Double degrees: double the trouble or twice the return?

Russell, A. Wendy; Dolničar, Sara; Ayoub, Marina

doi:10.1007/s10734-007-9076-2

Cited by 44 publications

(47 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is of crucial importance to the tutor (in devising the assessment appropriately), to the student (to understand the requirements of the task) and to the external examiner (to be assured that all learning outcomes are being assessed). An interesting sub-question arises here in that the requirements of two programmes need to be satisfied [22]. To reconsider the title of this paper, are dual degrees twice the effort?…”

Section: Delivery and Assessment Issuesmentioning

confidence: 98%

Dual Degrees: Twice as Good?

Cobham¹

2018

EDULEARN Proceedings

View full text Add to dashboard Cite

Transnational Education (TNE), i.e. the delivery of programmes and awarding of qualifications by one University at a campus or with a partner institution in a different country, is becoming increasingly popular. Factors affecting this include: changing demographics whereby diminishing numbers of eligible students are applying to study at the home institution; political factors such as Brexit or changes in immigration laws; financial factors such as the desire to increase revenue or to diversify sources of external income; brand building; networking etc.Typically TNE is delivered at a branch campus of the home university located in the country of delivery, or in partnership with a local higher education provider based in another country. The models for TNE include franchised delivery, validated programmes, joint or dual degrees twinning arrangements.This paper adopts a case study approach to investigate one particular model for TNE namely the dual degree. The paper considers a novel implementation of a dual degree whereby the curriculum followed by the students is the locally validated programme rather than the curriculum of the home institution. In order to make the award, the international partner curriculum has been mapped closely against that of the home institution. The mapping is carried out at a detailed level in order to establish that both the high level programme outcomes and the lower level module (sometimes called course) outcomes of the home institution's programmes are all appropriately addressed by those of the international partner institution's curriculum. Coverage is then established by ensuring that on every piece of assessed work, it is clearly identified which learning outcomes of each institution are being assessed. Application of a mapping matrix, developed at the approval phase, by assessment setter, moderator and external examiner is carried out. On the basis of the correct application of that mapping, the overall coverage of outcomes is ensured and the award of the home institution is conferred on those students who successfully complete the award at the partner institution.The case study reveals an interesting research question namely whether a programme of study is more than just the summation of its constituent learning outcomes or "is the whole greater than the sum of its parts"? Consideration is made whether there a level of decomposition or deconstruction of a programme that results in the essence of that programme being lost. The paper concludes that by satisfying the functional constraints of the mapping, in combination with a carefully constructed system of mutual partner support, an appropriate and quality student experience can be achieved that both respects the local curriculum and delivers the home institution's award.

show abstract

Section: Delivery and Assessment Issuesmentioning

confidence: 98%

Dual Degrees: Twice as Good?

Cobham¹

2018

EDULEARN Proceedings

View full text Add to dashboard Cite

show abstract

“…solving methods of teaching, and stimulate graduates ability to solve issues connected with sustainability, [12]. Transdisciplinarity is also said to be the value added of these programs since flexible knowledge and transferable skills can contribute to the development of such social spheres that are extremely important.…”

Section: Internationalization Of Educationmentioning

confidence: 99%

University economists training under global educational environment: challenges and prospects

Bagautdinova

Gorelova

Polyakova

2016

SHS Web of Conferences

View full text Add to dashboard Cite

Abstract. Kazan Federal University being the leading one in the Volga region has set a strategic goal of academic reputation and University authority growth to achieve a high level of international recognition. The article describes the measures that were implemented by University management to enter the list of world leading universities. Some tools that accompany and foster necessary transformation are described and the way to align strategic priorities and economists training programs development is analyzed. The paper considers Bachelor and Master Degree courses in Economics and Management reshaping and establishes connection between New Third Generation Educational Standard introduction into the system of higher education and the process of University integration into the global educational environment. The new competence-based paradigm and interdisciplinary approach are both considered as important steps to improve academic and research performance. The "road map" developed and implemented by University management team was used as a platform for content analysis of qualitative data via systematic examination and verification of projected indicators open for public consideration on the official University web-page.

show abstract

“…Double degrees are two degrees studied concomitantly. A richer or rounder education can give double degree graduates a competitive edge over those with single degrees, providing specialisation in two fields and increasing employment options (9,10). Moreover, while double degrees increase future opportunities, they do not take double the time to complete as students are granted 'credit' either in recognition of 'double up', or the recognition of units undertaken outside their faculty or discipline area (10).…”

Section: Introductionmentioning

confidence: 99%

The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree: How well does it Align with Course Objectives?

Plummer

Tozer-Jones²,

Williams

2017

Australasian Journal of Paramedicine

View full text Add to dashboard Cite

Abstract Introduction The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree (BN/BEH-P) is a four-year on-campus double degree, combining essential units from both the accredited Bachelor of Nursing and Bachelor of Emergency Health courses. Graduates of this course are expected to be well equipped to manage the complexity of emergency care out-of-hospital, in-hospital and at the interface of these settings. The aim of this study was to explore student views of their preparation and intentions towards future practice and the alignment with course objectives.MethodsA cross-sectional study was employed with a sample of first, second, third and fourth year undergraduate students of the BN/BEH-P. The results were mapped to course objectives by researchers. ResultsWritten responses varied considerably making generalisations difficult; however, some common themes did emerge such as a need for greater flexibility in course delivery options, not enough simulation, a need for more clinical placements and better communication between the two schools. The level of satisfaction with course content and delivery was high. Timetabling problems and the allocation of clinical placements were a source of concern for many students and were found to be common to double degrees in general. There was alignment between student perspectives of course delivery with half of eight course objectives, but not in areas such as ethics, evidence based practice, professional communication and cultural values in practice. ConclusionThe findings are important for students, universities and health services, informing a pedagogical alignment between student preparation and expectations. The findings are expected to provide valuable insight into the student view of undergraduate interprofessional education, how it shapes their intentions for future practice and how students and other stakeholders know if they will receive what is offered and funded.

show abstract

Double degrees: double the trouble or twice the return?

Cited by 44 publications

References 20 publications

Dual Degrees: Twice as Good?

Dual Degrees: Twice as Good?

University economists training under global educational environment: challenges and prospects

The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree: How well does it Align with Course Objectives?

Contact Info

Product

Resources

About