scholarly journals ‘World-class’ fantasies: A neocolonial analysis of international branch campuses

Organization ◽  
2018 ◽  
Vol 26 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Marjo Siltaoja ◽  
Katariina Juusola ◽  
Marke Kivijärvi
Keyword(s):  
United Arab Emirates ◽  
Business School ◽  
Postcolonial Studies ◽  
Faculty Members ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Research Material ◽  
The World ◽  
World Class ◽  
Analytical Research

In this article, we build on postcolonial studies and discourse analytical research exploring how the ‘world-class’ discourse as an ideology and a fantasy structures neocolonial relations in international branch campuses. We empirically examine how international branch campuses reproduce the fantasy of being so-called world-class operators and how the onsite faculty members identify with or resist this world-class fantasy through mimicry. Our research material originates from fieldwork conducted in business-school international branch campuses operating in the United Arab Emirates. Our findings show the ambivalent nature of mimicry towards the world-class fantasy to include both compliance and resistance. Our contributions are addressed to postcolonial management studies by discussing the ambivalent nature of mimicry in international branch campuses and the significance of grandiose constructions in organizations for neocolonial relations.

scholarly journals International Branch Campuses: Success Factors

2018 ◽  
Vol 2 (93) ◽  
pp. 14
Author(s):  
Richard Garrett
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Research Team ◽  
Success Factors ◽  
Limited Attention ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
The World ◽  
Depth Interviews

The article provides an overview of the second part of a report on international branch campuses (IBCs). The Observatory on Borderless Higher Education (OBHE) and the Cross-Border Education Research Team (C-BERT) are the authors of the report. IBCs continue to grow in number and variety around the world, and the report includes updated estimates and patterns by country, but previously there has been limited attention paid to the success factors of mature IBCs. Defined as campuses in place for a decade or more, the report draws on in-depth interviews with campus and institutional leaders.

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).

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

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.

Creating Educational Excellence

2018 ◽  
Author(s):  
Shailendra Raj Mehta
Keyword(s):  
Business School ◽  
Business Schools ◽  
Indian Institute ◽  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Educational Excellence ◽  
The World ◽  
World Class

This chapter looks at the process of creation of a culture at the Indian Institute of Management – Ahmedabad (IIMA), India’s leading business school, and one of the highest ranked business schools in the Asia-Pacific region and in the world. The chapter also talks about the manner in which the experience of IIMA can be replicated to create world-class institutions in India.

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.

Globalization of Education in UAE: The Local Legislative Education Policies for International Branch Campuses and Its Tensions Given the Political, Religious, and Cultural Differences

2020 ◽  
pp. 002205742091491
Author(s):  
Sabiha Nuzhat
Keyword(s):  
Cultural Differences ◽  
United Arab Emirates ◽  
Cultural Context ◽  
The Political ◽  
Steady Increase ◽  
Education Policies ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Local Students ◽  
Globalization Of Education

Globalization has flourished many sectors of the society, including higher education. This article researches the existing literature of globalization of education in the United Arab Emirates (UAE) with the establishment of international branch campuses (IBCs), particularly in Dubai. UAE has its laws and legislations in place for IBCs which must be followed by all. There are different accreditation boards in UAE that universities undergo based on their type and locality within the country. Due to UAE having a strong political, religious, and cultural context, tensions are faced by IBCs and local students in ensuring the implementation of curriculum borrowed policies. Despite the tensions, it is seen that UAE has a steady increase in the growth of IBCs. This article further researches the tensions and reasons of the success of IBCs in UAE’s context.

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