Managing international branch campuses: what do we know? [forthcoming]

peer-reviewedOver the last decade, the growth of the international branch campus (IBC) has been one of the most striking developments in the internationalisation of higher education. There are now over 200 IBCs across the world, mostly in the Middle East and East and South‐east Asia. Despite the growing numbers of IBCs and the considerable financial and reputational risk they pose to their home universities, relatively little is known about the challenges of managing these foreign outposts. This paper reviews the growing, but still fragmented, literature in this increasingly important sector of higher education. It finds that managers of IBCs are faced with a range of challenges, which primarily stem from dealing with key stakeholder groups: students, staff, home and host country quality regulators, the home university and the host government, as well as the IBC's local joint venture partners. It concludes that further work is required to better understand the factors which influence and constrain IBC managers in balancing the competing interests of stakeholders.ACCEPTEDpeer-reviewe

International Branch Campus: Framework and Strategy

AbstractInternationalisation of higher education institutions (HEIs) is considered to be a top priority in institutional strategy development. Institutions are enhancing internationalisation to increase the quality of education and research, to expand the scope of these activities, to overcome the rivals, position themselves internationally, and diversify the income. The business models are increasingly transferred into HE practices. An international branch campus is one of the most risky and unexplored entry modes to international markets in higher education and the topic of interest around the globe, however little knowledge has been gathered about this internationalisation mode. The aim of this paper is to elaborate on the motives and rationales of establishing a branch campus abroad, and discuss this strategy as a way to create international presence of the HEI

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

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

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

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.</jats:p

Thesen zum Themenfeld 3, „Integrationsfaktor Deutschkompetenz“

Daase A, Ohm U, Vasquez V, Girdzijauskaite-Merold M. Thesen zum Themenfeld 3, „Integrationsfaktor Deutschkompetenz“. Presented at the 50. FaDaF-Jahrestagung „DaF/DaZ im Dialog mit Politik, Wirtschaft &amp; Öffentlichkeit“, Göttingen