International Branch Campuses Research Articles

Student identity in transnational higher education: international branch campuses versus Sino-foreign institutes

ABSTRACT This study compares the impact of transnational higher education (TNHE) on student identity in two types of operating model, namely the international branch campus and Sino-foreign institute. The developmental characteristics of both types in China over the past two decades are reviewed, with a focus on students’ identity positioning in the contexts of institutional purposes. A qualitative approach is adopted to delve into participants’ narratives and reflections, followed by an analysis of their identity development through the lens of Bildung theory. Differences in the purposes and strategies of the two types of TNHE institution were found to have an impact on students’ experiences and perceptions of their ongoing self-identity formation. By comparing the two types of institution, the research provides new insights for the further development of higher education internationalisation in China and other countries that offer different models of transnational education.

The Main Factors Impacting on The Success of Higher Education Internationalisation in Modern China

Higher education internationalisation has become a widespread phenomenon, but the route choice constitutes an important issue. This research intends to evaluate how higher education internalisation is influenced by several factors: the leveraging of globalisation and localisation, inflow and outflow of education resources. After reviewing the theories on the patterns of internationalisation and education flows, telephone interview is conducted with six participants from several universities of Xi'an China, include Xi’an University, Northwest University, Xi’an Jiaotong University. Indicated by interview data, universities show strong inclinations of globalising, because the education shall be oriented towards the future career of the students in a globalised business world. However, the globalisation level is not satisfactory for some students. For example, the international branch campuses could be built to a higher level. This means that the campuses could be funded by the local and foreign universities. In addition, the challenges of leveraging globalisation and localisation include vague standards for leveraging the extents of being localised and globalised, cultural barriers and the conflicting ideas among relevant stakeholders such as the education ministry officials, the principal, professors and students. Demonstrated by interview data, outward flows are exemplified by exchange learning. In order to facilitate inward resource flows, universities in modern China tend to attract international students in various ways: travels to some foreign countries to capture the attention of the audiences there; hire some dealers in foreign countries to seek international students; deliver the most recent documents to some foreign agencies that help students apply for studying abroad.

Academics in International Branch Campuses’ Perceptions of Professional Development and Distance Education in Enhancing their Capacity

Academics in International Branch Campuses’ Perceptions of Professional Development and Distance Education in Enhancing their Capacity

Analysing risk in transnational higher education governance: a principal-agent analysis of international branch campuses

ABSTRACT Much of the literature on higher education governance is based on the premises of institutional immobility and national sovereignty. However, the rise of transnational higher education directly challenges both concepts. Transnational education is based on institutions’ mobility and the provision of education in a different country from the home institution’s location. This paper examines the governance of transnational higher education from the perspective of principal-agent theory (PAT). It posits that to understand the governance of such entities, one must consider the relationship with the home and host contexts – particularly the extent to which each is involved in the governance process. The study uses international branch campuses in Malaysia, Qatar, and the United Arab Emirates (UAE) to examine governance and risk mitigation in the transnational higher education context. Furthermore, the study aims to advance empirical and theoretical understandings in the comparative context.

Germany’s international branch campuses: neoliberalising the Humboldtian university through the backdoor?

ABSTRACT While comprehensive research exists on transnational strategies of universities from the Anglosphere, little is known about why institutions from less marketised higher education systems engage in transnational education provision abroad. Based on semi-structured interviews with decision-makers, we investigate why German public universities have established international branch campuses, and explore the underlying rationales and the consequences for university governance. We contribute to interdisciplinary transnational higher education literature by conceptualising the wider socio-political implications and spatialities of arguably non-market-driven transnational education. By analysing German branch campus projects against the backdrop of Anglosphere branch development, we show that although neoliberalisation has been subtle in German higher education, decision-making processes in university leadership are nonetheless strongly pervaded by a neoliberal paradigm. We argue that German branch campuses both reflect the specific form of German higher education’s neoliberalisation and further accelerate their parent institutions’ neoliberal reconfigurations by exposing them to commercialised higher education landscapes abroad.

Country branding through the internationalization of higher education: the case of Egypt

PurposeDrawing from the literature on internationalization, higher education marketing and place branding, this paper aims to link the internationalization of higher education to country branding. It explores the impact of internationalization within the higher education system on Egypt’s destination brand equity. This investigation offers insights for decision-makers in both the higher education and country branding sectors.Design/methodology/approachThis empirical paper adopts an exploratory approach and serves as an initial step for researchers. It utilizes a quantitative methodology, employing a survey with 366 responses, to examine the effects of internationalization efforts in higher education on country brand equity.FindingsThe results reveal a direct correlation between student engagement and the brand equity of international branch campuses (IBCs), as well as a link between IBCs and Egypt’s brand equity. Notably, the study highlights the mediating role of IBC brand equity in the relationship between student engagement and the overall brand equity of Egypt.Originality/valueThis paper is innovative in its method of assessing the impact of internationalization efforts in higher education, specifically at IBCs in Egypt, on Egypt’s destination brand equity. Additionally, the study identifies student engagement as an antecedent to IBC brand equity.

Of ‘international exposure’, place and mobility trajectories: domestic students and international students in the education hub of Dubai

ABSTRACT In 2023, the UAE hosted the second largest number of international branch campuses in the world. They cater for ‘local’ Emirati students and the large resident community of ‘expatriates’, but there also is a growing number of international students coming to study in Dubai from abroad. Drawing on semi-structured interviews with students in Dubai, this paper compares the locational and study choices of international and domestic students at international branch campuses. The findings show that the domestic students often opt to study locally due to the more affordable tuition fees and gendered expectations to stay close to their families. Meanwhile for international students, the prestige associated with certain international branch campuses, usually is a decisive factor in motivating them to study in Dubai, alongside concerns for safety and proximity to their country of usual residence. In addition, many international students believe that Dubai’s reputation as a ‘world’ city, which attracts people, goods, and investments from various part of the world, and the transnational education they are engaged in, will enable them to benefit from ‘international exposure’. Both international and domestic students regard the academic credentials they attain in Dubai as potentially paving the way for the realisation of post-study aspirations.

Teaching English in an engineering international branch campus: a collaborative autoethnography of our emotion labor

Abstract While a number of studies have documented the significant role of emotions and the emotion labor produced in English language teaching, research exploring English instructors’ emotion labor in transnational higher education contexts such as international branch campuses (IBCs) and within Science, Technology, Engineering, and Math (STEM) programs is lacking. Arguably, these neoliberally-driven and educational neocolonialist endeavors can produce intense emotion labor for English instructors. This study employs a collaborative autoethnography (CAE) methodology to investigate what provoked emotion labor for expatriate instructors, who teach English courses to Qatari national students at an IBC in Qatar. Taking a poststructural approach to emotion labor as our theoretical framing, we collaboratively examined our emotion labor in audio-recorded weekly meetings and then engaged in further dialogues and writings about our emotion labor. We reflect on two themes that produced emotion labor as well as emotional capital for us: 1) navigating our purpose teaching English to engineering majors and 2) confronting our roles as English instructors within a context of educational neocolonialism. Our study adds to the knowledge base of English teachers’ emotion labor in transnational and STEM spaces, while also showcasing CAE as a transformative methodology to explore language teachers’ emotion labor.

The rise of the remote metropolitan branch campus – Definitions, motivations and models

AbstractThis paper explores the concept of the university remote metropolitan branch campus (RMBC). Drawing on approaches used to frame international branch campuses, it proposes a first definition for an RMBC, distinguishing it from a wider group of domestic ‘Satellite Campuses’ that includes multi‐campus universities within regions. Using interviews with 10 RMBC directors in London, it explores motivations for their creation and approaches used to organise and resource these ventures, as well as to attract and teach students. It concludes that the dominant reasons for creating RMBCs relate to financial diversification, reputation, reach and business engagement, but that in some cases the repositioning of an RMBC has been strategically reactive in response to external changes in its operating environment. Whilst there is evidence for a range of organisational models amongst London‐based RMBCs, there are key commonalities around the students attracted, the programmes offered and approaches to teaching and learning. RMBCs in London are growing and thriving, but face challenges from market entrants and uncertain future UK Government policy.

Portraying a growing field of study: a scientometric review of research on international branch campuses

ABSTRACT International branch campuses (IBCs) are gaining popularity among students, institutions, and countries worldwide. Despite the significant interest in this field, few studies have reviewed and analyzed the IBC research landscape. This scientometric analysis examines 173 articles related to IBCs that have been published in the Web of Science Core Collection. The aim is to systematically trace the development, contributors, and topics of IBC research. Through this analysis, researchers can gain insights into the diversified and balanced advancement of IBC research. The study also explores the academic power dynamics underlying IBC research and provides recommendations for future research. Overall, this analysis provides a scientific map for researchers to review IBC research and better understand this field.

The development of Uzbekistan as a transnational higher education hub: government and institution rationales, and early outcomes

ABSTRACT Between 2018 and 2022, 23 foreign higher education institutions established a campus in Uzbekistan, resulting in it becoming the nation with the third largest number of international branch campuses globally, behind China and the United Arab Emirates (UAE). The purpose of this research is to understand the Uzbek government’s and foreign institutions’ rationales for engaging with transnational education (TNE) in Uzbekistan, as well as the founding and operational challenges, and the early outcomes. The data used in this study were obtained primarily from a range of expert stakeholders, who have expert and up-to-date knowledge on the development and operation of TNE institutions in Uzbekistan. Guided by our participants’ views and the secondary data examined, an optimistic outlook is anticipated for higher education development in Uzbekistan. The paper concludes with sets of recommendations for local policy makers, TNE institutions, and host countries aspiring to elevate their higher education through TNE.

Comparative Analysis of International Branch Campuses in Korea and Japan: Exploring Success Factors

This study presents a comparative analysis of the evolution of International Branch Campuses (IBCs) in South Korea and Japan, utilizing the conceptual framework proposed by Hickey and Davies (2022). The methodology includes the modified grounded theory approach (M-GTA) and interviews with over twenty leaders and executives working at IBCs in both countries. Preliminary findings highlight the importance of persistent collaboration among stakeholders, a strong commitment from the home campus, effective communication, trust-building, diversified enrollment pipelines, and strategies to mitigate regulatory challenges for the success of IBCs. Furthermore, entrepreneurial leadership, international education prioritization, cross-cultural understanding, tailored programs, and diverse hires are crucial for maintaining academic standards and building institutional capacity. This research contributes to comparative and international higher education by elucidating the factors influencing the success and sustainability of IBCs in the context of evolving higher education landscapes in South Korea and Japan.

Intersectional lens to the study of racism in TESOL leadership: A narrative inquiry of a Nonnative English‐speaking leader (NNESL) exposing epistemological and institutional racism

AbstractRacism in TESOL and other academic fields is nothing new, nor are discussions on the topic. However, a majority of the racist encounters discussed in existing literature report on the negative experiences of language teachers and/or students. An area that has historically been ignored and is long due exploration is the negative experiences of nonnative English‐speaking leaders (NNESLs), especially when they lead and/or interact with colleagues among whom ideologies of Whiteness and native English speakerism are dominant. With an aim to fill this gap, this article provides a narrative inquiry of an NNESL's experiences of facing epistemological and institutional racism as she leads a division within an International Branch Campus (IBC) of a U.S. university in an English as an international language (EIL) context in the Middle East. As the NNESL attempts to introduce necessary innovations and policy changes, her capacity as a change maker is questioned, partly due to her nationality, nonnativeness, race, and gender. This article is an attempt to uncover the racial discrimination experienced by NNESLs by providing examples of epistemological and institutional racism embedded in racist discourses and practices, and how it, directly or indirectly, plays a significant role in power relations, institutional structures, and identities, and has implications for the field of TESOL leadership.

Branding discourses in transnational higher education in the era of hypercompetition: leveraging secondary brand associations

ABSTRACT Transnational higher education (TNHE) providers are a notable part of many domestic higher education systems. Historically, TNHE providers benefitted from the perceived value proposition of offering ‘something different’ or ‘something superior’ compared to local institutions, but nowadays the domestic provision of higher education poses a more significant threat for the TNHE providers. A particular challenger type of institution is the local, foreign-affiliated (branded) university, which represents a rather unexplored type of TNHE. This research compares international branch campuses and local, foreign-affiliated universities in different TNHE contexts, to identify how the institutions leverage secondary brand associations in branding. The study identified four shared branding discourses (grandiosity, third space, place brand, and boundary-spanning) and the common underlying secondary brand associations used in each branding rhetoric. The findings strengthen our understanding of the importance of authentic branding in the era of hypercompetition for the future of TNHE development.

Fragmented mass ornaments: academic image, aesthetics, and brand cohesion of commercially-partnered international branch campuses

ABSTRACT This study explores neo-liberal marketisation aspects of commercially-partnered international branch campuses (IBCs), focusing on perceptions of university brand image, aesthetics, and cohesion. Commercially-partnered campuses refer to transnational (TNE) universities that are entered into private equity or for-profit partnerships in a branch’s host country. The present study is focused on Anglo-Western universities with for-profit IBC partnerships located in the economic free zones in the United Arab Emirates. Often, publicly available information on these partnerships is obscured to emphasise the home campus brand. Thus, the research aims to provide insight into how IBC academics and student service workers perceive IBC branding and its relationship to academic image and, to a certain degree, academic practice. Data collection instruments include semi-structured interviews and participant reflective responses to social media platforms, which are examined theoretically using a critical realism approach. Through a critical thematic analysis of qualitative accounts, the findings suggest two significant emergent themes which influence participant experience on IBCs: (1) institutional fragmentation, (2) limited authenticity. The study identifies a need for more genuine branding to increase the perceptions of the academic legitimacy of IBCs.

International Branch Campuses and Pharmacy Education in Low-Middle-Income Countries.

International Branch Campuses and Pharmacy Education in Low-Middle-Income Countries.

Globalisation, policy transferring and indigenisation in higher education: the case of Qatar’s education city

ABSTRACT Qatar’s transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the complex process of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages and challenges in Qatar’s effort to indigenise higher education and outlines areas for further research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education, as a guiding conceptual model. The paper is constructed as follows: first, a discussion on international branch campuses in Education City; second, outlining the conceptual model; third, a discussion on Education City through the conceptual model; and finally, the case of the home-grown university, Hamad bin Khalifa University.

International branch campuses: the influences of country of origin and campus environment on students’ institution choices and satisfaction

ABSTRACT Based on the first ratings of international branch campuses (IBCs) by Dubai’s Knowledge and Human Development Authority (KHDA), which are further supported by findings in the literature, we investigated students’ institution choices and satisfaction, focusing on country of origin and campus environment as possible key influences. The study adopts an inductive qualitative research design involving semi-structured interviews with 53 IBC students in Malaysia and the United Arab Emirates (UAE). We found that an IBC’s country of origin influences both students’ institution choices and students’ overall satisfaction with their institution. Although we also found that campus servicescape and facilities impact upon students’ institution choices and satisfaction, these were secondary when compared to education-related factors. We conclude that while a favourable campus servicescape may contribute less to overall student satisfaction compared to other factors, a campus environment with poor or inadequate facilities and equipment may result in student dissatisfaction.

Understanding Contextual Factors Influencing Chinese Students to Study at a Hong Kong Institution's Intra-Country Branch Campus

International branch campuses (IBCs) are commonly used by nations and universities to achieve internationalization. Although existing research has examined students’ attitudes and behaviors toward IBCs, few studies have investigated these issues in an intra-country context. Hong Kong institutions’ IBCs in the Greater Bay Area of Mainland China are examples of cross-border education that is offered under China's ‘one country, two systems’ policy. Using the concept of global-national-local imbrication as the theoretical lens, this qualitative study explores contextual factors influencing students’ motivations to enroll at a Hong Kong instituion's intra-country IBC. The findings suggest that students are drawn by global (e.g., high level of internationalization), national (e.g., shared culture), and local (e.g., high function-price ratio) factors to enroll at IBCs. These findings have generated new insights into students’ motivations within a unique environmental context, and the global-national-local imbrication paradigm provides a new attempt to explain the destination and institutional choices of students in transnational education.

The intersection of internationalization efforts and diversity, equity, and inclusion: The case of U.S.-based international branch campuses.

The intersection of internationalization efforts and diversity, equity, and inclusion: The case of U.S.-based international branch campuses.