Central and East European, Russian and Eurasian Studies (IMCEERES)

Project Overview

Project Title Central and East European, Russian and Eurasian Studies (IMCEERES)
Project Number 586591-EPP-1-2017-1-UK-EPPKA1-JMD-MOB
Country Kazakhstan
Overall Project Value(EUR) 2 000 001 - 4 000 000
Project Start – Project End October 1, 2017–September 30, 2022
Project Status Active

Funding and Implementing Organizations

Origin of Funding European Union
Project Budget(EUR) 3.187.000
Implementing Organization / Consortium

• Uniwersytet Jagiellonski (Poland)
• Kimep University JSC (Kazakhstan)
• Nizhegorodskiy Gosudarstvenniy Universitet IM N.I. Lobachevskogo (Russian Federation)
• Budapesti Corvinus Egyetem (Hungary)
• Natioanl University of Kyiv-Mohyla Academy (Ukraine)
• Ilia State University (Georgia)
• Tartu Ulikool (Estonia)

Contact / Team Leader / Project Team
  • University of Glasgow, United Kingdom (project coordinator), imceeres@glasgow.ac.uk, +44 (0)141 330 5585
Beneficiary University of Glasgow on behalf of national governments

Project Summary, Objectives and Results

Project Summary

The IM in Central and East European, Russian and Eurasian Studies (CEERES) is a two-year master degree. Students graduate with a multiple degree, awarded from UoG, UT and one of the six regional universities. There will be an opportunity to undertake a credit bearing work placement with a relevant organisation in Semester Three, to present students with practical experiences to complement their academic studies. Disciplines employed throughout the CEERES curriculum include Politics, IR, History, Sociology, Economics, and Geography: this is a truly multidisciplinary programme. CEERES is articulated around a rational journey of specialisation, in which the acquisition of familiarity with a regional language plays a particularly central role. The first semester at UT introduces issues, processes and methods that are pertinent to the programme. Through an introductory course taught collectively by staff members from the 8 universities, students are tasked to prepare a dissertation proposal that determines the supervisory team for the rest of the degree and the Year Two mobility. In the second semester, students move to UoG where they continue their language training and are introduced to further specialisation in one of three regional areas: Central and East European Studies, Russian Studies, and Eurasian Studies. The supervision process starts in earnest during Semester Two, while a non-credit bearing Summer School reinforces the curriculum’s commitment to methodological training. The programme’s Year Two is spent in the region that sits at the core of the CEERES curriculum. Through further coursework, placements, and dissertation research at UJ/CUB/NaUKMA/UNN/KIMEP/ISU, students increase their linguistic proficiency and enhance their research skills, while acquiring invaluable experiences of life, study, and work in Eastern Europe, Russia, and Eurasia. The programme’s fourth semester allows the student to write a dissertation at one of the six regional universities, concentrating on a chosen topic of their interest and supervised by a team of academics from the three awarding institutions. CEERES students do not need prior knowledge of regional developments, history, or languages. CEERES is relevant to people of all nationalities, especially to those students willing to deepen their understanding of regional processes, societies, and languages and employ such acquired knowledge in the public and private sectors, as well as in further education.

Project Objectives
  • To provide education within three predefined mobility periods at three different Consortium Partner Universities across Europe, Russia, and Eurasia.
  • To provide students with knowledge on history of communism and why it collapsed and on the process of economic and political transformation in the former communist states.
Education Sector HE
Components of the Education Process Institutional strengthening & capacity building, Mobility and international exchange, Quality assurance, Social Partnership, Standards and curriculum development
Occupational Field Economy, Trade, Business and Administration, Interdisciplinary Sciences, Philosophy, Ethnology, History, Political Sciences, Public Administration , Public Affairs
Target Groups Learners (scholar, student, apprentice etc.)
Related Projects



A research proposal submitted at the end of semster 1 in year 1 will determine future mobility patterns and study pathway diversification in semester 2. In year 2 students will continue under the same study pathway. The research proposal will have a strong influence on the allocation of the year 2 pathway partner, where students will undertake coursework.  It is envisaged that placements at external organisations will be made available.

The periods of mobility are designed to enable students to engage with a variety of perspectives on the three core themes of the programme and promote valuable knowledge and practical skills-based outcomes that will feed into future career opportunities.

Project Results
  • Education in challenging and innovative multiple degree programme provided.

Links and Materials

    Link to project relevant data