Academic literature on the topic 'International Branch Campus (IBC)'

Purpose International branch campuses (IBCs) are complex entities and while much has been written about their expansion and development, the literature is largely from an external perspective. There have been few longitudinal studies examining the development of an IBC over time. The purpose of this paper is to review the development of one IBC over an eight-year time period, to identify the key learning points for institutional managers of other IBCs or for institutions intending to establish an IBC. Design/methodology/approach This paper is a culmination of research, conducted during the eight years when the lead author worked at the University of Nottingham Malaysia Campus (UNMC). The author was involved in practical management aspects as well as the research and analysis of IBC development. This paper represents a form of ethnographic research where the author conducted interviews, meetings and discussion groups, observed institutional policies, strategies and operations in action and was in an ideal position to identify and discuss their impacts on institutional performance. Findings This paper examines key management issues during the early, developing and evolving stages of an IBC and discusses key issues including communication, curriculum, identity and management. Key challenges, procedural issues, managerial responses and strategy will be presented to highlight foundational concerns for IBC development and areas and topics that must be given priority and support. Originality/value This paper considers the management of an IBC from the reflective standpoint of an author employed in a senior management position, during a period of significant growth of UNMC. The author provides insights and discussion involving practical experience.

Purpose The purpose of this paper is to examine the employability of international branch campus (IBC) students and graduates in Malaysia, including their possession of transnational skills and knowledge, and the role of IBC educational characteristics in improving such employability. Design/methodology/approach A combination of employer interviews (n=21) and a survey of Malaysian students (n=246) enrolled at four IBCs are used in this study. Thematic and matrix analyses were applied to the interviews and multivariate analysis to the survey responses. Findings IBC graduates are well-equipped with the skills and attributes that employers find most important, in particular, soft skills and personal attributes. The development of these employability attributes is related to IBC educational characteristics and international exposure on campus – with important heterogeneity among IBCs and curricula. However, IBC education does not strongly improve the transnational human capital of Malaysian students and is only a partial substitute for education abroad in this respect. Originality/value This paper is one of the few studies that examine the employability of students that graduate from IBC universities, a type of education that has received only limited scholarly attention. It also broadens the scope of the debate on the relation between international experience and employability by examining whether receiving an IBC education in one’s home country can lead to the development of transnational human capital. Finally, it provides new insights on the returns to (higher) education by directly measuring students’ acquisition of skills and examining the role educational characteristics play in this.

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.

PurposeThe quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus hiring have raised questions about the extent to which non-parent-campus lecturers will support global integration pursuits. This paper aims to examine IBC lecturers’ orientations towards global integration, exploring how they identify themselves and their campuses as part of their wider universities.Design/methodology/approachEmploying constructivist grounded theory methodology, 37 lecturers and leaders at four Australian branch campuses in Southeast Asia were interviewed, engaging them in semi-structured discussions of their identities and experiences. Interviews were recorded, transcribed and analyzed using NVivo in an iterative process of theory development.FindingsBranch-campus lecturers interviewed generally construct their individual and campus identities as separate from their wider universities. Barriers to branch campuses’ global integration include low organizational identification of lecturers, challenges in their relationships with headquarters colleagues and perceptions of cross-campus disparities in resources and students. Branch campuses’ organizationally separate identities are enacted in practice, fueling a self-reinforcing “Othering Loop” that could undermine these campuses’ quality and viability.Originality/valueThis research is the first emic exploration of locally-hired branch-campus lecturers’ views toward global integration. These findings provide an important corrective to the existing literature on this topic, challenging assumptions that localizing branch-campus hiring is the primary risk to integration. Multiple points of potential managerial intervention were identified, highlighting opportunities for university leaders to address contextual barriers and improve international branch campuses’ global integration while continuing current trends toward localized hiring.

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.

The international branch campus (IBC) has become a noticeable mode of internationalization in higher education, and has garnered great attention from the public and the media. Perhaps because the United States, the United Kingdom and Australia have been the dominant exporting countries, this phenomenon has sometimes been critiqued as a strategy that promotes the interests of developed countries over those of developing countries. However, our analysis of IBC distribution using an economic framework provided by the World Economic Forum suggests that economic competitiveness is more important to the development of IBCs than a dated developed-to-developing.

With the internationalization of education, studying at international branch campuses (IBCs) is becoming a popular choice in China. Taking Dongbei University of Finance and Economics (DUFE)—Surrey International Institute as an example, this article explores the choice criteria used by Chinese students enrolled at an IBC. Based on auto-ethnography and 46 in-depth semi-structured interviews, this study found that students’ choice of this particular IBC was influenced by personal reasons, institution image, program evaluation, and city effect. The study further proposes a model of factors that may influence Chinese students’ choice of an IBC. As the IBCs are run as for-profit ventures in an increasingly competitive environment, the marketing strategies to attract Chinese students to study at IBCs based on the findings are also discussed in this article.

PurposeThe research aims to assess the achievements and challenges of international branch campuses (IBCs) to date and to consider how IBC development may progress in the future.Design/methodology/approachThe article presents a review of the scholarly and grey literatures on IBCs. The commentary and discussion is structured around the objectives, perspectives and experiences of three key stakeholder groups, namely the institutions that own IBCs, students and host countries.FindingsSome IBCs have failed to achieve their student recruitment and financial targets, while others have been successful, often expanding and moving into new, larger, purpose-built campuses. In the last few years, several countries have announced their intention to become a transnational education hub, or at least to allow the establishment of IBCs. It may be reasonable to assume that when there is demand for a product, supply will eventually follow. IBCs will survive and prosper as long as they provide benefits to each of their main stakeholder groups (i.e. students, institutions and governments), and as long as the local demand for higher education places exceeds the total supply.Originality/valueThe article provides a comprehensive and up-to-date review of IBC developments and research during the period 2000–2020. The findings and conclusions will be of interest to both researchers and practitioners.

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.

A tanulmány célja, hogy röviden bemutassa az International Branch Campus (IBC), vagyis a nemzetközi egyetemek külföldi campusainak a fogalmát és történetét, a nyugati, illetve a fogadó egyetemek motivációját, valamint általában a külföldi campusok és az anyaegyetemek kapcsolatát. A vizsgálat elsősorban az ázsiai kontinensre, azon belül pedig a Közel-Keletre fókuszál. A dolgozat alapvetően abból a hipotézisből indul ki, hogy az IBC egy sikeres és kölcsönösen eredményes nemzetközi felsőoktatási együttműködési forma, amelyből a külföldi egyetemek és a fogadó országok egyaránt profitálnak. A konklúzió szerint annak ellenére, hogy a múltban alapvetően a nyugati országok létesítettek külföldi campusokat, a felsőoktatás nemzetköziesedésének az újabb hullámában a kínai egyetemek európai megjelenése hasonló eredményességre tarthat számot, az ezzel kapcsolatban megfogalmazott nyugati kritika pedig döntően geopolitikai tartalmú, és nem az együttműködés tartalmi oldalára koncentrál.

Deciding whether or not to open an international branch campus requires that senior leaders at higher education institutions have an understanding of the benefits and risks associated with one of the riskiest forms of internationalization. Three historical waves characterize the modern incarnation of the international branch campus, which began in the 1980s. The benefits and risks for opening an international branch campus have evolved during each wave. The current wave has seen the rise of government-sponsored education hubs where a tight partnership exists between the host country and the foreign higher education provider. Few studies have explored decision-making processes used by higher education institutions when determining whether or not to open an international branch campus. This study provides a deeper understanding of the decision-making process used by Ghent University when choosing to open the Ghent University Global Campus in Songdo, South Korea. Ghent University’s decision demonstrates that the benefits and risks are evolving for international branch campuses. Locating a branch campus in a government-sponsored education hub lowers one of the foremost risks that higher education leaders must address, the financial ones. This case also reveals that benefits are developing to include research opportunities abroad, new employment prospects for postdoctoral students, and support for internationalization activities.

The research examined why students chose to study at an international branch campus (IBC) and how they perceived their experiences’ impact on their employability. The research posed a question which has largely been studied using quantitative measures with a few notable exceptions such as Pyvis and Chapman (2007) who investigated offshore Australian programmes. Because quantitative studies cannot capture the underlying complexities encompassing the cultural system and socio-cultural properties influencing the agential powers exercised by the individual, this research attempts to explain student choices and experiences using the concepts of rates of return to education, signalling/screening and identity in the qualitative tradition from a critical realist perspective. The leitmotif of this thesis is the analytical dualism of structure and agency (Archer, 1995) in which the link between these two was an inevitable part of the narrative explaining how structure constrained and enabled participants who as free agents took responsibility for their destinies. Semi-structured interviews were conducted with 31 students from three IBCs. The findings have policy implications for the research indicates that there are significant structural factors at the levels of host and source countries which affect the IBC market. There are also structural factors at the institutional level associated not only with the IBC and parent university but also with the local partner. At the individual level, there are socio-cultural influences which at times shape student choices but at other times, conflict with the individual’s own life project. The research shows that it is important to understand the factors influencing student choices and experiences at the IBC and its parent campus within the wider framework of structure and agency in order to inform sector-wide and institutional internationalisation policies and strategic planning.

This thesis uses phenomenography to investigate the perceptions and experiences of academic libraries by faculty members across a variety of disciplines working in international branch campuses (IBCs). The main research question addressed by the study asks how faculty members experience the academic library, with the objective of identifying qualitative variations in experience within this group. The findings of this research address established practical problems related to library value and identity, and have implications for practice in both the development and evaluation of library services for faculty members, as well as communication about those services with faculty members. Furthermore, the findings of this research support practical developments in the support of faculty members engaged in transnational higher education provision. The results of the research find that these participants in this context experienced the academic library in at least six different ways and reported a variety of experiences in terms of using information, in and out of the academic library, to accomplish core faculty member functions of teaching and research. The categories of experience generated through the study are: IBC faculty members experience the academic library as relationships with librarians; as a content provider; as a discovery service; as a facilitator for engaging with the academic community; as a champion of reading books; and as a compliance centre for information ethics. Investigations into the information behaviour, library use and perceptions of faculty members have been conducted in a variety of contexts, but are limited in transnational contexts. This research therefore also represents an original and important contribution to an understanding of academic library practice in transnational or cross-border contexts, as well as contributing to a limited knowledge base about the experiences of faculty members in transnational higher education generally. Phenomenographic investigations into the experiences of library and information science elements such as libraries and information centres are rare, and therefore this research represents an original contribution to understanding this phenomenon in this way. The study employed phenomenography as the methodology for understanding the academic library experiences of the participants. Ten faculty member participants representing a variety of IBC institutions located within major educational hubs in the Arab Gulf and Southeast Asia were interviewed about their academic library experiences moving from a home campus to a branch campus, using the story of this move as a critical incident for starting discussion and relaying real experiences to the researcher. These experiences are theoretically situated in the context of information worlds (Jaeger & Burnett, 2010) in order to increase understanding around the formation of these experiences and to critically analyse practical implications. This research design contributes to the phenomenographic method by detailing its procedures and to its theoretical aspects by linking the methodological with a framework, Jaeger and Burnett’s theory of information worlds, which facilitates phenomenography outside its traditional domain of teaching and learning research.

This thesis is a study of the challenges of managing an international branch campus (IBC) of a UK university. Branch or satellite campuses are not a new phenomenon. Within the UK, the Universities of Leicester, Nottingham and Southampton all began as university colleges of the University of London, teaching a prescribed curriculum and acting as an examination centre for the University of London. Ironically perhaps, over a century after London provided higher education to the provinces, at least 13 provincial universities currently operate branch campuses in the capital, including Glasgow Caledonian University and the Universities of Liverpool, Cumbria, South Wales and Ulster (Quality Assurance Agency 2014). Internationally, the University of Ceylon (now separated into the Universities of Colombo, Peradeniya, Vidyodaya and Kelaniya) was also set up as an international college of the University of London. After World War II, a number of Commonwealth university colleges of the University of London were established under the ‘scheme of special relationships’. These colleges offered University of London degrees and were provided with academic support to develop their systems and procedures so that they could eventually become independent. The group of Commonwealth colleges in the special relationship included the predecessors of today’s Universities of Ibadan, Nairobi, West Indies and Zimbabwe (Harte 1986). The current wave of IBCs is, however, different from the university colleges of yesteryear in two important respects. First, today’s IBCs are the private initiatives of UK universities, rather than part of a wider development policy agenda driven by the UK or a foreign colonial government. Second, the IBCs are privately owned, either wholly or jointly by the UK universities, rather than being public institutions set up by a government. This is reflected in the titles of the new IBCs which either position them as an extension of the UK university (eg, University of Reading Malaysia, University of Middlesex Dubai) or highlight the nature of the educational partnership (eg, International University of Malaya Wales, Xi’an Jaiotong Liverpool University). The common thread connecting today’s IBCs to the past is that they follow the historical 8 convention of teaching curricula designed in the UK and awarding the degrees of the home university. The 21st century version of the IBC is a relatively recent phenomenon. Prior to the conclusion of the ‘Uruguay Round’ of trade talks and the establishment of the General Agreement on Trade in Services (GATS) in 1995, non-tariff barriers effectively precluded trade in educational services in most markets. The oldest ‘modern’ IBC is the University of Nottingham Malaysia Campus, which was set up in 2000. Most of the UK’s IBC’s have been established only in the last ten years and a number ─ for example, the University of Reading Malaysia and Heriot-Watt University Malaysia ─ are still in their infancy. Building and operating an IBC represents a ‘brave new frontier’ for UK universities and this thesis sheds important light on the challenges involved. The international strategy literature provides a valuable conceptual framework within which to organise these challenges. The globalisation of business is far more advanced than that of higher education and the management models much better understood. Multinational corporations (MNCs) have developed sophisticated techniques for managing extensive networks of overseas subsidiaries and have dedicated functional departments to oversee the movement of labour, goods, services and capital across national borders. A fundamental challenge for MNCs is to determine how much to localise their product or service to meet the needs of each national market. Universities face the same dilemma with their IBCs. Should they be ‘clones’ of the home campus, providing an educational experience which is identical to that on the home campus? Or should they localise the curriculum and pedagogy to adapt to the learning styles and context of the host market? Unlike MNCs, however, UK universities are not huge corporations with HR and finance departments accustomed to dealing with transfer pricing, international tax issues and managing internationally mobile staff. They are stolid, UK-based organisations with a public sector ethos and a tradition of being managed by academics, rather than professional career managers. They are characterised by arcane governance structures, internal politics and glacial decision-making. More than half the UK universities (ie, 9 the former polytechnics and colleges of higher education) have been independent of local government control for less than 25 years and many still operate on the basis of employment contracts and working practices from this era. The scale of the IBCs relative to their UK campuses is, moreover, generally so small that the organisational ‘centre of gravity’ is overwhelmingly the UK-based operation. A second difference between MNCs’ subsidiaries and IBCs is that, despite the advent of GATS, higher education remains a highly regulated sector. UK universities are subject to oversight by the national Higher Education Funding Councils, the Office for Fair Access (OFFA) and the Quality Assurance Agency (QAA). When they establish IBCs which provide UK degrees, the IBCs are subject to the same scrutiny by the QAA. At the same time, IBCs are regulated by the equivalent bodies in the host country, either arms-length organisations like the Malaysian Qualifications Agency (MQA) or the host Ministry of Education. Governments in many countries subsidise higher education, either indirectly by providing students with grants or loans to contribute towards tuition costs or directly by subsidising universities or operating them as part of the public sector. To control the cost to the taxpayer, they often impose enrolment caps; to meet public good objectives, governments may use a range of levers from moral suasion to purpose-specific grants to steer universities to admit students from underrepresented backgrounds or undertake research in particular areas. At the very least, IBCs must compete with subsidised, regulated local universities, but often they themselves are subject to the same regulation and control. Because of these two important differences between MNCs and universities, the focus of this study is on the challenges of managing an IBC as perceived by the IBC managers. While there is a well-developed literature on principal-agent theory, much of the international strategy literature on localisation approaches the problem from an organisational perspective; that is, it couches the challenge to the MNC as an entity of determining the optimal degree of localisation. In the case of an IBC, the senior management of the home university may similarly take a view, in principle, of the optimal degree of localisation of the curriculum. But because the management systems of a UK university are so underdeveloped in terms of controlling a small IBC thousands of kilometres away, and because there are other equally powerful stakeholders in the 10 host country involved, it is the IBC manager in situ who has to balance these competing demands. This study uses critical realism as the conceptual framework. This is because IBC managers are operating in the context of hard objective, external facts (government regulations, enrolment targets, financial budgets), but they nevertheless have to construct their own understanding of their objectives within the context of the wider social structures and power relations. For IBC managers, they are working in an alien culture where they may not speak the local language or fully comprehend the social norms and conventions. They have to work out what they think are the agendas of the host government, their joint venture partner and their competitors and what they believe their students want. They also have to interpret the home university’s objectives, which may be vague or ambiguous given the differing objectives of the most senior leaders (eg, the pro vice-chancellor teaching and learning is likely to take a different view from the chief financial officer about the objectives of the IBC) and the shifting political alliances in the senior management team.
Using semi-structured interviews with IBC managers, mostly in their own offices at the IBC, this thesis finds that the managers feel pressure to localise the staff base, the curriculum (broadly defined to embrace content, pedagogy and assessment) and research. This pressure emanates from five main clusters of stakeholders: the home university, the joint venture partner, the host country (government, regulators and employers), competitors and students.

This study identifies the success and failure factors of foreign direct investment in transnational education. With western tertiary education markets becoming more saturated, it becomes essential for higher education institutions (HEI) to pursue new and lucrative opportunities internationally. One approach to internationalisation is the establishment of international branch campuses (IBC). This method provides the highest level of control but incurs the most risk, and failure can result in irrecoverable damage to reputation and substantial loss of resources. A review of the literature shows that numerous facets should be considered when establishing an IBC, but there are limited studies that holistically address what makes them successful or how success can be measured. Three research questions were devised to address the gaps in the extant literature. A three-stage exploratory mixed methodology is implemented consisting of expert surveys, case studies and a quantitative survey. The results show five factors that contribute to the success of an IBC. Additionally, eight classifications of success measures and a framework for establishing an IBC were identified. A key finding is the importance of the HEI factor; the remaining factors should be considered once it has been established that the HEI is able to open and operate an IBC efficiently. Furthermore, this study is one of few that presents a holistic view of how to operate an IBC successfully. The results of this thesis present HEI managers with the key considerations when developing an IBC and academicians with scope to further understand what makes IBCs successful.

As neoliberal logics converge with the internationalisation imperative on university campuses worldwide, the nature of what it means to be an academic is changing. In an era when tenured stability in one's home country has become, for many, an unlikely dream, academics are experiencing an increasing need to be globally mobile, while many university workplaces are consequently becoming more multicultural, and more transient, than ever before. This combination of globally transient academics with neoliberal market forces has necessitated new forms of academic labour that are not often accounted for or discussed, either by universities or in the higher education management literature. This thesis reports on ethnographic research conducted over nine months at an international branch campus of a Western university, located in Vietnam. This campus, I argue, is an extreme case of the aforementioned intersection between the forces of neoliberalisation and globalisation in higher education. By undertaking participant observation; shadowing individual academics for varying periods; conducting interviews with academics, and non-academics; and conducting qualitative content analyses on internal and external university documents, I have attempted to shed some light on the nature and potential extent of these changes to academic labour. The results of this study demonstrate that academics in a neoliberalised, globalized university are required to produce what I am calling "marketable academic authenticity". That is to say, they are employed not only to teach, research and provide service to their community, but are also expected to make themselves available as marketing materials that can be displayed to demanding potential customers: prospective students and their parents. I argue through the six body chapters of this thesis that the production of marketable academic authenticity via proxy indicators of academic quality and authenticity have come to replace the need for "actual" academic quality, or what most academics would consider to be "authentic" academic work. This production of marketable academic authenticity has one primary goal: to build prestige and have prestige conferred upon the university by a range of stakeholders. However, the university under scrutiny in this thesis has allowed prestige-seeking activities to become their highest priority, over and above the traditional pursuits of developing young minds, creating new knowledge and reproducing disciplines. Prestige-seeking is primarily carried out by exploiting those assets possessed by the university that are considered to be of most value to their target market. Foremost among these assets is the whiteness of their academics, and the Westernised appearance of the facilities, as proxy indicators of "world-class" quality and "authentic" international education. Of the white academics, the best placed to be indicators of quality are the white male academics, and best of all are white male academics who are most able to produce the kinds of academic professionalism that a Vietnamese market expects - well-dressed, well-spoken (ie. native English speakers), bearing a sense of gravitas (either via age or physical stature), who is also an entertainer in the classroom. While the production of marketable academic authenticity in pursuit of prestige may have been necessary for the university's survival, there have been unintended consequences of these actions, to both the academics of the campus and to the university more broadly - racism, misogyny and other structural inequalities; social and psychological strain and increased cognitive load management; and the creation of toxic work environments, to name but a few. This study provides a fresh view of the future that highly internationalised, neoliberalised universities may expect if they allow the need to produce marketable academic authenticity to overpower all else.

博士
國立高雄師範大學
教育學系
103
The purpose of this research is designed from the perspective of international competitiveness and the related positioning strategy and actual situation of international branch campus within higher education in China and Singapore, as a reference for Taiwanese education policy. This research proposes a framework based on literature review, numerous theories mentioned in previous studies, and a suitable design of interview methodology and document analysis. First, this framework in accordance with the “Five Competitive Forces” model analyzes which kinds of international higher education competitiveness in China and Singapore exist and how to potentially adopt their strategies of branch campus. Secondly, based on International Cooperation Theory, it accesses the specific operation modes of five independent legal entity branch campuses in China and 12 branch campuses in Singapore, which are listed on the Cross-border Research Team (C-BERT). Thereafter, drawing upon the concept of “Competitive Advantage "(status and levels map), usage of file collection, case studies, semi-structured interview, comparative approach, personal attendance to case branches in China and Singapore and conduction of face to face interviews with faculty members, professors, students and business people from five countries, it analyzes the factors and framework of competition advantages of two branch campus cases. The main findings of this study are as follows: 1.The international competition faced by higher education between China and Singapore a) Identical points: increased pressures of globalization and open market environment, popularity growth of Higher Education, ranking upgrade of university reputation, ongoing higher domestic demand for higher education and the improvement of its quality standards, government aim to retain domestic talent for local university education studies. b) Diverging points: Prime focus of higher education social or commercial driven. Resource allocation levels to national and international students. 2. The set up of foreign branch campus in China and Singapore in response to growing competition for international cooperation policy in higher education a) Identical points: higher education planning based on domestic demand, strong emphasis on the choice of education institutions with high international education standards; implementation of state departments to coordinate higher education management , enrollment , public information and provision of required resources, abidance of the teaching and programming system of foreign institutions as a "private educational institution" to recruit students. b) Diverging points: management stakeholder system, definition of university brand integrity and campus size, differentiation of enrollment focus. 3. Competition policy of the two cases a) Contextual factors: In response to globalization and a competitive market environment establishment of higher education branch campuses. Abidance of special laws and or plans in order to acquire government support and obtain higher tuition fees as the main source of income. b) The management of campus: A core concept of "internationalization" defines the key managerial policies. c) Process: Organizational capacities underlie strict “ quality assurance mechanisms” and multicultural requirements. Strategic positioning of clearly defined "Target Markets" and specific choice of "The languages of instruction” to uphold competitive advantage. Core focus is on implementation of the curriculum and teaching programs. d) Product: Universities take reciprocal approach. Study environment fulfills student pursuit of effective learning. High-level student performance leads to growing international reputation and stable source of enrollment. 4.Implications for Higher Education Policy in Taiwan a). Initiation and gradual implementation of the Higher Education Transformation concept. b). Select the appropriate mode of branch campus for Taiwan, as a reference for future policy planning. Finally, based on the findings in this research, concrete suggestions are proposed to the ministry of education and appropriate institutions.

This chapter considers Duke University's motivation, approach, and challenges in launching its international branch campus (IBC), Duke Kunshan University in Kunshan, China. Differing perspectives on the project are presented from the point of view of DKU students, faculty, administrators, and an international education consultant. Taken together and in the context of relevant literature and the information provided in Duke University's primary China planning document, their thoughts and observations offer valuable insight to the ongoing conversation about the role of IBCs in higher education, and coalesce around the importance of an institutional brand rooted in consistent values and a genuine culture of faculty, staff, and student engagement.

This chapter attempts to categorise the international Higher Education Institutions (HEIs) based on the International Branch Campus (IBC) establishments with the application of both the Institution Distance on risk consideration as well as the Uppsala Model of internationalisation. As the establishment of an IBC involves a sequence of incremental decisions to be made by a foreign HEI, this chapter reveals such decision-making processes, especially on the rationale and risk considerations for establishing an IBC, and proposes a modified institutional distance to synergise with the Uppsala model. Much of the data have been gathered from an in depth literature search. The purpose of this chapter is to provide university leaders, economic strategists, policy makers, entrepreneurs, practitioners and decision-makers within HEIs consider the risk reduction strategies that are practiced by other HEIs before embarking on establishing an IBC in a foreign country.

As Malaysia attempts to expand access for their minority groups using international branch campuses (IBCs), the IBC emphasis on developing students into tech-savvy, English-speaking, business leaders is leading to divisions based on language and ability that present new accessibility challenges. This chapter draws on the findings from a qualitative study conducted at three IBCs in the greater Kuala Lumpur area of Malaysia to understand how IBCs both facilitate and obstruct access to higher education for Malaysia's diverse population, and to reframe how access is understood in an area of cross-border higher education. This study found that: a) the instructional approach used in the business degrees at Malaysia's IBCs provides a very different pedagogical experience for students compared with the forms of instruction at their secondary schools; b) the new English-only, group-based learning highlights students' ethnic and linguistic differences; and c) students' successful transition to the surrounding business sector depends on their ability to acquire skills offered at the IBC.

Private higher education in Malaysia has undergone radical transformations with the aim of becoming a regional hub for higher education in Southeast Asia, and to transform the country into one that has a fully developed knowledge-based economy. To understand this transformation, the purposes of this chapter are to identify key prospects and challenges of international branch campuses (IBCs) and propose strategic alignment on the operation and administration of the IBCs in Malaysia. In order to identify and understand the challenges IBCs face when operating in Malaysia, this study adopts a review approach that is supported by findings and from academic and grey literature. The results of this review indicate that IBCs are faced with complex challenges and are on unequal footing with other local universities. This chapter uncovers various demanding issues and discusses strategic alignment of IBCs. Limitations and recommendations for future research are also incorporated in this chapter.

Purpose – the purpose of the article is to develop a strategic map for international branch campus establishment and risk management frameworks. Research methodology – the methods of interpretation and conceptualisation have been used to analyse the context of foreign market entry in higher education and develop strategic guidelines. Also, the results of previous research executed by authors on this topic have been used. Findings – the decision support model for HEIs establishing an international branch campus has been suggested. Research limitations – the main limitation of the study is the vast variety of IBCs due to its newness. However, the main aspects of establishing an IBC have been addressed and presented in a model. Practical implications – the obtained results and the decision support model will contribute to the existing internationalisation practices of higher education institutions (HEIs) considering entering new foreign markets in the form of the international branch campus. Originality/Value – the proposed decision support model is an instructional map for the top management in HEIs, contributing to the strategic and systematic approach to the international branch campus establishment

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.

Water consumption at many commercial campuses is a significant portion of resource expenditure, often with limited or no visibility into the individual branch or point of use locations, all of which summate to provide utility based reporting and invoicing, mostly on a monthly basis. In this paper, we present a case study where a commercial campus’ water distribution system is being instrumented to obtain a more granular measure of water usage. Measurement granularity is improved both in the time domain, transitioning from monthly to hourly or more frequent reporting, and in the spatial domain with all major end loads and significant branch loads being classified or monitored. Specifically, additional instrumentation is deployed in two distinct phases. The first phase added wireless transducers to the existing utility installed mechanical meters, enabling them to transmit consumption data every quarter hour. The second phase will instrument existing branch flow meters and also insert new flow meters to certain end-point loads and sub-branches. This will enable point or clustered data polling on the order of every few seconds. We also obtain additional information by polling an existing HVAC building management system for water related points of interest. We find that the collection and storage of granular water consumption information has the potential to create a detailed demand-side mapping of water usage on campus; providing data with significantly shortened time periods compared to the use of utility billing alone. We use this information to obtain hourly and daily consumption summaries at the site level and for specific end-load devices. From these results, we have created a hybrid consumption estimation of water consumption at the campus level, which contains a mixture of surveyed estimations and dynamic readings. This model provides improved accuracy and insights when compared to static site survey estimations. Due to the age and complexity of the site, primarily a result of numerous engineering changes over the site’s 60 year lifespan and a lack of detailed historical documentation, further work is ongoing to determine which additional endpoint loads or branched sub-sections we will instrument. We plan to use these additional data points to refine our water distribution model; hoping to accurately map individual buildings, floors and functional areas over time. At present, our site level instrumentation has been beneficial in revealing a number of insights regarding unexpected consumption events, most of which were attributed to scheduled maintenance activities. The ongoing monitoring of individual end-point loads has also highlighted areas of significant demand, which could be prioritized for conservation initiatives, and has shown where systemic adjustments could reduce demand peaking and flatten the flow requirements our campus places on the supplying utility.

This paper outlines an impromptu speech activity entitled “Dented Helmet vs. Spambot” intended as part of any introductory public speaking course. The activity is designed to overcome specific affective and cognitive challenges of ESL/EFL students, in particular Chinese learners. It is inspired by the principles of gamification (Kapp, 2012) with core gaming elements such as “freedom to fail,” “rapid feedback,” and “storytelling.” The activity requires “Rory’s Story Cubes” (a set of nine six-sided dice designed to spark creativity) and a special set of slides. An exploratory assessment of the effectiveness of the proposed activity was conducted on a sample of Chinese EFL sophomores enrolled in an international branch campus of a U.S. university in China, with 81 students completing our questionnaire. Overall, our findings provided some initial support to the effectiveness of the activity in terms of strenghtening students’ ability to communicate orally “off the cuff,” promoting students’ understanding of the role of storytelling in effective presentations, fostering students’ understanding of the major organizational formats used in organizing speeches, and increasing students’ awareness of their nonverbal communication in presentational settings.