The SUNY dual diploma program was built on a foundation of strong support and interest in a mutually beneficial partnership. From the start, no agreements or relationships were initiated without the clear support of the Turkish Higher Education Council, SUNY System Administration, every participating university administration and especially, the academic departments. In some areas, faculty members were able to build upon previous connections with their counterparts. Planning meetings at various levels were held three to four times per year, establishing a tradition of continued contact that is integral to sustaining the programs. Today, the administrative and academic coordinators from each side meet separately at least once per year; the full group of coordinators (now numbering more than 50), meet annually, alternating between the U.S. and Turkey. Contact between the program and campus coordinators on each side is on-going throughout the year. Contact with the students is on-going with the SUNY program and campus coordinators’ giving predeparture orientation sessions while in Turkey; several dual diploma campuses have chat sessions where students can as their questions and receive answers.
Many aspects of Turkish higher education create advantages for U.S. – Turkish university relationships. A high demand for admission is met with a shortage of places in Turkish universities. In 2007, more than 1.6 million students applied for admission through the national selection and placement exam, but only 413,000 places were available. While the Turkish government has opened 41 new universities in underserved regions during the past two years, the rising demand for higher education will cause the deficit to continue as those universities become established. This shortage was a significant impetus for the development of the SUNY dual diploma programs – to create openings for increased capacity in Turkish universities.
In addition, the programs would further SUNY’s commitment to broaden and deepen the university’s internationalization efforts by increasing the number of international students, increase the number of students going abroad, and increasing faculty and student interest in research with Turkish partners.
The core objective in developing each dual diploma program partnership was to provide program enrollees with a unique, rigorous, bi-cultural learning experience leading to the receipt of a high-value dual-diploma degree from a pair of well-respected research universities, one in Turkey and one in the United States. To that end, the following objectives were established:
Determine the best academic areas in which to begin given the Turkish market, the strength and similarity of the programs at each institution and faculty interest.
Determine the curriculum and sequence of study which gives students the most benefit, including opportunities for Optional Practical Training (OPT) after graduation For most of the programs, students spend years 1 and 3 in Turkey, and years 2 and 4 at SUNY. However, a number of programs consist of a variation of this model to utilize the strengths of both institutions. None of the dual diploma programs follow a traditional 2+2 format, a deliberate reflection of equal partnership.
Determine the type of degree that will be offered to students. Joint degrees were considered in the beginning, but were replaced by the dual diploma design. Students complete one degree program after satisfying the requirements of both institutions; one diploma is issued from each institution, each noting the dual diploma program.
Determine a cost - effective way for enrollees to receive an education. As The State University of New York is a public institution and the students are here for two years, the cost to Turkish parents is much less than a direct enrollment for four years at either a public or private institution.
Determine how the model will fit into the university’s overall mission. The dual diploma programs are part of a larger SUNY initiative to internationalize campuses and educational offerings beyond exchange and study abroad.
Determine how the model will benefit the university as a whole. The dual diploma programs make international academic experiences available to all students.
Determine if the model is economically feasible or advantageous. SUNY has capacity for additional tuition-paying students. The program is tuition-driven, with students paying non-resident tuition costs for the semesters spent on SUNY campuses.
Determine if the model is sustainable. Programs which are tied to equal exchange can become difficult to maintain. The fact that the dual diploma program is tuition driven makes it possible for each side to send all qualified applicants, rather than being constrained by the number of students being received.
All agreements or relationships were initiated with the clear support of YÖK, SUNY System Administration, every participating university administration and especially, the academic departments.
A system to system memorandum of understanding (MOU) was followed by MOUs between individual partner campuses.
Planning meetings at various levels were held three to four times per year to work out issues such as admissions, enrollment, transcripts, monitoring of academic progress, tuition, housing, student services, and curricula.
It is important to establish clear policies (academic, financial, disciplinary) before students are enrolled, as written details are of special significance in many Turkish procedures.
Administrators work with each other throughout the year, addressing all academic and financial issues.
It is important to maintain direct contact and personal relationships, as these are essential parts of doing business in Turkey.
Regular, face-to-face meetings and visits are as important to the sustainability of programs as the signed paper agreements. In the Turkish system, YÖK and the public universities are subject to a formal cycle of change in leadership through a combination of election and appointment. The YÖK president, board members and all public university rectors serve a maximum of two terms of four years each. Such expected changes in administration require support of international linkages and close relationships at all levels, so that the programs are sure to be carried into the next administration.
Quantitative results: The programs started in 2003 with ten programs and 305 places available for enrollment; In 2008, there were 27 programs with 615 places available for new students.
The graduation rate (96%) in the dual diploma programs thus far and the percent of students who graduate with honors is much higher than in regular (non-dual diploma program) SUNY programs.
Qualitative results:
Feedback from the participating SUNY campuses has included many areas of impact, as below:
All international students benefit from enhanced international student services developed as a result of involvement in the dual diploma programs.
The dual diploma program enrollment levels have stimulated the development of vacation break housing for international students and policies to spread dual diploma and other international students throughout the residential complex.
Enhancement of the residence hall staff’s intercultural competencies by training and diversity hiring has lead to increased activities in the residence halls for dual diploma and other international students; at the beginning of each academic year, the dual diploma staff conducts cultural sensitivity workshop for the residential life staff members.
At some campuses, a Ramadan pre-dawn breakfast has been introduced in the dining facilities at some universities and is open to all members of the campus community.
Dual diploma students have joined with other Turkish students to prepare events showcasing Turkish culture, music, food, dance and history, particularly commemorating major Turkish national holidays.
Many dual diploma students enjoy both the mandatory general education classes and the electives, both of which are not a significant part of traditional curricula in Turkey.
New courses have been developed which are available to all students. A campus added a new course based on the successful College Life and Social Issues class offered to new first year students on campus. This course was adapted for a cross-cultural audience and offered as part of the students’ residential life experience. It was designed to help address issues faced when adjusting to a new culture and a different academic environment, such as dealing with conflict, diversity, relationships, and academic issues.
Faculty have developed teaching strategies to assist students whose first language is not English. Newly organized academic success workshops target the self-identified academic difficulties of the international students. The Tutoring Center and Writing Center respond by training their staffs to work with these academic issues.
SUNY undergraduate experience is greatly enhanced by studying and living side-by-side with their Turkish peers. This program contributes to their knowledge of the Muslim world, a part of the world which is often not well-understood among US university students, and strengthens the University’s ability to foster a sense of global citizenry among its students.
The programs have led to increased faculty exchange and joint research.
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