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.

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 Problems with Cross-Border Quality Assurance

2015 ◽  
pp. 18-19 ◽  
Author(s):  
Kevin Kinser ◽  
Jason Lane
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Academic Standards ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
The Cross ◽  
Foreign Education ◽  
Basic Standards

Quality assurance for cross-border higher education often focuses on concerns about academic standards. But the challenge of evaluating international branch campuses and other foreign education outposts goes beyond enforcing basic standards of quality. We identify five issues that that make quality assurance in the cross-border context problematic.

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.

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 When is an international branch campus?

2014 ◽  
pp. 22-23 ◽  
Author(s):  
Nigel Healey
Keyword(s):  
Competitive Environment ◽  
Foreign Subsidiary ◽  
Branch Campus ◽  
Branch Campuses ◽  
Clear Cut ◽  
International Branch Campuses ◽  
International Branch Campus ◽  
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.

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.

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.

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 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.

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