Withdrawn: The possible consequences of adult students with ADHD symptoms in transnational higher education - a case review of international branch campus in Uzbekistan

2014 ◽  
pp. 2047387714Y.000
Author(s):  
E.K. Sia
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Adhd Symptoms ◽  
Case Review ◽  
Branch Campus ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
Students With Adhd

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.

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 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 The international branch campus as transnational strategy in higher education

2012 ◽  
Vol 64 (5) ◽  
pp. 627-645 ◽  
Author(s):  
Stephen Wilkins ◽  
Jeroen Huisman
Keyword(s):  
Higher Education ◽  
Branch Campus ◽  
International Branch Campus ◽  
Transnational Strategy

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.

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