Corso di Laurea magistrale (ordinamento ex
D.M. 270/2004)
in Relazioni Internazionali Comparate
Tesi di Laurea
Managing International
Relations at university:
Ca’ Foscari case
Relatore
Ch. Prof. Antonio Trampus
Correlatore
Dott.ssa Anna Colombini
Laureando
Elisa Gamba
Matricola 823630
Anno Accademico
2011 / 2012
My special thanks to professor Alide Cagidemetrio, professor Rosa Caroli and
the colleagues Laura Bobbo, Roberta Borgotti, Ettore Bortolato, Laura
Cappellesso, Arianna Cattarin, Marta Colombini, Sabrina Daneluzzi, Sergio
Favaretto, Rosanna Settimia Ferrò,
Fiorella Giacometti, Ilaria Giuliani, Luciana
Jovine, Michela Oliva, Alessandra Ori, Dario Pellizzon, Ilaria Pistorello, Maura
Rolando, Emilia Salvagnin, Gaia Sambo, Patrik Sambo, Antonella Sattin,
Giorgia Zanon for their precious help and support.
Summary
Introduction
3
1. Ca’ Foscari University of Venice internationalization policies
5
1.1. Centralized and decentralized model
7
1.2. Ca’ Foscari IRO
8
1.3. Ca’ Foscari internationalization policies
12
2. International agreements
17
2.1. Bilateral agreements
17
2.2. Erasmus agreements
26
2.3. Joint and Double degrees
33
2.4. Joint PhD theses (Cotutelles)
39
2.5. International networks
46
3. International research
49
4. International funding
53
5. Development Cooperation
57
6. Communication
63
7. International mobility
67
7.1. International students
67
7.1.1. International degree-seeking
68
7.1.2. Incoming students
74
7.1.3. Services
76
7.2. Outgoing students
83
7.2.1. Services
83
7.2.2. Programmes and figures
87
7.2.3. Internationalization at home
95
7.3. Summer schools
97
7.4. International professors
99
7.5. International administrative staff
105
Annexes
115
Bibliography
191
Websites
193
Introduction
“The subject of International Relations originally covered simply the relations
between states. Economic bodies and social groups, such as banks, industrial
companies, students, environmentalists, and women’s organizations, were
given secondary status as non-state actors. This two-tier approach has been
challenged, particularly by the effects of globalization”
1I have been working at Ca’ Foscari University of Venice since 2007.
I joined the International Relations Office (from now on, IRO) in 2010. Since
then, I have been working on different aspects of the internationalization
procedures (Erasmus Incoming Students, Joint and Double Degrees, ESN
Venezia, Buddy Programmes, Ca’ Foscari Erasmus Staff Training Week, etc.).
Starting from this privileged point of view, in this essay I will analyze how an
important institution such as a university manages its international relations. Ca’
Foscari case is interesting since internationalization is a focal point for its
government – that is why so many projects have been developed in the latest
years. Nonetheless, the structure of its IRO is quite unusual in the landscape of
national and international universities: a small office within the Student Services
Area, managing only a part of the university international procedures.
In chapter 1 I will describe Ca’ Foscari IRO and the university
internationalization policies.
From chapter 2 on, I will analyse different aspects of internationalization:
agreements, research, mobility, joint/double degrees, etc.
1 “Transnational actors and international organizations in global politics”, by Peter Willetts, in Baylis-Smith-Owens “The globalization of world politics – an introduction to international
I will collect and comment
2meaningful data
3, report the opinions of some
colleagues of different offices and areas, and make comparisons with other
universities.
In the conclusions we will see how the actual management of IRO could be
modified in order to improve Ca’ Foscari internationalization.
2 I believe charts can be easily read by anyone. Therefore, I won’t comment increasing or decreasing numbers. I will try and explain why data are changing, not how.
3 All data refer to academic years 2009/10, 2010/11 and 2011/12, since they are the most recent complete data we have.
Chapter 1
Ca’ Foscari University of Venice internationalization policies
“The future of higher education is a global one and it is our job to help prepare
the higher education world for this. Therefore, what we need are people who
understand and define their role within a global community, transcending the
national borders and embracing the concepts of sustainability, equity of rights
and access, advancement of education and research, and much more. But
essentially, we need to re-affirm the core role of universities: to help understand
this world and to improve our dealing within it. What we need is a common
commitment at the institutional and personal level of how we and our students
will be prepared to live and work in a global community.”
4Ca’ Foscari University of Venice was founded in 1868 as the first Italian
Business School by three politicians of the time: Luigi Luzzati
5, Edoardo
Deodati
6and Francesco Ferrara
7.
4 “The end of internationalisation”, by Uwe Brandenburg and Hans de Wit, taken from EAIE Forum Magazine, winter 2010
5 Luigi Luzzati (b. 1841 – d. 1927) was a university professor, Treasury Minister, Finance Minister, Agriculture Industry and Commerce Minister, Prime Minister, Interior Minister, and, from 1921, a member of the Italian Senate. Short biography on the Italian Senate website:
http://notes9.senato.it/Web/senregno.NSF/7d795bf0b249d716c125711400599ff4/585915b5989 770044125646f005ce17a?OpenDocument
6 Edoardo Deodati (b. 1821 - d. 1896) was a lawyer and, from 1876, a member of the Italian
Senate. Short biography on the Italian Senate website:
http://notes9.senato.it/Web/senregno.NSF/e56bbbe8d7e9c734c125703d002f2a0c/9748463f7c0 644a94125646f005b09c9?OpenDocument
7 Francesco Ferrara (b. 1810 – d. 1900) was a university professor, magistrate, Finance Minister and, from 1881, member of the Italian Senate. Short biography on the Italian Senate website:
Their model was the Antwerp Institute, that combined practical exercises and
theory. The main aim was to give students the ability to work and travel in a
worldwide market. That is why foreign languages were taught, both from
Western Europe (German, English, French, Spanish) and from the East as well.
Luzzati used to say: “To know ourselves, to improve ourselves, it’s better to
study modern languages dealing with modern businesses, than to study old
languages, dealing with old businesses”.
8The project was tightly linked to the life of the city itself: Venice main activity
was international commerce, and this is the reason why students were given
both theoretical and practical courses. Since the very beginning, Oriental
languages were taught, due to a strong will to tie Venice relationship with the
East.
The school became a University in 1935. In 1954 the Faculty of Languages was
created; in 1969 Humanities and Industrial Chemistry were added.
Nowadays, with more than 20,000 students, eight Departments, four Schools,
106 international agreements in 36 non-European countries
9, 494 Erasmus
agreements with 266 institutions
10, an increasing number of Joint and Double
Degrees, Ca’ Foscari University of Venice is constantly improving its
internationalization, mainly through the activities of its International Relations
Office.
However, the IRO is not always the reference for internationalization at the
university: many institutions split responsibilities between centralized (central
administration) and decentralized (faculties/departments) levels.
http://notes9.senato.it/Web/senregno.NSF/e56bbbe8d7e9c734c125703d002f2a0c/d0b9f32ac65 acea14125646f005ba5c9?OpenDocument
8 My translation, from the historical profile of the university at http://www.unive.it/nqcontent.cfm?a_id=74
9 According to IRO database (updated in March 2012). 10 Erasmus agreements for academic year 2012/13.
1.1
Centralized and decentralized model
In a centralized model, all agreements are managed by the central IRO.
In a decentralized model, every faculty/department/school has its own
International Office.
As EAIE explains, all depends on the policy of the institution – in other words,
the Rector’s decisions:
“It is crucial that at least one person in the institution’s leadership is firmly
convinced of the importance of internationalization”.
11According to the institution policy, we can have four different models for the
internationalization process:
- internationalization as a way to improve the quality of the institution as
much as possible, through international agreements
- internationalization as students and staff’s mobility
- internationalization as recruiting more students (both foreign and not)
- internationalization as something regarding the whole institution (mobility,
curriculum development and internationalization at home).
Of course, the last point represents the most difficult level to be reached.
Moreover, internationalization can be seen from two different points of view:
cooperation and competition. The first one relates to the world of mobility
programmes, the institutional level of the university; the second one relates to
the world of marketing, rankings, promotion abroad. There are also some
activities in-between: certifications, quality assessment, human resources skills.
There is not a perfect model of international relations management within
universities. In the future more and more decentralization will be reached, giving
more autonomy to the different structures of the university.
1.2
Ca’ Foscari IRO
The IRO was created in the ‘80s as a Cultural Office within the Rector’s staff.
In 1987 the Erasmus Programme begun and in the ‘90s the office took its new
name – International Office.
As the former Director, Alessandra Ori, remembers, activities were developed
with autonomy, asking the Delegate directly for any problem.
Selections for mobility programmes were managed centrally, with a Committee
composed by the Director of the IRO and one professor for each area.
In the meantime, international relations with other institutions and official
delegations were managed by one person in the Rectorate.
This division went on in the following years, with the International Relations
Development Office under the General Director of the University and the
Mobility Office within the Students Service Area.
The two offices joined together only in 2010, becoming a bigger unit in the
Students Services Area, called IRO. The previous Development part worked on
international relations, marketing and agreements; while the Mobility part
managed international mobility for students and professors, both incoming and
outgoing.
The central IRO has been recently (2012) divided into two parts: International
Networks and International Mobility and Partnerships.
The former aims to create new relationships – i.e., new international
agreements – and to promote Ca’ Foscari image abroad, through the
participation at international fairs, the creation of promotional material indifferent
languages and the update of the university website in different languages.
The latter manages the mobility programmes created with the international
agreements: it promotes and manages international mobility for students,
professors and administrative staff; it works on European and international
funding projects and on the new field of Development Cooperation.
Thanks to the Erasmus Staff Training Week Programme, on May 2012 I had the
opportunity to visit the University of Coimbra, in Portugal. It’s one of the best
universities in the world for internationalization and its IRO is an interesting
example of internationalization management – see structure in the following
chart.
As detailed in the chart, the IRO is a big unit within the Rectorate. It manages
every issue related with internationalization: projects, incoming and outgoing
mobility, staff and professor mobility, internship, events and so on. This gives
the Director a global vision, making it easy to create new projects and to
analyze critical issues.
Moreover, being outside from other divisions of the university administration the
IRO can easily involve the Rector and Delegates for political decisions.
At Ca’ Foscari the situation is much more complicated, with most activities
divided into different offices and structures.
1.3
Ca’ Foscari internationalization policies
In July 2012, Ca’ Foscari Board of Directors approved two important
documents: “Document for the University Internationalization” and “Actions for
a Development Cooperation”.
From the “Document for the University Internationalization”
12:
1. Aims
Internationalization, in its different aspects, is one of the university
priorities, as per what is detailed in the strategic plan and in the three-year
plan.
Its main aims are both to put Ca’ Foscari in a prestigious network of
universities, in order to give our students and professors the possibility to
study and grow up culturally and professionally in important universities all
over the world and in the meantime to create an international environment
for study and research in Ca’ Foscari, attracting professors and students
12 My translation.
from abroad, and creating international didactic products and research
projects.
The development of internationalization has to give our university an
higher position in the most important international university rankings and
in the evaluation criteria of MIUR and ANVUR.
Therefore, these are the specific aims we can select:
- to encourage international research projects, aiming at entering the most
qualified international networks;
- to recruit the best international students and professors;
- to increase mobility for students, professors and staff;
- to develop international double and joint degree programmes, for all
levels (bachelor, master degree, PhD), and to increase English language
courses;
- to increase Ca’ Foscari visibility and international attractiveness, for
research activities and international rankings and educational syllabus;
- to attract financial sources from internationalization programmes.
2. Activities
Activities involved in international relations include:
- to find priority geographical areas;
- to promote our syllabus abroad, in order to attract international students;
- to develop international networks and agreements;
- to raise funds in order to finance mobility and cooperation agreements;
- to sign new agreements, according to the typology defined below (art.6)
- to plan and to manage the international syllabus, together with Schools
and Departments;
- to manage incoming and outgoing mobility for students, professors and
staff;
- to register and welcome international students;
- to call and welcome visiting professors and visiting researchers;
- to work for an internationalization of professors and researchers.
To reach these aims, the main actor is the central IRO: “it has to support and
coordinate all aspects of internationalization”.
Internationalization policies are directed by the Rector’s Delegates.
These professors have been directly nominated by the Rector, each for a
specific area of intervention: Pro-Rector to the university international relations
(professor Alide Cagidemetrio), Delegate to European fundings (professor
Francesco Zirpoli), Delegate to Bologna Process (professor Stefano Gasparri),
Delegate to international rankings (professor Achille Giacometti), Delegate to
international marketing (professor Anna Comacchio), Delegate to the university
relations with Asia (professor Marco Ceresa), Delegate to the university
relations with Middle East (professor Matteo Legrenzi), Delegate to the
university relations with Latin America (professor Mario Volpe), Delegate to the
university relations with Russian Federation, East Europe and Balkans
(professor Daniela Rizzi), Delegate to Development Cooperation (professor
Carlo Giupponi).
Moreover, each School and Department has its own Internationalization
Delegate, a professor who is responsible for promoting internationalization,
welcoming international professors and students, checking existing international
agreements and relating with the central IRO.
And each Department has its own Erasmus Committee, composed by two to
five professors, managing the whole Erasmus procedures: approval of new
agreements, renewal of existing agreements, selection of students and
professors for the Erasmus mobility.
Internationalization can be divided in two main conceptual areas: on one hand,
programmes and services (English-taught courses, Joint/Double Degrees,
Housing Office, Welcome Guide, Welcome Days, Buddy Programmes...); on the
other, international agreements and mobility.
Most aspects are managed by the central IRO, with support of other offices in
the central administration and, most of all, an important role is given to
Departments and Schools. These are in charge of the courses and, according
to art. 11, can receive incentives to internationalization, up to € 10,000.
Chapter 2
International agreements
2.1
Bilateral agreements
International programmes and international mobility come after an international
agreement. There are several kinds of agreements
13, not all managed by the
IRO:
- Memorandum of Understanding – MOU
14- Supplementary Agreements
15- Erasmus Agreements
- Internship Agreements
- Joint/Double Degrees
- Joint PhD Theses (Cotutelles)
- Department/School Agreements
- specific project agreement
The office keeps an updated list thanks to an internal database. The whole
university staff has to fill in this database with the international agreements
signed by their own area.
13 Listed in art.67, Documento per l’internazionalizzazione di ateneo
14 It’s a political act, pointing out the willing to cooperate, without any detailed obligations. Normally signed by the Rector.
The database is online, but to enter it you have to login with the university
username and password.
Data collected through the database feed a website
16, exposing a list of
countries associated with the university:
Country Agreements ALBANIA 2 ALGERIA 1 ARGENTINA 11 ARMENIA 1 AUSTRALIA 9 AUSTRIA 2 AZERBAIJAN 1 BELGIUM 2 BOLIVIA 1 BRASIL 9 BULGARIA 1 BURKINA FASO 1 CAMEROON 1 CANADA 2 CHILE 1 CROATIA 1 CYPRUS 1 DENMARK 1 FRANCE 9 GEORGIA 3 GERMANY 7 16http://intra.unive.it/phpapps/relint/elencopaesi.php
GREECE 1 HUNGARY 1 INDIA 5 ISRAEL 5 ITALY 11 JAPAN 13 JORDAN 1 KAZAKHSTAN 1 LEBANON 1 LITHUANIA 1 MEXICO 1 MOROCCO 5 PAKISTAN 1 PERU 1 PORTUGAL 2 PRC 14 RUSSIAN FEDERATION 7
SERBIA AND MONTENEGRO 2
SLOVENIA 3 SOUTH KOREA 9 SPAIN 9 SWITZERLAND 1 TUNISIA 6 TURKEY 3 UK 13 UKRAINE 2
UNITED ARAB EMIRATES 1
URUGUAY 1
USA 16
VIETNAM 2
Unfortunately, the DB is not correctly used – that is why the central IRO is going
to create a new system. The idea is to identify one colleague per structure
(either Department, or School, or Area of the central administration) who should
be the person in charge of the database for the entire structure. In this way,
data could be collected evenly, according to the instructions given by the central
IRO.
Moreover, the current database does not allow to update an agreement – as a
result, each part of the same agreement (MOU, supplementary etc.) creates a
new form.
In this transition phase, the online DB is no longer reporting the real situation –
as you can see from the chart above, there seem to be 206 agreements.
The real situation is as follows: 117 international agreements
17, with 35
countries and 110 partner universities
18.
17 Erasmus agreements are not included, since they follow a dedicated procedure fully managed by the central IRO.
19
To create a new international agreement, a professor has to inform both the
International Relations Office and his/her own Department/School, in order to
verify if there is another similar agreement. The MOU can be arranged quickly,
while the Supplementary agreement should be checked in its details with the
IRO (mobility numbers, periods, study level, etc.).
New MOU and Supplementary sample have been arranged in 2012.
Below the main articles for the MOU
20:
Article 1
The Parties agree to exchange information on their respective academic
programmes and research activities, for the purpose of facilitating some,
or all, the following:
19 Six agreements have been assigned to the central IRO because the professor in charge of it is still to be nominated.
20 The complete text is in annex 2.
48 6 4 8 6 28 4 4 9
Bilateral Agreements per Department - Oct. 2012
Asian and North African Studies
Economics
Environmental Sciences, InformaBcs and StaBsBcs HumaniBes
IRO
LinguisBcs and ComparaBve Cultural Studies
Management
Molecular Sciences and Nanosystems
Philosophy and Cultural Heritage
1. Student Mobility:
exchange of students;
study abroad programmes and summer schools;
language training;
internships.
2. Joint Programmes
collaboration in the training of students through joint
academic programmes;
co-supervision of doctoral theses.
3. Knowledge Transfer
exchange of publications and other academic materials;
exchange of academic staff for teaching;
conferences and seminars;
exchange of administrative staff
4. Research Collaborations
exchange of faculty members, graduate students and
postdoctoral fellows;
development of collaborative research;
joint research programmes;
collaborative scholarly publications.
Other cooperation opportunities can be jointly agreed upon by the
Parties in the future..
Article 2
For the implementation of each programme and activity among those
outlined above, the Parties hereby agree to draw up a separate agreement
and to implement the programme and activity within the framework of the
rules and regulations of both Parties, and subject to availability of funds
and resources of each.
The MOU is a political intent to cooperate: in order to delineate detailed
activities and funds, the parties will have to sign a Supplementary Agreement.
Article 3
The Parties agree to designate, on behalf of each institution, a
coordinator whose responsibility will be to supervise the execution of this
MOU.
At ..., this coordinator will be. [………]
At Ca’ Foscari, this coordinator will be [………].
Article 4
This MOU will not give rise to any financial obligation by one Party to the
other. The Parties acknowledge that in the absence of any specific
agreement in writing to the contrary, each Party will be responsible for its
own costs and expenses in establishing and conducting programmes and
activities contemplated under this MOU.
The second step is the Supplementary Agreement. In its first lines, the form
makes a reference to the previous MOU:
Having regard to the Memorandum of Understanding ……….. signed by
Ca’ Foscari and [……….. ] on ….. [date];
Considering that the Parties are interested in implementing the activities
as in the MOU;
Considering that the MOU provides for separate agreements for the
implementation of the exchange of students, and of academic and
administrative staff;
Article 2 – Purpose
The purpose of this Supplementary Agreement is to implement the
objectives of the MOU in regard to the Exchange of ………….(specify:
students – academic staff - administrative staff)
The Supplementary aims at clarifying all details:
Article 3 – Exchange of academic staff
[…]
The Parties may agree upon different numbers and length of the
exchanges if needed.
Flexibility in international relations is compulsory.
Article 4 – Exchange of students
The partner universities are committed to promote the exchange of
students in order to enhance their educational opportunities and favour
integration of knowledge and competences.
The exchange of students will consist in mobility for study; mobility for
internships may also be implemented, under separate agreements,
according to the relevant legislation in force in each partner’s country.
Mobility for study is open to all students enrolled in : ………
(first cycle, second cycle, PhD, other).
Exchange students are to all effects students of the home institution, their
selection will be carried out as mutually agreed upon between the Parties.
The Parties will exchange each year up to ... students in the
following fields of study / degree programmes.: ……….. (indicate
the
field(s)
of
study
for
the
exchange,
or
the
degree
programme(s)concerned).
Each exchange period will last for ……… (one semester, full
academic year, other)
The Parties may agree upon different numbers and length of the
exchanges if needed.
The Parties will review the programme annually to maintain a
well-balanced exchange.
The draft of the agreement, prepared and arranged with the partner institution,
is then sent to the Department/School for approval. The Resolution should show
clearly a professor of reference for the agreement, the will to cooperate with the
central IRO for a successful management of the agreement and any possible
financial commitment. The approved agreement passes to the central IRO and
the Rector’s Delegate to Internationalization.
The agreement must be signed by the Rector, since he/she is the legal
representative of the university.
The IRO then puts the signed agreement in the online database.
Once a year the IRO works on the renewal of international agreements. The
office gives all the necessary information to the professor in charge of the
agreement (number and success of exchanges).
2.2
Erasmus agreements
The most popular mobility programme in the world is also the most used at Ca’
Foscari to implement students, professors and staff mobility within Europe.
In a.y. 2009/10 Ca’ Foscari had 396 Erasmus agreements with 183 partner
universities.
The following a.y. 2010/2011, Erasmus agreements became 447, with 244
partner universities.
0 20 40 60 80 100 120 140 160 Philosophy and cultural heritage
Molecular Sciences and Nanosystems Management Linguistics and Comparative Cultural Studies Humanities Environmental Sciences, Informatics and
Statistics
Economics Asian and North African Studies
36 8 9 142 72 33 51 45
Erasmus agreements a.y. 2009/2010
0 20 40 60 80 100 120 140 160 Philosophy and cultural heritage
Molecular Sciences and Nanosystems Management Linguistics and Comparative Cultural Studies Humanities Environmental Sciences, Informatics and
Statistics
Economics Asian and North African Studies
34 9 20 143 75 41 63 62
And in a.y. 2011/12 there were 472 Erasmus agreements, with 259 partner
universities:
Figures are growing year by year, and the central IRO (International Mobility
and Partnerships Sector) is the office involved in establishing and managing
new Erasmus agreements.
Starting from a.y. 2012/13, professors are required
21to ask for the creation or
renewal of an Erasmus agreement to their Departmental Erasmus Committee.
The Committee is formed by two to five professors of that Department and its
aim is the complete management of the Erasmus programme within the
Department itself – approval of new agreements, renewal of existing ones,
selection of students.
21 The complete procedure is detailed in the website
http://www.unive.it/nqcontent.cfm?a_id=26444 (Italian language only).
0 20 40 60 80 100 120 140 Philosophy and cultural heritage
Molecular Sciences and Nanosystems Management Linguistics and Comparative Cultural Studies Humanities Environmental Sciences, Informatics and
Statistics
Economics Asian and North African Studies
62 11 26 135 74 37 53 74
Once a year, usually by the end of October, each Erasmus Committee collects
the requests of the Department professors. Professors must use the proper
forms: the data sheet in order to give the Committee all the necessary elements
for the evaluation, and the inter-istitutional agreement, a pre-filled form with all
the data to be used by the central IRO.
PRESENTATION FORM - ERASMUS AGREEMENT 2013/2014
22to be submitted to the Departmental Erasmus Committee
Professor:
……… □ Renewal of an existing agreement
□ Proposal for a new agreement Partner University:
……… Erasmus Code:
……… Short presentation of the partner university:
……… ……… ……… ……… Study field for Ca’ Foscari students:
……… ……… Teaching language: ……… Language requirements/certificates: ……… Course level (1st cycle, 2nd cycle, PhD):
……… Notes: ……… ……… Venice, date ……….. 22 My translation.
INTER-INSTITUTIONAL AGREEMENT LLP ERASMUS PROGRAMME – a.y. 2013/2014 BETWEEN
UNIVERSITÀ CA’ FOSCARI
I VENEZIA01
Contact person Anna Colombini – Institutional Coordinator Luciana Jovine – Contact person for LLP Erasmus agreements International Relations Office
Dorsoduro 3246 – I 30123 Venice (Italy)
T +39 041 234 7570 F+39 041 234 7567 erasmus@unive.it xxx – Departmental Coordinator Department of xxx xxx– I 30123 Venice (Italy) T +39 041 234 xxx F+39 041 234 xxx xxxx@unive.it AND
(name and Erasmus ID Code)
Contact person (name, address, phone number, fax number and email address)
The above mentioned parties agree to cooperate in the LLP Erasmus activities within the Lifelong Learning Programme. Both parties agree to adhere to the principles as stated in the Erasmus University Charter and conditions as stated in the LLP Guidelines, in the Application Form and, in case of approval, in the Contract. Both parties will endeavour to carry out the agreement to the best of their abilities and will promote information on any issue that can facilitate the mobility of students and staff .
SMS: Student Mobility for Study
Erasmus Subject Area Level Country Total amount ISCED Code Title 1st cycle 2nd cycle 3rd
cycle From To Students Months (total) IT
IT 1st cycle: Under Graduate (UG) studies
2nd cycle: Post Graduate (PG) studies
3rd cycle: Doctoral studies
TSM: Teaching Staff Mobility – Educational Activities (min. 5 hours – max. 6 weeks) Erasmus Subject Area
Number of TS
members From To
ISCED
STT: Staff Mobility for Training (min. 1 weeks/5 working days – max. 6 weeks)
Department/Faculty/Office of reference Number of Staff members From To
Incoming staff to Ca’ Foscari University of Venice: applications are accepted only in the frame of the Staff Training Week organised by the International Relations Office.
SMS – STT – Required knowledge of teaching languages Language required Certification Level Language
required at
I VENEZIA01 Italian yes - no
elementary (A1 – A2) intermediate (B1 – B2) advanced (C1 – C2) Language required at
[Erasmus Code] [Language Required] yes - no
elementary (A1 – A2) intermediate (B1 – B2) advanced (C1 – C2)
Termination of agreement [for newly concluded agreements]
The involved institutions may agree on the procedure for modifying or terminating the inter-institutional agreement. However, in case of unilateral termination, a notice of at least one academic year should be given. This means that a unilateral decision to discontinue the exchanges notified to the other party by 1 June of year N will only take effect as of 1 September of year N+1.
Name of the institution:
CA’ FOSCARI UNIVERSITY OF VENICE
Name and status of the official representative:
Anna Colombini – Institutional Coordinator
Name of the institution:
Name and status of the official representative:
Signature: Signature:
Thanks to the data collected with these forms, the Erasmus Committee will
decide which agreements to renew and start, and it will communicate its
decisions to the central IRO.
The central IRO will collect all the necessary information and send the
agreements to the partner universities, in order to have them counter-signed.
According to these agreements, the central IRO will create the call for student
mobility, usually in December.
2.3
Joint and Double Degrees
“The carrying out of the Joint Degree Programmes as part of the Bologna
Process is an important instrument in the creation of a Common European
Educational Area. By co-operations on Joint Degree Programmes, joint quality
assurance as well as mutual recognition of academic degrees and qualifications
are increasingly ensured. In addition, Joint Degrees contribute to more
transparency and to bringing the European study programme systems into line
with each other, promote student and teaching staff mobility and increase the
international "employability" of graduates. Besides the strengthening of the
European and international dimension of the study programmes, the increase in
the attractiveness of the European educational area is also of particular
importance.
With these Joint Degree Programmes the participating universities endeavour to
point the way ahead on an international level and to position themselves
outstandingly in the field of education.”
23Ca’ Foscari belongs to a number of international networks for Joint/Multiple
Degrees. These international programmes give students the possibility to spend
a mobility period in one (or more) partner university and to obtain, at the end of
the programme, a joint/multiple academic qualification.
Students have to apply for the international selection procedure. Once selected,
they will attend part of the courses in Venice and part at one of the host
institutions.
Joint degrees have a unique study plan and give a unique diploma.
Double/multiple degrees work on mobility periods and give double/multiple
diplomas.
For a.y. 2012/13 Ca’ Foscari has the following programmes
24:
-‐
Economics and Management (Atlantis Programme). Within the
Department of Management, it’s a first level degree with Georgia State
University (Atlanta, USA) involving also UVSQ (Université de Versailles
St- Quentin, France). Our eleven selected students spend one academic
year at the USA partner and the following semester in France. At the
end, they will get both Ca’ Foscari and GSU diploma (double degree).
-‐
ECS European Computer Science. Within the Department of Informatics,
it’s a first level degree with different partner universities (Hamburg in
Germany, Burgos in Spain, Coimbra in Portugal, Metz or Tours/Blois in
France, Turku in Finland). Our seven selected students spend their third
academic year in one of the host institutions. At the end, they will get
both Ca’ Foscari and the host university diploma (double degree).
-‐
ESCP Europe. Within the Department of Management, it’s a second level
degree with the Ecole Supérieure de Commerce de Paris Europe
(France). Our ten selected students spend their first academic year in
Venice and the second one in Paris. At the end, they will get both
diplomas, Ca’ Foscari and ESCP (double degree).
-‐
MEEF (Master Degree in Economics, Econometrics and Finance). Within
the Department of Economics, it’s a second level degree with the partner
Université de la Méditerranée Aix Marseille II (France). Our four selected
students spend their first year in Venice and the second year in
Marseille. At the end, they will obtain both Ca’ Foscari and Marseille
diplomas (double degree).
-‐
UNTREF (Universidad Nacional Tres de Febrero). Within the Department
of Humanities, it’s a second level degree in History with the host
university in Buenos Aires, Argentina. Our four selected students spend
the first academic year in Venice and one semester of their second
academic year in Argentina. At the end, students will get both academic
titles (double degree).
-‐
Universidad Nacional del Litoral. Within the Department of Linguistics
and Comparative Cultural Studies, it’s a second level degree in Iberian
and Ibero-American Studies. Our two selected students spend their
second year in Santa Fe (Argentina). At the end, students will get both
academic titles (double degree).
-‐
European Joint Master’s Degree in English and American Studies. Within
the Department of Linguistics and Comparative Cultural Studies, it’s a
second level degree with three possible focuses: Cultural Studies,
English Linguistics and Literary Studies. It’s managed by a consortium of
universities: New York City College (USA), Graz (Austria, project
coordinator), Bamberg (Germany), Paris Diderot (France), Pécs
(Hungary) and Ca’ Foscari. Our ten selected students spend their first
year in Venice and the first semester of the second year at one host
university. At the end, they will get a unique diploma, valid in all the
countries of the host universities (joint degree).
-‐
Joint Master’s Degree in Sustainable Development. Within the
Department of Environmental Sciences, Informatics and Statistics, it’s a
second level degree managed by a consortium of universities: Graz
(Austria, project coordinator), Hiroshima (Japan), Leipzig (Germany),
Utrecht (The Netherlands), Basel (Switzerland). Our ten selected
students spend the first semester of the first academic year in Venice,
and the second semester in the host university; the second year is spent
at the home university. At the end, students will be awarded a unique
diploma for the whole consortium (joint degree).
-‐
Master européen en Études Françaises et Francophones. Within the
Department of Linguistics and Comparative Cultural Studies, it’s a new
master degree with Université Sorbonne Nouvelle-Paris 3 (France), and
Humboldt Universität zu Berlin (Germany). Our seven selected students
spend their first semester in Venice and their second semester at a
partner university, for both years. In this way the student obtain two or
three diplomas (multiple degree).
-‐
QEM (Models and Methods of Quantitative Economics). Within the
Department of Economics, it’s a second level degree managed by a
consortium of universities: Universitat Autònoma de Barcelona (Spain),
Universität Bielefeld (Germany), Université Paris 1 Panthéon-Sorbonne
(France, project coordinator) and Ca’ Foscari. Our selected students
spend their first year in Paris or in Venice and their second year in the
other university.
Moreover, Ca’ Foscari offers some international professional master’s
programmes
25.
An interesting case is given by the EU-MeS project: it’s an integrated curriculum
on “The Euro-Mediterranean region: Sustainability between people and politics”.
Funded by the European Lifelong Learning Programme 2007-13 Erasmus
Curriculum Development, the project created eleven online courses dedicated
to selected Master’s Degree students in International Relations. It can be
considered the zero step for a future joint degree, a sort of embryo aiming at
creating a strong relationship among partner universities.
Ca’ Foscari is the project coordinator; partner universities are Université Paris
VIII Vincennes (Saint-Denis, France), Université Paul Valery III (Montpellier,
France), Universitat Autonoma de Barcelona (Barcelona, Spain), School for
Oriental and African Studies - University of London (London, UK). There are
also associated partners: Université Mohammed V (Agdal Rabat, Morocco),
Université Moulay Ismail (Meknés, Morocco) and Centre Universitaire
d’El-Oued (el-d’El-Oued, Algeria).
Students selected to participate in the programme will take three online courses
and a training period (10 days) in one of the associated partners.
For almost all these programmes, students have to submit their application, cv
and recommendation letters to pass an international selection. A good level of
English (and sometimes other foreign languages) is required.
The management of these courses has not been defined for Ca’ Foscari yet.
The first step, the international agreement, involves the central IRO, the central
Educational Programmes Office and the respective Department. Then most of
the workload (promotion, selection, study plan, mobility period, final diploma) is
managed by the central IRO in cooperation with other administrative offices –
the point is that the central IRO has not a dedicated unit for this issue.
A good example of JD/DD management could be the University of Graz.
This university is leader in two of our joint degrees. It has developed a website,
www.jointdegree.eu
, which contains all their international programmes – twelve
in 2012. The IRO has two people working on these programmes only: one for
planning and one for mobility and management.
Generally speaking, these programmes represent an interesting opportunity for
our students and a great chance for the university internationalization. The
critical issue is represented by numbers: for each programme, ten is the
greatest number of selected students per year. These students need a
dedicated selection procedure, a particular study plan, a mobility period abroad,
and a specific diploma
26.
Moreover, partner universities send their selected students to Ca’ Foscari.
These students are welcomed as incoming students (i.e. they are invited to our
Welcome Days, contacted by our Housing Office, helped with administrative
26 The Educational Programmes Office is the most involved. They created a specific handbook (see annex 6) for professors willing to create these kinds of international programmes. The main issue is to respect the Italian Ministry requirements (ECTS credits, number of professors, etc.).
procedures such as registration to exams), but at the same time, since they are
supposed to take our final diploma, they are enrolled at our university, with a
dedicated procedure created by the Enrolment Sector. Therefore, the workload
for the administration is really challenging, given the number of participating
students.
However, I believe these programmes represent the future of
internationalization: a shared study experience, involving universities much
more than the traditional exchange programmes. Within the exchanges, the
incoming student is compared to a local one, with an assimilation procedure;
while with these international programmes incoming and outgoing are outdated
concepts: students are at the same time in and out, being enrolled in more than
one university at the same time.
2.4
Joint PhD Theses (Cotutelle)
Ca’ Foscari Graduate School manages Joint PhD theses: Ca’ Foscari PhD
students can ask for this opportunity to spend a research period at a foreign
university. The School gives three deadlines per year
27for the applications;
selected students will obtain a double title, as happens with the Double Degree
Programmes. The discussion of the final thesis is joint, with a committee
composed by members of both universities.
It’s a peculiar way of internationalization, dedicated to PhD students only, and
with a specific path: if the student’s request is approved by the Graduate
School, a generic agreement (MOU) will be signed by both universities.
For France, Germany, Spain and Switzerland there are national agreements.
For the other countries, the Graduate School created a sample agreement
28.
Below is the complete scheme of joint PhD theses for the latest three academic
years (Cycle 25th, 26th, 27th):
Country University Partner PhD Cycle IN/OUT
Argentina
Universidad Nacional de Quilmes
Modern Languages, Cultures and Society –
Iberian and Anglo-American Studies 26 1 outgoing Universidad
Nacional de Tres de Febrero
European Social History from the Middle Ages
to the present times 25 1 incoming
Australia
The
University of Sydney
Chemical Sciences 26 - 27 2 incoming
3 outgoing The
University of Melbourne
Cognition and Education Sciences 25 1 outgoing
Brasil
Universidade do Estado do Rio de
Cognition and Education Sciences 26 1 outgoing
27 Further information at http://www.unive.it/nqcontent.cfm?a_id=70687 28 Both documents are in the attachments of this thesis.
Janeiro Universidade Federal de Minas Gerais - UFMG
Cognition and Education Sciences 25 1 incoming
Chile
Pontificia Universidad Católica de Chile
Modern Languages, Cultures and Society –
Iberian and Anglo-American Studies 25 1 outgoing
France École des Hautes Études en Sciences Sociales "EHESS"
Asian and North African Studies;
European Social History from the Middle Ages to the present times
27 26 1 outgoing 1 incoming École Pratique des Hautes Études "EPHE"
Italian Studies and Classical and Medieval Philology;
Ancient History and Archaeology, History of Arts; European Social History from the Middle Ages to the present times
27 25 26 1 incoming 1 incoming 1 incoming SciencesPo - Institut d’Études Politiques de Paris
European Social History from the Middle Ages
to the present times 26 1 outgoing
INALCO - Institut National des Langues et Civilisations Orientales
Modern Languages, Cultures and Society –
Near East and Southern Asia 25 1 outgoing
Universitè de Bretagne Occidentale
European Social History from the Middle Ages
to the present times 25 1 incoming
Université de
Lorraine Asian and North African Studies 27 2 incoming
Université de Provence
Modern Languages, Cultures and Society –
Near East and Southern Asia 26 1 incoming
Université de
Strasbourg Ancient History and Archaeology 26 1 incoming
Université Lumière Lyon 2
European Social History from the Middle Ages
to the present times 26 1 outgoing
Université Paris Diderot - Paris 7 Philosophy 26 1 outgoing Université Paris 1 Pantheon-Sorbonne Economics; Philosophy 26 26 1 incoming 1 outgoing Université Paris 8
Italian Studies and Classical and Medieval Philology;
27 26
1 incoming 1 incoming
History af Arts Université
Paris-Sorbonne (Paris IV)
Italian Studies and Classical and Medieval Philology;
Ancient History and Archaeology
26 25 1 outgoing 1 incoming Germany Goethe-Universität Frankfurt am Main Philosophy 25 1 outgoing Humboldt-Universität zu Berlin
Modern Languages, Cultures and Society –
Modern Philology 25 1 outgoing
Leuphana Universität Lüneburg
Environmental Sciences 27 1 outgoing
Ludwig- Maximilians-Universität München
Modern Languages, Cultures and Society –
Eastern Asia Studies 26 1 outgoing
Romania
Università "Babes Bolyai" di Cluj Napoca
European Social History from the Middle Ages
to the present times 25 1 incoming
Russian Federation
Astrakhan State University
Chemical Sciences 25 1 incoming
Spain Universitat Pompeu Fabra Barcelona
Modern Languages, Cultures and Society –
Iberian and Anglo-American Studies 25 1 outgoing Universitat de Barcelona - UB Philosophy 26 1 incoming Switzerland Université de Lausanne
Italian Studies and Classical and Medieval
Philology 26 1 incoming
Université di Neuchâtel
European Social History from the Middle Ages
As for joint/double degrees, figures are not so important.
Each agreement is individual and the workload for each student, either
incoming or outgoing, is really heavy.
Nonetheless, exactly as for joint/double degrees, the level of excellence is high
– it’s a special kind of internationalization.
The experience at partner universities is quite different: in most universities all
kinds of international agreements are managed by the central IRO, even for
cotutelles. The student career is managed by the PhD Office, and the student
mobility by the Mobility Service within the central IRO.
0 0 0 0 1 5 0 0 5 0 2 1 0 0 1 11 0 1 5 1 0 1 1 1 2 4 1 1 1 1 0 2 4 6 8 10 12 Switzerland Spain Russian Federation Romania Germany France Chile Brasil Australia Argentina 2009/2010 2010/2011 2011/2012
Cotutelle agreements
This is the case, for example, of the following three universities (Leuphana
Universität Lüneburg, Ecole pratique des Hautes etudes, Université de
Lausanne), as it is clearly visible from their websites:
Ca’ Foscari participates in a one of a kind PhD joint programme, the European
Doctorate in Economics Erasmus Mundus (EDEEM)
29. It’s a doctoral
programme in economics, managed by seven European institutions
30and
coordinated by the University of Paris 1. The 25 selected students must spend
two semesters in each of the two degree-granting universities (double degree).
2.5
International networks
Ca’ Foscari University of Venice belongs to the following international
networks
31:
-‐
Anna Lindh Euro-Mediterranean Foundation for the Dialogue between
Cultures. Created in 2005, it’s the first institution to be funded by the
Euro-Mediterranean Partnership. The aim is “to bring people together
from across the Mediterranean to improve mutual respect between
cultures”
32.
-‐
European Chemistry Thematic Network Association (ECTNA). It is a
non-profit association aiming at providing a European framework for
first-cycle degrees in chemistry and operating as a consultant or assessor in
programs concerning education and training
33.
-‐
European University Association (EUA). Its aim is the “contribution to EU
research
policy-making
and
relations
with
intergovernmental
organizations, European institutions and international associations”
34.
29http://erasmusmundus-edeem.univ-paris1.fr/
30 Université Paris 1, University of Amsterdam, Universität Bielefeld, Universidade Nova de
Lisboa, Université Catholique de Louvain, L’École des Hautes Études en Sciences Sociales and
Ca’ Foscari University of Venice.
31 Complete list at http://www.unive.it/nqcontent.cfm?a_id=29340 (last update in July 2012) 32 Taken from the institution official website: http://www.euromedalex.org/about
33 Taken from the association official website: http://ectn-assoc.cpe.fr/association/index.htm
-‐
HERMES University Network - Higher Education and Research in
Management of European Universities. Created in 1997 by École de
Management Strasbourg, it obtained the European Parliament approval
in 2000. It’s a network of eighteen European universities from eleven
countries with the aim of creating Double Degrees in Management
35.
-‐
International Association of Universities (IAU). Created in 1950, it’s a
UNESCO-based worldwide association. “The Association aims at giving
expression to the obligation of universities and other higher education
institutions as social institutions to promote, through teaching, research
and services, the principles of freedom and justice, of human dignity and
solidarity, and contributes, through international cooperation, to the
development of material and moral assistance for the strengthening of
higher education generally”
36.
-‐
UNIMED – Union of the Mediterranean Universities. Created in 1991, its
aim is promoting university research and training, in order to improve
integration between the Mediterranean coasts
37.
-‐
Global Compact Network. It’s a UN network, created within the
Millennium Goals
38area, “to help advance sustainable business models
and markets”
39.
-‐
PRME – Principles for Responsible Management Education. Coming
from the UN Global Compact, it’s a specific project for higher education
institutions: “in the current academic environment, corporate
responsibility and sustainability have entered but not yet become
embedded in the mainstream of business-related education. The PRME
are therefore a timely global call for business schools and universities
worldwide to gradually adapt their curricula, research, teaching
35http://www.hermes-universities.eu/index.php?page=about
36 Taken from the association official website: http://www.iau-aiu.net/content/mission 37http://www.uni-med.net/index.php?option=com_content&task=view&id=15&Itemid=30
38 Millennium Goals are 8 goals to be reached by 2015, as established by UN General Assembly in 2000. Complete list in Annex 7.
