What is a Joint Programme?

A Joint Programme is characterized by an integrated curriculum offered collaboratively by multiple higher education institutions, culminating in a double/multiple or joint degree, potentially in the form of a European Degree.

How to Start with a Joint Programme? A Generic Guidebook for STARS EU Teachers

Programme and curriculum design are the pillars of any education system and the entire educational process. It is a means to achieve the aims of education and training, which are dynamic and evolve according to changing social, cultural, political and economic requirements. Naturally, curricula change to reflect shifting trends in education, in teaching/learning/training, and in the labour market. Learners need to develop and apply a set of key competencies and relevant jobspecific skills. Curriculum plays a central role, providing a means by which learning outcomes acquired in instructional and learning processes can communicate more electively with the competencies required in the labour market (for details, see: STARS EU Competencies Catalogue). The STARS EU Competency Catalogue is your foundational resource,resource developed through Work Package 3 (the Curriculum Lab). It assists educators in synchronizing teaching with essential competencies required for student success across the Alliance's thematic interest areas. The Competency Catalogue is designed to align educational ambitions with practical demands, assisting educators in synchronizing their teaching endeavors, whether that involves course units, Blended Intensive Programmes (BIPs), or entire study programs. The catalogue highlights Core Competences alongside signature STARS EU Competences and is a dynamic, continuously evolving resource. In addition to format-specific guidance, the Curriculum Lab supports the development of green and digital competencies across all STARS EU educational offers. Through the Green & Digital Transition Mastery (GDTM) handbook (work in progress), educators are supported in embedding green and digital literacy skills in course units, BIPs, micro-credentials, joint programmes and lifelong-learning activities. For innovative learning and teaching methods, please see Handbook of STARS EU Innovative Learning and Teaching. It supports educators in moving beyond traditional, teacher-centred models towards learner-centred, inclusive, and competence-oriented learning environments that foster active engagement, critical thinking, collaboration, and creativity. The design of a Joint Programme relies on four major dimensions: 1) the learning outcomes of the Joint Programme, agreed upon between the involved partners; 2) the fulfilment of the European criteria; 3) the inputs and requirements from Quality Assurance and Accreditation and 4) qualification. For quality-relevant fields of action in Curriculum design, Quality Criteria and Accreditation, please see the STARS EU Handbook of Quality in Learning and Teaching. It provides a comprehensive framework for ensuring quality, transparency, and coherence in the design, implementation, evaluation, and continuous enhancement of STARS EU educational offers. It supports programme developers, academic staff, and institutional stakeholders in aligning curriculum design with European Standards and Guidelines (ESG), national quality assurance systems, and accreditation requirements which are necessary when developing a joint programme.

1. Plan: Defining the Vision

(Pre-Study Phase)This initial phase assesses feasibility and relevance, with the Competency Catalogue playing a key role in defining the educational target.
  • Needs and Context Analysis: Identify thematic areas of common interest. Design must address external contexts and enhance cooperation with the world of work.
  • Identify Required Future Skills: Use the Competency Catalogue to ensure programme learning outcomes align with current or future labour-market needs.
  • Resource and Capacity Mapping: Assess infrastructure and resources. Identify key academic and service staff planned to commit.
  • Initial Approval: The pre-study must be approved by the STARS EU Steering Committee.

2. Draft Concept: Curriculum Design

(Plan and Proposal Phase)This central phase shapes educational content and structure, with the Competency Catalogue directly influencing design.
  • Define Learning Outcomes (LOs): Establish clear, coherent, and measurable LOs that are SMART (Specific, Measurable, Achievable, Relevant, Time-bound).
  • Select Competencies from Catalogue: Begin with Core Competences (Life, Digital, Research, STARS EU). Then select Specific Competencies for your thematic area.
  • Apply Bloom’s Taxonomy: Use detailed LOs from the catalogue, designed across six cognitive levels. Undergraduate programmes focus on foundational levels; Master’s/PhD aim for advanced levels.
  • Ensure Constructive Alignment: Align intended LOs, teaching methodologies, and assessment strategies. Curriculum must communicate with labour market competencies.
  • Define Pedagogical Approaches: Adopt common, innovative learning-and-teaching methodologies that promote student-centered learning.
  • Formalization and Approvals: Develop formal agreements. Obtain approval from partners’ pedagogical bodies and the STARS EU Commission before accreditation.

3. Promotion and Communication

  • Transparency and Public Information: Transparency regarding the programme’s goals and acquired competencies is mandatory.
  • Programme Information: Provide publicly accessible information on study programmes, including admission criteria, learning outcomes, and qualifications awarded.
  • Communication Strategy: Use official STARS EU Alliance social-media channels and maintain a centralized STARS EU Alliance website with programme descriptions.

4. Implementation: Delivery

Admission, Delivery, and ResourcesDelivery must be structured to ensure students acquire the targeted competencies defined in the Draft Concept phase.
  • Admission and Selection: Establish a cohesive, unified policy for admission. Requirements must comply with national and institutional regulations.
  • Learning Platform: Implement strategies promoting student-centered learning. Use digital tools and learning-management systems for flexible, accessible education.
  • Staff Commitment: Educators are pivotal in enabling students to acquire competencies. Staff training must enhance pedagogical skills for student-centered approaches.

5. Certificate: Formal Recognition

The final output must formally acknowledge the achievement of the defined competencies.
  • Qualification Documentation: Graduates receive documentation outlining the qualification awarded, including learning outcomes, programme level, and content.
  • Joint Diploma Policy: Graduates may receive separate diplomas or a single joint diploma.
  • Competency Assessment: Transparent conditions must be established for obtaining the diploma, with agreed-upon standards for assessing learning outcomes, knowledge, skills, and competencies.

When delivering a Joint Programme, robust internal and external quality assurance processes and continuous improvement mechanisms must be implemented. These processes should be guided by the principles and quality-relevant fields of action outlined in the STARS EU Handbook of Quality in Learning and Teaching. In particular, this includes: 
  • adherance to the European Standards and Guidelines for Quality Assurance (ESG);
  • definition of clear and measurable learning outcomes (articulate what students are expected to know, understand, and be able to do upon completion);
  • programme and curriculum design of Joint Programmes should be coherent, relevant, and responsive to the needs both of students and the labour market;
  • integrate stakeholder feedback and diverse perspectives from the participating institutions and promote interdisciplinary learning;
  • inclusion of innovative teaching methods and assessment strategies;
  • provision of adequate support structures and services for students, like academic advising, counselling, and resources that enhance the learning experience;
  • regular programme evaluations;
  • adherence to accreditation requirements.