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3.1

Alignment of partner curricula

3.1

When should this Design Principle be considered?

Prior to

Who should be responsible/involved?

(By clicking on a group, role-specific content will be highlighted)
  • All
  • Students
  • Academic Staff / Teachers
  • Department / Programme Heads
  • Mobility Coordinator
  • International Office

What does this design principle aim to do?

Ensure that partner institutions’ curricula align with students’ academic requirements to minimize the need for major adjustments at a later stage.
Provide clear information about modules including details of language of instruction, workload and grading, thus aiding the transferability of credits and manageing expectations.

What possible actions are recommended?

Collaborate with selected partner institutions to develop pre-approved curriculum equivalencies, mapping students' courses to the academic requirements of the home institution. This will create a database of pre-approved course equivalencies, minimizing the need for adjustments during the mobility period.
Establish joint curriculum planning committees with representatives from both home and partner institutions to review and align programme structures, credit systems, and learning outcomes, ensuring that students can seamlessly integrate mobility courses into their academic trajectory.
Include a remote/alternative assessment clause: where home exams clash with mobility, agree remote attendance or alternative tasks to avoid study extension.