There are no models developed for joint degree agreements at Linnaeus University, as each Joint Degree looks very different. Developing a common degree is a job that requires many resources over a long period of time; a period of one and a half to three years before the program can be offered is not uncommon. That is why it is extremely important for the department to make use of its faculty, the graduation unit of the Office of Student Affairs and the Office of External Relations from the outset. Lawyers must also be involved from the outset in formulating an agreement for a Joint Degree. With regard to proposals to create a Memorandum of Understanding (MoU) with an international partner as a framework for general cooperation, instead of developing specific cooperation in education, the International Committee of the University has developed a model and process. If a proposal for a new partnership is successful, the role of the Academic Lead is to get in touch with the partners of the partner institution(s) in order to ensure the proper maintenance of the partnership and to ensure that the partnership is managed and implemented in accordance with the cooperation agreement and the university`s quality assurance procedures. It is possible that a cooperation agreement may need to be concluded, i.e. a formal, signed and legally binding document defining the nature and duration of the cooperation agreement. Further details on the ongoing management and management of the partnership agreement can also be set out in a complementary company agreement. Cooperation changes teaching and learning.
Although a collaborative culture is not quickly established, it produces strong pedagogical relationships with learners, their whanau and teachers. A second important driver from a pedagogical point of view is our understanding of the collective effectiveness of teachers (ETC), which refers to the common belief of a staff that they can, through their collective action, positively influence student outcomes. With an effect size of 1.57, ETC is considered the most important factor influencing student performance (Hattie, 20162). According to Tableau Learning Research (Table 1), etc. is more than three times better and more predictive of student performance than socioeconomic status. It is more than double the impact of previous benefits and more than three times the impact of the domestic environment and parental participation. It is more than three times more likely to influence student performance than student motivation, concentration, endurance, and engagement. . . .