Teaching and learning work, organization, and personnel psychology internationally. the erasmus mundus program

Abstract

This chapter aims to present the successful case of an International Master's Program in Work, Organizational, and Personnel Psychology (WOP-P) implemented in 2005-2006 under the framework of the European Union postgraduate education program labeled Erasmus Mundus (EM). This chapter analyzes the different axes of internalization for educational programs and presents the rationale and options of the design and implementation of the WOP-P program. This chapter tackles the following issues: (1) the challenges and opportunities for WOP-P education in the age of internationalization. When designing the EM Master's course in WOP-P, we analyzed the implications of contextual factors such as globalization, international professional markets, development in information and communication technologies, human capital mobility, demographic changes, sociopolitical changes, and regional policies. (2) Models considered in developing the Master's program in WOP-P. When elaborating the conceptual design of an international Master program, we considered several alternative mental models characterized as "franchising," "melting pot," "mobility based," "international scenarios," and "integrated model." We opted to use the last one in our program. (3) Designing the Master's program. The issues considered to develop the conceptual design of the Master program were: (a) research vs. professional oriented or mixed, (b) conceptualization of psychology as science and practice, (c) the balance of global and local, and (d) the emphasis on learning vs. teaching. (4) Requirements and specifications from the EM program of the European Union. The EM program was launched about a decade ago by the European Union within the framework of the Bologna agreements and with the aim to build a European Space of Higher Education in which to promote internationalization. These principles and requirements were considered in the design of the WOP-P program. (5) Developing the architecture of the program: the structural design. During this stage the following issues were addressed. (a) Who delivers the program? (b) the focus, (c) the joint diploma, (d) targeted students, (e) mobility policy, (f) international teaching staff, (g) language policy, (h) the goal and philosophy of the Master, (i) social capital valued, and (j) inputs for the design of the Master. (6) Main challenges to promote internationalization during the implementation of the Master. We present several useful practices directing towards this aim: (a) coordination activities and processes; (b) activities to promote exchange and shared views; (c) promotion, student's selection, and services; (d) technology tools developed to support the Master functioning; (e) promotion of the international approach in teaching and learning; (f) the winter school as a "peak experience" of internationalization and its rationale to promote learning on international WOP-P; (g) mobility during the research period and "co-supervision" of the research project; (h) internships in companies from other countries; and (i) career services to support labor market entry in different regions of the world and the alumni network.