Supporting success: Enhancing the Joint Degree student experience

Joint degree programs at The Open University (OU) offer students a unique chance to combine two fields such as Law and Languages, or Business Management and Languages, developing a broad, versatile skill set. Building on findings from our scholarship project discussed in our previous blog, this post explores new initiatives introduced to improve the joint degree student experience.

Study preparation and language learning support

The feedback from joint degree students collected via interviews and focus groups identified the need to better prepare students starting their joint degrees. In response the School of Languages and Applied Linguistics (LAL) introduced targeted induction sessions for Level 1 students. These sessions provided tailored guidance on the structure and expectations of joint degree programmes to help them feel more confident and prepared. What made them particularly effective was the joint delivery by tutors from both faculties - a real example of the kind of coordinated support Weissmann (2013) highlights as vital for student success.

Our research highlighted that learning a language needs to be continuous to be effective. To support students’ language development, LAL runs languages clubs throughout the year, open to all students who want to practise their skills. LAL have also launched a new summer programme designed to help students maintain their skills or reconnect with their language after some time away. Whether or not they’re actively studying with LAL, joint degree students are always welcome to join in.

Studying across faculties and developing interdisciplinarity

Our findings echo Brewer’s point that universities often work in silos and this is something that can be challenging for joint degree students moving between faculties (Brewer 1999, cited in Pigden & Jegede, 2020). To tackle this, we created a dedicated joint degree space on the LAL Study Home website. It offers tailored resources to help students make sense of how things work across different faculties.

Pigden and Jegede (2020) observed that joint degrees only really deliver their full value when there’s intentional, ongoing collaboration between departments. With that in mind, we’ve developed a series of screencasts to guide students through the differences in academic culture, help manage expectations and show them where to turn for support.

Another issue often raised with joint degrees is how separate the subjects can feel, something Brewer’s research highlighted (1999, cited in Pigden & Jegede, 2020). To help bridge that gap and develop interdisciplinarity, we’ve piloted joint sessions that bring Spanish together with Business and Law. These give students the chance to apply their language skills in context. From October 2025, these sessions will be formally embedded into tuition strategy on Spanish and French modules.

Building student identity

A sense of belonging is vital for all students in higher education as it underpins confidence, motivation, and academic success. For joint degree students, who often move between two subject areas and expectations, this can be more complex as our research showed. To help address this, we introduced the Joint Degree Support Forum, which is a dedicated space where students can connect with others on similar pathways. This builds on findings by Briggs et al. (2012, cited in Pigden & Moore, 2018), who emphasised the importance of programme identity in student success. We’ve also begun grouping joint degree students together in designated tutor groups within modules, enabling tutors to offer more targeted support and helping students develop meaningful academic relationships across their studies.

Equipping tutors to support joint degree students

Tutors play a vital role in shaping a positive experience for students and the students we spoke to emphasised that tutor recognition and support can make all the difference, particularly when joint degree students are navigating the complexity of two academic disciplines. To help with this, we’ve created a dedicated Joint Degree Tutor Home webpage, offering tailored guidance and resources. Future developments may include a university-wide tutor toolkit and training for module team

Therefore, based on the student feedback we recommend tutors adopt simple steps like checking a student’s profile, asking about their pathway during tutorials, or offering clarity around assignment expectations (for instance different referencing styles) which can go a long way in helping students feel seen. Tutors should also be encouraged to signpost key resources, from screencasts and support services to extracurriculars like language clubs and work closely with module teams to ensure no gaps in support go unnoticed.

Moving forward

The initiatives introduced so far reflect a growing focus on further developing and enhancing the joint degree experience at the OU. Clear guidance, opportunities to explore connections between subjects, and a strong sense of belonging all play a vital role in helping students feel confident and supported. As we continue developing and evaluating these initiatives, and listening to student and tutor feedback, staying flexible will be key to making sure joint degree students get the full benefit of these unique and rewarding programmes.

Joanna Mirek-Tooth

Joanna Mirek-Tooth is a Lecturer and Student Experience Manager in the Faculty of Business and Law at The Open University. She has worked in a variety of educational settings, both as a tutor and as an academic manager, in the UK and abroad. Joanna is also an Associate Lecturer in the School of Languages and Applied Linguistics and a Senior Fellow of AdvanceHE.

Olwyn O’Malley

Olwyn O’Malley is an Associate Head of School and staff tutor in the School of Languages and Applied Linguistics and an associate lecturer in the Faculty of Business and Law at The Open University. She has a background in Business and Languages and is a Senior Fellow of AdvanceHE. Her career spans a range of educational settings, where she has held roles as a tutor and academic manager both in the UK and overseas. Olwyn has special interest in working across faculties to support student success.

References

Pigden, L. & Jegede, F. (2020) Thematic analysis of the learning experience of joint honours students: their perception of teaching quality, value for money and employability, Studies in Higher Education, 45:8, 1650-1663

Pigden, L. and Moore, A.G. (2018) “Employability outcomes for university joint honours graduates,” Higher education, skills and work-based learning, 8(2), pp. 195–210.

Weissmann, E. (2013) “Excluded from the institutional habitus: the joint student experience,” Journal of further and higher education, 37(2), pp. 261–279.

Project supported and funded by Praxis Centre for Scholarship and Innovation. Project Reference 232407 OO