The Value-added Experience of International Double Degree Programme : a Survey of Students’ Perceptions and Motivations

The implementation of collaborative and double degree programmes has been promoted in higher education since the 1980’s as an internationalisation strategy for the creation of networks among European universities in the EHEA (European Higher Education Area) and transatlantic relations between Europe and USA. Double degrees may bring a series of benefits, not only because they favour the mobility of students and the institution’s network, but also because the knowledge transfer created by the partner institutions acts as a bridge between different content materials, teaching methods, and ultimately, different cultures. From an institutional perspective, a university may improve their reputation thanks to the partnerships with other reputable institutions. For the students taking part in this experience, one of the perceived benefits of these programmes is the acquisition of a set of skills that can make graduates more likely to be employed in the future. Double degree programmes also represent an investment in terms of time and funding for the institutions involved in the process, and a challenge for the students who are required to change their learning environment and step out of their comfort zone. The value of the double degree experience is unanimously acknowledged by European and international organisations, but there seems to be scarcity of data about the evaluation of this experience from the students’ point of view, their motivations in taking part in these programmes and the perceived skills that can be gained through this experience. With a view to improve the effectiveness of the Double Degree Programme, this study aims to investigate these three aspects – students’ evaluation, motivations and perceptions on skills acquisition – in relation to their participation in a double degree programme, through a pilot questionnaire designed to collect both quantitative and qualitative data. The results of this survey may contribute to improving the students’ and practitioners’ awareness of the existing programmes, and better inform other stakeholders about the benefits of a double degree