HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE 1 Anatoli Bourmistrov, PhD Professor Bodø Graduate School of Business High North Center for Business University

HIGH NORTH CENTER FOR BUSINESS AND GOVERNANCE

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Anatoli Bourmistrov, PhDProfessor Bodø Graduate School of BusinessHigh North Center for BusinessUniversity of Nordland

[email protected] / +47 755 17 653

MoscowMay 21st, 2012

Experience in establishing and running international education programs

mailto:[email protected]


• INTRODUCITON• OPPORTUNITUES OF

INTERNATIONAL COOPERATION IN EDUCATION

• QULIATY IN EDUCATION: NORWEGIAN EXPERIENCE

• INTERNATIONAL COOPERATION IN JOINT PROGRAMS AND JOINT DEGREES


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UNIVERSITY OF NORDLAND: THE YONGEST UNIVERSITY IN NORWAY!

• Four schools:– Bodø Graduate

School of Business– Faculty of

Aquaculture and Bioscience

– School of Professional Studies

– Faculty of Social Sciences

• Students: 6500• Faculty: 600

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North-Western University Alliance Alliances in Russia and Ukraine

University of Nordland Murmansk State Technical University (MSTU)

NArFU

Ukhta State Technical University (USTU)

Baltic State Technical University, St. Petersburg (BSTU)

Tyumen State University (TSU)

MGIMO-University, Moscow

Tavria National University, Simferopol, Ukraine (TNU)

Kiev National University, Ukraine (KNU)


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High North Center: Alliance in North America

University of Alaska, Fairbanks

Alaska Pacific University, Anchorage

University of Alberta, Edmonton

University of Texas at Austin

61991 20011993 1997 2004

Period 1: West meets East and East meets West

BSTU, HHB

2009

Period 2: Courses, student exchange and research cooperation

- 500 students in Russia- 30 Russian students in Bodø - 30 Bodø students to Russia- 30 research publications

BSTU, HHB

Period 3: Combining Business Administration and Engineering

- 100 students in Russia- 1 Russian PhD student in Bodø- 30 Russian students in Bodø - 40 Bodø students to Russia- 90 research publications- new partners in Russia- 300 retrained officers

BSTU, MSTU, HHB

Result/Effects

Period 4: Building the University Alliance

- 150 students in Russia- 90 Russian students to Bodø - 20 Bodø students to Russia- 3 Russian PhD students- 110 research publications- new partners in Russia- 500 retrained officers

BSTU, MSTU, ASTU, HHB

Period 5: Joint degree programs - international PhD, Energy Management, Sustainable Management

- 500 students in Russia- 300 students to Bodø - 70 Bodø students to Russia- 15 PhD students- 350 research publications- new partners in Russia- 500 retrained officers (Russia)- 1500 retrained officers (Ukraine)

Russia: BSTU, MSTU, ASTU, MGIMO, USTU, TSU, Ukraine: TNUNorth-America: UofA, UofTHHB

Establishment of the High North Center at HHB(many partners)

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

Norwegian-Russian Projects in Business and Management

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Cooperation 1991 – 2011Some Highlights and Results (1)

International PhD program in Business Studies 5 joint Master programs with Russian

Universities:• MBAE (St. Petersburg)• Executive MBA (St. Petersburg/NArFU)• Executive MBA for Rosneft (Russia and Norway)• Joint Degree MSc Energy Management (Bodø and

Moscow)• Joint Degree MSc Sustainable Management (Bodø, St.

Petersburg + Murmansk, Arkhangelsk, Tymen, Ukhta) MBA: Business in Russia (together with NUPI and

MGIMO) Retraining military officers and their family

members “Business Practice in Norway” Norwegian-Russian Education and Research

Consortium for International Business Development in the Energy Sector (NAREC)


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Cooperation 1991 – 2011Some Highlights and Results (2)

• Students/Graduates:– 3500 graduates at the joint

educational programs in Norway and Russia

– 15 PhD-students at a joint PhD-program

• Research:– More than 800 different publications

with the focus on business administration in Russia and business cooperation between Norway and Russia

• Institutional Development:– Establishing High North Center for

Business and Governance– Main founders: DNB Nor, Innovation

Norway, Nordland County, Statoil, MGIMO university, Rosneft, regional companies in the Salten region

– Mainly externally financed projects


OPPORTUNITUES AND CHALLENGES FOR INTERNATIONAL COOPERATION

IN EDUCATION

FORCES FOR INTERNATIONAL COOPERATION

NATIONALCULTURES, NEEDS, OPPORTUNITIESLOCALISM

INTERNATIONALCONTEXT: HARMONIZATION

INTERNATIONAL

PARTNERSHIP

COOPERATION

TWO FORCES :NATIONAL FACTORS

INTERNATIONAL CONTEXT


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Components of International Cooperation in Education

• The Agreement component: – How to secure that partner institutions, teachers and students are committed to the

cooperative education program? – How to secure that the cooperative program development will be a managerial priority at

institutions? • The Designing component:

– How to handle different national requirements in designing the course/program content, what learning methods to use, how to measure students achievements and workload?

• The ECTS component: – How to harmonize the workload of students and teachers in the cooperative programs where

the cooperative partners experience in education was derived from different systems?• The Quality component:

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

– How to guarantee long-term survival of the program?– How to include research in the program?– How to achieve relevance for students and their future employers?

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MANAGING QULIATY IN EDUCATION:NORWEGIAN EXPERIENCE

Education Quality Reform in Norway (1)

• Ideology: “independence with responsibility”!– Mjøs committee evaluation in 1998– A need for reform - to reflect a rapidly changing needs of the

society:• New institutional structure• More independent institutions• Degree structure: Bachelor/Master/PhD• Quality and efficiency in the learning• Changing funding of educational institutions: towards pay

for performance system– Much of these steps are in accordance with Bologna

declaration!

• A new law on the Universities and Colleges Act (2001):– regulates state-owned institutions and their right to establish programs and

award national degrees– regulates the quality assurance of higher education

• The reform process : – changed the degree structure in accordance with the recommendations of

the Bologna Declaration – increased institutional autonomy in deciding what programs to establish– increased budgetary incentives related to the candidate production– imposed a stricter obligation for institutions to follow up students actively – introduced a system of formal accreditation for all higher education – imposed stricter demands in the field of quality assurance

• Introduction “pay for performance” system from the state– Basic, education and research components of university funding


• New regulation meant:– Universities and colleges shall have internal systems for quality assurance of course

provisions– A special independent body (NOKUT) will have responsibility for evaluating the

institutions’ own systems in accordance with requirements laid down in the regulations issued by the Ministry of Education and Research

– An institution’s quality assurance systems shall be evaluated at least once every six years

– The evaluations shall include “the structure of the system, the documentation it produces and the assessments of educational quality made by the institution itself”

– The evaluations will be made by committees consisting of external experts appointed by NOKUT

– Sanctions: in case of negative evaluation - losing the right to establish further course provisions until the requirements regarding internal quality assurance are satisfied


• The Norwegian Agency for Quality Assurance in Education, (NOKUT):– Established by the Norwegian Parliament in 2002 – An independent government body: the Ministry cannot

issue injunctions outside the lawful mandate or specified regulations

– Evaluation, accreditation and recognition of quality systems, institutions and course provisions

– Individual applications for general recognition of foreign qualifications


DEGREE STRUCTURE

Managing Quality in Theory

Customer

Product

Specifi-cations

Design- quality

Quality

Quality of conformance

QUALITY MANAGEMENT AT HHB (1)

• Goals of the Master program:– Study relevance for students and future employees

• Focus on the study model, subjects and teaching methods– Appropriate balance between knowledge “depth” and

“breadth”• Number, size and content of courses

– Balance between “research-based” and “practice-based” teaching/learning• Literature, teaching methods, etc.

– International understanding• All main literature in English, guest lectures by English

speaking professors, etc.

WHO IS A MASTER PROGRAM GRADUATE?

Knowledge Theory Practice

Depth-dimension

”Researcher”

”Expert”

Breadth-dimension

”Philosopher”

”Universal practitioner”

Master program?

Basic management ideas in ISO 9000/14000

Documents Action Registration

of variance Correction and prevention


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


Quality work:Variance reporting on the Internet (“red-button”)Process evaluation

Each course should have a student who functions as a quality work coordinator

Each program has a program coordinator responsible for its quality Responsibilities:

• A “bridge” between the class and professors• Continuous evaluation of the course• Constructive suggestions for improvement a the course level

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

Quality survey Each students should make an evaluation at the end of

the semester in each course by filling special forms

QUALITY MANAGEMENT AT HHB (4) Input quality:

Introductory courses (e.g. working with cases) Teachers’ qualification improvement, courses for staff (e.g. in teaching

methods, use of program) Infrastructure quality:

Focus on solving technical problems because of the new buildings Lack of rooms for self-study

Program quality: Establishment of the reference groups (representatives from business) Review of programs

Result quality Completion rate at master program – 91% 90% finds jobs right after the completion on the study Annual surveys of graduates/active alumni club

JOINT PROGRAMS AND DEGREES

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Differences in National Cultures

• National cultures Hofstede (1980 – 2004)

Country PDI UAI IDV MAS

US 40 46 91 62

Norway 31 50 69 8

Ukraine 96 93 38 40

Russia 90/ 93

90/ 95

50/ 39

40/ 36

PDI – power distance (acceptance of power inequality)UAI – uncertainty avoidance (feeling of threat by uncertainty)IND – individualism (vs. collectivism; I vs. WE consciousness)

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

HIGH NORTH CENTER

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EXPERIENCES, CHALLENGES AND SOLUTIONS

• EDUCATION AND INTERNATIONAL QUALITY:– Input quality: enrollment– Process quality: learning and teaching– Output quality: obtaining knowledge and employment

• COOPERATION IN EDUCATION – IMPORTANT ISSUES:– Issue 1: HOW TO SECURE “INPUT” QUALITY OF INTERNATIONAL STUDENTS?– Issue 2: HOW SHOULD INTERNATIONAL STUDENTS BE INTEGRATED AND

ADAPTED INTO THE EDUCATION PROCESS?– Issue 3: SHOULD EDUCATIONAL INSTITUTIONS CARE ABOUT EMPLOYMENT

OF INTERNATIONAL STUDENTS?

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CHALLENGES

• What do the grades in the transcript of an international student reflect?– Differences in:

• Professional tradition in education and research• Education styles• Regulatory institutions in education• Focus of the program curriculum

• An illustration: Norway vs. Russia


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Differences in regulatory environment of the education institutions

RUSSIA NORWAY

Quality standard-setters in education

Central Ministry of Higher Education and Research and its

agencies

National and international committees and organizations:

e.g. NOKUT

Autonomy of educational institutions

Compliance to the national, regional and local education

standards

Autonomy in filling in the education programs

How relevance of the program is defined?

Relevance as following the standards

Relevance to the business community and students

Program management

Management by standard-following

Management by reputation


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Differences in education stylesRUSSIA NORWAY

Lectures as a “cornerstone” of teaching Textbooks are the main teaching instruments

Dictation of lectures Textbooks’ review and their discussion

The literature is of ritual character The course literature is compulsory for study

Almost no conversations between teachers and students out of school hours

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

Clear distinction between lectures and seminarsAs a rule, no clear distinctions between lecture and

seminars; flexibility when choosing different teaching forms

Oral exams based on the dictated lectures Almost all exams are written

Textbooks are for the teacher Textbooks are for the student

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

Students purchase books at their own expense

Hierarchical relation “teacher - student”Students and their organizations are important and part of

the education process


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Differences in the program curriculum focus

RUSSIA NORWAY

Many obligatory courses like mathematic, philosophy, history, etc.

required by the standards

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

program content

Focus on student individualism Focus on the team-work

8 – 10 subjects pr. semester 2 – 4 subjects pr. semester

Up to 2000 class hours for a 2 year program

Up to 400 class hours for a 2 year program


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

Norwegian accounting tradition Russian accounting tradition

Paradigm: Accounting user oriented Paradigm: Accounting rules oriented

Teaching focus: accounting principles Teaching focus: accounting technique

Course literature: book of accounting theory

Course literature: accounting standards

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

The goal of the course: replication of the bookkeeping transactions


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RUSSIA NORWAY

Quality focus

The country: development of the economic and defense potential

The student, research community and the society in general

Quality control

Primary focus: output controlInput control is important too.

Primary focus: input and process control.

Output control is important too.

Quality standard-setters

Central Ministry of Education National and international committees and organizations

Comparison of quality understanding of the Ph.D. programs in Norway and Russia

The Development Process of Joint Degrees

ACADEMIC MODEL

REQUIRED LEARNING TIME

TEACHERWORKLOAD

LEARNING METHOD

ECTS CALCULATIONS

STUDENT WORKLOAD

Russian context

Norwegian context


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1st semester30 ECTS

HHB

2nd semester 30 ECTS

HHB

3rd semester30 ECTS

MOSCOW

4th semester30 ECTS

HHB

Business Analysis10 ECTS

Russian/Norwegian

L & C5 ECTS

Energy Diplomacy

and Economy of Fuel

and Energy Complex30 ECTS

MasterThesis

30 ECTS

Energy Management

– a Norwegian Pespectives

5 ECTS

Economics10 ECTS

The Geopolitics of Petroleum and Natural Gas

10 ECTS

Philosophy, Ethics and the Environment

10 ECTS

Research Methods10 ECTS

Master of Science in Energy Management

The Study Model


Master of Science in Sustainable Management

YEAR 1 YEAR 2

FALL SPRING(BODØ)

FALL(St. Petersburg)

SPRING

Business Analysis10 ECTS

Research Method10 ECTS

Specialization at Russian/

Ukrainian Universities

30 ECTS

MASTER THESIS

Economics10 ECTS

Sustainable Management

5 ECTS

Ecological Economics

5 ECTS

Philosophy, Environment

and Ethics10 ECTS

Accountability and

Responsibility 5 ECTS

Norwegian/ Russian Language

and Culture5 ECTS

The Study Model

• Courses in Russia (TOTAL 30 ECTS)– Subjects of adjustments from year to year– August in St. Petersburg at BSTU

• 5 ECTS, “Russian history, society and culture” • Start: beginning of August

MGIMO - 25 ECTS Energy Management(1st of September – middle of December)

o Economies of countries and regions with fuel and energy sectors (3 ECTS)

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

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

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

o Energy diplomacy and energy security (2 ECTS)o Energy companies’ external economic activities (2

ECTS)o Risk-management in international practices (2 ECTS)o Joint-ventures and off-shore zones in the energy

sector (4 ECTS)o Investment decision-making in the oil and gas

business (2 ECTS)o Strategic management in energy companies (2 ECTS)o Imageology of energy companies (2 ECTS)

BSTU - 25 ECTS Sustainable Management(1st of September – middle of December)

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

o Management in Situation of Crisis (5 ECTS)

o Technical and engineering decisions and sustainable management (5 ECTS)

o Perspectives on Business Sustainability (5 ECTS)

o Business practices in Russia (5 ECTS)


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Executive MBA program for OC “Rosneft”

• Tailor made program:– 19 top managers (2005 - 2007)– 23 top managers (2007 - 2009)– 22 top managers (2009 – 2011)– New Program from May 2012– Focus: Strategic energy management in the oil and

gas business • 8-12 sessions/modules, e.g.

– Strategic management – Innovation and technology management– Energy diplomacy and energy safety– Corporate ethics, energy policy and ecological

regulation– Management practices at energy enterprises in

Norway– Handling large projects in oil and gas industries

• 2 modules in Norway (Oslo/Stavanger and Bodø/Hammerfest)

• Network building


Lessons learned: 10 commandmentsI. ECTS is not “a simple calculus” but “a tool for quality assurance”II. ECTS is challenging the existing education practicesIII. ECTS sets better focus on combining education and researchIV. ECTS - anchoring the project at the appropriate levelV. ECTS should help in internationalization of universitiesVI. ECTS is reinforcing bilateral and multilateral strategic international

cooperationVII. ECTS is not aim at reducing cultural differencesVIII.ECTS - a need for “standard packages”IX. ECTS represents unique opportunity for combination of strengths in

education programsX. ECTS requires a long-term thinking

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http://www.narec.no/

The aim of NAREC is to:- Strengthen cooperation and unite leading academic institutions in Norway and Russia within the energy sector- Strengthen cooperation between academic institutions and enterprises in the energy sector in Norway and Russia- Develop new knowledge through education and research in close cooperation

with enterprises and authorities- Stimulate industrial cooperation between and within both countries

Partner Institutions in Russia:- BSTU- Gubkin Russian State University of

Oil and Gas- MGIMO- MSTU- NArFU- TSU- USTU

Partner Institutions in Norway:- Akvapln-Niva- Econ Pöyry- NUC- NUPI- UiN- UiS- UiT/BAI