Foreign Campuses Research Articles

Unlocking Success: Key Factors for International Mobility Program in Implementing the Merdeka Belajar-Kampus Merdeka Curriculum

This article is based on research conducted at nationally accredited State Islamic Higher Education Institutions (PTKIN) in Indonesia, which have already begun implementing the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum. The informants serving as data sources consist of 15 students participating in the International Mobility Program (IMP). A qualitative case study gathered data from interviews, observations, and documentation. The research emphasizes that the determinants of IMP success in supporting the implementation of the MBKM curriculum consist of four aspects: 1) through the ability to adapt well to a new environment, students gain learning experiences outside the campus by adjusting and respecting cultural differences in the destination country; 2) through international language proficiency, students are increasingly trained to conduct high-quality research and communicate effectively creatively; 3) through their interest in challenges and adventures in foreign campuses, students confidently present in international forums; 4) through the transformation of a global perspective, students are motivated to pursue further studies abroad and intend to participate in international programs in the following years. Understanding and emphasizing these factors is crucial for optimizing the benefits derived from international mobility initiatives within the unique context of religious higher education institutions.

Research of the Experience of Creation, Classification of Foreign Campuses and Peculiarities of their Financing

In modern conditions of spatial development, university campuses have undergone significant changes, representing not only platforms for joint research of science and business, but also the centers of urban innovation districts, which form an innovative community in the city and adjacent territories, having a significant impact on the socio-economic development of the region. The purpose of this work is to study foreign experience in the creation, operation and financing of foreign campuses for further application in the implementation of projects for the creation of new university–type campuses on the territory of the Russian Federation. The objectives of the research in the article were: the issues of systematization of foreign campuses by type of territorial location, scale, type of settlement and architecture; comparative grouping of infrastructure in foreign and Russian university campuses; financing mechanisms for the creation and operation of foreign campuses. Methodology – a system of scientific methods for grouping infrastructure facilities on foreign campuses, tabular synthesis of accounting and analytical information on the availability and movement of income and expenditure of national budgets, based on the best foreign experience. Within the framework of this article, the authors assessed the stages of creation and commissioning of campuses based on the experience of a number of countries: China, South Korea, Japan, France, Finland, Austria, which allows us to conclude that flexibility and diversity in design schemes in accordance with local characteristics, commissioning and modernization of campus facilities in Russia. As a result of generalization of the best world practice in the field of creation and functioning of university campuses, the article develops recommendations for assessing the appropriateness of financing and evaluating the effectiveness of budgetary funds of university campuses in the Russian Federation.

Internacionalização do Ensino Superior no Cazaquistão: da vontade política à implementação

Abstract Like the entire country, Higher Education in Kazakhstan has been in a phase of transition for more than thirty years. One of the dimensions of this transition relates to the internationalization of Higher Education. In this contribution, we focus on home internationalization. First, we synthesize the academic literature dedicated to this question in Kazakhstan. Second, we analyze the flows of foreign students in Kazakhstan during recent years. The country has succeeded in attracting an ever-increasing number of students from neighboring countries although the total remains small compared to Kazakh students going abroad. Third, we highlight two additional strategies used to increase internationalization in the country: employment of international scholars; and the launch of foreign campuses in Kazakhstan. Finally, we discuss the use of foreign languages and especially English as a tool for local internationalization. The country has probably overestimated its capacity to make English a working language at the university level.

THE INTERNATIONAL CAMPUSES’ ROLE IN HIGHER EDUCATION IN THE UAE

Internationalization of higher education includes recruiting international students, collaborating on joint programs, pursuing international accreditation, becoming world-class universities, developing international quality assurance systems, and establishing an educational hub. Foreign campuses are one of the most common models of internationalization. The purpose of this article is to study and evaluate the experience of the United Arab Emirates (UAE) in higher education, especially the impact of international branch campuses on the education system in the country. We believe this experience of the UAE’s reforms in the education system deserves attention for universities in Kazakhstan. We explore the reasons for the growth of transnational campuses, as well as their benefits. In particular, the increase in numbers of foreign Alma-maters may enhance the quality of teaching in public universities. Moreover, we found that accreditation is a sort of internationalization model of higher education, which was not given enough attention by scientists. The data for this study were collected from peer-reviewed academic journals, available official records on their websites and official reports. Key words: Internationalization, international branch campuses, universities, UAE.

Confronting the Seismic Impact of COVID-19

If I had written this essay in time for its original deadline, it would have been different in tone.
 Though just a month ago, it was another, now distant time. Back then I would have written about the explosion of international students on American campuses over the past decade and speculated about whether that boom had gone bust. Geopolitical tensions, global competition, visa holdups, nativism, gun violence — all have contributed to softening enrollments, with the number of new international students coming to the United States declining for three years running. But, I would have concluded, colleges are culprits, too, because their practices — including a lack of diversification of student recruitment, a failure to fully integrate international students into campus life, and insufficient investment in career counseling for students from overseas — have at times undermined the experience of international students in the U.S. And that’s a good thing, I would have suggested, because it means that higher education has the power to do something to address the hurdles that international students face.
 I didn’t make the February 15 deadline for inclusion in the spring issue, however, because I was increasingly pulled away to cover this frightening new respiratory disease and its impact on higher education. Back then, reporting on COVID-19 was a job for the international reporter, with the focus on what was happening abroad and its impact on student and faculty travel and collaboration. In a few short weeks, however, the coronavirus has come home, to the American campus, to America.
 The pandemic is upending daily life, but its impact could be especially seismic for international education, and one that those in the field have little ability to affect. All of us, everyone reading this journal, are committed to a career of crossing cultures and borders. Now, we’re house-bound. Some international students are stuck in the United States, stranded by travel bans. Others may struggle to get visas to return. Will parents, stunned by the coronavirus’ quick circumnavigation of the globe, be willing to put their children on airplanes and send them to far-away foreign campuses? It is far from clear what next week, next month, next fall, next year will bring. When I speak with some veteran international educators, they remind me of the field’s resiliency and quick rebound after the September 11th terror attacks. Others shake their head. I’ve never seen anything like this, they say.
 Amid all the uncertainty, one thing I do know: You will help me make sense of it. As a reporter, much of my work, by its nature, is rooted in anecdote. The research community that has built up around the Journal of International Students has helped provide rigor. The studies, both quantitative and qualitative, published here have shed light on the cultural adjustments inbound and outbound students face, given me new ways of conceiving of student identity, and highlighted the impact on labor-market outcomes of studying overseas, to name a few. The work that you do as scholars has informed the work of my readers, many of whom are practitioners, and the examined approach is often a stronger one. We all are apprehensive about international education’s future, but I am encouraged to know that there is a community committed to better understanding it.

The inspiration of rainwater utilization of foreign sponge campus landscape planning for Beijing

In this article, through selecting the good effects examples of sponge campus construction in the university of Pennsylvania, Salem State University, Arizona State University, State University of New York, and other landscape transformation as the research objects, the paper focuses on the application of sponge city concept in foreign campus landscape planning. It analysis design methods in response to the campus the ecological sustainable public green space design, the rain garden design, roof garden, ecological grass ditch and a series of soil restoration based on the sponge city idea. At the same time, it selects the construction of sponge campus of Beijing Jiaotong University as a comparative study example, in order to explore the potential rainwater utilization and development of sponge campus in China.

“Parents just don’t understand” – generational perceptions of education and work

PurposeUsing a Southeast Asian context, this paper asks a question that has seldom been researched: Is there a divergence between parents’ and their college-going children’s perceptions of education and employability at a time of rapid economic change? If such a divergence exists, it would have hidden costs for the children. Parents’ choice of professions no longer in demand when their children reach working age can permanently damage the latter’s earning power. Also, parents’ choice of fields of study that their children are not proficient or interested in jeopardizes the latter’s chances of success in their studies. The paper aims to discuss these issues.Design/methodology/approachData were collected using mixed methods, a combination of structured online questionnaires from two local special-purpose sample surveys conducted by the authors, and follow-up interviews. Graduate Employment Survey 2 (GES2) was the second of a three-phase British Council-sponsored study, focusing on TNE, that used a structured online questionnaire for students of several tertiary education institutions, both in the public and private sectors, and for several group interviews of students in 2015. A structured questionnaire was also administered to a small number of parents.FindingsIn terms of employment, the rankings of HEIs by parents and students were generally consistent. Study in foreign HEIs abroad has the highest likelihood of employment. Branch campuses were ranked next highest. Despite this, of interest is the difference in mean scores between first and second ranked HEIs. Whereas students rate branch campuses as not much inferior to foreign university campuses, parents see a major gulf between them – they rate foreign campuses more highly than branch campuses more poorly. This difference is likely caused by parents’ traditional preference for foreign study over local, coupled with a lack of TNE knowledge.Social implicationsA fundamental issue of perception is how parents and students see the role of education. Is education a destination or is education a journey? This disconnect has consequences. Given the shifting nature of employment, the need for transferable skills and the fact that some of the jobs that the next generation will be doing are not even known today, parental advice based on what they know may not do justice to their children’s choice of career. Likewise, the approach of TNE to promote traditional degrees to job paths is also a conventional approach that has a limited shelf life.Originality/valueThe role of parents in education choice has received surprisingly scant academic attention. With technological change driving product and service innovation ever more rapidly, previously unknown types of work have emerged in a relatively short span of time. In this situation, the risk of mismatched perceptions between parents and their children, whose educational experience spans a generation, is becoming increasingly real. While most studies of a parental role have been undertaken for Western countries, there is much less research on East Asian parents’ role in their children’s education.

캠퍼스 위험물질 특성을 고려한 합리적 관리방안 도출에 관한 연구

Recent progress in research in science and technology has been carried out in various combinatory and diverse ways, and the potential dangers associated with research activities are increasing along with research progress. The actual response to these dangers is not managed by laboratory safety law applied to laboratories with high current risk but it is actually managed by other laws and regulations. By doing so, it is urgently necessary to prepare an environment in which safe research activities can be conducted and to prepare rational management strategies for the prevention of safety hazards in laboratories of hazardous substances. Therefore, in this research, we selected two buildings that use the most harmful factors for two universities, 131 Analyzing the current situation and issues through on-site inspection surveys of harmful factors used in laboratories, Based on the situation of general safety management of domestic and foreign campuses, we suggested suggestions through discussion about the chemical substance management system of laboratories on campus in korea. In addition, the laboratory management system based on individual laws and regulations applied to campus laboratories has reached its limits, and laboratory workers who are applying this will have substantial institutional, administrative and conscious aspects We will try to explore 3P (People, Process, Property) capacity building measures to establish solutions. We intend to establish the standard of the site-centric management system to rationally lower the risk in handling harmful factors at university by incorporating the derived final conclusion into the actual research site.

The influence of organisational identification on employee attitudes and behaviours in multinational higher education institutions

ABSTRACTIn order to operate effectively and efficiently, most higher education institutions depend on employees performing extra-role behaviours and being committed to staying with the organisation. This study assesses the extent to which organisational identification and employee satisfaction are antecedents of these two important behaviours. Key objectives of the research were to identify possible antecedents of organisational identification and to discover whether the consequences of organisational identification vary among the employees of multinational universities at home and foreign campuses. We developed a model that was tested using structural equation modelling, which assesses the influences of organisational identification on employee satisfaction, extra-role behaviours and turnover intentions. All of the paths in our model were significant, but employee identification, satisfaction and extra-role behaviours were lower at foreign branches than at the home campuses of universities, and turnover intentions were higher. These results suggest that higher education institutions need to implement different human resource strategies at home and foreign branches, with a focus on improving organisational identification at the foreign subsidiaries.

South Ural State University Campus: Architectural Development Concept in Accordance with International Standards

The article deals with the vital problem of the implementation of the Program to enhance the competitiveness of the South Ural State University (SUSU) among other scientific and educational centers, which defines the main objective – to form a world-class university. According to the set objective, the most important task is to build a landscaped campus, which can be efficiently solved by the architectural means. The solution of this task is based on the scientific methods of the territorial and architectural improvement of the main university building complex development in the northern academic area and the architectural and aesthetic improvement of the space structural arrangement of the buildings. The author analyzes the global practice of modern campuses in Russia and abroad based on the Internet resources. The author carried out some additional on-site surveys of foreign campuses in Australia, Canada and China. The essence of the architectural concept of the first university campus development stage lies in the science-based achievement of a harmonious architectural and space unity of solid and plane elements of the site development, landscape arrangement of the main building’s courtyard and the adjacent territories with an efficient use of the relief, water areas and planting, allotment of additional spaces for landscaped areas due to a split-level arrangement, including a landscaped platform, increase of the underground space utilization share with the arrangement of an underground car parking and an underground walkway considering the environmental requirements. Further, it is planned to use the author’s methodological approach for the southern academic and the northern residential university areas, which will allow to create a duly completed landscaped SUSU campus with a developed infrastructure according to the international standards.

The Effects of Employee Commitment in Transnational Higher Education: The Case of International Branch Campuses

Higher education is a labor intensive activity and strong organizational performance depends upon employee commitment. This study analyses antecedents and consequences of employee commitment in universities that are involved in transnational higher education, with a focus on identifying differences between the employees at home and foreign branch campuses. The data for the study were obtained using a questionnaire that was completed by both teaching and non-teaching staff at three institutions in the United Kingdom, three institutions in Malaysia, and two institutions in the United Arab Emirates. A conceptual model was proposed and tested using structural equation modeling. The results indicate that employees at international branch campuses are not as motivated and committed to their organizations as their counterparts at home campuses. The findings suggest that institutions need to employ different and customized human resource strategies at home and foreign campuses, specifically with the aim of improving employee commitment and performance at the foreign campuses.

The Local Embeddedness of Foreign Campuses

This article is based on the case study of the establishment of the campus of Tongji University (TU) in Florence, Italy, in 2014. This is the first offshore campus of a Chinese university in a Western country, showing an innovative trend, in particular concerning the legitimacy within the host sociopolitical and economic context. This article frames the case in the scenario of academic internationalization and Chinese higher education. The article analyzes the internationalization strategy of TU and the peculiar evolution of Florence as an “education hub,” and gives a detailed account of the process leading to the establishment of the campus. Conclusions emphasize the innovative features related to Tongji’s choice to follow a delocalized platform approach and to network with local actors. This imposes a more complex view of the impact on the host region.

When Universities Go Abroad: NYU in Abu Dhabi

Scores of American universities have opened campuses abroad, New York University, where I teach, among them. (Others include Georgetown in Qatar, Yale in Singapore, Columbia in Jordan, and Duke in China.) Criticism and debate surround these developments, but have been limited mainly to financial and enrollment viability and to abstract questions of ethical and political correctness. I think the issues need to be contextualized with specifics. I taught at NYU's campus in Abu Dhabi, United Arab Emirates, for seven weeks in September-October 2011, and the experience revealed that, while each foreign campus has unique characteristics, NYU's in Abu Dhabi is an outlier among them.

Reflections on the Meaning of Study Abroad

Study abroad begins long before students leave their own shores. The moment that children enter daycare, nursery school, or kindergarten for the first time, they are in foreign territory, and all their antennae are out, testing, absorbing, learning. They begin to develop the first of their many multiple identities. They are no longer "Johnny" or "Sarah" whom everyone knows and loves at home, but Johnny or Sarah whom no one knows nor initially cares about, and they have to figure out what kind of a new identity they will develop so the danger zone becomes as safe as home. 
 Leaving familiar surroundings- the sounds, smells, safety, and food of home- and realizing, quite abruptly, that they must learn to adapt to the demands and needs of strangers, is the first and the most challenging "trip abroad" they will ever take. They will use the same set of skills, more mature, more polished (we hope) when they arrive on a foreign campus and move in with a host family or into an international dormitory. 
 Learning to make the journey with ease, whether it is on the first day of school or the day a plane drops one in a foreign field, is a necessary accomplishment. We have to make friends out of our peers; we have to gain the respect of our teachers; we have to develop curiosity and concern about the people around us. The stranger they seem, the more there is to learn. To fear diversity is to fear life itself. As the world becomes smaller and more integrated, the more crucial this accomplishment grows.