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

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.

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

Journal of Studies in International Education ◽

10.1177/1028315318814200 ◽

2018 ◽

Vol 23 (4) ◽

pp. 451-472 ◽

Cited By ~ 4

Author(s):

Stephen Wilkins ◽

Selina Neri

Keyword(s):

Higher Education ◽

Online Survey ◽

Middle Management ◽

Survey Questionnaire ◽

Branch Campus ◽

Branch Campuses ◽

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.

What a Branch Campus Is: A Revised Definition

10.6017/ihe.0.93.10416 ◽

2018 ◽

pp. 12-14 ◽

Cited By ~ 11

Author(s):

Stephen Wilkins ◽

Laura Rumbley

Keyword(s):

Higher Education ◽

Branch Campus ◽

Branch Campuses ◽

The Core ◽

Cross Border ◽

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.

How International Branch Campuses Stand Out from the Crowd

10.6017/ihe.2016.87.9502 ◽

2016 ◽

pp. 11-12

Author(s):

Rachael Merola

Keyword(s):

Branch Campus ◽

National Education ◽

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?

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

College & Research Libraries ◽

10.5860/crl-259 ◽

2013 ◽

Vol 74 (1) ◽

pp. 9-23 ◽

Cited By ~ 7

Author(s):

Harriett Green

Keyword(s):

Academic Library ◽

Small Sample ◽

Sample Survey ◽

Library Services ◽

Branch Campus ◽

Branch Campuses ◽

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.

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

International Journal of Educational Management ◽

10.1108/ijem-08-2020-0409 ◽

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 ◽

Stakeholder Groups ◽

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.

What a Branch Campus Is: A Revised Definition

10.6017/ihe.2018.93.10379 ◽

2018 ◽

Vol 2 (93) ◽

pp. 12 ◽

Cited By ~ 2

Author(s):

Stephen Wilkins ◽

Laura Rumbley

Keyword(s):

Higher Education ◽

Branch Campus ◽

Branch Campuses ◽

The Core ◽

Cross Border ◽

The Cross ◽

Definition Of ◽

Core Features

EMI and the international branch campus

Australian Review of Applied Linguistics ◽

10.1075/aral.20093.hil ◽

2021 ◽

Vol 44 (2) ◽

pp. 229-252

Author(s):

Sara Hillman ◽

Keith M. Graham ◽

Zohreh R. Eslami

Keyword(s):

Higher Education ◽

Linguistic Landscape ◽

Multiple Sources ◽

Branch Campuses ◽

Study Approach ◽

English Medium Instruction

Abstract Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar’s Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted.

When is an international branch campus?

10.6017/ihe.2014.78.5808 ◽

2014 ◽

pp. 22-23 ◽

Cited By ~ 8

Author(s):

Nigel Healey

Keyword(s):

Competitive Environment ◽

Foreign Subsidiary ◽

Branch Campus ◽

Branch Campuses ◽

Clear Cut ◽

The World ◽

Definition Of ◽

Meaningful Sense

There are an estimated 200 international branch campuses around the world. As these campuses evolve in response to the changing regulatory and competitive environment, trying to get a clear-cut definition of an international branch campus is becoming increasingly difficult. Instead of asking ‘what is a branch campus?’ it is more interesting to consider when—at what point the operation ceases to be a foreign subsidiary of the home university in any meaningful sense.

International Branch Campus and and Institutional Social Capital

Journal of Comparative & International Higher Education ◽

10.32674/jcihe.v11iwinter.1422 ◽

2020 ◽

Vol 11 (Winter) ◽

pp. 127-130

Author(s):

Christopher Kohler

Keyword(s):

Higher Education ◽

Social Capital ◽

International Education ◽

Degree Programs ◽

Graduate Studies ◽

Branch Campuses ◽

The Social

The number of international branch campuses (IBCs) has continued to increase over the past few decades. Despite this increase, empirical research is lacking when it comes to the social implications for both the institutions engaged in transnational higher education through the development of IBCs and the students participating in these degree programs. The students studying at international branch campuses are both local and international, undertaking an international education without venturing overseas. The purpose of this study is to understand how students who have studied and are currently studying at an IBC narrate their experiences and expectations from transnational higher education, particularly focusing on the development and manifestation of institutional social capital and students’ ability to use this social capital in their specific local contexts. Through a pilot study employing semi-structured one-on-one interviews and focus group interactions with current students and alumni of an American IBC in Singapore, it is found that enrollment at IBC is mostly a feature of lack of access to one of the local universities, which hold the highest status. However, for some students with an interest in pursuing jobs or graduate studies overseas, earning an American degree is seen as a way to enhance their career prospects. The development of a strong alumni group in Singapore is highlighted as a way to increase the value of the degree in the Singapore context.

How Well Are International Branch Campuses Serving Students?

10.6017/ihe.2012.66.8584 ◽

2015 ◽

Author(s):

Stephen Wilkins ◽

Melodena Balakrishnan

Keyword(s):

Higher Education ◽

Vital Role ◽

Access To Higher Education ◽

Branch Campus ◽

Academic Literature ◽

Branch Campuses ◽

Professional Journals ◽

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.