Higher education institutional collaborations: an analysis of models of joint degree programs

Abstract

In the United States, it is widely believed that today's graduates will change profession many times before their retirement. It is also widely believed that some of these professions have not yet been created. Consequently, higher education leaders have intensified their emphasis on interdisciplinary curricula and their call for joint degree programs. The number of joint degree programs is increasing and future demands on higher education most likely will compel institutional leaders to encourage this kind of collaboration. However, the literature on joint degree programs is thin, offering limited information for institutional leaders contemplating joint degree initiatives. In many cases, authors assume a universal definition of joint degree programs, but a careful reading shows a lack of uniform usage of the concept. Therefore, this article provides a definition that should guide future discussion on collaborative and joint degree programs; examines reasons for their increasing popularity; discusses their advantages and disadvantages; analyzes models of joint degree programs; and provides examples of joint degree programs found in American higher education institutions. The article closes with recommendations for higher education faculty, managers, and leaders who might be interested in creative academic programming.