EMI and the international branch campus

2021 ◽  
Vol 44 (2) ◽  
pp. 229-252
Author(s):  
Sara Hillman ◽  
Keith M. Graham ◽  
Zohreh R. Eslami
Keyword(s):  
Higher Education ◽  
Linguistic Landscape ◽  
Multiple Sources ◽  
Branch Campuses ◽  
Study Approach ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
English Medium Instruction

Abstract Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar’s Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted.

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

2018 ◽  
Vol 23 (4) ◽  
pp. 451-472 ◽  
Author(s):  
Stephen Wilkins ◽  
Selina Neri
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Middle Management ◽  
Survey Questionnaire ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
Management Position

The purpose of this research is to identify the challenges and issues associated with managing expatriate academics at international branch campuses, and to analyze the strategies that have been, or could be, implemented to overcome these challenges and issues. The data used in this study came from an online survey questionnaire that was completed by 14 individuals holding a senior or middle management position at an international branch campus. The survey participants unanimously reported that expatriate academics tend to be highly motivated and committed, and that they are largely satisfied with their jobs. However, many individuals do have issues with adjustment to the new country, to work differences, and to interacting with others. The participants offered a range of suggestions and recommendations that may help institutions to better support expatriate academics employed at international branch campuses. The suggested actions need to be implemented prior to the new recruit’s arrival in the host country, during the induction period, and on an ongoing basis.

scholarly journals International Branch Campus and and Institutional Social Capital

2020 ◽  
Vol 11 (Winter) ◽  
pp. 127-130
Author(s):  
Christopher Kohler
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
International Education ◽  
Degree Programs ◽  
Graduate Studies ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
The Social

The number of international branch campuses (IBCs) has continued to increase over the past few decades.  Despite this increase, empirical research is lacking when it comes to the social implications for both the institutions engaged in transnational higher education through the development of IBCs and the students participating in these degree programs.  The students studying at international branch campuses are both local and international, undertaking an international education without venturing overseas.  The purpose of this study is to understand how students who have studied and are currently studying at an IBC narrate their experiences and expectations from transnational higher education, particularly focusing on the development and manifestation of institutional social capital and students’ ability to use this social capital in their specific local contexts.   Through a pilot study employing semi-structured one-on-one interviews and focus group interactions with current students and alumni of an American IBC in Singapore, it is found that enrollment at IBC is mostly a feature of lack of access to one of the local universities, which hold the highest status.  However, for some students with an interest in pursuing jobs or graduate studies overseas, earning an American degree is seen as a way to enhance their career prospects.  The development of a strong alumni group in Singapore is highlighted as a way to increase the value of the degree in the Singapore context.

Building a Case of Student Experience for Sustainable Higher Education in Transnational Environment

2014 ◽  
pp. 597-611
Author(s):  
UmmeSalma Mujtaba
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Host Country ◽  
Student Experience ◽  
Mission Statements ◽  
Student Choice ◽  
First Year ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education

This chapter sets ground to realize the exceptional significance of students to international branch campuses, which is a popular mode of transnational higher education. Mission statements of different international branch campuses are analyzed that converge on the fact that most of these institutions irrespective of the host country perceive student as their priority. The chapter then moves on to explaining student choice, in a situation where number of international branch campuses co-exist in a home country, such as the case of United Arab Emirates that hosts 19% of the world’s current branch campuses (Observatory, 2012). This information is then employed to expound how international branch campuses can progressively build student experience. Within this chapter, readers can find steps to build student experience in the first year of operation, followed by fine steps that can assist in progressively developing student experience. The chapter then addresses the significance of students in transnational higher education and how this can be developed, leveraged, and converted to be a potent tool such as to ensure sustainable branch campuses (a form of transnational higher education).

Student Mobility in Transnational Higher Education: Study Abroad at International Branch Campuses

2020 ◽  
pp. 102831532096428
Author(s):  
Stephen Wilkins ◽  
Lan He
Keyword(s):  
Study Abroad ◽  
Student Mobility ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
Communication Competencies ◽  
The University ◽  
Hierarchy Of Effects

The purpose of this research is to investigate the extent to which universities actively encourage students to participate in study abroad at an international branch campus (IBC) owned by the university. We suggest that the quality of information on study abroad provided by an institution in its website may be a good indicator of the institution’s ambition (or not) to have students moving from the home university to a branch campus for study abroad. The selected institution websites were subjected to mixed-method data analysis, which included a content analysis procedure. It was found that some universities appear motivated to achieve IBC-based study abroad and demonstrate the required marketing communication competencies required, while other institutions possibly lack motivation and/or marketing competency. To effectively promote IBC-based study abroad, we advise universities to address the student decision-making process, as suggested by the hierarchy of effects model.

scholarly journals What a Branch Campus Is: A Revised Definition

2018 ◽  
pp. 12-14 ◽  
Author(s):  
Stephen Wilkins ◽  
Laura Rumbley
Keyword(s):  
Higher Education ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
The Core ◽  
Cross Border ◽  
International Branch Campus ◽  
The Cross ◽  
Definition Of ◽  
Core Features

Although international branch campuses have become an established part of the cross-border higher education landscape, there is still debate about what an international branch campus actually is. The purpose of this article is to propose a revised definition of “international branch campus” that is clearer and more implementable than existing definitions. To achieve this goal, we considered how the terms “branch” and “campus” are used in business and higher education, and then identified the core features of these campuses.

scholarly journals Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates

2020 ◽  
Author(s):  
Robert Michael Bridi
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Scientific Progress ◽  
Gulf Cooperation Council ◽  
Government Funding ◽  
Rapid Expansion ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Internationalization Of Education

The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE).  The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors.  First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development.  Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders.  Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions.  Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.

Transnational Higher Education and the Factors Influencing Student Decision-Making: The Experience of an Irish University

2019 ◽  
Vol 24 (3) ◽  
pp. 291-313
Author(s):  
Linda Dowling-Hetherington
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Business School ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
The United Kingdom ◽  
International Reputation ◽  
International Ranking ◽  
Revenue Streams

Increasingly, universities have been engaging in transnational higher education (TNE), and such activity provides students with an additional study option. While much is already known about the TNE activities of universities in larger countries, such as Australia and the United Kingdom, very little is known about universities from smaller countries, such as Ireland. This article examines an Irish university with international branch campuses in Hong Kong, Singapore, and Sri Lanka. The results of a survey exploring the factors that influenced students’ choice of location, institution, and program and conducted among three cohorts of students over a 2-year period are presented. The results suggest that, above all other factors, the university’s international ranking and the accreditations and rankings of its Business School are particularly influential in students’ decision-making process. This finding highlights a potential exposure in terms of the scale of the institution’s student recruitment and revenue streams should it ever experience a decline in its rankings or international reputation.

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

2019 ◽  
Vol 9 (2) ◽  
pp. 44
Author(s):  
Egle Girdzijauskaite ◽  
Asta Radzeviciene ◽  
Arturas Jakubavicius ◽  
Audrius Banaitis
Keyword(s):  
Higher Education ◽  
Business Practices ◽  
Branch Campus ◽  
Uppsala Model ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Education Market ◽  
Foreign Education ◽  
Service Export

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.

scholarly journals The Management Development Institute of Singapore in Tashkent (MDIST), Uzbekistan: Motives and Rationale

2014 ◽  
Vol 5 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Eng Kee Sia
Keyword(s):  
Higher Education ◽  
Management Development ◽  
Branch Campuses ◽  
Higher Education Reforms ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Development Institute ◽  
Education Industry ◽  
Alternative Approaches ◽  
Higher Education Industry

This article provides an overview of international branch campuses (IBCs) in the context of higher education reforms in Uzbekistan. It also discusses the motives and rationale of establishing the Management Development Institute of Singapore in Tashkent (MDIST) in Uzbekistan based on the Institution Theory, shares its successes and reveals its uniqueness for transnational higher education provision. The purpose of this article does not seek to break new grounds within the transnational higher education industry; nonetheless it does attempt to provide a case reference offering comparative data for future study especially for alternative approaches/initiatives in higher education provision.

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