Yefanova, Diana2011-09-302011-09-302011-08https://hdl.handle.net/11299/116052University 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.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.en-USCase studyCross-border educationDouble degree programHigher educationJapanEducational Policy and AdministrationThesis or Dissertation