Erasmus Program Of The European Union Education Essay

Erasmus Program Of The European Union Education EssayIn 1995, Hanze University of Groningen was stimulated by the Erasmus program of the European Union to start their inter caseisation by getting counterchange attendants within Europe. They had only four accessory universities from Germ any(prenominal), Spain, Sweden and England in 1996. Now, only the School of dialogue and Media (SICM) has 83 coadjutor universities around the world.1In this part, the clear and complete description of the assignment and objective from the clients perspectives impart be defined. The client is Ryan Schepers, the global coordinator of SICM.Ryan has indicated the following(a) issues the over t start ensemble requirements of the current assistant universities do non correlate with those of SICM in some of the match universities, the course of instruction language is not English the academic curriculums do not correlate with the unitys at SICM both BA and overlook programs ar not always available to the savants, a great tote up of ally universities argon not universities of applied sciences. Besides that, SICM only had wiz or two introduction and outgoing t apieceers last categorys. These issues impact students motives, aspirations and choices of a specific university for their exchange period. SICM aims to exchange teachers with pardner universities.Although SICM has a large number of provide universities (which is necessary be antecedent all international communion students atomic number 18 obliged to go abroad), the client is not satisfied with the smell of some partner universities. whence, Mrs Schepers emphasized the expect for a more structured and effective intercommunicate. Due to unbalanced partner universities, Mrs Schepers made clear her wishes that it is necessaryTo exchange teachers and work on common projects with partner universities.To have and update the existing website contains only supply universities label in severalise to provide more discipline about each partner university exchange programmes, accommodation, life style, etc.To have more employees who puke work amongst partner universities and SICM in order to communicate efficiently.To select a number of partner Universities according to their academic curriculums that taking into custody with SICM criteria.To establish an effective communication amidst SICM and its partner universities.To find an effective communication in order to influence students motives to favor a special(a) host university(NEEDS TO BE A SENTENCE OR PARAGRAPH)The primeval aim of SICM is to select the number of partner Universities according to their academic curriculums that gather with SICM, in that respectby acquiring a more international aspect. As Mrs Schepers indicated in the meeting, the main goal is to create a balanced university network fulfilling ICM standards through the analytic thinking of partner universities study programs, SICM students and teachers interests and the current network features.3.Organizational BackgroundThis chapter depart give in you a detailed overview about the School of communication and Media.The SICM is one of the 20 schools of the Hanze University. The SICM has over 400 international students from more than 40 countries and has 143 employees which primarily consist of teachers that ar supported by staff. (Hanze University, 2012).The SICM consists of four degree programmes IC (International communication), CO (Communication, Dutch version), CS (Communication System) and IDM (Information, Management and Service). Although SICM has four different degree programmes, more than 90% of the exchange students come from IC programme which is the international programme. This explains why SICM has a great number of partner universities. near to that, SICM offers 6 different majors to its around 2000 students within three fields of study CO, CS and IDM. The communication programme offers two majors IC, CO and CS offered three majors in Dutch Multimedia Design Branding, Game Design Development and Web Mobile Services. IDM offers only one major IN Dutch Media Information Management. (Loves Spakman,2010,p.7)SICM offers 9 Exchange/Certificate Programmes as minor and specialization for its own and international incoming exchange studentsCreating Communication campaign, Journalism, Game on, Information Innovation, International Aid Development and Public Affairs which runs from the beginning of September until the end of January as the first semester. In the second semester, between the beginning of February and till the end of June, it is offered Creating an International Event, International Aid Development and International Business Communication. (Hanze University, 2012)Mission and vision of SICMThe mission of SICM gives focus to its activitiesThe Institute for Communication and Media trains entrepreneurial, socially- trustworthy and internationally oriented professionals for c beers in the field of Communications, Information Management and Media, and contri scarcelyes to knowledge circulation and innovation on an international level. (OudshoornKempen,2012,p.4)This means that our programmes provide students with opportunities to develop into socially responsible and internationally oriented professions in the futurity, and that also give opportunities to all students in order to straighten out somebody study choices to profile individually themselves as a distinctive professional. The school of communication and Media absolutely facilities this by providing an effective study programmes for students to explore and develop their own competencies which are certainly essential step for their future chosen career path. (OudshoornKempen,2012,p.4)The vision of SICM Share your talent. Move the world. This means that through communication you can build awareness and help people improve their quality of life. (Hanze University,2012)The four degree programmes are on the wa y of improving their own quality and being international oriented with their minors and majors. The IC already shows the greatness of international vision of SICM by having a high number of partner universities from different countries and a high number of international students compare to other degrees (CO, CS and IDM) . Mrs Schepers would like SICM to expand the focus on internationalization not only for IC but also for other degrees of SICM which has Dutch students and teaching language is Dutch. Therefore as Dutch people should understand the centre of Internationalization and be part of it , it is of importance to place them within other European Countries or external the Europe.Key stakeholders(MORE DETAILS, DESCRIBE THEIR ROLE AND TASKS CLEARLY)As this look is focused on the SICM department of Hanze University of Groningen, the following organizational both internal and external analysis will be focused on the SICM department. The intimate stakeholders are Ryan Schepers , republic coordinators, SICM second and terce twelvemonth students and teachers. And the external stakeholders are partner universities. Mrs Schepers is the international coordinator of SICM and work effectively with country coordinators for incoming and outgoing exchange students.ACC COUNSELLORS INFORM SECOND YEAR STUDENTS ABOUT THE PROCEDURE OF THE STUDY ABROAD KIND OF PREPARATION FOR THE STUDY ABROAD)Internal key stakeholdersExternal key stakeholdersCountry coordinatorsISOClientPartner universitiesSecond course of study studentsThird year studentsISID3.2.3 Current situation of the organization (stick to the key stakeholders and consider everything only about the key stakeholders)As can be viewed in the SICM organizational chart2, the SICM organizational structure is horizontal meaning that for internationalization purposes the country coordinators who are at the same level and the International Coordinator of SICM share their ideas and suggest solutions in order to bring t he internationalization of SICM to a better level and the International Coordinator of SICM in turn reports to the dean of SICM.There are 8 country coordinators who are providing information to second year students and monitoring 3rd year outgoing exchange students. They also communicate with partner universities minimum once or maximum two times in a year. These country coordinators are the lecturers of SICM who are very busy with lecturers, assignments, students and other issues related to study. Thats why they labouredly spend time in order to communicate with partner universities. Also, it is very difficult to read with outgoing exchange students individually. The last few years, ISID (International student Info Desk) was providing information for the second year students of IC, CO, CS and IDM for the exchange semester. There were only interns working as employees for a semester. And every semester they had different semester who are always new for the position. The name of th e office has been changed to Global Links (ICM External Affairs Office) but again, Interns are working as employees and every semester different interns take this responsibility.Next to that, Country coordinators are not able to visit partner universities because of lack of facilities they got from SICM. But in burn up future, SICM hopefully will provide adeptness for country coordinators to be able to visit the partner universities. Therefore, country coordinators should pull out a plan to visit the partner universities per year. (SHALL I REMEVORE THIS PARAGRAPH OR NOTApart from country coordinators, International student office (ISO) has been working as a link between SICM (country coordinators and students) and Partner Universities. ISO has been taking care of all international outgoing and incoming exchange students of the Hanze University regarding enrollment, visas, and insurances, housing and finances issues.Structure(COMBINE STRUCTURE, MANAGEMENT STYLE AND CULTURE IN io dine PARAGRAPH AND RELATED TO ONLY RELEVANT ENVIRONMENT AND RELEVENAT STAKEHOLDERS)Next to that, SICM organizational structure is not strictly hierarchical, just like other schools of the Hanze employ upwards and downwards communication simultaneously, meaning that employees at the top of the hierarchy communicate with the ones at lower levels and vice versa. This very makes it easy for every staff part to communicate with the upper level members since they are communicating indirectly with team leaders and coordinators.Management styleThe communication of the management team is a two-party flow of both communication and information in order to maintain the quality of cooperation. As communication tools, word of mouth and meetings take an principal(prenominal) place. Next to that, an electronic learning environment is one of the most important ways of communicating faster. The management team invests in the education and training of teachers, in order to facilitate personal and professional growth of the team members.CultureAccording to Cornelissen, the culture of SICM is a combination of a person oriented culture, which reflects the importance of individual ontogenesis, and a task oriented culture which is focused on team work for the projects (Cornelissen, 2008). The person culture is focused on individuals who are staffs and it is very hard to manage as they work on their own. For instance country coordinators who are working on their own and dealing with not only partner universities, but also students, lectures, and working also as academic counselors. Next to that, SICM has a strong task culture as can be seen in all degree programmes of SICM, focused on team works staff, teacher and students in projects.3.3 Communication analysisWhen students wish to acquire information about a particular partner university, Student are directed to go to study abroad links via internal SICM website, where students receive direct links to the official websites of th e universities. It is unclear, however, whether and how the courses of the partner university match the ones at the SICM on that point is no information available on this cogitation that would help facilitate the students last making outgrowth.According to interviews with students from SICM (see appendix, interview transcripts), the current partner network features are very important, for them to choose where to go and which program they would like to study. Furthermore, the financial issue takes an important place to make students choices. . Some of the students only make their choices according to their financial situation. After returning from the exchange university, the students are required to complete an ACC8 assignment, where students can share their experiences from the study abroad. But the questions are limited and are not included important questions, which would solution in a more comprehensive evaluation system for the SICM partner university network. The outgoing students are very important as well as the incoming students. Since the incoming students are monitored by SICM, on that point are enough data regarding accommodation, the study program they chose, etc. In the meantime, there is a link call student experience to reach the students evaluations after they come back from their study abroad semester. It is a new facility for the second year students. Moreover there is a website which only contains partner universities but it is not functioning very well. The website should contains not only partner universities names and official website links but also, their offered courses, university information, accommodation, study programmes, living in a country etc. this will help country coordinators not to be overlapped with a bunch of questions from students and also useful for student motivation and help to opt a partner university.4.3.1 Internal CommunicationInternal communication, which refers to the exchange of information between the ma nagement and the internal public groups of an organization, is the backbone of every functional organization. The objective of internal communication is reaching organizational and/or individual goals. Unprofessional and woebegone internal communication can lead to misunderstandings, loss of employee motivation, false rumors, criticism and even minor crisis. (Herle Rustema, 2005).Cornelissen points out that traditionally, internal communication is defined as communication with employees internally within the organization (Cornelissen, 2008). SICM employs both formal and informal channels of communication. The formal ones include email, internal memos and briefings, etc. The informal channels include negotiation during lunch breaks or at the coffee machine, rumors etc.The main communication aids are the meetings to give structure to decision making and further development of the issue. Since the country coordinators are busy with their own busy schedule like lectures, students, etc . , it is important to make an appointment in advance to discuss the third year students curiosity about their host country and university. As Ryan indicated, each country coordinator can only spend 8 hours per year for responding to student questions, contacting partner universities and having meeting with Ryan Schepers. This is absolutely not enough time for the development and expanding the partner universities to be internationalized. This also causes inefficient communication internally.External communicationThe main external stakeholders that are paramount to the fulfillment of SICMs internationalization policy are the current partner universities. It is therefore important that SICM should provide each stakeholder group with specific information and build a strong reputation across exchanges with all of these stakeholders (Cornelissen, 2008).The current communication is not enough with partners several partners are inactive in the SICM partner university network. It is known that communication is insufficient and ineffective with current partner universities. Next to that, the SICM currently has insufficient data to assess whether the linguistic and curricular criteria of the partner universities are compatible with the ones at SICM.Not having clear partner network and their respective curriculum selection criteria creates unclearness and hinders successful future partner network selection.Cornelissen (2008) defines stakeholders as any group or individual who can affect or is affected by the achievement of the organizations purpose and objectives.The key external players regarding the SICM internationalization policy are the current partner universities and the representatives of those universities (i.e. the ones who also deal with partnerships and exchange). A comprehensive stakeholder analysis can be seen in the Power-Interest matrix3.Situation analysisAccording to a Desk research, the academic curriculums and linguistic requirements at partner univer sities dont correlate with the ones at SICMThere are only 10 current partner networks which are university of applied sciences out of 83 partner networksCurrently 63 partner universities which teach in EnglishNot all partner universities have both BA and Master academic programs.As indicated, there has been an ongoing increase in the number of exchange students in the last five years (see appendix 9.4).The result of incoming exchange students last five years4In year 2007/2008, there were 46 incoming exchange students from 34 partner universities. In year 2008/2009, there were 44 incoming exchange students from 40 partner universities. In year 2009/2010, there were 56 incoming exchange students from 52 partner universities. In year 2010/2011, there were 67 incoming exchange students from 64 partner universities. In year 2011/2012, there were 82 incoming exchange students from 83 partner universities.The result of outgoing students last five years5In year 2007/2008, there were 63 outg oing exchange students to 34 partner universities. In year 2008/2009, there were 47 outgoing exchange students to 40 partner universities. In year 2009/2010, there were 59 outgoing exchange students to 52 partner universities. In year 2010/2011, there were 100 outgoing exchange students to 64 partner universities. In year 2011/2012, there were 63 outgoing exchange students to 83 partner universities.Discernibly there is a misbalance between incoming/outgoing exchange students and the number of partner universities. It is a result from a lack of communication within SICM and with current partner universities. SICM only provides 8 country coordinators to be responsible for 83 partner universities which cause ineffective communication with current partner universities. This result in a lack of information about the motivations behind the decisions that second year ICV students and SICM staff make about their study abroad. Hence, it affects the external communication with current partne r universities. As the communication is ineffective in communicating with partners SICM is not aware of the current relationship with partners since several current partners are inactive.Theoretical frameworkThis section will explain the theoretical framework which will be used for this research. The research will be based on qualitative research and theoretical flat coat with the definitions of some concepts.The primal research questions are formulated according to three main sub problems. The sub questions will help reveal the boilersuit issues surround the main research area. Moreover, the relevant communication theories will support the research for a theoretical approach to the solution of the problem. In Order to limit the research, each primary research question has a subsection has been selected. (see table 1.) Based on this analysis, I will advise Mrs Scehepers to create a balanced university network enhancing ICM standards. This brings up the main questionHow to create a balanced university network enhancing ICM standards through the analysis of SICM student and teacher interest, study programs features, current partner universities features?Sub-sections principal(prenominal) research question How to create a balanced university network enhancing ICM standards through the analysis of SICM student and teacher interest, study programs features, current partner universities features?MotivationsSub problem for RQ 1Unknown 2.nd year students and teachers motivations/reasons for choosing a particular partner universityPrimary RQ1What are the current CO, CS, IC and IDM students and teachers profiles alike for the exchange period in year 3?CurriculumSub problem for RQ 2Large number of partner universities overdue to unclearness in past SICM selection CriteriaPrimary RQ 2What are the correlative academic curriculums (and official study languages) of each partner university of SICM?NetworkSub problem for RQ 3Insufficient communication with current partner universities due to the high number of partner universities.Primary RQ 3How can SICM restructure their partner network and create more effective communication approach?The following sections will describe the most essential theories and concepts based on the primary research questions/ sub sections for the actual outcome of this research.Motivations and ReasonsThis research dimension is the interest of student and teacher related to their motives and choices to create a balanced university network enhancing ICM standards through the analysis of SICM student and teacher interest?Student and teacher motivation is the primary focus in the first primary research area. The meaning of motivation is a complex amalgam of all factors at work at a given point in time that influence an organisms movement toward a goal. Like all animals, humans respond to drive states that are governed most basically by hormonal and neural processes (Leise, 2006). Hence, in order to understand student and staf f motives, the motivation theory will be applied.The following theories related to this section will answer the primary research question 1(see table 1.) Moreover, the related theories helped to prepare the semi structured interview questions for both second and third year students.Cognitive Decision Making Theory and Pull-Push theoryThe purpose of the first sub problem is to crumple the factors which influence the motives of students and teacher in choosing a particular partner university. Since it involves qualitative research, there will be a combination of two theories cognitive decision making theory and push-pull theory for the decision making process. Cognitive decision-making (CDM) is human-like decision-making, it is more like a mental process. This process can be a continues process while interacting with an environment. It can include the most important information about them and the possibility of their application. The theory approaches the understanding of students a nd teacher interest, their choices and analyzes how they make their decision. Gadomski, A. M. (2006).The pull-push theory has a big role on decision making process and selection of particular university. The research also identifies the pull strategy of partner universities that students and teachers make their choices according to the certain criteria which match ones at SICM. Apparently, both cognitive decision making and pull-push factors have a big role on the students choices. (Mazzarol Soutar,2001)6.1.2 Sociology theoryMoreover, this is also supported by sociology theory. As a theoretical point of view, Sociology is actually defined as a science that studies the behavior of large populations like any kind of groups and their own point of views. For many years, students are sent or received in every country for a higher education. The exchange student and staff of SICM are influenced by demographic, economic, geographic, political and social differentials between move and rece iving countries that push student to leave their home countries and that pull them to countries that students and staff perceive better opportunities. (Gitzer Ryan, 2011). I combined this theory with push and pull theory to give better understanding of students choices and factors that are influenced by. (see table 4)Dervin ( sentience making approach)The concept of sense-making approach has been used during the interviews with second year students of SICM. The theory was developed by Dervin(1989) and this helped answering the primary research question 1 What is the current CO, CS, IC and IDM students and teacher profiles alike for the exchange period in year 3? and finding an approach to work up the sub problem. Unknown 2.nd year student and teacher motivations/reasons for choosing a particular partner university.The sense making is a focus of the approach, how people make sense of their worlds. The sense making attempts to provide a systematic approach to listen to the audience as how they see their situations, past, present, future and how they move to construct sense and make meaning of these situations.(Dervin,1989,p.77)Person treat information as means to ends and not ends in themselves Their seeking and use of information is best predicted based on how their situations, the constraints they face, the gaps they need to bridge and the kind of bridges they would like to build across their gaps. (Dervin,1989,p.77). Dervin(1989) points out that the essential part of the sense making approach is the gap and how people analyze and bridge the gap in their life. The gap means is the problem that students dont know to which university they want to go for an exchange semester. So applying this to the research area, students define their problems of the situation and constructing a bridge means that they solve this problem. At the stage of bridging the gap, students gather information and absorb it to understand. Then they create ideas which help them to bridge the gap in their life. civilization Likelihood Model(ELM)In 1993, Elaboration Likelihood Model was presented by Petty and Cacioppo. This theory is a model of vista, about the way attitudes are formed and changed and this theory also helped answering the primary research question 1 What is the current CO, CS, IC and IDM students and teacher profiles alike for the exchange period in year 3? and finding an approach to solve the sub problem. Unknown 2.nd year student and teacher motivations/reasons for choosing a particular partner university.The main point of this theory is the overall Elaboration from inactive thinking to active thinking which causes changes in attitudes. There are two different ways which students make their decisions and thus get persuaded by those decisions. According to the extent of the elaboration, Petty states that there are two ways the central route and the circumferential route to make decision which facilitate persuasion (Petty and Cacioppo,1986,p.217) T he central route involves message elaboration in which one thinks carefully about an issue contained persuasive communication. People using the central route are scrutinizing the ideas, and trying to figure out whether they have true merit, and mull over their implications. (Petty and Cacioppo,1986,p.217) Most of the students are changing their attitude according to the information they received from a speech or an advertisement which contains a message. Then students are become motivated to think actively and consciously to make decision. And hence they get persuaded which cause changes in their attitude permanently.The peripheral route do not involves any message elaboration. It only offers a shorthand way to accept or disown a message without any active thinking about the attributes of the issue or the object of the consideration. (Petty and Cacioppo,1986,p.217). Students think of a situation of where to go, what to study or whether should go for study abroad or not without payi ng attention to any arguments. This leads to make quick decision by relying on a variety of cues that allow them to make quick decision. These cues are Social proof everybody thinks the same, Authority it is as he says, Scarcity get it before it is too late.Students who are motivated can take a further and right decision by thinking consciously and make their decision. This can happen with the way of Central route. However students who watch away from an argument and think surface features of the message that they support the speech or not. It is also related to the emotions. If a student in a serious mood and have the idea of where to go strongly, he will make a quick but temporary decision by taking the peripheral route. On the other hand, student will take the central route by doing cognitive work if he is not sure where to go or what to study and this lead permanent change in attitudes. In this case, student take the peripheral route for the decision making process.Curriculum This research is aiming at creating a balanced university network enhancing ICM standards through the analysis of study program features. Besides the motivation of students and teachers, Curriculum is one of the most important areas needs to be analyzed whether SICM should keep all the current partner universities or not according to their study programmes. This bring up the primary research question 2 What are the correlative academic curriculums (and official study languages) of each partner university of SICM?.The term Curriculum literal translation is a course in Greek. The meaning of curriculum was a racing chariot currere means to run. A clear and concise definition of the concept of Curriculum is provided by Kerr All the learning which is intend and guided by the school, whether it is carried on in groups or individually, inside or outside the school.(quoted in Kelly1983 10 see also, Kelly 1999).In regards, Philosophy is part of the curriculum decision as argued by Ornstei n(1991) with a framework of organizing schools and classrooms. It provides answers to the questions what are the schools purposes? How do students learn and what methods and materials to use for this purpose? Etc. Philosophy also enables the students to determine the goals of education, its organization, subject content, and learning and teaching process generally Philosophy fosters and facilitates experiences and activities to uptake in schools and classrooms. (Ornstein, 1991,p.102)As Schepers stated that SICM is an international oriented applied sciences university mix of international and national students in a class, teaching language is in English, teaching intercultural competencies, they have international dimensions in international education with their educational Philosophy. This links to the Intercultural dimension, stands for teaching, learning and research in the context of