June 26, 2011
June 26, 2011
June 29, 2011
22.402.1 - 22.402.13
Critical Issues and Lessons Learned in Establishing Concurrent International MS Degree Programs in Engineering Technology Globalization, competitiveness, innovation are frequently employed themes as governments, business and industry and universities attempt to respond to the challenges facing them. Clearly business as usual is not likely to be successful in the future. One strategic response has been a significant impetus – in many parts of the world – towards dual, joint or concurrent degree programs. Surprisingly, and in sharp contrast to engineering, technology and engineering technology programs are under-‐represented in this aspect of international education. A transatlantic degree consortium to implement a four-‐semester dual masters degree initiative across a three-‐institution consortium consisting of Purdue University (USA), the Dublin Institute of Technology (DIT), and the Universitat Politènica de Catalunya -‐ BarcelonaTech (Spain) is the focus of this paper. This initiative, while focusing on graduate (Masters) student mobility, also includes faculty mobility, language instruction and assessment, project evaluation and other services to insure ongoing success. Globalization, technological innovation and sustainability are critical issues for most if not all nations in the world. Nowhere do these concerns converge more than in the preparation of leaders with significant capabilities in technology. In the Americas and in Europe, advanced programs in leadership development are often configured as master’s degree programs – both conventional and professional (see the National Academy Press’ recent document  on this for evidence). There exists a wide range of masters programs that include professional masters, MBAs, online degrees, and conventional campus-‐based experiences. But, few if any focus specifically on the intersection of Technology – Globalization – Innovation and Sustainability! The purpose of this presentation is to share the experiences, insights and lessons learned from a partnership of three leading universities (the Universitat Politènica de Catalunya -‐ BarcelonaTech, Spain; the Dublin Institute of Technology, Ireland; Purdue University, USA) to offer concurrent masters degrees in Technology, Innovation & Sustainability. Key issues, and innovative practices to resolve them, with respect to academic governance, financial aid, tuition waivers, transfer credit, will be highlighted. Faculty mobility mechanisms and the identification of potential research collaborations will also be described as will be overall funding sources. Highlights of the partnership’s third party evaluation will be presented. The presentation will involve participants from the case studied partner institutions. It will also feature results of a new international survey on joint and double degree programs conducted by the Institute of International Education and Freie Universität Berlin. Significant opportunity for interaction with the audience will be incorporated in the presentation and a more detailed paper of findings will be provide for the proceedings.
Dyrenfurth, M. J., & Murphy, M., & Bertoline, G. R., & Herrick, R. J., & Newton, K., & Maria-Ribera, S., & Castell, N., & Barnes, J. L., & Kuder, M., & O'Donnell, G. (2011, June), Critical Issues and Lessons Learned in Establishing Concurrent International M.S. Degree Programs in Engineering Technology Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17683
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