RETRACTED ARTICLE: Management and academic practices to prevent higher education corruption – a case review of an international branch campus in Uzbekistan

2014 ◽  
Vol 20 (4) ◽  
pp. 354-362
Author(s):  
Eng Kee Sia
Keyword(s):  
Higher Education ◽  
Case Review ◽  
Branch Campus ◽  
International Branch Campus ◽  
Academic Practices ◽  
Retracted Article

scholarly journals What a Branch Campus Is: A Revised Definition

2018 ◽  
pp. 12-14 ◽  
Author(s):  
Stephen Wilkins ◽  
Laura Rumbley
Keyword(s):  
Higher Education ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
The Core ◽  
Cross Border ◽  
International Branch Campus ◽  
The Cross ◽  
Definition Of ◽  
Core Features

Although international branch campuses have become an established part of the cross-border higher education landscape, there is still debate about what an international branch campus actually is. The purpose of this article is to propose a revised definition of “international branch campus” that is clearer and more implementable than existing definitions. To achieve this goal, we considered how the terms “branch” and “campus” are used in business and higher education, and then identified the core features of these campuses.

A Case Study of Duke Kunshan University

2017 ◽  
pp. 21-36 ◽  
Author(s):  
Matthew Vollrath ◽  
Robert A Lloyd ◽  
Yanxu Liu
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
International Education ◽  
Relevant Literature ◽  
Point Of View ◽  
Valuable Insight ◽  
Branch Campus ◽  
International Branch Campus

This chapter considers Duke University's motivation, approach, and challenges in launching its international branch campus (IBC), Duke Kunshan University in Kunshan, China. Differing perspectives on the project are presented from the point of view of DKU students, faculty, administrators, and an international education consultant. Taken together and in the context of relevant literature and the information provided in Duke University's primary China planning document, their thoughts and observations offer valuable insight to the ongoing conversation about the role of IBCs in higher education, and coalesce around the importance of an institutional brand rooted in consistent values and a genuine culture of faculty, staff, and student engagement.

Two decades of international branch campus development, 2000–2020: a review

2020 ◽  
Vol 35 (1) ◽  
pp. 311-326
Author(s):  
Stephen Wilkins
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Branch Campus ◽  
Host Countries ◽  
Content Type ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Stakeholder Groups ◽  
International Branch Campus ◽  
Education Hub

PurposeThe research aims to assess the achievements and challenges of international branch campuses (IBCs) to date and to consider how IBC development may progress in the future.Design/methodology/approachThe article presents a review of the scholarly and grey literatures on IBCs. The commentary and discussion is structured around the objectives, perspectives and experiences of three key stakeholder groups, namely the institutions that own IBCs, students and host countries.FindingsSome IBCs have failed to achieve their student recruitment and financial targets, while others have been successful, often expanding and moving into new, larger, purpose-built campuses. In the last few years, several countries have announced their intention to become a transnational education hub, or at least to allow the establishment of IBCs. It may be reasonable to assume that when there is demand for a product, supply will eventually follow. IBCs will survive and prosper as long as they provide benefits to each of their main stakeholder groups (i.e. students, institutions and governments), and as long as the local demand for higher education places exceeds the total supply.Originality/valueThe article provides a comprehensive and up-to-date review of IBC developments and research during the period 2000–2020. The findings and conclusions will be of interest to both researchers and practitioners.

Students' choice of international branch campus in Malaysia: a gender comparative study

2020 ◽  
Vol 35 (1) ◽  
pp. 87-107
Author(s):  
Adriel K.S. Sim ◽  
Kim-Lim Tan ◽  
Joseph Kee-Ming Sia ◽  
Ivy S.H. Hii
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Developing Countries ◽  
Information Sources ◽  
Female Students ◽  
Institutional Choice ◽  
Branch Campus ◽  
Male And Female ◽  
Content Type ◽  
International Branch Campus

PurposeIn the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country.Design/methodology/approachThe study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA).FindingsOur results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students.Originality/valueVery few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students.

scholarly journals Using Turnitin to help students understand plagiarism

2019 ◽  
Vol 16 (1) ◽  
pp. 2-13
Author(s):  
Angela Unger Waigand
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Middle East ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Language Skills ◽  
Branch Campus ◽  
Plagiarism Detection ◽  
International Branch Campus ◽  
Detection Software

The use of plagiarism detection software such as Turnitin or SafeAssign has become common in higher education. While frequently used to catch plagiarism, some institutions have used it as a learning tool to help students better understand plagiarism and the conventions of academic writing. In an international branch campus in the Middle East, a survey was given to undergraduate students, primarily second language students, on the use of Turnitin to help with their writing. Most participants found that the software helped them improve their paraphrasing skills, understand the use of citations, avoid plagiarism and, to a lesser extent, improve their language skills. أﺻﺑ ﺢ ا ﺳﺗ ﺧدام ﺑ رﻧﺎﻣﺞ اﻟﻛﺷ ف ﻋن ا ﻻﻧﺗ ﺣﺎ ل ﻣﺛ ل Turnitin أو SafeAssign ﺷ ﺎ ﺋ ﻌًﺎ ﻓ ﻲ ا ﻟ ﺗ ﻌ ﻠ ﯾ م ا ﻟ ﻌ ﺎ ﻟ ﻲ . ﻋ ﻠ ﻰ ا ﻟ ر ﻏ م ﻣ ن ا ﺳ ﺗ ﺧ د ا ﻣ ﮭ ﺎ ﺑ ﺷ ﻛ ل ﻣﺗ ﻛرر ﻟﻠﻘﺑ ض ﻋﻠ ﻰ ا ﻻﻧﺗ ﺣﺎ ل ، ﻓﻘد ا ﺳﺗ ﺧدﻣﺗ ﮫ ﺑ ﻌ ض اﻟ ﻣؤﺳﺳﺎ ت ﻛﺄداة ﺗ ﻌﻠﯾ ﻣﯾ ﺔ ﻟ ﻣ ﺳﺎ ﻋدة اﻟ طﻼب ﻋﻠ ﻰ ﻓ ﮭم ا ﻻﻧﺗ ﺣﺎ ل ﺑ ﺷﻛل أﻓ ﺿ ل واﺗﻔﺎ ﻗﯾﺎ ت اﻟﻛﺗﺎﺑ ﺔ ا ﻷ ﻛﺎدﯾ ﻣﯾ ﺔ. ﻓ ﻲ ﺣ ر م ﻓ ر ع دو ﻟ ﻲ ﻓ ﻲ اﻟﺷ ر ق ا ﻷ و ﺳ ط ، ﺗم إ ﺟ ر ا ء د ر ا ﺳ ﺔ ا ﺳ ﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻟ ط ﻼ ب اﻟﻣر ﺣ ﻠ ﺔ اﻟﺟ ﺎ ﻣﻌﯾ ﺔ ، و ﺧ ﺎ ﺻ ﺔ ط ﻼ ب اﻟﻠ ﻐﺔ اﻟ ﺛﺎﻧﯾ ﺔ ، ﺣ و ل ا ﺳ ﺗ ﺧ دا م Turnitin ﻟﻠﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ ﻛﺗﺎﺑﺎﺗ ﮭم. و ﺟ د ﻣﻌ ظ م اﻟﻣ ﺷ ﺎ ر ﻛﯾ ن أ ن اﻟ ﺑ ر ﻧﺎ ﻣ ﺞ ﺳ ﺎ ﻋ دھ م ﻋ ﻠ ﻰ ﺗ ﺣ ﺳ ﯾ ن ﻣﮭﺎ ر ا ت إ ﻋ ﺎدة اﻟ ﺻ ﯾﺎ ﻏ ﺔ وﻓ ﮭم ا ﺳﺗ ﺧدام ا ﻻﺳﺗ ﺷﮭﺎدا ت وﺗ ﺟﻧ ب ا ﻻﻧﺗ ﺣﺎ ل وﺗ ﺣﺳﯾ ن ﻣﮭﺎ راﺗ ﮭم اﻟﻠ ﻐوﯾﺔ إﻟ ﻰ ﺣد أﻗ ل.

scholarly journals What a Branch Campus Is: A Revised Definition

2018 ◽  
Vol 2 (93) ◽  
pp. 12 ◽  
Author(s):  
Stephen Wilkins ◽  
Laura Rumbley
Keyword(s):  
Higher Education ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
The Core ◽  
Cross Border ◽  
International Branch Campus ◽  
The Cross ◽  
Definition Of ◽  
Core Features

Although international branch campuses have become an established part of the cross-border higher education landscape, there is still debate about what an international branch campus actually is. The purpose of this article is to propose a revised definition of “international branch campus” that is clearer and more implementable than existing definitions. To achieve this goal, we considered how the terms “branch” and “campus” are used in business and higher education, and then identified the core features of these campuses.

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

2018 ◽  
Vol 23 (4) ◽  
pp. 451-472 ◽  
Author(s):  
Stephen Wilkins ◽  
Selina Neri
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Middle Management ◽  
Survey Questionnaire ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
Management Position

The purpose of this research is to identify the challenges and issues associated with managing expatriate academics at international branch campuses, and to analyze the strategies that have been, or could be, implemented to overcome these challenges and issues. The data used in this study came from an online survey questionnaire that was completed by 14 individuals holding a senior or middle management position at an international branch campus. The survey participants unanimously reported that expatriate academics tend to be highly motivated and committed, and that they are largely satisfied with their jobs. However, many individuals do have issues with adjustment to the new country, to work differences, and to interacting with others. The participants offered a range of suggestions and recommendations that may help institutions to better support expatriate academics employed at international branch campuses. The suggested actions need to be implemented prior to the new recruit’s arrival in the host country, during the induction period, and on an ongoing basis.

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