I enjoyed reading this weeks article, titled International Higher Education Partnerships: a global review of standards and practices. In this piece, the American Council on Education tackles the broad subject of how institutions can become engaged on a global level, specifically through key partnerships. Although it is widely acknowledged that schools in the 21st century must join the global higher education community in order to remain competitive, the very real challenge still remains of how this can be successfully accomplished. Although institutions make strides through outlets such as exchange programs, study abroad programs and offering international joint/collaborative degrees, there are still many hurdles to overcome in this field. In an effort to address best practices for international practices and programs, the ACE determined that there are a few common themes which collectively address practical strategies and good practices for program administration and the promotion of international higher education. These include, but are not limited to: an emphasis on transparency and accountability, commitment and engagement from faculty and staff, the promise of quality assurance and continuous improvement, as well as strategic planning and strong institutional leadership. Each of these attributes contribute towards the goal of a more stable and secure future for international programs. Additionally, the ACE reflects upon the cultural, ethical and assessment challenges involved in determining best practices. Although there is not one solution to all of these concerns, the ACE does a great job of pinpointing potential issues and suggesting ways in which the field can overcome/address them.

In A Process for Screening and Authorizing Joint and Double Degree Programs, Rice University’s associate vice provost for academic affairs, Arnaud Chevallier, delves deeper into institutional partnerships. In his article, he asserts that while joint and double degree programs are attractive to colleges, they are also difficult to implement and poorly understood by the masses. A double (or dual) degree program is one which “students receive a separate diploma from each of the participating institutions” (p.35). A joint degree program is one which “students receive a single diploma representing work completed at two or more institutions” (p.35). At Rice U, they have begun to use a formal screening and authorization process for these types of degrees in hopes of alleviating some of the issues and concerns attached with joint and double degree programs.

In both of the readings from this week, there has been an emphasis on strategic relationship-building techniques. Whether a school is looking to initiate new practices and policies for promoting internationalization, or is looking to streamline the process in which they accept joint/double degrees, it all comes down to mutual collaboration and communication in order to achieve the desired outcome. In another article I read by a Professor at Bentley University, she discussed the many benefits and challenges associated with international dual degree programs. Although there will always be difficulties in these types of processes, I think it is inevitable that they are going to continue to exist, so it is extremely important that we read these types of pieces in order to gain a better understanding.