Master’s Degree
Included below are degree level expectations for master’s programs offered at York University. Program-specific learning outcomes are expected to be consistent with and build upon degree-level expectations. The structure and requirements of master’s programs are intended to support the achievement of degree-level expectations and program-specific learning outcomes.
This degree is awarded to students who have demonstrated the following:
1. Depth and Breadth of Knowledge
A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
2. Research and Scholarship
A conceptual understanding and methodological competence that
- Enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline;
- Enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence; and
- Enables treatment of complex issues and judgments based on established principles and techniques; and,
On the basis of that competence, has shown at least one of the following:
- The development and support of a sustained argument in written form; or
- Originality in the application of knowledge.
3. Level of Application Knowledge
Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting.
4. Professional Capacity/Autonomy
The qualities and transferable skills necessary for employment requiring:
- The exercise of initiative and of personal responsibility and accountability; and
- Decision-making in complex situations;
- The intellectual independence required for continuing professional development;
- The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and
- The ability to appreciate the broader implications of applying knowledge to particular contexts.
5. Level of Communications Skills
The ability to communicate ideas, issues and conclusions clearly.
6. Awareness of Limits of Knowledge
Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.
A candidate for a master’s degree shall pursue at York University, under the direction of a graduate program, an advanced course of study approved by the director of the sponsoring graduate program.
The minimum requirements for master’s degree programs are normally comprised of:
- at least 12 credits in graduate-level coursework and an acceptable thesis; or
- at least 18 credits in graduate-level coursework and an appropriate research paper, project or review essay; or
- at least 24 credits of graduate-level coursework.
These are minimum requirements, and individual graduate programs may have additional requirements, such as comprehensive examinations, practicum, fieldwork, language requirements, etc.
All master’s programs must specify a program length in terms, which is normally the shortest period of time a student must be registered in a program in order to qualify for the degree and which normally predetermines the minimum total academic fees that a student must pay prior to graduation. Master’s students must register and pay fees for a minimum of the equivalent of three terms of full-time registration, except in programs where a longer program length is specified. (This does not apply to master’s programs in the Schulich School of Business.)
All requirements for a master’s degree must be fulfilled within 12 terms (4 years) of registration as a full-time or part-time master’s student, in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration. Terms in which students are registered as General Leave of Absence, Family Care Leave of Absence, or No Course Available Leave of Absence are not included in these time limits.
A thesis supervisory committee shall meet annually with the student, normally in the Spring, to evaluate the Report on Progress submitted by the student and submit a completed copy of the Report on Progress to the graduate program director after the meeting. In accordance with program requirements and procedures, students in non-thesis program options may be required to submit a progress report to the graduate program director. Reports to the graduate program director of unsatisfactory progress may require a student to withdraw from a program of studies, or withdraw from the graduate program in which the student is enrolled.
In addition to those courses specified individually by the sponsoring graduate program for each student as constituting the minimum required program of studies, students with permission of the program director may elect, on registration, to enrol in additional courses.
A minimum of two-thirds of the course requirements for a master’s program should be completed from among graduate-level courses.
Graduate students may not take or receive credit for an integrated course at the graduate level if they took it at York or elsewhere at the undergraduate level.
Following initial registration in a graduate program and prior to completion of the first term of study, graduate students may request transfer credit (advanced standing) for graduate-level courses completed at York University or another institution that have not been used to fulfill the requirements of another degree program or graduate diploma. Credit for such work will be determined by the Office of the Dean, Faculty of Graduate Studies, on the recommendation of the program concerned. Transfer credit accepted towards the fulfillment of the degree program to which the student has been admitted may count for up to 50% of the coursework requirements for the York graduate diploma or degree program.
A major research paper/project/review essay is a milestone component of a program that requires independent research. The academic requirements, format and length of master’s research papers/projects/review essays should be consistent with master’s degree-level and program-specific expectations.
In accordance with program-specific requirements and processes, a master’s research paper/project/review essay should be on a topic approved by the program, normally including submission and approval of a proposal, as well as appropriate ethics review and approval. Supervisors for each master’s research paper/project/review essay must be approved no later than the end of the second term of master’s study. In accordance with program-specific requirements and processes, evaluation of master’s research papers/projects/review essays may include a second reader and/or oral examination. Master’s research papers/projects/review essays are normally graded on a Pass/Fail basis.
A major research paper/project/review essay or thesis should be written in English but approval may be given to a written request from a student for a major research paper/project/review essay or thesis to be written in French or in the language of any Aboriginal/First Nations people in North America, subject to confirmation from the director of the graduate program concerned that relevant supervision and sufficient support for the completion of such written work can be provided.
Requirements with respect to language facility (other than language competency required for admission), technical skill (e.g., statistics or computer techniques), and/or cognate subjects are determined by individual graduate programs with the approval of the Faculty of Graduate Studies Council.
Individual graduate programs may require students to undertake graduate milestone examinations (comprehensive examinations, qualifying examinations, research evaluations or their equivalent). Thesis or dissertation proposal requirements are separate from graduate milestone examinations, unless an aspect(s) of this requirement constitutes any or all of a program’s milestone examinations.
The specific requirements and evaluation procedures are determined and approved by individual graduate programs, in accordance with program procedures. Requirements and procedures outlined in the Academic Calendar are approved by the relevant anchor Faculty Council and by Senate. Approved program requirements and procedures must be filed with the Faculty of Graduate Studies.
Areas of information that must be outlined in program examination guidelines include:
- Timing and Scheduling
- Format and Structure
- Accessibility and Accommodations
- Assessment Criteria and Feedback
- Outcomes of the Examination(s)
- Procedures for Updating Graduate Milestone Examinations
Applicable information must be communicated to students in writing, and available for easy consultation in advance of the examination(s).
- Timing and Scheduling
All program-level examination procedures must outline (or indicate where such information is available) the timing of the examination(s) in relation to other program milestones, such as the completion of coursework or the approval of a dissertation proposal.
Excluding exceptional circumstances, the scheduling of the examination – the relevant date, time and (where applicable) location – will take place and be communicated to students and all faculty members involved in the examination process no later than 20 business days prior to the examination date.
In the case of multi-part examinations, students and faculty members involved will be informed of the timing of the various examination components that are to follow the initial scheduled examination.
In the event that an examination(s) must be rescheduled, students and all faculty members involved must normally be informed no later than 5 business days prior to the examination(s) date.
- Format and Structure
All program-level examination procedures must specify the format, including relevant procedures, of the examination(s). The format may vary across programs and degrees but must be consistent in format for all students in a program.
Programs may employ multiple formats in a single set of exams.
Along with information about the format of the exam, students must be provided instructions on the duration of the examination(s) and use of aids and supports.
- Accessibility and Accommodations
All programs should seek to design graduate milestone examinations in a manner that is accessible to all students.
Students requiring accommodations are encouraged to contact the appropriate accessibility office at the university well in advance of the examination(s). In cases where a graduate program has local accommodation processes outlined as part of their graduate milestone examination procedures, this process must be outlined in the program procedures and indicate how students may request an accommodation.
Graduate Program Directors and faculty members should not adapt the format or scheduling of the examination(s) outside of consultations with the applicable accessibility advisor and/or in compliance with specified program procedures.
In cases where accommodations not specified in advance are identified in process, ethical guidelines in the program will be adhered to in determining next steps.
All accommodations must be made in consultation with the student and must follow applicable policies related to access to information and privacy.
- Assessment Criteria and Feedback
Excluding exceptional circumstances, the process of assessment must be communicated to students no later than 20 business days prior to the examination(s) date. This information must include:
- Where appropriate, the process by which the examination questions are set
- The structure of evaluation including, in the case of evaluation by committee, the process by which the committee’s deliberation informs the final assessment
- In the case of multi-part examinations, the weighting of examination components and whether or not the evaluation of each of the examinations is separate or integrated into a single decision
- The evaluation criteria, which may include a grading scheme for the examination(s)
A written rationale for the final assessment should be prepared by the faculty members responsible for evaluation. The assessment must be shared with the student in a manner that will allow them to understand the decision.
- Outcomes of the Examination(s)
Prior to the examination(s), students must be given a list of all potential outcomes and be informed about how and when the outcome of their examination(s) will be communicated to them.
The list of outcomes should include definitions of:
- Any outcome where the student is successful
- Any outcome where conditions, revisions or re-examinations are required
- Any outcome where the student is deemed to be unsuccessful. Unsuccessful outcomes should be limited to those circumstances in which students have no further opportunities to revise or repeat the examination(s)
All outcomes should be clearly aligned with the assessment criteria outlined in program requirements.
When conditions, revisions or re-examinations are requested, the program documentation should indicate the scheduling time limits, as well as the minimum and maximum number of times an examination can be revised or repeated. Any alteration from the process of assessment (e.g., the choice of new examiners) for conditions, revisions or re-examinations must also be outlined in the requirements.
In the event of conditions or revisions not being met or a re-examination is required, students may be placed on academic probation for a period of time, as per a program’s procedures.
In the event of an unsuccessful outcome(s) where no further revisions or re-examination are permitted, a student may be required to withdraw from the program in line with program and Faculty of Graduate Studies procedures.
Following the examination(s), programs must communicate in writing if the examination(s) has been passed. In the event of conditions, revisions, re-examination or an unsuccessful outcome, students must be provided a written outline of the grounds for this decision.
- Procedures for Updating Graduate Milestone Examinations
High-level information about the purpose of examinations, their timing in the degree structure, their format and the role examinations play in academic progression should be included in the Academic Calendar.
More detailed information, as required by this framework, can be documented in a program-level document, available on the program website and/or through the program office.
Program procedures must outline the process for revising the examinations. These must be in line with program-level governance norms.
Changes to the Academic Calendar must be approved by the relevant anchor Faculty Council and by Senate.
Programs are responsible for ensuring consistency between information in the Academic Calendar and program-level documentation.
All programs are strongly encouraged to incorporate regular reviews (every five years) of their examination requirements and procedures.
Individual graduate programs may require students to undertake work focused experiential education to apply theory to a concrete experience in a manner that advances the learning objectives of a course or program:
Course-based Placements (CBP)
Students engage in activities where they practice course specific competencies; they receive course credit, but (generally) are not paid.
Program-based Placements (PBP)
Students are given the opportunity to develop competencies and skills in organizational work environments that augment the theories/concepts learned in academic program settings.
Internships
Internships are paid, full-time, one-time, supervised work experiences. The student produces a work term report which is reviewed and graded by the faculty supervisor.
Co-operative Education Programs
Students alternate between periods of paid, full-time, supervised work experiences and academic terms. Co-op programs provide students with the opportunity to integrate their classroom learning with hands-on work experience related to their field of study in which they alternate periods of paid, full-time, supervised work experiences with their academic terms.
Please visit Master’s Thesis and Graduate Supervision.
Doctoral Degree
Included below are degree level expectations for doctoral programs offered at York University. Program-specific learning outcomes are expected to be consistent with and build upon degree-level expectations. The structure and requirements of doctoral programs are intended to support the achievement of degree-level expectations and program-specific learning outcomes.
This degree extends the skills associated with the Master’s degree and is awarded to students who have demonstrated the following:
1. Depth and Breadth of Knowledge
A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice including, where appropriate, relevant knowledge outside the field and/or discipline.
2. Research and Scholarship
- The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems;
- The ability to make informed judgments on complex issues in specialist fields, sometimes requiring new methods; and
- The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication.
3. Level of Application Knowledge
The capacity to
- Undertake pure and/or applied research at an advanced level; and
- Contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches, and/or materials.
4. Professional Capacity/Autonomy
- The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations;
- The intellectual independence to be academically and professionally engaged and current;
- The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and
- The ability to evaluate the broader implications of applying knowledge to particular contexts.
5. Level of Communications Skills
The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.
6. Awareness of Limits of Knowledge
An appreciation of the limitations of one’s own work and discipline, of the complexity of knowledge, and of the potential contributions of other interpretations, methods, and disciplines.
A candidate for a doctoral degree shall pursue at York University, under the direction of a graduate program, an advanced course of study and research approved by the director of the sponsoring graduate program.
All doctoral programs require the submission of a dissertation proposal, including appropriate ethics review and approval; a dissertation embodying the results of original research, and; successful defence of this dissertation at an oral examination. In addition to the submission of a dissertation and oral examination, an individual graduate program may have additional requirements, such as coursework, comprehensive examinations, practicum, fieldwork, language requirements, etc.
All doctoral programs must specify a program length in terms, which is the period of time (in terms) that is normally required for a student to complete a program. Doctoral students must register and pay fees for a minimum of the equivalent of six terms of full-time registration, except in programs where a longer program minimum is specified.
All requirements for a doctoral degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration. Terms in which students are registered as General Leave of Absence, Family Care Leave of Absence, or No Course Available Leave of Absence are not included in these time limits.
In accordance with program requirements and procedures, students in doctoral programs must submit a progress report to the graduate program director on an annual basis, normally in the Spring. Once established, a dissertation supervisory committee shall meet annually with the student, normally in the Spring, to evaluate the Report on Progress submitted by the student and submit a completed copy of the Report on Progress to the graduate program director after the meeting. Reports to the graduate program director of unsatisfactory progress may require a student to withdraw from a program of studies, or withdraw from the graduate program in which the student is enrolled.
In addition to those courses specified individually by the sponsoring graduate program for each student as constituting the minimum required program of studies, students with permission of the program director may elect, on registration, to enrol in additional courses.
A minimum of two-thirds of the course requirements for a doctoral program should be completed from among graduate-level courses.
Graduate students may not take or receive credit for an integrated course at the graduate level if they took it at York or elsewhere at the undergraduate level.
Following initial registration in a graduate program and prior to completion of the first term of study, graduate students may request transfer credit (advanced standing) for graduate-level courses completed at York University or another institution that have not been used to fulfill the requirements of another degree program or graduate diploma. Credit for such work will be determined by the Office of the Dean, Faculty of Graduate Studies, on the recommendation of the program concerned. Transfer credit accepted towards the fulfillment of the degree program to which the student has been admitted may count for up to 50% of the coursework requirements for the York graduate diploma or degree program.
Requirements with respect to language facility (other than language required for admission), technical skill (e.g., statistics or computer techniques), and/or cognate subjects are determined by individual graduate programs with the approval of the Faculty of Graduate Studies Council.
Individual graduate programs may require students to undertake graduate milestone examinations (comprehensive examinations, qualifying examinations, research evaluations or their equivalent). Thesis or dissertation proposal requirements are separate from graduate milestone examinations, unless an aspect(s) of this requirement constitutes any or all of a program’s milestone examinations.
The specific requirements and evaluation procedures are determined and approved by individual graduate programs, in accordance with program procedures. Requirements and procedures outlined in the Academic Calendar are approved by the relevant anchor Faculty Council and by Senate. Approved program requirements and procedures must be filed with the Faculty of Graduate Studies.
Areas of information that must be outlined in program examination guidelines include:
- Timing and Scheduling
- Format and Structure
- Accessibility and Accommodations
- Assessment Criteria and Feedback
- Outcomes of the Examination(s)
- Procedures for Updating Graduate Milestone Examinations
Applicable information must be communicated to students in writing, and available for easy consultation in advance of the examination(s).
- Timing and Scheduling
All program-level examination procedures must outline (or indicate where such information is available) the timing of the examination(s) in relation to other program milestones, such as the completion of coursework or the approval of a dissertation proposal.
Excluding exceptional circumstances, the scheduling of the examination – the relevant date, time and (where applicable) location – will take place and be communicated to students and all faculty members involved in the examination process no later than 20 business days prior to the examination date.
In the case of multi-part examinations, students and faculty members involved will be informed of the timing of the various examination components that are to follow the initial scheduled examination.
In the event that an examination(s) must be rescheduled, students and all faculty members involved must normally be informed no later than 5 business days prior to the examination(s) date.
- Format and Structure
All program-level examination procedures must specify the format, including relevant procedures, of the examination(s). The format may vary across programs and degrees but must be consistent in format for all students in a program.
Programs may employ multiple formats in a single set of exams.
Along with information about the format of the exam, students must be provided instructions on the duration of the examination(s) and use of aids and supports.
- Accessibility and Accommodations
All programs should seek to design graduate milestone examinations in a manner that is accessible to all students.
Students requiring accommodations are encouraged to contact the appropriate accessibility office at the university well in advance of the examination(s). In cases where a graduate program has local accommodation processes outlined as part of their graduate milestone examination procedures, this process must be outlined in the program procedures and indicate how students may request an accommodation.
Graduate Program Directors and faculty members should not adapt the format or scheduling of the examination(s) outside of consultations with the applicable accessibility advisor and/or in compliance with specified program procedures.
In cases where accommodations not specified in advance are identified in process, ethical guidelines in the program will be adhered to in determining next steps.
All accommodations must be made in consultation with the student and must follow applicable policies related to access to information and privacy.
- Assessment Criteria and Feedback
Excluding exceptional circumstances, the process of assessment must be communicated to students no later than 20 business days prior to the examination(s) date. This information must include:
- Where appropriate, the process by which the examination questions are set
- The structure of evaluation including, in the case of evaluation by committee, the process by which the committee’s deliberation informs the final assessment
- In the case of multi-part examinations, the weighting of examination components and whether or not the evaluation of each of the examinations is separate or integrated into a single decision
- The evaluation criteria, which may include a grading scheme for the examination(s)
A written rationale for the final assessment should be prepared by the faculty members responsible for evaluation. The assessment must be shared with the student in a manner that will allow them to understand the decision.
- Outcomes of the Examination(s)
Prior to the examination(s), students must be given a list of all potential outcomes and be informed about how and when the outcome of their examination(s) will be communicated to them.
The list of outcomes should include definitions of:
- Any outcome where the student is successful
- Any outcome where conditions, revisions or re-examinations are required
- Any outcome where the student is deemed to be unsuccessful. Unsuccessful outcomes should be limited to those circumstances in which students have no further opportunities to revise or repeat the examination(s)
All outcomes should be clearly aligned with the assessment criteria outlined in program requirements.
When conditions, revisions or re-examinations are requested, the program documentation should indicate the scheduling time limits, as well as the minimum and maximum number of times an examination can be revised or repeated. Any alteration from the process of assessment (e.g., the choice of new examiners) for conditions, revisions or re-examinations must also be outlined in the requirements.
In the event of conditions or revisions not being met or a re-examination is required, students may be placed on academic probation for a period of time, as per a program’s procedures.
In the event of an unsuccessful outcome(s) where no further revisions or re-examination are permitted, a student may be required to withdraw from the program in line with program and Faculty of Graduate Studies procedures.
Following the examination(s), programs must communicate in writing if the examination(s) has been passed. In the event of conditions, revisions, re-examination or an unsuccessful outcome, students must be provided a written outline of the grounds for this decision.
- Procedures for Updating Graduate Milestone Examinations
High-level information about the purpose of examinations, their timing in the degree structure, their format and the role examinations play in academic progression should be included in the Academic Calendar.
More detailed information, as required by this framework, can be documented in a program-level document, available on the program website and/or through the program office.
Program procedures must outline the process for revising the examinations. These must be in line with program-level governance norms.
Changes to the Academic Calendar must be approved by the relevant anchor Faculty Council and by Senate.
Programs are responsible for ensuring consistency between information in the Academic Calendar and program-level documentation.
All programs are strongly encouraged to incorporate regular reviews (every five years) of their examination requirements and procedures.
Individual graduate programs may require students to undertake work focused experiential education to apply theory to a concrete experience in a manner that advances the learning objectives of a course or program:
Course-based Placements (CBP)
Students engage in activities where they practice course specific competencies; they receive course credit, but (generally) are not paid.
Program-based Placements (PBP)
Students are given the opportunity to develop competencies and skills in organizational work environments that augment the theories/concepts learned in academic program settings.
Internships
Internships are paid, full-time, one-time, supervised work experiences. The student produces a work term report which is reviewed and graded by the faculty supervisor.
Co-operative Education Programs
Students alternate between periods of paid, full-time, supervised work experiences and academic terms. Co-op programs provide students with the opportunity to integrate their classroom learning with hands-on work experience related to their field of study in which they alternate periods of paid, full-time, supervised work experiences with their academic terms.
Full-time doctoral students are expected to have completed their coursework, graduate milestone examinations, and dissertation proposal by the end of term 9.
Failure to do so will result in an advising block placed on the student’s account. The block will necessitate a meeting with the supervisor and Graduate Program Director to enact a plan for a program-approved dissertation proposal by the end of Term 10. In most circumstances, students will be required to withdraw from the graduate program and registration in the Faculty of Graduate Studies will be terminated absent a program-approved dissertation proposal received by the end of Term 10.
This regulation does not preclude programs from enacting earlier deadlines; for instance, requiring the approved dissertation proposal simultaneously with submission of the FGS supervisory committee form, due by the end of Term 8.
For part-time doctoral students, these same expectations must be met by the end of term 12, or as per a completion plan approved by the supervisor, supervisory committee and the Graduate Program Director. In most circumstances, part-time students will be required to withdraw from the graduate program and registration in the Faculty of Graduate Studies will be terminated absent a program-approved dissertation proposal received by the end of Term 13.
FGS recommends 3,500 words as a maximum length for a dissertation proposal. Programs may communicate different norms, in writing, to their students; however, those norms must be achievable within the milestone deadline of the end of Term 9 for full-time students and Term 12 for part-time students.
Please visit Doctoral Dissertation and Graduate Supervision.
Graduate Diploma
Graduate Diploma is the term applied to a for-credit program of study at the graduate level, which is not itself a master’s or doctoral degree program, in a specific area, topic or skill, and may be of a disciplinary or interdisciplinary character. There are three categories of Graduate Diplomas:
Awarded when a student admitted to a master’s program leaves the program after completing a certain proportion of the requirements. Students are not admitted directly to these programs.
Offered in conjunction with a master’s or doctoral degree, the admission to which requires that the student be already admitted to the master’s (or doctoral) program. This represents an additional, usually interdisciplinary, qualification. Courses taken in fulfillment of degree requirements may count towards the graduate diploma, but some part of the graduate diploma requirements shall be added to degree requirements. All the requirements for the degree as well as for the graduate diploma must be fulfilled before the graduate diploma is awarded. Normally, the graduate diploma will be awarded at the convocation at which the degree is awarded. However, students may be permitted by Graduate Diploma Coordinators to complete requirements in one additional term following the award of the degree, and receive the graduate diploma at the next convocation.
A stand-alone, direct-entry program, generally developed by a unit already offering a related master’s (and sometimes doctoral) degree and designed to meet a particular academic and/or professional need.
The minimum requirement for graduate diplomas is normally 12 credits in graduate-level coursework.
Following initial registration in a graduate diploma and prior to completion of the first term of study, graduate students may request transfer credit (advanced standing) for graduate-level courses completed at York University or another institution that have not been used to fulfill the requirements of another degree program or graduate diploma. Credit for such work will be determined by the Office of the Dean, Faculty of Graduate Studies, on the recommendation of the program concerned. Transfer credit accepted towards the fulfillment of the degree program to which the student has been admitted may count for up to 50% of the coursework requirements for the York graduate diploma or degree program.
Intra-Institutional & Inter-Institutional Programs
Intra/inter-institutional programs are a type of degree program at the University. Their defining feature is that two or more programs of study are brought together in one of six distinct categories, as follows.
Inter-Institutional Program Categories
A cotutelle is a customized program of doctoral study developed jointly by two institutions for an individual student in which the requirements of each university’s doctoral programs are upheld, but the student working with supervisors at each institution prepares a single dissertation which is then examined by a committee whose members are drawn from both institutions. The student is awarded two-degree documents though there is a notation on the transcripts indicating that the student completed his or her dissertation under cotutelle arrangements.
A dual credential program is a program of study offered by two or more universities or by a university and a college or institute, including Institutes of Technology and Advanced Learning, in which successful completion of the requirements is confirmed by a separate and different degree/diploma document being awarded by at least two of the participating institutions.
A joint degree program is a program of study offered by two or more universities or by a university and a college or institute, including an Institute of Technology and Advanced Learning, in which successful completion of the requirements is confirmed by a single degree document.
Intra-University Program Categories
A collaborative specialization is a graduate program that provides an additional multidisciplinary experience for students enrolled in and completing the degree requirements for one of a number of approved programs. Students meet the admission requirements of and register in the participating (or “home”) program but complete, in addition to the degree requirements of that program, the additional requirements specified by the collaborative program. The degree conferred is that of the home program, and the completion of the collaborative program is indicated by a transcript notation indicating the additional specialization that has been attained.
A combined degree program is a program of study involving two existing degree programs of different types in which successful completion of the requirements is confirmed by a separate and different degree document being awarded by each program. The combination may comprise two graduate programs, two undergraduate programs or a graduate and an undergraduate program. For combined degree programs that involve a graduate program, the combination typically involves at least one “professionally” oriented program. Combined degree programs may be structured such that students pursue the two programs concurrently or consecutively. Students in a combined program may be required to pay additional fees.