教育文献中有大量的研究涉及传统交换学生计划之间的国际大学以及留学、双学位课程，但很少有关于开发和经营的联合开发和经营的学位课程。在文献中的双学位计划往往是合作，其中一所大学提供学位（通常是美国合作伙伴）和其他学校提供学生。在许多情况下，这些双学位课程允许任何一所学校的学生转移到其他学位的具体数量的课程，并采取在每所学校的课程。但是，学生通常被认为是在关系中的主导伙伴寻求学位，需要看的是我们如何发展，并确保在其他国家的美国学校和学校是一个完全平等的合作伙伴。一个这样的伙伴关系，似乎标志着这种变化是英国议会和巴西国家之间的联合伙伴关系。在一篇文章中描述的这种伙伴关系的篇章和汉娜（2001）指出：“（E）在资金提供质量具有重要的现实意义和象征意义…，意味着这是一个合作开始取代传统的南北关系的供体和受体与真正的学术合作伙伴关系”（27页。）什么作者想说什么，似乎是在开发这样的国际合作的需要，需要相互尊重和参与，组织带来类似或互补的技能和资源表相对于传统模型通常有美国或欧洲大学在美国提供教育机会的实际随着学生来自其他国家大多数学校。
加拿大动物科学论文代写:教育文献中
The educational literature has a great deal of research concerning the traditional student exchange programs between international universities as well as study abroad, and dual degree programs, yet there is little about the development and operation of jointly developed and operated degree programs. The dual degree programs in the literature tend to be collaborations where one of the universities offers the degree (typically the U.S. partner) and the other school provides students. In many cases these dual degree programs allow the students of either school to transfer a specific number of courses into the other degree and to take courses at each school. But the students are usually considered degree seeking at the dominant partner in the relationship What needs to be looked at is how we develop and ensure that both the U.S. school and the school in the other country is a full and equal partner in the collaboration. One such partnership that seems to signal such a change is the joint partnership between the British Council and the nation of Brazil. In an article describing this partnership Canto and Hannah (2001) stated that "(e)quality in the provision of funds has a practical and symbolic significance …, signifying that this is a collaboration that sets out to replace traditional north-south relationships of donor and recipient with genuine academic partnerships" (p. 27.) What the authors were trying to say and what seems to be needed in developing such international collaborations is that there is a need for mutual respect and participation where both organizations bring similar or complementary skills and resources to the table as opposed to the traditional model which typically has the U.S. or European university providing the actual educational opportunities at the U.S. school with the majority of the students coming from the other country.
