finland and powers, regional competing

region. In the European North, Russia and Sweden are in a historical perspective mutually mutually perspective historical a in are Sweden and Russia North, European the In region.

in the Baltic Sea and Nordic areas and affect foreign and security policies in the whole whole the in policies security and foreign affect and areas Nordic and Sea Baltic the in

European relations, which are the primary context for the political and economic dynamics dynamics economic and political the for context primary the are which relations, European

the eastern enlargements of the EU and NATO have highlighted change in Russian- in change highlighted have NATO and EU the of enlargements eastern the

European relations. The outline of the Program content departs from the recognition that that recognition the from departs content Program the of outline The relations. European

relation to and against the background of the development of EU-Russia and Russian- and EU-Russia of development the of background the against and to relation

is to study the political, economic and cultural dynamics of the Nordic-Baltic region in in region Nordic-Baltic the of dynamics cultural and economic political, the study to is

In our outline, this this outline, our In profile. program specific the about question a is there Secondly,

expertise in the Nordic and Baltic Regions with emphasis on EU-Russia relations. relations. EU-Russia on emphasis with Regions Baltic and Nordic the in expertise

Teaching Program provides basic academic training in International Relations and area area and Relations International in training academic basic provides Program Teaching

governmental organization, as well as business, education and journalism. The Joint Joint The journalism. and education business, as well as organization, governmental

in the areas of foreign and regional policy, international governmental and non- and governmental international policy, regional and foreign of areas the in

Bologna goals and guidelines. The program is recommended for students with career plans plans career with students for recommended is program The guidelines. and goals Bologna

European North contributes to the European Higher Education Area in the spirit of the the of spirit the in Area Education Higher European the to contributes North European

in an international environment and to benefit from a development project which in the the in which project development a from benefit to and environment international an in

offers students of International Relations at the master’s level a unique opportunity to study study to opportunity unique a level master’s the at Relations International of students offers

Our answer, which was developed in the CBU context, is: The program program The is: context, CBU the in developed was which answer, Our designed? Program

for whom is the the is whom for is questions first the of one , content program the outlining In

differed a lot from each other. other. each from lot a differed

with the introduction of the credits system. Initially, the practices of all partner institutions institutions partner all of practices the Initially, system. credits the of introduction the with

the ECTS-point counted as a number of hours. In the Russian universities, this coincided coincided this universities, Russian the In hours. of number a as counted ECTS-point the

credits transfer system. In our program, we have sought to use the same assessment-unit, assessment-unit, same the use to sought have we program, our In system. transfer credits

A Joint Teaching Program is not possible without a working working a without possible not is Program Teaching Joint A system. transfer credits joint a

curricular structures and contents, defining the joint program components and developing developing and components program joint the defining contents, and structures curricular

structural compatibility of of compatibility structural developing include tasks main the phase, this During

certificate and, when possible, also mentioned in the actual degree certificate. degree actual the in mentioned also possible, when and, certificate

participation in the Joint Teaching Program can be confirmed in a separate program program separate a in confirmed be can Program Teaching Joint the in participation

rules and regulations, and the degree certificate is a national certificate only. The student’s student’s The only. certificate national a is certificate degree the and regulations, and rules

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

111

to this paper presents an outline of an exemplary exemplary an of outline an presents paper this to 50 percent, i.e. 60 ECTS. The appendix The ECTS. 60 i.e. percent, 50

, which forms the core of the Joint Program, can be for example example for be can Program, Joint the of core the forms which , curriculum integrated The

implementation of the Joint Portfolio studies and other electives. electives. other and studies Portfolio Joint the of implementation

with the consent of the participating departments, provides instructions for the the for instructions provides departments, participating the of consent the with

visiting students in the program. The steering group of the subject consortium (see below), below), (see consortium subject the of group steering The program. the in students visiting

by the steering group of the subject consortium. These local courses are also available for for available also are courses local These consortium. subject the of group steering the by

other elective courses are local course offerings registered annually for the program studies studies program the for annually registered offerings course local are courses elective other

teaching profiles with the joint program and offers optional courses to the students. The The students. the to courses optional offers and program joint the with profiles teaching

substance-specific, program-tailored courses. The Joint Portfolio allows adjusting local local adjusting allows Portfolio Joint The courses. program-tailored substance-specific,

theory and methodology courses, courses on disciplinary history, and include also also include and history, disciplinary on courses courses, methodology and theory

member institutions. In International Relations, the compulsory subject studies are typically typically are studies subject compulsory the Relations, International In institutions. member

studies create the necessary compatibility in the disciplinary subject area between the the between area subject disciplinary the in compatibility necessary the create studies

up to 10 ECTS. The compulsory subject subject compulsory The ECTS. 10 to up studies language including courses elective other

of elective courses, and and courses, elective of Portfolio Joint a , studies subject compulsory of consists years)

The Joint Teaching Program (120 ECTS credit points, 2 academic academic 2 points, credit ECTS (120 Program Teaching Joint The structure: Program

bilateral Finnish-Russian cooperation. Finnish-Russian bilateral

environment immediately much more international than would have been the case in in case the been have would than international more much immediately environment

and extended the possibilities of mutual learning, making the students’ learning learning students’ the making learning, mutual of possibilities the extended and

The criss-crossing Nordplus and CBU networks created a pool of teaching resources resources teaching of pool a created networks CBU and Nordplus criss-crossing The

system of education. education. of system

recognized quality of its education, is not fully acknowledged within the Russian national national Russian the within acknowledged fully not is education, its of quality recognized

other status was problematic, because the EUSP is a private university which, in spite of the the of spite in which, university private a is EUSP the because problematic, was status other

lecturers we had teachers from the European University at St. Petersburg (EUSP). Any Any (EUSP). Petersburg St. at University European the from teachers had we lecturers

University of Helsinki and The Baltic Institute of Finland (Tampere). Among the guest guest the Among (Tampere). Finland of Institute Baltic The and Helsinki of University

the University of Tartu and the University of Lund, and also the Aleksanteri Institute at the the at Institute Aleksanteri the also and Lund, of University the and Tartu of University the

Teaching associates in the CBU project included the two Nordplus Neighbour partners, i.e. i.e. partners, Neighbour Nordplus two the included project CBU the in associates Teaching

addition, we had teaching associates and, of course, invited guest lecturers and experts. experts. and lecturers guest invited course, of and, associates teaching had we addition,

the Saint-Petersburg State Polytechnical University and the University of Joensuu. In In Joensuu. of University the and University Polytechnical State Saint-Petersburg the

program were collaborative partner universities. In the CBU context, this category included included category this context, CBU the In universities. partner collaborative were program

which International Relations can be studied as a minor subject through arrangements in the the in arrangements through subject minor a as studied be can Relations International which

International Relations is studied as a major subject. Those participating universities in in universities participating Those subject. major a as studied is Relations International

Petersburg State University and the Petrozavodsk State University. In these universities, universities, these In University. State Petrozavodsk the and University State Petersburg

Relations pilot project are the University of Tampere (coordinating university), the Saint- the university), (coordinating Tampere of University the are project pilot Relations

joint sessions and quality assurance activities. Partner institutions in the CBU International International CBU the in institutions Partner activities. assurance quality and sessions joint

not parts of the CBU. The Nordplus Neighbour network enabled their participation in the the in participation their enabled network Neighbour Nordplus The CBU. the of parts not

and Petrozavodsk State universities; equalling five partners. Of these Lund and Tartu were were Tartu and Lund these Of partners. five equalling universities; State Petrozavodsk and

mentioned, consists of the universities of Tampere, Lund, Tartu and the Saint-Petersburg Saint-Petersburg the and Tartu Lund, Tampere, of universities the of consists mentioned,

The Nordplus Neighbour network, as already already as network, Neighbour Nordplus The institutions? participating the are Who

of Tartu (Estonia) and the Saint-Petersburg State University (Russia). (Russia). University State Saint-Petersburg the and (Estonia) Tartu of

guest lecturers. During 2005-06 courses in joint sessions were organized at the University University the at organized were sessions joint in courses 2005-06 During lecturers. guest

Professionals of foreign policy and functional cooperation participate in the teaching as as teaching the in participate cooperation functional and policy foreign of Professionals

G P B T ROUND THE ON ROCESS OLOGNA HE

112

there are different approaches to the problem: the to approaches different are there

, lacking is frame legal common the where situation a In this. precisely is goal structural

Following the two-year period of experimenting with the Joint Teaching Program, the the Program, Teaching Joint the with experimenting of period two-year the Following

On another level, the goal is to promote the mutual recognition of degrees. degrees. of recognition mutual the promote to is goal the level, another On

in the partner universities and to develop quality assurance. assurance. quality develop to and universities partner the in

the disciplinary goals are to increase the compatibility of teaching and curricular structures structures curricular and teaching of compatibility the increase to are goals disciplinary the

throughout the project cycle is subject to transparent quality assessment. During this phase, phase, this During assessment. quality transparent to subject is cycle project the throughout

and exams, including the master’s thesis, offered in the joint teaching project, which which project, teaching joint the in offered thesis, master’s the including exams, and

students have the possibility to do their local (national) degree on the basis of the teaching teaching the of basis the on degree (national) local their do to possibility the have students

. The The . education local the in feature qualitative a thus is program teaching international

joint The procedures. and rules local with accordance in studies master’s their out

program. In this phase, the partners each choose their own students, and the students carry carry students the and students, own their choose each partners the phase, this In program.

The pilot program, which soon will come to its conclusion, is a joint teaching teaching joint a is conclusion, its to come will soon which program, pilot The

mobility.

CBU partners could be arranged, but in this case the question was about intraprogram intraprogram about was question the case this in but arranged, be could partners CBU

result with the question of 5 students from Tartu. Visiting studies (1 month) among the the among month) (1 studies Visiting Tartu. from students 5 of question the with result

these students apply for the right to study within the categories available. This was also the the also was This available. categories the within study to right the for apply students these

program at Tampere. Unfortunately Tampere did not show any interest in the idea that that idea the in interest any show not did Tampere Unfortunately Tampere. at program

students inquired whether they had the option of continuing their studies in the CBU CBU the in studies their continuing of option the had they whether inquired students

the University of Lund participated in our Autumn and Summer School. Later on, three three on, Later School. Summer and Autumn our in participated Lund of University the

of Tampere. In addition, Tartu sent 2 students to our Autumn School and 4 students from from students 4 and School Autumn our to students 2 sent Tartu addition, In Tampere. of

University, 7 students at the Petrozavodsk State University, and 3 students at the University University the at students 3 and University, State Petrozavodsk the at students 7 University,

studies. Chosen to participate in the program were 12 students at the Saint-Petersburg State State Saint-Petersburg the at students 12 were program the in participate to Chosen studies.

The students will testify how we muddled through the implementation of the the of implementation the through muddled we how testify will students The

degrees, etc. degrees,

, relating to who has authority in admissions, credit management and granting of of granting and management credit admissions, in authority has who to relating , problems

administrative compatibility compatibility administrative were there Finally, exams. oral and lectures emphasizes ours,

such as lack of textbooks. The Russian teaching tradition, in comparison with with comparison in tradition, teaching Russian The textbooks. of lack as such problems,

infrastructural also were There work”. group studies, literature thesis-related “MA

Russian educational system requires in a possible place in the teaching program, such as as such program, teaching the in place possible a in requires system educational Russian

students. This incompatibility was solved by dumping the extra amount of hours that the the that hours of amount extra the dumping by solved was incompatibility This students.

had, by their national law, 25 percent more hours (about 400 in number) than the Finnish Finnish the than number) in 400 (about hours more percent 25 law, national their by had,

workload could not be accommodated within the 120 ECTS of a master’s program. They They program. master’s a of ECTS 120 the within accommodated be not could workload

are work days). So, even if we had the same assessment-unit, the Russian students’ students’ Russian the assessment-unit, same the had we if even So, days). work are

class hours. The Russian students’ yearly load of work hours is also much larger (Saturdays (Saturdays larger much also is hours work of load yearly students’ Russian The hours. class

courses. For example, at Russian universities students traditionally have a great number of of number great a have traditionally students universities Russian at example, For courses.

the number and contents of mandatory courses, and the free space available for optional optional for available space free the and courses, mandatory of contents and number the

, i.e. incompatibilities in the length of studies and standard courses, in in courses, standard and studies of length the in incompatibilities i.e. , problems feasibility

structural encountered we program, the of implementation and design the In

courses if the latter are used for visiting studies. studies. visiting for used are latter the if courses

studies), and 22 ECTS chosen from the Joint Portfolio and locally organized elective elective organized locally and Portfolio Joint the from chosen ECTS 22 and studies),

Program Courses and Schools (IR 1-3, 28 ECTS), Seminar II (IR 4b, 10 ECTS, visiting visiting ECTS, 10 4b, (IR II Seminar ECTS), 28 1-3, (IR Schools and Courses Program

program. In this example the integrated curriculum consists of the compulsory Joint Joint compulsory the of consists curriculum integrated the example this In program.

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

113

part of the credits required. required. credits the of part

arrangement, it is desirable that the teaching program’s joint studies cover a relatively large large relatively a cover studies joint program’s teaching the that desirable is it arrangement,

national institutions or in bilateral or multilateral agreements. From the point of view of this this of view of point the From agreements. multilateral or bilateral in or institutions national

the student, it is an option. The content of transformation studies can be decided by the the by decided be can studies transformation of content The option. an is it student, the

student, and is a means to create a common and transparent space in higher education. For For education. higher in space transparent and common a create to means a is and student,

provides the joint program with the added value it needs from the point of view of the the of view of point the from needs it value added the with program joint the provides

a means to solve problems resulting from differences in degree systems and structures. It It structures. and systems degree in differences from resulting problems solve to means a

arrangement increases mobility between the universities and in the labour market. It is also also is It market. labour the in and universities the between mobility increases arrangement

This developed. been yet not has frame legal the which in situation the in Degree

The Double Degree with transformation studies (DDt) is a procedure to realize Joint Joint realize to procedure a is (DDt) studies transformation with Degree Double The

requirements.

can register those studies it accepts to be in accordance with its own study study own its with accordance in be to accepts it studies those register can

Degree can be given on an individual basis. At enrolment, the second university university second the enrolment, At basis. individual an on given be can Degree

. The right to a Joint Joint a to right The . certificate the in transparent made is which of composition

Joint Degree the the Degree Joint a but degree master’s another just not is which degree, second

use the joint studies of the joint program completed at the first university for the the for university first the at completed program joint the of studies joint the use

this second university by doing the additional studies required. The student can can student The required. studies additional the doing by university second this

at Lund can apply to be enrolled at Tampere and gain a master’s degree from from degree master’s a gain and Tampere at enrolled be to apply can Lund at

certificate. For example, a student who has completed master’s degree studies studies degree master’s completed has who student a example, For certificate.

Joint Degree Joint a be can This degree. second the of structure the transparent

gives rise to the term: transformation studies. The degree certificate makes makes certificate degree The studies. transformation term: the to rise gives

. These additional studies transform one national degree to another. This This another. to degree national one transform studies additional These . systems

– harmonize – differences between educational educational between differences – harmonize – abridge to serve which , studies

additional of basis the on this do and university, second the from also degree

second university. Here, Double Degree means that the student can gain a a gain can student the that means Degree Double Here, university. second

and gain the right to degree studies according to the rules and procedures of this this of procedures and rules the to according studies degree to right the gain and

degree from one partner university, can be enrolled at another partner university university partner another at enrolled be can university, partner one from degree

required for their own degrees. On this basis the students, who have gained a a gained have who students, the basis this On degrees. own their for required

(3) The partner universities accept the studies in the joint program as studies studies as program joint the in studies the accept universities partner The (3)

option may be the most realistic. most the be may option

However, the concept of Double Degree need not mean only this. The third third The this. only mean not need Degree Double of concept the However,

consortium. This model has not received administrative-political support lately. lately. support administrative-political received not has model This consortium.

mentioned degree has been completed within the joint program of the the of program joint the within completed been has degree mentioned

recognized as a master’s degree at the University of Tampere if the first first the if Tampere of University the at degree master’s a as recognized

recognition. A master’s degree from the Saint-Petersburg State University is is University State Saint-Petersburg the from degree master’s A recognition.

corresponding and provide a separate international diploma as a sign of this this of sign a as diploma international separate a provide and corresponding

(2) The partner universities agree that the studies in the consortium are mutually mutually are consortium the in studies the that agree universities partner The (2)

eligibility for PhD studies in Finland. Finland. in studies PhD for eligibility

when for example a master’s degree from Sweden is recognized to provide provide to recognized is Sweden from degree master’s a example for when

(1) National decisions about direct correspondence of degrees. This is the case case the is This degrees. of correspondence direct about decisions National (1)

G P B T ROUND THE ON ROCESS OLOGNA HE

114

partner and collaborative partner institution and at the joint international level. level. international joint the at and institution partner collaborative and partner

Quality assurance task groups with the students’ participation are set up at each each at up set are participation students’ the with groups task assurance Quality

local planning and implementation of the program. the of implementation and planning local

Each partner and collaborative partner university has a local working group for the the for group working local a has university partner collaborative and partner Each

requires all these pillars. pillars. these all requires

and the development of joint quality assurance procedures. A viable project structure structure project viable A procedures. assurance quality joint of development the and

sufficient resources to ensure consistency in long-term planning, program implementation, implementation, program planning, long-term in consistency ensure to resources sufficient

The consortium coordinator of the program should have a clear mandate and and mandate clear a have should program the of coordinator consortium The

externally funded research projects and doctoral schools. schools. doctoral and projects research funded externally

to the universities. In practice similar models have already been working, for example, in in example, for working, been already have models similar practice In universities. the to

organization under the auspices of faculty-level administration. The project status is not new new not is status project The administration. faculty-level of auspices the under organization

procedures of each partner institution. The subject consortium has the status of a project project a of status the has consortium subject The institution. partner each of procedures

decisions, of course, are made in the proper bodies and according to the rules and and rules the to according and bodies proper the in made are course, of decisions,

matters relating to the planning and implementation of the joint program. Administrative Administrative program. joint the of implementation and planning the to relating matters

the subject consortium have a mandate provided by their respective universities to negotiate negotiate to universities respective their by provided mandate a have consortium subject the

international planning and administrative unit of the project. In this model, the members of of members the model, this In project. the of unit administrative and planning international

consortium on the specific program level (subject consortium), was outlined as the the as outlined was consortium), (subject level program specific the on consortium

partner and collaborative partner universities. This body, which represents a university university a represents which body, This universities. partner collaborative and partner

cooperation group consisting of the nominated responsible teachers of the program at the the at program the of teachers responsible nominated the of consisting group cooperation

Social Sciences at the University of Tampere appointed a Finnish-Russian project project Finnish-Russian a appointed Tampere of University the at Sciences Social

the partner universities. In the CBU context, we did the following: The Faculty of of Faculty The following: the did we context, CBU the In universities. partner the within

an enterprise in structural development requires the creation of consortium structures also also structures consortium of creation the requires development structural in enterprise an

This type of project is developed in a consortium of universities. The nature of the project as as project the of nature The universities. of consortium a in developed is project of type This

n o i t a z i n a g r O t c e j o r P

details to examine the possibilities they can offer. offer. can they possibilities the examine to details

would like to present some ideas and invite the experts who are knowledgeable of the the of knowledgeable are who experts the invite and ideas some present to like would

All these questions are intricate and requite legal and administrative expertise. I I expertise. administrative and legal requite and intricate are questions these All

already too hypothetical to be dealt with here. here. with dealt be to hypothetical too already

JIMP starts the third phase of development. This brings in a new set of questions which are are which questions of set new a in brings This development. of phase third the starts JIMP

by simultaneously enrolling at a national university in one of the consortium countries. countries. consortium the of one in university national a at enrolling simultaneously by

national universities. Students from outside the consortium countries can enter the program program the enter can countries consortium the outside from Students universities. national

organizes a joint application process open for students already enrolled at the consortium’s consortium’s the at enrolled already students for open process application joint a organizes

example. The project organization, together with the member universities’ national bodies, bodies, national universities’ member the with together organization, project The example.

procedures should not be very difficult to design. The national doctoral schools provide an an provide schools doctoral national The design. to difficult very be not should procedures

They are immediately students in a consortium of universities. Joint admission admission Joint universities. of consortium a in students immediately are They network.

university the in study to right the receive students the when already given is university

(JIMP, phase C) includes regulations to the effect that the right to study in another partner partner another in study to right the that effect the to regulations includes C) phase (JIMP,

in proper order. The Joint International Master’s Program Program Master’s International Joint The order. proper in platform local the to transferred

the students are recruited to the local programs and that the studies in the joint program are are program joint the in studies the that and programs local the to recruited are students the

teaching platform appropriate for the purpose. Phases (A) and (B) are based on the fact that that fact the on based are (B) and (A) Phases purpose. the for appropriate platform teaching

Developing the Joint Teaching Program requires that the partner institutions design a a design institutions partner the that requires Program Teaching Joint the Developing

E H C -R -B N E DUCATION IGHER IN OOPERATION USSIAN ALTIC ORDIC OF XPERIENCES

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100

and problems of international learning environments. environments. learning international of problems and

analytical eye and research skills. Here, we enter another field – the question of the benefits benefits the of question the – field another enter we Here, skills. research and eye analytical

in the deeper sense of epistemic attitudes and academic traditions, and to train their their train to and traditions, academic and attitudes epistemic of sense deeper the in

as such, is not our educational goal. Rather, the goal is to rehearse the students in dialogue dialogue in students the rehearse to is goal the Rather, goal. educational our not is such, as

. This, This, . contents of diversity the increase can studies) of form (the structures of harmonization

space is not synonymous with the unification of the contents of study. Vice versa, versa, Vice study. of contents the of unification the with synonymous not is space

increasing the recognition of degrees in order to create an open and transparent education education transparent and open an create to order in degrees of recognition the increasing

Second, I have already argued that harmonization of disciplinary practices and and practices disciplinary of harmonization that argued already have I Second,

without management the result may well be duplication of national programs. programs. national of duplication be well may result the management without

administrations for both project design and management. When resources are provided provided are resources When management. and design project both for administrations

Joint Degree requires a development project which in the universities involves the central central the involves universities the in which project development a requires Degree Joint

development and to monitor the implementation of the process. Development towards a a towards Development process. the of implementation the monitor to and development

First, if Bologna is not only a label, it is important to identify phases of structural structural of phases identify to important is it label, a only not is Bologna if First,

Instead of a conclusion, I would like to reemphasize just two points. points. two just reemphasize to like would I conclusion, a of Instead

G P B T ROUND THE ON ROCESS OLOGNA HE 116 APPENDIX I: Draft program prepared by Helena Rytövuori-Apunen and Corinna Wolff (University of Tampere) in cooperation with the CBU Development Unit, University of Joensuu, March 2006. Names of lecturers and lecture outlines provided by the lecturers have been deleted.

Program title: European and Russian International Relations

The program offers students of International Relations a unique opportunity to study in an international environment and to benefit from a joint project which contributes to the European Higher Education Area in the spirit of the Bologna goals and guidelines. The program is recommended for students with career plans in the areas of foreign and regional policy, international governmental and non-governmental organization, as well as business, education and journalism. The program provides basic academic training in International Relations and area expertise in the Nordic and Baltic Regions with emphasis on EU-Russia relations.

The specific focus of the program is to study the political, economic and cultural dynamics of the Nordic-Baltic region in relation to and against the background of the development of EU-Russia and Russian-European relations. The outline of the program content departs from the recognition that the eastern enlargements of the EU and NATO have highlighted change in Russian-European relations, which are the primary context for the political and economic dynamics in the Baltic Sea and Nordic areas and affect foreign and security policies in the whole region. The importance of relationships with Russia is recognized in multilateral European cooperation and the politics of the European powers. In the European North, the interplay of multi- and bilateral policies reproduces historical constructions of the Baltic Sea region as a rim area of contest and cooperation between competing interest blocks or between “East” and “West”. The basic idea of the program is to study continuity and change in a historical perspective and with emphasis on the implications of present- day integration processes on the dynamics of power, belonging and identity in the region. European and Russian International Relations looks at the interfaces of policies and of effective history, including disciplinary and cultural traditions.

Integrated curriculum The integrated curriculum (minimum 60 ECTS) consists of the compulsory Joint Program Courses and Schools (IR 1-3, 28 ECTS), Seminar II (IR 4b, 10 ECTS, visiting studies), and 22 ECTS chosen from the Joint Portfolio and locally organized elective courses if the latter are used for visiting studies.

Visiting studies across the border Visiting studies are at least 3 months and a minimum of 24 ECTS. Visiting studies are agreed on in the student’s individual study plan and between the program coordinators of the sending and the receiving universities. Visiting studies regularly include Seminar II (10 ECTS) and a chosen number of locally organized electives. It is advisable that the regional and university standard courses in International Relations at the Russian universities are available for visiting Finnish students as electives. Language studies can be included in visiting studies.

101 117 ECTS Draft Joint Master’s Degree Program, two-year cycle of implementation, total credits 120

COMPULSORY SUBJECT STUDIES IN INTERNATIONAL RELATIONS (IR) 92

IR 1 Joint Program Courses (teacher mobility, pre-course through e-platform) - 8 1a The European North: Historical Geopolitics and International Institutional Dynamics (2 ECTS) Lectures, workshop (incl. paper with literature studies)

Russian Policies on the European North (2 ECTS) 1b Lectures, workshop (incl. paper with literature studies)

Russia-EU: Understanding Conflict and the Limits of Integration (2 ECTS) 1c Lectures, workshop (incl. paper with literature studies)

Finnish-Soviet/Russian Relationships: Transition Discourses from the Cold War 1d to the Present (2 ECTS) Lectures, workshop (incl. paper with literature studies)

IR 2 Joint Autumn School: IR Research Orientations - 10

Lectures in joint sessions 24 h, workshop sessions, thematic paper and book examinations Several lecturers. The lectures consist of the following parts: x Intellectual History of International Relations as the framework of analysis and interpretation x The Great European Issue of Integration x A Science of Multiple Worlds x Neorealism, the “neo-neo” Debate, and Constructivist Approaches to International Anarchy

x The Problematics of Exclusion and Dissent in Critical IR: The Emergence and Settlement of Dissident Approaches x The Re-Turn of Culture and Community in International Relations x The Promise of Pragmatism in International Relations

102 118 x Concluding Discussion: The State of the Discipline and Future Challenges

IR 3 Joint Summer School: Introduction to Research Methods in IR - 10 Lectures in joint sessions 26 h, workshop sessions, practicum paper, book examinations Several lecturers. Lecture topics: x Research Design and Process x Epistemic Grounds of Research – Main Orientations x Comparative Politics and Model-Building x Behavioralist Research x Discourse Analysis and Theory x Textual Analysis and Hermeneutical Interpretation x Rhetoric and Speech Act Theory in the Study of Policy Discourses x Semiotic Studies in International Relations x Ethnographic Research in Current Russian Social and Political Science x Qualitative Interviewing x Quantitative Methods for the Social Scientist x The Qualitative/Quantitative Divide Revisited

IR 4a Thesis Seminar I (home university) - 10 IR 4b Thesis Seminar II (visiting studies) - 10 IR 5 Work placement/internship - 4 IR 6 Master’s thesis - 40

ELECTIVES 28

IR 7 Joint Portfolio of courses available for optional studies -12-14 Including: 7a Course on International Project Management (Joint Summer School course, 1 ECTS), lectures 12 h and book examination Lecturers: Experts of The Baltic Institute of Finland Topics: x Concept and definition of a project x Advantages of project work; Projects as tools of development x PCM, from conception to implementation: Professional project management

103 119 vocabulary x Project planning: objective-centred and problem-based; Areas of expertise in project management; Project organization x Planning analyses: SWOT-analysis, problem analysis; Project plan and budget x Implementation; Monitoring and Evaluation; Reporting; Closure x Exploitation and distribution of results x The Baltic Sea Region and its cooperation structures; financing instruments, conditions and special features in management of international projects in the region

7b North-West Russia on the Border of the European Union (Joint Summer School Course, 2 ECTS), lectures 9 h and an essay/a research paper

7c Continuity and Change in Foreign Policy Discourses in the European North (1 ECTS, optional paper 1-2 ECTS), lectures 20 h Lecturers: SPBSU, Lund, Tampere

Identity and Foreign Policy: Russia, Europe and the West (2 ECTS), 22 h 7d (organized in cooperation with the University of Helsinki)

The Politics of the Putin Presidency (2 ECTS) 7e Lecturer: PetrSU

How Do Concepts Fare? Intellectual History of Concepts in Russian and Finnish 7f Politics (2 ECTS) Lecturers: Russian Studies Program at the University of Tampere

Cross-Border Media Studies (2 ECTS) 7g Lecturers: Tampere, with Russian guest lecturers

Other elective courses registered annually for IR by the subject consortium -14-16

Language studies (elective) -0 -10 Russian, Nordic languages, and advanced English (academic communication).

104 120 Organization of courses, seminars and thesis instruction Mobility is implemented through organizing courses at different locations and through visiting studies: ¾ Joint Autumn School (7 days) at the University of Tampere, and Joint Summer School (14 days) at another partner university (lectures as joint sessions, workshop sessions and literature exams at the home university). Preparatory teaching for the joint lecture sessions is organized by means of e-learning platform. ¾ Joint Program (compulsory) Courses through teacher mobility ¾ Master’s Thesis Seminar II : visiting studies (preparatory work at the home university) ¾ Master’s Thesis: home university responsibility, second instructor and examiner from a partner university ¾ Elective courses include a Joint Portfolio (available for all students in the program) and local course offerings, including teacher exchange between the partner universities. The home university compulsory courses which are not part of the integrated curriculum can be offered as electives and thus made available for visiting studies in the program.

Mobility arrangements As a principal, the subject consortium pays for all mobility expenses, while the hosting university is responsible for organizing the arrangements concerning travelling, accommodation, orientation etc. Visiting studies are arranged on the basis of bilateral agreements. If the costs for Russian language courses are not covered by the hosting Russian institution, the subject consortium may cover these expenses.

Forms and methods of student assessment Forms of teaching include lectures, seminars, workshops, distance learning courses and the use of e- learning platforms, and practical training. E-learning is also used for assessing differences in the students’ background knowledge (pre-course). In order to harmonize testing procedures, book examinations are organized in connection with the compulsory courses. Testing procedures include traditional teacher-assessment (book examinations, writing assignments, lecture diaries) and self- assessment such as learning diaries as well as peer assessment realized through the quality assurance teams.

The quality of teaching is assessed with procedures based on the creative benchmarking model, which is a process of comparative assessment leading to a creative process while recognizing the partners’ different working cultures. Each member institution has a quality assurance team consisting of teachers and students. All the local teams meet during the program’s joint sessions. The results of the QA teams work are reported on the program website. In the QA work related to the jointly organized courses, a procedure is used combining a learning diary, an evaluation form, and group discussions. Assessment with evaluation forms is a standard procedure for each course.

Assessment is carried out with a grading scale reaching from 1 (sufficient) to 5 (excellent). Grades are converted to local standards when necessary. Exams and re-take exams are organized according to the accepted procedures of each university and as agreed on in the steering group of the subject

105 121 consortium. Alternative ways of taking courses are arranged on the basis of individual agreements and following the guidelines of the steering group of the subject consortium. The main function of any alternative ways is to create a margin of flexibility for completing visiting studies. When necessary for compelling reasons, compensating teaching for the compulsory courses is arranged by the responsible teacher of the course through an e-learning platform and by using a combination of instruction, written assignments, and book examinations. E-learning platforms for the courses are maintained by the coordinating university.

Student guidance Each student agrees on an individual study plan with the program administration at the home university during the first semester. The individual study plans of the students are confirmed by the steering group of the subject consortium. Each university appoints a tutor teacher who is a member of the local quality assurance team.

106 122 APPENDIX II: Program. Conference on “Bologna beyond Words: Taking Stock of the Experience of ‘The European North and EU-Russian International Relations’”, Lund 4th-5th December 2006.

Day/Time Activity

4 December 2006 Afternoon Arrival 6 pm- Dinner at the Pillar Hall, University Main Building. Opening addresses by Head of Department of Political Science, Prof. Christer Jönsson, Head of Centre for European Studies, Prof. Barbara Törnquist-Plewa, and Project Coordinator at Lund, Prof. Bo Petersson

5 December 2006 9-9.45 am Bologna adaptation: local experiences (Lund, Tartu) 9.45-10.10 The Finnish-Russian Cross-Border University CBU; an introduction (Joensuu) 10.10-10.30 Joint programme design on the field-level. The network ‘The European North and EU-Russian International Relations’ (Tampere) 10.30-11.00 Coffee break 11.00-12.00 Local experiences of the programme: St. Petersburg, Petrozavodsk, Lund 12.00-13.30 Lunch 13.30-13.50 Discussing problems and prospects: Design and implementation of quality assurance (Tampere) 13.50-14.30 Students’ perspectives 14.30-15.15 Discussion: credits transfer, curriculum development, mobility (All) 15.15-15.45 Coffee break 15.45-16.45 Prospects for the future. Concluding discussion. (All)

107 123 APPENDIX III: List of Participants. Conference on “Bologna beyond Words: Taking Stock of the Experience of ‘The European North and EU-Russian International Relations’”, Lund 4th-5th December 2006.

Name University/Organisation Andrae, Cecilia EU International Program Office, Stockholm Bergström, Tomas Associate Professor; Deputy Head of Department, Political Science, Lund University Bragioni, Hugo International division, Lund University Billgren, Boel International division, Lund University Elgström, Ole Professor, Political Science, Lund University Haljasmäe, Jaanika SOCRATES/ERASMUS Institutional Coordinator-LQFRPLQJ and outgoing Erasmus students, University of Tartu Hyppönen, Tarja Coordinator, Baltic Sea Region Studies, University of Turku Jönsson, Christer Professor, Head of Department, Political Science, Lund University Khudoley, Konstantin Professor and Dean, Saint-Petersburg State University Laine, Jussi Research Amanuensis Karelian Institute, University of Joensuu Lebedeva, Marina Prof., Head of the Chair of World Politics Moscow State Institute of International Relations Luukkanen, Arto Professor, Director Finnish-Russian Cross Border University Joensuu Makarycheva, Marina Dr.; Petrozavodsk State University/Niznii Novgorod State University Nalivaiko, Inese Former visiting student at Lund University, Riga. Önnerfors, Andreas PostDoc, Cultural Studies, Lund University Papina, Maria Advanced student, University of Laapenranta (St. Petersburg) Petersson, Bo Professor, Political Science, Deputy Head of Centre for European Studies, Lund University Prozorov, Sergei Professor, Petrozavodsk State University Rogozina, Anita Advanced student, Petrozavodsk State University Rytövuori-Apunen, Helena Senior Research Fellow, University of Tampere/Tapri. June 2004-July 2006 Professor, Coordinator of the Finnish– Russian Cross-Border University CBU pilot project in International Relations. Törnquist-Plewa, Barbara Professor, Head of Centre for European Studies, Lund University

108 124 Uddman, Paula Director of Studies, Political Science, Lund University Wolff, Corinna Researcher, University of Tampere; Finnish–Russian Cross- Border University CBU Project Assistant and Quality Officer Oct. 2005-Oct. 2006.

109 125