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.

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.

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.

scholarly journals How Well Are International Branch Campuses Serving Students?

2015 ◽  
Author(s):  
Stephen Wilkins ◽  
Melodena Balakrishnan
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Access To Higher Education ◽  
Branch Campus ◽  
Academic Literature ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Professional Journals ◽  
International Branch Campus ◽  
The World

Although there is no shortage of criticisms of the international branch campus in the academic literature and professional journals, this article argues that they are fulfilling a vital role in countries all around the world, by expanding capacity and widening access to higher education. It was found that branch campuses are generally satisfying the expectations of both students and quality assurance agencies.

Student Mobility in Transnational Higher Education: Study Abroad at International Branch Campuses

2020 ◽  
pp. 102831532096428
Author(s):  
Stephen Wilkins ◽  
Lan He
Keyword(s):  
Study Abroad ◽  
Student Mobility ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
Communication Competencies ◽  
The University ◽  
Hierarchy Of Effects

The purpose of this research is to investigate the extent to which universities actively encourage students to participate in study abroad at an international branch campus (IBC) owned by the university. We suggest that the quality of information on study abroad provided by an institution in its website may be a good indicator of the institution’s ambition (or not) to have students moving from the home university to a branch campus for study abroad. The selected institution websites were subjected to mixed-method data analysis, which included a content analysis procedure. It was found that some universities appear motivated to achieve IBC-based study abroad and demonstrate the required marketing communication competencies required, while other institutions possibly lack motivation and/or marketing competency. To effectively promote IBC-based study abroad, we advise universities to address the student decision-making process, as suggested by the hierarchy of effects model.

scholarly journals When Developing Countries Meet Transnational Universities: Searching for Complementarity and Dealing With Dual Embeddedness

2019 ◽  
Vol 24 (3) ◽  
pp. 314-336 ◽  
Author(s):  
José Guimón ◽  
Rajneesh Narula
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Developed Countries ◽  
Access To Higher Education ◽  
Host Countries ◽  
Policy Makers ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
The Past ◽  
Foreign Universities

During the past two decades, a growing number of universities, mainly from developed countries, have established branch campuses in developing countries. From the developing country perspective, attracting foreign universities can help mitigate financial constraints and capacity shortages that impair the state’s ability to provide greater access to higher education, while also improving teaching and research in general. However, foreign universities may also be detrimental if they crowd out their domestic counterparts. We explore different scenarios and policy options for developing countries aiming to attract foreign universities, building upon a review of four case studies from Chile, China, Kazakhstan, and Malaysia. Our analysis illustrates how host countries can provide incentives to align incoming foreign universities to complement and strengthen the areas of weakness in their higher education systems. We also reflect on how policy-makers can deal with the challenges associated with the dual embeddedness of international branch campuses.

scholarly journals How International Branch Campuses Stand Out from the Crowd

2016 ◽  
pp. 11-12
Author(s):  
Rachael Merola
Keyword(s):  
Branch Campus ◽  
National Education ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
International Branch Campus

Trans National Education (TNE) models have evolved and diversified in terms of size, scope, ownership, and support framework. What distinguishes an international branch campus from other forms of TNE, and what are some of the main characteristics of IBCs? 

scholarly journals International Branch Campuses as an Entry Mode to the Foreign Education Market

2019 ◽  
Vol 9 (2) ◽  
pp. 44
Author(s):  
Egle Girdzijauskaite ◽  
Asta Radzeviciene ◽  
Arturas Jakubavicius ◽  
Audrius Banaitis
Keyword(s):  
Higher Education ◽  
Business Practices ◽  
Branch Campus ◽  
Uppsala Model ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Education Market ◽  
Foreign Education ◽  
Service Export

Higher education institutions (HEIs), especially latecomer institutions, continue to regard exporting education services by creating a commercial presence in a foreign country with caution. The purpose of this paper is to investigate ways of creating and managing international branch campuses (IBCs) and to elaborate recommendations for universities on establishing a branch campus as an entry into the foreign education market. In order to reach this aim, we analyse the trends of IBC development in higher education in the last 30 years, compare the theory and concepts of service export in business and in higher education and, finally, conduct a case study on seven IBCs globally. The analysis shows clear synergy between business theory and higher education (HE); however, no obvious coherence is discovered between the IBC establishment practices and the traditional Uppsala internationalisation model used in international business practices. This research continues by verifying the coherence of IBCs with the revisited Uppsala model based on the relationships and market commitment.

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 Libraries across Land and Sea: Academic Library Services on International Branch Campuses

2013 ◽  
Vol 74 (1) ◽  
pp. 9-23 ◽  
Author(s):  
Harriett Green
Keyword(s):  
Academic Library ◽  
Small Sample ◽  
Sample Survey ◽  
Library Services ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
International Branch Campus ◽  
Sample Survey Data

This preliminary study explores how library services are offered at the international branch campuses of U.S. institutions of higher education, including librarians’ experiences, challenges faced, and collaborations with the home U.S. institutions. The data from a Web survey distributed to international branch campus librarians, a conducted interview, and statistical data are presented. The small sample survey data are analyzed qualitatively, suggesting insights on how librarians are embedded in student instruction and staff training and how libraries play an important role in the establishment of international branch campuses. A larger study is strongly suggested to gain more concrete inferences, and the article discusses the role of U.S. academic libraries in the globalization initiatives of their home institutions.

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