The implementation of collaborative and double degree programmes has been promoted in higher education since the 1970s as an internationalisation strategy for networking between universities. The value of the Double Degree experience is unanimously recognised by European and international institutions, but data on the evaluation of this experience from the students' perspective, their motivation to take part in these programmes and the perceived skills that can be acquired through this experience seem to be scarce. Through a pilot questionnaire designed to collect quantitative and qualitative data, this study aims to investigate these aspects - students' motivations and perceptions of the skills acquired - in relation to their participation in a Double Degree programme. The results of this survey can contribute to increasing students’ and stakeholders’ awareness of the benefits of Double Degrees and to improving the quality of teaching and services in these programmes.

Students’ experience of Double Degree programmes: motivations and perceptions of skill acquisition

Elena Borsetto
;
Chiara Saccon
2023-01-01

Abstract

The implementation of collaborative and double degree programmes has been promoted in higher education since the 1970s as an internationalisation strategy for networking between universities. The value of the Double Degree experience is unanimously recognised by European and international institutions, but data on the evaluation of this experience from the students' perspective, their motivation to take part in these programmes and the perceived skills that can be acquired through this experience seem to be scarce. Through a pilot questionnaire designed to collect quantitative and qualitative data, this study aims to investigate these aspects - students' motivations and perceptions of the skills acquired - in relation to their participation in a Double Degree programme. The results of this survey can contribute to increasing students’ and stakeholders’ awareness of the benefits of Double Degrees and to improving the quality of teaching and services in these programmes.
2023
9th International Conference on Higher Education Advances (HEAd’23)
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10278/5025940
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