International Educator - July/August 2015 - 23

GARNER DEWEY

Various Types of International
Collaborative Degrees
Three common models of collaborative degrees are joint
degrees, double/multiple degrees, and consecutive degrees.
The distinguishing feature of joint degrees is that the partner institutions jointly issue a single diploma, whereas each
institution involved in a double- or multiple-degree program would award its own national credential. Consecutive
degrees, on the other hand, might involve an integrated
program where students would obtain a bachelor's degree
at an institution in one country and then complete a master's degree at an institution in another country.
Some programs might involve direct exchange of students where they spend equal amounts of time at each
campus, while in others the students flow in a single direction. Some institutions have found mutually beneficial
solutions to suit their respective priorities, where one
institution sends students to complete a degree and the
other sends students for shorter-term study abroad. Other
programs allow international students to complete two
years at their home institution before transferring to the
United States to complete their bachelor's degree.
There is relatively little current hard data available on
the number or growth of such programs globally. In Europe, a Bologna Process working group estimated that
there were 2,500 joint degrees in Europe in 2009 (Nuffic
2015)1, but the European Union has in the last several
years provided significant funding to encourage countries
to create joint programs. In Germany in particular, the
number of double- or joint-degree programs funded by
DAAD grew from less than 10 at the beginning of the
millennium to more than 110 in 2014-2015, according
to DAAD. A 2011 survey by the Council on American
Education reported that in the United States, 18 percent of
responding institutions offered international dual-degree
programs and 13 percent offered joint-degree programs.2
In terms of the most common types of collaborative
programs, a 2011 Institute of International Education
(IIE) survey found that double degrees are much more
common than joint degrees and the majority are at the
master's level. However, there is significant variation by
country. For example, the majority of programs reported
by Australian institutions are at the doctoral level, while
the majority of programs reported by U.S. institutions
are at the undergraduate level. IIE also found that the
most frequently cited academic disciplines for joint- and
double-degree programs are business, management, and
engineering. Other popular disciplines include social sciences, mathematics and computer sciences, and physical
and life sciences (IIE, 2011).3

A Long History of
Collaborative Programs
The University of Colorado Denver (CU Denver) has a
long history of successfully running joint programs at both
the undergraduate and graduate level. It's longest-running
program, the International College Beijing (ICB), started
as a pilot project with China Agricultural University in
1994 with a dozen students. It resulted in ICB becoming
the first joint program of its kind to be approved by the
Chinese Ministry of Education.
The ICB program offers economics, communication,
and dual degrees to Chinese students, who are able to
study on both the Beijing and Denver campuses. U.S.
students may also study abroad in Beijing, though the
dual-degree option is only available to Chinese students.
Michael Mendoza is a U.S. student who spent a semester on the Beijing campus in spring 2014. "At the ICB
program, I was in the unique position of being the only
American student in a majority of my classes. I thoroughly enjoyed the opportunity to be a source of increased
cross-cultural interaction. As a student abroad in Beijing,
I represented my nationality, university, state of residence,
and ethnic groups, which created an opportunity for
greater cross-cultural learning," he says.
"The adaptability and intercultural competency skills
that I have learned will transfer into my career aspirations
of education, mentoring, and nonprofit work. In these
particular fields, having flexibility and intercultural competence with serving the needs of diverse populations is
an essential toward having positive and meaningful interactions with individuals, groups, and communities," adds

Students from
Appalachian
State University
(the two on the
left) with faculty
members at La
Universidad de
las Américas
Puebla (UDLAP)
in Mexico.

J U LY + AU G .15 INTERNATIONAL EDUCATOR

23  



Table of Contents for the Digital Edition of International Educator - July/August 2015

Degrees Without Borders
The Right Prescription for Internationalization
InBrief
Global Spotlight
Education Abroad
International Enrollment
View From Out Here
In Focus
International Educator - July/August 2015 - Cover1
International Educator - July/August 2015 - Cover2
International Educator - July/August 2015 - 1
International Educator - July/August 2015 - 2
International Educator - July/August 2015 - 3
International Educator - July/August 2015 - InBrief
International Educator - July/August 2015 - 5
International Educator - July/August 2015 - 6
International Educator - July/August 2015 - 7
International Educator - July/August 2015 - 8
International Educator - July/August 2015 - 9
International Educator - July/August 2015 - 10
International Educator - July/August 2015 - 11
International Educator - July/August 2015 - 12
International Educator - July/August 2015 - 13
International Educator - July/August 2015 - 14
International Educator - July/August 2015 - 15
International Educator - July/August 2015 - Global Spotlight
International Educator - July/August 2015 - 17
International Educator - July/August 2015 - 18
International Educator - July/August 2015 - 19
International Educator - July/August 2015 - Degrees Without Borders
International Educator - July/August 2015 - 21
International Educator - July/August 2015 - 22
International Educator - July/August 2015 - 23
International Educator - July/August 2015 - 24
International Educator - July/August 2015 - 25
International Educator - July/August 2015 - 26
International Educator - July/August 2015 - 27
International Educator - July/August 2015 - 28
International Educator - July/August 2015 - 29
International Educator - July/August 2015 - 30
International Educator - July/August 2015 - 31
International Educator - July/August 2015 - 32
International Educator - July/August 2015 - 33
International Educator - July/August 2015 - The Right Prescription for Internationalization
International Educator - July/August 2015 - 35
International Educator - July/August 2015 - 36
International Educator - July/August 2015 - 37
International Educator - July/August 2015 - 38
International Educator - July/August 2015 - 39
International Educator - July/August 2015 - 40
International Educator - July/August 2015 - 41
International Educator - July/August 2015 - 42
International Educator - July/August 2015 - 43
International Educator - July/August 2015 - Education Abroad
International Educator - July/August 2015 - 45
International Educator - July/August 2015 - 46
International Educator - July/August 2015 - 47
International Educator - July/August 2015 - 48
International Educator - July/August 2015 - 49
International Educator - July/August 2015 - International Enrollment
International Educator - July/August 2015 - 51
International Educator - July/August 2015 - 52
International Educator - July/August 2015 - 53
International Educator - July/August 2015 - View From Out Here
International Educator - July/August 2015 - 55
International Educator - July/August 2015 - In Focus
International Educator - July/August 2015 - Cover3
International Educator - July/August 2015 - Cover4
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