Erasmus Mundus Research Articles

ОПЫТ СОТРУДНИЧЕСТВА ЕВРОПЕЙСКОГО СОЮЗА И СТРАН ЦЕНТРАЛЬНОЙ АЗИИ В СФЕРЕ ОБРАЗОВАНИЯ

With the collapse of the Soviet Union, the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan) faced certain difficulties caused by the so-called "shortage" of qualified personnel and the need to modernize the educational system in these countries, inherited from the USSR. Since education was the dominant factor in the development of the economy for the newly independent new republics. And one of the main conditions for the integration of the educational systems of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan into the international higher education zone was international cooperation with the European Union. The article presents the experience of cooperation between the European Union and the Central Asian countries in the field of education, on the example of the participation of the Central Asian region in the educational programs of the European Union (Tempus, Erasmus Mundus, Erasmus+, Jean Monnet). The relevance of the research topic is determined by the role of higher education in bilateral cooperation between the European Union and the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan). The purpose of the study is to reveal the peculiarities of the development of educational cooperation between the European Union and Central Asia, in the context of the implementation of EU educational programs in the region. The main conclusions of the study were the presented indicators of participation of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan in the EU educational programs, which had a significant impact on the reform of educational systems in the countries of the region and contributed to the further development of partnerships between EU universities and Central Asian countries.

Cross pathogenicity of Neofusicoccum australe and Neofusicoccum stellenboschiana on grapevine and selected fruit and ornamental trees

This research developed from a mobility sojourn funded by the Erasmus Mundus Joint Master Degrees Programme of the European Commission under the PLANT HEALTH Project. The authors also acknowledge financial support from ARC Infruitec-Nietvoorbij and the National Research Foundation of South Africa (NRF UID88771). Technical Assistance was provided by Carine Vermeulen, Danie Marais, Julia Marais, Muriel Knipe, Lydia Maart, Christopher Paulse, Bongiwe Sokwaliwa, Nadeen van Kervel, and Levocia Williams (Plant Protection Division, ARC Infruitec-Nietvoorbij).

Opportunity, Presence and Entrepreneurship: Why the EU Acts Externally on Higher Education*

AbstractIn recent times, the European Union’s external engagement has expanded in originally internal policy areas. This process is particularly intriguing in areas where the EU possesses only supplementary competences. Examining the case of EU higher education policy, this contribution sets out to understand and explain EU external engagement in such areas. To this end, it employs an explanatory framework that argues that EU external action emerges when a structural policy window of external ‘opportunity’ and domestic ‘presence’ opens, which is exploited by ‘policy entrepreneurs’. The contribution compares two pillars of EU higher education policy – the Tempus and Erasmus Mundus programmes – which it sets in relation to the emergence of external action in other EU higher education initiatives. Offering an explanation of why the EU engages externally in higher education, the contribution concludes by discussing the broader generalizability of its findings.

New macaque fossil remains from Morocco

This work has been funded by Palarq Foundation, Spanish Ministry of Culture and Sport (42-T002018042853 and 170-T002019038589), Direction of Cultural Heritage (Ministry of Culture and Communication, Morocco), Faculty of Sciences (Mohamed 1r University of Oujda, Morocco), INSAP (Institut National des Sciences de l’Archeologie et du Patrimoine), Agencia Estatal de Investigacion (Spanish Ministry of Science, Innovation and Universities: CGL2016-76431-P, CGL2016-80975-P, CGL2016-80000-P, CGL2017-82654-P, PGC2018-095489-B-I00, and PGC2018-093925-B-C31, AEI/FEDER-UE), and Research Group Support of the Generalitat de Catalunya (2017 SGR 116, 2017 SGR836, and 2017 SGR 859). The research by D.M.A., R.S-R, M.G.C., P.S., C.L., and E.D. is funded by CERCA Programme/Generalitat de Catalunya. A.M.A and M.F. are beneficiaries of a fellowship from the Erasmus Mundus Program to do the Master in Quaternary and Prehistory at the Universitat Rovia i Virgili (Tarragona, Spain). A.R.-H. is the beneficiary of a postdoctoral scholarship from the MICINN, Subprograma Juan de la Cierva (IJC-037447-I), and member of theconsolidated research group 2017 SGR 1040 of the Generalitat de Catalunya. The Institut Catala de Paleoecologia Humana i Evolucio Social (IPHES-CERCA) has received financial support from the Spanish Ministry of Science and Innovation through the ‘Maria de Maeztu’ program for Units of Excellence (CEX2019-000945-M).

The European master of science in nuclear fusion and engineering physics (FUSION-EP): 15 years of experience

The aim of the Erasmus Mundus Joint Master Degree (EMJMD) FUSION-EP is to provide a high-level research-oriented education and a well-integrated cultural experience within an international consortium of institutions leading the interdisciplinary field of magnetic fusion. The combined and harmonized teaching and research activities coordinated among eight partner universities in Belgium, Czech Republic, France, Germany and Spain offer a variety of competences in a field of crucial importance to the problem of world energy supply. Besides the ITER International Organization, there are 24 EU and non-EU academic and research associate partners. As the fusion community makes pace towards commercialization, the balance in research will shift from an academic-and-fundamental direction to a technology-and-industry-driven orientation. For this purpose, the programme offers two tracks: fusion science and fusion engineering. In addition, an advisory board keeps the curriculum in line with the research activities carried out by the associate and industrial partners. Internationalization, multidisciplinarity, and student mobility are inherent parts of the programme structure and philosophy. There exist several student and alumni initiatives leveraging meaningful connections within a global network. As a first step towards long-term sustainability, the consortium decided to transfer the programme coordination from Ghent University to Aix-Marseille University in 2019; the geographical, topical and professional proximity of ITER is expected to allow an optimal alignment of the programme with the professional needs of the emerging nuclear fusion industry.

Facilitating knowledge democracy in a global North/South academic collaboration

ABSTRACT This article explains an action research response to the need for knowledge democracy in research projects between academics in global North and global South countries. It argues that if unspoken assumptions about knowledge creation are left unexamined, such collaborations can replicate forms of ‘epistemic injustice’. The paper is premised on the belief that such collaborations should be based upon practical acknowledgement of plurality in the domain of knowledge and upon the right and responsibility of people to contribute to research conceptualisations and questions as equals. The article focuses on the facilitation processes applied during an initial, five-day strategic planning meeting for athree-year Erasmus Mundus research project, in which academics from universities in Spain, Portugal, Peru and the UK participated, and the conceptualisations and strategic direction of the project were established. The authors draw upon their experiences as project co-designers and joint co-ordinators. We conclude that if international research projects are to promote knowledge democracy, processes need to be established in which relevant concepts and objectives can be articulated and the research questions established by all partners, in order to accommodate multiple perspectives. The insights offered also have relevance for collaborations between multiple stakeholders inside and outside of academia.

Transculturality in higher education

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

Lexicography in the times of the Covid: EMLex survival kit

Abstract The following report gives a brief overview of the international summer term of the Master’s Degree Erasmus Mundus in Lexicography (EMLex), which took place in 2020 at the University of Santiago de Compostela. The COVID pandemic further awakened the imagination of the lexicographic community.

Discovery of Bioactive Compounds from Traditionally used Medicinal Plants: A Profile of Nilufar Z. Mamadalieva

Discovery of Bioactive Compounds from Traditionally used Medicinal Plants: A Profile of Nilufar Z. Mamadalieva

Erasmus+ programs-the need to create a competitive space of the Romanian education system

Abstract The need to create a competitive framework of the Romanian education system and the current needs of the labor market have aroused the interest of the human resource in the pre-university education, which manifests its interest towards the European funds that can be attracted in the field of education and which are necessary for the creation of a context that raises the education system to the standards of the European Union, a fact also demonstrated by the legislation in force. By the Government Decision no. 76 / 27.01.2005 and the Government Decision no. 67/2007 has been designated the National Agency for Community Programs in the Field of Education and Vocational Training (“Agency”, AN), as an agency for implementing the community programs “Lifelong Learning” (LLP), “Youth in action” (YiA) and Erasmus Mundus from 2007-2013. This document included the Europass National Center, the Eurydice National Unit and the Eurodesk National Office in the AN. In 2013, through the Government Memorandum no. 10988/ 09.12.2013, AN was designated as the Implementing Agency for the Erasmus + program, from 2014-2020, having as a mission the administration of the European Union program that supports the national project for the better change of communities, attitudes and mentalities of individuals. Erasmus + is the EU program in the fields of education, training, youth and sport for the period 2014-2020. Education, training, youth and sport make a significant contribution to combating socio-economic change, to Europe’s greatest challenges by the end of the decade, and to the implementation of the European policies for growth, jobs, equity and social inclusion. Combating the rising unemployment rate - especially among young people, has become one of the most urgent tasks of European governments. Too many young people leave school prematurely, thus risking becoming unemployed and socially marginalized. The same risk threatens many low-skilled adults. The technologies change the way the company operates, so their full use is necessary. European companies need to become more competitive through talent and innovation. Europe needs more cohesive and inclusive societies that enable citizens to play an active role in democratic life. Education and youth activities are essential elements for preventing radicalization through violence and by promoting common European values, social inclusion, enhancing interculturality and a sense of belonging to a community. Erasmus + is an important tool for promoting the integration of people from disadvantaged backgrounds, of newly arrived migrants, responding to critical events affecting European countries. The Erasmus + program aims to help the countries participating in the program to effectively use Europe’s talent and social capital, in a lifelong learning perspective, by linking the support provided to formal, non-formal and informal learning in the fields of education, training and youth.

SMART Research: Toward Interdisciplinary River Science in Europe

Interdisciplinary science is rapidly advancing to address complex human-environment interactions. River science aims to provide the methods and knowledge required to sustainably manage some of the planet’s most important and vulnerable ecosystems; and there is a clear need for river managers and scientists to be trained within an interdisciplinary approach. However, despite the science community’s recognition of the importance of interdisciplinary training, there are few studies examining interdisciplinary graduate programmes, especially in science and engineering. Here we assess and reflect on the contribution of a 9-year European doctoral programme in river science: ‘Science for MAnagement of Rivers and their Tidal Systems’ Erasmus Mundus Joint Doctorate (SMART EMJD). The programme trained a new generation of 36 early career scientists under the supervision of 34 international experts from different disciplinary and interdisciplinary research fields focusing on river systems, aiming to transcend the boundaries between disciplines and between science and management. We analysed the three core facets of the SMART programme, namely: (1) interdisciplinarity, (2) internationalism, and (3) management-oriented science. We reviewed the contents of doctoral theses and publications and synthesised the outcomes of two questionnaire surveys conducted with doctoral candidates and supervisors. A high percentage of the scientific outputs (80%) were interdisciplinary. There was evidence of active collaboration between different teams of doctoral candidates and supervisors, in terms of joint publications (5 papers out of the 69 analysed) but this was understandably quite limited given the other demands of the programme. We found evidence to contradict the perception that interdisciplinarity is a barrier to career success as employment rates were high (97%) and achieved very soon after the defence, both in academia (50%) and the private/public sector (50%) with a strong international dimension. Despite management-oriented research being a limited (9%) portion of the ensemble of theses, employment in management was higher (22%). The SMART programme also increased the network of international collaborations for doctoral candidates and supervisors. Reflections on doctoral training programmes like SMART contribute to debates around research training and the career opportunities of interdisciplinary scientists.

Europeanizing Universities: Expanding and Consolidating Networks of the Erasmus Mundus Joint Master Degree Programme (2004–2017)

The Europeanization of higher education has gained considerable scope and momentum over the past quarter century. Whereas the coordinative Bologna process, with soft governance mechanisms, has facilitated standardization across countries, European Commission funding programs target universities more directly. The Erasmus Mundus Joint Degree Programme, as an incentive-based program, epitomizes the dynamics of such European funding management. Notably, it has established expanding university networks across Europe and unique new tertiary degrees that facilitate international student mobility. Applying social network analysis to 561 participating universities through several program cycles, we longitudinally examine three key patterns in the program’s development: the expansion of the program, the consolidation of pan-European networks, and the participation of and coordination by central universities in these Europeanization processes. Program participation increased considerably across cycles, even as established networks were consolidated, largely through re-accreditation of established programs. Moreover, we identify those universities that assume a central position in the inter-organizational structure of this international program. These universities actively facilitate the evolving Europeanization of higher education by strengthening inter-university networks via a signature EU program.

Академическая дипломатия ЕС в Казахстане (на материалах ЕНУ им. Л.Н. Гумилева)

At the present stage of the European Union‟s development academic diplomacy is one of the important components of its foreign policy. The proposed article highlights the main directions of Kazakhstan‟s cooperation with the European Union in education and science. As it is known, every year the EU allocates millions of euros for educational projects for young people, teachers and scientific researches. Thus, over the past four years, the European Union has allocated more than 35 million euros for projects to increase the potential of higher education in Kazakhstan under the Erasmus program, which is one of the most popular programs and is positioned as a result of the EU educational programs evolution. The program is implemented by the Education, Audiovisual and Culture Executive Agency (EACEA) in Brussels, as well as by the national agencies of 34 participating countries. In Kazakhstan there is a National Office "Erasmus," which is headed by Shaizada Tasbulatova and represents Kazakhstan‟s four main directions for higher education institutions: international credit mobility of students and university employees; Erasmus Mundus master‟s degrees; Higher education capacity-building projects; Jean Monet European Integration Program. According to the Erasmus National Office, Kazakhstan universities account for 65% of international credit mobility projects in Central Asia. Kazakhstan Universities actively take part in international credit mobility (MIC) projects that allow students, master‟s students and doctoral students to study and undergo internship in the European countries for the period from three months to one year. The Faculty members of Kazakhstan universities are not an exception. Representatives of Faculty members of domestic educational institutions have an opportunity to receive a fellowship for teaching or advanced training in a foreign university for a period of five days to two months. The total amount of the fellowship for four years (2015 2018) for MIC projects with the participation of Kazakhstan universities amounted to 11,338,545 euros. This amount provided funding for 3,224 students and Faculty members mobility. The L.N. Gumilyov ENU is a participant of the International Credit Mobility program since 2015. During this time, more than 200 people took part in the mobility program and received training and internships in 36 universities in Europe. In the 2018-2019 academic year, 31 students attended 16 universities in Belgium, Latvia, Czech Republic, Germany, Italy, Spain, France, Poland, and Turkey. The priority of the university management is to increase the number of partner universities, thus giving more chances to talented students. The Credit Mobility program at our university is very popular among students and Faculty members. This circumstance contributed to the careful selection of applicants during the competition process. A bright illustration of this was the fact that in 2018 there were approved only ten out of eighty-three projects for increasing the potential of higher education. To date, The L. N. Gumilyov ENU has prepared 12 projects to increase the potential of higher education and has become a Kazakhstan‟s leader on this indicator, which allowed highlighting the priorities of EU academic diplomacy on the materials of this university in the proposed article. In early April 2019, the subject of a special pride of our university was the official opening of the representative office of The L. N. Gumilyov ENU in the EU. In the European media, this news aroused a wide resonance.

A User-Centric Design Approach to Understand International Education in the Contemporary World: Motivations and Gender Preferences for Studying in Europe

Education holds promise as a vehicle for sustainable global development and human capacity development, as reflected in the Sustainable Development Goals set by the United Nations. International education has become a prominent feature in contemporary times on the educational landscape as students become increasingly mobile in pursuit of their right to education. This study investigates the key factors that motivate international students to undertake better quality education at higher education (university) level, particularly in Europe, and the underlying gender preferences for study destinations within the framework of push-pull factors. The study collected responses of 288 individuals from 84 countries who had undertaken some form of education in Europe through the European Commission-funded Erasmus Mundus (EM) Scholarship. Responses were collected through an online platform, Survey Monkey. Outcomes of the study revealed that Germany, United Kingdom, Sweden, Netherlands, and Spain are the most popular destinations for pursuing higher education in Europe. The United Kingdom is the most preferred destination for female students while Germany is the most preferred destination for male students, with slight changes for other countries. Key motivating factors for international education were found to be scholarship opportunity, better quality of education, and availability of the relevant study program. The least influencing factors were found to be the commonality of language, suitable environment (eg climate, temperature), geographical proximity, the scope of migration, and social cost.

Quality assurance of joint degree programmes: what Asia can learn from Erasmus Mundus joint degree programmes in Europe

ABSTRACTOver the past decade, with the support of Erasmus Mundus, the number of joint degree programmes in Europe has increased rapidly. In Asia, joint degree programmes have also gained popularity due to the growth of transnational higher education in the region since 2000. However, a joint degree programme is a highly complex and coordinated activity for the university partners involved. Cooperation and coordination are crucial for the quality of any joint degree programme. This study primarily explores QA approaches to European joint degree programmes and their current development in Asia.

Comment on “How to build an extensional basin in a contractional setting? Numerical and physical modelling applied to the Mejerda basin at the front of the eastern tell of Tunisia” by Mannoubi Khelil et al.

This study was supported by research projects CGL2015-67130- C2-1-R , Erasmus Mundus External Cooperation Window and by Scientific Cooperation Agreement 0534 between the Office National des Mines (ONM) , the Tunis el Manar University and the Group for Relief and Active Processes Analysis (ARPA) from the University of Granada .

Sustainable Development Planning: Master’s Based on a Project-Based Learning Approach

The educational subject of Sustainable Development Planning in Europe is evolving due to the implementation of the Bologna Agreement across the European Higher Education Area (EHEA). This paper analyses a project-based learning strategy for training Sustainable Development Planning in postgraduate programs, in Spain (Universidad Politécnica de Madrid, UPM). This project-based learning strategy is applied to an International Postgraduate Program for Sustainable Rural Development—Erasmus Mundus, Master’s of Science—with the participation of five European Union universities that formed the Agris Mundus Alliance for Sustainable Development. Using a mixed methods approach, the research examined the program’s implementation through student and staff perceptions, from the technical, behavioral and contextual project management skills. The paper argues that the “Practical Learning platforms” used in the Master’s demonstrate the correct approach of the learning strategy based on teaching–research linked to the professional sphere. The findings that were identified can be categorized as follows: (1) Perspective: holistic thinking and intellectual coherence, defining the contextual skills that must be navigated within and across the broader environment, (2) Practice: experiential learning by reconnecting to real-life situations, and (3) People: Personal and interpersonal skills required to succeed in sustainable projects, programs and portfolios. Reflections on the experience and main success factors in the learning strategy are discussed.

Education in crop protection: Erasmus Mundus Joint Master Degree – European Master Degree in Plant Health in Sustainable Cropping Systems

Education in crop protection: Erasmus Mundus Joint Master Degree – European Master Degree in Plant Health in Sustainable Cropping Systems

Programas y títulos conjuntos en el Espacio Europeo de Educación Superior

Los programas y titulaciones transnacionales conjuntos son un elemento esencial tanto para la internacionalización de las universidades como para el desarrollo del Espacio Europeo de Educación Superior (EEES), al facilitar la movilidad de estudiantes y profesores y la cooperación internacional de las instituciones participantes. Sin embargo, su desarrollo e implantación práctica se ve dificultada por las distintas regulaciones nacionales sobre el aseguramiento de la calidad de los programas y reconocimiento de las titulaciones otorgadas. De hecho, los programas conjuntos constituyen una paradoja del proceso de Bolonia al ser programas y cualificaciones transnacionales que se desarrollan, aseguran la calidad y son reconocidas en diferentes contextos nacionales. En este trabajo se discuten y analizan los antecedentes y situación actual de los proyectos y actividades y las recomendaciones ministeriales sobre los programas conjuntos en el EEES, tales como los proyectos Erasmus Mundus y el Enfoque Europeo sobre el Aseguramiento de la Calidad de los Programas Conjuntos aprobado por la Conferencia Ministerial de 2015 del EEES con la recomendación de acreditación única de los programas y reconocimiento múltiple de las titulaciones. Como resultado se proponen unas recomendaciones sobre aspectos prácticos de los programas y titulaciones conjuntos que permitan facilitar su desarrollo a nivel de implantación práctica, proceso de evaluación, reconocimiento de las decisiones de evaluación, reconocimiento de las titulaciones otorgadas y terminología.

The internationalization of social work. Emerging discourses from the Erasmus Mundus Advances program

ABSTRACTNowadays, an increased number of international social work (ISW) educational programs have been developed with the goal to equip practitioners to face the social problems in the new modern era. Within our globalized world, social work is in the quest for professionals with a global mind-set and nontraditional abilities and skills. This article presents the findings of an explorative research carried out during the ISW master program called Advances. The qualitative research aimed to explore the perceptions, believes and opinions of those students and alumni who have been enrolled in the Advances program who were subsequently asked to think critically and reflect about their international experience. The Advances program is a practical example that might be helpful to reflect on both how to develop a collaborative process between international social workers during the early years of education and how to build commonalities and fight for a common cause, improving the global/local social workers’ mind-set, sharing cross-national concerns more than look for an international ideological definition of what should be (International) Social Work.