Talent management in transnational higher education: strategies for managing academic staff at international branch campuses

2018 ◽  
Vol 41 (1) ◽  
pp. 52-69 ◽  
Author(s):  
Selina Neri ◽  
Stephen Wilkins
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Talent Management ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education

Building a Case of Student Experience for Sustainable Higher Education in Transnational Environment

2014 ◽  
pp. 597-611
Author(s):  
UmmeSalma Mujtaba
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Host Country ◽  
Student Experience ◽  
Mission Statements ◽  
Student Choice ◽  
First Year ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education

This chapter sets ground to realize the exceptional significance of students to international branch campuses, which is a popular mode of transnational higher education. Mission statements of different international branch campuses are analyzed that converge on the fact that most of these institutions irrespective of the host country perceive student as their priority. The chapter then moves on to explaining student choice, in a situation where number of international branch campuses co-exist in a home country, such as the case of United Arab Emirates that hosts 19% of the world’s current branch campuses (Observatory, 2012). This information is then employed to expound how international branch campuses can progressively build student experience. Within this chapter, readers can find steps to build student experience in the first year of operation, followed by fine steps that can assist in progressively developing student experience. The chapter then addresses the significance of students in transnational higher education and how this can be developed, leveraged, and converted to be a potent tool such as to ensure sustainable branch campuses (a form of transnational higher education).

scholarly journals Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates

2020 ◽  
Author(s):  
Robert Michael Bridi
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Scientific Progress ◽  
Gulf Cooperation Council ◽  
Government Funding ◽  
Rapid Expansion ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Internationalization Of Education

The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE).  The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors.  First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development.  Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders.  Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions.  Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.

Transnational Higher Education and the Factors Influencing Student Decision-Making: The Experience of an Irish University

2019 ◽  
Vol 24 (3) ◽  
pp. 291-313
Author(s):  
Linda Dowling-Hetherington
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Business School ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
The United Kingdom ◽  
International Reputation ◽  
International Ranking ◽  
Revenue Streams

Increasingly, universities have been engaging in transnational higher education (TNE), and such activity provides students with an additional study option. While much is already known about the TNE activities of universities in larger countries, such as Australia and the United Kingdom, very little is known about universities from smaller countries, such as Ireland. This article examines an Irish university with international branch campuses in Hong Kong, Singapore, and Sri Lanka. The results of a survey exploring the factors that influenced students’ choice of location, institution, and program and conducted among three cohorts of students over a 2-year period are presented. The results suggest that, above all other factors, the university’s international ranking and the accreditations and rankings of its Business School are particularly influential in students’ decision-making process. This finding highlights a potential exposure in terms of the scale of the institution’s student recruitment and revenue streams should it ever experience a decline in its rankings or international reputation.

scholarly journals The Management Development Institute of Singapore in Tashkent (MDIST), Uzbekistan: Motives and Rationale

2014 ◽  
Vol 5 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Eng Kee Sia
Keyword(s):  
Higher Education ◽  
Management Development ◽  
Branch Campuses ◽  
Higher Education Reforms ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Development Institute ◽  
Education Industry ◽  
Alternative Approaches ◽  
Higher Education Industry

This article provides an overview of international branch campuses (IBCs) in the context of higher education reforms in Uzbekistan. It also discusses the motives and rationale of establishing the Management Development Institute of Singapore in Tashkent (MDIST) in Uzbekistan based on the Institution Theory, shares its successes and reveals its uniqueness for transnational higher education provision. The purpose of this article does not seek to break new grounds within the transnational higher education industry; nonetheless it does attempt to provide a case reference offering comparative data for future study especially for alternative approaches/initiatives in higher education provision.

Academic Careers in Transnational Higher Education: The Rewards and Challenges of Teaching at International Branch Campuses

2021 ◽  
pp. 102831532110527
Author(s):  
Stephen Wilkins ◽  
Carrie Amani Annabi
Keyword(s):  
Working Conditions ◽  
Online Survey ◽  
Academic Staff ◽  
Job Security ◽  
Survey Questionnaire ◽  
Publish Or Perish ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Foreign Culture

This research investigates the attitudes, working conditions, experiences, and job satisfaction of academic staff employed at offshore campuses. An online survey questionnaire was completed by 72 academic staff in 10 different countries, which included China, Malaysia, Qatar, the UAE, and Vietnam. It was found that the desire for adventure and travel, and to experience a foreign culture, were the most popular motivations for working at an offshore campus. Common challenges and disadvantages of teaching at an offshore campus are the lack of job security, support for research, academic freedom, and opportunities for development and advancement. However, such academics often have motivated students, smaller class sizes, greater autonomy at work, fewer meetings, higher disposable income, and less of the ‘publish or perish’ culture. Almost three-quarters of our research participants believe that it is possible to have an attractive career teaching in transnational education, at offshore campuses.

The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development

2016 ◽  
Vol 30 (6) ◽  
pp. 959-975 ◽  
Author(s):  
Carrie Amani Annabi ◽  
Stephen Wilkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Arab Emirates ◽  
Individual Performance ◽  
Prior Learning ◽  
Content Type ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Programme Delivery

Purpose – The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students’ prior learning, in programme delivery at international branch campuses, and for lecturers’ professional development (PD) in transnational higher education. Design/methodology/approach – The data were obtained from two international branch campuses in the United Arab Emirates. The research adopted a qualitative methodology that involved 20 lecturers participating in semi-structured interviews and ten lecturers participating in a focus group. A rigorous process of content analysis was used to analyse and interpret the data. Findings – Lecturers in transnational higher education perceived that MOOCs were not suitable for accredited prior learning but that they might be useful as a supplementary resource for student learning and for personal PD. There was a strong belief that as international branch campuses offered a commodified product, MOOCs were unlikely to be adopted as a replacement for traditional programme delivery methods, as students strongly prefer face-to-face teaching and support. Practical implications – The research has identified a number of recommendations for higher education institutions operating in transnational settings, which might improve both institutional and individual performance. Institutions that intend to use MOOCs in programme delivery should consider how their students and staff would react to such a move, and how this might impact upon institutional image and reputation. Originality/value – Surprisingly, there has been little academic research published on the use of MOOCs in higher education, and to the authors’ knowledge, this is the first study conducted in a transnational education setting. The uniqueness of the environment in which international branch campuses operate, as well as their different objectives and student profiles, provide the rationale for this research.

scholarly journals Through the Looking Glass: How the COVID-19 Pandemic Changed International Branch Campuses’ Academic Experience and Home Campus Relationship

2022 ◽  
pp. 102831532110701
Author(s):  
Rachael H. Merola ◽  
Robert J. Coelen ◽  
W. H. A. Hofman ◽  
Ellen P. W. A. Jansen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Academic Experience ◽  
Structured Interviews ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Collaboration And Communication ◽  
The Relationship ◽  
Looking Glass

This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).

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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