This comparative multiple case study research focuses on Japanese university
efforts in establishing cross-border graduate double degree programs (GDDPs) with
American and Australian partner institutions. Universities worldwide are increasingly
responding to external and internal pressures to enter new educational markets abroad
and establish strategic partnerships. The number of GDDPs is still small, but the
proclaimed individual, institutional, and national benefits are significant. However, due
to multiple academic, administrative, and recruitment challenges, double degree
programs often fail to attract significant student numbers.
Research shows that international collaborative program success or failure is
closely connected to stakeholder acceptance and support. The study examines how staff
members, faculty, and administrators at four selected universities in Japan, Australia,
and the U.S. view double degree programs. Each case study university unique
characteristics are described and taken into consideration. The central study focus is on
the extent of stakeholder view congruence on the issues of double degree program
benefits and rationale, challenges and success factors related to program implementation. Additionally research data indicates a high degree of view congruence among
staff, administrators and faculty on program rationale, benefits, and major challenges in
both of the case studies and across national borders. The key findings illustrate that
there are common areas of congruence within and across case studies, primarily on
program goals and benefits. The study also identifies common areas of disagreement among stakeholders within individual case study institutions on program challenges and
success factors that indicate (1) lack of faculty motivation to participate in GDDPs, (2)
lack of clarity regarding program goals and academic value among faculty, (3) lack of
staff motivation to work with GDDPs, and (4) lack of student participation. The
resulting explanatory model of GDDP implementation addresses these target areas.
Recommendations for program leadership are also suggested to address the pervasive
challenges, thus improving the program prospects of survival and sustainability.
Recommendations for universities involved in cross-border degrees are timely, as the
higher education sector worldwide is working out a common understanding of double
degree programs in varying national regulatory frameworks and cultures.
University of Minnesota Ph.D. dissertation. August 2011. Major: Educational Policy and Administration. Advisor: David Chapman. 1 computer file (PDF); v, 163 pages, appendices A-E.
Stakeholder view congruence on cross-border graduate double degree program implementation in Japan, Australia and the United States..
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