COMMISSION OF THE EUROPEAN COMMUNITIES 
COM(94) 141 final 
Brussels, 22.04.1994 
SITE VISIT PROGRAMME 
ANNUAL REPORT 
ACADEMIC YEAR 1992/93 
T e m p u s CPHARE 
Trans-European cooperation scheme for higher education 
between Central and Eastern Europe 
and the European Community 
(presented by the Commission) 
CONTENTS 
Page 
SUMMARY 7 
I. THE SITE VISIT PROGRAMME ; 9 
1. INTRODUCTION . ., .. 9 
1.1. Aims and objectives 9 
1.2. Project selection 9 
1.3. Organisation of the visits 10 
2. ON-SriE EVALUATION VISITS 10 
2.1. Team of Visitors 10 
2.2. Procedure for site visit evaluations 10 
2.3. Different aspects of the evaluation 11 
2.4. Reporting procedure 11 
3. FINANCIAL AUDIT 11 
3.1. Audit procedure 12 
3.2. Reporting procedure 12 
4. VISITS ACCOMPLISHED 12 
4.1. Direct actions resulting from the site visits 13 
H. OVERALL ASSESSMENT..... 14 
1. RESULTS OF THE SITE VISIT EVALUATIONS 14 
1.1. Quality of the projects 14 
1.2. Approach by subject area 15 
1.3. Approach by type of activity 15 
1.4. Approach by year 17 
1.5. Evaluation by site Visit and internal evaluation by the TEMPUS 
administration 17 
2. RESULTS OF THE FINANCIAL AUDITS 18 
2.1. Quality of the projects 18 
2.2. Problems encountered 19 
2.3. Consistency between academic and financial assessments 20 
3. ACTIONS ARISING FROM THE VISfTS 21 
iWtif-
m. TEMPUS INTERVENTION METHODS 22 
1. CURRICULUM DEVELOPMENT. 22 
1.1. Significant successes 22 
12. Partial achievements. 23 
13. Difficulties encountered » 24 
2. TEACHING AND UNIVERSITY STAFF MOBILITY 24 
2.1. Lessons learned... 25 
2.2. Special features of teaching staff mobility 26 
3. STUDENT MOBILITY 26 
3.1. Number of students per project 27 
3.2. Direction of mobility flows 27 
3.3. Level of studies 27 
3.4. Student selection criteria 27 
3.5. Material conditions of placements and linguistic preparation 27 
3.6. Recognition of study periods ............. . 28 
3.7. What aie the results? 28 
4. EQUIPMENT MODERNISATION 29 
4.1. Types of equipment „ 29 
42. Conditions of use 29 
5. COOPERATION BETWEEN UNIVERSITIES AND INDUSTRY 30 
5.1. Industry contributions 30 
52. Various forms of cooperation . 31 
6. PROJECT ORGANISATION AND MANAGEMENT „ 32 
6.1. Tne factors of success .. ... ... 32 
62. NetWork practice . „ 32 
IV. IMPACT 34 
1. THE 'SPATIAL' DIMENSION REVEALS SUBSTANTIAL DIFFERENCES 34 
2. THE TIME DIMENSION IS LESS SIGNIFICANT 35 
3. FACTORS DETERMINING IMPACT 35 
4. UNIVERSnTES AS PROMOTERS OF CHANŒ ,..., . 36 
5. MAINTAINING THE NETWORKS. ...„ „ 37 
V. CONCLUSIONS ..„ 39 
Anaex: List ef the Joint European Projects Visited 
SUMMARY 
1. The purpose of the site visit programme is to carry out a quality audit of tbe TEMPUS PROGRAMME 
and, in particular of the Joint European Projects, from both an academic and a financial point of view. 
Thirty nine projects in their 2nd or 3rd year have been examined; a 10% sample of all projects, 
representative of the subjects and countries concerned. The Commission, which chairs the audit 
missions, has obtained the cooperation of academic experts from tbe Member States and eligible 
countries and is assisted by representatives of tbe EC TEMPUS Office and the national TEMPUS 
Offices. 
2. Of the 39 projects visited, 5 were judged to be between 'excellent' and 'good', 18 as 'good', 6 to be 
between 'good' and 'average', 7 as 'average', 1 to be between 'average' and 'poor* and 2 as 'poor'. The 
overall score is positive since almost 60% of the projects were considered to be at a good or very good 
level, whilst only a small minority (5%) were frankly disappointing. 
3. The principal activities undertaken in the projects were course development (21%), staff mobility 
(20%) and student mobility (18%). Goser analysis shows that it is an approach combining these three 
actions, particularly tbe first two, which ensures the success of a project 
4. The results from site visit assessments are found to be strongly convergent with respect to the 
assessment internal to the TEMPUS administration, through an examination of the "final reports" on 
the projects. The two approaches are complementary. The Final Reports, which the Coordinators are 
asked for tend towards a more qualitative approach. 
5. A financial audit of the projects was conducted in parallel with tbe academic assessment. It may also 
be observed that the academic and financial evaluations of a given project show a degree of coherence. 
Assessments are close for 79% of the projects. Sixty five per cent of the programmes obtained an 
'excellent" or 'good* mark for their financial management For the minority, where doubts existed or 
where there were serious omissions, corrective measures, in particular requests for refunds, were taken 
(3% of the total amount granted to the projects visited). 
6. The development of teaching programmes, often a complex exercise, is one of the important aims of 
TEMPUS. A significant number of successes have already been recorded. Full curricula with new 
diplomas have already been set up in several countries in subjects such as the environment, sciences 
and engineering, management and foreign languages. Nevertheless, some difficulties remain, either 
for reasons external to the project (of a political or legal character, or linked to the economic situation) 
or for internal reasons (the lack of clear objectives). 
The importance of the production of teaching material, a direct effect of staff mobility from the eligible 
countries to the Community, must be stressed. Optimum results are obtained when new manuals, 
written in a given country's language, are adapted to the local situation. 
7. Staff and student mobility have tbe joint feature of being highly developed within the context of 
projects and are highly appreciated by me beneficiaries. In both cases serious attention is given to 
selection, which favours competence in the chosen field and linguistic aptitudes. 
-7-
8. TEMPUS has contributed significantly to the supply of equipment to eligible countries. This 
equipment ranges from large specialised instruments through to personal computers, books and 
fflCT^y and contributes to raising the standards at beneficiary universities to an international level. 
The experts believe that the necessary technical development must be accompanied by the in-depth 
renewal of teaching methods and structures. 
9. The assessment that can be made of UniversityAndustry cooperation is still limited. Industry is absent 
from the initial training programmes. However, courses and practical work in companies enjoy definite 
success and some eligible country universities are developing training courses aimed at company 
personnel. 
10. An involvement of all the partners (and an active role for the eligible countries, in particular) and a 
high degree of personal investment (on the part of the coordinator) are the conditions necessary for the 
proper management and effective organisation of projects. Democracy in decision-making and 
-transparency are also needed. 
11. TEMPUS started in 1990/91 by giving priority to direct contacts berwceo institutions and by favouring 
actions on this basis. The immédiate or foreseeable impact of projects is currently stronger at 
department and faculty level than at the level of die university or the higher education system in the 
eligible countries. 
12. The expectations aroused by the site visits and by the results already obtained lead to die conclusion 
that the site visit programme must continue. For the 1993/94 academic year, of the 50 planned visits, a 
certain amount will be aimed at higher education institutions. What will then be examined is the way 
in which synergy occurs between several TEMPUS projects at the same university. 
L THE SITE VISIT PROGRAMME 
1- INTRODUCTION 
This document is the first Report to be published by the Commission of the European Community regarding 
the implementation of the site visit programme which began in the academic year 1992/93. The 
Commission plans to publish a similar report every year. 
During the meeting of the TEMPUS Committee on 29 June 1992 in Heraklion, the Commission presented 
its proposal to strengthen the scope for action with respect to a consistent and meticulous follow-up 
procedure for the Joint European Projects (JEPs) by the introduction of the site visit programme for 
individual project*. In this regard, the Commission took into consideration the external evaluation of the 
TEMPUS Scheme carried out by Coopers A Lybrand and the reeommendations it contained, 
1.1. Alms and objectives 
The aim of the site visit programme is to carry out a high-quality audit of the TEMPUS Scheme in general 
and of the JEPs in particular. Tbe principal aim of the site visits is to cany ont a detailed evaluation of the 
development of JEPs with reference to their declated objectives and to assess the eJficfc^ 
control to which they are subject 
The following specific objectives have been kleotified fcr the «le vint ptognuiune, whkh should: 
• Evaluate tbe impact aiid tbe achkvenieatt of 
institutions and, to a lesser extent Member States and their participating institutions, keeping in mind 
the aim of the TEMPUS Scheme concerning the restructuring of higher education systems in the eligible 
countries. 
• Evaluate tbe wgajusatioiuUaiKl financial aspects of JEPs m 
objectives. 
• Highlight the strengths, as well as the weaknesses and limitations, of JEPs and analyse the requirements 
for modifications with regard to operation, administration, concent and other academic aspects of the 
projects. 
• Draft advice and recommendations for possible changes and ways to improve the implementation of the 
TEMPUS Scheme in general and JEPs in particular. 
1.2. Project selection 
The Commission bad intended to visit some 10% of JEPs in their second or third year of activity. Projects 
beginning in the academic year 1992/93 were not visited. 
9-
The sample was composed of randomly selected projects taking into account the proportion of national and 
regional projects, their distribution in each eligible country by subject area, by the degree of participation of 
Member States as partners or contractors, and including, as far as possible, projects with a contractor from 
one of the eligible countries. 
1.3. Organisation of the visits 
Each project selected was visited twice. A first on-site evaluation was initially organised at a partner 
organisation in one of the eligible countries, if possible when all partners'were present. The second visit to 
the contracting institution, took place several weeks after tbe first visit and consisted of a financial audit In 
older to make the evaluation reports easier to use, all the visits, as far as possible, followed the same pattern. 
2. ON-SITE EVALUATION VISITS 
2.1. Team of Visitors 
To ensure a consistent and meticulous follow-up of JEPs, the Commission secured the help of some 
60 academic experts from the eligible countries and the Community. The experts from the eligible countries 
were suggested by their respective National TEMPUS Offices. The experts from the Community came from 
various universities in the EC Member States. The group of experts also included the academic members of 
the TEMPUS Committee. 
Two academic experts (one from an eligible country and one from the Community) specialised in the 
subject matter and area of activity closest to the project though in no way linked to the project were invited 
for each evaluation visit The group of experts was assisted by representatives of the EC TEMPUS Office 
and the National TEMPUS Office concerned. The evaluation mission was headed by a representative of the 
Commission of tbe European Communities, Task Force Human Resources, Education, Training and Youth. 
2.2. Procedure for site visit evaluations 
The timetables for site visit evaluations were established according to the activities prepared by the project 
partners in the eligible countries. The date of the visits was fixed in agreement with the JEP coordinator. 
Two weeks before the evaluation mission, the visitors received preparatory documents, i.e. the Project Hie', 
'Guidelines for carrying out the site visit evaluation', reporting procedures and practical information 
concerning die visit 
The various members of the visitors team were asked to arrive in the eligible country concerned the day 
before tbe visit was due to begin in order to participate in a preparatory meeting. The project coordinator 
was also invited to attend parts of this meeting. The visitors had to ensure that the aim of the evaluation was 
clear to all participants. Moreover, they had to agree with the coordinator on the timetable and the agenda 
of the site visit and on how die evaluation was to be approached. Tbe site visit had to take place in a friendly 
and undisturbed atmosphere, its objective being clearly evident and requiring a sound cooperation between 
the different parties concerned. 
In compilais the sample, those projects involving Czech and/or Slovak partner institutions were treated as national Czechoslovak 
projects. 
10 
During the evaluation visit, the Visitors participated in several working sessions in which they discussed the 
projects' strong points, weaknesses and limitations with the present partners. The visitors met and 
interviewed staff and students who had participated in the mobility scheme, and finally the team visited the 
laboratories on other premises to inspect the operation and conformity of equipment purchased with the 
financial resources made available by TEMPUS. 
At the end of each visit die full team of visitors meet to discuss tbe results of the evaluation. The first 
conclusions and comments are then communicated to the partners verbally and informally. 
2 J. Different aspects of the evaluation 
The task of the visitors team consisted in evaluating the overall achievements and progress made by JEPs 
according to their declared objectives and to the tangible results of possible activities, notably the 
development of new curricula, student and teaching staff mobility, short intensive courses, modernisation of 
facilities, development of university-industry cooperation, continuing education and retraining, regional 
activities and other cooperative activities with regard to education. 
Depending upon programme implementation, the visitors had to evaluate the way in which the project had 
been organised, using human and other resources efficiently and respecting the set timetable. The impact of 
tbe projects was assessed at department faculty and university level. In addition, the experts were invited to 
give their opinion, if and when possible, on the programme's long-term effects on the development of higher 
education and its wider impact on the economic and social restructuring of tbe countries of Central and 
Eastern Europe. 
2 A Reporting procedure 
Based on the reports presented by individual experts from both the Community and the eligible countries, 
summary reports were drafted on the events and results of each evaluation visit 
Finally, the Commission informed the JEP coordinators of the evaluation results and of the comments and 
recommendations made by the team of visitors. 
3. FINANCIAL AUDIT 
The aim of the audit is to monitor tbe proper use of the financial resources allocated to JEPs in general and 
to formulate advice and recommendations on possible changes and on how project management and 
organisation could be improved. 
The financial audits of JEPs took place in the contracting organisations and were carried out by the 
financial experts of die Commission assisted by financial specialists from the EC TEMPUS Office. 
11-
3.1. Audit procedure 
The timetable for the financial audits was established in agreement with the Contractor on the day of the 
visit, taking into account the availability of the financial services in the contracting institutions. Contractors 
were asked to make their budgets and financial reconciliations for TEMPUS grants allocated in 1990/91 
and 1991/92 available to the auditors, in addition to extracts from balance sheets and appropriate expense 
vouchers. 
The financial audit is divided into two parts. In the first part, the auditors ask general questions concerning 
the management of the TEMPUS grant and the internal procedures used in order to evaluate to what extent 
the internal control is reliable and, in fact followed The second part consists of the actual verification of 
expenses and of the conformity of the declarations made in the Statement of Expenditure in the Annual 
Report This actual verification is more or less extended according to whether or not the first part of the 
extensive audit has shown weaknesses in terms of internal control. Thus, it is obvious that a JEP managed 
by a university with highly developed, centralised, internal control corresponding to European standards 
may be subject to less extensive examinations than a private foundation or a firm of consultants. 
As a rule, the auditors were received by the Contractor and accompanied, in most cases, by the person 
responsible for the accounting of the project and occasionally by other people involved in the project The 
atmosphere was, with very few exceptions, always friendly. 
The audit ends with a short working session during which the auditors verbally inform the Contractor of 
their conclusions. 
3.2. Reporting procedure 
After each financial audit, an evaluation report was drafted and a questionnaire about management 
procedures filled in. If there were problems, the Contractors were informed of die weaknesses identified 
ddring the financial audit and of possible recommendations relating to the future financial management of 
the project 
4. VISITS ACCOMPLISHED 
Between October 1992 and August 1993, both evaluations and financial audits were carried out for 39 Joint 
European Projects. 
Tbe following tables show tbe distribution of visits according to countries where the missions took place: 
Site visit evaluations 
BG 
4(1) CZ 
7(3) H 
11(3) PL 
8 RO 
6 SLO 
1 SK 
2(1) Total 
39 
NB.: 0 regional projects 
-12 
Financial audits 
B 
2 D 
5 DK 
2 E 
1 F 
9 GR 
2 I 
1 NL 
6 P 
1 UK 
8 CZ 
1 H 
1 Total 
39 
The site visit evaluations in Poland and Romania covered almost all geographic regions, while in Bulgaria, 
Hungary and the Czech Republic they took place mainly in the capital cities. One university in Romania 
and three universities in Hungary were visited several times. The projects in question were based in 
different faculties or departments. 
During the first few years of tbe TEMPUS Scheme the contracting organisations were based in the 
Community. However, in the academic year 1992/93, Hungarian and Czechoslovak institutions were 
allowed to become contractors. The sample of projects visited comprised two JEPs with contractors from the 
eligible countries. 
4.1. Direct actions resulting from the site visits 
The results of the site visits were included in the Joint European Project follow-up and renewal procedures. 
Where needed, immediate measures were taken by the EC TEMPUS Office concerned, as the contractor for 
the Commission, based on die conclusions of both the evaluation visit and the financial audit 
13 
IL OVERALL ASSESSMENT 
1. RESULTS OF THE SITE VISIT EVALUATIONS 
1.1. Quality of the projects 
The academic experts were asked to indicate the quality of the project visited using the following terms: 
Excellent the Joint European Project entirely fulfils the stated objectives with an effective and efficient 
use of human and other resources within the scheduled time. The project has impact and 
European added value. The JEP could be referred to as a 'flagship project'. 
Good the Joint European Project fulfils the stated objectives with some constraints as regards the use 
of human and other resources and time scheduling. The project may have impact and a 
European added value. 
Average the Joint European Project achieves the stated objectives with some weak points and/or 
limitations as regards the use of human and other resources and the time scheduling. The 
impact and European added value are limited. 
Poor the Joint European Project has difficulty in achieving the stated objectives, there are weak 
points and/or limitations as regards the use of human and other resources and the time 
scheduling. The impact and European added value are doubtful. 
Other to be defined. 
The following pie-chart depicts the distribution of projects according to die overall assessment carried out 
by the site visit experts. 
Project quality 
18% 
15% • Between excellent and good 
• Good 
H Between good and average 
S Average 
H Between average and poor 
H Poor 
-14-
Of tbe 39 projects visited, 5 were judged to be between 'excellent' and 'goocT, 18 as 'good', 6 to be between 
'good* and 'average', 7 as 'average', 1 to be between 'average' and 'poor* and 2 as 'poor'. 
On the whole die results are positive. Over 60% of the projects are considered to be of 'excellent' or 'good* 
quality, while only a very small minority (5%) are frankly disappointing. The question arises as to whether 
a correlation between the quality of the project and its characteristics can be established. 
1.2. Approach by subject area 
The size of the sample calls for a cautious approach. Conclusions cannot be drawn from the subject areas 
which are only represented once or twice in the sample. Of the better represented subject areas, modern 
language JEPs obtained the best evaluation, followed by projects in engineering, management, medicine, 
natural sciences and agriculture. The differences are not significant but it seems that JEPs in the 
agricultural and agro-food sectors experience some difficulties which are related to the sector as a whole and 
maybe even to the difficult position of agricultural education within the higher education systems of the 
eligible countries. 
13. Approach by type of activity 
During the evaluation, project managers had to evaluate the relative importance of a series of activities 
within their JEP: curriculum development staff mobility, student mobility, intensive courses, equipment 
open and distance learning facilities, links with industry, continuing education and other activities related to 
cooperation in education. 
Avwaot project profiter by type» of activity 
4.04% * 
5.34% 
4.45% 20.74% 
3.53% 
1&3t% 
20.31% 
M7% • COUTM «towtopnunt 
QstaffmoMiy 
UW Student inoMMy 
H intMMhw eeuraM 
H| EoukwHwit 
| Optn and dittane* homing 
• IMswtlh Musky 
H Contlnulrtfl •dueafen 
Both* 
17.64% 
On the whole, the projects indicated «hat eitergy has been invested more or less equally in curriculum 
development (21%), staff mobility (20%) ma student mobility (18%); moreover, the provision of equipment 
plays a role that should not be undsrestimated (15%). In contrast other activities are less important: 
intensive courses (8%), links with industry (5%), continuing education (5%), open and distance 
learning (3%). 
15 
It was therefore interesting to see whether the projects that gave preference to particular fields of activity 
bad been evaluated differently from tbe rest It was also possible to determine whether the projects 
considered best or worst in one section had a special profile of activities. 
Tbe differences were not overly important and the following findings should be interpreted with die utmost 
caution. It would appear that the projects where equipment plays an important role have generally enjoyed a 
positive evaluation. Of the five projects with the maximum mark, four declared that they devoted more than 
20% of their activities to the modernisation of equipment (while the average for the sample was 15%). It is 
obvious that die provision of modern teaching material (particularly computer hardware and software and 
equipment for teaching laboratories) generally has a strong impact on a department and particularly visible 
effects. 
In 17 of the 23 projects considered 'good' or 'excellent', the degree of staff mobility, curriculum development 
and/or student mobility was above average for the projects as a whole. Seven of these projects devote more 
than 50% of die total of their activities to curriculum development strongly backed by staff mobility, which 
in three cases is complemented by an above-average student mobility figure. 
Student mobility, whenever it is above tbe average of the sample (which is tbe case with 18 projects), always 
goes hand-in-hand with staff mobility which, again, is situated above average in tbe projects which have 
obtained high assessment marks (six projects). At the same time, these projects devote a significant part of 
their activities to the development of new curricula, with the exception of one project which was concerned 
purely with mobility. 
This leads to the conclusion that staff mobility is the main activity of JEPs and that the quality of this 
mobility strongly influences the implementation of goals aimed at restructuring higher education. 
In addition, seven out of the ten poorest projects (judged as 'average' or 'poor') devote more time to staff 
mobility than the average of the sample. However, the benefits of individual teaching staff mobility are 
obvious; the teachers can reinvest the knowledge and expertise obtained during a placement period abroad 
in their teaching practice. Nevertheless, if this mobility is not coordinated, structured or linked to a specific 
project such as the development of new courses, it may tend to be geared towards excessively personal goals 
(e.g. research subjects), thus perhaps reducing its impact 
The projects related to open and distance learning have also, albeit to a lesser extent obtained high 
assessments. AH projects devoting more than 10% of their activities to this type of learning are classified as 
'good* or 'excellent'. The same (with the exception of one project) applies to continuing education. In these 
latter two spheres, it is the innovative dimension that takes precedence, all the more so as continuing and 
distance learning are put to use within traditional subject areas such as engineering, medicine or others 
which are poorly represented in the eligible countries (e.g. management and environment). 
To sum up, the projects which claim to devote a significant part of their time to links with industry very 
rarely, barring exceptions, rank among the best It is possible that in these cases, this average performance 
may be explained by the overall difficulties in establishing university-industry links in the current economic 
climate of the eligible countries. 
-16 
IA. Approach by year 
The sample was composed of 13 projects reaching their final (3rd) year and 26 projects in their second year 
of operation. 
The two groups have different profiles in terms of academic quality. The proportion of projects in their 
second year classified as 'good' or 'excellent' is marginally higher than that determined for the third year 
(62% compared with 54%). By contrast the proportion of projects considered 'average' and between 
•average' and 'good* is much higher in the third year than in the second year (46% compared with 27%). 
Finally, those projects showing weaknesses (11%) are still in their second year. However, despite being 
carried out in the same way and with the same assessment scale, the evaluations measured slightly different 
facts: the progress was made during the second yew arid final achievement dimm^ 
There is no unequivocal explanation for these slight differences, there are only parameters that can be taken 
into account without clearly determining the role they have played: 
# The selection in the first year of TEMPUS was tougher than in the second year (the rate of acceptance in 
1990 was 1 U%, with 22.7% in 1991). 
« At the same time, in 1991 the procedure was improved and the requirement that the projects should 
respond to the principal needs of the country was made more stringent 
• The projects starting in 1990 had a somewhat difficult year as a consequence of the late date of the 
' signing of agreements, but the quality of the achievements did not suffer. 
« One incongruity is worth noting; five out of six JEPs visited in the countries with a higher rate of 
acceptance (50% of the submitted projects) were classified as 'good and 'excellent'. 
IS. Evaluation by site visit and internal evaluation by the TEMPUS administration 
Tbe project Coordinators have a contractual obligation to submit an annual report on their activities (known 
as the Tina! Report') to the EC TEMPUS Office. These reports are subject to a quality evaluation and a 
financial control in Brussels and, in cases where a site visit has taken place, it is interesting to compare die 
conclusions of the TEMPUS Office assessment with the opinion of the experts. 
The results show a strong convergence: 29 projects out of 39 have similar or related assessments. The 
projects considered best within the sample also received high marks in the Final Reports. The reverse was 
also observed. 
Significant differences were only found in the case of ten projects. In six cases, the site visit view was more 
favourable than the EC TEMPUS Office view. In the most striking example, experts judged two JEPs, 
evaluated as 'poor' and 'average' during the assessement of the Final Report to be of good quality. In 
contrast, projects judged more severely by the site visits, which was the case with the three poorest projects 
of the sample, were, as a result of their Final Report considered 'average' or between 'average' and 'good*. 
-17 
These statements call for several comments: 
« Through their Annual Reports, the projects managers will have to try and make the most of the 
innovative experiments that they conducted in their project indeed, site visits cannot be made to more 
than 10% of the active projects in any one year. 
• From the point of view of the EC TEMPUS Office, the two approaches are complementary and, from 
this year onward, the site visit reports have been taken into account when examining requests for project 
renewals. In 1993/94, the questions which the operators will be asked within the context of their Final 
Reports will tend toward a more qualitative approach, allowing the true impact in the field to be better 
assessed 
2. RESULTS OF THE FINANCIAL AUDITS 
2.1. Quality of the projects 
The financial experts have summarised the results of the financial audits of projects using the following 
categories: 
• Entirely satisfactory 
• Satisfactory, with minor problems 
• Satisfactory, with eligibility and/or organisational problems 
• Questionable, additional investigation necessary 
• The project can continue, but has to be substantially modified 
• The project has to be stopped. 
The following pie-chart shows die distribution of the projects according to the results of the financial audits. 
Results of the financial audita 
10.26% 
23.08% 
10.26% 
15.37% • Entirely satisfactory 
Q Satisfactory, wth minor problem 
• Satisfsctwy.wtlhelgbily and/or 
organisational problems 
I Questionable, additional 
investigation necessary 
fl| The project can continue, but 
hss to be substantialy modfied 
41.03% 
18 
Nine projects out of 39 obtained the highest assessment: the financial management was transparent and 
entirely satisfactory. 
For 16 JEPs (41%), the result of the audit was satisfactory. However the financial experts still found minor 
problems, e.g. problems related to the exchange rate or to eligibility. 
A further fifteen percent of the audits (six projects) can still be considered satisfactory. Although projects 
falling under this category revealed slight problems relating either to eligibility of expenditure, expenditure 
outside the contractual period or to cash being accounted for but not yet paid out The reporting system of 
the actual state of expenditure in the partner institutions may present slight problems. However, this is often 
die case with projects operating under decentralised management 
If all die documents required in advance (statement of accounts, invoices, documents substantiating 
expenditure, etc.) were unavailable or unsatisfactory, financial reconciliation turned out to be extremely 
difficult and painstaking. Those projects with very weak financial management were labelled 'questionable' 
by the experts and tbe contractors were asked to provide additional information within a fixed period. This 
was the case with four projects (10% of the sample). 
In short, according to the audit, four projects need substantial modifications relating to financial 
management, without which these JEPs cannot continue. In these cases, the statement of annual expenditure 
did not correspond to the actual expenses, the expenditure statements were missing or could not be approved 
by the auditors. Moreover, a large number of expenses were ineligible. 
The overall assessment was positive: 64% of the projects visited nave excellent or good financial 
management Fifteen percent of the projects were satisfactory, but 20% had to be subject to an additional 
follow-up. 
22. Problems encountered 
In carrying out the financial audit experts rely on the Statement of Expenditure which forms an integral 
part of tbe contract Within the framework of the follow-up and TEMPUS project renewal procedure, the 
Final Report of activities and the corresponding Statement of Expenditure are subject to a quality control 
and an examination of expenditure. The results are taken into account when it is decided whether or not the 
projects will be allowed to continue. During the audit expenditure listed in the Final Report and the 
internal accounting of the organisation have to be reconciled and the invoices substantiating this 
expenditure must be found • 
The usual problems encountered by the financial experts during their missions are generally related to the 
fact that the Contractors have either not understood or have insufficiently understood all the obligations, or 
that they use unreliable internal control procedures. In the few cases where the Statement of Expenditure 
was, for example, based both on estimates and actual costs, reconciliation with invoices became virtually 
impossible. Pro forma invoices and receipts issued by the central departments of the partner institutions 
instead of proper invoices were definite signs of poor management Inaccuracies in account entries led to 
differences between tbe financial situation of the project as indicated in the Statement of Expenditure and 
the TEMPUS balance of account e.g. internal transfers between two departments of the same institution 
that the Contractor forgot to carry out. The most frequent problem mentioned by the auditors was tbe use of 
the wrong exchange rate during the reconversion of expenditure from foreign currencies into ECU for the 
annual balance-sheet. 
-19 
Some budgetary items relating to substantial sums such as equipment or staff costs were subject to a detailed 
examination. Costs relating to die acquisition and installation of equipment conformed, in most cases, with 
the declaration in the financial reports and the requirement for EC origin of equipment bought with 
TEMPUS funds was, on the whole, followed. The experts' recommendations were essentially concerned 
with improvements in internal control procedures relating to invitations to tender and guarantee or 
maintenance contracts. In addition, the auditors stated that invoices following contractual period very often 
related to equipment and concerned amounts corresponding to the remaining balance due at the end of the 
academic year. It seems to be current practice to spend the remaining sums on equipment benefiting the 
partners in the eligible countries, a practice accepted by the TEMPUS administration. 
The examination of potentially ineligible expenditure such as mobility grants exceeding the limit fixed in 
the contract was also given priority. Overspending was mainly due to organisational problems (availability 
of inexpensive accommodation) and to the fact that the cost of tickets for travel sometimes exceeded the 
reduced tariffs; The auditors also found cases where the length of missions and meetings mentioned in the 
Annual Report did not correspond with the actual length of stay. On the whole, the majority of problematic 
or non-acceptable costs were linked to excessive travel and/or subsistence costs. 
The audit reports also indicate that the financial experts found it difficult to verify the actual time people 
spent working on the project Contractors often had difficulties in determining the number of working hours 
(weeks or months) spent on the project Despite having proofs of payment, die auditors found it impossible 
to verify if the scale of local charges bad been adhered to, particularly in the eligible countries. In order to 
overcome mis problem, a revised and detailed budget mentioning the annual staff costs will in future be 
required from the beginning of the contract 
Finally, the total amount of expenditure which has been subject to refund requests is less than 3% of the 
total amount allocated to the projects visited. 
23. Consistency between academic and financial assessments 
The analysis of die results of die financial audits is dealt with separately. However, it was interesting to see 
whether the same projects, analysed in different places and from different angles, were judged in the same 
way. 
The appraisals are, on the whole, fairly similar. The projects judged to be good on an academic level were 
classified as 'good' or 'good with minor problems' in terms of financial management By the same token, the 
JEP that came last in terms of its educational quality level was also the one with the poorest financial 
management 
There were, however, a number of cases (7 out of 39) that showed significant differences between the two 
approaches. Two of them had impeccable financial management, while the quality of the projects was 
simply average and a third, classified as 'good with minor problems' in terms of tbe financial audit were 
classed as 'poor *o average' on an academic scale. An explanation for this would be that the financial 
management is carried out by a higher education institution which is accustomed to managing European 
programmes and has competent staff. 
The remaining four cases present more complex problems, having a positive academic assessment and a 
negative financial audit These projects are subject to a strict follow-up and tbe Contractors were asked to 
significantly modify tbe financial management of their projects. 
20 
3. ACTIONS ARISING FROM THE VISITS 
Site visits are also clearly part of the follow-up and programme evaluation mechanism established by the 
Commission. 
The site visits results are taken into account io particular, for projects in their second year which are 
included in the sample and wish to apply for the renewal of tbe grant If the on-site evaluation of JEPs, 
carried out by die experts, indicates significant weaknesses and if their conclusions are confirmed by an 
unsatisfactory appraisal of the "Final Reports' or other elements from the regular dialogue between the 
TEMPUS administration and the project Coordinators, some projects may find that their aid is stopped. 
This occurred twice within the 1992/93 sample. 
Other measures can be taken which do not entail the cutting off of financial support As a result of the 
academic visits, the experts can advise project coordinators how to redirect the activities of a particular 
programme. After the financial audits, and in view of the contractual obligations entered into by the people 
responsible for tbe projects, reimbursements were requested for unjustified expenditure. 
In addition and in parallel with the programme of site visits, the Commission, assisted by the EC TEMPUS 
office, has been led to organise special missions exclusively concerned with the financial management of 
certain projects where serious problems had appeared. 
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III. TEMPUS INTERVENTION METHODS 
In the preceding section the approach according to type of activity has been outlined in quantitative terms. It 
appeared expedient to analyse the results in a more detailed way, i.e. within the framework of JEPs and 
according to the main areas of activity. Five topics were chosen: four of them (new curricula, student 
mobility, staff mobility, equipment) absorb the energy of a large part of the projects. Cooperation between 
universities and industry is still rather moderate, but as it had always been a goal laid down in the 
programme, it was necessary to make a first assessment of tbe situation.. 
1. CURRICULUM DEVELOPMENT 
One of the main objectives of TEMPUS is curriculum development, consisting of either the creation of new 
curricula or the review and partial or total overhaul of existing curricula. This may result in the creation of 
new diplomas and a possible restructuring of the institution concerned. 
Not all of the projects subject to evaluation missions this year gave priority to curriculum development 
More than 20% of the projects declared that they devoted more than 40% of their activities to new curricula; 
40% devoted 20% to 40% of their activities to them. This type of activity, however, is completely absent in 
four out of the 39 projects and very reduced in a further 13. 
1.1. Significant successes 
The most significant achievements are those which result in the creation of new curricula validated by a 
new diploma. Among the most remarkable successes of tbe TEMPUS Joint European Projects are the 
following: 
• In the environmental field 
• the introduction of a 'Master of Environmental Management' at the Technical University of Gdansk 
(PL) with the help of Danish and German partners; organised in the fifth year of the base cycle; 
divided into two semesters of 15 weeks each for students from various backgrounds; 
• the creation of a four-year course at the University of Agriculture in Godôllô (H) called 'Bachelor of 
Sciences-Environmental and Landscape Management' with the help of German, Italian and Austrian 
partners. This project, which involves 35 students, is very innovative in terms of teaching methods. It 
offers a variety of optional and multi-disciplinary courses. This regional project has also contributed 
to the introduction of a new specialisation in the environmental field at tbe University of Agriculture 
inNitra(SK). 
• In Hie fields of sciences and engineering 
• die creation of a new cycle of doctoral studies in biophysics, previously non-existent at Kosice (SK), 
in cooperation of a regional character with Prague (CZ), within the framework of a project with 
French, Czech, Italian, Dutch and Swedish partners; 
22 
• tbe establishment up of new mechanical engineering teaching facilities in the recently established 
University of Suceava (RO), where the first students with a diploma equivalent to die French DUT 
CDiplôme Universitaire Technique") will be graduating this year. Within this project six subjects 
have already been revised and two have been completely overhauled, one of these being computer-
assisted graphic design. The partners of this project were French and British; 
• the creation of new multi-disciplinary courses on environmental protection as part of the M.Sc. 
course at the L. Eotvos University (H) recognised by the Hungarian Ministry. This project was 
completed with the help of Dutch and German partners and combines geology and geophysics. 
• In the field of management 
• the setting up of the 'Brno Business School' at the Czech Technical University in Brno (CZ); a new 
department of the faculty of management which offers MBA-type studies and intensive courses for 
managers. The partners of this project are British, Spanish, Greek, Italian and Polish; 
• the creation of a 'Master of Sciences-Entrepreneurship' in Ljubljana (SLO), involving 23 students 
and spread over two years (British, Spanish and Dutch partners); 
• the setting up of the 'Business School of Transylvania' (RO) in cooperation with British and Greek 
institutions; the BST has been empowered by the Romanian Ministry of Education to teach a 
two-year MBA and also offers intensive courses for company executives. 
• In the field of foreign languages 
• nie creation of a recognised "Bachelor in Applied Foreign Languages', a four-year diploma developed 
as part of a new department of Applied Modern Languages of die University of Cluj (RO). French, 
Belgian and Dutch institutions cooperated in this project 
Other projects are expected to lead to similar results next year. The diversity of the subjects concerned and 
the teaching levels may be noted, even though a certain priority to the 4th and 5th years seems to exist, it is 
worth noting, incidentally, that the management-related projects are strongly oriented towards continuing 
education and are therefore the subject of concerted action by the local economic community. This concern 
for links to industry is again found, in another form, in the Gdansk project which focuses upon practical 
placements and in the modern languages project at Cluj in the search for vocational placements for students 
in enterprises. 
1.2. Partial achievements 
Even if dieir approach is not as global as in the above-mentioned cases, the other projects have to a large 
extent achieved significant restructuring in the field of education. In some cases, this may include the 
revision of the syllabus in individual subject areas and, in others, a complete overhaul. Intensive courses 
have been created, whilst optional courses have frequently been set up. This is a positive approach which 
may turn out to be innovative and which may result in a multi-disciplinary approach and address a varied 
public. However, it is important to ensure that these syllabuses are validated and that they do not represent 
an alibi for not carrying out profound restructuring. These courses are often validated by 'certificates' issued 
by the home university or by a partner institution, but die degrees often do not possess die same value with 
regard to the eligible country or to subsequent studies in die Community. 
The analysis of projects highlights the importance of producing teaching material such as handbooks, 
lecture papers, case studies, etc. These achievements are often the result of the staff mobility Sows from the 
eligible countries to the Community, where the opportunity was taken to bring documents together. It 
appears that these documents have been subject to real adaptation at local level. The new handbooks are 
written in the language of the country concerned. The largest number of examples can be found in Hungary, 
but another example is a regional project in which a handbook has become available in English, Polish and 
Czech, and in which a British publisher has expressed interest 
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The expert evaluation points to the 'good use' that must be made of foreign languages. It has been accepted 
and is even desirable that some courses, particularly those taught by visiting teachers, should be held in one 
of the Community languages. Nevertheless, it is preferable that io the case of a completely new subject, the 
syllabus as a whole is not taught entirely in a foreign language, as this would prevent students from the 
university concerned, who have not studied the relevant language but who are otherwise motivated, from 
attending a course. 
13. Difficulties encountered 
There are several factors which might lead to the failure of the project or prevent tbe development of new 
curricula. External factors, especially those concerning economic and social reforms and the progress of 
higher education reform, are of particular importance. 
Thus, a project which would have led to a two-year diploma in engineering is not successful because the 
Minister of Education will not recognise it 
A training scheme relating to transport, which was developed to meet the needs of the sector, is trying in 
vain to establish a dialogue with the transport industries and services, which are incapable of formulating 
clear requirements. 
The agricultural sector is proving to be particularly sensitive to constraints such as the delay in agricultural 
policy in general and/or the reform of higher agricultural education which are handicapping several projects 
in countries such as Hungary and Bulgaria. 
There are other factors closely linked to the failure or partial failure of some projects: 
• over-ambitious objectives; the goal of wanting to achieve a mutual recognition of diplomas in a sector as 
particular as medicine was probably out of reach for one project and, as a result not even the new 
curriculum development stage was reached; 
• excessively vague objectives: some projects introduce innovative changes, but in a scattered and 
marginal way and without an overall perspective, so the changes do not influence the educational 
structure; 
• differences between partners in terms of cooperative levels, of investments on the two sides or an 
inactive coordinator are factors that hinder the development of teaching and training projects. 
2. Tr^OflNG AJTO UNIVERSE 
The activities relating to the mobility of university or administrative staff include freshing missions, 
practical placements and periods of retraining abroad. Staff mobility is one of the major actions developed 
under the TEMPUS Scheme. Of the projects visited, more than 15% devote over 30% of their activities to 
this field, the majority of JEPs (56%) invest 18% to 25%. Only 5% of JEPs have no action at all in this area. 
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The placements seem to vary in terms of duration in the direction of East to West mobility (from one week 
to nearly one year), while the West to East ptacements rarely exceed two weeks. Tbe average length of 
teaching missions in tbe eligible countries is some ten days, while the placement of teaching staff in the 
Community for the same type of mobility is on average about two weeks. Retraining and updating periods 
are, to a large extent, priorities for staff from the East. An average period of placement extends over six 
weeks. Nevertheless, this type of mobility varies in terms of duration. During the interviews held as part of 
the site visits, the academic experts frequently recommended that the retraining and updating courses 
should be extended to at least four weeks. 
Data concerning East-West mobility emphasise, not surprisingly, that the selection was generally based on 
criteria relating to competence in the specific scientific field and to language skills. Twenty percent of the 
people in the projects visited who benefited from mobility were women. Several projects gave priority to 
young teachers. The teams of experts stated that without doubting the individual value of the selected 
people, the choices made within individual projects were not always consistent Tbe comments stressing 
linguistic weaknesses of the grant-holders were counterbalanced by those emphasising the absence of 
problems. 
Particularly significant mobility flows included in our sample are found in the 'French-speaking engineering 
network of the Technical University of Budapest' (H), in an agricultural project coordinated by Godôllô (H) 
and in the Montpelier Chemistry and Applied Chemistry regional project 
2.1. Lessons learned 
The vast majority of staff benefiting from a period of mobility underlined their interest in acquiring new 
teaching methods. Tbe advantage of allowing university teachers to travel to different countries was that the 
scheme did not depend on one model alone. This is stressed at Cluj (Applied Modern Languages), where 
staff travelled to Belgium, the Netherlands and France, and in the Budapest project for staff training, in 
which the beneficiaries travelled to die United Kingdom and Germany. 
The objective of these mobility flows is to reinvest the material gathered in the creation of new courses. New 
teaching material was gathered and developed by staff of tbe University of Suceava (RO) during their 
placement in France and the United Kingdom. The Polish staff involved in the aeronautical project known 
as STAR were able to produce multimedia materials. The Hungarian staff of the University of Agriculture 
in GôdbTltt (H) reported that they were taught new research and teaching methods by their German, 
Austrian and Italian colleagues. A series of course notes were prepared by Bulgarian and Hungarian 
teachers within the framework of a regional project in applied discrete mathematics. 
The examination of the teaching practice currently in use in Western Europe should not however, lead to 
the mere copying of courses from colleagues abroad. An accounting handbook, inspired by the practice in 
die United Kingdom, but adapted to the local situation, was created in a distance management training 
course in Bulgaria. Similarly, case studies of local enterprises were developed as part of tbe "Business 
School of Transylvania' project in Romania to be used by students. 
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22. Special features of teaching staff mobility 
Nonetheless, the results of staff mobility are incongruous. This type of action does not seem very efficient 
when the selection is not organised coherently or when its follow-up, in terms of new curriculum 
development, is left to individual initiative. Staff mobility should not be a goal in itself, it should always be 
accompanied by a teaching/training project In the limited cases where student and staff mobility are 
organised at the same time, the results seem positive because the teachers can monitor the progress of their 
students and the two groups can, on their return, discuss their experience. This was particularly the case in 
the 'Modern European Languages' project coordinated by Heidelberg CD), the 'Biochemistry' programme in 
Prague (CZ) and the 'Applied Modern Languages' project in Cluj (RO). ' 
This mobility exercise particularly emphasises the difficulty in finding balanced exchanges among the 
various partners. The above-mentioned problem (the general difficulty of finding staff for even die shorter 
missions) exists between Western and Eastern Europe, in terms of the distribution of staff originating from 
the eligible countries among the various Community countries (as a result of the unequal command of 
languages) and staff coming from the Community to the various cities of the East (some destinations seem 
more accessible than others in terms of transport, or more comfortable in terms of standard of living). 
Administrative staff mobility within TEMPUS is marginal; nevertheless, site visits revealed interesting 
initiatives. Two skilled technicians from the University of Wangehingen (D) were sent to Prague in order to 
help their colleagues familiarise themselves with the operation and maintenance of new equipment acquired 
for teaching laboratories. The librarians from the Technical University of Gdansk (PL) and the University of 
Cluj (RO) were retrained in Denmark and France in the operation of new computerised catalogue systems 
introduced as part of the projects. Administrative staff and the Rector of the Technical University of Gdansk 
visited the administrative departments of the University of Roskilde. 
Few administrative obstacles were pointed out concerning the operation of these exchanges. Mention was 
made of the inconvenience that exchange beneficiaries may experience on lengthy East-West exchanges, 
due to the suppression of basic pay at their home university after a certain time of absence (a problem which 
has been encountered in Poland and Romania). Moreover, there were occasional delays when trying to 
obtain a visa, particularly in Romania. 
3. STUDENT MOBILITY 
Student mobility formed part of the activities of most of the projects evaluated. Nevertheless, 12 projects of 
the sample did not feature student mobility at all. Six projects devoted more than 40% of their activities to it 
and can therefore be considered specialists in student mobility with significant numbers of students 
involved. Among these were a language project coordinated by Heidelberg and a Chemistry project run by 
Montpelier. It should be pointed out that both of these are regional projects. The majority of the projects 
visited, which bave a mobility component, dedicated between 20 to 30% of their activities to this area. 
The general conclusion to be drawn is that project partners are satisfied with student mobility. The 
evaluation points out that it often appears to be one of the most successful points of the JEPs. It would be 
superfluous to give a statistical survey of the numbers relating to the sample, as the TEMPUS Annual 
Reports already provide exhaustive information. This section will instead try to explain the general trends. 
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3.1. Number of students per project 
A significant number of projects have to deal with relatively restricted mobility flows, i.e. three to eight 
people a year. Mobility only becomes a serious activity when more than 10 people are involved. From this 
point of view, appropriate plans of action had to be applied by projects such as the "French-speaking 
network' of the Technical University in Budapest (H), where some 150 students were involved over three 
years - or in the case of the cooperation between Antwerp (B) and Szczecin (PL) in die field of transport, 
where 24 Polish students were sent on a practical placement to Belgium. 
Projects dedicated to mobility, such as the Modern European Languages project coordinated by the 
University of Heidelberg involving 143 students a year, have an even larger dimension. 
32. Direction of mobility flows 
Not surprisingly the main tendancy is that mobility flows (and thus the main preoccupation of universities) 
predominantly go from eligible country universities to the Community. 
Often enough, responsible university staff in the eligible countries regret the limited character of the West-
East mobility flow. It seems that those Western students interested in TEMPUS are more motivated by the 
practical placements in East European enterprises than by university placements, except when they have a 
specific thesis project in mind. The host enterprises are, in this case, either local companies or subsidiaries 
of companies in EC countries. The West-East mobility is also objectively limited by linguistic difficulties. 
33. Level of studies 
The majority of students benefiting from the mobility scheme are in their fourth or fifth year, which seems 
to correspond with and satisfy the requirements of the academic environment. In the engineering sector, 
which makes up a significant part of the sample, this corresponds with the period when the students have to 
carry out personal research followed by a dissertation such as the 'Diplomarbeit. In these cases, the mobility 
scheme may facilitate this task. During the second and third year, travel is less frequent and the results are 
more differentiated. Doctoral studies are represented even less frequently as a result of TEMPUS selection 
and also because the national examination systems tend very little towards thesis preparation carried out in 
several countries. The progressive transfer of these studies from the Academies to the universities should 
raise die level of the exchanges. 
3.4. ' Student selection criteria 
The evaluation affirms the seriousness of the criteria used by the managers. The level reached in the subject 
area in question and the language skills are both seen as having almost equal value and are practically 
unanimously considered to be the decisive elements. Very often, open competitions - publicised within the 
institution - have been organised. The selection procedure often involved the Western partner, who is either 
present at the ad hoc interview or makes the final choice from a preliminary selection made by die sending 
university. 
3.5. Material conditions of placements and linguistic preparation 
In most cases, site visits have shown that the material conditions of student placements abroad are good and 
that the grants are generally considered to be sufficient. Students normally receive part of their grant in 
advance to cover travel costs and are given the rest of the grant by the host university in die form of a 
monthly payment 
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But two problems deserve attention. Firstly, there is the issue of registration fees for universities where 
tuition is high (e.g. in tbe United Kingdom). Here, a preliminary agreement has to be reached to avoid 
jeopardising mobility. Secondly, there is the accommodation problem in countries or cities such as Germany 
or Paris, where the cost of living is high. In these two places, accommodation problems have arisen 
repeatedly. In other cases, where the organisers of the mobility schemes did not manage to find inexpensive 
accommodation (such as university housing) in time, grant-holders have had to be accommodated in hotels 
and consequently at a higher cost, even for those staying over a long period of time. 
Even though language skills are tested as part of the selection procedure, some mobility students have 
difficulties in adapting. Unguistic preparation before leaving and support during the placement were 
sometimes lacking. Moreover, the specificity of some courses meant that the students had to master two 
foreign languages. This was tbe case with the Hungarian students who went to the Italian department of a 
German university, or die Romanian students learning English and travelling to the Netherlands. 
Furthermore, universities stress that knowledge of the host country language, which will facilitate social and 
cultural integration, should be just as important as knowledge of die course's working language. 
3.6. Recognition of study periods 
There are differences in terms of recognition. The study period abroad may not be recognised at all, it may 
be partially recognised (the students are exempt from attending courses but they have to take exams on their 
return), it may be completely recognised (students are exempt from exams on their return if the studies at 
•e host university have been satisfactory). 
Overall, universities in the eligible countries are informed about and interested in the schemes existing 
within the European Community, particularly by the European Community course credit Transfer System 
(ECTS). However, it should be emphasised that the measures designed to promote tbe recognition of study 
periods depend primarily on the local or possibly national academic authorities in the eligible countries. 
3.7. What are the results? 
The view that students benefit from their placement abroad is shared by the teaching staff. Nonetheless, the 
experience and knowledge acquired tend to vary. 
Some people stress the added value of the mobility period as a possibility for obtaining a vocational 
placeasent hi an enterprise. This was the case with the Polish students from the transport training scheme in 
Smwcr'm (PL). la another case (this time the project concerned dealt with Social Security in Europe) the 
Hungarian students of the Lorand Edtvos in Budapest (H) working on the project subsequently became 
assistants at their university. 
Other students emphasised purely academic advantages in terms of personal projects and completed theses. 
The students ef one teacher training project were able to compare approaches to teaching used in two EC 
countries and te apply them to their own system. Medical students from Debrecen (H) found different 
approaches in terms of stanVstudent and physician/patient relationships. 
These observations are in line with those expressed in other Community training programmes. Mobility is 
of the ulauost importance for cultural exchanges, knowledge of languages, the discovery of another culture 
and the mutual understanding of European peoples. 
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4. EQUIPMENT MODERNISATION 
4.1. Types of equipment -
TEMPUS supplies the eligible country universities with a large amount of equipment, comprising an 
average of some 15% of project activity. In the case of seven of the sample projects, this share exceeds 30% 
and in the majority of projects (64%) it is situated between 10% and 20%. Seven of 39 JEPs declared that no 
activities were devoted to the acquisition of equipment (18%). 
The equipment examined can be classified into various categories: 
• large specialised equipment 
• educational software 
• management-related and office automation software for project administration 
• other teaching materials (books, periodicals, tapes). 
An example of large specialised equipment might be the work stations for projects such as 'Microelectronic 
Design' of the Technical University in Budapest and the "Discrete Mathematics' projects at three universities 
in Sofia or die computer-assisted design at the Technical University in Warsaw (project in aeronautics) and 
in the University of Prague (aerodynamics). An air-pollution analyser was acquired for the environmental 
project carried out in Gdansk and equipment for waste-water treatment was installed at the Institute for 
Fisheries and Ichtyobiology in Zabienec (PL). An argon laser was bought for the University of Safarik in 
Kosice (SK) as part of the project dealing with Phisycal chemistry and Biophysics' involving, in particular, 
the universities of Prague and Paris VI, and an eximer laser' and a multichannel detector were bought for 
the Umversity of Prague. A pollution analysis laboratory was installed in Ostrava (CZ) for a project 
involving Sheffield, and four university centres in the Czech and Slovak Republics were supplied with 
endoscopic equipment To give an example outside the exact sciences, the department of Applied Modern 
Languages in Cluj (RO) was given 15 language booths by Nantes. 
Computer equipment supplied for personal use with the aim of improving teaching is obviously even more 
widespread. Partner universities in the eligible countries have also obtained computers, printers and fax 
machines to facilitate project management 
Apart from handbooks and periodicals, other types of teaching materials have included a videotape 
collection with the films of the most famous Italian writers, which was sent to a JEP at Pecs in Hungary as 
part of die 'Italian Language and Culture1 project and video courses on gastroenterology to the medical 
universities in Prague, Brno and Bratislava (a Franco-Belgian project). Audiovisual facilities are also being 
used in Ljubljana as part of a management project 
42. Conditions of use 
There are some cases in which die equipment is used for research more than anything else, but it seems that 
the overall rate of use - particularly of computers - is excellent Training rooms have extensive opening 
hours and often include 'self-service' facilities. Attendance and motivation among students and staff are 
excellent In the report on the sample, only one case of disappearance or damage to equipment was 
recorded, which is very important for the establishment of trust between the partners. On the whole, the use 
of tbe equipment was properly monitored. It was often young teaching staff who introduced the students to 
the equipment after having themselves benefited from the mobility scheme. One successful initiative was 
taken within the framework of a chemistry project where the partners used dieir grants to enable the 
technical staff of a Dutch university to travel to an eligible country to help install new equipment Apart 
29-
from fee practical benefits, the association of university personnel, other than students and teaching staff, in 
a TEMPUS project tends to strengthen the links between institutions. 
On-site observations have indicated that the hardware was more often than not bought locally at the 
initiative of the partners of the eligible country. In most cases, Western contractors were responsible for 
payment A large number of companies specialising in hardware have representatives in the capitals of the 
eligible countries and prices are very competitive. 
The future of projects where equipment plays a major role depends Jargely on the care taken in terms of 
operation and maintenance. Here attitudes vary. On the whole, the provision of equipment is a significant 
element in the process of helping universities in the beneficiary countries to reach an international level. 
TEMPUS is seen as the main source of financing/at international level, which assists these countries in 
catching up. This is all tbe more desirable since science in the eligible countries is generally of a good 
theoretical level. 
Nevertheless, the conclusions of the evaluation reports drew attention to die need to update equipment 
together with teaching methods. Technique should not be considered an end in itself and the acquisition of 
equipment sophisticated as it may be, should not cover up concern on how it fits in the context of a more 
global organisation, in the optimisation of human resources and in the profound restructuring of auricular 
5. COOPERATION BETWEEN UNIVERSITIES AND INDUSTRY 
5.1. Industry contributions 
The number of economic actors or, more generally, representatives of economic life involved in the sample 
chosen for the site visit programme was small. Only nine projects out of 39 indicated actions linked with 
industry. This reflects the limited presence of industry in the TEMPUS Scheme during its first two years of 
activity. 
Despite having the legal form of companies, some economic acton are in fact training institutions or 
advisory bodies that will not necessarily contribute significandy to the programmes in the field of 
usdversity-eaterprise cooperation. 
The expert assessment has initially found no exact correspondence between the formal participation by an 
Industrial' partser in a JEP and the actual level achieved by cooperation with industry. 
m 
Seme industrial partners in the eligible countries have made a particularly limited contribution to the 
Scheme. It is true that in some cases they are mainly concerned with the restructuring of their own 
activities. The few industrial enterprises in the Community directly involved in the projects have had a more 
active role. These partners have included the Antwerp port authorities who are involved in a transport' 
project in Poland, the aeronautical consortium participating in the STAR project in Poland and the British 
Steel Consultants' cooperation activity in the Czech Republic. 
30-
In contrast, other organisations have shown interest in the projects even though they were not present from 
tbe beginning. In Western Europe, this was the case with enterprises wishing to offer practical placements 
to students from the eligible countries, in the East some enterprises showed interest in continuing training 
programmes and intensive courses for their executives and management staff. Others even showed a more 
general interest in the project two Czech steel works were interested in a project in Ostrava (CZ) and the 
Hungarian Atomic Energy Board and the Gas and Oil Cooperation in a geology project 
Finally, other influential economic actors have shown concrete interest in specific programmes. Tbe 
Ministry for Economic Affairs in Slovenia demonstrated interest in a management project in Ljubljana; the 
Business and Innovation Centre established with the help of PHARE in the Czech Republic or the regional 
authorities in Gdansk (PL) for the Environmental Centre. 
52. Various forms of cooperation 
The topics for university-industry cooperation are potentially varied. In practice, they are at very unequal 
stages of development 
The participation of industry in defining tbe contents of initial training courses is virtually nil. This idea is 
correct in principle: an enterprise should be able to formulate its requirements with regard to the 
educational system, making it possible to adapt initial training and provide the necessary skilled personnel. 
In practice, individual enterprises, often struggling to survive, are not in a position to anticipate trends and 
define their requirements. 
The results* are also very poor with regard to research contracts. Industry is often not financially in a 
position to pass on orders to universities, even in sectors where important technological developments 
leading to specific applications have been achieved with tbe help of TEMPUS and others. 
In contrast, training activities developed in the universities of Central and Eastern European countries 
which are directed towards company personnel, often (but not exclusively) in the form of intensive 
placements in companies, are a guaranteed success. Examples of this can be found at Torun (PL), where 
80% of the students in an 'SME in Management' come from enterprises in Sofia, Cluj, Ljubljana, among 
others. In almost all cases, the subject area concerned is management with its diverse specialisations. Apart 
from responding to the requirements of local economies, the success of this approach makes it possible to 
consider financial contributions vital to die running of universities. 
Programmes for practical placements of students within companies have, on the whole, been successful. In 
terms of East-West flows, requirements could not be entirely satisfied, but there have nevertheless been 
interesting achievements. The port of Antwerp hosted more than 20 students and, at Roskilde, practical 
placements took place in enterprises dealing with environmental problems. With regards to West-East 
flows, the success rate was more significant but the numbers were limited. Dutch students from the 
Hogeschool Den Haag visited Poland and a number of French-speaking engineering students visited 
Hungary. 
-31 
6. PROJECT ORGANISATION AND MANAGEMENT 
6.1. The factors of success 
The organisational and management methods used by tbe networks within the sample received a positive 
overall assessment 
The factors leading to a satisfactory assessment of project management are as follows: 
• involvement of all partners and a certain amount of individual investment; 
• a significant degree of initiative left to tbe representatives of the eligible countries; 
• a realistic and structured programme which keeps to the agreed timetable; 
• clear division of tasks and responsibilities; _ 
• sound financial management 
In addition, strong personalities capable of enlivening the network and inspiring their colleagues with the 
necessary enthusiasm are equally necessary. 
On the whole, die projects involving partners who already knew each other (through projects of scientific 
cooperation or involvement in other European programmes) were at an advantage and were able to work 
together more spontaneously. Specific cases are a tribology project in Suceava (RO), an Italian language 
project in Pécs (H) and regional cooperation linking Budapest, Warsaw and Darmstadt in the 
microelectronics field. 
This last project together with the biochemistry project involving Prague and Paris VI, the Applied Modem 
Languages project in Cluj and the cooperation between Sofia and Maastricht on information technology, is a 
good example of die personal effort invested in the project by the cooroUnator. 
Institutions from the eligible countries were also actively involved in other projects, in addition to the 
majority of those mentioned above such as tbe leading role the University of Godôllô (H) plays in an 
agricultural programme, where it acted both as Contractor and Coordinator, receiving support from a local 
TEMPUS Office, 
Democratic and collegiate decision-making is also a key to success and is achieved by ensuring an open 
atmosphere in which information flows freely. This requires regular meetings of the partners; two sessions a 
year being a realistic objective (tins naturally depends on (he specific conditions). In one project the partners 
met six times a year without the overall efficiency being superior to that observed elsewhere. 
62. Network practice 
There does not seem to be a significant difference in quality or efficiency between 'small' and large' 
networks, even if practice and constraints are different. 
32 
In the large' networks (such as the regional Heidelberg project for languages and tbe French-speaking 
network), a limited management structure (steering committees) had to be set up which, as a rule, consists 
only of the more active partners. This does not, however, mean that the others play an insignificant part, but 
merely that their role is more limited (e.g. hosting of trainees or students for example). The 'small' 
networks, in theory more flexible, always run the risk of a bilateral drift if one of the Western partners is 
passive and withdrawn. 
A total of six projects coordinated by the eligible country institutions were visited this year. There is no 
qualitative difference between this group and all the other projects where network management is 
concerned. In two projects of tbe sample, the role of the Contractor had been transferred to tbe institution of 
the eligible country in the third year of the project and the financial audits which took place in Prague (CZ) 
and Gôdôllô (H) turned out to be entirely satisfactory. 
Similarly, the separation between the functions of contractor and coordinator can be excellently managed 
when carried out correctly. Here, coordination between the organisation of activities and financial 
management always requires a superior personal effort by both tbe coordinator and tbe contractor. 
Good project management requires tbe ability to plan strategically. Projects which have received the overall 
evaluation of 'poor' and 'average' are often those where decisions are taken on a case by case basis and 
without an overall vision. This often results in a great deal of energy being unnecessarily wasted. Very few 
projects practice regular self-assessment the Budapest-Warsaw-Darmstadt consortium, already mentioned, 
being a happy exception. 
The networks do, however, change during the course of a project Experience shows that if one partner is 
not up to a task, or is in conflict with the direction chosen by the majority of the other partners, it is 
preferable to take prompt and appropriate action. Contrariwise, the experts responsible for the evaluation 
have also had wide-ranging reactions to suggestions for enlargement of networks by some operators. 
Although enlargement is desirable for balancing a project that is excessively bilateral, it entails certain 
risks, e.g. non-achievement of tbe initial programme, scatter effects and difficulties in integrating new 
elements (e.g. during the third year, for example). 
Network operations cannot be addressed without brief mention of their approach to languages. Activity is 
made difficult by the lack of one common working language (this has been observed in one case). In the vast 
majority of cases, the working language is English, particularly when the networks are wide-ranging and 
include participants from a number of différait countries. When die projects are centred about the culture 
and identity of one EC Member State, it is the language of that particular country that takes priority, as in 
the case of die Trench-speaking network' and the Italian language project in Hungary. German is used as 
the working language in the Timisoara project (RO), while French is used in a medical project in the Czech 
and Slovak Republics. 
Almost all project coordinators, in particular those of projects which run smoothly, emphasised that they 
themselves had to invest a large amount of time to enliven the JEP and that they had to mobilise funds from 
their own institutions in the form of contributions to structural costs beyond the compensations foreseen by 
the programme management Aware of the need to make CEEC institutions benefit as much as possible 
from available funding, the coordinators mentioned that they have to accept the present situation. They also 
discovered (in die case of those individuals with no previous experience of international programme 
management) that the mastery of a programme of this kind requires not only academic and teaching 
competence, but genuine managerial skills. 
33-
IV. IMPACT 
TEMPUS was established to respond to tbe needs of the eligible countries in the fields of training and 
higher education. It forms part of a general EC aid programme created to promote the economic 
restructuring of the countries of Central and Eastern Europe (PHARE). During the various stages of project 
selection, particular attention was given to those projects which not only included realistic short-term goals 
but also seemed to have long-term effects on the development of higher education in the eligible countries. 
The academic experts participating in the evaluation missions were asked to assess JEPs in terms of time; 
while the project was in operation; in terms of short and long-term effects; in terms of their 'spatial' impact, 
i.e their impact on the department the faculty, the university in question and higher education in general 
The impact assessment was based on a scale of 'high', 'average' and low' impact 
It is interesting to see the results of the statistical treatment based on the assessment documents filled in by 
the academic experts of die site visit team. 
MQpi T 
Otttm 
1. THE 'SPATIAL' DIMENSION REVEALS SUBSTANTIAL DIFFERENCES 
At department level 
An absolute majority opinion considers that the JEPs visited have, on the whole, had a high impact on the 
departments concerned. The academic experts gave this positive assessment to 71% of the projects in 
operation. In 60% of the projects, there is a short-term impact and in 34% even a long-term impact 
At faculty level 
TEMPUS has had an appreciable impact ** faculty level Tbe experts assessed all projects as having an 
'average' level of impact for the duration of the project as well as in the long-term. 
-34-
It is interesting to note that some 67% of the projects which had a significant impact at department level 
(23% of die sample) also had a high impact at faculty level during the course of the project In terms of 
long-term impact the experts gave 33% of the projects a high assessment 
At university level 
Effects are harder to assess as soon as one moves to university level. Most experts indicated that JEPs have a 
'weak' to 'average' impact both during project operation and in the long-term. None of the projects achieved 
the highest mark, during their period of operation at least. 
At higher education level 
Individual JEPs have little immediate effect on the restructuring of higher education. One project in 
Romania has nevertheless been assessed as having a high immediate impact. The overall assessment, 
however, is situated between 'weak' and 'average'. The experts are a little more optimistic with regard to the 
long-term, since the impact was slightly greater for higher education as a whole. 
Other 
The impact outside higher education cannot be measured very easily. Effects on links with the economy, on 
relations between regions and on research etc. fall under this heading. Many experts assessed die projects 
examined rather favourably, at least according to long-term criteria. This, however, only concerns a 
minority of the sample. In most cases, the experts found it impossible to measure the external impact of the 
projects and therefore have not assessed them at all. 
2. THE TIME DIMENSION IS LESS SIGNIFICANT 
According to the experts, the impact that projects have at department and faculty level will diminish over 
time. By contrast the results for university and higher education are more varied and, in some cases, 
projects can be predicted to have more visible consequences in a few years time at national level. These 
conclusions are very logical as, during a visit it is relatively easy to measure the immediate effect of a 
project on its environment. It is, however, much more difficult to assess its impact at university or national 
level. Taking account of the time required for responses to be generated within tbe educational system, it is 
not wrong to assume that a local initiative will only attain its full value in three to five years, when it is 
harmonised with other initiatives or with the wishes of national authorities. 
3. * FACTORS DETERMINING IMPACT 
The impact at department level is judged to be high when the basic activities of a project have been carried 
out correctly: sound management of mobility flows, provision of equipment that meets educational 
requirements, introduction of new teaching tools, development of new courses. 
35 
For a project to have a high impact at the university faculty level, it has to meet more than just individual 
teacher or student requirements. It must disseminate new educational approaches or develop the recognition 
of study periods. Above all, the project must have an effect in terms of restructuring. In this context, the 
creation of new departments is significant. Several examples can be given: the Department for Dairy 
Technology at the University of Agriculture in Poznan (PL); the Department for Maritime Ports in Szczecin 
(PL), the Business School of the Technical University in Brno (CZ); the creation of an Education Centre' 
for distance learning at the Medical University in Debrecen (H), etc. Cooperation between faculties is also a 
sign of strong impact at institutional level. An example of this includes the Centre for Environmental 
Studies at the University of Gdansk (PL). Examples of cooperation between departments can be seen at the 
L. Eôtvôs University in Budapest (H) or the University of Agriculture in Gôdôllô (H). 
High impact at institutional level was also accredited to projects identified by the university representatives 
as promoting their institution as a 'centre of excellence' in a field that gives or contributes to giving their 
institution a new image. 
The prospect of integration in a permanent European network also leads to a high impact. 
The small number of projects which have a high impact on higher education are those that develop new 
curricula which can be considered original or serve as a model for the country. This is the case with the 
Department for Applied Modern Languages of the University of Cluj (RO) and the 'Business School of 
Transylvania', again at Cluj. A project has obviously more chances of achieving a high impact at national 
level if it involves a subject area which is not traditionally represented in the eligible countries. 
Human factors may also influence, albeit to a lesser extent, the impact of projects. University officials who 
are actively involved in the restructuring of higher education in the eligible countries and who were met 
during the visits, expressed a genuine interest in the projects leading to structural changes. A number of the 
university rectors visited assured the visitors team that they were supporting the respective JEPs on a 
personal and institutional level. 
4. UNIVERSITIES AS PROMOTERS OF CHANGE 
The above-mentioned comments on the stronger impact of projects at local level have to be considered in 
relation to the objectives of TEMPUS in its initial stage and to the conditions existing when the scheme was 
launched. The projects visited started up in 1990/91 or 1991/92, at a time when the emphasis was on direct 
contacts between institutions (which very often meant contacts between university people belonging to 
different institutions) based on a bottom-up approach. The approach of linking these site initiatives to 
national priorities correlated with policies of restructuring higher education is thus more recent, and it will 
take some time before the effect of the projects set up within this new framework can be evaluated. 
Looking through these analyses, two diverging categories emerge: the 'department-faculty' set and the 
'university-higher education' set. 
A project approved by its department, therefore, stands a good chance of being taken into consideration 
within the faculty. There are certainly several reasons for this phenomenon: geographical proximity, 
reasonable size of the faculties, proximity of academic interests. 
36-
In contrast, projects do not necessarily influence the host university, and they are, to a certain extent just as 
easy (or difficult) to be recognised on a national level as on an institutional level For certain staff it is 
possible that their academic specialisation is more important than their attachment to their "home' 
institution. The coordinator of a project in management for example, stands more chance of winning the 
interest of a colleague within the same subject area in another town or of a Ministry expert, than the Rector 
of his own university, if the latter is a scientist. It is also probable that with tbe context tending toward the 
independence of tbe universities as well as the decentralisation of authority within institutions, the rectors 
are no longer in a position to measure exactly what their margin of manoeuvre may be. These remarks 
highlight the fact that a university as such and its executive are not clearly perceived as one of the levers of 
change. As one expert from an eligible country stated, "the universities of the eligible countries must have 
stronger institutional development strategies and concentrate on projects providing strong support (this 
nevertheless assumes that universities become active participants in the decision-making process)". 
Multi-disciplinarity and management skills, are therefore core characteristics. The decision to direct a 
proportion of the site visits towards the institutions themselves in 1993/94 should make it possible to 
analyse the progress made in this field more thoroughly. 
5. Maintaining the networks 
The possibility for projects and networks built around them to continue their activities beyond the third year 
of funding by TEMPUS is a good sign of their in-depth effectiveness and their long-term impact on 
universities. 
As a rule, projects classified as 'poor* or 'average' are not in a position to deal with such concerns. However, 
there are also good projects which, because they operate in a specialised field that is unlikely at first sight to 
attract external funding, have expressed concern as to how they will continue in the post-TEMPUS period. 
Among the good projects wishing to continue, several are well within the framework of TEMPUS. These 
are mainly projects in their second year of operation which are planning to increase their number of 
partners, often with another Community country, particularly when the partners become aware that their 
project set up on a national basis, would benefit from tbe contribution of experience from other Community 
countries. This is the case with the introduction of new curricula and positively reflects an analysis of 
university needs in tbe eligible country. In this way a project in Romania, originally set up in cooperation 
with France, will now cooperate with Germany and an originally British project will now be extended to 
include a French-speaking institution. In most cases tbe new partner, who can contribute tbe required 
specialisation, comes through an ERASMUS network in which one of die partners of the TEMPUS project 
has already been involved. 
A number of projects in their third year expressed the wish to submit a new proposal. One mobility project 
wants to take its specialisation further, and in another network, an eligible country institution wants to 
become a coordinator. 
The main concern for coordinators of projects that are now expiring is how to consolidate and maintain the 
experience gained in the partnership with TEMPUS. Even though none of the projects visited can operate 
on a self-financing basis, there is a general desire to continue the cooperation between partners. The 
partners do, however, stress tbe danger of jeopardising project achievements due to a lack of financial 
resources. The maintenance and repair of equipment or the running of new courses established with die 
participation of international partners requires financial resources which are not at tbe disposal of the 
eligible country universities. 
37 
The most frequent questions put to tbe team of visitors were how the academic community could benefit 
from the newly developed curricula (representatives from a number of Romanian universities in particular 
expressed their interest in the Applied Modern Languages programme during a visit to the university at 
Cluj) or how to encourage the use of new teaching material, allowing other faculties to benefit from it as 
well 
Referring to the future of their partnership, some JEPs are turning towards other European programmes 
such as PHARE (mentioned in Slovenia), ACE and research programmes. Other projects want to create 
broad trans-national networks without becoming part of a specific programme. The establishment of a 
European Chemistry Network' has already been announced. TEMPUS has allowed partners to become 
involved and a European University of Aeronautics' should emerge next year as a result of a network 
created under COMETT. TEMPUS support made it possible for Poland to join. 
In at least two cases, bilateral aid schemes have been mentioned as a possible source of finance; the United 
Kingdom (British Council, Know-How Fund) and France (Affaires Etrangères). Local financing does, 
however, exist within the TEMPUS Scheme and is usually provided by governments or national 
foundations. Some projects have been based on cooperation between universities or twinning between 
regions (Gdansk-Roskilde, Constanza-Brest). 
In contrast «s a result of economic difficulties, few projects are willing to take the risk of trying to obtain, 
even on a short-term basis, grants from local industry. However, in at least two cases (Bulgaria and 
Slovenia) it has been mentioned that a significant contribution to tbe financial stability of the programmes 
might come from the students themselves where, it is true, adults following a continuing training 
programme in the field of management are involved. 
As far as the maintenance of networks is concerned, JEP partners having a direct link to ERASMUS or 
COMETT projects, have also expressed their desire to be integrated into a permanent European network. 
The contribution of these networks to higher education in Europe will ensure valuable cooperation and the 
fostering of integrated education programmes. This is the case with several JEPs, particularly in medicine 
(coordinated by Rotterdam), in the field of social security (Leuven), modern languages (Heidelberg) and 
aeronautics (Talence). 
Following a auaiber of expert missions it has been pointed out that several representatives of organisations 
in tbe eligible countries have raised the issue of joining EC educational programmes such as ERASMUS 
and ECTS in the short or medium term. This desire has been particularly voiced in Hungary, and, to a 
lesser extent, in Poland and the Czech Republic. 
The assessssent of tbe impact that JEPs have already had on their environment and the realisation that most 
networks established by the projects want to remain operative beyond the third year of financing justify the 
initiative for launching a new action. Joint European Networks, for the academic year 1993/94. Tbe 
provision of grants, even limited to one or two years, to allow networks to continue meeting, to enable other 
institutions to benefit from their experience, to ensure the servicing of the equipment installed in the eligible 
counties, would today meet the expectations of operators involved in the programme and hopefully ensure 
that the accomplishments achieved through cooperation are not lost 
38 
V. CONCLUSIONS 
The site visit programme conducted during 1992/93 provided valuable information on the state of the 
development of actions carried out within the framework of TEMPUS. It mobilised a considerable number 
of academic experts, covered all the eligible countries (which already had projects running in their second 
year) and significandy present subjects in the programme. 
From this point of view, the sample can be considered representative; it does not provide a description of all 
the situations encountered, but highlights the main characteristics of projects in progress, mentioning both 
their successes and thdr limitations. 
In an assessment where the opinion of experts from the academic world played a leading role, the fact that 
60% of the projects were considered 'excellent' or 'good' must be considered a result worthy of praise. In this 
respect it should be remembered that TEMPUS was set up in a great hurry, in an environment of rapid 
changes in eligible country political, economic and social levels. The European Community and its higher 
education institutions had no previous experience of a cooperation programme, on such a scale, with 
another geographic block. 
It is normal, in such a context, that a few projects should demonstrate omissions, either in the achievement 
of objectives or in the management field; their number remains very limited and follow-up or corrective 
measures nave been taken. 
The site visit campaign could not have been carried out without the active and efficient participation of die 
National TEMPUS Offices in the eligible countries. These offices have contributed not only to the smooth 
running of the site visits, but also to the evaluation of tbe projects that concern them directly. 
In appointing their academic experts, the National TEMPUS Offices have contributed to the establishment 
of a core of evaluators. These offices are thus taking part in the widespread movement which, within the 
framework of the restructuring of higher education systems in the eligible countries, aims at producing 
reliable and independent university evaluation procedures. 
Finally, the expectations aroused by the site visits and by the results already obtained lead to the conclusion 
that such a programme must continue. In view of the need to create a sample that will be as representative 
as possible, it is likely that some 50 site visits will take place durmg the 1993/94 academic year. 
Most of these visits will involve projects. However, there will be one change. The re-orientation of the 
TEMPUS Scheme, as regards a more widespread consideration of the priorities determined by national 
authorities and an awareness of the strategic element that universities and their administration represent 
has led the Commission to propose that a significant number of visits be directed towards higher education 
institutions as such. This will be the case for institutions benefiting from several TEMPUS projects, where 
the assessment will try to analyse the synergy between the different fornis of rater 
-39 
For these reasons, the TEMPUS evaluation system, which also entails a regular dialogue between the EC 
TEMPUS Office and the people responsible for the projects, as well as an external evaluation to be carried 
out in 1994, is being reinforced each year so that the Community, national authorities (from the eligible 
countries and the Member States), academic community and all the institutions affected by the TEMPUS 
objectives can assess as clearly as possible the results obtiuiied wim regard to me resources uvested. 
40-
ANNEX: List of Joint European Projects Visited 
JBP4M7742 
Title: Dsvafapmantof new curricula in mkmlsctwmica design inathodo8»giat 
Partners: 
B Interanhrersitair Idicro-Electronic* Centrum 
OK Danmarka Tekniske Hojekole 
F Institut National Mytoehniqu» do Grenoble 
Coordinating and contracting organisation: 
D Tochnischw Hoehachiuo Darmstadt 
Inatitttt far MikroelcJctrausche Systems H Teshnksl University of Budapest 
PL Institute of Electron Technokiy 
USA University of Cincinnati 
«IBP-0087-M 
litis: Cnnkuimn development in supply management 
H Budapest University of Economics 
P Institute 8uperfarfe Economise Gestae 
Coordinating and contracting organisation: 
D Bayerisehe JuUua-MazimUians Universitat Wursburg 
BaMfitanriitedu^Uichsa Institut UK UnivamtyofStrathctyde 
JBP-O1#7-0S 
Titts: BstahHshmant of a French-speaking technology onit at the Technical Univarsity of Budapest 
B Université Libra de Bruxelles F 
B Université d*M«w-Hainaat F 
B rMwsitsdarâtatAIièffs F 
AUBF Bretagne F 
France Telecom 
Institut National Putyteehniqus de Toulouse F 
Institut National des Sdeitess Appliquées d« Lyon F 
Unkm des Ings. et Tet^.Utiliiumtu Langue Française F 
UahrersUA d'Angara 
Université de Casn H 
Boole d'Ardkitecture de Marseille Luminy 
Oocrdinating and contracting organisation; 
F Institut National des Sciences Apjtiqiiées de Bennes Université do Reims Champagne -Ardenne 
Université de Bennes I 
Uiiiw^ttOeT^lmûlofisdeCotapiaen» 
Université des Sciences etTeehn. du Languedoc 
(Montpellier II) 
Boole Nationale Supérieure de Chimie de Moutptlher 
Book Nationale dos Ponts et Chaussées 
Écnb Specials des Travaux Publics du BatiaMnt 
et de l'Industrie (U.I.T.F.) 
Tetanies! University of Budapest 
JEP41S14S 
Titts: Improvement in teaching of modern European langnagsa 
B Ba*lHJias»Univereitaitl4uven 
CZ Charles Unheraity, Prague 
D Bayerisehe Juliua-Manrimiliana UnhrsrsMt Wfuxburg 
D Friadrfeh^ehmar-UnivsrsitatJena 
D Univaisite^GesamtlMehsehuk Paderborn 
DK Aarhus Unhrsrsitet 
B ttuversidad de Granada 
B Universidad de Salamanca 
F Université <k Caen 
01 AristPtalsio Panspistimio Thaasslonikis 
H Budapest University of Bconesaies 
H Janus Pannonius University» Pecs 
H Lsjos Kossuth Uiifosrsity, Debrecen 
H Lorénd BMvBs University, Budapest 
H Technical University of Budapest 
I UBTP Toscane, Firent)» 
Coorflmatiwg and «retracting wgumaMm: 
D Bnprsdi^KAris-UitiiversitAt Heidelberg 
Afcaatausehsi Ausiandsamt I Uafeeiaitàdegustudidi Bologna 
I UiuversitedegUstudidiPavia 
I UnnersitàdegUstudidi Stone 
IRL Dublin Univarsity, Trinity Cottage 
IBL Univarsity College Dublin 
NL RiPwuniversiteit Oroningsn 
NL B^faraiiiversitsitLsiden 
P UniversidadedeCoiiabra 
PL Bialystok Technical University 
PL Jafjsttoniaa Univarsity, Krakow 
PL University of L4di 
PL University of Wroclaw 
PL Warsaw University 
SF 
SQ University of Joeasuu 
Conweios Univarsity, Bratislava 
UK University of Bristol 
1-U 
JEP4S38-93 
Title: TEMPUS -Portassist: port management training 
Partners: 
B UmremtairoFacultdtenSmtJgnatius Antwerp» 
I Università degii studi di Ban 
'PL Maritime Office in Sscaedn 
Coordinating and contracting organisation: 
B Antwerp Port Engineering and Consulting VZW PL Municipal Government of Sscsscin 
PL Port Authority Szcxacin-Swinoujscie 
PL University of Sscsscin 
JEP-0387-S8 
Title: Development of higher education capacities in the field of social security law 
Partners: 
CZ Charles University, Prague 
D Universitat Osnabrûck 
DK Roskilde Universitetscenter 
E Univsrsidad Pontificia Comillas 
GR Ethniko kai Kapodistriako Panepistimio Athinon 
H Lorand EOtvôs University, Budapest 
I Libera Università Internationale di Studi Sociali Roma QtL Dublin University, Trinity College 
NL KathohekeUniversiteit Brabant 
P Universidade International 
PL Jagjellonisn University, Kruakow 
S University of Lund 
UK University of Edinburgh 
Coordinating organisation: 
B Katholieke Universiteit Lsuven 
Reehtsfsculteit - Instituut Sociaal Rseht Contracting organisation: 
B Katholieke Universiteit Lsuven 
JBP4MS7-83 
Title: Establishment of a centre for environmental studies, Gdansk 
Partners: 
D Fraie Universitat Berlin 
Coordinating and contracting organisation: 
DK Roskilde Universitetacenter 
Dept Environmental, Technology and Social Studies PL Gdansk Technical University 
JEP-0544-92 
Titts: CORTEX • Coherent rational medical training and exchange in a pan-European context 
Partners: 
B Universiteit Gent 
D Justue-Uebig-Universitat Giessen 
D Bupiecht-Karls-UiuveroitttHeideuierg 
DK Aarhus Universitet 
DK Odenae Universitat 
E Univsrsidad Complutense de Madrid 
E Univsrsidad de Cadis 
E Univsrsidad de Extremadura 
E Universidad de Granada 
E Univsrsidad de Oviedo 
E * Univsrsidad de Salamanca 
E UiuversideddeValladolid 
Coordinating and contracting organisation: 
NL Erasmus Universiteit Rotterdam 
Faeulteit «for Geneeekunde F Université Claude Bernard (Lyon I) 
GR Ariatoteloio rsneirfiliinto Tlteesshmikis 
H Albert SssntGyotgyi University of Medicine 
H Debrecen University of Medicine 
H Pécs University of Medicine 
H Semmehveia University of Medicine 
I Università degii studi di Bologna 
NL Katholieke UnJhrermtoit Ntynegen 
NL Ryksunhersiteit Limburg 
NL RiikreniversiUit Utrecht 
NL Vrije Universiteit Amsterdam 
8 University of Land 
JEP-0717-»! 
Title: Small and medium enterprises in the eontsxt of manasjnineiit education 
Partners: 
CZ Technics! University Brno 
E Univsrsidad de Seville 
GR Bflsetive Management International Ltd 
Coordinating and contracting organisation: 
UK NottinghamPolytechnic 
Business School I Università degii studi di Firense 
PL Nicholas Copornicus University 
ii- U*L 
JEP-0779-92 
Title: Extension of Star aerospace network to Poland 
Partners: 
B Katholieke Industrifile Hogeschool West-Vlsanderen PL 
F Star-EUPL PL 
PL Airplanes Factory VIZ* 
PL Polish Airlines (LOT) PL 
PL Rsessow Technical University UK 
Coordinating and contracting organisation: 
F Institut Universitaire de Technologie 'A', Formations Aérospaciales 
Domaine Universitaire Star-PL 
Technical Bureau for new aircraft industry "PL? 
programmes 
Warsaw Technical University 
Kingston Polytechnic 
JEP-1073-92 
Title: Development of the expertise of East European higher education institutions and enterprises in milk processing, 
manufacture and marketing 
Partners: 
IRL University College, Cork 
* PL Agricultural Academy, Poznan 
Coordinating organisation: 
UK Scottish Agricultural College 
Food Technology Department PL rLKollataj Agricultural Academy 
Contracting organisation-
UK The Scottish Agricultural Collage 
Dean's Unit 
JEP-1179-02 
Title: Development of a European aircraft design consortium in higher education 
Partners: 
CZ Aeronautical Research and Test Institute, Prague 
CZ Aerotochnik, Uherské Hradiste-Kunovice 
CZ Cssch Technical University in Prague 
CZ Moravan Aircraft Company, Otrokovice 
CZ Motorist, Prague 
CZ Technical University Brno 
D Technische Universitat Carolo-Wilhelmina su 
Braunschweig 
Coordinating organisation: 
UK University of Glasgow 
Department of Aerospace Engineering D Universitat Stuttgart 
E Universidad Politécnica de Madrid 
F Boole Netienale Supérieurs de l'Aéronautique et 
de rEspace - LET Aircraft Manufacturer 
I Politecnico di Torino 
NL Technische Universiteit Delft 
UK Buroasrospace 
UK Zlin Electronics Ltd 
Contracting organisation' 
UK University of Glasgow 
Office for EC programmes 
JEP-1269-92 
Titts: Development of the practice of endoscopy 
Partners: 
B Université Catholique de Louvain 
CZ Charles University» Prague 
CZ Cssch Medical Association, Prague 
Ct Cssch Society for Castro Enterology, Prague 
CZ Palacky University, Olomouc 
CZ Technical University Brno 
CZ University of Veterinary Science, Brno 
F Association Endoscopie, Nancy 
F Canal France International 
Coordinating and contracting organisation: 
F Université de Nancy II 
Vidéoecop F 
F 
F 
F 
SQ ICARE-Nord 
Ministère de l'Éducation Nationale de le Jeunesse 
aides Sports 
Ministère de la Solidarité, de la Santé et de la 
Prflttftitm Sfffiah» 
Ministère des Affaires Étrangères 
Otympus 
Région Lorraine 
Université du Droit et de la Santé Lille H 
Comenius University, Bratislava 
-111 <a 
JEP-1457-93 
Titts: Training of Hungarian primary teachers in foreign laiuroages and teaching methods 
Partners: 
H Budapest Teacher Training College UK St Martin's College 
Coordinating and contracting organisation: 
D Universitat Augsburg 
• Lshrst furSchulpadagogik, PhilosophischeFakuUitl 
JEP-146542 
Title: Development of education of agriculture and environmental protection 
Partners: 
B Faculte des Sciences Agrcaioc^ues die Gemblcux 
H OooVUlO University of AgriculturaJScienoes 
Coordinating and contracting organisation: 
F Institut National Agronomique Psris-Grignon UK University of Edinburgh 
JEP4601-M 
Titts: Upgrading and development of education, training and continuing education of mechanical engineers with special attention 
to environmental protection and economical energy utilisation 
Partners: 
A 
D Technische Universitat Wien 
Technische Universitat Carolo-Wilhelmina su 
Braunschweig 
D Technische Universitat Clausthal 
D UnhersiUtIMderidanarUrisruhe(TH) 
F Électricité de France International 
H Hungarian Electricity Board (MVMT) 
H National Association of Hungarian Bntroponours 
(VOSZ) 
Coordinating organisation: 
H Technical University of Budapest 
Department of Heat Engines H University of Miskolc 
I European Institute of Technology 
I Università degii atudi di Roma lie 
P Institute Superior Técnico 
SF Helsinki University of Technology 
UK University of Glasgow 
UK University of Newcastle-Upon-Tyne 
Contracting organisation: 
P Institute SuperiorTécnico 
Department of Mechanical Engineering 
JEP-1S06-92 
Titts: Advanced training in geology 
Partners: 
D Universitat Frideririsna Karlsruhe (TH) 
CltmrAinmting flrganJSWtiftn' 
H Lorand Eftteos University 
Faculty of Natural Sciences NL Vrijs Universiteit Amsterdam 
Contracting organisation: 
NL Vrge Universiteit Amsterdam 
Institute of Earth Sciences 
JEP.1664-93 
Title: Establishment of en open learning system in Bulgaria (BONY8) 
Partners: 
B Interactive Learning Services Ltd 
BG Higher Instate of Economics 
Coordinating and contracting organisation-
OR T.EJ. Larissa 
flffawl of Business mv^ Economics UK Mytechnic of West London 
IV kU 
JEP-1B70-92 
Titts: Human rights education and training in Eastern Europe 
Partners: 
D IiUdwig-Maximilians-Universitàt Munchen 
PL International Cultural Centre, Krakow 
Coordinating and contracting organisation: 
UK Association of Rights and Humanity PL Jagwllonian University, Krakow 
UK University of Essex, Colchester 
JEP-1668-92 
Titts: Update on Poland: trainer training in 
Partners: 
PL Nicholas Copernicus University 
Coordinating and contracting organisation: 
NL Haagse Hogeochool (Centraal Instituut) 
Economics snd Management Department economics 
UK Teesside Polytechnic 
JEP.17SS-82 
Title: University network for coordination and development of artificial intelligence and advanced information 
education 
B Vrije Universiteit Bruaael 
BG Bulgarian Academy of Sciences, Sofia 
BG Higher Inatitute of Mechanical and Electrical D 
Engineering, Sofia GR 
BG Higher Pedagogical Institute 'Neophit Rilskf, Blagoevgrad 
Coordinating and contracting organisation: 
NL Rtjksuniversiteit Limburg 
Computer Science Depsransnt BG New Bulgarian University, Sofia 
BO Sofia University "St Kliment Ohridskf 
Universitat Hamburg 
Hellenic Operational Research Society, Thessakmiki 
JEP-1746-92 
Title: Cooperation and exchange in economic studies with the University of Lods 
Partners: 
F Université de Nancy II 
F Université des Sciences Sociales Grenoble II 
NL Rjjksunrversiteit Limburg 
CnnrAmmtinm flrgSnJSation: 
NL European Institute of Public Administration 
Community Policies snd Interns! Market PL University of Loos 
UK University of Kent at Canterbury 
Contracting organisation' 
NL Foundation for European Studies in Central and 
Eastern Europe 
JEP-201S-92 
Title: Improvement of equaculture research and training in Poland 
PL Agricultural Academy, Warsaw Universiteit Gent 
Istituto per lo Sfruttamento Bioktgico dette Lagune, 
Coordinating and contracting organisation: 
DK Horssns Tekniske Skole (The Aquaculture Centre) PL Inland Fisheries Institute, Rutin* 
PL National Union of Producer's Societies, Warsaw 
UK Spsrsholt College, Hampshire 
V-kS 
Titts: Updating of edncatkn m apphcsticMc/disCTetemsth^ 
Partners: 
BG Bulgarian Academy of Seienees 
BG Sofia University «t KHment Ohridskf 
BG University-Cyril snd Methodius' 
D TeelskUnrrorsitltCarokvWilhehuin^ 
Coormamtiag and contracting organisation: 
UK UBiversityofEastAiiglia 
flchail vf MathtmntifT H I^rsiUKotvos University 
I UnrrofsMdegU studi diResaal*Sa]Mense' 
UK Queen Mary and WestfieU College 
(University eflxmaon) 
Titts: Dsveltpqmut of higher educftiiHi in fhft*niir*T *TH T rrMrd "hf^i**Tr 
BG TrotDr A. ZlataroV Higher Institute of Chemical 
Engineering, Bourges 
BG Higher Institute of Chemical Technology, Sofia 
CZ Cssch Academy of Sciences, Praha 
CZ Uaivsrsity of Chemical Technology, Praha 
D Juatos-Lkbig-Universittt Qissssn 
E CETS- Institute Qutmfco de Sarrià 
F Centre CNBS-Inssrm de Phsraocofagic at 
sTiauoi i inohigis 
F Institut MeatpeUwrain d'Etudes Françaises 
F IaetilutNatioi^ Polytechnique de Toiilouse 
Csere*inatiag and ooa^ractiag organisation: 
F l^e^NstionskSupérieurodeClùmMdeMontpell» 
Faculté de Chimie H Technical University of Budapest 
I Università degU studi di Pavia 
I UniversiU degii studi di Torino 
P Institute Superior Tecnko,Lisboa 
PL Technical university of Wroclaw 
PL University of Lodx 
PL University of Wroclaw 
RO University of Craiova 
SQ SkvsJcTecbukal University, Bratislava 
UK Thames Polytechnic, London 
UK Uaiversity College of Swansea 
JV41f*-M 
Titts: Teaching ef Italian in Hungary 
D Dautscher Velkshochschul-Verband E.V. 
F UniversiU eeParis-Sorbonne (Paris IV) 
H H Janus Pannonius University 
I Univeraitt dee* studi diBlren» 
Casrdiaaung and esntrsr ting organisation: 
I Centre per le Studio dette Lingue edelUCemnnirationeApplicete 
JEP-SSSS-tt 
Title: Aerkulturaleducaticu te Central 
A UaivetsitàtferBodenkulturWien 
CZ UasverrityofAgricult«re,Nitra 
• esntracting ergsnisstion: 
Cedilla University of Agricultural 
Faculty ef Agricultural Sciences UnivereimHoheoheim 
Unrferewa degu studi di 
JEP-SSSS-M 
Titis: New curricula and ( i m snginsering theory education 
AU8 Uaiversity ef Sydney 
BG ffajhi— '-r*1*-*- -r a*—h—<«-i tnj\ f^ |, j, ,| ffnçiiissriiit 
CZ Mssm jk University 
CZ Maaaryk Uaiversity 
D HaaasmrgerAnseiMnngspertnerschaft 
D Tscseueche Universitat Magdeburg 
D TVssaûecàUarrersittt Manchon 
H Techeiesi University ef Budapest 
I Inter-UnJveia.Resssrch Centre on Dsvelop-Countries P UmversidadeTécnkadeLieboe 
PL Krju^éwTechniceJ University 
Ft Warsaw Technical University 
8F I4eWnkiUniverrity of Technology 
UK Queen Mary and Westfield College 
(University of Union) 
SQ Skwa^Technkal University 
UK Uarfersitycr Liverpool 
CZ Cessa Techaieel University in 
Intel national rantie for Zdentifhi 
VI kf. 
JEP.S3S4-H2 
Titts: Ostrava project: engineering staff i^traintng project 
NL Indurtriè^Hogescbool van bet Ryk BALE. 
B Industrials Hogescbool van hot R^C.TJu. 
CZ Technical University of Mining and Metallurgy 
of Ostrava 
Coordinating and contracting organisation: 
UK Umglands College 
Applied Sdenee and Computing Department E Uwveriidad de Cordoba 
UK British Steel Consultants Ltd 
UK TeeesioePorytechnic 
eTEP48S7-M 
Titts: Improvement of tbe ittandard of education te bioplrjrsiai and chemkai physics 
CZ Charles University, Prague 
I Università degii studi di Bologna 
NL LandbouwuniveraiteitWasuningen 
F Université Pierre et Marie Curie (Paris VI) 
Laboratoire de Physique et Chimie Biomoleoulaires S University of Stockholm 
SQ Solarik University, Kosfes 
JEP-SS90-M 
Titts: Masterodogroeptogramma to cnterpriss studies a^ 
development 
Partners: 
B Barcelona Activa 
B UnivarsidsdPoUtéciucadeCataluaa 
NL Institute of Social Studies 
Coordinating and contracting organisation: 
UK Univer«ttyof8t 
Scottishf SLO Gee College 
8LO Universityofljtibljana 
elEP^WOeVM 
Titfe: Developing the teaching of informatics in agriculture 
BO Higher Institute of Agriculture, Plovdiv 
BO Higher Institute of Scooomics, Sofia 
OR GeorgissPsinepistuiuoAthinon 
Coordinating and osntracting organisation-
OR Greek Productivity Centre (Blkopa) 
Institute of Information Science NL Association of Collages for Profassloiial 
Higher Agricultural Education 
NL European Institute of PeWk Administration 
JEP^STeVM 
Titts: The Kostos regional partnsrship project: training of teacfaero fa management 
UK Nothern Development Company 
UK Teseside Polytechnic 
SQ Visoké Vojenské Lstecki Stole, Keeks 
Coordinating and contracting organisation-
E UWversidadIH«té^nkao>Valsnda 
Industrial Engineering SQ Technical University, Kbsice 
SQ Industrial Society of 8krvasia, Bratislava 
Titts: PABTES-Establishment of advanced study of tribology 
F Institut Nations! des SctettossAsplkiuéw 
Coordinating organisation: 
BO University 'Stefan eel Mars', Bueeava 
Faculté dlngénierie Mécanique UK laspttrial Cettege Sdenee, MedkisAeV Technology 
Contracting organisation: 
F Institut des Sciences Applteuses & Lyon 
Laboratoire de Mécanique nos C 
-VU-u* 
JKP-srid-s* 
Title: Doiohjasjiant of oarrkula for European Studies fa Baasaama 
Partners: 
B (Toilage d'Europe, Brugges 
F Council of Europe, Strasbourg 
•F UnéverettédeNancylI 
Coordinstingandoaotraetingorgajùeatio^ 
NL European Institato of Publk Administration 
TaskEoroe Central ft Basten Europe IRI. University of limerick 
NL UeiveraitoitvanAsMterdam 
BO Bodiatest University 
JEP-lTBft-tt 
Titts: Cooperation and training in health stndiss between Brest (Francs), Cadis (Spain), Omistsiiia (lomania) 
Partners: 
E UnrversideddeCédis BO University V>idios*, Cceetanta 
^JPflflflftotoaUMf eWBO OOOÛewCtlBesi CWBTeefiMWsmÉûettî 
F Unrvsrsitéde Bretagne Occidentals, Brest 
Famlté de Médorino 
JEP-S7S9-M 
Title: Establishment of a Dopartasont of Applied Foreign I engnsges at the Arts Faculty of OufNapoca Owterprsfing, 
pontic reletioos, business and trade) 
Université de Mons-Hainaut 
UniversiU do Nantes NL Bijhsuuif oisitort Limbarg 
Coordinating orgasdsatioh: 
BO University 'Babee-Bolyai', Cluj-Napoea 
Faculte des Lettres F Université de N. 
Départesaant des Lsngues 
JEP-370O-BS 
Titte: Dsrolopinsnl of technology transfor seminart i faTlatisoara, 
D Datenauswertungsbûro Par Beology-Bngfaeering 
Dr. Braha 
D I Jmnolngfcrhss Institut Dr Nownk 
F UnivenitedoeSdeuMetTedmionesdelilte 
Flandres Artois RO 
RO 
RO 
RO Eawriroaaasaeel flurvefflance < 
Aejsnej, 
Tlaaianara UsJveraity 
Universitit Bremen 
ftrWeiterbildung 
JEP-S7B4-M 
Title: ' Establishment of tbe Babes-Bolysi University 
IWtnars: 
OR 
P Dmnomiko Panepistimio Athinon 
UniveisidadeTecnicedeLisboe School for Tiaaajliauia 
BO University 'Babas DotraT, ChfrNapoco 
^rfOQsT^assvsB^sSttflsflt smsett OOs^eJsfstCeMOss? OsflBefaOsWewesjOsTK 
UK NottinghamPotytechnic 
VUl k* 
ISSN 0254-1475 
COM(94) 141 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-94-148-EN-C 
ISBN 92-77-67630-2 
Office for Official Publications of the European Communities 
Lr2985 Luxembourg 
(A°)