Globalisation of business education – a British course or a British educational experience? Comparisons from a UK university

Abstract

Globalisation of higher education (HE) is becoming increasingly significant with institutions in Europe, America and Australasia looking for new opportunities to engage with students from Asia and Africa, either by delivering in their own countries or by attracting them to study in the institution’s home country. Business and Management Studies are in increasing demand in emerging economies, and are often used as a higher education institution’s route into engagement in new markets. This paper uses case study methodology to provide four comparative cases; these show how one institution used technology enhanced learning to offer its business curriculum in a variety of contexts to different groups of students. The cases highlight two examples which use a technology enhanced approach, with faculty travelling to the student’s home institution to deliver in block‐mode supported with online material or with students travelling to the UK for weekend blocks, again supplemented online. The other two case study examples are primarily online. The cases indicate that a technology enhanced approach has been successful in terms of the students’ experiences of “British” education in a non‐traditional context. An “online only” approach has proved less successful in engaging students from different cultural backgrounds in a “British” educational experience.