Abstract

International joint, double and combined degree programmes clearly have a role in the current landscape of higher education and will likely be more numerous and influential in the coming years. As an internationalisation strategy, they address the heartland of academia - the teaching/learning process and the production of new knowledge between and among countries. These programmes are built on the principle of deep academic collaboration and bring important benefits to individuals, institutions, national and regional education systems. The interest in them is exploding but so is the confusion. The purpose of this report is to examine the different meanings of double and joint degree programmes around the world, examine the driving rationales, identify core concepts and elements, propose a working definition and typology, and discuss some of the vexing issues related to the organisation, recognition and perceived ‘legitimacy’ of these programmes and their qualifications.