When organising the exchange of teachers, it is essential that institutions maintain a flexible attitude towards practical arrangements. For example, course content, teaching workloads and salary levels may differ from country to country. Much will depend on the financial and practical framework in which such an activity is taking place, but it is clearly good practice to agree on such matters beforehand. 2.1.5 Benefits to the curriculum. One of the main benefits of structured international cooperation (as opposed to incidental international activities) could be lasting positive effects on the development of study programmes. By comparing curricular content and teaching methods, new insights and perspectives may be gained. In Europe, joint curriculum development has been pursued through European cooperation programmes and through bilateral relationships outside the framework of the programmes. Many lasting developments have been realized in terms of new modules, new teaching techniques, and even entirely new study programmes. The latest development in this area is the establishment of the first joint European programmes in the field of music at the Master and PhD level. These are integrated programmes developed by small consortia of institutions that include substantial mobility components and a far-reaching cooperation in terms of content and the organisation of the study programme. Through the cooperation in these European programmes and the support given to joint curriculum development at the international level by programmes such as the EU/USA, EU/Canada, EU/Australia and the ERASMUS MUNDUS programmes, it is anticipated that this form of cooperation will have a global reach. 2.1.6 Financial benefits Setting up structural links with one or more partner institutions might also provide financial benefits. By developing a cooperation agreement to which both institutions have to contribute financially, costs of the various activities can be shared and therefore lessened for each participating institution. Typically, the incidental master classes are the most expensive of all: usually the hosting institution has to cover all costs, ranging from travel and subsistence expenses to sometimes hefty teaching fees. 2.1.7 Where to find more information? Institutions interested in learning more about setting up structured international mobility and cooperation activities can find more information in Chapter 4.
See for more information on such practical issues Chapter 4.
Examples of these courses are ‘Music Masters for New Audiences and Innovative Practice’ (see www.jointmusicmasters.org)
and ‘Doctoral Curriculum in Musical Arts – DoCuMa’ (www.documa.org).
To support this possibility provided by European cooperation, the AEC has published in cooperation with the Prince Claus Conservatoire in Groningen a handbook entitled ‘How to develop a Joint Master in Music?’: see www.doremifasocrates.org/ coordinators.
Published on Dec 5, 2009
‘mundus musicalis’ working group HigHer music education: a global perspective AEC PUBLICATIONs 2008 The Mundus Musicalis project has been fu...