2009 aiea annual conference - ishwar puri file2009 aiea annual conference! session: transatlantic...
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2009 AIEA ANNUAL CONFERENCE!
Session: Transatlantic Cooperation at the Doctoral LevelFebruary 24, 2009, 9:30-10:30am!
International Education: Engaging Communities
Omni Hotel, CNN Center Atlanta, Georgia
February 22-25, 2009
“Differing and Convergent Views and Practices Employed by U.S.and European Universities Regarding Joint and Double
Degrees at the Doctoral Level”
John H. Yopp Associate Provost for Educational Partnerships and International Affairs University of Kentucky Lexington
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Outline of Presentation!
I. The Role of Joint and Double Degrees at the Doctoral Level in Internationalizing Institutions of Higher Education: Converging U.S. and European Views!
II. Current Status and Future Initiatives for U.S. and European Joint and Double Degrees with International Institutions of Higher Education as seen in the recent surveys of ACE; CGS; IIE-Freie Universitat, and U.S. and EU Partners; and EUA!
III. Motivations and Barriers to the Establishment of Transatlantic Joint and Double Degrees: Convergence and Differences!
IV. Joint and Double Degrees at the Doctoral Level within the Context of Internationalization: A Recent Paradigm Shift!
V. Case Studies of U.S. Approaches to the Initiation of International Collaboration through Joint and Double Degrees at the Doctoral Level!
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Academic & Organizational Strategies for Internationalization (Knight 2008)1!
Academic Strategies! Organizational Strategies!
Academic Programmes!
Student exchange programmes!Foreign language study!Internationalised curricula!Area or thematic studies!Work/study abroad!Teaching/learning process!Joint/double degree programmes!Cross-cultural training!Faculty/staff mobility programmes!Visiting lectures & scholars!
Governance! Expressed commitment by senior leaders!Active involvement of faculty & staff!Articulated rationale & goals for internationalisation!Recognition of international dimension in institutional mission statements, planning & policy documents!
Research & Scholarly Collaboration!
Area & theme centres!Joint research projects!International conferences & seminars!Published articles & papers!International research agreements!Research exchange programmes!International research partners in academic & other sectors!
Operations! Integrated into institution-wide & department/college level planning, budgeting & quality review systems!Appropriate organisational structures!Systems (formal & informal) for communication, liaison & coordination!Balance between centralised & decentralised promotion & mgmt. of internationalisation!Adequate financial support & resource allocation systems!
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“Doctoral programmes are a key component of institutionsʼ international strategy-whether this focuses on attracting the best doctoral candidates from all over the world, encouraging mobility within doctoral programmes, or supporting European and international joint doctoral programmes.”2!
Crosier, et al. 2007. Trends V-based on a survey of over 900 European institutions and site visits by European University Association (EUA) Research Teams!
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Strong leadership and support from the central administration and faculty! Mission and vision statements and strategic plans and goals specifically including
internationalization! Creation of a supportive campus and community environment! Education (Study) Abroad Programs (student and faculty study, research, and travel
abroad)! Curricular Integration with Study Abroad! Academic and research programs offered through partnerships and linkages
with international universities; examples include double and joint degrees! Recruitment and active academic and co-curricular involvement of international
students and scholars in all disciplines! Requirement for courses with components supporting global learning (especially in
General Education)! Increased foreign language requirements in degree programs and degree of fluency
of faculty and students! Creation of international service learning programs for credit toward degrees!
Major Internationalizing Elements 3,4,5,6
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Institutional investment in Faculty involved in internationalization ! Organizational and administrative infrastructure of support for
internationalizing elements! Incorporation of faculty international activities in the promotion and
tenure process! External financial support for faculty and students in international
activities! Connecting the above discrete internationalizing elements to
achieve synergistic effects!
!Each of these elements works in concert with the others. For example, international agreements lead to study abroad as well as double degrees, student and faculty exchanges, and joint research projects.!
!The above elements are convergent with those in Canadian and European universities1!
The major single or group of internationalizing elements/strategies (above) chosen by colleges and universities to promote internationalization is a function of the institutions mission, history, size, and degree of de-centralization in organizations and programmatic structures.
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Surveys of US and European Countries (Bologna Signatories) Providing Information on the Status and Future Initiatives Regarding International Joint and Double Degrees3,4,5,9!
American Council on Education (ACE) (2006)5 Survey of 2,746 US institutions of higher education (39% response rate)!
European University Association (EUA) Survey2 (2007) for Trends V report. 900 institutions of higher education responded!
Council of Graduate Schools (CGS)7 2007 Survey of 473 member institutions, 36% response rate, phase III!
Survey of Transatlantic Degree Project (2008). EU: Freie Universitat, Franco-German University; Latvian Rectorʼs Council; US: IIE, State University of New York. 92 EU and 81 US institutions 8,9!
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Definitions of Joint and Double (Dual) Degrees 7,10! Dual/Double degrees: Students take courses at
two collaborating institutions and receive a degree, diploma, or certificate from each participating college or university.!
Joint Degree: Students take courses at two collaborating institutions and receive one degree, diploma, or certificate. !
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ACE Survey Responses, by Institutional Type: 2001 & 2006 (in percentages)5!
Does your institution offer any joint degree programs with institutions in other countries?!
Doctorate-Granting!2001 2006!
Masterʼs!2001 2006!
Baccalaureate!2001 2006!
Associateʼs!2001 2006!
Total!2001 2006!
No! NA 51! NA 71! NA 90! NA 93! NA 84!
Yes! NA 49! NA 29! NA 10! NA 7! NA 16!
Total %! NA 100! NA 100! NA 100! NA 100! NA 100!
Frequency (N)!
NA 140! NA 268! NA 243! NA 401! NA 1,052!
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Bachelor, Master, and Doctoral Joint Programs in the Bologna Cycles (Trends V)^+,2!
0%
5%
10%
15%
20%
25%
30%
35%
40%
In all cycles
In the first cycle
In the secondcycleIn the third cycle
Not yet
No Need
Countries with the highest amount of International Joint Degree Activity: Germany, Spain (concentration in third cycle), France, Italy, UK, Netherlands2
^ Doesn’t distinguish between joint & double degrees. + Degrees with other European countries.
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The CGS survey clearly showed that the larger the university with respect to international student enrollment the more dual/double degrees they had. These degrees are dual and not joint degrees.7!
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Source: 2007 CGS International Graduate Admissions Survey II: Final Applications and Initial Offers of Admissions, August 2007. Due to rounding, percentages may not total to 100.
Degree Program types!
International Graduate Enrollment Size7!Largest 10! Largest
25!Largest 50!
All other institutions!
Total (all respondents)6!
Dual/Double degree program only!
44%! 33%! 32%! 5%! 11%!
Joint degree program only!
0%! 5%! 3%! 8%! 7%!
Other type of degree program only!
11%! 5%! 12%! 6%! 7%!
Dual & Joint degree programs!
0%! 5%! 9%! 2%! 3%!
Dual & other degree programs!
0%! 0%! 0%! 1%! 1%!
Total with one or more collaborative program(s)!
56%! 48%! 56%! 22%! 29%!
No programs! 44%! 33%! 32%! 61%! 55%!
No response! 0%! 19%! 12%! 17%! 16%!
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Master's Doctoral Europe (including the U.K.) 39% 18% China (People's Republic) 24% 4% India 14% 0% Korea 8% 0% Middle East* 6% 0% Other 33% 10%
*Middle East: Bahrain, Cyprus, Iran, Iraq, Israel, Jordon, Kuwait, Lebanon, Oman, PalesRnian, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, Yemen.
Note: Double/dual and joint degree programs are more commonly Master’s.
Countries With Which U..S. Graduate Institutions Have Established Collaborative Graduate International Degree Programs7
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Fields of Study in Which American Graduate Programs Offer Collabora=ve Master's and Doctoral Degree Programs With Interna=onal Higher Educa=on
Ins=tu=ons7
Master's Doctoral
Business 44% 0% Engineering 35% 13%
Social Sciences 17% 2%
EducaRon 10% 2% Life Sciences 10% 2%
Physical Sciences 10% 13%
HumaniRes & Arts 8% 6% Other 4% 10%
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Almost 40% of the largest 50 universities with respect to international student enrollment plan to establish collaborative dual or joint international degree programs in the next two years.7!
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Percentage of American Graduate Schools That Plan to Establish New Graduate Degree Programs With One or More Interna=onal Higher Educa=on Ins=tu=ons Within the Next Two Years, by Interna=onal Graduate Student Enrollment Size and Degree Program Type7
Degree Program Types Ins5tu5onal Enrollment Size Largest 10 Largest 25 Largest 50 All Other Inst. Total (All Respondents)
Dual (or Double) degree program only 11% 5% 3% 5% 4% Joint degree program only 0% 9% 9% 8% 8% Other type of degree program only 11% 5% 6% 3% 4% Dual & Joint degree programs 11% 9% 12% 3% 5% Dual & Other degree programs 0% 5% 9% 0% 2% Dual, Joint, & Other 0% 0% 0% 2% 1% Total Planning to Begin One or More New 33% 33% 39% 21% 24% Collabora=ve Program(s) No New Programs 56% 38% 38% 59% 55% No Response 11% 29% 23% 20% 21%
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Transatlantic Degree Program Project9!
18-month long project funded by EU-US Atlantis Program of U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE) and the European Union Commission!
Project Partners:! EU: Freie Universitat Berlin, Franco-German
University, Latvian Rectorsʼ Council! U.S.: Institute of International Education and State
University of New York !
Obst (2008)!
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Transatlantic Degree Program Project!
Project Components:!1. Transatlantic Degree Programs Survey!2. Transatlantic Degree Programs Manual!
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Survey on Transatlantic Degree Programs9!
Survey Goals:! Assess the current landscape of transatlantic degree
programs! Identify inherent challenges and opportunities of
expanding existing or developing new programs! Solict best practices!
Ultimately, the TDP-survey aims to create an inventory of existing models and examples of transatlantic curriculum cooperation.!
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Transatlantic Degree Program Survey9!
Survey was conducted online in Spring 2008!
173 valid responses received! 92 EU institutions of higher education! 81 U.S.institutions!
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Survey Findings: Numbers9!
Dual/Double degree program appear to be much more common than joint degrees! European institutions are about twice as likely to offer joint degrees as U.S.
institutions!Percentage and number of responding institutions that offer collaborative degrees programs!
Type of Degree! Percentage US EU !
Total # Offered/Planned!US EU!
Joint Degrees! 13% 26%! 38 50!
Dual/Double Degrees! 68% 76%! 240 613!
Joint and/or Dual Degrees in Planning Stages!
87% 85%! 110 172!
Obst (2008)
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Survey Findings: Partner Countries9! Both EU and U.S. institutions are most likely to have collaborative degree programs with
European partners.!Regions with which responding institutions have established joint or dual/double degree programs.!
Region! Percentage!US EU!
European Union! 53% 86%!
Other European Countries! 11% 23%!
United States! 47% 50%!
Asia! 33% 29%!
Latin America! 22% 27%!
Canada! 5% 17%!
Africa! 4% 5%!
Middle East! 3%!Obst (2008)
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Findings: Top 5 Countries9!
EU! US!1. United States! 1. France!2. France! 2. Germany!3. Spain! 3. China!4. Germany! 4. Mexico!5. United Kingdom! 5. South Korea!
6. Spain!Obst (2008)
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Findings: Academic Disciplines9!
Academic disciplines in which joint or dual/double degrees are offered with an international partner institution!
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Findings: Academic Level9!
At which academic level do you offer joint/dual/double degree program?!(number of programs offered)!
US! Undergrad!148!
Graduate!115!
PhD!10!
EU! Undergrad!126!
Graduate!548!
PhD!127!
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Findings: Language Training and Assessment9!
Language Training: 46% of responding institutions indicate that their programs offered language training both at home and abroad.!
Language Assessment: 73% of EU respondents indicate they have ways of assessing the amount of language, 58% of US respondents have similar measures in place.!
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Findings: Student & Faculty Mobility9!
Faculty Mobility:! EU institutions appear to have a higher level of
faculty mobility than US institutions. (62% vs. 46%)! Student Mobility:!
More than 50% of responding institutions indicated that students generally study at home institution first, then transfer to partner institution(s). (16% study as a cohort)!
US students are much less likely than European students to participate in collaborative degree programs.!
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Findings: Recruitment Challenges9!
US Institutions: language requirements, cost, and US students attitudes towards study abroad.!
EU Institutions: same as above, and finding high quality, motivated students who can meet high standards.!
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Relative importance of motivating factors to launch a joint or double degree program8
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Findings: Motivations for EU Institutions!
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Findings: Challenges9! What are the major challenges in developing joint or dual/double degree
programs?!
EU Respondents! US Respondents!
1. Securing funding! 1. Securing funding!
2. Ensuring sustainability! 2. Ensuring sustainability!
3. Different requirements for general education!
3. Securing institutional support!
4. Designing curriculum! 4. Recruiting students!
5. Agreeing on credit transfer!
5. Different requirements for general education!
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Potential Challenges for U.S. Institutions in Establishing Double (Dual) or Joint Degree Programs with International Universities7 *!
Securing institutional support! Communicating with partner institutions! Recruiting students! Securing adequate funding! Different requirements for general education! Programmatic differences in the baccalaureate, masterʼs and doctoral
degrees! Language requirement for U.S. students! Agreeing on credit transfer recognition! Determining durations of degrees in each country
* Feedback from presentations of NAFSA, AACRAO, CGS, personal presentation!
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Designing the curriculum! Deciding on the fee structure, including tuition differential! Resolving language issues! Getting the program accredited! Difficulty having 3-year baccalaureate degree accepted! The bureaucracy of decision-making processes in U.S.
universities regarding the creation and acceptance of academic degrees from international universities.!
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Findings: Future Plans9! Do you plan to develop more international joint/dual/double degree programs?!
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Transatlantic Degree Programs Manual! Finding to be published in November 2008.! Goal to publish a manual in early 2009.! The manual will most likely consist of 3 parts:!
Part 1: The survey findings! Part 2: Contributed articles from experts and practitioners! Part 3: Recommendations and Program Examples!
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Findings: Future Plans-Where?9!
US respondents, TOP 5! EU respondents, TOP 5!1. China! 1. United States!
2. India! 2. China!
3. Germany! 3. Germany!
4. France! 4. Canada!
5. Italy/Mexico/UK! 5. UK!
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Areas of Convergence and Difference Regarding Joint and Double Degree Programs in the US and EU Countries as Seen in the Four Surveys!
Convergence! Approximately 60-70% of institutions surveyed in the US and Europe offer joint
and double degrees.! There is a positive correlation between size of international student enrollment and
research involvement and number of joint and double degrees offered.! Double (dual) degree programs are much more common than joint degree
programs.! The majority of international joint and double degrees are offered by research-
intensive doctorate offering institutions.! The first four broad fields of study and their rank order for joint and double degrees
are the same. These are: Business, Engineering (with Computer Sciences and Mathematics), Social Sciences and Humanities, Physical and Life Sciences.!
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The partner countries and regions with which US and EU countries have joint and double degrees are similar. In rank order these are: European Union, the US, Asia, Latin America, Canada, and Africa.!
Motivation for creating joint and double degree programs were virtually identical for US and EU institutions. The rank order was:! advancing internationalization! Increasing prestige and international visibility! broadening program offerings! Strengthening academic research collaborations! Increasing foreign student enrollments!
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Differences!
Joint degree programs are approximately twice as common in Europe than in the US.!
The percentage of EU institutions partnering with Canada is three times that of the US.!
The ratio of graduate to undergraduate joint and double degrees is much higher in European (5:1) the US institutions (0.8:1).!
While the challenges of securing funding, ensuring sustainability, and general education requirements are in the five for US and EU institutions, the latter institutions include agreeing on credit transfer and designing curricula while those the US are more concerned with recruiting students and securing institutional support.!
The top five countries with which the US and EU have joint and double degrees are similar only with respect to France and Germany. China and South Korea are in this ranking only for the US.!
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Convergence & Conservation of Core Function of the Doctorate in European and US Universities: Research and Original Contribution to the Discipline!
EU-Trends V Report2! “While the third cycle came late to the Bologna Process (or vice versa) the
speed of change now revealed is quite extraordinary”! “as well as new structure/models, a range of innovative doctorate
programmes are also new emerging to respond to the changing demands of a fast-evolving labor market. Employability of doctoral candidates within and outside academic institutions as well as individual and societal needs for lifelong education ad training, have acted as a catalyst to the development of new programmes including professional doctorates, more university-industrial collaboration-based doctorate and increased European and international cooperation.”!
“The core component of the third cycle is the advancement of knowledge through original research.”!
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US-NSF Report11!A research doctorate is “any doctoral degree that:!1. Requires the completion of a dissertation or
equivalent project of original (research) work and!
2. Not exclusively intended as a degree for the practice of a profession.”!
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US-Carnegie Initiative on the Doctorate12!
Research-based doctoral disciplines were the subject of an intensive study “Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline-Carnegie Essays on the Doctorate.!
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Motivating Factors for Joint and Double Degrees at the Doctoral Level (Meyer and OʼCarroll)13! “Ideally research universities are by nature international. “International
collaboration has always been an integral component of research.”! “Research is becoming increasingly complex and multi-faceted, requiring
expertise from diverse disciplines. There are very few subject areas that are so confined that they do not rely on a collaborative approach.”!
“Researchers who are well embedded into international networks, either at institutional or individual level, generally have a higher research output in terms of publications.”!
“As soon as large infrastructures or specialized equipment are needed, no researcher can rely solely on resources available at her or his home institution. They will necessarily have to rely on other institutions- often international organizations- to provide access to these infrastructures or equipment.” Examples include CERN (European Organization for Nuclear Research), Argonne and Oak Ridge National Laboratories.!
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“Research has become a global activity, with new cutting-edge research teams emerging all the time, especially in countries like China and India. Without very good international networks and information sources, it would be very difficult to keep abreast of the rapid developments even in oneʼs own area of specialization.”!
“One of the aims and justification of research is to provide solutions to problems of importance to society and humanity at a larger scale. These can only be tackled by joining forces across national boundaries.”!
Research related to the dynamics of the labour market in a specific area, can no longer take place just at a national level, but has to take into account globalisation issues and the interrelatedness and interdependence of national economics…..”!
“Providing an international environment, and access to appropriate infrastructure and expertise in institutions abroad if not available in the home country, is of utmost importance for the training of emerging researchers.”!
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An Additional Motivating Factor for Joint and Double Degrees from the Second Global Summit* on Graduate Education Focused on Scholarly Integrity and Research Ethics14:(The Five Action Items)! Build scholarly integrity into existing structures prepare future faculty and
future career professionals.! Develop and maintain an open source, online website or facilitating
resource and best practice exchange.! Utilize international joint degree, dual degree, and other collaborative
program structures for integrating educational activities to advance scholarly integrity.!
Identify mechanisms that explicitly address:! Universal and global issues in scholarly integrity, and! Ethical issues that may arise from the mobility of scholars (including
priority areas of digital publishing and plagiarism in an international environment!
Develop collaborative mechanisms for addressing plagiarism in an international context.!
*Convened by Council of graduate Schools: 32 education leaders from Australia, Canada, China, Czech Republic, England, Italy, Germany, and the US August 31, 2008.
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Examples and Case Studies: “A Central Role of Joint and Double Degrees is Promotion of Transnational Mobility”!
I International Consortia of Research Universities whose missions include collaborative research and creation of joint and double degrees.10!
International Association of Research Universities (IARU)!The IARU (founded 2006) is a consortium of 10 leading research universities in 8 countries that
facilitates and supports student/faculty exchanges, research collaboratives, development of joint and double degrees, and internships. It seeks support for these collaborations from foundations, governments, and industry. Members in US: Yale and UC-Berkley. www.iaruniorg/index!
Universitas 21!This is a consortium of 21 research universities in 13 countries whose goal is to facilitate inter-
institutional collaboration in research, study/faculty exchanges, joint development of curricula and degrees, and sharing of best practices. Member in US: University of Virginia. www.universitas21.com!
Other research consortia may be found at:!http://globalhighered.files.wordpress.com/2007/10/consortiafinal3.pdf (university of Wisconsin
class project) and Appendix A, reference 10!
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II European and US Programs that Promote Specific Joint & Double Degrees!
EU!ERAMUS Mundus Program!“ERAMUS Mundus (EM) has become the European Commission Flagship programme for the
promotion of European Joint Masters and to attract the highest quality international students to study in Europe. This programme places heavy emphasis on quality and excellence. It has effectively established the definition of a European Joint Masters and is likely to establish the quality model in ERASMUS Mundus 2 for European Doctoral Programmes.” Reilly, J. 2008.15 A complete description of the EM Joint Masters Degree programs can be found at http://europa.eu.int/comm/education/programmes/mundus/projects/index_en.html!
EU-US!ATLANTIS Program!“Joint/double degree-highest form of student mobility” Sammaritano, D., Coordinator of
Cooperation with Industrialized Countries European Commission- Dictorate General for Education and Culture. EAIE, 2008. 16!
The EU-US ATLANTIS program has focused on the joint and double bachelor degree programs (2006) and Masters degree programs (2007-08); the next cycle will include doctoral programs.!
The double and joint bachelorʼs and Masterʼs degree programs between EU countries and the US may be found at www.ed.gov/programs/fipse/atlantisabstracts2008.doc!
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III Examples of Specific Templates for Joint and Double Degree Programs!
Memorandum of Understanding between the Council of Higher Education, Republic of Turkey and the State University of New York, USA for the development of dual diploma programs (memorandum of understanding (MOU) for dual diploma, joint degree programs, including engineering) In: Appendix A10!
EU-US ATLANTIS Program #P116J080033. Graduate Dual Degree Program in Laser Technology Engineering. University of Central Florida and Clemson University with University of Bordeaux, France. www.ed.gov/programs/fipse/atlantisabstracts2008.doc!
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Joint and Double Doctoral Degrees as Partnerships within the Context of Internationalization Strategy: A Paradigm Shift!
Historically, joint and double degree programs have been initiated and implemented primarily at the individual faculty or departmental level in the US.!
As described by ACE, joint and double degrees are one, important type of international partnerships.10!
While appropriately primarily initiated, and always implemented, at the individual faculty and department level, increasingly,!
“International partnerships should not exist in a vacuum, rather, they should be part of a larger institutional internationalization strategy, grounded in the institutions mission and vision.”10!
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AND, Donʼt Forget the Doctoral Studentsʼ Views: Case Study, University of Bergen17! “Going abroad is very valuable from an academic point of view, but it takes
time, requires funding, and necessitates a lot of academic and practical preparation.” Specific needs identified from PhD student survey:! “more financial support, especially for students with families/small
children” (most PhD students are between 30 and 40 years with frequent family obligations)!
“more and better access to information about funding possibilities and practical information on visas, insurance, kindergarten, accommodations, etc.”!
“more institutional agreements on collaboration and exchange with foreign universities.”!
“emphasising the crucial role of the supervisor in the academic preparation for periods of study abroad.”!
There are disciplinary variables found as well.!
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Global Convergence of Ideals on the Principles Governing Graduate Education, Including Joint and Double Degrees!
Salzburg Principles- Bologna Seminar ʻDoctoral Programmes for the European Knowledge Societyʼ- Salzburg, 2005- Principle IX: “Increasing mobility: Doctoral Programmes should seek to offer geographical as well as interdisciplinary and intersectoral mobility and international collaboration within an integrated framework of cooperation between universities and other partners.” 18,19!
EUA Glasgow Declaration (2005)! “The design of doctoral programmes will ensure: that…the central element of
doctoral programmes remains the advancement of knowledge through research; that joint transnational doctoral programmes are strengthened….”20!
Seattle Declaration (2005)- 10 activities- Activity 7: “Striving for international consensus on what doctoral education is and the competencies a PhD degree should confer.”19!
Banff Principles on Doctoral Education (2007). Council of Graduate Schools. Principle 6: “Promote high-quality inter-university collaborative programs across national boundaries.”20!
Florence Conference (2008). Council of Graduate Schools. 5 Action items, Item 3: “Utilize international joint, dual degree, and other collaborative program structures for integrating educational activities to advance scholarly integrity.”14!
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References!1. !Knight, J. 2008. Internationalisation: Key Concepts and Elements in: Internationalisation of
European Higher Education, an EUA/ACA Handbook. M.Gaebel, L. Purser, B. Wachter, and L. Wilsons (eds). Raabe Academic Publishers, Berlin. 2008.!
2. !Crosier, D., Purser, L., and Smidt, H. 2007. Trends V: Universities Shaping the European Higher Education Area. European University Association, Brussels. (www.eua.be/fileadmin./userupload/files/Pubications/Final_TrendsReport_May_10.pdf.)!
3. !Olson, C.L., Green, M.F., Hill, B. 2006. A Handbook for Advancing Comprehensive Internationalization: What Institutions Can Do and What Students Should Learn. Global Learning for All: 3rd in series of working papers on Internationalizing Higher Education, Washington, DC (www.acenet.edu)!
4. !Siaya, L., and Hayward, F.M. 2003. Mapping Internationalization on US Campuses. American Council on Education, Washington, DC.!
5. !Green, M.F., Luu, D. and Burnis, B. 2008. American Council on Education (2006 survey). Washington, DC. (www.acenet.edu)!
6. !Internationalizing the Campus, 2003, 2004, 2005, 2006, 2007: Profiles of Success at Colleges and Universities. Annual Reports from NAFSA with Educational Testing Service (2003, 2004) and ECA, State Department, Washington, DC. (2005-2007) (www.nafsa.org)!
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7. !Redd, K. 2007. CGS International Graduate Admissions Survey II Final Applications and Initial Offers of Admission. Council of Graduate Schools (www.cgsnet.org).!
8. !Kuder, M. and Obst, D. 2009. Joint and Double Degree Programs in the Transatlantic Context: A Survey Report. Project funded by the EU-U.S. ATLANTIS Program of the U.S. Department of Educationʼs FIPSE and the EU Commission Directorate General for Education and Culture- Published by Institute for International Education and Freie Universitat, Berlin.!
9. !Obst, D. 2008. Results from the Atlantis-funded Transatlantic Degree Programs Survey. Presentation at Fulbright Commission: Academic Mobility between Austria and the United States. November 21, 2008. Vienna, Austria.!
10. !Van de Water, J. Green, M.F. anf Koch, K. 2008. International Partnerships: Guidelines for Colleges and Universities. U.S. Higher Education in a Global Context: Working Paper #2. American Council on Higher Education, Washington, DC (item #311845, www.acenet.edu/bookstore)!
11. !National Science Foundation. 2006. Science Resources Statistics US Doctorates in the 20th Century, p. 1-7. www.nsf.gov/statistics/nsf06319/appc.cfm.!
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12. !Walker, G. Golde, C.M., Jones, L., Bueschel, A.C. and Hutchings, P. 2008. The Foundation of Scholars: Rethinking Doctoral Education for the 21st Century. The Carnegie Foundation for the Advancement of Teaching Stanford, CA. www.carnegiefoundation.org/programs/index.asp?key=29.!
13. !Meyer, D. and OʼCarroll, C. 2008. International Collaboration: The Lifeblood of Research and Innovation. In: Internationalisation of European Higher Education, an EUA/ACA Handbook. M.Gaebel, L. Purser, B. Wachter, and L. Wilsons (eds). Raabe Academic Publishers, Berlin. 2008.!
14. !Denecke, D. 2008. Strategic Leaders Focus on Scholarly Integrity and Research Ethics ay Global Summit on Graduate Education. CGS Communicator. 41 (9): 1-2.!
15. !Reilly, J. 2008. Student Mobility in European Higher Education. In: Internationalisation of European Higher Education, an EUA/ACA Handbook. M.Gaebel, L. Purser, B. Wachter, and L. Wilsons (eds). Raabe Academic Publishers, Berlin. 2008.!
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16. Sammaritano, D. 2008. The ATLANTIS Programme. Presentation at the 2008 EAIE Conference, Antwerp, Belgium!
17. Flottum, K., Halvorsen, Myklebust, J.P., and Nyhagen, A. 2008. Internationalizing the PhD: A Case Study from the University of Bergen. In: Internationalisation of European Higher Education, an EUA/ACA Handbook. M.Gaebel, L. Purser, B. Wachter, and L. Wilsons (eds). Raabe Academic Publishers, Berlin. 2008.!
18. EUA. 2007. Doctoral Programmes in Europeʼs Universities: Achievements and Challenges, Brussels, European University Association, and www.eua.be/fileadmin/user_upload/filesEUA1_documents/salzburg_Report_Final.1129817011146.pdf.!
19. Scholz, B. 2008. Internationalization of Doctoral Education, Research Training in an era of globalisation. In: Internationalisation of European Higher Education, an EUA/ACA Handbook. M.Gaebel, L. Purser, B. Wachter, and L. Wilsons (eds). Raabe Academic Publishers, Berlin. 2008.!
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