Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.

1. Eridux Education
Imagine your
future.
6 Quai Jean-Charles Rey
Suite 556
MC98000
Monaco
(T) +377 93 25 78 17
(Skype) eridux1
eridux@monaco.mc
eridux.com

2. Welcome
to Eridux
Education’s
Corporate
Profile
Contents
The only way to predict the future
is to create it.
01
02
03
04
Build
Collaborate
Innovate
Globalize
4 Building the Knowledge
Economy: Human Capacity
Development Through Crossborder Education
9 Building Capacity
Through Institutional Innovation
10 Creating an International
Satellite Campus in Taiwan
R.O.C.
12 Promoting and Facilitating
International Partnerships and
Exchange
14 Collaborative Program
Partnerships: Establishing
Joint, Dual, and Double Degree
Programs
16 Eridux Creates Collaborative
Program Partnerships
18 Developing a Joint Degree
Program in Monaco and Irvine,
California
20 Creating an International Satellite
Campus in Beijing, P.R. China
30 Creating a Master’s Degree
Program in Brussels, Belgium
22 Collaborating With Funding
Agencies: Online Course
Development in Berkeley,
California
32 Taking a Step Beyond the
Traditional Internship
25 Establishing New Educational
Enterprises
26 Establishing a Cultural Institute in
Monte-Carlo, Monaco
28 Developing Study Abroad
and International Educational
Exchange
34 Developing an Internship
Program in Cap d’Ail, France
37
Custom Programs: Professional
Training Courses and Certificate
Programs
38 Designing a Certificate in Project
Management
40 The Managing Board of Directors
Globally, the
percentage of
students enrolled
in tertiary
education has
grown at a
phenomenal rate.
In 2009, there were 150.6
million tertiary students
globally; a 53% increase
since 2000.
This has created a growing
demand for international
post-secondary education
and training options, a
demand which educational
institutions have been
unable to fulfill because
of financial and resource
constraints, and the lack of
pedagogical and programdesign expertise.
In this year’s Corporate
Profile Report, we hope to
demonstrate how Eridux
Education can assist
institutions in crafting
solutions to meet this
demand.
Utilizing specific case
studies, the Report provides
examples of how strategic
planning can be used to
build capacity through
institutional innovation,
partnerships, creative
curriculum design, and
establishing new educational
enterprises. This is the
Eridux hallmark. We hope
you will find the answers you
need within these pages.
Susan Lopez
Director, Administration
and Operations

3. Building Institutional Capacity
Capacity Building Through Cross Border Education
Building the Knowledge Economy:
Human Capacity Development Through
Cross-border Education
“In today’s global economy, developing
human capacity is more important
than ever.”
these outcomes. For example, an
institution may need and want to
develop capacity in program and course
design, globalization of curriculum,
faculty, resource allocation, etc. with
each sector contributing to growth in a
different manner.
This will impact national capacity
development as education holds a
unique position within any such plan;
most capacity building strategies rely
on the strengthening of individual ability
through education to increase the stock
of human capital in a specific field.
The question then becomes: Why
should investment in post-secondary
education be in the form of crossborder education?
Capacity building
is about promoting
learning, boosting
empowerment, building
social capital, creating
enabling environments,
integrating cultures,
and orientating
personal and societal
behavior.1
1 OECD (2000), The Well-Being of Nations, Paris.
Capacity building is a popular term
these days—perhaps too popular and
expansive a term to mean much to
individuals who make decisions about
program strategies. Yet it seems that
everyone, from education practitioners
to government entities and NGOs,
are calling for increased attention to
capacity building.
This year’s Eridux Profile Report
will focus specifically on education
development and institutional capacity
building as it relates to strategies for
developing human capital through
cross-border education.
Simply put, “capacity” is the ability of
individuals, organizations, and societies
to perform functions, solve problems,
and set and achieve goals. Capacity
development entails the sustainable
creation, utilization, and retention of that
capacity in order to improve people’s
lives.
Effective and sustainable capacity
development builds on and harnesses
rather than replaces indigenous
capacity. It focuses on promoting
learning, boosting empowerment,
building social capital, creating enabling
environments, integrating cultures,
and orienting personal and societal
behavior.
Most institutional development
strategies build on a variety of
complementary sectoral capacity
development strategies to achieve
The first answer is to increase the
quantity of institutions available and
thus expand access to high quality
tertiary education.
Further, such Investment improves
the quality of the faculty pool and thus
increases the variety and relevance of
post-secondary education provision.
Encouraging and supporting domestic
students to study abroad is arguably the
simplest way to create a well-trained
international workforce, and improve
the quality and quantity of human
resources in the economy as well as in
the domestic education sector.
However, there are several limitations to
consider in undertaking the traditional
approach to this strategy. One is the
cost, which can severely limit access
and often create a cultural elite.
Another negative consequence of
cross-border student and academic
mobility is the brain drain effect. Most
arguments in support of mobility
assume that the period abroad is
temporary rather than permanent.
However, in practice this is not always
the case as an increasing number of
developed countries try to retain skilled
foreign students.
Moreover, in countries where education
is largely publicly funded, the nonreturn or post-graduate emigration of
highly educated students represents
a net loss in investment, where the
country of origin has covered the costs
and the country of destination benefits
twofold.
and is likely to continue to meet an
expanding demand. Although such
services might not offer students the
same cultural and linguistic experiences
as those obtained through studying
abroad, they involve lower costs and
can lead to better retention of students
and faculty.
Once institutions have identified what
they expect to gain from cross-border
education, they should examine which
forms they would like to promote, and in
which context; what benefits they may
expect from them; and what risks they
might incur in their particular context as
they continue to develop their capacity
building strategies.1
Given this scenario, institutions will
need to improve the quality of their
post-secondary provisions by utilizing
other options than cross-border
education.
Program and institution mobility
represents an interesting opportunity
in this context. This mobility takes the
form of bringing educational programs
and institutions to other countries by
providing the expertise in establishing
these types of institutions abroad. This
type of mobility has recently shown
great potential.
The provision can take different forms,
such as distance learning or e-learning
delivery, or through the physical
presence of a foreign institution branch
campus.
Program and institution mobility has
developed greatly over the past decade
1 OECD (2005) Building Capacity Through Cross-Border
Tertiary Education, Paris
Boris Porkovich
Director, Academics

4. Building Institutional Capacity
Educational Development Through Strategic Planning
Building Capacity at Institutions of Higher
Education Around the World
Eridux assists universities, government organizations, NGOs, and other
institutions in creating educational development strategies by providing expertise
in institutional capacity building.
“Eridux possesses a deep understanding of
the structures and procedures necessary
to create and sustain effective educational
enterprises.”
Eridux specializes in institutional strengthening and capacity building by building
links between institutions of higher education, developing innovative program
curriculum, leveraging its worldwide network of experts and leaders in higher
education, and providing opportunities for joint learning and exchange of ideas.
Strategic
Planning
Global Higher
Education Linkages
Curriculum
Development
Program
Evaluation
Institutional Capacity
Building
Educational
Exchange
Eridux has deep expertise in assisting
universities, ministries of higher
education, foundations, government
and non-government organizations,
and corporations in developing
sustainable strategic initiatives.
Eridux possesses robust networks
including access to leading experts
to assess needs, provide technical
assistance, and share best practices
from higher education systems around
the world.
Eridux has extensive experience in
the creation and management of
academic and training programs for
students, faculty, and professionals
in long- and short-term degree and
certificate formats.
Eridux has demonstrated experience
in carrying out all stages of short- and
long-term program evaluations,
from assessing program process
and implementation to examining
outcomes and impact.
Eridux focuses on institutional
strengthening and capacity building
by formulating institutional vision and
strategy, establishing benchmarks,
and identifying and managing
relationships with strategic partners.
Eridux expertly crafts innovative
academic and student exchange,
study abroad, and international
internship programs that enhance
institutional higher education
development and academic mobility.

5. Building Institutional Capacity
Institutional Innovation
Building Capacity Through
Institutional Innovation
The Increasing Pace of
Uncertainty and Change
Economic history is
primarily a story of “scalable
efficiency.” As infrastructures
and technology improved,
organizations grew larger
to take advantage of the
benefits of scale.
To coordinate the efforts
of larger groups of people
to service larger markets,
organizations create rigid
control hierarchies and
inflexible processes to
build consistency and
predictability.
“Institutions that can drive accelerated
internal innovation will be more likely to
create significant economic value on a
sustainable basis.”
Eridux believes that
institutional innovation is an
essential part of institutional
capacity building. It is
required to increase the flow
of information within and
across the organization to
build the capacity to learn,
adapt, and downstream
product and process
innovation.
that efficiency requires
can significantly limit
the improvisation and
experimentation that drive
innovation, and in many
cases, actively discourage it.
While such institutional
architectures are effective
during times of stability,
difficulties arise during
times of rapid change
The consistency and
predictability they create to
promote efficiency also limit
an organization’s ability to
innovate or change. As such,
the scalable efficiency model
forces a trade-off between
efficiency and the ability to
innovate—to learn.
Globalization has meant that
organizations have reached
an important turning point,
where success is not defined
by scale but by the ability
to learn (and unlearn) at a
rapid pace.
Institutional Innovation
Many educational institutions
are struggling to keep
up with rapid changes in
infrastructure, and consumer
preferences and practices.
Disruption and performance
pressure are at record highs
across virtually all areas of
the education sector.
Trying to keep ahead of
the curve, administrators
push their institutions to
innovate faster, but their
focus is largely on narrowly
defined technology, media,
and product innovation. Yet
ever-shortening product
life cycles mean that these
innovations only create
value for a short period. This
strategy can miss an under
exploited and increasingly
relevant opportunity for a
more fundamental level
of innovation, within the
institution—redefining
their rationale and
developing new relationship
architectures within and
across the organization to
expand the realm of what is
possible
The standardization,
integration, and predictability
Eridux assists institutions
in realizing their potential
for innovation by building
the capacity to learn,
adapt, and downstream
product and process
innovation. Beginning with
an institutional audit, Eridux
can assist organizations to
restructuring for innovation,
thereby driving accelerated
internal innovation that will
be more likely to create
significant economic value
on a sustainable basis.
On this basis, institutions
can be rearchitected to
take advantage of rapidly
evolving organizational
infrastructures to scale
internal learning. They then
become more adept at
generating richer innovations
at other levels; including
products, services, business
models, and management
systems.
Tapping into this rich
resource will have a
profound effect on the efforts
of educational institutions
in fulfilling their mission in a
cost effective, targeted, and
creative way.

6. Case Study in Institutional Innovation
Off-campus Executive MBA, Master in Project Management, and Doctor of Business Administration
Creating an International Satellite Campus
in Taiwan R.O.C.
The International University of Monaco was seeking to explore the possibility
of developing its offshore education programs. This led to their entering into a
partnership agreement with the National Taipei University to deliver Executive
MBA, Master of Project Management, and Doctor of Business Administration degree
programs.
GLOBAL
DEGREE
PROGRAMS
STRATEGY
CONSULTING
WORLDWIDE
LINKAGES
Background
The International University of
Monaco (IUM), with the assistance
of Eridux, formed an educational
partnership agreement with National
Taipei University and CFM Education
Management in Taipei, Taiwan R.O.C.
This agreement sought to explore the
development of education programs in
Taiwan and the P.R. China, international
exchange of students and faculty,
and other mutually advantageous
educational undertakings.
The Problem
Due to the space constraints on
continued enrollment growth in Monaco
and the surrounding area, IUM sought
to expand their degree offerings with
strategic partnerships in Taiwan, China,
and other locations in Asia.
Given its lack of expertise in the region
and considerations of language and
distance, it was impossible for IUM
to manage the administrative and
academic issues associated with
offering its academic programs on-site
in Asia.
The Solution
Eridux acted as the facilitator in
this project with an intermediary
based in Taipei in order to deliver
accredited courses which continued
to meet University standards.
Eridux developed original courses
for an Executive MBA, a Master of
Project Management (which was
certified by the Project Management
Institute®), and a Doctor of Business
Administration. Courses were tailored
to the location and delivered in
intensive format by local and University
faculty. Eridux also ensured these
courses were submitted to accrediting
bodies.
In addition, Eridux provided on-site
training to Taiwan-based personnel in
University reporting procedures and
adherence to University policies.
As the prime interface between IUM
and the on-site partners, Eridux was
able to better facilitate interchange,
reduce personnel costs, and
streamline administrative processes.
Case Study
One
Case Study
Two
Case Study
Three

7. Building Institutional Capacity
International Partnerships and Exchange
Promoting and Facilitating
International Partnerships and Exchange
Higher education
institutions are
increasingly seeking
out international
partnerships to
enhance academic
collaboration, expand
curricular offerings,
and advance joint
research.
For many education institutions,
research foundations, colleges, and
universities, international partnerships
are no longer simply one tactic of
campus globalization among many,
but rather a core, driving philosophy.
Institutions are rethinking their reasons
for pursuing international partnerships
and the processes by which they form
them.
development challenges by providing
the following resources and services
in creating international partnership
initiatives:
Eridux seeks to assist those institutions
and administrators, policymakers,
and corporate clients to address
international institutional capacity
Joint
Research
Programs
Joint Degree
Programs
• Promoting links between
education institutions and industry by
establishing strategic partnerships
and relationships.
• Developing high quality academic
programs in cooperation with
institutions of higher education,
governmental and non-governmental
organizations, and corporations.
“Eridux has a long history of
creating, developing, and sustaining
institutional partnerships around the
world.”
• Developing strategic international
academic partnership and exchange
programs.
• Providing liaison services
between institutions on a temporary
or permanent basis to ensure
program efficiency and sustainability.
• Arranging for group tours with
potential partner institutions to
France, Italy, Monaco and other
European destinations; as well
as specializing in partnership
development with the United
States, Taiwan, China, India, the
Balkans, and other locations where
institutions may be seeking to
develop a collaborative relationship.
• Organizing study tours for higher
education administrators and
experts from around the world to
enrich their understanding of higher
education’s diversity and bring them
together with potential partners.
• Administrating programs using
best practices in developing
• Developing and facilitating faculty
and student exchange programs.
• Creating innovative study abroad
and workplace immersion programs.
By leveraging extensive higher
education networks worldwide, Eridux
is uniquely positioned to help shape
developing university international
programs, and expand the capabilities
and partnerships of existing academic
institutions.
Student
exchange
programs
Consortia
Faculty
Exchange
institutional linkages and
international programs.
Dual Degree
Programs
+76%
Internships
Faculty-led
study abroad
programs

8. Building Institutional Capacity
Collaborative Program Partnerships
Collaborative Program Partnerships:
Establishing Joint, Dual, and
Double Degree Programs
Joint, dual, and double degree programs offer flexibility that leads to
a rich and valuable international academic experience.
The benefits of joint, dual, and double
degree programs in institutional
capacity building
Joint, dual, and double degree programs can offer substantial
benefits to students and faculty, and contribute significantly
to institutional development. In particular, institutions are able
to combine their strengths in a collective endeavor where the
unified program becomes more valuable than the sum of its
parts. In addition to increased opportunities for developing and
practising language and cultural skills, joint programs offer the
potential to develop more internationalized, multi-dimensional
curricula.
Most importantly, joint degree programs, particularly at Master
and Doctoral levels, are of great interest to students from
outside Europe (the Erasmus Mundus program has extended
opportunities for these students). Institutions can thus use
these programs to position themselves strategically in an
international market.
The following characteristics of soundly implemented jointdegrees are also of clear added-value:
• When mobility is integral to the course content and design
rather than an “add on.” Students are thus required and
assisted to study in a partner institution in a different country.
• When the preparation of an integrated joint degree study
program encourages more transparent academic recognition
procedures such as the use of ECTS and the Diploma
Supplement (DS).
• When faculty in joint programs have opportunities for
professional development outside their home country.
Differences between joint, dual, and
double degree programs
These are generally defined as study programs offered in
collaboration by two or more institutions. They typically feature
a jointly developed and integrated curriculum, and agreed upon
credit and degree recognition. Students usually spend time at
each institution but also may only share curriculum and faculty
at one location.
A joint degree program is where students study at (at least)
two higher education institutions and receive a single degree
certificate upon completion of the study program, issued and
signed by all the participating institutions jointly.
A dual or double degree program is where students study at (at
least) two higher education institutions and receive a separate
degree certificate upon completion of the study program from
each of the participating institutions.
Which format best serves your needs?

9. Collaborative Program Partnerships
Identifying Partners
Eridux Creates Collaborative
Program Partnerships
Collaborative degree programs are a vital part of internationalization strategies
in higher education, creating strong institutional partnerships in an increasingly
global business environment. Eridux assists in identifying the appropriate partner
to best fit institutional objectives.
Joint degree program
University of California
Irvine
Joint certificate program
AVT Business School
Denmark Bo
Dual degree program
Shanghai Jiao Tong
University
Eridux developed a project management
degree program certified by the Project
Management Institute® where a Project
Management Certificate was delivered
by UC Irvine and a Masters in Project
Management degree was delivered by
the International University of Monaco.
Courses from each program were
accepted by both institutions.
Eridux personnel assisted in the
implementation of the joint certificate
program, The Certificate for Leaders
offered by AVT Business School and
the International University of Monaco
as an intensive executive leadership
development series of courses using
material from Harvard Business School
Publishing.
Eridux developed the courses and
administered the program for an
executive format MBA program
delivered on-site to Shanghai Jiao
Tong students. The EMBA degree was
awarded by the International University
of Monaco and a Certificate for the
Chief Executive Officer Program was
awarded by SCQM, Shanghai Jiao Tong
University.
68%
of U.S. institutions and 76% of
European universities offer
dual or double degrees.
Educational bodies now rely on
partnerships such as remote, on-site
academic programs; joint degrees;
consortia; cooperative research and
teaching; and exchange agreements.
Eridux assists in identifying the
appropriate partner to best fit an
organization’s strategic aims.
Identifying
Program
Partners

10. Case Study in Collaborative Partnerships
Joint Degree Program in Project Management
Developing a Joint Degree Program
in Monaco and Irvine, California
The International University of Monaco sought to expand its degree offerings using
online courses in concert with recognized subject matter experts. The University of
California, Irvine, a leader in online education, was seeking to broaden the reach of
its Project Management Certificate program.
GLOBAL
DEGREE
PROGRAMS
Background
The International University of Monaco
(IUM), with the assistance of Eridux,
formed an Educational Partnership
Agreement with the University of
California, Irvine (UCI) to deliver a
Joint Degree; the UC Irvine Project
Management Certificate and a Masters
in Project Management from IUM.
This agreement allowed UCI to
recognize IUM courses as fulfilling
requirements for the UCI Project
Management Certificate.
STRATEGY
CONSULTING
WORLDWIDE
LINKAGES
The Problem
IUM wished to expand the reach
of its open enrollment courses and
Master degree program by forming
strategic institutional partnerships with
recognized leaders in IUM program
subject areas.
However, given its human resources
and space constraints, lack of
experience in forming such alliances
and developing online courses, and
limited access to viable partners, it
was impossible for IUM to handle the
Case Study
One
administrative and academic issues
associated with such a venture.
The Solution
Using their contact network and
program design expertise, Eridux
personnel developed and proposed The
Project Management Program, a joint
degree initiative that awarded the IUM
Master of Project Management and the
UCI Project Management Certificate.
This process involved extensive
liaison with academic bodies at both
institutions, assessing and formalizing
course equivalency, negotiating pricing,
and drafting final agreements.
Within the Program structure, UCI
Extension recognized IUM courses
in fulfillment of its Certificate elective
requirements and offered its online
Project Management core courses to
IUM students at a reduced rate.
UCI posted the joint degree on its
Website and offered students the
opportunity to continue their studies
with IUM if they wished to complete a
Masters degree after completing the
Certificate Program.
Case Study
Two
Case Study
Three

11. Case Study in Collaborative Partnerships
Master’s in Luxury Hospitality Management, and Master’s in Luxury Goods and Services
Creating an International Satellite Campus
in Beijing, P.R. China
The University of Nice, Sophia Antipolis (UNS-IAE) has long been open to
international educational opportunities and has agreements in place with San
Francisco State University (joint MBA degree) and IMI Iran (DBA) to offer on-site
educational programs outside of France. Where to next?
GLOBAL
DEGREE
PROGRAMS
STRATEGY
CONSULTING
WORLDWIDE
LINKAGES
Background
UNS-IAE wished to expand its
international offerings and had indicated
a willingness to expand its degree
offerings with strategic partnerships
in China and other on-site locations in
Asia.
The Problem
Given its human resources constraints,
it would be impossible for UNS-IAE to
handle the administrative and academic
issues associated with offering its
academic program on-site in remote
locations such as China.
The Solution
Eridux developed new academic
programs to meet the demands of the
Chinese market. Eridux then acted as
the facilitator and intermediary with the
education partner based in China in
order to maximize the potential of the
UNS-IAE expansion. Eridux acted as
the prime interface between UNS-IAE
and on-site partners to facilitate
interchange, lower personnel costs, and
streamline administrative processes.
Case Study
One
The UNS-IAE – Eridux partnership
offered four distinct advantages to
UNS-IAE.
1. To create and establish its own
independent, fully English-speaking
arm operated entirely by UNS-IAE.
This type of operation is critical to the
success of modern business schools.
2. To allow UNS-IAE to develop its
overseas programs and presence
while expanding its activities in
China and other off-site international
locations; with no risk and in a
systematic, legal, and well-planned
way.
3. To allow UNS-IAE to access new
revenue opportunities and sources,
and to move into a vast market such
as China with no additional expense
or financial risk, no need for new staff,
and no other resource allocation.
4. To offer UNS-IAE faculty the
opportunity to broaden their
international experience.
Case Study
Two
Case Study
Three

12. Case Study in Collaborative Partnerships
Online Courses and Certifications
Collaborating With Funding Agencies:
Online Course Development
in Berkeley, California
The Center for Media and Independent Learning at UC Berkeley Extension
had received the first of two grants from the Sloan Foundation to develop
online courses. While some of these courses were developed from existing
“correspondence” courses, most were developed from original content.
ONLINE
INSTRUCTIONAL
DESIGN
STRATEGY
CONSULTING
COURSE
CONTENT
DEVELOPMENT
Background
The University of California Berkeley
Extension, Center for Media and
Independent Learning (CMIL) had
received the first of two Sloan
Foundation grants (totaling $2 million) to
develop online education courses. While
some of these courses were developed
from existing “correspondence” courses
and converted to an online delivery
format, most were developed from
original content. Eridux personnel were
engaged to assist with the development
of those original content courses.
The Problem
Online course development and
instructional design require a large
investment in technology, technical
support, and instructional designers—
including faculty time and commitment.
At the end of the first year of the Sloan
grant period, only 10 of the 120 required
courses had been developed. In
order to apply for the second round of
funding, all of the courses needed to be
completed in a short period of time.
The Solution
Eridux personnel with qualifications
in course and curriculum design were
engaged to assist with the development
of 110 original content courses according
to the process described below.
• Existing courses were converted to
online format. Original course ideas
were developed and written for over
60 courses, For example, the online
course written for Integrated Marketing
Communication was 200,000 words or
1,000 screens.
Case Study
Four
Case Study
Five
• Instructors were recruited and vetted.
• Resource materials and textbooks
were developed or sourced.
• Courses were submitted to the
University Academic Senate for
approval.
• Eridux personnel worked with
instructional designers to convert the
courses to online format.
• Courses were controlled for quality
after online rollout.
Case Study
Six

13. Establishing New Educational Enterprises
Concept to Reality
Establishing New
Educational Enterprises
Eridux Education establishes high quality academic
enterprises in cooperation with institutions of higher
education, governmental organizations, NGOs, and
corporations worldwide.
Eridux is a premier provider
of consulting, academic, and
operational services for those
wishing to create and found
educational enterprises worldwide.
for a broad range of academic
institutions and government entities;
and in establishing and maintaining
partnerships across Europe, Asia, and
the United States.
Eridux has wide-ranging expertise in
evaluating, creating, and managing
educational projects across continents.
This expertise—and reliability based
on more than 30 years’ firsthand
experience—along with a welldeveloped cultural and linguistic fluency,
make Eridux unique.
The Eridux approach to institutional
development is to first identify the
obstacles that prevent people,
governments, and non-governmental
organizations from realizing their goals.
Eridux then partners with them to build
knowledge, develop skills, and structure
organizations so they are able to devise
creative solutions to development
challenges; and continue to respond to
new challenges as they arise.
Tertiary education helps nations build
globally competitive economies by
developing a skilled, productive, and
flexible labor force.
“Eridux possesses a deep understanding of
the structures and procedures necessary
to create and sustain effective educational
enterprises.”
Traditionally, teams in charge of
establishing new universities tend to
look almost exclusively at the topranked institutions as models to develop
their curriculum rather than undertaking
the more labor-intensive process of
custom designing their own programs.
While this may seem practical and
expedient, it is not the most effective
way of building the academic culture of
a new university with high aims.
Curriculum development is demanding
work but it is the main mechanism
that can allow a unique and innovative
organizational culture to emerge.
Eridux has extensive experience
in developing customized curricula
Eridux possesses a deep understanding
of the structures and procedures
necessary to create and sustain
effective educational enterprises. This is
built on a close working relationship with
a network of academic and professional
entities, and established corporate and
government contacts worldwide.
Eridux personnel have direct experience
managing all aspects of academic
program design, implementation, and
ongoing assessment.
Eridux is ready to assist organizations
in reaching their goals–in any setting
and using a range of content and
experience.

14. Case Study in Establishing New Educational Enterprises
Institute for the Study of European Small States
Establishing a Cultural Institute
in Monte-Carlo, Monaco
Stakeholders wished to establish an institute to advance research on the issues that
concern the small states of Europe. Eridux managed the entire set-up process from
conception through approval to launch so the institute could fulfill its mission of
creating collaborative links between research entities in these countries.
Background
Interested parties sought to contribute
to the development of synergies
between the small states of Europe
by creating a research entity
headquartered in Monaco.
FOUNDING
NEW
INSTITUTIONS
STRATEGY
CONSULTING
WORLDWIDE
LINKAGES
The Problem
This group had no experience in setting
up an entity of the kind they envisaged;
an academic body that had wider
societal and educational goals. They
therefore approached Eridux with an
idea of what they wanted but very little
conception of how that idea could be
materialized. The mandate was simply
“create the institute.”
The Solution
Eridux personnel devised and
implemented a four stage plan to make
the institute a reality.
Stage 1 consisted of seeking input from
stakeholders concerning the mission,
vision, and purposes of the institute.
Based on this feedback, the basis for
a way forward was formed, and the
institute began to take shape.
Stage 2 consisted of formalizing the
various elements of an institutional
structure: forming a board of
directors; writing and approving
the vision, mission, and purposes;
appointing officers; and developing an
implementation strategy and operational
plan.
Stage 3 required Eridux to design
institute programs, courseware, and
other educational options so that
they reflected the desires and views
of stakeholders, and were closely
linked to the mission. This meant
extensive liaison with individuals and
organizations in Monaco and farther
abroad, and the introduction of an
efficient and comprehensive approval
process based on accepted academic
principles.
Stage 4 comprised the arduous task
of having the institute approved by the
relevant authorities to begin operations;
as well as the operationalizing of
supporting functions such as IT, Website
design and launch, and integration of
social media.
Case Study
Four
Case Study
Five
Case Study
Six

15. Globalization
Academic Study Abroad and International Educational Exchange
Developing Study Abroad and
International Educational Exchange
Students most often
choose Europe as
their destination
when studying
abroad—almost twice
as often as any other
region.
Academic study abroad and
international educational exchange
partnerships have become a significant
factor in the drive to encourage
multifaceted interchange between the
world’s cultures and societies.
U.S. & Canada
“Leveraging extensive higher education
networks worldwide, Eridux is uniquely
positioned to help shape study abroad,
internship, and exchange programs.”
Thus, institutions are developing a
portfolio of programs that attract a wider
range of students than those who study
overseas for their entire degree.
relationship with a network of academic
and professional entities, and
established corporate and government
contacts worldwide.
These partnerships also employ a
wide range of methods and strategies
to achieve their goals, from the direct
enrollment of students in programs
away from their home countries to
direct exchange programs or short-term
embedded study abroad programs.
Eridux personnel possess a deep
understanding of the complexities of
establishing successful international
internship and study abroad programs.
Knowledgeable and experienced, they
have developed successful internship
and academic exchange programs
in Europe, Asia, and Australia. This
success is built on a close working
Eridux facilitates short-term inbound
academic study abroad programs
in France and Europe, embedded
programs, online preparation courses
for study abroad, and faculty-led
programs and study tours. In doing
so, Eridux employs its wide-ranging
expertise in managing educational
Europe
Asia
S. & Central America
21.9% 41.1% 16.2%
7.3%
projects across continents and a range
of educational systems.
In both international and local settings,
Eridux personnel have developed
and managed a broad range of study
abroad and international internship
programs for clients such as Boston
University in Sydney, Australia; Emerson
College in Brussels, Belgium; and the
Pennsylvania State University in Cap
d’Ail, France.
Africa
Eridux assists
institutions in the
globalization of their
curriculum by developing
innovative study abroad
and exchange programs.
Oceania
3.2% 10.3%

16. Case Study in Globalization
Master’s in Global Marketing, Communications, and Advertising
Creating a Master’s Degree Program
in Brussels, Belgium
Emerson College sought assistance in the relocation and transformation of their
European Institute for International Communication campus from Maastricht, The
Netherlands to Brussels, Belgium. This required the dissolution and resumption of
operations across borders.
GLOBAL
DEGREE
PROGRAMS
STRATEGY
CONSULTING
WORLDWIDE
LINKAGES
Background
Emerson College operated
undergraduate and graduate campuses
in Kasteel Well and Maastricht, The
Netherlands. The campus in Maastricht
was no longer viable; Emerson wished
to close this location and open a
Masters degree campus in Brussels,
Belgium.
The Problem
The campus in Maastricht housed
over 200 full-time international and
US students, and 20 faculty in 2,000
sq.m.; and employed 10 people under
Dutch law. As the decision had been
made to close the campus, currently
enrolled students were required to
complete their degree program in
the US, while the campus had to be
dissolved in accordance with Dutch law.
Simultaneously, a new campus had
to be developed in Brussels, Belgium
to deliver a Master’s degree in Global
Marketing, Communications, and
Advertising as well as an undergraduate
study abroad and internship program.
The campus location required a new
Case Study
Four
build-out and included housing for 80
graduate and study abroad students.
The Solution
Eridux personnel were engaged to
assist in the evaluation of the Maastricht
campus and make recommendations
for its continued operation or closing.
Based on this analysis, a decision was
made to relocate the Maastricht campus
to Brussels, Belgium.
This necessitated identifying and
securing a new campus location, then
working with various contractors to
fit out the space. Eridux personnel
oversaw this process as well as the
closure of the Maastricht operation and
premises, and the moving of all furniture
and equipment to the new campus
The Brussels campus offered graduate
and study abroad programs, both
with a strong practical emphasis.
Eridux personnel were charged with
establishing new relationships with
the US Diplomatic Mission to the
EU in order to support the internship
placement of students in these
programs.
Case Study
Five
Case Study
Six

17. Globalization
International Professional Immersion Programs
Taking a Step Beyond the Traditional
Internship
Eridux assists
institutions in the
globalization of
their curriculum
by providing access
to international
professional
immersion
opportunities.
Eridux believes that internationallybased professional immersion
programs provide opportunities for
students to participate in hands-on
work experience in a multicultural
setting—an enriching, life-changing
experience—as well as preparing
them for success in an increasingly
challenging global labor market.
In the hospitality sector, Eridux has
designed these immersion programs to
afford students the opportunity to take
advantage of unique locations, such
as the Principality of Monaco; a leader
in the luxury goods, tourism, hospitality,
and food industry.
By working in an international setting,
students gain firsthand experience in
culturally diverse ways of approaching
workplace problems.
Eridux facilitates the development
and implementation of these activities
worldwide; and so represents a viable
partner with institutions exploring new
possibilities in the global context.
“International professional immersion
programs provide a unique opportunity
for students to participate in hands-on
work experience in a multicultural setting
—an enriching, life-changing experience.”

18. Case Study in Globalization
The Penn State School of Hospitality Management Professional Immersion Program
Developing an Internship Program
in Cap d’Ail, France
The Pennsylvania State University School of Hospitality Management offers
students various opportunities to experience world cultures and develop a global
perspective through a range of international study alternatives including the
opportunity to undertake an international off-site internship placement.
PROFESSIONAL
INTERNSHIP
PROGRAMS
STRATEGY
CONSULTING
WORLDWIDE
LINKAGES
Background
The Pennsylvania State University
School of Hospitality Management
(Penn State SHM) wished to enhance
the opportunity for students to learn
from and enjoy the many hospitalityrelated professional opportunities
available in Europe, while supporting
the aims of the University in the
increasing globalization of its curriculum
and in providing access to international
study opportunities.
The Problem
The Penn State SHM Division of
International Programs provides
several international student exchange
opportunities but had been unable to
arrange for any international internship
placements due to the limited number
of personnel available to develop and
administrate such a program. Also,
students wishing to participate in an
international internship placement
were limited to participation in options
provided by Penn State’s Office of
Global Programs. These programs
very often have a language proficiency
requirement which could not be met
by many students. This limited their
participation to programs in the UK,
Australia, and other native English
language programs.
The Solution
Eridux was engaged to assist in the
selection of an internship provider in
France who was interested in placing
English-speaking students. Eridux
then leveraged its relationships
in Monaco and France in order to
negotiate the terms most beneficial to
Penn State SHM. Eridux liased with
the local authorities and the provider
for the placement of Penn State SHM
students in professional hospitality
internships. Once the candidates were
placed, Eridux assisted students in
the application process by obtaining
all the necessary documents from
the placement provider. Students
were provided with visa application
and French work contract assistance,
advising, and pre-departure information.
Eridux personnel were available
during the internship to act as a liaison
between the student and the internship
advisor.
Case Study
Seven

19. Eridux designs
professional training
courses and programs,
which can be delivered
by your organization
in Monaco or any other
location you choose.
Custom Programs
Professional Training Courses and Certificate Programs
You can
imagine
your future
because
we can.
Eridux designs professional training courses and
certificate programs that synthesize its unique
resources, and the ability and expertise of top-level
faculty from around the world. Here are some
examples of courses recently developed for delivery in
Monaco:
48
Total hours of
instruction .
The Certificate in Project
Management contains courses in
project management, developing
the project team, and managing
multiple projects. These courses
are approved by PMI and are
designed with the goal of final PMI
certification in mind.
The Certificate in Luxury Hospitality
Management contains courses
in lodging supervision and hotel
operations, lodging strategic
financial management, and lodging
customer service.
The Certificate in Strategic Luxury
Hospitality Leadership contains
advanced courses in strategic
performance analysis, process
and quality leadership, and value
creation.

20. Custom Programs
Certificate in Project Management Certified by the Project Management Institute®
Designing a Certificate in
Project Management
Eridux can create an entirely custom course or program to meet your strategic
goals or customise several of our off-the shelf course offerings such as the
Certificate in Project Management. This program exemplifies the type of courses and
certifications Eridux provides to corporate and institutional clients as training or
fully accredited degree programs.
PROFESSIONAL
TRAINING
CUSTOM
PROGRAM
Certificate in Project Management
The Eridux Certificate in Project
Management (PM Certificate) is one of
a range of custom programs that Eridux
offers to corporate and institutional
clients. The Certificate is a 96-hour
advanced professional qualification
delivered in three courses. These
courses are certified by the Project
Management Institute® (PMI).
PM Certificate coursework focuses
on project planning and control,
leadership strategies, cost and risk
management practices, and project
quality management, participants in the
PM Certificate program learn how to
apply the basic concepts of project and
program management.
The PM Certificate is offered in an
intensive format and participants
may choose to pursue an additional
specialization in program management.
On successful completion, participants
are awarded the PM Certificate or
the PM Certificate with Program
Management Specialization.
PMI CERTIFIED
Select The Format
Eridux off-the-shelf or customized PM
Certificate courses offer a range of
options that correspond to the diverse
needs and level of participants. All Eridux
PM Certificate courses are designed to
provide full and complete preparation
for the PMI professional certification
they require. Participants may choose to
enroll in single PM Certificate courses,
focus on the program management
specialization, or undertake the entire
PM Certificate Program.
PMI Certification Preparation
All Eridux PM Certificate courses are
designed with the goal of final PMI
professional certification in mind; an
optional course specifically preparing
participants to take various PMI
certification exams is also offered. All PM
Certificate courses qualify the participant
to receive PMI certified Professional
Development Units.
This is one example; Eridux can
customize any program for your
organization.
Creating
Custom
Programs

21. Eridux Education
The Team
The Team
The Managing Board of Directors
Dr. Boris Porkovich
Academic Director
Dr. Porkovich has spent more than 30 years in higher education worldwide and has a strong
background in all aspects of education across a range of systems and learning environments.
Dr. Porkovich’s experience in international education includes positions as Assistant to
the Vice President of External Programs and Director, Boston University Sydney Internship
Program at Boston University; and Director of International Education at Emerson College
in Brussels, Belgium and Maastricht, the Netherlands. In 1997, he became Acting Chair of the
Division of Business, University of California, Berkeley Extension.
In 1999, Dr. Porkovich was appointed Dean of the School of Business and International Studies
at Dominican University of California, and became President of the Honolulu campus of
Argosy University in 2003, a position he held until joining the International University of
Monaco in February 2005.
At the International University of Monaco Dr. Porkovich was Vice Dean, Education Worldwide
and Business Affairs; Director of the Doctoral Program; and Professor of Management. He
joined Eridux in October 2012.
Dr. Porkovich holds a Bachelor of Arts (Honors) from the University of New South Wales, a
Master of Arts (Honors) from the University of Sydney, and a Doctor of Education from Boston
University. He is a resident of the Principality of Monaco and a native of Sydney, Australia, the
city to which his parents migrated from Capari, Macedonia.
Susan Lopez
Managing Director
Ms. Lopez has worked for more than 15 years in education operations and 10 years in
international academic programs administration. She has extensive experience in higher
education marketing and recruitment, admissions, student services, and alumni relations
Mobile in the United States and Europe. Ms. Lopez has had the unique opportunity to assist in the
Customers
development of two start-up companies from conception to IPO. Most recently, Ms. Lopez
was responsible for the launch and administration of academic programs in Taiwan, Italy,
and Shanghai.
Ms. Lopez has lived and worked internationally in Sydney, Australia; Rome and L’Aquila,
Italy; Maastricht, the Netherlands; Brussels, Belgium; Nice, France; and Monaco. A native of
Los Angeles, California she currently resides in Monaco.

22. “Imagine what the future is
going to look like.”
“Eridux can assist you to
achieve your goals through
creative program design
and innovative strategic
planning solutions.”