June 7, 2013
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A new report from IIE’s Center for Academic Mobility Research finds that there are over 46,500 U.S. students pursuing degrees abroad. The findings come from a two-year analysis of key destinations and fields of study. The report can be downloaded online here

New Frontiers: U.S. Students Pursuing Degrees Abroad also shows that of the tens of thousands of U.S. students who pursue full degrees abroad, about 84 percent are enrolled in bachelor’s or master’s degrees, and 16 percent are pursuing doctoral degrees. The top fields for degree study by U.S. students abroad are the humanities, social sciences and physical sciences.

The Survey on U.S. Students Enrolled Overseas in Degree-Seeking Programs was administered from May-April 2013 by IIE, in its capacity as the U.S. partner and Secretariat for Project Atlas®, a global network of 27 country and research partners collaborating on data collection and research on student mobility and the internationalization of higher education.

Project Atlas partner countries representing four world regions – Asia, Europe, Oceania, and North America—submitted data for the study. New Frontiers: U.S. Students Pursuing Degrees Abroad is complementary to the Open Doors Report on International Educational Exchange and helps to complete the picture of outbound postsecondary mobility in the United States.

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With the current focus on strategic internationalization and institutional partnerships, joint and double degree programs are becoming increasingly attractive to higher education institutions around the world. However, these programs also are more complex to implement than most traditional degree programs. Being prepared to properly assess and evaluate their merits is important and will support successful implementation and sustainability.
A Process for Screening and Authorizing Joint and Double Degree Programs, written by Rice University's associate vice provost for academic affairs and graduate studies Arnaud Chevallier, describes a new process developed at Rice University for evaluating potential new joint and double degree programs. The paper also summarizes the lessons learned as the process was developed, and includes an extensive list of questions that need to be addressed related to rationale, curriculum, partner institutions, students and academic standards, learning, faculty and courses, resources, administration and program governance, degree requirements, program launch, risks and liabilities, and program evaluation.

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