University Branch Campuses Research Articles

EXPLORING INTERNATIONAL UNIVERSITY BRANCHES IN UZBEKISTAN: OPPORTUNITIES, CHALLENGES AND IMPROVEMENT PATHWAYS

International University Branch Campuses in Uzbekistan present significant opportunities for advancing the country’s higher education landscape. These institutions offer advanced educational quality through internationally recognized curricula and faculty., promote global recognition and mobility. However, they also face challenges. Issues include language proficiency among faculty and students, which impede a positive students experience. Varieties in English proficiency among students in the classroom settings hinder motivation for study and a successful academic performance. Addressing these challenges requires language support programs, prioritizing language proficiency language proficiency in faculty hiring and tailored admission requirements to align student abilities with academic demands. By tackling these challenges, IUBCs can maximize their positive impact on Uzbekistan’s higher education system and enhance education quality in these institutions.

The Moderating Effect of Organizational Culture on the Relationship between Communication Strategies and Organizational Change at University Branch Campuses of Shandong province, China

The Moderating Effect of Organizational Culture on the Relationship between Communication Strategies and Organizational Change at University Branch Campuses of Shandong province, China

ANALYZING THE PATHWAYS OF COOPERATION BETWEEN CHINA AND UZBEKISTAN IN HIGHER EDUCATION

The article deals with the writing of central Asia as an important bridge for China to unleash its influence on the West and to realize connectivity with European countries. Developing cooperation and maintaining close contact with Central Asia is one of the issues that China needs to address urgently. Uzbekistan is an important country in Central Asia. China is Uzbekistan’s largest trading partner, and the enhancement of cooperation between China and Uzbekistan is the result of mutual choices. Uzbekistan is carrying out a new round of education reform, it is of great practical significance to seize the opportunity to expand China-Uzbekistan higher educational cooperation. This paper will focus on the theme of higher education cooperation, discuss the current situation of higher education in Uzbekistan, and through the comparative analysis of Uzbekistan’s higher education cooperation with Russia, the United States, the European Union and Turkey, analyzes the ways of China-Uzbekistan higher educational cooperation at the macro and micro levels, including the establishment of private universities and university branch campuses.

Is China's rising presence in Hungary since 2012 impacting on Hungary's relations with the EU?

Hungary has been an active participant in China’s 16+1 initiative which is a cooperation scheme launched by Beijing in 2012 to facilitate comprehensive cooperation between China and 16 Central and Eastern European countries. The relationships between China and Hungary have improved greatly since then and China’s political and economic presence in the country is increasingly visible. Apart from the Budapest-Belgrade railway, the recent high-profile Chinese investment in Hungary includes a vaccine plant and Fudan University branch campus in Budapest. Since their bilateral relations have deepened, will China’s political and economic presence in Hungary impact Hungary’s relations with the European Union (EU) and the EU’s unified stance towards China? This article evaluates the impact of the 16+1 initiative on Sino-Hungarian political and economic relations and the impact of their engagement on Hungary’s relations with EU institutions and initiatives.

Navigating New Terrain: First-Year Chinese Students’ Transitionary Experiences In a Sino-US Joint Venture University In China

The growth of international higher education, with an increase in inbound students and the creation of foreign university branch campuses, has made quality education available globally. But this also presents challenges for academic adjustment for international students. Although there is a significant amount of literature on the struggles faced by international students studying abroad, there is limited research on the challenges faced by students attending International Branch Campuses (IBCs) within their home countries. This study aims to fill this gap by using a qualitative exploratory approach to understand the specific challenges faced by first-year university students in China at a Sino-US international branch campus. Data was collected through interviews and focus groups with 28 students, five faculty members, and three student support staff. The findings provide valuable insights into the institutional and teaching challenges faced by these students, which are different from those faced by international students studying abroad.

Argument not optional: The language of alternatives and recommendations in the case analysis genre

The case analysis is a common assignment in business courses that requires students to use their disciplinary knowledge to identify a company's problems and propose logical recommendations to solve them (Gardner, 2012; Nathan, 2013). When writing the recommendations section of a case analysis, students are often required to discuss alternatives to their preferred recommendation as part of their argument for it. Despite the central importance of the recommendations section in case analysis writing, there is limited research on how to effectively help students write it. In this paper, we use SFL-based genre analysis to analyze how effectively students incorporated and rejected alternatives in a case proposal assignment in an Organizational Behavior (OB) course at an American university's branch campus in the Middle East. Unlike other research that focuses only on exemplar or successful student writing (e.g., Nathan, 2016; Nesi & Gardner, 2012; Szenes, 2017, 2021), we show a range of representative text patterns, from students who neglected to take a position on a preferred recommendation, to students who effectively supported a clear position. Our analysis has implications for a range of genres where students need to maintain a consistent stance while arguing for a preferred solution among alternatives.

Higher education regionalism in the former Soviet Union: a qualitative exploration of Russian university branch campuses

ABSTRACT Drawing on higher education regionalism, this paper explores international branch campus (IBC) initiatives undertaken by one of the largest Russian IBC-exporting institutions, the Lomonosov Moscow State University (LMSU). To date, very little is known about higher education (HE) export-import between the post-Soviet countries. This qualitative inquiry critically examines the Soviet legacy of LMSU IBCs to understand their origins, purposes, and utility as a form of HE export. This paper sheds light on (1) the similarities and differences between six LMSU IBCs and (2) discourses used to rationalise the establishment of LMSU branch campuses. The findings from this paper suggest that LMSU IBCs are established (a) to promote the Russian HE model, (b) to strengthen political and cultural ties with neighbouring countries, and (c) to bolster LMSU’s image and brand appeal in the region.

Corporate Governance Models for Higher Educational Institutions: An Analysis

Since 2000, public and private higher education institutions systems in Malaysia are promoted to meet the nation’s needs. Consequently, restructuring the public university system took place in 2005 through the Ninth Malaysia Plan (2006-2010). Under the new structure, the system differentiates between the types of universities in Malaysia, including research, comprehensive, specialised, and technical universities. The new structure offers a strong answer to students’ diverse complexity of skills and attention and permits the best use of faculty with different skills subject to specific objectives. The higher education system in Malaysia responds to globalisation, marketing, and the information economy similar to other developing countries. This impact of the new initiative can be seen from the increment of the enrolment, combination of universities, better process in administration, the growth of private colleges and universities has been supported and all aspects of academic programmes that have been widened to cater the demands from the markets. Currently, in Malaysia, there are 20 public universities, 51 private universities and 10 foreign university branch campuses; 37 private university colleges and 338 private colleges. This growth and changes have made Malaysia into an education hub, especially in South East Asia. One of the issues concerned is the governance structure and framework applicable to these higher educational institutions. This paper deliberates on the theories and models of corporate governance and examines the governance structures and framework suitable and applicable to higher educational institutions. The research methodologies adopted by this paper are doctrinal and document analysis.

Retention Amongst Pre-University Students at a Foreign University Branch Campus in Malaysia: An Exploratory Study

Student retention is of key importance to many private higher education institutions in Malaysia. This paper discusses the factors influencing a selected group of former pre-university students’ decision to continue their undergraduate studies in the same university where they had completed their pre-university studies. In-depth interviews were conducted, and three major themes of student retention were identified namely, the educational quality at the institution, educational quality at pre-university level and the overall conducive study and support environment. The findings provide insights on retention related challenges and issues faced by this group of students. This study also suggests ways on how the university could successfully improve its student retention.

CAPITALISING ON THE STRENGTHS OF INTERNATIONAL BRANCH CAMPUSES IN MALAYSIAN TRANSNATIONAL HIGHER EDUCATION LANDSCAPE

Recently, the Malaysian government announced the possibility of establishing a Japanese university's branch campus in Malaysia. The most likely candidate for the first Japanese university to pave the way to Malaysia is Tsukuba University. It is part of the Look East Policy 2.0 revived by the previous Malaysian Prime Minister, Tun Mahathir Mohamad. Before this, many universities from abroad have set up various forms of transnational higher education (TNHE) in Malaysia, including from countries such as Australia, Canada, United Kingdom, United States of America and China. The Malaysian Government in her Malaysian Education Blueprint 2015-2025 (Higher Education) (Ministry of Education Malaysia, 2015) indicates that it intends to increase international students to 250,000 by 2025 to strengthen its position as an international higher education hub. Malaysia has acquired various strengths, opportunities and experience based on its past track record, which prove that this task is not monumental. This paper explores the strengths and opportunities that Malaysia has acquired and accumulated to enhance its capabilities as an international higher education hub to achieve the internationalisation goal by delineating the sustainability aspect of the transnational higher education plan in Malaysia. Malaysia, through the establishment of the IBCs, has identified various strengths involving TNHE. Those strengths include regional education hub, ability to attract a large pool of international students, capitalising on the power of the MQF, self-accreditation status given to TNHEs, cost advantage and education tourism potential. Keywords: transnational higher education, international branch campus, regional education hub, globalisation, Malaysia

The politics of exporting higher education: Russian university branch campuses in the “Near Abroad”

ABSTRACT This exploratory study represents the first attempt at examining the politics of exporting Russian higher education to the former Soviet countries. The existing numeric and narrative evidence on Russian universities’ international branch campuses (IBCs) was gathered and systematically organized in a new dataset. The study finds that the majority of IBCs operating in former Soviet countries are branches of Russian universities. While the effectiveness of these IBCs is difficult to demonstrate, the study suggests that the Russian Federation uses IBCs as a tool to retain and strengthen its political power and influence in the region. This is done through a nuanced exploration of the niche of Russian IBCs within the differentiated higher educational landscape and through the analysis of the Russian state’s political rationale for establishing and supporting Russian IBCs. The study proposes to interpret the politics of exporting Russian higher education using the frameworks of neo-imperialism and internationalization.

The difficult act of balancing financial and academic performance: Product adaptation strategies at university branch campuses

Adapting a product to suit local requirements is a well-known international marketing strategy. Branch campuses generally adapt programs to suit local requirements. However, the academic fraternity has resisted adaptation on concerns about the dilution of academic standards. This study uses data from five branch campuses to examine the link between adaptation and financial and academic performance. The results indicate that adaption leads to increased financial performance but does not maintain academic standards. The study recommends strategies to maintain a balance between an ethnocentric approach, which calls for similar academic standards, and a geocentric approach, which requires adaptation.

Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia

ABSTRACTThe study explored English as a Foreign Language (EFL) low proficiency students’ reflections and experience of learning in a structured flipped writing program, in a foreign university branch campus in Malaysia. It investigated the areas in which students showed improvement after flipped classroom learning. Qualitative data collected from semi-structured interviews of a sample of 18 students revealed that most students had positive experiences of the use of flipped classroom, reporting that they had greater time preparation before class; increased practice, engagement, interaction, motivation and immediate feedback during class, and a higher level of self-efficacy after class. Some shortcomings of this approach included the feeling of boredom and that it was time-consuming.

‘I’M GETTING THERE’: AN INVESTIGATION OF ACADEMIC WRITING DEVELOPMENTS OF UNDERGRADUATE STUDENTS IN A FOREIGN BRANCH CAMPUS IN MALAYSIA

Many foreign university branch campuses in Malaysia make it compulsory for students to undertake academic literacy units (i.e. Reading for Academic Purposes, Technical Report Writing) in order to equip them with language skills as well as reading and writing for academic purposes. Despite the ubiquitousness of such units in universities, little is known about their effectiveness. This longitudinal study aims to address this gap. This paper reports on data collected from the first phase of a mixed methods study that seeks to explore (i) students’ self-concept in academic writing, (ii) perceived impact of the Academic Writing (AW) unit on the writing development and (iii) the transferability of skills to other academic units. Findings from the questionnaire revealed that the AW unit had a significant positive impact on their writing skills and that the skills acquired were reported to be highly transferable to other study units. Nevertheless, to ensure academic success, the study concludes that the foundations for first year studies need to be laid early. Keywords: academic writing, L2 writing, academic language-learning needs, language learning, English for academic purposes (EAP)

Mediating effects of students’ social bonds between self-esteem and customer citizenship behaviour in the context of international university branch campuses

PurposeThe purpose of this paper is to offer empirical evidence on the role of self-esteem and social bonding in explaining citizenship behaviour of students at international university branch campuses (IBCs).Design/methodology/approachA sample of 400 students from four IBCs in Malaysia was administered in a questionnaire. Data were analysed using SPSS and partial least squares 3.0.FindingsThis research demonstrates that students’ self-esteem and social bonds have positive direct effects on customer citizenship behaviour (CCB). Moreover, self-esteem has an indirect effect on CCB via intervening of attachment, commitment and involvement of social bonds.Research limitations/implicationsCCB of IBC students can be explained by self-consistency theory via mediation of social bonds from social bonding theory.Practical implicationsTo encourage CCB in IBCs, university management should target students who have high self-esteem, closely tied to parents and lecturers, committed to university, highly involved in co-curricular activities and comply with university regulations.Originality/valueGreater understanding of students’ citizenship behaviour may help transnational universities to improve relationship marketing strategy and enhance students’ campus experience.

The ethical intention of marketing students: the role of ethical ideologies, Machiavellianism and gender

This study investigates the relationship between ethical ideologies, Machiavellianism, perceived ethical problem, gender and ethical intention. The results from a survey of students in marketing classes from an Australian university branch campus in Malaysia revealed that relativism and Machiavellianism have negative impact on ethical intention of students. However, idealism and perceived ethical problems have positive impacts on their ethical intention. Moreover, the study found that gender is not a determinant of the ethical intentions of students. This study is attempting to improve our understanding of the ethical issues existing in one of the emergent markets (i.e. Malaysia). Additionally, it offers some implications for marketing educators.

University Branch Campuses in Kenya

The catalyst for the rapid growth of the multi-campus university system in Kenya include revenue enhancement, expansion of access and mitigating the equity challenge. Despite these noble social goals, this model of university development has been discredited owing to quality, equity and restrictive programing concerns. A reframing of the campus model towards regional-specific high-autonomy campuses could ameliorate these concerns.

Opportunities and Challenges for Innovations in Qatar

Opportunities and Challenges for Innovations in <scp>Q</scp>atar

The market route to higher education in UAE: its rationales and implications

Externalities with regards to higher education have increasingly being debated across the world, with many countries shifting part of the higher education responsibility to the individuals on the premise that it generates private benefits. The transformation of higher education from elite to mass system and inability of the government to shoulder the ever increasing burden of higher education; is cited as one of the reasons for adopting the market route to higher education and treating students as consumers. This consumerist turn to higher education has raised concerns about quality, critical pedagogy and the perception amongst employers that graduates lack skills. The market of higher education in UAE (United Arab Emirates) is relatively free and there are substantial numbers of higher education institutions giving consumers fair choice in deciding whether to pursue their education at public, private or University Branch Campuses (IBC). The purpose of this exploratory study is to evaluate the market of higher education in UAE with regards to quality and market acceptability of universities and colleges. As the higher education sector in UAE is predominantly teaching oriented, this exploratory study is intended to assess perceptions of employers about private higher education and thereby assess the effectiveness of market route. The study revealed that the employers prefer graduates from public universities or IBC’s as compared to private ones citing the concerns about student’s preparation for the world of employment. The policy implications for State and universities are discussed.

Beyond the Master Plan: The Case for Restructuring Baccalaureate Education in California

Although a stunning success in many ways, California’s 1960 Master Plan for Higher Education has been a conspicuous failure in one respect: California ranks near the bottom of the states in the proportion of its college-age population that attains a baccalaureate degree. California’s poor record of B.A. attainment is an unforeseen consequence of the Master Plan’s restrictions on access to 4-year baccalaureate institutions. In a cost-cutting move, the framers of the Master Plan restricted eligibility for admission to the University of California and the state colleges (later the California State University) to the top eighth and top third, respectively, of the state’s high school graduates. As a result, 2-year institutions have absorbed the vast majority of enrollment growth in California higher education. In addition to their important role in vocational education, the California Community Colleges now enroll between 40% and 50% of all students seeking a B.A., including those at both 2-year and 4-year institutions. Enrollment at 4-year institutions, however, has not kept pace. California now ranks last among the states in the proportion of its college students that attend a 4-year institution. The paper presents comparative data demonstrating the powerful relationship between 4-year college enrollment and B.A. attainment across the 50 states. Although California’s low rate of baccalaureate attainment is sometimes blamed on the failure of community colleges to produce more transfers, the data point to a more fundamental problem -- lack of 4-year baccalaureate enrollment capacity. The single most critical factor for California to improve B.A. attainment is to expand 4-year enrollment capacity. Yet building expensive new 4-year campuses is an unlikely option given the state’s current and foreseeable fiscal circumstances. The alternative is to restructure California’s existing postsecondary system. The paper reviews a variety of baccalaureate reform models that have been introduced in other states. The most promising of these models involve collaborations between community colleges and state universities to create new kinds of intermediary, “hybrid†institutions. Examples include university centers and 2-year university branch campuses. Under the university center model, 4-year universities offer upper-division coursework at community college campuses, enabling “place bound†students to complete their baccalaureate degree program there. Under the 2-year university branch model, some community colleges are converted, in effect, into lower-division satellites of state universities, thereby expanding capacity at the 4-year level and eliminating the need for the traditional transfer process. What these and other hybrid models have in common is that they help bridge the divide between 2-year and 4-year institutions, enabling more students to enter baccalaureate programs directly from high school and progress seamlessly to their degrees. Amending the Master Plan in the manner proposed here need not alter its essential features. While preserving the distinctive missions of UC, CSU, and the California Community Colleges, the need now is to build their capacity to work together as a system to improve baccalaureate attainment – the one mission that all three segments share.