Double degrees: double the trouble or twice the return?

• Published in: Higher education 2008-05, Vol.55 (5), p.575-591
• Main Authors: Russell, A. Wendy, Dolnicar, Sarah, Ayoub, Marinan
• Format: Article
• Language: English
• Subjects: Academic degrees; Academic discipline; Academic Persistence; Ausland; Australia; Australien; Baccalaureate degrees; Bachelors Degrees; Case Studies; College Administration; College campuses; College students; Colleges & universities; Communities; Degree requirements; Degrees (Academic); Double degrees; Dual Enrollment; Education; Educational benefits; Employment; Engineering education; Feedback (Response); Females; Foreign Countries; Frau; Gender; Graduates; Higher Education; Hochschule; Intellectual Disciplines; Interdisciplinarity; Interdisziplinarität; International students; Investigations; Knowledge; Law students; Learning; Lehre; Organizational structure; Outcomes of education; Peer Acceptance; Polls & surveys; Qualitative research; Questionnaires; Skills; Statistical analysis; Student; Student Surveys; Studentenschaft; Students; Studienverhalten; Studium; Teaching Methods; Teamwork; Transdisciplinary approach; Universities; Wissenschaft; Women Scientists; World Problems
• ISSN: 0018-1560; 1573-174X
• DOI: 10.1007/s10734-007-9076-2

Double degrees (also called joint or combined degrees) - programs of study combining two bachelor degrees - are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of "learning communities". These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degree students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society. (HRK / Abstract übernommen).