Delving into double degrees: The case of Victorian universities in Australia

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Research and Development in Higher Education: Higher Education in a Globalized World Vol. 37

July, 2014, 352 pages
Published by
A. Kwan, E. Wong, T. Kwong, P. Lau & A. Goody
ISBN
978-0-908557-96-7
Abstract 

This pilot study explores how Victorian universities in Australia present information about and design double degrees. Nvivo-aided content analysis of information published on nine university' websites and an audit of various curriculum designs of the double degrees informed the findings of the study. The studies found that overall about 29% of degrees offered through Victorian universities are double degrees. Among the 280 double degrees business or commerce degree program combinations (118 degrees) are the most common. The term “double degrees” appears to be the most commonly accepted nomenclature of double degrees among the universities. Although they frequently use certain terms such as “two”, “different”, “years”, “time”, “simultaneously” and “disciplines” in their double degree descriptions, they tend not to focus on certain other termes such as ‘qualification’, “longer” and “courses”. The study found no exhaustive list of benefits relating to double degrees, although the universities seem to be sending consistent messages about the advantages of concurrently studying double degrees. Nevertheless, the universities have different entry requirements of double degrees, sending confusing signals to the market. Overall, there is a large variation in the number, design and proportion of double undergraduate degrees offered by the universities.

Key words: double degrees; Australia; content analysis 

Delving into double degrees: The case of Victorian universities in Australia

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Levin, E. C. & Perera, C. R.