May 2018
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Obehi: Discovering a New Passion with MicroMasters

We are excited to continue to share learner stories from the MITx Supply Chain Management MicroMasters program that demonstrate how MicroMasters programs are helping people improve their lives and advance their careers.

Today, Obehi, a learner from Nigeria, explains how the Supply Chain Management MicroMasters program has helped him discover his passion in the field.

Check out other MicroMasters learner stories from Jes, Danaka, and Bill to see how the knowledge they’re gaining is already having a major impact on their careers.

I started by taking the first course in the MITx MicroMasters in Supply Chain Management in February, because I wanted to have fun and learn something new. Upon completing the first two courses, I realized that I had discovered my passion for supply chain management.

I currently work as a Customer Service Manager for a branch of a bank in Nigeria, but my dream job is to work with a top consulting firm that would allow me to apply the skills that I’ve acquired from the MicroMasters program. The knowledge I gained was the connecting link between my current career and where I’ve always aspired to be in the future.

The teaching methodology in the MicroMasters program was what really made me see the value in the materials taught each week. With the MicroMasters model of learning, the learner is able to see the career relevant outcomes of the knowledge they are gaining each week. This focus is highly motivational, as I know that my performance in the MicroMasters courses will directly impact my professional development.

Everything I learn in these courses is helping me to become better equipped to excel in the field of supply chain.

For example, in the courses I have taken so far, I have gained valuable, advanced analytical skills that I’ve been able to apply directly to my current role. I recently developed a model to track employee performance and this has helped me make more strategic and objective decisions as a manager, and has also improved the quality of service that the bank I work for delivers as a whole.

In addition to broadening my professional opportunities, the MicroMasters program has given me hope for a brighter future in the realm of education. The MicroMasters credential with a pathway to credit creates a level playing field for everyone irrespective of their background. Everyone has an opportunity to acquire an advanced credential in Supply Chain Management from one of the best universities in the world, MIT. I call it democratic education.

A credential from a reputable institution like MIT goes a long way when it comes to setting a potential employee apart from the competition. Although these type of credentials are relatively new to employers in Nigeria, I am confident that it just a matter of time before they fully embrace the value of online credentials and I’m excited that I will have the MicroMasters credential on my CV.

The experience is truly amazing, and this is the future of lifelong education. I am definitely not looking back!

Start the MITx Supply Chain Management MicroMasters program. Supply Chain Fundamentals, begins January 11 and is open for enrollment today!


María Barba: From Undergrad in Spain to Grad School in Denmark, MicroMasters Goes Where you Go

Maria, a Spanish edX learner pursuing her Master’s in Engineering at the Technical University of Denmark, shares  her experience taking MITx’s MicroMasters in Supply Chain Management.

I enrolled in the MicroMasters program while I was finishing my Bachelor’s degree in Spain. I liked the first coumaria1rse and decided that I wanted to complete the whole series. Being able to take the courses online was very important, as I moved to Denmark to attend graduate school after I finished my Bachelor’s. Because of my schedule, I couldn’t have joined a program if it meant that I would have to attend class. Even though I moved from one country to another, I can still continue with MicroMasters, because of the flexibility of the program. I can take the courses from anywhere.

As a graduate student in engineering, studying management from the supply chain perspective has given me a clearer view of what I want to do in the future. In my dream job, I would be working to optimize how things are planned within a company and then introduce a sustainability factor. MicroMasters is giving me the tools and knowledge I need to do both of these things.

The course team works very hard and they really care about the work they are doing. They are dedicated to answering questions and supporting students throughout the course and it really shows. After I complete the MicroMasters program online and my finish my graduate degree in Denmark, I’d like to apply to MIT and complete the Supply Chain Managment Master’s program on campus.

I would definitely recommend the program. I’ve learned so much and everything I’m learning can be applied to a future job. It’s also something good to show on my CV. MicroMasters is giving me the knowledge and credential that I need to prove to future employers that I have the skills necessary to succeed.

Have your own story to share? Email us at stories


Business Analyst – Analyst Programmer II (Re-advertisement)

University of Limerick
Salary From:  €43 206.00
Salary To:  €52 061.00
Vacancy Category:  Professional / Managerial / Administrative
Contract Type:  Temporary
Subject / Area:  Business and Management Studies
Vacancy closing date:  Friday, November 25, 2016
Reference:  20069

POST: Business Analyst – Analyst Programmer II (Re-advertisement)

LOCATION: University of Limerick

REPORTS TO: Head, Enterprise Solutions

CONTRACT TYPE: Specific Purpose


Higher Education/Professional/Technical qualification or substantial experience in a large organisation or multinational

Job Purpose

The Enterprise Solutions team is part of the Information Technology Division (ITD).  The team is responsible for the support, development and management of Information Systems for the operational, management and executive needs of the University. The section supports both Business Systems Support (Vendor Management, Applications Support, Business Enhancement, Change Management and Customer Relationship Management) and Systems Integration and Information Management (Information Architecture, Project Management and Systems/Information integration).

The role of the Business Analyst is supporting the Student Registry Division. The Student Registry Division runs multiple information systems including Fortis, Digitary, CMIS and SITS Vision.  The role of the Business Analyst will be to:

•             Assist the Division to document existing processes

•             Identify areas of improvement in existing processes

•             Identify areas where business processes are immature and work with the Division to standardise those processes

•             Gather business requirements from diverse user groups across the Division

•             Translate user requirements into functional and technical requirements

•             Lead projects in process improvements and solution implementation

•             Liaise with technical staff in the design of appropriate solutions

•             Deploy and implement identified processes and solutions

•             Assist the Division in the creation of a suite of test plans to test new and existing processes


White working class boys perform worst at GCSEs, research shows


White working class boys are the worst performing ethnic group in the country, new research has showed, with three-quarters failing to achieve five good GCSE grades.

Only 24% of white British schoolboys gain five A*-Cs including English and Maths in their end of secondary school exams – making them the worst performing of the main ethnic groups in the country.

It is the tenth time they have been ranked the lowest or second lowest performing ethnic group in the past decade.

A third of white working class girls achieve five good GCSEs, meaning they are the worst performing main female ethnic group.

It is worrying that there is such a disparity in the achievement of different ethnic groups at GCSESir Peter Lampl, chairman of the Sutton Trust

Chinese pupils from disadvantaged backgrounds are almost three times more likely to achieve five good GCSEs than their white working class peers.

The research, published by the Sutton Trust, found that over the past decade disadvantaged Bangladeshi, black African and Chinese pupils had improved their grades by more than 20 percentage points – far above the national average improvement of 13.5 percentage points.

What’s more, the difference in GCSE performance between disadvantaged and non-disadvantaged pupils was greatest for white British (32 percentage points) and Irish (46 percentage points) teenagers, while the gap for Chinese and Bangladeshi students was far smaller at three percentage points and nine percentage points respectively.


Researchers also found that disadvantaged girls tended to perform better than disadvantaged boys, with an average attainment gap of eight percentage points. Black Caribbean boys had the greatest attainment gap – falling 17 percentage points behind in GCSE performance.

They said the difference in attainment between the ethnic groups was likely to be because of improvement in urban schools, cultural attitudes and targeted funds for education in certain communities.

The Sutton Trust is now calling on the Government to consider incentivising well-qualified teachers and to support highly able pupils from disadvantaged backgrounds.

They also urged schools to implement targeted improvement programmes for students particularly at risk of falling behind – such as white working class children – and to create more opportunities for disadvantaged ethnic groups to supplement core lessons.

It is worrying that there is such a disparity in the achievement of different ethnic groups at GCSESir Peter Lampl, chairman of the Sutton Trust

Sir Peter Lampl, chairman of the Sutton Trust and of the Education Endowment Foundation, said it was “particularly concerning” that white working class pupils still perform badly.

“The fact that Indian, Bangladeshi and Chinese pupils from poor homes are performing better than the national average is in itself a great achievement.

“This may reflect a strong cultural appreciation of education from which we can all learn. But it is worrying that there is such a disparity in the achievement of different ethnic groups at GCSE and particularly concerning that white working class boys and girls continue to perform so poorly.

“Harnessing that same will to learn that we see in many ethnic minority groups in white working class communities should be a part of the solution to the low attainment of many boys and girls. We need a more concerted effort with white working class boys, in particular.

“This should ensure that every pupil, regardless of family income, gender or ethnicity has the chance to succeed.”


Eramus Mundus Scholarships 2017-2018

The information on this page concerns Higher Education Institutions only. If you are a student or scholar looking for individual scholarships, please visit our Scholarships page.

Erasmus Mundus Joint Master Degrees (EMJMDs) build on the success of Erasmus Mundus Masters Courses (EMMCs) and aim to:

  • Foster excellence, innovation, and internationalisation in Higher Education Institutions
  • Boost the attractiveness of the European Higher Education Area (EHEA) and support the EU’s external action in the field of higher education
  • Improve the level of competences and skills of Master graduates, and their employability

EMJMDs are highly integrated study programmes that are delivered by an international consortium of Higher Education Institutions. Where relevant, the consortium can also include other educational and non-educational partners with specific expertise in the field covered by the joint programme.

After a preparatory year, consortia implement three annual selections of students, who are awarded a joint or multiple degree at the end of their studies.

If national legislation allows, joint degrees are encouraged, as they represent a full integration of the learning and teaching process. An overview of the legal framework in the Erasmus+ Programme Countries relating to the award of joint or multiple/double master degree(s) can be found here.

In order to effectively monitor the implementation of EMJMD courses, the beneficiary consortia will need to apply a number of monitoring and Quality Assurance mechanisms. Read more about Quality Assurance.

Two e-tutorials that focus on the international dimension of the Erasmus+ are also available. They provide information about EMJMDs and other international actions of the programme, and on how to prepare a competitive proposal.


Clark Global Scholarship Program


Стипендия Clark Global Scholarship была основана благодаря тому, что университет Clark University стремится обеспечить студентов качественным образованием на глобальном уровне.

Стипендию могут получить иностранные студенты, которые поступают на одну из программ бакалавриата университета.

Стипендия Clark Global Scholarship состоит из:

  • стипендии размером от 5,000$ до 25,000$;
  • гранта размером в 2,500$ на прохождение стажировки (этот грант облагается налогом);
  • возможности принять участие в программе Global Scholars Mentor Program, частью которой является ужин организованный президентом университета Clark University.

Требования к кандидатам

Стипендию могут получить:

  • иностранные студенты, которые поступают на одну из программ бакалавриата (студенты, которые переводятся с другого университета не могут претендовать на стипендию);
  • кандидаты, которые имеют оконченное средние образование;
  • стипендию могут получить иностранные студенты, которые обучались в школе в США;
  • кандидаты, которые демонстрируют потенциал для получения лидерской должности в своем обществе и в мире.

Заявки на стипендию принимаются до 15 января 2017

Подробнее о стипендии на сайте организаторов.



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