The Development and Implementation of Joint and Double Degree Programmes: Comparative Insights from the UK and Türkiye

Abstract

This article reviews research on joint and double degree programmes (JDDPs), a form of transnational education (TNE), with particular attention to their development in the UK and Türkiye. Drawing on academic and policy-oriented sources in both English and Turkish, this scoping review first maps how JDDPs are conceptualised, structured, and implemented across different higher education contexts globally. The findings highlight persistent terminological ambiguities, diverse programme models, and uneven regulatory frameworks that shape the design and delivery of JDDPs. Next, focusing on the UK (a well-established, globally oriented TNE system) and Türkiye, (a more centralised and regulation-driven model), the findings reveal that variations across contexts are shaped by distinct national systems and policy environments. The UK context is characterised by quality assurance frameworks and institutional autonomy, whereas Türkiye demonstrates a TNE approach shaped by centralised regulation and national higher education policies. The study concludes by identifying key gaps in the literature, including the need for greater conceptual clarity, more comparative and context-sensitive research, and deeper engagement with issues of equity and student experience.