Understanding International Joint and Dual Degree Programs
Opportunities and Challenges during and after the COVID-19 Pandemic
DOI:
https://doi.org/10.32674/jcihe.v13i5.3690Keywords:
comparative education, covid-19, education abroad, higher education, internationalization, student mobility, transnational educationAbstract
This empirical article examines the policies, perspectives, and practices of building and developing cross-border and transnational higher education (TNHE) programs, with special attention given to the international joint and dual degree programs in North America and Asia. Specifically, this paper reviews the historical, political, and social dimensions of two international collaborative academic degree programs between the United States and Mainland China using Indiana University-Purdue University, Indianapolis (IUPUI) and Sun Yat-set University (SYSU) as the case study. Findings suggest that IUPUI’s most cited challenge with SYSU concerns alignment with general education requirements. On the other hand, SYSU’s biggest challenge with IUPUI concerns language and cultural differences. This article offers five recommendations for teacher-scholars, policymakers, and advanced practitioners interested in developing, designing, and implementing dual degree programs during and after the COVID-19 pandemic. Implications for future research on and applications and practices for TNHE programs are discussed.
References
Altbach, P. G., & de Wit, H. (2020). Responding to COVID-19 with IT: A transformative moment? International Higher Education, 103, 3-5.
Altbach, P. G., de Wit, H., Schendel, R., & Blanco, G. (2020). Global perspectives on higher education. Brill.
ACE. American Council on Education. (2014). Mapping international joint and dual degrees; U.S. program profiles and perspectives. Author. https://www.acenet.edu/Documents/Mapping-International-Joint-and-Dual-Degrees.pdf
ACE. American Council on Education. (2021). Comprehensive internationalization framework. Author. https://www.acenet.edu/Research-Insights/Pages/Internationalization/CIGE-Model-for-Comprehensive-Internationalization.aspx
Ammigan, R., Chan, R. Y., & Bista, K. (2022). COVID-19 and higher education in the global context: Exploring contemporary issues and challenges. STAR Scholars.
Arshakian, A., & Wang, V. (2017). Strategies of supporting Chinese students in an international joint degree program. International Research and Review: Journal of Phi Beta Delta, 7(1), 1-23.
Asgary, N., & Robbert, M. A. (2010). A cost-benefit analysis of an international dual degree programme. Journal of Higher Education Policy and Management, 32(3), 317-325.
Bamford, J. (2020). International joint double degrees and international transitions in higher education: The self, pedagogy, and culture. Springer.
Bergan, S., Gallagher, T., Harkavy, I., Munck, R., & Land, H. (Eds.). (2021). Higher education's response to the Covid-19 pandemic - Building a more sustainable and democratic future. Council of Europe.
Bista, K., Allen, R., & Chan, R. Y. (2021). Impacts of COVID-19 on international students and the future of student mobility. Routledge.
Blanco, G. L. (2021). The construction of U.S. accreditation practices as global standards for quality assurance. In J. J. Lee (Ed.), U.S. power in international higher education. Rutgers University Press.
Blumenthal, P. (2021). A rising or ebbing tide: Do Chinese students still want to study in the U.S.? Institute of International Education. https://iie.widen.net/s/hqpxjsppzh/rising‐or‐ebbing‐tide_final
Brenn-White, M., & van Rest, E. (2012). English-taught master’s program in Europe: New findings on supply and demand. Institute of International Education.
Buckner, E. (2019). The internationalization of higher education: National interpretations of a global model. Comparative Education Review, 63(3), 315-336.
Cao, Y., & Yang, R. (2019). World-class university construction and higher education governance reform in China: A policy trajectory. In C. D. Wan, M. N. N. Lee, & H. Y. Loke (eds.), The governance and management of universities in Asia: Global influences and local responses (pp. 21-42). Routledge.
Chan, C. J. (2012). Going international: Double/joint degree programs in a Taiwanese university. Asia Pacific Journal of Educational Development, 1(2), 1–11.
Chan, R. Y., Bista, K., & Allen, R. (2021). Online teaching and learning in higher education during coronavirus (COVID-19): International perspectives and experiences. Routledge.
Chevallier, A. (2013). A process for screening and authorizing joint and double degree programs. Institute of International Education.
Conner-Rondot, S. (2017). Internationalization in action: International partnerships – Part two: Strategic planning. American Council on Education (ACE). https://www.acenet.edu/Documents/2017-Jan-IIA-Intl-Partnerships-Pt2.pdf
CGS. Council of Graduate Schools. (2010). Joint degrees, dual degrees, and international research collaborations: A report on the CGS graduate international collaborations project. Washington, D.C.: CGS.
Cross-border Education Research Team (C-BERT). (2020). C-BERT branch campus listing. [Data originally collected by Kevin Kinser and Jason E. Lane]. Author. http://cbert.org/resources-data/intl-campus/
Culver, S. M., Puri, I. K., Spinelli, G., DePauw, K. P. K., & Dooley, J. E. (2012). Collaborative dual-degree programs and value added for students: Lessons learned through the evaluate-e Project. Journal of Studies in International Education, 16(1), 40–61.
Curaj, A., Matei, L., Pricopie, R., Salmi, J., & Scott, P. (2015). The European higher education area: Between critical reflections and future policies. Springer
Deardorff, D. K., & Arasaratnam-Smith, L. A. (2017). Intercultural competence in higher education: International approaches, assessment and application. Routledge.
de Wit, H., & Altbach, P. G. (2021a). Internationalization in tertiary education: Global trends and recommendations post Covid-19. Policy Reviews in Higher Education. Advance online publication. https://doi.org/10.1080/23322969.2020.1820898
de Wit, H., & Altbach, P. G. (2021b). Fighting for funding against inequality post-COVID-19. International Higher Education, 105, 3-4. https://doi.org/10.36197/IHE.2021.105.01
Ergin, H., & Leal, F. (2020). Dual degree master programme in international higher education - Initial experiences of the partnership between Boston College and Universidad de Guadalajara. Internationalisation of Higher Education – Policy and Practice. https://doi.org/10.36197/INT.4-2020.05
Gallagher, J. (2021, September 9). Seven ways leaders can build stronger partnerships: Considerations to keep in mind at every stage of institutional partnerships. NAFSA. https://www.nafsa.org/ie-magazine/2021/9/9/seven-ways-leaders-can-build-stronger-partnerships
Gatewood, J. (Ed.). (2020). NAFSA's Guide to International Partnerships. NAFSA.
Glass, C. R., Godwin, K. A., & Helms, R. M. (2021). Toward greater inclusion and success: A new compact for international students. American Council on Education (ACE). https://www.acenet.edu/Documents/Intl-Students-Monograph.pdf
Goodman, A. E., & Ruland, D. (2013). The road less traveled is the road to the future. In M. Kuder, N. Lemmens, & D. Obst (Eds.), Global perspectives on international joint and double degree programs (pp. v-vii). Institute of International Education (IIE).
Haupt, J. P., Sutrisno, A., & Hermawan, M. S. (2021). Motivations and outcomes in dual-degree programs: insights from graduate scholarships for Indonesian civil servants. Asia Pacific Education Review, 22(3), 535-548.
Hou, Y.-C. (2020). Quality assurance of joint degree programmes: What Asia can learn from Erasmus Mundus joint degree programmes in Europe. Globalisation, Societies and Education, 18(1), 19-29.
Hou, Y.-C., Ince, M., Tsai, S., Wang, W., Hung, V., Jiang, C. L., & Chen, K. H. (2016). Quality assurance of joint degree programs from the perspective of quality assurance agencies: experience in East Asia. Higher Education Research & Development, 35(3), 473-487.
Hou, Y.-C., Morse, R., & Wang, W. (2017). Recognition of academic qualifications in transnational higher education and challenges for recognizing a joint degree in Europe and Asia. Studies in Higher Education, 42(7), 1211-1228.
Hudzik, J. K. (2021). Post-COVID higher education internationalization. NAFSA. https://www.nafsa.org/professional-resources/research-and-trends/post-covid-higher-education-internationalization
Institute of International Education (IIE). (2020). “Top 25 institutions hosting international students, 2000/01 – 2019/20.” Open Doors Report on International Educational Exchange. http://www.opendoorsdata.org
Integrated Postsecondary Education Data System (IPEDS). (2015). Indiana University-Purdue University Indianapolis Demographics. https://nces.ed.gov/ipeds
IU Global. (2021). Common types of international collaborations. Office of the Vice President for International Affairs. https://global.iu.edu/partnerships/types.html
Indiana University-Purdue University Indianapolis (IUPUI). (2014). IUPUI American council on education internationalization laboratory: Interim report executive summary. Author. http://international.iupui.edu/doc/partnerships/ace-interim-report-executive-summary-final.pdf
IUPUI Office of International Affairs. (2020). IUPUI International Enrollment Report Fall 2020. https://international.iupui.edu/doc/about/IUPUI-Fall-2020-Intl-enrollment.pdf
IUPUI Office of International Affairs. (2021). IUPUI’s partnership with Sun Yat-sen University in China engages many IUPUI schools and units to enrich both campuses. https://international.iupui.edu/global-learning/partnerships/archive/china/
Jiang, S. (2021). The call of the homeland: Transnational education and the rising nationalism among Chinese overseas students. Comparative Education Review, 65(1), 34-55.
Kinser, K., & Lane, J. E. (2020). International joint and dual degrees. In M. E. David & Amey, M. J. (Eds.), The SAGE encyclopedia of higher education. Sage UK.
Knight, J. (2007). Cross-border tertiary education: An introduction. In J. Knight & J. McNamara (Eds.), Transnational education: A classification framework and data collection guidelines for international programme and provider mobility (IPPM) (pp. 21-46). British Council.
Knight, J. (2011). Doubts and dilemmas with double degree programs. Universities and Knowledge Society Journal, 8(2), 297–312.
Knight, J. (2013). Joint, double, and consecutive degree programs: Definitions, doubts, and dilemmas. In M. Kuder, N. Lemmens, & D. Obst (eds.), Global perspectives on international joint and double degree programs (pp. 1-16). Institute of International Education (IIE).
Knight, J. (2015). Are double/multiple degree programs leading to “discount degrees?” International Higher Education, 81, 5-7.
Knight, J., & Liu, Q. (2019). International program and provider mobility in higher education: Research trends, challenges, and issues. Comparative and International Education / Éducation Comparée et Internationale, 48(1), 1-18.
Kommers, S., & Bista, K. (2021). Inequalities in study abroad and student mobility: Navigating challenges and future directions. Routledge.
Kompanets, V., & Väätänen, J. (2019). Different, yet similar: factors motivating international degree collaboration in higher education. The case of Finnish-Russian double degree programmes. European Journal of Engineering Education, 44(3), 379-397.
Krusekopf, C. (2018). Internationalisation of online learning: A double degree model. In A. Altmann, Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds.), The Disruptive Power of Online Education (p. 63-80). Emerald Publishing Limited.
Kuder, M., Lemmens, N., Obst, D., & Scully, P. (2014). Global perspectives on international joint and double degree programs. Institute of International Education (IIE).
LaFleur, D. (2018). Transnational partnerships and dual degrees: Entrepreneurial strategies for internationalization (doctoral dissertation). The University of Arizona.
Lane, J. E., & Kinser, K. (2014). International joint and double-degree programs. In L. E. Rumbley, R. M. Helms, P. M. Peterson, & P. G. Altbach (Eds.), Global opportunities and challenges for higher education leaders: Briefs on key themes (pp. 59–62). Sense Publishers
Lane, J. E.,, Borgos, J., Schueller, J., Dey, S., Kinser, K., & Zipf, S. (2021, March 13). What is the future for international branch campuses. University World News. https://www.universityworldnews.com/post.php?story=2021031012405285
Lanford, M. (2020). Long-term sustainability in global higher education partnerships. In A. AI-Youbi, A. Zahed A., & W. G. Tierney (Eds.), Successful global collaborations in higher education institutions (p. 87-93). Springer. https://doi.org/10.1007/978-3-030-25525-1_9
Lee, J. J. (2021). U.S. power in international higher education. Rutgers University Press.
Lee, J. J., & Gough, N. (2020). Transnational education and curriculum studies: International perspectives. Routledge.
Li, X., & Haupt, J. (2021, February 13). Could “distance TNE” become a growth area after COVID-19? University World News. https://www.universityworldnews.com/post.php?story=20210210074621731
McAllister-Grande, B., & Whatley, M. (2020). International higher education research: State of the field. NAFSA.
McKeown, J. S., Bista, K., & Chan, R. Y. (2022). Global higher education during COVID-19: Policy, society, and technology. STAR Scholars.
Merkx, G. W., & Nolan, R. W. (2015). Internationalizing the academy: Lessons of leadership in higher education. Harvard University Press.
Min, W. (2004). Chinese higher education: The legacy of the past and the context of the future. In P. G. Altbach, and T. Umakoshi (Eds.), Asian universities: Historical perspectives and contemporary challenges (pp. 53-84). Johns Hopkins University Press.
Ministry of Education (MOE). (2010). Outline of the national medium-and long-term program for Education reform and development 2010-2020. Ministry of Education, China.
Nguyen, C. H., Nhan, T. T., & Ta, H. T. T. (2021). Joint-training programs in Vietnam: operation and quality management aspects gathered from institutional practices. Asia Pacific Education Review, 22(2), 333-347.
Obst, D., & Kuder, M. (2012). International joint- and double-degree programs. International Higher Education, 66, 5-7.
Obst, D., Kuder, M., & Banks, C. (2011). Joint and double degree programs in the global context: Report on an international survey. Institute of International Education.
Oleksiyenko, A., Blanco, G., Hayhoe, R., Jackson, L., Lee, J., Metcalfe, A., Sivasubramaniam, M., & Zha, Q. (2020). Comparative and international higher education in a new key? Thoughts on the post-pandemic prospects of scholarship. Compare: A Journal of Comparative and International Education, 51(4), 612-628. https://doi.org/10.1080/03057925.2020.1838121
Oleksiyenko, A., Chan, S. J., & Kim, S. (2021). World class universities and international student mobility: Repositioning strategies in the Asian Tigers. Research in Comparative and International Education, 16(3), 295-317.
O’Meara, P., & Peck, L. K. (2019). Indiana University and the world: A Celebration of collaboration, 1890-2018. Indiana University Press.
Sammour, G., Al-Zoubi, A., & Schreurs, J. (2020). Opportunities of MOOCs and flipping micro-learning models in international joint academic degree programs. International Journal of Technology Enhanced Learning,12(4), 411-425.
Steagall, J. W., Falk, P., Gallo, A., & Porter, T. W. (2021). International double degree programs as accelerators for internationalization: Lessons from the Trans-Atlantic Business School Alliance. Journal of Teaching in International Business, 32(1), 7-35.
Sutrisno, A. (2020, July 18). Landscape of post-pandemic: Transnational higher education. University World News. https://www.universityworldnews.com/post.php?story=20200714143605966
Sun Yat-sen University (SYSU). (2021). Sun Yat-sen university website. http://jwb.sysu.edu.cn/
U.S. News Report. (2021). Sun Yat-sen University. U.S. News Report Best Global Universities. https://www.usnews.com/education/best-global-universities/sun-yat-sen-university-506062
West, C. (2015). Degrees without borders. International Educator. https://www.nafsa.org/sites/default/files/ektron/files/underscore/ie_julaug15_degrees.pdf
West, C. (2021, September 9). The power of partnerships: Four partnerships offer lessons learned in building and sustaining successful, long-term relationships between institutions. NAFSA. https://www.nafsa.org/ie-magazine/2021/9/9/power-partnerships
Yamutuale, D. B. (2017). The doubleness of international double degree programs at Ontario Universities: Challenges and prospects for global citizenship education (doctoral dissertation). Western University.
Yang, R. (2020). China’s higher education during the COVID-19 pandemic: Some preliminary observations. Higher Education Research and Development, 39(7), 1317-1321.
Yu, J. (2020). Consuming UK transnational higher education in China: A Bourdieusian approach to Chinese students’ perceptions and experiences. Sociological Research Online. https://doi.org/10.1177/136078042r0r957040
Yuki, T. (2013). Collaborative degree programs in East Asia: Findings from a survey. In M. Kuder, N. Lemmens, & D. Obst, Global perspectives on international joint and double degree programs (pp. 151-159). Institute of International Education (IIE).
Zapp, M., & Lerch, J. C. (2020). Imagining the world: Conceptions and determinants of internationalization in higher education curricula worldwide. Sociology of Education, 93(4), 372-392.
Zhang, Y. (2021). Internationalization higher education for what? An analysis of national strategies of higher education internationalization in East Asia. Journal of Comparative & International Higher Education, 12(6S1), 10-15.
Zheng, G., Cai, Y., & Ma, S. (2017). Towards an analytical framework for understanding the development of a quality assurance system in an international joint programme. European Journal of Higher Education, 7(3), 243-260.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.
