www.ukim.edu.mk

Report
The European Master in Law and
Economics (EMLE)
Filomena Chirico*
Skopje, 31 March 2009
* European Commission. The opinions expressed represent personal views and do not bind the institution
Outline
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The EMLE programme
Historical overview
Examples of challenges and good practices
Erasmus Mundus
The EMLE Programme
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Interdisciplinary Law and Economics
Applying the economic method to analyse the law
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Expression of the European Association of Law and
Economics (academic network)
Lecturers
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Positive and normative
Which law? Law and borders
Lawyers or economists (or both)
Strong connection to research activities
EMLE Organisational structure
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8 partner universities in 8 countries + US
EMLE Board
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Includes
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Meets twice a year
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Programme Director
Erasmus Mundus Coordinator
Coordinators of each institution
Participation of student representatives
Ombudsman and Quality Assurance Officer
The EMLE year
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One year Master programme, October-October
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1st term (NL-DE-IT)
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partly comparable (4 to 6 courses, some differences in
subjects)
3rd term (NL/US, DE, IT, FR, UK, AT, IL)
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4 courses comparable in content across universities
2nd term (BE-DE-IT)
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Three terms in at least two locations
specialisation according to universities’ strengths
Final Thesis with two supervisors, one in the 3rd term
institution, one external
Mid-term meeting and Graduation ceremony
EMLE at the origins
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Created in 1990, 4 participating institutions
Pre-existing academic network
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Common research interests
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European L & E Association
Several annual meetings/conferences
Advocacy role
Little structure and a lot of enthusiasm
Need for pragmatic solutions
The EMLE at the EUA JM Project 2003
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About 100 Students per year
Over 20 nationalities, mostly European
20 Partner Universities
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Not all teaching centres
Increasing need of coordination
Sustainability issues
Need for pragmatic solutions
EMLE as Erasmus Mundus 2009
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Eight Partner Institutions
100 Students
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About 30% non European
Higher level of harmonisation and
centralisation of procedures
More stable financial situation
Still, need for pragmatic solutions
The EMLE degree
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Who issues the degree?
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What degree?
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Initial solution: 3rd term institution + “certificate” of
“jointness”: 1 degree
Post-EM: each institution where a student is enrolled 
multiple degrees
Depending on national regulations (MA, EMLE, MLE, LLM)
Student complaints: unfairness (NB: regulated profession)
Repeated calls for a “European” label
What Master?
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“The EMLE is a postgraduate course.
Preference will be given to applicants who
already have a first master degree.”
Pre-requisite 4 years
Possible admission of students with
completed 1st cycle of 3 years
What kind of Master degree?
Quality Assurance (I)
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Internal Procedures
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Curriculum integration
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Common standards for evaluation
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Communication and statistical comparison
Admission requirements
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Horizontal and vertical consistency
Multiple meetings every year
Flexible initially, but streamlined and centralised after
EM
Only one online application form
Trust among partners (mutual recognition)
Quality Assurance (II)
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Substance
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Content at the “right” level
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“Jointness”
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Outcome of partners’ agreement
Common definition of learning outcomes
Added value: different cultural experiences,
teaching methods, going beyond national laws,
optimising resources
External Evaluation and Accreditation
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Coping with multiple national legal and
institutional contexts
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NL/BE and DE cases
Mutual recognition
Funding
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Fundamental for sustainability of the programme
Depends on national context
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National legislation or institutional regulations may be unsuited for
JMs
EMLE Fees
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Originally decentralised, depending on national
regulation/institutional strategy
Divergence caused arbitrage/unfairness on students’ side
Unified after EM
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Lessons:
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4.500 Euros for EU students/8.500 Euros for non-EU
Sustainability achieved when institutions “own” ad support the
programme
Logistics
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Standard administrative support may be unsuited
Specific organisational support within each institution
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Key problem: short-time accommodation
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Student ID cards
Library/IT access
Local specificities
Best practices
Flexibility is fundamental
Other organisational issues
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Language
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Monitoring of graduates
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English is official language of the programme
(easier communication, common reading material
etc.)
Courses to learn local language are much
appreciated
Not structured so far
Recent initiatives (alumni association, journal,
conference)
What did Erasmus Mundus do for
EMLE?
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A quality label
Attracted overseas students (beyond individual professors’
contact)
Changes in the structure to fulfil requirements
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Unified fees
Centralised admission
More comparable degrees
Multiple degrees
But some partners had to drop out (ES and SE cases)
Better institutional support
Better funding
Overall higher sustainability
Thanks for your attention!
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