Developing Joint Programmes
What is a Joint Programme?
A Joint Programme is characterized as an integrated curriculum offered in conjunction by multiple higher education institutions, resulting in a double/multiple or joint degree, possibly in form of a European Degree. To be considered a Joint Programme, it must feature an integrated curriculumĀ that is coordinated and managed jointly by the participating institutions.[1] There are two primary approaches to implementing a Joint Programme:
- Developing a new degree programme from inception to be added to the course catalogue of each partner institution.
- Integrating a joint curriculum into an existing degree programme.
As for the type of awarded degree, EQAR gives the following
- ājoint degree: a single document awarded by higher education institutions offering the Joint Programme and nationally acknowledged as the recognised award of the Joint Programme;
- double/multiple degrees: separate degrees awarded by HEIs offering the Joint Programme attesting the successful completion of this programme (if two degrees are awarded by two institutions, this is a ādouble degreeā).ā[2]
Various structural options[3] are available for joint and double/multiple degree programs. While these options share the commonality of joint thesis supervision, they differ in terms of mobility requirements and core program expectations. Examples of typical joint and double/multiple degree structures (here: 4 semester master degree programme, 120 ECTS points) include:
One mobility phase, 4th semester at the same partner as in 3rd semester, thesis jointly supervised.
- Structure 1: All partners offer a similar core program in the first year followed by a specialisation at each partner.
- Structure 2: One partner with a unique core program as an entry point followed by a specialisation at other partner institution(s).
- Structure 3: A subset of partners as an entry point and a subset of partners with specialisation (individual learning pathways).
Two mobility phases, 4th semester at different partner institution as in 2nd and 3rd semester, thesis jointly supervised.
- Structure 4: Subset of partners with similar core program as entry point, subset of partners offers distinct specialization. This structure might be useful when some of the partners have shorter degree programs (e.g. Master programs with 60 or 90 ECTS points for some partners).
Three mobility phases, each mobility is to a different partner, thesis jointly supervised:
- Structure 5: Core program and specialisation at different partners, A student may come back to the entry point after his/her 3rd mobility. This structure is rather rare since it requires a lot of flexibility and may be difficult to put in place unless a joint diploma is delivered by all partners.
[1] https://impea.eu/wp-content/uploads/2020/12/1.-European_Approach_QA_of_Joint_Programmesv1_0-2015.pdf
[2] https://joint-edu-offerings.unite-university.eu/definitions-1
[3] All further information are taken from unite! Joint Programmes Handbook, https://joint-edu-offerings.unite-university.eu/joint-programme-curriculum-design
Developing Joint Programmes
The STARS EU Handbook for Quality Assurance (QA) of Learning and Teaching provides a unified framework for designing, delivering, and continuously improving joint academic programmes offered by the STARS EU Alliance. Comprising nine universities from Czech Republic, France, Germany, Netherlands, Poland, Portugal, Spain, Sweden, and also Albania, the Alliance aims to create high-quality, inclusive, and internationally relevant study programmes that align with the European Standards and Guidelines for Quality Assurance (ESG) and broader EU educational goals.
The handbook responds to the evolving demands on higher educationāgreater international mobility, student diversity, and the need for alignment with labour market expectations. It outlines how joint programmes should define learning outcomes, develop curricula, and implement teaching and assessment methods through the principle of constructive alignment. Programmes must ensure that learning activities, assessments, and outcomes are integrated and student-centred, with a focus on real-world applicability and inclusivity.
Programme development follows a structured three-phase process: pre-study (needs analysis and partner selection), plan and proposal (curriculum and strategy design), and final approval (institutional and alliance-level validation). These phases ensure all programmes are grounded in strategic relevance, quality standards, and shared responsibilities across partner institutions.
Inclusivity, accessibility, and mobility are key commitments. Programmes must accommodate diverse learning needs, incorporate physical or virtual mobility opportunities, and reflect the cultural and academic diversity of the Alliance. Student support servicesāincluding advising, mental health, and intercultural integrationāare considered essential to programme quality.
Quality assurance is embedded through regular monitoring, feedback, and improvement processes. Programmes are evaluated using clearly defined KPIs, stakeholdersā input, and internal and external reviews. Transparency is ensured through standardized documentation, reporting, and communication strategies.
The handbook also provides guidance for managing external quality audits and accreditation. It details the self-assessment, peer review, and follow-up steps, aligning with ESG principles and national standards. Accreditation ensures accountability, facilitates recognition across borders, and enhances trust in the Allianceās educational offerings.
Overall, the STARS EU QA Handbook supports member institutions in delivering high-quality, future-ready joint programmes. By combining academic rigor with shared European values and continuous improvement, the Alliance contributes to a more integrated, inclusive, and innovative higher education landscape in Europe.