Universities and inequalities in the building of international partnerships. Demonstration from the Erasmus Mundus doctorate program The case of France.

Author(s):

Magali Hardouin(presenting / submitting)

Conference:

ECER 2017

Network:

15. Research Partnerships in Education

Format:

Paper

Session Information

15 SES 05, Partnerships and Universities

Paper Session

Time:

2017-08-23

13:30-15:00

Room:

K6.16

Chair:

Corinne Covez

Contribution

This communication arises from a research began three years ago. In my research, I want to understand the inequalities between universities in the building of international partnerships.

I take the focus of a european programme called Eramus-Mundus doctorate partnerships.

The doctorate Erasmus-Mundus program was launched in 2008 and stopped in 2013. It was a logic of "excellence" (decision No. 1298 / 2008 / CE of the European Parliament) to attract and welcome the " better students " of the third countries (decision No. 1298 / 2008 / CE of the European Parliament), " the most talented students " (decision No. 1298 / 2008 / CE of the European Parliament) according to Brussels.

Doctorate ERASMUS-MUNDUS consortia associate institutions of higher education of three European countries at least and they can associate upper educational institutions or other appropriate partners, such as centers of researches of third country .

Which are the universities involved in a erasmus mundus partnerhisp ? And why ?

Which are the universities not involved in a erasmus mundus partnerhisp ? And why ?

Method

There is not a large litterature review about this point. I studied the setting-up of 25 programs EM-DOCTORATE including at least a French institutions. I questioned all the French referents/advisers of these programs to understand the setting up of the partnerships (about a hundred people). I also used a database of the European Union. I also used a software, géphi, to map partnerships.

Expected Outcomes

The disparities between establishments appear not only at the stage of the assembly(editing) of the project but also throughout its management as well as at the time of its sustainability. The disparities between establishments build themselves not only at the setting up the project but also throughout its management as well as at the time of its sustainability. An adjustment takes place between a top down approach of the university who has to support the innovations bottom up of its teachers.

References

Bizzoni-Prévieux, C. et Mérini, C. (2009). The question of the partnership in education/La question du partenariat en éducation. Dans P. Masson et M. Pilo (dir.), Partnership in education : Theoretical Approach and case studies/Le partenariat en éducation : Approche théorique et études de cas (p. 13-20 et 34-42). Lille, France : The Book Edition. Masson P. (Dir.), Pilo M., (2009). Partnership in Education. Theoretical Approach and case stu¬dies / Le partenariat en Education. Approche théorique et étude de cas. (bilingual publishing) Book Edition, Lille. Massson P. (2014). Partenariat et éducation pour la santé : Une approche par les réseaux d’influences. HDR Université de Lille 2, FSSEP. Mérini, C. (2006). Le partenariat en formation : de la modélisation à une application. Paris, France : L’Harmattan.

Author Information

Magali Hardouin (presenting / submitting)

ESPE de Bretagne/UMR ESO 6590

POCE LES BOIS

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