Abstract
The number and types of international joint, double and consecutive degree programs have sky-rocketed in the last five years, demonstrating that they clearly have a role in the current landscape of higher education. For many academics and policy makers, double and joint degree programs are welcomed as a natural extension of exchange and mobility programs. For others, they are perceived as a troublesome development leading to double counting of academic work and the thin edge of academic fraud. A broad range of reactions exist due to the diversity of program models; the involvement of new (bona fide and rogue) and traditional providers; the uncertainty related to quality assurance and qualifications recognition; and finally, the ethics involved in deciding what academic workload or new competencies are required for the granting of joint, double, multiple or consecutive degrees. This article aims to clarify the confusion about the differences between a joint, a double and a consecutive degree program by providing a conceptual framework of definitions. It provides highlights from recent research surveys and studies, and looks at new developments and innovations in establishing these types of collaborative programs. Finally, it examines the factors that challenge the operationalization of the programs and explores those issues that raise doubts and dilemmas and require further debate and analysis.
Highlights
This article aims to clarify the confusion about the differences between a joint, a double and a consecutive degree program by providing a conceptual framework of definitions
Los modelos utilizados para fijar los requisitos necesarios para la consecución de los programas de grado doble/múltiple son muy variados
La licencia completa se puede consultar en http://creativecommons.org/licenses/by/3.0/es/deed.es
Summary
Los programas de grado conjunto, doble y consecutivo han experimentado un extraordinario crecimiento en los últimos cinco años, tanto en su número como en su tipología, lo cual demuestra sin lugar a dudas que tienen un papel en el actual panorama de la educación superior. La diversidad de modelos de programas, la participación de proveedores nuevos (reconocidos y fraudulentos) y tradicionales, la incertidumbre en torno al aseguramiento de la calidad y el reconocimiento de títulos, y, por último, los aspectos éticos implicados en la decisión de qué cargas de trabajo universitario o qué nuevas competencias son necesarias para conceder los grados conjuntos, dobles, múltiples o consecutivos dan lugar a una gran diversidad de reacciones. RUSC vol 8 n.o 2 | Universitat Oberta de Catalunya | Barcelona, julio de 2011 | ISSN 1698-580X 135. Palabras clave programas de grado doble, programa de grado conjunto, programa de grado consecutivo, garantía de calidad, reconocimiento de títulos, internacionalización
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
