TEMPUS CORINTHIAM

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 69by the full implementation across the institution. For this the ‘bottom up’system is most suitable. When it becomes a policy for the whole institution,we believe the ‘top down’ approach is more appropriate.• The involvement of students in the process is crucial when talking abouta student centred system. The students are the ‘target audience’ and theyalone can provide feedback on the process, and determine its usefulness andbenefits.• When implementing the ECTS it is recommended that a framework forthe whole curricular programme is created initially – formulating learningoutcomes for the entire programme (by year and/or by theme). It will helpthe lectures to focus on the aims and objectives and it will improve the levelof the programme. Each lecturer will develop his/her own detailed syllabuswithin the framework. It will emphasise the ‘what’ and give academicfreedom for the ‘how’. It will increase flexibility, as it is easier to changecourses or lecturers if needed.• It is also important to have a quality assurance process for the pilot projectand to learn from the experience before starting major changes.We are currently doing a survey among the faculty members that took part in theproject. The results will be analysed and brought to the attention of the head of thedepartment.Specific conclusions - Bezalel Academy Architecture Department as acase study for professional degreesWith regard to the ECTS and the credit point system, we think that the institutionwithin Israel should take advantage of the European experience and create at least aninternal common credit system. They should harmonise their credit point system inorder to facilitate the exchange within the country. It can be done in parallel with fullimplementation of ECTS.• Under the influence of the Tempus project a steering committee for thecurriculum programme in the DoA started working on integrating some ofthe project’s tools, which has been a very positive process. The first stagewas to re-examine the aims and objectives of the programme regarding eachtype of studies (the design studios, the technical and the theoretical studies).Currently another forum of the coordinators of each year of studies (1st to5th) are re-thinking and writing the learning outcomes of each year. Thisprocess reflects a deep understanding of the importance of learning outcomesdefinition and will improve the curriculum structure and its relevance.• Bezalel is currently working on the translation of the course descriptions forall of the departments, and on a small number of courses (with the objectiveof two courses in each department) to be taught in English. We recommend