1 Lublin University of Technology (POLAND)
2 Beuth University of Applied Sciences (GERMANY)
3 Kaunas University of Technology (LITHUANIA)
4 University of Alicante (SPAIN)
5 University of Grenoble Alpes (FRANCE)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 103-111
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1016
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
The finished ERAMIS and ongoing PROMIS are EU Tempus projects for setting up a new Master degree called “Informatics as a Second Competence” taking as a model such an existing degree of the Grenoble University, France. Both projects are big and they have a quite long implementation period – more than three years. There were seventeen partners from eight countries in the ERAMIS, project and there are now twenty one partners including three companies coming from ten countries in PROMIS. EU partners collaborate with partners from areas that differ culturally – Central Asia and Russia. Though those projects are not the biggest in the Tempus program, they can be classified as a large regarding their budget and the number of partners involved.

The statistical analysis of parameters of the Tempus programme projects is presented in this paper. The analysis was performed in three dimensions: project budget, number of partner universities and number of partner countries. It allowed classifying ERAMIS and PROMIS projects as large. The paper presents these project’s aims and its realization, leverages and problems encountered by the project teams from the EU universities point of view. Issues came from different areas, such as size, activities, schedule, and project procedures and so on. Some issues are due to the international nature of the project, for example level of language skills, different culture, laws and ways of tasks realization, work motivation etc. Leverage comes from the people: all teams consist of academics in the same field. They have approximately the same level of knowledge and skills, use the same reference works and similar technologies. This is essential for the success of these projects.

By pointing out the various issues encountered in these two projects, the aim of this paper is to raise awareness about problems that need to be dealt with in this kind of large project as to allow others to avoid them or address these issues smoothly.
International projects, joint educational projects, large project, challenges of implementation.