International Degree Collaborations:
Knowledge Gained and Salient Issues for
Future Programs
The Atlantis STIMS Project Experience
Master’s in Sustainability, Technology and Innovation
Michael
Frank
Gareth
Miriam
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
The contents of this presentation were developed
under an EU-U.S. Atlantis grant from the Fund for the
Improvement of Postsecondary Education, (FIPSE),
U.S. Department of Education. However, these
contents do not necessarily represent the policy of the
Department of Education, and endorsement by the
Federal Government should not be assumed.
This presentation also derives content from actions
receiving funding from the European Community
through its EACEA agency. Sole responsibility lies with
the authors, and the EACEA and the European
Commission are not responsible for any use that may
be made of the information contained herein.
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Presentation Overview
Project Description
Current Status
Graduates’ Experience
Question Session
Evaluation & Research
Next Steps
Lessons Learned
Questions Session
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Project Description
STIMS ???
Atlantis
STIMS Project
Sustainability
Technology
Master of
Science
Innovation
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Project Concept
2 Semesters
1 Semester
1 Semester
Ireland
YOUR COMPANY NAME
Spain
USA
Joint
Thesis
Project
Two Master’s Degrees
(one from each side of the Atlantic)
Faculty Mobility
& Scholarly Collaboration Support
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Project Background
DETECT
Existing Connections
Proposal Development
Detailed Programme of Study
Detailed Selection Criteria
Recruitment Begins
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Existing Connections
DETECT Undergrad Exchange
DETECT
Exchange Agreements
Multiple Connection
between Purdue and DIT
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Proposal Development
Lessons Learned from DETECT
Mutual Respect/Trust
Project/Programme Objectives
Proposal Teamwork
Proposal Submitted March 2009
Granted Funding August 2009
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
STIMS: It Takes a Team & Time!
Gary Bertoline
Dean PU
James
Mohler, PU
Mike Murphy Nuria Castells
Michael
Gareth
Robert
Dean DIT
Dean UPC
Dyrenfurth, PU PI O’Donnell, DIT PI Herrick, PU PI
Maria
Ribera, UPC
Dennis
Depew, PU
Donal
McHale, DIT
John
Lawlor, DIT
Robert
Simpson, DIT
Kathryne
Newton, PU PI
Eugene
Coyle, DIT
Richard Hayes
DIT
Heinz Schmidt-Walter
HDa
Dhushy
Sathianathan
PSU
Thomas Seybert
PSU
Master’s in Sustainability, Technology and Innovation
Detailed Programme of Study
Thematic Areas & Cultural & Language
Defined Programme Outcomes
Tailorable Plans of Study
(PoS Link)
1 U.S. & 1 EU award (Dual award)
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Tailorable Plans of Study
SEM 1
SEM 2
SEM 3
SEM 4
Core Courses
Elective Courses
UPC
DIT
Purdue
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Selection Criteria
Citizenship
Academic Achievement
No Known Visa Issues
Relevance of Prior Learning
Commitment
Recommendations
Availability
Language Skill Level
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Recruiting Begins
At Each Institute
Team Effort
Broad Target Group
Getting the Word out Early!!!
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Current Status
• Programme Fully Established at each
partner institution (year 4)
• 9 Graduates with both degrees
• 15 Due to graduate next 2 semesters
• 24 More students on programme
• Active (20+) faculty mobility (with & in
addition to project funds)
• Processes and procedure in place
• Future looks bright
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Fall Spring Fall Spring Fall Spring Fall Spring
2010 2011 2011 2012 2012 2013 2013 2014
Miriam Ryan
DIT
Peter Whoriskey
Stefan Slattery
Damien Keena
Damian
Hutchinson
Ben Peterson
Blair Conner
Adam Ryzak
Colton Schliep
Jordi Cuadrado
David Ortiz
Jordi Condominas
Laura CarreraCarbo
Arnau González
Verónica
Cabanillas
Sarah Miller
Brandon Hall
Michael Dunbar
Miriam Ryan
Ben Peterson
Jordi Cuadrado
David Ortiz
Jordi Condominas
Laura CarreraCarbo
Arnau González
Verónica
Cabanillas
Heather
Brotherton
Andrew Grzelak
Kurt Mink
Frank Palisi
Chris Platzer
Ronan Costello
Emma Daly
Niall Magee
Aidan Melia
Damien Mullins
Shona O’Dea
Blair Conner
Adam Ryzak
Colton Schliep
Brandon Hall
Seamus O’Cleirigh
Sarah Miller
Miriam Ryan
Ronan Costello
Emma Daly
Niall Magee
Aidan Melia
Damien Mullins
Shona O’Dea
Blair Conner
Adam Ryzak
Colton Schliep
Brandon Hall
Sarah Miller
Nayara Fuentes
Ronan Costello
Emma Daly
Niall Magee
Aidan Melia
Damien Mullins
Shona O’Dea
Seamus O’Cleirigh
Brandon Hall
Sarah Miller
Michael Dunbar
Nayara Fuentes
Miriam Ryan
Seamus O’Cleirigh
Peter Whoriskey
Stefan Slattery
Damien Keena
Damian
Hutchinson
Robert Crull
Michael Dunbar
Julia Branstrator
Terance Harper
Jordi Cuadrado
David Ortiz
Jordi Condominas
Laura CarreraCarbo
Arnau González
Verónica
Cabanillas
Peter Whoriskey
Stefan Slattery
Damien Keena
Damian
Hutchinson
Robert Crull
Julia Branstrator
Terance Harper
Jordi Cuadrado
David Ortiz
Jordi Condominas
Laura CarreraCarbo
Arnau González
Verónica
Cabanillas
Robert Crull
Julia Branstrator
Terance Harper
3
Peter Whoriskey
Stefan Slattery
Damien Keena
Damian
Hutchinson
Robert Crull
Michael Dunbar
Julia Branstrator
Terance Harper
1 1 7 5 10 2 7
Heather Brotherton
Andrew Grzelak
Kurt Mink
Frank Palisi
Ben Peterson
Chris Platzer
PU
Seamus O’Cleirigh
Heather
Brotherton
Andrew Grzelak
Kurt Mink
Frank Palisi
Chris Platzer
1 7 14 6 1 2
Nayara Fuentes
UPC
Ronan Costello
Emma Daly
Niall Magee
Aidan Melia
Damien Mullins
Shona O’Dea
Nayara Fuentes
Heather
Brotherton
Andrew Grzelak
Kurt Mink
Frank Palisi
Ben Peterson
Chris Platzer
Blair Conner
Adam Ryzak
Colton Schliep
6 9 13 11 16 12
Master’s in Sustainability, Technology and Innovation
Caterpillar
Inc.
Abengoa
Bioenergy
General
Motors
Nayara
Frank
ExxonMobil
Rolls-Royce
Chris
STIMS Graduates
Rolls-Royce
Arup
Ben
Andrew
Miriam
Kurt
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Graduate’s Job Titles
• Structural Engineer
• Sustainability Intern
• Applications Engineer
• Logistics Planning Engineer
• Internet Apps Validation Lead
• Telecom Analyst
• Technology Integration Engineer
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Frank Palisi, Purdue University
College of Technology
Department of Technology Leadership and Innovation
LDP - Supply Chain at Caterpillar Inc.
Logisitics Planning Engineer and Procurement Analyst at
Caterpillar Inc., Caterpillar Marine Center of Excellence...
Miriam Ryan, Dublin Institute of Technology
Structural Engineer
ARUP Corporation
London
Through
Their Eyes
Alumni Perceptions of Study Abroad
19
STIMS:
Graduates!
Example
Interaction
THIRD PARTY EVALUATION
Barnes Technologies International planned and
conducted an independent third party evaluation
(TPE) of program effectiveness and provided
ongoing formative assessment to guide improvement.
Used an Outcomes—Capability Matrix to evaluate project
performance & addressed the Government Performance and
Results Act (GPRA) required Atlantis performance measures:
1. the percentage of students who persist from one academic
year to the next (persistence), and
2. the percentage of students who graduate within the
project's stated time for completing a joint or dual degree.
BTIC also assesses the degree to which U.S. students gained
foreign language skills, comprehend technical information in
a language other than English, and make formal
presentations.
23
ASSESSMENT
Our team felt most
strongly that facultydeveloped test/exams,
program assessments,
student presentations,
faculty assessments, and
language proficiency
tests were the most
important ways of
assessing learning gains.
In addition, the faculty
and the third party
evaluator are using an
Outcome—Capability
matrix to guide the
project’s data collection.
24
TPE: Assessment Sources
Fall Semester
Spring Semester
Start of Fall Semester
End of Fall Semester
Start of Spring Semester End of Spring Semester
Interview leadership
team members
FIPSE Atlantis
Concurrent Degree
Program Student
Entry Survey 20112012
FIPSE Atlantis
Concurrent Degree
Program Continuing
Student Survey 20112012
Interview leadership
team members
FIPSE Atlantis
Concurrent Degree
Student Learning
Outcome Survey
2011-2012
Interview leadership
team members
FIPSE Atlantis
Concurrent Degree
Program Student Entry
Survey 2011-2012
FIPSE Atlantis
Concurrent Degree
Program Continuing
Student Survey 20112012
Interview leadership
team members
FIPSE Partnership
Collaboration Factors
Survey 2011-2012
FIPSE Outcomes
Progress Survey 20112012
FIPSE Atlantis
Concurrent Degree
Post Assessments:
Graduates 2011-2012
FIPSE Atlantis
Concurrent Degree
Student Learning
Outcome Survey
2011-2012
Interviews with
graduating students
Methodology Used
Theme 1 Questions
• Did students believe that the teaching styles
encountered abroad were more effective in
supporting learning than teaching styles at
home?
• What changes in style do they believe could
be adopted at “home institution” and
“abroad” as a result of their experience?
“Teaching Style” compared to home
1. Significantly
Different
62%
62%
2. Somewhat
Different
31%
3. Not Significantly
Different
“Effectiveness of teaching styles”
compared to home
1. Much 2.Somewhat 3.About 4. Somewhat 5. Much
more
more
same as
less
less
effective effective
home
effective effective
Dublin
Purdue Penn State Institute Of Hochschule
University University Technology Darmstadt
Mean Score
n
3.5
8
3.0
9
2.7
9
3.0
3
Theme 4 Research Question
• Overall, which of the following components
of the study abroad experience was the most
valuable in terms of its effectiveness in
developing the skills, attitudes and behaviours
required by the 21st century engineer?
Question 4
DIT
HDa
PU
PSU
“The whole experience was
awesome and I wouldn’t take it
back for anything”
Ryan Fleming. June ‘08
Purdue Exchange Student
At DIT Spring ‘08
32
TPE: Assessment of
Collaboration
Evaluators used the Wilder Collaborative Factors Inventory Areas to assess the
level of collaboration among project leaders. Areas of concern in the first two
years of the project were the scores for collaboration factors measuring pace of
the project and the sufficiency of funds, staff, materials, and time.
This year very few project leaders participated in the Wilder Collaborative
Factors Inventory. However, BTILLC investigated collaboration via other
methods, with interviews, direct observations, and analyzing anecdotal data.
The results evidenced that these concerns have been adequately addressed and
that the administration of the Atlantis Concurrent MS Degree program
continues to work well. The leadership teams from PU, UPC, and DIT built a
strong working relationship through continuous and open communication,
numerous face-to-face and electronic meetings, faculty exchanges, and a high
level of senior administrative involvement. The strengths and expertise of
each university complement each other, resulting in a strong leadership team
that continues to sustain the project.
PROGRAM SUCCESS, END OF YR 2
BTILLC STIMS evaluation provides strong support that it
is making more than adequate progress towards the two
GPRA performance measures for the project.
• To date, STIMS performance measures for GPRA 1 and 2
are 100 and 87.5 percent respectively.
• Wilder’s Collaborative Factors Inventory shows that the
STIMS team works well and is working to sustain the
program.
• The students have adapted well to studying under different
educational systems.
• Of the eight students who began the program, all but one
student completed their concurrent dual degree on or
before schedule.
• Of the other 26 students enrolled in STIMS all students are
matriculating through the program on schedule.
• No student, to date has failed a course or had particularly
difficulty with a non-native language.
Dublin Institute of
Technology
34
STIMS Concurrent Degree Outcomes
Performance
1. Enhanced language, cross cultural
communication & professional effectiveness
2. Enhanced capability with research & Certain
development
of Gains
3. A graduate level of technological expertise in
one or more of the technology fields
4. Global perspectives on technology, Some Gains
technology management & sustainability
5. Innovation and related process skills Coursework,
just
6. Awareness of and capability with otherwise
mixed anecdotal
entrepreneurship procedures
Master’s in Sustainability, Technology and Innovation
What Next?
• Further develop programme brand
• Keep refining program as-required
• Re-evaluate objectives
• Greater dissemination activity
• Foundations for sustainability, Identify
funding opportunities
• Overlay of a research agenda
• Ongoing collaboration mechanisms
(research focus)
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
SUSTAINABILITY
Sustaining an initiative beyond the grant funding period
was an important consideration built into the initial
planning process.
From the concept development for this initiative, the
leadership team has involved all key university leaders,
from all three institutions when necessary. Participation
included attending meetings and initiating key joint
documents such as the MOU and other governing
documents. This has resulted in commitment of some
ongoing monies.
In addition, we are identifying a list of United States
companies with a major presence in Ireland and Spain.
Our plan is to network with these companies to gain
their financial support for the Atlantis project.
Dublin Institute of
Technology
37
Master’s in Sustainability, Technology and Innovation
OUR Lessons Learned
Checklists for the
Future
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project

Master’s in Sustainability, Technology and Innovation
Project Proposal
A Strong Compatible TEAM

Project Branding from the Start

Support at All Levels

Solid Memorandum Of Understanding

Make it Attractive for Students

Admin On-board from the Start

Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Project Proposal
Clear Work Plan

Measurable Goals

Champions To Lead the Project

Entry Requirements Selection Criteria 
Know the Rules

Align with Strategic Goals

Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Project Team Organisation
Meetings When Required

Make Video-Calls Normal

Access to Project Documents
Through Internet

Know Your Admin Procedures

Record for Reporting as you go

Succession Planning

Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Recruiting and Cohort
Make Recruiting a Team Effort

Informative Website

(Project website home-page link)
Expression of Interest Form

Market it


Cohort Development Support
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Finance/Accounting
All Aboard that Need to Be

Agreed Stipend Procedures

Know the Rules (and Ask)

Know Your Procedures

Record All for Reporting

Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Programme Structure
Tailorable Plan of Study

Clear Programme Outcomes

Course/Module Selection

Future Proof


Academic Calendar Matching
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
CALENDAR
COMPARISON
Dublin Institute of
Technology
45
Master’s in Sustainability, Technology and Innovation
Project Sustainability
Make it Normal

Create Something you can SELL

Multiple Funding Options

Support the Champions

Plan Beyond The Seed Funding

Very Considerable Investment

Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Master’s in Sustainability, Technology and Innovation
Internal Admin Offices
All Aboard

Understand Your Requests

Aim to be NORMAL

Ensure Senior Officers are Aware

Work WITH these Offices

Invest the Time

Dedicated Admin Officers

Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Faculty Mobility
• Designed to widen
support / involvement.
• Proposal form.
• Short-term mobility.
• Key component of
student Support.
• Learn colleagues’
systems & possibilities.
• Trip reporting.
Dublin Institute of
Technology
Master’s in Sustainability, Technology and Innovation
Ask Yourself!!!
“Was my Institute created to suit
International Collaboration”
Remember to!!!
“Keep a very open mind when seeking
solutions”
Prepare Yourself!!!
“For a fantastic Learning Experience”
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Why Bother!!!
“Is it not difficult enough running are
standard programs at home?”
“What IS the pay-back for all this effort?”
“Do OUR students really benefit?”
“Is this just the latest fashion?”
“Why not just look after our own?”
“This is not valued at our institution?”
Project Director’s Conference, Melbourne (06-03-13)
Atlantis STIMS Project
Increasing Calls (just a sample)
•
•
•
•
•
•
•
•
•
European Commission
USA’s National Academy of Sciences
OECD 2013: Trends affecting education
EUROCHAMBRES –Association of European Chambers
of Commerce (45 countries)
Harvard Graduate School of Education
Association for Curriculum & Development
National Education Association
Journal of Studies in International Education
Languagecorps
Dublin Institute of
Technology
For Example:
National Governors Association (USA)
Honeywell – a global corporation
"Studying abroad boosts people's skills, personal development and adaptability,
and makes them more employable. We want to ensure that many more people
benefit from EU support for these opportunities," said Androulla Vassiliou,
Commissioner for Education, Culture, Multilingualism and Youth.
European Commission
…Oxfam's Global Citizenship curriculum framework, CCSSO and the Asia
Society's matrix for global competence and though framed differently, National
Geographic's definition and case for geo-literacy strikes similar chords in
identifying what students need to be prepared for success in the 21st century.
Harvard
Dublin Institute of
Technology
Related Literature
Literature relevant to dual/joint/concurrent degree initiatives is
growing. Note, for example, the USA National Academy's Science
Professionals: Master's Education for a Competitive World. It
evidences a demand for advanced graduates with leadership,
research, and technological capability. Concurrently, increased calls
for internationalization are noted by Marginson & van der Wende in
Globalisation and Higher Education, Bhandari's Key Research in
U.S. Study Abroad: Findings from the Institute of International
Education’s Study Abroad Capacity Series among others.
Best practice and status of international exchange and dual degrees
is found in the Institute of International Education (IIE) Joint and
Double Degree Programs: An Emerging Model for Transatlantic
Exchange, and materials by the Atlantis project directors'
conferences and NAFSA: Association of International Educators.
53
Why? Key Motivations!
Addressing
Future Head on
Proactive
Action
Marketing
Effects
Synergistic
fusion prompting
action
Dublin Institute of
Technology
Interaction
Master’s in Sustainability, Technology and Innovation
Purdue University
Dr. Michael Dyrenfurth
mdyrenfu@purdue.edu
Dublin Institute of Technology
Dr. Gareth O’Donnell
gareth.odonnell@dit.ie
Thank you to Miriam and Frank !!!
At Purdue University: Dean Bertoline, Dr. Mohler, Dr. Newton, & Dr. Herrick
At DIT: Dean Murphy & Mr. McHale
At UPC Barcelona-Tech: Dean Castell, Dr. Barcelo & Dr. Sancho
U.S. Independent Evaluator: Dr. J. Barnes & Dr. S. Barnes
Rea Brunila & Frank Frankfort & Michelle Guilford
References #1
ABET. (2012). ABET Accreditation Documents. (General website citation for
numerous ABET related documents including graduate programs).
http://www.abet.org/accreditation-criteria-policies-documents/
American Society for Engineering Education. (Annually). Conference Proceedings.
Washington, DC. http://www.asee.orglconferences/paper-search-form.cfm
Asgary, N., & Robert, M. (2010). A Cost-Benefit Analysis of an International Dual
Degree Programme. Journal of Higher Education Policy and Management, 32(3) 317325. DOI: 10.1080/13600801003743513
Bhandari, R. (2009, February). Key Research in U.S. Study Abroad: Findings from the
Institute of International Education's Study Abroad Capacity Series. Paper presented at
Emerging Directions in Global Education 2009 conference, Feb 9-11, New Delhi,
India: lIE (New York).
Blumenthal, P., & Laughlin, S. (2009, March). Meeting America's Global Education
Challenge: Promoting Study Abroad in Science and Technology Fields. Number 5 in
IIE Study Abroad Series of White Papers on / Expanding Capacity and Diversity in
Study Abroad. New York: Institute of International Education.
Committee on Enhancing the Master's Degree in the Natural Sciences, the Board on
Higher Education and Workforce Policy and Global Affairs. (2008). Science
Professionals: Master's Education for a Competitive World. Washington, DC: The
National Academies Press.
57
References #2
Culver, S.M., Puri, I.K., Spinelli, G., DePauw, K.P.K., & Dooley, J.E. (2011, April 21).
Collaborative dual-degree programs and value added for students: Lessons learned
through the Evaluate-E Project. Journal of Studies in International Education, 20(10)
1-22. DOI: 10.1177/1028315311403934
Directorate General for Employment, Social Affairs and Equal Opportunity, European
Commission and The Institute of Population and Labour Economics, Chinese Academy
of Social Sciences, (July 2010) New Skills for New Jobs: China and the EU. Shared
Labour Market Experiences to Inform the Harmonious and Sustainable Society of the
Future.[online]
Available:www.ec.europa.eu/social/BlobServlet?docId=5769&langId=en [2012: 22th
May]
ENAEE Administrative Council. (2008, November 5). EUR-ACE Framework
Standards for the Accreditation of Engineering Programmes.
http://www.ihep.org/assets/files/gcfp-files/EUR-ACESTANDARDS.pdf
Expert Group on New Skills for New Jobs (January 2010) New Skills for New Jobs:
Action Now. A Report prepared for the European Commission [online] Available:
http://www.ec.europa.eu/social/BlobServlet?docId=4508&langId=en [2012: 22th May]
58
References #3
FIPSE. (2009, October). Proceedings of the 2009 Atlantis Annual Project Directors'
Conference. Boston, MA: http://www.bentley.edu/atlantis/presentations-and-photos.cfm
Friedman, T. (2008). Hot. flat, and crowded: Why we need a green revolution – and
how it can renew America. New York: Farrar, Straus, and Giroux.
Loomis, S., & Rodriguez, J. (2009, October). Institutional change and higher education.
Higher Education, 58(4), p. 475-489. DOI 10.1007/sI0734-009-9206-0.
Lorenz Christopher A. (Ed.) (2001) Looking Beyond the Borders. A Project Director’s
Handbook of Best Practices For Undergraduates. Published by NSF Workshop For
Best Practices For Managing International REU Site Programs
Marginson, S., & van der Wende, S. (2006, September). Globalisation and higher
education. [draft #2b, prepared for OECD]. Paris, France: OECD.
National Association of International Educators (NAFSA). (n.d.). Washington, DC.
http://www.nafsa.org/index.aspx
Obst, D., & Kuder, M. (eds). (2009). Joint and Double Degree Programs, An Emerging
Model for Transatlantic Exchange. New York: Institute of International Education.
59
References #4
OECD. (2013). A global world. In Trends Shaping Education 2013. Paris, France:
OECD Publishing.
Porath, D. (2010). Do double degrees improve career opportunities? No 3 in CIDD
Papers on International Business Education. Paris: Consortium of International Double
Degrees, http://www.cidd.org/pdf/pub_papers_03.pdf
Rugman, A. (Ed.). (2003). Leadership in international business education and research.
Research in Global Strategic Management series, Volume 8. Oxford, UK: Elsevier.
Senge, P., Smith, B., Kruschwitz, N., Laur, J., & Schley, S. (2008). The necessary
revolution: How individuals and organizations are working together to create a
sustainable world. New York: Doubleday.
Yopp, J. (2010, February). Importance of Employers’ Involvement in the Learning
Outcomes of Transatlantic Double and Joint Degrees in Engineering. Paper presented at
Internationalizing Higher Education: Essential to Our Future Conference, Feb 14-17,
Washington, DC: AIEA.
Zhang, J. (2008). Response of Chinese Higher Education and SITU to Globalization: An
Overview. Chapter l0 in Luc E. Weber & James J. Duderstadt, (Eds.). The globalization
of higher education. Glion Colloquium series; no. 5. Geneva, Switzerland: Economica.
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