1 Anatoli Bourmistrov, PhD - PowerPoint Presentation

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Anatoli Bourmistrov, PhDProfessor Bodø Graduate School of BusinessHigh North Center for BusinessUniversity of Nordlandanatoli.bourmistrov@uin.no / +47 755 17 653MoscowMay 21st, 2012

Experience in establishing and running international education programsSlide2

INTRODUCITONOPPORTUNITUES OF INTERNATIONAL COOPERATION IN EDUCATIONQULIATY IN EDUCATION: NORWEGIAN EXPERIENCE

INTERNATIONAL COOPERATION IN JOINT PROGRAMS AND JOINT DEGREESSlide3

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UNIVERSITY OF NORDLAND: THE YONGEST UNIVERSITY IN NORWAY!Four schools:Bodø Graduate School of BusinessFaculty of Aquaculture and Bioscience School of Professional Studies Faculty of Social SciencesStudents: 6500Faculty: 600Slide4

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North-Western University Alliance Alliances in Russia and Ukraine

University of

Nordland

Murmansk State Technical

University (MSTU)

NArFU

Ukhta

State Technical

University (USTU)

Baltic State Technical

University, St. Petersburg (BSTU)

Tyumen State

University (TSU)

MGIMO-University, Moscow

Tavria

National University, Simferopol,

Ukraine (TNU)

Kiev National University, Ukraine (KNU)Slide5

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High North Center: Alliance in North AmericaUniversity of Alaska, FairbanksAlaska Pacific University, Anchorage

University of Alberta, Edmonton

University of Texas at AustinSlide6

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19912001

1993

1997

2004

Period 1:

West meets East and East meets West

BSTU, HHB

2009

Period 2:

Courses, student exchange and research cooperation

-

500

students in Russia

- 30 Russian students in Bodø

- 30 Bodø students to Russia

- 30 research publications

BSTU, HHB

Period 3:

Combining Business Administration and Engineering

-

100

students in Russia

- 1 Russian PhD student in Bodø

-

30 Russian students in Bodø

- 40 Bodø students to Russia

- 90 research publications

- new partners in Russia

- 300 retrained officers

BSTU, MSTU, HHB

Result/Effects

Period 4:

Building the University Alliance

-

150

students

in Russia

-

90 Russian students to Bodø

- 20 Bodø students to Russia

- 3 Russian PhD students

- 110 research publications

- new partners in Russia

- 500 retrained officers

BSTU, MSTU, ASTU, HHB

Period 5:

Joint degree programs - international PhD, Energy Management, Sustainable

Management

-

5

00

students

in Russia

-

300

students

to Bodø

- 70 Bodø students to Russia

- 15 PhD students- 350 research publications- new partners in Russia500 retrained officers (Russia)- 1500 retrained officers (Ukraine)Russia: BSTU, MSTU, ASTU, MGIMO, USTU, TSU, Ukraine: TNUNorth-America: UofA, UofTHHBEstablishment of the High North Center at HHB(many partners)

Period 6: Education and Research Consortium: Management, Energy, Sustainability

Norwegian-Russian

Projects

in Business and ManagementSlide7

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Cooperation 1991 – 2011Some Highlights and Results (1)International PhD program in Business Studies5 joint Master programs with Russian Universities:MBAE (St. Petersburg)Executive MBA (St. Petersburg/NArFU)Executive MBA for Rosneft (Russia and Norway)Joint Degree MSc Energy Management (Bodø and Moscow)Joint Degree MSc Sustainable Management (Bodø, St. Petersburg + Murmansk, Arkhangelsk,

Tymen

,

Ukhta

)

MBA: Business in Russia (together with NUPI and MGIMO)

Retraining military officers and their family members

“Business Practice in Norway”

Norwegian-Russian Education and Research Consortium for International Business Development in the

Energy Sector (NAREC)

HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCESlide8

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Cooperation 1991 – 2011Some Highlights and Results (2)Students/Graduates:3500 graduates at the joint educational programs in Norway and Russia15 PhD-students at a joint PhD-programResearch:More than 800 different publications with the focus on business administration in Russia and business cooperation between Norway and RussiaInstitutional Development:Establishing High North Center for Business and GovernanceMain founders: DNB Nor, Innovation Norway, Nordland County, Statoil, MGIMO university, Rosneft, regional companies in the Salten regionMainly externally financed projects

HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCESlide9

OPPORTUNITUES AND CHALLENGES FOR INTERNATIONAL COOPERATION IN EDUCATIONSlide10

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FORCES FOR INTERNATIONAL COOPERATION

NATIONAL

CULTURES, NEEDS, OPPORTUNITIES

LOCALISM

INTERNATIONAL

CONTEXT:

HARMONIZATION

INTERNATIONAL

PARTNERSHIP

COOPERATION

TWO FORCES :

NATIONAL FACTORS

INTERNATIONAL

CONTEXTSlide11

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Components of International Cooperation in EducationThe Agreement component: How to secure that partner institutions, teachers and students are committed to the cooperative education program? How to secure that the cooperative program development will be a managerial priority at institutions? The Designing component: How to handle different national requirements in designing the course/program content, what learning methods to use, how to measure students achievements and workload?The ECTS component: How to harmonize the workload of students and teachers in the cooperative programs where the cooperative partners experience in education was derived from different systems?

The Quality component

:

How to develop effective communication between partners and achieve common acceptable solutions?

How to guarantee long-term survival of the program?

How to include research in the program?

How to achieve relevance for students and their future employers?Slide12

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MANAGING QULIATY IN EDUCATION:NORWEGIAN EXPERIENCE Slide14

Education Quality Reform in Norway (1)

Ideology: “independence with responsibility”!Mjøs committee evaluation in 1998A need for reform - to reflect a rapidly changing needs of the society:New institutional structureMore independent institutionsDegree structure: Bachelor/Master/PhDQuality and efficiency in the learning

Changing funding of educational institutions: towards pay for performance system

Much of these steps are in accordance with Bologna declaration!Slide15

A new law on the Universities and Colleges Act (2001):

regulates state-owned institutions and their right to establish programs and award national degreesregulates the quality assurance of higher education The reform process : changed the degree structure in accordance with the recommendations of the Bologna Declaration increased institutional autonomy in deciding what programs to establishincreased budgetary incentives related to the candidate productionimposed a stricter obligation for institutions to follow up students actively introduced a system of formal accreditation for all higher education

imposed stricter demands in the field of quality assurance

Introduction “pay for performance” system from the state

Basic, education and r

esearch components of university funding

Education Quality Reform in Norway (2)Slide16

New regulation meant:

Universities and colleges shall have internal systems for quality assurance of course provisionsA special independent body (NOKUT) will have responsibility for evaluating the institutions’ own systems in accordance with requirements laid down in the regulations issued by the Ministry of Education and Research An institution’s quality assurance systems shall be evaluated at least once every six yearsThe evaluations shall include “the structure of the system, the documentation it produces and the assessments of educational quality made by the institution itself” The evaluations will be made by committees consisting of external experts appointed by NOKUTSanctions: in case of negative evaluation - losing the right to establish further course provisions until the requirements regarding internal quality assurance are satisfied

Education Quality Reform in Norway (3)Slide17

The Norwegian Agency for Quality Assurance in Education, (NOKUT):

Established by the Norwegian Parliament in 2002 An independent government body: the Ministry cannot issue injunctions outside the lawful mandate or specified regulationsEvaluation, accreditation and recognition of quality systems, institutions and course provisionsIndividual applications for general recognition of foreign qualificationsEducation Quality Reform in Norway (4)Slide18

DEGREE STRUCTURESlide19

Managing Quality in TheorySlide20

QUALITY MANAGEMENT AT HHB (1)

Goals of the Master program:Study relevance for students and future employeesFocus on the study model, subjects and teaching methodsAppropriate balance between knowledge “depth” and “breadth”Number, size and content of coursesBalance between “research-based” and “practice-based” teaching/learningLiterature, teaching methods, etc.

International understanding

All main literature in English, guest lectures by English speaking professors, etc.Slide21

WHO IS A MASTER PROGRAM GRADUATE?

KnowledgeTheory

Practice

Depth

-

dimension

”Researcher”

”Expert”

Breadth-dimension

”Philosopher”

”Universal practitioner”

Master program?Slide22

Basic management ideas in ISO 9000/14000Slide23

QUALITY MANAGEMENT AT HHB (2)

Quality assurance system dimensions:“Input” quality“Infrastructure” quality“Program” quality“Result” qualitySlide24

QUALITY MANAGEMENT

AT HHB (3)Quality work:Variance reporting on the Internet (“red-button”)Process evaluationEach course should have a student who functions as a quality work coordinatorEach program has a program coordinator responsible for its qualityResponsibilities: A “bridge” between the class and professorsContinuous evaluation of the course

Constructive suggestions for improvement a the course level

Participation at the quality seminar - constructive suggestions for improvement a the course level

Quality survey

Each students should make an evaluation at the end of

the

semester in each course by filling special forms Slide25

QUALITY MANAGEMENT AT

HHB (4)Input quality: Introductory courses (e.g. working with cases)Teachers’ qualification improvement, courses for staff (e.g. in teaching methods, use of program)Infrastructure quality: Focus on solving technical problems because of the new buildingsLack of rooms for self-studyProgram quality:

Establishment of the reference groups (representatives from business

)

Review of programs

Result quality

Completion rate

at master program –

91%

90% finds jobs right after the completion on the study

Annual surveys of

graduates/active

alumni clubSlide26

JOINT PROGRAMS AND DEGREESSlide27

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Differences in National CulturesNational cultures Hofstede (1980 – 2004)Country

PDI

UAI

IDV

MAS

US

40

46

91

62

Norway

31

50

69

8

Ukraine

96

93

38

40

Russia

90/ 93

90/ 95

50/ 39

40/ 36

PDI – power distance (acceptance of power inequality)

UAI – uncertainty avoidance (feeling of threat by uncertainty)

IND – individualism (vs. collectivism; I vs. WE consciousness)

MAS – masculinity (vs. femininity; work and quality of life

)

HIGH NORTH CENTERSlide29

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EXPERIENCES, CHALLENGES AND SOLUTIONSEDUCATION AND INTERNATIONAL QUALITY:Input quality: enrollmentProcess quality: learning and teachingOutput quality: obtaining knowledge and employmentCOOPERATION IN EDUCATION – IMPORTANT ISSUES:Issue 1: HOW TO SECURE “INPUT” QUALITY OF INTERNATIONAL STUDENTS?Issue 2: HOW SHOULD INTERNATIONAL STUDENTS BE INTEGRATED AND ADAPTED INTO THE EDUCATION PROCESS?Issue 3: SHOULD EDUCATIONAL INSTITUTIONS CARE ABOUT EMPLOYMENT OF INTERNATIONAL STUDENTS?Slide30

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CHALLENGESWhat do the grades in the transcript of an international student reflect?Differences in:Professional tradition in education and researchEducation stylesRegulatory institutions in educationFocus of the program curriculumAn illustration: Norway vs. RussiaSlide31

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Differences in regulatory environment of the education institutionsRUSSIA

NORWAY

Quality standard-setters in education

Central Ministry of Higher Education and Research and its agencies

National and international committees and organizations: e.g. NOKUT

Autonomy of educational institutions

Compliance to the national, regional and local education standards

Autonomy in filling in the education programs

How relevance of the program is defined?

Relevance as following the standards

Relevance to the business community and students

Program management

Management by standard-following

Management by reputation

HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCESlide32

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Differences in education stylesRUSSIANORWAY

Lectures as a “cornerstone” of teaching

Textbooks are the main teaching instruments

Dictation of lectures

Textbooks’ review and their discussion

The literature is of ritual character

The course literature is compulsory for study

Almost no conversations between teachers and students out of school hours

Teachers have time for students; often outside of normal office hours

Clear distinction between lectures and seminars

As a rule, no clear distinctions between lecture and seminars; flexibility when choosing different teaching forms

Oral exams based on the dictated lectures

Almost all exams are written

Textbooks are for the teacher

Textbooks are for the student

Students do not purchase books. It is expected that the university is responsible for providing them

Students purchase books at their own expense

Hierarchical relation “teacher - student”

Students and their organizations are important and part of the education processSlide33

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Differences in the program curriculum focusRUSSIANORWAY

Many obligatory courses like mathematic, philosophy, history, etc. required by the standards

Number and scope of courses, also obligatory, are defined based on the program content

Focus on student individualism

Focus on the team-work

8 – 10 subjects pr. semester

2 – 4 subjects pr. semester

Up to 2000 class hours for a 2 year program

Up to 400 class hours for a 2 year programSlide34

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Differences in the professional tradition in education and research: example of accountingNorwegian accounting tradition

Russian accounting tradition

Paradigm: Accounting user oriented

Paradigm: Accounting rules oriented

Teaching focus: accounting principles

Teaching focus: accounting technique

Course literature: book of accounting theory

Course literature: accounting standards

The goal of the course: understanding of details as a part of the superior theory

The goal of the course: replication of the bookkeeping transactions Slide35

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RUSSIA

NORWAY

Quality

focus

The country: development of the economic and defense potential

The student, research community and the society in general

Quality control

Primary focus: output control

Input control is important too.

Primary focus: input and process control.

Output control is important too.

Quality standard-setters

Central Ministry of Education

National and international committees and organizations

Comparison of quality understanding of the Ph.D. programs

in Norway and RussiaSlide36

The Development Process of Joint Degrees

ACADEMIC MODELREQUIRED LEARNING TIMETEACHERWORKLOAD

LEARNING METHOD

ECTS CALCULATIONS

STUDENT WORKLOAD

Russian context

Norwegian contextSlide37

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1st semester30 ECTSHHB

2nd semester

30 ECTS

HHB

3rd semester

30 ECTS

MOSCOW

4th semester

30 ECTS

HHB

Business

Analysis

10 ECTS

Russian

/

Norwegian

L & C

5 ECTS

Energy

Diplomacy

and

Economy

of

Fuel

and Energy

Complex

30 ECTS

Master

Thesis

30 ECTS

Energy

Management

– a Norwegian

Pespectives

5 ECTS

Economics

10 ECTS

The

Geopolitics of

Petroleum and

Natural Gas

10 ECTS

Philosophy,

Ethics and the

Environment

10 ECTS

Research

Methods

10 ECTS

Master of Science in Energy

Management

The Study ModelSlide38

Master of Science in Sustainable Management

YEAR 1YEAR 2

FALL

SPRING

(BODØ)

FALL

(St. Petersburg)

SPRING

Business Analysis

10 ECTS

Research

Method

10 ECTS

Specialization at Russian/

Ukrainian

Universities

30 ECTS

MASTER THESIS

Economics

10 ECTS

Sustainable Management

5 ECTS

Ecological Economics

5 ECTS

Philosophy, Environment and Ethics

10 ECTS

Accountability and Responsibility

5 ECTS

Norwegian/ Russian Language and Culture

5 ECTS

The Study ModelSlide39

Courses in Russia (TOTAL 30 ECTS)

Subjects of adjustments from year to yearAugust in St. Petersburg at BSTU 5 ECTS, “Russian history, society and culture” Start: beginning of AugustMGIMO - 25 ECTS Energy Management(1st of September – middle of December)Economies of countries and regions with fuel and energy sectors (3 ECTS)

Economic situation and market forecast in the fuel and energy sectors (3 ECTS)

Financial Management in the fuel and energy sectors (4 ECTS)

Securities and stock exchange business in the fuel and energy sectors (4 ECTS)

Energy diplomacy and energy security (2 ECTS)

Energy companies’ external economic activities (2 ECTS)

Risk-management in international practices (2 ECTS)

Joint-ventures and off-shore zones in the energy sector (4 ECTS)

Investment decision-making in the oil and gas business (2 ECTS)

Strategic management in energy companies (2 ECTS)

Imageology

of energy companies (2 ECTS)

BSTU

- 25 ECTS Sustainable Management

(

1st of September – middle of December)

Ecological framework and management systems: international and Russian experience (5 ECTS)

Management in Situation of Crisis (5 ECTS)

Technical and engineering

decision

s and sustainable management (5 ECTS)

Perspectives on Business Sustainability (5 ECTS)

Business practices in Russia (5 ECTS) Slide40

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Executive MBA program for OC “Rosneft”Tailor made program:19 top managers (2005 - 2007)23 top managers (2007 - 2009)22 top managers (2009 – 2011)New Program from May 2012Focus: Strategic energy management in the oil and gas business 8-12 sessions/modules, e.g.Strategic management Innovation and technology managementEnergy diplomacy and energy safetyCorporate ethics, energy policy and ecological regulationManagement practices at energy enterprises in NorwayHandling large projects in oil and gas industries2 modules in Norway (Oslo/Stavanger and Bodø/Hammerfest)Network buildingSlide41

Lessons learned: 10 commandments

ECTS is not “a simple calculus” but “a tool for quality assurance”ECTS is challenging the existing education practicesECTS sets better focus on combining education and researchECTS - anchoring the project at the appropriate levelECTS should help in internationalization of universitiesECTS is reinforcing bilateral and multilateral strategic international cooperationECTS is not aim at reducing cultural differencesECTS - a need for “standard packages”ECTS represents unique opportunity for combination of strengths in education programsECTS requires a long-term thinking41Slide42

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http://www.narec.no/

The aim of NAREC is to:- Strengthen cooperation and unite leading academic institutions in Norway and Russia within the energy sector- Strengthen cooperation between academic institutions and enterprises in the energy sector in Norway and Russia Develop new knowledge through education and research in close cooperation with enterprises and authorities Stimulate industrial cooperation between and within both countriesPartner Institutions in Russia:- BSTU-

Gubkin

Russian State University of Oil and Gas

-

MGIMO

- MSTU

-

NArFU

- TSU

- USTU

Partner Institutions in Norway:

-

Akvapln-Niva

-

Econ

Pöyry- NUC- NUPI- UiN

- UiS- UiT/BAISlide44