Completed projects / ukończone projekty: Degree conversion process

NOTE: My function as Vice-Dean responsible for the Management degree in English brought forth the need to design and implement this changeover strategy over a period of 3 years, e.g. convert the Ministerial “musings” into a real-life useful managerial degree.
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“Management” degree conversion process
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Date: 2007 – 2010
Location: Poland
Length: 3 years
Scale: 3-year undergraduate degree in Management AND 2-year Masters in Management
Cause: shift in ministerial definitions of WHAT a “management” degree is all about.
Effects:
– Move from the “management and marketing” degree (both BA and MA) to a “management” one;
– Change in graduate profiles and core descriptors;
– Change of subjects, core and area-specific with follow-on redevelopment of subjects and syllabi;
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In 2007 the Polish Ministry of Higher Education published its new degree structures for over 30 different programmes. Since HE institutions that are NOT universities are not allowed to design their own degrees, they must follow the regulations laid down by the Ministry in terms of:
– Degree name;
– Degree size/length;
– Offering core subjects;
– Offering area-specific subjects;
– Maintaining appropriate percentage of electives;
– Assuring predefined degree learning outcomes (in languages, IT sills, etc);
NOTE: one of the craziest things the Minsitry could have done (from the perspecive of competitiveness in internaitonal recruitment) was to extend the Masters phase to TWO years. I laughed for years later, reading analyses about how to stop Poles from running abroad for their Masters degrees. Great Polish brains proposed tons of solutions, forgetting about one simple issue: if in the UK you can do an Msc in 2 semesters, WHY ON EARTH would you stay in Poland?? (or why would foreign students come here and suffer the arduous 4-semester nightmare filled with some trully weirds subjects??)
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The change in Polish “Management” degrees required:
1. For the NEW Masters:
– extending the degree from 3 semesters to 4;
– redeveloping the structure, order and core descriptors to deliver expected learning outcomes;
– adding 10 core subjects (with resulting need for new syllabi, new materials, new staff — especially external/international);
– removing several “old core” subjects (with follow-on relocation of staff assets “no longer needed”);
– integrating these changes with Faculty and institutional processes and organisational units (subject approval at committee level, etc);
– managing the evolutionary change over 2.5 academic years to iron-out all challenges and assure perfect conduct of all issues (length of degree + phase-in and post-graduation conslusion).
2. Developing an INTERMEDIARY Masters degree where students already enrolled (started before the change of programmes) would be able to study with newly-enrolled students while assuring economies of scale for the institution, in terms of:
– staff;
– subject/hours;
– financial and organisational efficiency;
– maintaining a uniform study experience for all intakes;
3. For the NEW undergraduate:
– redeveloping the structure, order and core descriptors to deliver expected learning outcomes;
– adding 12 core subjects (with resulting need for new syllabi, new staff, new materials);
– removing several “old core” subjects (with follow-on relocation of staff assets “no longer needed”);
– integrating these changes with Faculty and institutional processes and organisational units (subject approval at committee level, etc);
– managing the evolutionary change over 3.5 academic years to iron-out all challenges and assure perfect conduct of all issues (length of degree + phase-in and post-graduation conslusion);
– change management for many staff, unaccustomed to shifts in subject location, content, even complete removal backed by the requirements for new subject development in short periods of time;

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