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Eridux Education Imagine your future.

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Contents The only way to predict your future is to create it. 01






12    Promoting and Facilitating  International Partnership and Exchange

20    Creating an International Satellite Campus in Bejing, P.R. China

4    Building the Knowledge Economy: Human Capacity Development through Crossborder Education 9    Building Capacity Through  Institutional Innovation 10    Creating an International Satellite Campus in Taiwan R.O.C.

14    Creating Collaborative Program Partnerships: Dual diplomas, Joint degrees, and Other consortia 16    Developing a Joint Degree Program in Monaco and Irvine, California 18    Establishing Joint, Dual, and Double Degree Programs

22    Online Course Development  in Berkeley, California 24 Custom Couse Development in Malvern, United Kingdom 27    Establishing New  Educational Enterprises 28    Establishing a Cultural Institute in Monte-Carlo, Monaco

Welcome to Eridux Education’s Corporate Profile 04


30    Developing Study Abroad and International Educational Exchange 32    Creating a Master’s Degree Program in Brussels, Belgium 34    Taking a Step Beyond the Traditional Internship 36    Developing an Internship Programin Cap d’Ail, France 40    Designing a Certificate in Project Management

Globally, the percentage of students enrolled in tertiary education has grown at a phenomenal rate. In 2009, there were 150.6 million tertiary students globally; a 53% increase since 2000. This has created a growing demand for international post-secondary education and training options, a demand which educational institutions have been unable to fulfill because of financial and resource constraints and the lack of pedagogical and programdesign expertise. In this year’s Corporate Profile Report, we hope to demonstrate how Eridux

Education can assist institutions in crafting solutions to meet this demand.. Utilizing specific case studies, the Report provides examples of how strategic planning can be used to build capacity through institutional innovation, partnerships, creative curriculum design, and establishing new educational enterprises. This is the Eridux hallmark. We hope you will find the answers you need within these pages.

Susan Lopez Director, Administration and Operations



Eridux Profile Report 2013 Focus: Capacity Building Through Cross Border Education

Building the Knowledge Economy: Human Capacity Development through Cross-border Education

Capacity building is about promoting learning, boosting empowerment, building social capital, creating enabling environments, integrating cultures, and orientating personal and societal behaviour.1

1 OECD (2000), The Well-Being of Nations, Paris.

Capacity building is a popular term these days—perhaps too popular and expansive a term to mean much to individuals who make decisions about program and grant strategies. Yet it seems that everyone, from education practitioners to government entities and NGOs, are calling for increased attention to the capacity-building needs of emerging economies. This year’s Eridux Profile Report will focus specifically on education development and institutional capacity building as it relates to strategies for developing human capital through cross-border education. We will examine this issue by first reviewing current strategies for

national capacity building through the development of human capital. Based on this analysis, we will then review the effects of those strategies and recommendations. Simply put, “capacity” is the ability of individuals, organizations, and societies to perform functions, solve problems, and set and achieve goals. Capacity development entails the sustainable creation, utilization, and retention of that capacity in order to reduce poverty, enhance self-reliance, and improve people’s lives. Effective and sustainable capacity development builds on and harnesses rather than replaces indigenous capacity. It focuses on promoting


“In today’s global economy, developing human capacity is more important than ever.�

learning, boosting empowerment, building social capital, creating enabling environments, integrating cultures, and orienting personal and societal behavior. Most national development strategies build on a variety of complementary sectoral capacity development strategies to achieve these outcomes. For example, a country may need and want to develop capacity in education, trade, health, engineering, and agriculture, etc. with each sector contributing to national growth in a different manner. Education holds a unique position within any capacity development plan as most capacity building strategies rely on the strengthening of individual ability through education to increase the stock of human capital in a specific field. The question then becomes: Why should governments of developing countries concentrate investment in post-secondary education through cross-border education? The first answer is to increase the quantity of institutions available and thus expand access to high quality tertiary education. Further, such Investment improves the quality of the faculty pool and thus increases the variety and relevance of domestic post-secondary education provision. Encouraging and supporting domestic students to study abroad is arguably the simplest way to create a well-trained international workforce, and improve

the quality and quantity of human resources in the economy as well as in the domestic education sector. However, there are several limitations to consider in undertaking the traditional approach to this strategy. One is the cost, which can severely limit access and often create a cultural elite. Another negative consequence of cross-border student and academic mobility is the brain drain effect. Most arguments in support of mobility assume that the period abroad is temporary rather than permanent. However, in practice this is not always the case as an increasing number of developed countries try to retain skilled foreign students. Moreover, in countries where education is largely publicly funded, the nonreturn or post-graduate emigration of highly educated students represents a net loss in investment, where the country of origin has covered the costs and the country of destination benefits twofold. Given this scenario, how can developing countries improve the quality of their post-secondary provisions while still retaining their human capital? While cross-border education may offer a partial answer via the mobility of people outside their home country, there are also other options to consider. Program and institution mobility represents an interesting opportunity in this context. This mobility takes the form of developed countries bringing

educational programs and institutions to developing countries by providing the expertise in establishing these types of institutions abroad. This type of mobility also occurs between developing countries and has recently shown great potential. The provision can take different forms, such as distance learning or e-learning delivery, or through the physical presence of a foreign institution branch campus. Program and institution mobility has developed greatly over the past decade and is likely to continue to meet an expanding demand. Although such services might not offer students the same cultural and linguistic experiences as those obtained through studying abroad, they involve lower costs and can lead to better retention of students and faculty. Once developing countries have identified what they expect to gain from cross-border education, they should examine which forms they would like to promote, and in which context; what benefits they may expect from them; and what risks they might incur in their particular context as they continue to develop their capacity building strategies.1

Boris Porkovich Director, Academics 1 OECD (2005) Building Capacity Through Cross-Border Tertiary Education, Paris



Building Institutional Capacity Strategic Planning and Institutional Capacity Building

Building Capacity at Institutions of Higher Education Around the World

Recent advances in economic theory have demonstrated that the stock and growth of human capital can directly impact economic development. Eridux assists government organizations, NGOs, and other institutions in creating national human capital development strategies by providing expertise in institutional capacity building.

Strategic Planning

Global Higher Education Linkages

Curriculum Development

Eridux has deep expertiset in assisting universities, ministries of higher education, foundations, government and non-government organizations, and corporations in developing sustainable strategic initiatives.

Eridux possesses robust networks including access to leading experts to assess needs, provide technical assistance, and share best practices from higher education systems around the world.

Eridux has extensive experience in the creation and management of academic and training programs for students, faculty, and professionals in long- and short-term degree and certificate formats.


“Eridux possesses a deep understanding of the structures and procedures necessary to create and sustain effective educational enterprises.�

Eridux specializes in institutional strengthening and capacity building by building links between institutions of higher education, developing innovative program curriculum, leveraging its worldwide network of experts and leaders in higher education, and providing opportunities for joint learning and exchange of ideas.

Program Evaluation

Institutional Capacity Building

Educational Exchange

Eridux has demonstrated experience in carrying out all stages of short- and long-term program evaluations, from assessing program process and implementation to examining outcomes and impact.

Eridux specializes in institutional strengthening and capacity building by formulating institutional vision and strategy, establishing benchmarks, and identifying and managing relationships with strategic partners.

Eridux expertly crafts innovative academic and student exchange, study abroad, and international internship programs that enhance institutional higher education development and academic mobility.



“Institutions that can drive accelerated internal innovation will be more likely to create significant economic value on a sustainable basis.�

9 Building Institutional Capacity Institutional Capacity Building

Building Capacity Through Institutional Innovation

The Increasing Pace of Uncertainty and Change Economic history is primarily a story of “scalable efficiency.” As infrastructures and technology have improved, organizations grew larger to take advantage of the benefits of scale—producing at greater volume to decrease costs and improve margins. To coordinate the efforts of larger groups of people to service larger markets, companies create rigid control hierarchies and inflexible processes to

Eridux believes that institutional innovation is an essential part of institutional capacity building. It is required to increase the flow of information within and across the organization to build the capacity to learn, adapt, and downstream product and process innovation.

opportunity for a more fundamental level of innovation, within the institution—redefining their rationale and developing new relationship architectures within and across the organization to expand the realm of what is possible. This can be as simple as bringing together capital, talent, and information in new and more effective ways. build consistency and predictability. While institutional architectures are effective during times of stability, companies that embrace them face difficulties during times of disruption and rapid change. Unfortunately, these institutional architectures have a downside. The consistency and predictability they create to promote efficiency also limit an organization’s ability to innovate or change. As such, the scalable efficiency model forces a trade-off between efficiency and the ability to innovate—to learn. Therefore it seems that organizations have reached an important turning point, where success is not defined by scale but by the ability

to learn (and unlearn) at a rapid pace. Institutional Innovation Many educational institutions are struggling to keep up with rapid changes in infrastructure and consumer preferences and practices. Disruption and performance pressure are at record highs across virtually all areas of the education sector. Trying to keep ahead of the curve, administrators push their institutions to innovate faster, but their focus is largely on narrowly defined technology, media, and product innovation. The trouble with this tactic is that ever-shortening product life cycles mean that these innovations only create value for a short period, sometimes only a few months.These initiatives can miss an underexploited and increasingly relevant

The standardization, integration, and predictability that efficiency requires can significantly limit the improvisation and experimentation that drive innovation, and in many cases, actively discourage it. Eridux assists institutions in XXXX by XXXX Institutional audits and restructuring for innovation can drive accelerated internal innovation will be more likely to create significant economic value on a sustainable basis. As institutions are rearchitected to take advantage of rapidly evolving technology infrastructures to scale internal learning, they become more adept at generating richer innovations at other levels; including products, services, business



Building Institutional Capacity Executive MBA, Master in Project Management, and Doctor of Business Administration

Creating an International Satellite Campus in Taiwan R.O.C. The International University of Monaco was seeking to explore the possibility of developing its offshore education programs. This led to their entering into a partnership agreement with the National Taipei University to deliver Executive MBA, Master in Project Management, and Doctor of Business Adminstration degree programs.




Background The International University of Monaco (IUM), with the assistance of Eridux, formed an Educational Partnership Agreement with National Taipei University and CFM Education Management in Taipei, Taiwan R.O.C.. This agreement sought to explore the development of education programs in Taiwan and the P.R. China, international exchange of students and faculty, and other mutually advantageous educational undertakings. The Problem Due to the space constraints on continued enrollment growth in Monaco and the surrounding area, IUM sought to expand their degree offerings with strategic partnerships in Taiwan, China, and other locations in Asia. Given its lack of expertise in the region and considerations of language and distance, it was impossible for IUM to manage the administrative and academic issues associated with offering its academic programs on-site in Asia.

The Solution Eridux acted as the facilitator in this project with an intermediary based in Taipei in order to deliver accredited courses which continued to meet University standards. Eridux developed original courses for an Executive MBA, Doctor of Business Administration, and Master of Project Management (which was certified by the Project Management InstituteÂŽ). Courses were tailored to the location and delivered in intensive format by a both local and University faculty. Eridux also ensured those courses were submitted to accrediting bodies. In addition, Eridux provided on-site training to Taiwan-based personnel in University reporting procedures and adherence to University policies. As the prime interface between IUM and the on-site partners, Eridux was able to better facilitate interchange, reduce personnel costs, and streamline the administrative processes.


Case Study One

Case Study Two

Case Study Three



Building Institutional Capacity International Partnerships and Exchange

Promoting and Facilitating International Partnership and Exchange

Higher education institutions are increasingly seeking out international partnerships to enhance academic collaboration, expand curricular offerings, and advance joint research.

For many education institutions, research foundations, colleges, and universities, international partnerships are no longer simply one tactic of campus globalization among many, but rather a core, driving philosophy. Institutions are rethinking their reasons for pursuing international partnerships and the processes by which they form them.

development challenges by providing the following resources and services in creating international partnership initiatives.

Eridux seeks to assist those institutions and administrators, policymakers, and corporate clients to address international institutional capacity

Joint Research Programs

Joint Degree Programs

• Promoting links between education institutions and Industry by establishing strategic partnerships and relationships. • Developing high quality academic programs in cooperation with institutions of higher education, governmental and nongovernmental organizations, and corporations.


Faculty Exchange


“Eridux has a long history of creating, developing, and sustaining institutional partnerships around the world.” • Developing strategic international academic partnership and exchange programs. • Providing liaison services between institutions on a temporary or permanent basis to ensure program efficiency and sustainability. • Arranging for group tours with potential partner institutions to France, Italy, Monaco and other European destinations; as well as specializing in partnership development with the United

States, Taiwan, China, India, the Balkans, and other locations where institutions may be seeking to develop a collaborative relationship. • Organizing study tours for higher education administrators and experts from around the world to enrich their understanding of higher education’s diversity and bring them together with potential partners. • Administrating programs using best practices in developing

institutional linkages and international programs. • Developing and facilitating faculty and student exchange programs. • Creating innovative study abroad and workplace immersion programs. By leveraging extensive higher education networks worldwide, Eridux is uniquely positioned to help shape developing university international programs, and expand the capabilities and partnerships of existing academic institutions.

Student exchange programs

Dual Degree Programs



Faculty led study abroad programs



Building Institutional Capacity Joint, Dual, and Double Degree Programs

Creating Collaborative Program Partnerships: Dual diplomas, Joint degrees, and Other consortia Joint and double degree programs are a vital part of internationalization strategies in higher education, creating strong institutional partnerships in an increasingly global business environment. Eridux assists in identifying the appropriate partner to best fit institutional objectives.

Joint degree program University of California Irvine

Joint certificate program AVT Business School Denmarkon Bo

Dual degree program Shanghai Jao Tong University

Eridux developed a project management degree program certified by the Project Management InstituteÂŽ (PMI).where a Project Management Certificate was delivered by UC Irvine and a Masters in Project Management degree was delivered by the International University of Monaco. Courses from each program were accepted by both institutions.

Eridux personnel assisted in the implementation of the joint certificate program, The Certificate for Leaders offered by AVT Business School and the International University of Monaco as an intensive executive leadership development series of courses using material from Harvard Business School Publishing.

Eridux developed the courses and administered the program for an Executive format MBA program delivered on-site to Shanghai Jao Tong students. The EMBA degree was awarded by the International University of Monaco and a Certificate for the Chief Executive Officer Program was awarded by SCQM, Shanghai Jao Tong University.


of U.S. institutions offer dual or double degrees. 76% of European Universities

Educational bodies now rely on partnerships such as remote, on-site academic programs; joint degrees; consortia; cooperative research and teaching; and exchange agreements. Eridux assists in identifying the appropriate partner to best fit your strategic aims.


Program Partnerships



International University of Monaco Joint Degree Program in Project Management

Developing a Joint Degree Program in Monaco and Irvine, California

The International University of Monaco sought to expand its degree offerings using online courses in concert with recognized subject matter experts. The University of California, Irvine, a leader in online education, was seeking to broaden the reach of its Project Management Certificate program.


Background The International University of Monaco (IUM), with the assistance of Eridux, formed an Educational Partnership Agreement with the University of California, Irvine (UCI) to deliver a Joint Degree; the UC Irvine Project Management Certificate and a Masters in Project Mangement from IUM. This agreement allowed UCI to recognize IUM courses as fullfilling requirements for the UCI Project Management Certificate.



The Problem IUM wished to expand the reach of its open enrollment courses and Master degree progam by forming strategic institutional partnerships with recognized leaders in IUM program subject areas. However, given its human resources and space constraints, lack of experience in forming such alliances and developing online courses, and limited access to viable partners, it was impossible for IUM to handle the

administrative and academic issues associated with such a venture. The Solution Using their contact network and program design expertise, Eridux personnel developed and proposed The Project Management Program, a joint degree initiative that awarded the IUM Master of Project Management and the UCI Project Management Certificate. This process involved extensive liaison with academic bodies at both insitition, assessing and formalizing course eqivalency, negotiating pricing, and drafting final agreements. Wihtin the Program structure, UCI Extension recognized IUM courses in fulfillment of its Certificate elective requirements.and offered its online Project Management core courses to IUM students at a reduced rate. UCI posted the joint degree on its Website and offered students the opportunity to continue their studies with IUM if they wished to complete a Master degree after completing the Certificate Program.


Case Study One

Case Study Two

Case Study Three



Building Institutional Capacity Joint, Dual, and Double Degree Programs

Establishing Joint, Dual, and Double Degree Programs Joint and dual degree programs offer flexibility that leads to a rich and valuable international academic experience.

The benefits of joint and dual degree programs in institutional capacity building Joint and dual degree programs can offer substantial benefits to students and faculty, and contribute significantly to institutional development. In particular, institutions are able to combine their strengths in a collective endeavor where the unified program becomes more valuable than the sum of its parts. In addition to increased opportunities for developing and practicing language and cultural skills, joint programs offer the potential to develop more internationalized, multi-dimensional curricula. Most importantly, joint degree programs, particularly at Master and Doctoral levels, are of great interest to students from outside Europe (the Erasmus Mundus program has extended opportunities for these students). Institutions can thus use these programs to position themselves strategically in an international market. The following characteristics of soundly implemented jointdegrees are also of clear added-value to the European Higher Education Area: • When mobility is integral to the course content and design rather than an ‘add on.’ Students are thus required and assisted to study in a partner institution in a different country. • When the preparation of an integrated joint degree study program encourages more transparent academic recognition

procedures such as the use of ECTS and the Diploma Supplement (DS). • When teaching staff in joint programs has opportunities for professional development outside their home country.

Differences between joint, dual, and double degree programs These are generally defined as study programs offered in collaboration by two or more institutions. They typically feature a jointly developed and integrated curriculum, and agreed upon credit and degree recognition. Students usually spend time at each institution but also may only share curriculum and faclty at one location. A joint degree program is where students study at (at least) two higher education institutions and receive a single degree certificate upon completion of the study program, issued and signed by all the participating institutions jointly. A dual or double degree program is where students study at (at least) two higher education institutions and receive a separate degree certificate upon completion of the study program from each of the participating instutions.


Which format best serves your needs?



University of Nice, Sophia Antipolis Master’s in Luxury Hospitality Management and Master’s in Luxury Goods and Services

Creating an International Satellite Campus in Bejing, P.R. China

The University of Nice, Sophia Antipolis (UNS-IAE) has long been open to international educational opportunities and has agreements in place with San Francisco State University (joint MBA degree) and IMI Iran (DBA) to offer on-site educational programs outside of France.




Background UNS-IAE wished to expand its international offerings and had indicated a willingness to expand its degree offerings with strategic parnterships in China and other on-site locations in Asia. The Problem Given its human resources constraints, it would be impossible for UNS-IAE to handle the administrative and academic issues associated with offering its academic program on-site in remote locations such as China. The Solution Eridux developed new academic programs to meet the demands of the Chinese market. Eridux then acted as the facilitator and intermediary with the education partner based in China in order to maximize the potential of the UNS-IAE expansion. Eridux acted as the prime interface between UNS-IAE and on-site partners to facilitate interchange, lower personnel costs, and streamline administrative processes.

The UNS-IAE – Eridux partnership offered four distinct advantages to UNS-IAE. 1. To create and establish its own independent, fully English-speaking arm operated entirely by UNS-IAE. This type of operation is critical to the success of modern business schools. 2. To allow UNS-IAE to develop its overseas programs and presence while expanding its activities in China and other off-site international locations; with no risk and in a systematic, legal, and well-planned way. 3. To allow UNS-IAE to access new revenue opportunities and sources, and to move into a vast market such as China with no additional expense or financial risk, no need for new staff, and no other resource allocation. 4. To offer UNS-IAE faculty the opportunity to broaden their international experience.


Case Study One

Case Study Two

Case Study Three



University of California Berkeley Extension Online Courses and Certifications

Online Course Development in Berkeley, California

The Center for Media and Independent Learning at UC Berkeley Extension had received the first of two grants from the Sloan Foundation to develop online courses. While some of these courses were developed from existing “correspondence” courses, most were developed from original content.




Background The University of Califonia Berkeley Extension, Center for Media and Independent Learning (CMIL) had received the first of two Sloan Foundation grants (totaling $2 million) to develop online education courses. While some of these courses were developed from existing “correspondence” courses and coverted to an online delivery format, most were developed from original content. Erdux personnel were engaged to assist with the development of those original content courses.

The Solution Eridux personnel with qualifications in course and curriculum design were engaged to assist with the development of 110 original content courses according to the process described below.

The Problem Online course development and instructional design require a large investment in technology, technical support, and instructional designers— including faculty time and commitment. At the end of the first year of the Sloan grant period, only 10 of the 120 required courses had been developed. In order to apply for the second round of funding, all of the courses needed to be completed in a short period of time.

• Resource materials and textbooks were developed or sourced.

• Existing courses were converted to online format. Original course ideas were developed and written for over 60 courses, For example, the online course written for Integrated Marketing Communication was 200,000 words or 1,000 screens. • Instructors were recruited and vetted.

• Courses were submitted to the University Academic Senate for approval. • Eridux personnel worked with instructional designers to convert the courses to online format. • Courses were contolled for quality after online rollout.


Case Study Four

Case Study Five

Case Study Six



Pippa’s Education Pre-entry Course “The Integration Seminar”.

Developing a Customized Pre-entry Course in Malvern, United Kingdom

Pippa’s Education, an education advising company located in Malvern, United Kingdom, sought to expand it’s service offerings by providing custom designed skills enhancement courses to their international student client base.




Background Pippa’s Education sought to enhance their portfolio of services offered to international clients by developing a series of courses available both pre-entry and during school breaks in the UK and China. The Problem Pippa’s Education wished to expand the portfolio of services offered to international clients seeking to enroll their children in UK boarding schools. However, given its human resources limitations and lack of experience in course development it was impossible for Pippa’s Education to handle the administrative, academic, and marketing associated with such a venture. The Solution Using their instructional design and educational marketing expertise, Eridux developed and delivered The Integration Seminar: Bridging the Integration Gap, a 3 day course designed for international students

entering the British education system for the first time. This process involved extensive research into problems international boarding school students face entering the UK education system. Eridux also liased with the student’s guardianship service to provide host family accomodation, the instructor and venue to coordinate delivery of the course, and with the students’ parents to manage payments and accomodation requests. Eridux provided instructional design services and developed a unique course proposal and syllabus. The course consisted of: the course materials including; a high quality presentation with animation, exercise sheets, course slide notes, supporting reading materials, course marketing services including; email marketing campaign, content development, a course brochure and email letters. Eridux also provided the instructor, registration services, and a course liason to manage the course delivery and onsite questions.from parents.


Case Study Four

Case Study Five

Case Study Six



“Eridux possesses a deep understanding of the structures and procedures necessary to create and sustain effective educational enterprises.�


Innovation Capacity building through building better programs.

Establishing New Educational Enterprises Eridux Education develops high quality academic programs in cooperation with institutions of higher education, schools, governmental organizations, NGOs, and corporations.

Based in the Principality of Monaco, Eridux is a premier provider of consulting, academic, and operational services for the educational sector worldwide. Eridux has wide-ranging expertise in evaluating, creating, and managing educational projects across continents. This expertise—and reliability based on more than 30 years’ firsthand experience—along with a well developed cultural and linguistic fluency, make Eridux unique. Tertiary education helps nations build globally competitive economies by developing a skilled, productive, and flexible labor force. Traditionally, teams in charge of establishing new universities tend to look almost exclusively at the topranked institutions as models to develop their curriculum rather than undertaking the more labor-intensive process of custom designing their own programs. While this may seem practical and expedient, it is not the most effective way of building the academic culture of a new university with high aims. Curriculum development is demanding work but it is the main mechanism that can allow a unique and innovative organizational culture to emerge. Eridux has extensive experience in developing customized curricula for a broad range of academic

institutions and government entities; and in establishing and maintaining partnerships across Europe, Asia, and the United States. The Eridux approach to institutional development is to first identify the obstacles that prevent people, governments, and non-governmental organizations from realizing their goals. Eridux then partners with them to build knowledge, develop skills, and restructure organizations so they are able to devise creative solutions to development challenges; and continue to respond to new challenges as they arise. Eridux possesses a deep understanding of the structures and procedures necessary to create and sustain effective educational enterprises. This is built on a close working relationship with a network of academic and professional entities, and established corporate and government contacts worldwide. The Eridux Monaco Campus also offers open enrollment and customized in-house professional training. Eridux personnel have direct experience managing all aspects of professional training including academic and training program design, implementation, and ongoing assessment. Eridux is ready to assist you in reaching your personal or organizational goals–in any setting and using a range of content and experience.



ESSI European Small States Institute

Establishing a Cultural Institute in Monte-Carlo, Monaco

Stakeholders wished to establish an institute to advance research on the issues that concern the small states of Europe. Eridux managed the entire set-up process from conception through approval to launch so the institute could fufill its mission of creating collaborative links between research entities in these countries. Background Interested parties sought to contribute to the development of synergies between the small states of Europe by creating a research entity headquartered in Monaco. FOUNDING NEW INSTITUTIONS



The Problem This group had no experience in setting up an entity of the kind they envisaged; an academic body that had wider societal and educational goals. They therefore approached Eridux with an idea of what they wanted but very little conception of how that idea could be materialized. The mandate was simply “create the institute.� The Solution Eridux personnel devised and implemented a four stage plan to make the institute a reality. Stage 1 consisted of seeking input from stakeholders concerning the mission, vision, and purposes of the institute. Based on this feedback, the basis for a way forward was formed, and the institute began to take shape.

Stage 2 consisted of formalizing the various elements of an institutional structure: forming a board of directors; writing and approving the vision, mission, and purposes; appointing officers; and developing an implementation strategy and operational plan. Stage 3 required Eridux to design institute programs, courseware, and other educational options so that they reflected the desires and views of stakeholders, and were closely linked to the mission. This meant extensive liaison with indiviiduals and organizations in Monaco and farther abroad, and the introduction of an efficient and comprehensive approval process based on accepted academic principles. Stage 4 comprised the arduous task of having the institue approved by the relevat authorities to begin operations; as well as the operationlaizing of supporting functions such as IT, Website design and launch, and integration of social media.


Case Study Four

Case Study Five

Case Study Six



Eridux Education Academic Study Abroad and International Educational Exchange

Developing Study Abroad and International Educational Exchange Students most often choose Europe as their destination when studying abroad—almost twice as often as any other region.

Academic study abroad and international educational exchange partnerships have become a significant factor in the drive to encourage multifaceted interchange between the world’s cultures and societies. These partnerships also employ a wide range of methods and strategies to achieve their goals, from the direct enrollment of students in programs away from their home countries to direct exchange programs or short-term embedded study abroad programs.

Eridux personnel possess a deep understanding of the complexities of establishing successful international internship and study abroad programs. Knowledgeable and experienced; they have developed successful internship and academic exchange programs in Europe, Asia, and Australia. This success is built on a close working

U.S & Canada



Thus, institutions are developing a portfolio of programs that attract a wider range of students than those who study overseas for ttheir entire degree.

21.9% 41.1% 16.2%


“Leveraging extensive higher education networks worldwide, Eridux is uniquely positioned to help shape study abroad, internship, and exchange programs.” relationship with a network of academic and professional entities, and established corporate and government contacts worldwide. Eridux facilitates short-term inbound academic study abroad programs in France and Europe, embedded programs, online preparation courses for study abroad, and faculty-led programs and study tours. In doing so, Eridux employs its wide-ranging expertise in managing educational

S. & Central America


projects across continents and a range of educational systems. In both international and local settings, Eridux personnel have developed and managed a broad range of study abroad and international internship programs for clients such as Boston University in Sydney, Australia; Emerson College in Brussels, Belgium; and the Pennsylvania State University in Cap d’Ail, France.


Eridux assists institutions in the globalization of their curriculum by developing innovative study abroad and exchange programs.


3.2% 10.3%



Emerson College Master’s in Global Marketing, Communications, and Advertising

Creating a Master’s Degree Program in Brussels, Belgium

Emerson College sought assistance in the relocation and transformation of their European Institute for International Communication campus from Maastricht, The Netherlands to Brussels, Belgium. This required the dissolution and resumption of operations across borders.




Background Emerson College operated undegraduate and graduate campuses in Kasteel Well and Maastricht, The Netherlands. The campus in Maastricht was no longer viable; Emerson wished to close this location and open a Masters degree campus in Brussels, Belgium. The Problem The campus in Maastricht housed over 200 full-time international and US students, and 20 faculty in 2,000 m/ sq.; and employed 10 people under Dutch law. As the decision had been made to close the campus, currently enrolled students were required to complete their degree program in the US, while the campus had to be dissolved in accordance with Dutch law. Simultaniously, a new campus had to be developed in Brussels, Belgium to deliver a Master’s degree in Global Marketing, Communications, and Advertising as well as an undergraduate study abroad and internship program. The campus location required a new

build-out and included housing for 80 graduate and study abroad students. The Solution Eridux personnel were engaged to assist in the evaluation of the Maastricht campus and make recommendations for its continued operation or closing. Based on this analysis, a decision was made to relocate the Maastricht campus to Brussels, Belgium. This necessitated identifying and securing a new campus location, then working with various contractors to fit out the space. Eridux personnel oversaw this process as well as the closure of the Maastricht operatoin and premises, and the moving of all furniture and eqipment to the new campus The Brussels campus offered graduate and study abroad programs, both with a strong practical emphasis. Eridux personnel were charged with establishing new relationships with the US Diplomatic Mission to the EU in order to support the internship placement of students in these programs.


Case Study Seven

Case Study Eight

Case Study Nine



Innovation International Professional Immersion Programs

Taking a Step Beyond the Traditional Internship Eridux assists institutions in the globalization of their curriculum by providing access to international professional immersion opportunities.

Eridux believes that internationallybased professional immersion programs provide opportunities for students to participate in hands-on work experience in a multicultural setting—an enriching, life-changing experience—as well as preparing them for success in an increasingly challenging global labor market. In the hospitality sector, Eridux has designed these immersion programs to afford students the opportunity to take advantage of unique locations, such as the Principality of Monaco, a leader

in the luxury goods, tourism, hospitality, and food industry. By providing the opportunity to work in an international setting, students gain firsthand experience in culturally diverse ways of approaching workplace problems. Eridux facilitates the development and implementation of these activities worldwide; and so represents a viable partner with institutions exploring new possibilities in the global context.


“International professional immersion programs provide a unique opportunity for students to participate in hands-on work experience in a multicultural setting —an enriching, life-changing experience.�



The Pennsylviania State University The School of Hospitality Management Professional Immersion Program

Developing an Internship Program in Cap d’Ail, France

The Pennsylvania State University School of Hospitality Management offers students various opportunities to experience world cultures and develop a global perspective through a range of international study alternatives including the opportunity to undertake an international off-site internship placement.




Background The The Pennsylvania State University School of Hospitality Management (Penn State SHM) wished to enhance the opportunity for students to learn from and enjoy the many hospitalityrelated professional opportunities available in Europe, while supporting the aims of the University in the increasing globalization of its curriculum and in providing access to international study opportunities. The Problem The Penn State SHM Division of International Programs provides several international student exchange opportunities but had been unable to arrange for any international internship placements due to the limited number of personnel available to develop and administrate such a program. Also, students wishing to participate in an international internship placement were limited to participation in options provided by Penn State’s Office of Global Programs. These programs very often have a language proficiency requirement which could not be met

by many students. This limited their participation to programs in the UK, Australia, and other native English language programs. The Solution Eridux was engaged to assist in the selection of an internship provider in France who was interested in placing English-speaking students. Eridux then leveraged its relationships in Monaco and France in order to negotiate the terms most beneficial to Penn State SHM. Eridux liased with the local authorities and the provider for the placement of Penn State SHM students in professional hospitality internships. Once the candidates were placed, Eridux assisted students in the application process by obtaining all the necessary documents from the placement provider. Students were provided with visa application and French work contract assistance, advising, and pre-departure information by Eridux.Eridux personnel were available during the course of the internship to act as a liaison between the student and the internship advisor.


Case Study Seven

Case Study Eight



Eridux designs professional training courses and programs, which can be delivered by your organization in Monaco or any other location you choose.

48 Total hours of instruction .


You can imagine your future because we can. Eridux designs professional training courses and certificate programs that synthesize their unique resources and the ability and expertise of top-level faculty from around the world. Here are some examples of courses recently developed for delivery in Monaco: The Certificate in Project Management contains courses in project management, developing the project team, and managing multiple projects. These courses are approved by PMI and are designed with the goal of final PMI certification in mind. The Certificate in Luxury Hospitality Management contains courses in lodging supervision and hotel operations, lodging strategic financial management, and lodging customer service.

The Certificate in Strategic Luxury Hospitality Leadership contains advanced courses in strategic performance analysis, process and quality leadership, and value creation.



Innovation Certificate in Project Management: Certified by the Project Management Institute® (PMI)

Designing a Certificate in Project Management Eridux can create an entirely custom course or program to meet your strategic goals or customise several of our off-the shelf course offerings such as the Certificate in Project Management. This course exemplifies the type of courses and certifications Eridux provides to corporate and institutional clients as training or fully accredited degree programs..



Certificate in Project Management Eridux offers the Certificate in Project Management (PM Certificate) as a 96-hour advanced professional qualification delivered in three courses. These courses are certified by the Project Management Institute® (PMI). PM Certificate coursework provides participants with the theory and skills necessary to successfully manage the project-driven organization. Focusing on project planning and control, leadership strategies, cost and risk management practices, and project quality management, participants in the PM Certificate program learn how to apply the basic concepts of project and program management. The PM Certificate is offered in an intensive format and participants may choose to pursue an additional specialization in program management. On successful completion, participants are awarded the PM Certificate or the PM Certificate with Program Management Specialization.


Select The Format Eridux Off-the-shelf or customized PM Certificate courses offer a range of options that correspond to the diverse needs and level of participants. All Eridux PM Certificate courses are designed to provide full and complete preparation for the PMI professional certification they require. Participants may choose to enroll in single PM Certificate courses, focus on the program management specialization, or undertake the entire PM Certificate Program. PMI Certification Preparation All Eridux PM Certificate courses are designed with the goal of final PMI professional certification in mind; an optional course specifically preparing participants to take various PMI certification exams is also offered. All PM Certificate courses qualify the participant to receive PMI certified Professional Development Units (PDU’s). For additional information on how Eridux can customize a program such as this for your organization contact our academic advisor at


Certificate Programs



Eridux Education Managing Board of Directors

Advising and Instruction The Directors Faculty mobility between participating partner institutions.

Susan Lopez Ms. Lopez is Managing Director Ms. Lopez has worked for more than 15 years in education operations and 10 years in international academic programs administration. She has extensive experience in higher education marketing and recruitment, admissions, student services, and alumni relations the United States and Europe. Ms. Lopez has had the unique opportuntiy to assist in the Mobile inCustomers development of two start-up companies from conception to IPO. Most recently, Ms. Lopez was responsible for the launch and administration of academic programs in Taiwan, Italy, and Shanghai. Ms. Lopez has lived and worked internationally in Sydney, Australia; Rome and L’Aquila, Italy; Maastricht, the Netherlands; Brussels, Belgium; Nice, France; and Monaco. A native of Los Angeles, California she currently resides in Monaco.


Dr. Boris Porkovich Dr. Porkovich is Academic Director Dr. Porkovich has spent more than 30 years in higher education worldwide and has a strong background in all aspects of education across a range of systems and learning environments. Dr. Porkovich’s experience in international education includes positions as Assistant to the Vice President of External Programs and Director, Boston University Sydney Internship Program at Boston University; and Director of International Education at Emerson College in Brussels, Belgium and Maastricht, the Netherlands. In 1997, he became Acting Chair of the Division of Business, University of California, Berkeley Extension. In 1999, Dr. Porkovich was appointed Dean of the School of Business and International Studies at Dominican University of California, and became President of the Honolulu campus of Argosy University in 2003, a position he held until joining the International University of Monaco in February 2005. At the he International University of Monaco Dr. Porkovich was Vice Dean, Education Worldwide and Business Affairs; Director of the Doctoral Program; and Professor of Management until he joined Eridux. Dr. Porkovich holds a Bachelor of Arts (Honors) from University of New South Wales, a Master of Arts (Honors) from University of Sydney, and a Doctor of Education from Boston University. He is a resident of the Principality of Monaco and a native of Sydney, Australia, the city to which his parents migrated from Capari, Macedonia.



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