Literaturnachweis - Detailanzeige
| Autor/inn/en | Culver, Steven M.; Puri, Ishwar K.; Spinelli, Giancarlo; DePauw, Karen P. K.; Dooley, John E. |
|---|---|
| Titel | Collaborative Dual-Degree Programs and Value Added for Students: Lessons Learned through the Evaluate-E Project |
| Quelle | In: Journal of Studies in International Education, 16 (2012) 1, S.40-61 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1028-3153 |
| DOI | 10.1177/1028315311403934 |
| Schlagwörter | Dual Enrollment; International Programs; Engineering Education; Graduate Study; Graduate Students; College Faculty; Alumni; Employment; Program Attitudes; Program Effectiveness; Surveys; Focus Groups; Foreign Countries; Austria; Belgium; France; Germany; Italy; Kentucky; Slovenia; Spain; Sweden; United States; Virginia |
| Abstract | Dual-degree programs are intended to prepare graduates to work in a global job market by providing more extensive international experiences, thus enhancing their employability. These programs typically take longer to complete and cost more, yet there is little documentation regarding their effectiveness. This study was designed to examine strengths and weakness of a sample of existing formalized programs at the graduate level in engineering through surveys and focus groups with four key stakeholder groups: students currently enrolled in dual- or joint-degree programs, faculty teaching in those programs, alumni who have recently graduated from those programs, and employers who have either hired alumni from these programs or are in a position to hire future graduates. Results indicate that all stakeholder groups were positive about these programs, and there is demand for them among students though gains were indicated in personal dimensions (e.g., self-reliance) rather than professional ones. In addition, employers were unclear about what dual-degree programs were and did not tend to view graduates as more marketable. Further study with more diverse groups is indicated. (Contains 1 table.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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