Double degree programs and education for sustainable development implementation: Experience of Ukrainian and UK universities cooperation in wartime
-
DOIhttp://dx.doi.org/10.21511/ppm.23(2-si).2025.07
-
Article InfoVolume 23 2025, Issue #2 (spec. issue), pp. 86-99
- 32 Views
-
2 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
The internationalization of higher education has become a key trend and response to the growth of globalization and online learning. After the start of the Russian war in Ukraine, Ukrainian higher education underwent significant destruction. Ukrainian HEIs have been significantly losing their capacity for development. Loss of human capital, including educational losses, becomes more relevant from the perspective of further sector development.
This paper explores the intersection of DDP implementation and the implementation of Education for Sustainable Development (ESD), focusing on faculty members’ experiences within the Twinning Initiative framework. By investigating faculty members’ perceptions of quality assurance gaps and examining the impact of DDPs on the integration of SDGs, the study provides insights into how these programs contribute to advancing Sustainable Development Goals (SDGs) in higher education. This study employed semi-structured interviews. Interviewees were selected from the academic staff of five of the six Ukrainian universities involved in DDPs. Nine interviews were conducted in the period from April 2024 to June 2024. All interviewees represent the double-degree staff from different roles.
Despite some differences between the procedures, the principles of internal quality assurance in Ukrainian universities correspond to those of their British partners. The findings show that implementing DDP promotes “learning by doing” for teaching staff, encouraging curriculum innovation and professional development. This study highlights the potential of DDP to stimulate the implementation of ESD principles in higher education and suggests directions for future research, particularly in war-affected regions.
Acknowledgment
This contribution is prepared with the support and funding under Researchers at Risk Fellowships Programme led by the British Academy in partnership with the Academy of Medical Sciences, the Royal Academy of Engineering, the Royal Society and Council for At-Risks Academics (CARA), and in the framework of the realization the Erasmus+ KA 2 CBHE project “Universities-Communities: Strengthening Cooperation” (Grant Agreement 101083077), and Jean Monnet Centre of Excellence “EU Studies of Social Innovations in Education” (ESSIE) – 101085552 – ERASMUS-JMO-2022-COE.
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents that reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.
- Keywords
-
JEL Classification (Paper profile tab)І21, I23, Q01
-
References62
-
Tables3
-
Figures0
-
- Table 1. Double degree programs delivered by Ukrainian and British higher education institutions under the Twinning initiative
- Table 2. Challenges and teaching staff and continuous professional development needs
- Table 3. Advantages of double degree programs and ways for their further implementation
-
- American Council on Education. (2014). Mapping international joint and dual degrees; U.S. program profiles and perspectives.
- American Council on Education. (2021). Comprehensive internationalization framework.
- Advance HE and QAA. (2021). Education for Sustainable Development Guidance.
- Akgün B., & Alpaydın, Y. (Eds.). (2022). Education Policies in the 21st Century Comparative Perspectives. In Maarif Global Education Series (p. 292). Singapore, Palgrave Macmillan.
- Barth, M., & Timm, J. (2011). Higher education for sustainable development: Students’ perspectives on an innovative approach to educational change. Journal of Social Science, 7(1), 13-23.
- Barth, M., & Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: An output perspective. Journal of Cleaner Production, 26, 28-36.
- Bohnsack, R., Pfaff, N., & Weller W. (Eds.). (2010). Qualitative Analysis and Documentary Method in International Education Research (371 p.). Barbara Budrich Publishers Opladen & Farmington Hills, MI.
- Brownell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and … tensions with professional identity? CBE – Life Sciences Education, 11(4), 339-346.
- Bryman, A., & Cassell, C. (2006). The researcher interview: a reflective perspective. Qualitative Research in Organizations and Management: An International Journal, 1.1, 41-55.
- Buerkle, A., O’Dell, A., Matharu, H., Buerkle, L., & Ferreira, P. (2023). Recommendations to align higher education teaching with the UN sustainability goals – A scoping survey. International Journal of Educational Research Open, 5, 100280.
- Chan, R. Y. (2021). Understanding International Joint and Dual Degree Programs: Opportunities and Challenges during and after the COVID-19 Pandemic. Journal of Comparative & International Higher Education, 13(5), 86-107.
- Culver, S. M., Puri, I. K., Spinelli, G., DePauw, K. P. K., & Dooley, J. E. (2011). Collaborative Dual-Degree Programs and Value Added for Students: Lessons Learned Through the Evaluate-E Project. Journal of Studies in International Education, 20(10), 1-22.
- Datsko, O., Zakharchenko, E., Butenko, Y., Melnyk, O., Kovalenko I., Onychko, V., Ilchenko, V., & Solokha, M. (2024). Ecological Assessment of Heavy Metal Content in Ukrainian Soils. Journal of Ecological Engineering, 25(11), 100-108.
- Di Giulio, A., & Defila, R. (2017). Enabling university educators to equip students with inter- and transdisciplinary competencies. International Journal of Sustainability in Higher Education, 18(5), 630-647.
- Diefenbach, T. (2009). Are case studies more than sophisticated storytelling? Methodological problems of qualitative empirical research mainly based on semistructured interviews. Qualitative Quantitative, 43, 875-894.
- Dlouhá, J., Henderson, L., Kapitulčinová, D., & Mader, C. (2018). Sustainability-oriented higher education networks: Characteristics and achievements in the context of the UN DESD. Journal of Cleaner Production, 172, 4263-4276.
- Doody, O., & Noonan, M. (2013). Preparing and conducting interviews to collect data. Nurse Researcher, 20, 28-32.
- Fiselier, E. S., Longhurst, J., & Gough, G. (2017). Exploring the current position of ESD in UK higher education institutions. International Journal of Sustainability in Higher Education, 19, 393-412.
- Flinders, D. J. (1997). Review of the book InterViews: An introduction to qualitative research interviewing. Evaluation and Program Planning, 20(3), 287-288.
- Forlicz, M., Tomaszewski, J., & Skýpalová, R. (2024). Measuring quality and effectiveness of HEI internationalisation - results from Poland, Czechia, Ukraine and the United Kingdom. Economics and Sociology, 17(1), 196-214.
- FREE Network. (2022). Higher Education and Research in times of War and Peace: Key Insights from the 2022. FREE Network Conference. Policy Brief.
- Gaebel M., Zhang T., & Stoeber H. (2024). Trends 2024: European higher education institutions in times of transition. EUA: European University Association.
- Gallagher, P. (2014). The classroom is my castle: academics responding to quality assurance. Procedia – Social and Behavioral Sciences, 116, 4748-4757.
- Ganguli, I., & Waldinger, F. (2023). The impact of the war in Ukraine on science and universities. CEPR.
- Griffee, D. T. (2005). Research tips: interview data collection. Journal of Developmental Education, 28(3), 36-37.
- Habib, M. (2022). Digital transformation strategy for developing higher education in conflict-affected societies. Social Sciences & Humanities Open, 8(1), 100627.
- Hammer, T., & Lewis, A. L. (2023). Which competencies should be fostered in education for sustainable development at higher education institutions? Findings from the evaluation of the study programs at the University of Bern, Switzerland. Discover Sustainability, 4(19).
- Healey, N. M., & Bordogna, C. (2014). From Transnational to Multinational Education: Emerging Trends in International Higher Education. Internationalisation of Higher Education, 3, 33-53.
- Heffernan, T., Morrison, M., Basu, P., & Sweeney, A. (2010). Cultural differences, learning styles and transnational education. Journal of Higher Education Policy and Management, 32(1), 27-39.
- Hegarty, K. (2008). Shaping the self to sustain the other: Mapping impacts of academic identity in education for sustainability. Environmental Education Research, 14, 681-692.
- Henkel, M. (2000). Academic Identities and Policy Change in Higher Education. London: Jessica Kingsley.
- Herweg, K., Tribelhorn, T., Lewis, A. L., Providoli, I., Trechsel, L. J., & Steinböck C. (2021). Transdisciplinary Learning for Sustainable Development – Sharing Experience in Course and Curriculum Design. Bern, Switzerland: Centre for Development and Environment (CDE), University of Bern, with Bern Open Publishing (BOP).
- Hunger, A., Werner, S., & Ekadiyanto, F. A. (2013). Towards an Automated tool for Assisting the Design of Double Degree Programs. Procedia – Social and Behavioral Sciences, 102, 228-235.
- Inaba, Y. (2020). Higher education in a depopulating society: Survival strategies of Japanese universities. Research in Comparative and International Education.
- Kettunen, J. (2010). Strategy Process in Higher Education. Journal of Institutional Research, 15(1), 16-27.
- Kioupi, V., & Voulvoulis, N. (2020) Sustainable development goals (SDGs): assessing the contribution of higher education programmes. Sustainability, 12(17), 6701.
- Kołodziej, A., & Kołodziej-Durnaś, A. (2024). What about my future career after the pandemic? SARS-CoV-2 and distance learning in the evaluation of future professional opportunities. Economics and Sociology, 17(1), 49-68.
- Kotler, P., & Murphy, P. E. (1981). Strategic Planning for Higher Education. The Journal of Higher Education, 52(5), 470-489.
- Kozmenko, S., Danko, Y., & Kozlovskyi, S. (2023). Academic management in war conditions: Chronicles of aggression and resistance experience of Ukrainian universities. Problems and Perspectives in Management, 21(2-si), 1-3.
- Leal Filho, W., Frankenberger, F., Salvia, A. L., Azeiteiro, U., Alves, F., Castro, P., Will, M., Platje, J., Lovren, V. O., Brandli, L., Price, E., Doni, F., Mifsud, M., & Ávila, L. V. (2021). A framework for the implementation of the Sustainable Development Goals in university programmes. Journal of Cleaner Production, 299, 126915.
- Lucas, L. (2014). Academic resistance to quality assurance processes in higher education in the UK. Policy and Society, 33(3), 215-224.
- Manzoor, S. R., Ho, J. S. Y., & Mahmud, A. Al. (2021). Revisiting the ‘university image model’ for higher education institutions’ sustainability. Journal of Marketing for Higher Education, 31(2), 220-239.
- Marinoni, G., & Pina Cardona, S. B. (2024). Internationalization of Higher Education: Current Trends and Future Scenarios (6th IAU global survey report). IAU: International Association of Universities.
- Milton, S., & Barakat, S. (2016). Higher education as the catalyst of recovery in conflict-affected societies. Globalisation Societies and Education, 14(3), 403-421.
- Nikolaiev, Ye., Riy, G., & Shemelynets, I. (2023). War in Ukraine: Reshaping the higher education sector. Analytical report (74 p.). Kyiv: Borys Grinchenko Kyiv University.
- OECD. (2022). Environmental consequences of the war in Ukraine and prospects for green reconstruction. (In Ukrainian).
- Palermo, O. A., Bisignano, A. P., & Mercado, S. (2018). The Design of International Dual Degree Programmes as Effective Transnational Education Experiences. In V. Tsiligiris & W. Lawton (Eds.), Exporting Transnational Education. Cham: Palgrave Macmillan.
- Pereira, P., Zhao, W., Symochko, L., Inacio, M., Bogunovic, I., & Barcelo, D. (2022). The Russian-Ukrainian armed conflict will push back the sustainable development goals. Geography and Sustainability, 3(3), 277-287.
- Pineda, P. (2023). Double the degree, double the identity? Identification and experiences of students studying two simultaneous degrees. International Journal of Educational Research, 125, 102346.
- Pyvis, D. (2011). The need for context sensitive measures of educational quality in transnational higher education. Teaching in Higher Education, 16(6),733-744.
- Rumbley, L. E., Helms, R. M., Peterson, P. M., & Altbach, P. G. (Eds.). (2014). Global Opportunities and Challenges for Higher Education Leaders. Global Perspectives on Higher Education. Rotterdam: SensePublishers.
- Scherak, L., & Rieckmann, M. (2022). Development and assessment of ESD competences: staff training at the University of Vechta. In P. Vare, N. Lausselet, & M. Rieckmann (Eds.), Competences in Education for Sustainable Development. Critical Perspectives (pp. 121-128). Cham: Springer International Publishing.
- Southall, J., & Wason, H. (2016). Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting. Practitioner Research in Higher Education Journal, 10(1), 192-202.
- Steagall, J. W., Falk, P., Gallo, A., & Porter, T. W. (2021). International double degree programs as accelerators for internationalization: Lessons from the Trans-Atlantic Business School Alliance. Journal of Teaching in International Business, 32(1), 7-35.
- Teng, C., Horng, J., & Baum, T. (2013). Academic perceptions of quality and quality assurance in undergraduate hospitality, tourism and leisure programmes: A comparison of UK and Taiwanese programmes. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 233-243.
- Toman I., Marinoni G., & Harris M. (2023). A new kind of internationalisation to help achieve SDGs. University World News, 04(November).
- Tröndle, T., Melnyk, O., Tutova, O., Porieva, V., Neumann, F., Staffell, I., & Patt, A. (2024). Rebuilding Ukraine’s energy supply in a secure, economic, and decarbonised way. Environmental Research: Infrastructure and Sustainability, 4(3).
- UNESCO. (2024). Analysis of war damage to the Ukrainian science sector and its consequences, United Nations Educational, Scientific and Cultural Organization.
- Vargas-Merino, J. A., Rios-Lama, C. A., & Panez-Bendezú, M. H. (2024). Critical implications of education for sustainable development in HEIs - A systematic review through the lens of the business science literature. International Journal of Management Education, 22(1), Article 100904.
- Wals, A. E. (2013). Sustainability in higher education in the context of the UN DESD: A review of learning and institutionalization processes. Journal of Cleaner Production, 62, 8-15.
- World Bank. (2022). Education: Impact of the War in Ukraine.
- Zheng, G., Cai, Y., & Ma, S. (2017). Towards an analytical framework for understanding the development of a quality assurance system in an international joint programme. European Journal of Higher Education, 7(3), 243-260.