Professor Dr. Kyriakos Kouveliotis on The Global Degree

 

A CONCISE AND INNOVATIVE PROPOSAL THAT WILL REVOLUTIONIZE INTERNATIONAL HIGHER EDUCATION

 

“ONE WORLD – ONE DEGREE – LIMITLESS CAPABILITIES”

 

“It is in fact a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time.” – T.S. Eliot

 

THE CONCEPT

 

Now more than ever, global developments and the contemporary international setting dictate the reorientation of existing educational structures and the creation of new ones. This is in order to respond to the new challenges that countries and students are facing.

 

The formulation and development of a new educational structure and mode, such as the proposed “Global Degree”, come to bridge this gap. This new educational norm based on the methodology of the “International Academic Credit” (IAC) will be globally established and create solutions for making learning more targeted, flexible, updated and applicable. The “Global Degree Project” will also accommodate lifelong learning and continuous education programmes.

 

It will work on a parallel route with conventional degrees offered by universities around the world and it should not aim to substitute the existing higher education structures.

 

The institutions that will participate in the “Global Degree Project” will sign an “International Academic Treaty” and adopt the IAC as a parallel system to those which they already use. Participating institutions could then award a “Global Degree” to successful graduates without abolishing awarding their traditional ones. “Global Degrees” will acquire the same academic and professional rights as conventional ones in the country of the awarding institution and globally where possible. “Global Degrees” will have an additional distinct logo and watermark in order to be distinguished from the conventional ones that institutions award.

 

Each student accumulates the newly established IACs as they do with traditional credits or ECTS, for instance. The distinctive difference is that the location, time, mode of learning and institution are now placed on a different layer and they do not constitute constraints but opportunities for flexible learning and continuing education processes.

 

More specifically, what is proposed is an “extensive hybrid” higher education methodology, where each student will build their own undergraduate or postgraduate degree regardless of the mode of attendance (full time, part time, distance learning), the method of studying (conventionally, via e-learning, virtual learning, Second Life), the location of the university, or even the language of tuition.

 

Students will then be awarded a “Global Degree” by any of the institutions that will participate in the “Global Degree Consortium”. They will also be able to build new degrees and acquire new knowledge in the future based on the IACs they have already attained. A civil engineer, for instance, could receive the “Global Degree” and in fifteen years return to university and study to be an architect. They would use the relevant “International Academic Credits” accumulated in the past as an engineering student as well as those that are specialised for architecture. In this way, continuous education is enhanced and the learning process never stops.

METHODOLOGY

 

The core methodological instrument is the (IAC) which measures and represents the academic workload which is required for studying.

 

Similarly to the ECTS, the IACs are measured as follows: correlation between the expected learning outcomes (based on the selected teaching and learning methods and assessment approaches) and the time available in terms of student workload. To earn 1 International Academic Credit, a student must carry out 25 hours of activity. These could be broken in:

 

  • attending or viewing lectures
  • individual study
  • activities or practical / lab exercises

 

The methodology also uses all the current innovative technological educational tools such as virtual learning via Second Life, as well as the latest telematic applications on distance education and e-learning. Whereas, digital/ satellite television and the internet serve as educational platforms.

 

At the centre of the “Global Degree Methodology” and the International Academic Credit is the student. The didactic model focuses on the following learning dynamics:

 

use of new technologies in higher education

 

need for continuing education and lifelong learning

 

active participation of students and self-learning process

 

In this new model, the individual student becomes the centre of this new educational process; everything focuses on him or her as the “Global Degree Didactic Model” is being built around their academic and professional aspirations. Is this going to be the future in global education?

 

By Professor Dr. Kyriakos Kouveliotis, PhD

 

Professor Kyriakos Kouveliotis is currently Programmes and Partnership Director at Berlin School of Business and Innovation (BSBI), President of the educational organization Atheneum Liberal Studies and Professor at Uninettuno University.

 

He has a PhD in European Integration and International Relations completed at the Department of Politics, University of Newcastle upon Tyne, UK. He also holds an MA in Diplomacy awarded by Lancaster University UK, a certificate in Linguistics awarded by Bangor University UK and a BA in English Literature and Linguistics awarded by Aristotle University of Thessaloniki Greece. He has also completed two cycles of Post -Doctorate research one on Decision and Policy -Making and one on Conflict Resolution and Crisis Management.

 

Professor Kouveliotis has worked in various research groups, he is an accomplished researcher in a variety of disciplines, and in the last 20 years he has taught in many universities and educational organisations globally.

 

He is an expert in developing new curricula, programs and syllabi.

 

Professor Kouveliotis has published 12 books and dozens of original scientific articles. His track record of academic publishing is composed of a variety of papers concerning political, economic and educational issues.

 

He has also served as a Scientific Advisor to the Minister of Defence, to the Deputy Minister of Development and Competitiveness and to the General Secretariat of Communication and Mass Media of the Greek Government. He has recently been appointed by the Minister of Education as a Member in the Governing Committee of the Hellenic Open University.




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